Current Search: UWF Dissertations (x)
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Pages
- Title
- ALL GOD'S CHILLUN GOT WINGS: HOW THE NAACP YOUTH COUNCIL DESEGREGATED THE LUNCH COUNTERS OF PENSACOLA, FLORIDA, 1960 TO 1962.
- Author
- Jonas, Sarah Zahra
- Abstract/Description
-
Approximately 50 years ago, Blacks were refused the right to sit down and receive service at lunch counters in most variety stores, drug stores, department stores, and restaurants in the South (National Association for the Advancement of Colored People [NAACP], 1962). On February 1, 1960, four young Black men of North Carolina Agricultural & Technical State University (NC A&T) defied this prejudiced system by sitting down at an all-White Woolworth lunch counter and demanding to be served ...
Show moreApproximately 50 years ago, Blacks were refused the right to sit down and receive service at lunch counters in most variety stores, drug stores, department stores, and restaurants in the South (National Association for the Advancement of Colored People [NAACP], 1962). On February 1, 1960, four young Black men of North Carolina Agricultural & Technical State University (NC A&T) defied this prejudiced system by sitting down at an all-White Woolworth lunch counter and demanding to be served (Dykeman & Stokely, 1960). The press reported the incident, which immediately empowered other young students across the country to take a stand by sitting-down (Dienstfrey, 1960). Within just two months, sit-ins spread to over 60 Southern cities ("Dixie Negroes," 1960). Although Pensacola, Florida, became involved in the national sit-in movement just months after the Greensboro Four's demonstration ("Klansmen Want Sheriff," 1960), little of this history was known since most of the lived experiences remained undocumented prior to this study. This study addressed the role of the NAACP Youth Council's (YC) civil rights protests on desegregating the lunch counters of Pensacola, Florida. By implementing Busha and Harter's (1980) methods of historical inquiry, data were collected through archival research, site-based research, and interviews. Data were then analyzed and triangulated. While archival sources were organized to provide a chronological framework for the study, site-based data provided a geographical framework for the study. Interviews then provided personal first-hand emotions and experiences of individuals in the social and political setting. The results of this study are a detailed account of how protests were organized, sustained, and implemented in Pensacola.
Show less - Date Issued
- 2015
- Identifier
- WFE0000483, uwf:61117
- Format
- Document (PDF)
- Title
- AN AGENT FOR CHANGE: THE STORY OF REVEREND H. K. MATTHEWS.
- Author
- Wiley, Lusharon
- Abstract/Description
-
This case study examines the Civil Rights Movement in northwest Florida through the lived experiences of a Black Civil Rights activist. I attempted to situate the participant in the political as well as cultural and historical context of the time. By conducting interviews foremostly with the subject of this study as well as others and examining archival data, I developed a clear picture of the racism embedded in the dayto-day life of Blacks and Whites from the 1950's to the present. Within...
Show moreThis case study examines the Civil Rights Movement in northwest Florida through the lived experiences of a Black Civil Rights activist. I attempted to situate the participant in the political as well as cultural and historical context of the time. By conducting interviews foremostly with the subject of this study as well as others and examining archival data, I developed a clear picture of the racism embedded in the dayto-day life of Blacks and Whites from the 1950's to the present. Within this framework, I explore the lived experiences of one ordinary man who had the courage to become an agent for change, who by his actions changed history. His story suggests that activists must possess vision and passion and be willing to risk loneliness and rejection if they are to be successful agents for change.
Show less - Date Issued
- 2007
- Identifier
- WFE0000066, uwf:60685
- Format
- Document (PDF)
- Title
- AN ANALYSIS OF BANDURA'S THEORY OF SELF-EFFICACY AS IT RELATES TO UNIVERSITY FACULTY MEMBERS' INTENT TO USE SYNCHRONOUS TECHNOLOGY IN ONLINE CLASSES BY USING THE INNOVATION DIFFUSION PROCESS.
- Author
- Islam, Mofidul
- Abstract/Description
-
The purpose of this quantitative study was to analyze relationships between instructors' self-efficacy and their intent to use synchronous technology in online environments. Both traditional, brick-and-mortar universities as well as for-profit, fully online universities might benefit from this research study because this study is about the adoption of technology innovations. Recent trends indicated that more technological innovations led to the development of higher-speed computers with...
Show moreThe purpose of this quantitative study was to analyze relationships between instructors' self-efficacy and their intent to use synchronous technology in online environments. Both traditional, brick-and-mortar universities as well as for-profit, fully online universities might benefit from this research study because this study is about the adoption of technology innovations. Recent trends indicated that more technological innovations led to the development of higher-speed computers with larger-capacity hard drives. In turn, high-speed computers with large storage capacities allowed online colleges to offer education to remote students. Both online and traditional universities have developed ways to recruit and retain students. Many universities now incorporate audio, video, and picture illustrations into their online courses in order to keep the course materials up-to-date and attractive to students. Not all universities, however, conduct research to determine the best strategies to motivate instructors to use technologies to teach online courses. This ex post facto research focused on factors that might influence university faculty members' perceptions regarding the use of synchronous technology in teaching online classes. The results of the study could not confirm the correlation because the study violated assumptions of Pearson's correction r. However, the research added to the current literature in online learning.
Show less - Date Issued
- 2016
- Identifier
- WFE0000541, uwf:61239
- Format
- Document (PDF)
- Title
- AN ANALYSIS OF JUVENILE JUSTICE TEACHER SURVEY RESPONSES REGARDING PREPARATION FOR TEACHING IN THE JUVENILE JUSTICE ENVIRONMENT.
- Author
- Bohac, Paul David
- Abstract/Description
-
Recruitment, selection, employment, and retention of teachers in the juvenile justice education system are significant problems in Florida and elsewhere. Educators employed in juvenile justice education programs enter the field without benefit of professional teacher preparation to work in the environment. College and University teacher preparation programs are designed to prepare prospective teachers for employment in a K-12 public school, private, or charter school, classroom. New employee...
Show moreRecruitment, selection, employment, and retention of teachers in the juvenile justice education system are significant problems in Florida and elsewhere. Educators employed in juvenile justice education programs enter the field without benefit of professional teacher preparation to work in the environment. College and University teacher preparation programs are designed to prepare prospective teachers for employment in a K-12 public school, private, or charter school, classroom. New employee preservice orientation is the primary method of preparing newly hired juvenile justice teachers to work within the setting and assume classroom instructional responsibility. Ongoing inservice training is intended to enhance skills and competencies. Voluntary juvenile justice teacher survey respondents suggests that current college and university teacher preparation programs, new employee pre-service orientation, and ongoing inservice training programs need to be redesigned as part of the effort to retain teachers in the juvenile justice system.
Show less - Date Issued
- 2009
- Identifier
- WFE0000164, uwf:60783
- Format
- Document (PDF)
- Title
- AN ANALYSIS OF THE EFFECTS OF HIGH- AND LOW-STAKES TESTING ON STUDENT ACHIEVEMENT.
- Author
- Mathis, Frankie Eubanks
- Abstract/Description
-
With increased emphasis on accountability, the use of low-stakes test data to make high-stakes decisions about program effectiveness is on the rise. In order to make valid inferences about what students know and can do, it is crucial to understand the consequences of low and high stakes in testing contexts. As a result, with a sample comprised of 49 eleventh grade students enrolled in Saraland High School, this study indicates that relationships between student performance on state-mandated...
Show moreWith increased emphasis on accountability, the use of low-stakes test data to make high-stakes decisions about program effectiveness is on the rise. In order to make valid inferences about what students know and can do, it is crucial to understand the consequences of low and high stakes in testing contexts. As a result, with a sample comprised of 49 eleventh grade students enrolled in Saraland High School, this study indicates that relationships between student performance on state-mandated testing programs in Alabama and grades earned in corresponding mathematics courses exist. Through regression analyses, it was determined that grades earned in mathematics classes are predictors of scores earned on the state-mandated tests. Additionally, in this study, the sample data revealed that student achievement did not increase as the individual consequences associated with the test increased. Rather, student achievement on the state-mandated tests was consistent with the overall mathematics achievement levels demonstrated in the classroom.
Show less - Date Issued
- 2013
- Identifier
- WFE0000342, uwf:61015
- Format
- Document (PDF)
- Title
- AN EGALITARIAN HONORS PROGRAM: THE LIVED EXPERIENCES OF RURAL COMMUNITY COLLEGE STUDENTS.
- Author
- McMillan, Barbara Ferguson, Rogers, Mary F., Pilcher, Janet, Nichols, Joyce, University of West Florida
- Abstract/Description
-
This qualitative research study examined the lived experiences of students at a community college that has implemented an open-enrollment honors program. I surveyed high achievers who opted not to participate as well as a variety of students who had enrolled so that I could explore issues of self-efficacy in students' enrollment decisions. In addition, to understand the meaning of the program to its participants I conducted two in-depth interviews with program participants, facilitated a...
Show moreThis qualitative research study examined the lived experiences of students at a community college that has implemented an open-enrollment honors program. I surveyed high achievers who opted not to participate as well as a variety of students who had enrolled so that I could explore issues of self-efficacy in students' enrollment decisions. In addition, to understand the meaning of the program to its participants I conducted two in-depth interviews with program participants, facilitated a focus group with honors graduates, and recorded direct observations of the program in its first two years of operation. The narratives and other data generated during this study suggest that students enjoy the program and believe it is beneficial to them, which may increase engagement. In addition, it seems that because many students have not defined themselves as capable of success in an honors program, they may lack the self-efficacy required for voluntary enrollment. Their comments imply that individual encouragement from an instructor who provides accurate information about the "no-risk aspects of the program increases the likelihood that a student will participate.
Show less - Date Issued
- 2008
- Identifier
- WFE0000125, uwf:60792
- Format
- Document (PDF)
- Title
- AN EVALUATION OF A SCHOOL-WIDE CURRICULUM ON FLORIDA ALTERNATE ASSESSMENT TEST SCORES AND MASTERY OF INDIVIDUAL EDUCATION PLAN GOALS AND OBJECTIVES.
- Author
- Braxton, Millicent Diane
- Abstract/Description
-
In this comparative study, Unique Learning System (ULS), a school-wide curriculum, was assessed for the possible effects on Florida Alternate Assessment (FAA) scores and the mastery of individual education plan (IEP) goals and objectives at a special needs center school. Analysis showed that FAA reading scores for the 56 students increased from the 2008-2009 school year to the 2009-2010 school year, but there was no significant change in math scores from the 2008-2009 school year to the 2009...
Show moreIn this comparative study, Unique Learning System (ULS), a school-wide curriculum, was assessed for the possible effects on Florida Alternate Assessment (FAA) scores and the mastery of individual education plan (IEP) goals and objectives at a special needs center school. Analysis showed that FAA reading scores for the 56 students increased from the 2008-2009 school year to the 2009-2010 school year, but there was no significant change in math scores from the 2008-2009 school year to the 2009-2010 school year. The analysis also showed that the students had a significant increase in attainment of IEP goals and objectives from the 2008-2009 school year to the 2009-2010 school year. The last analysis compared the FAA scores of the 56 students from the participating school to the scores of 16 students taking the FAA within the district but not attending the participating school. Analysis showed that the students from the participating school scored lower on reading and math.
Show less - Date Issued
- 2011
- Identifier
- WFE0000251, uwf:60901
- Format
- Document (PDF)
- Title
- AN EXAMINATION OF FACTORS THAT INFLUENCE CAREER DECISION-MAKING CERTAINTY IN HIGH SCHOOL STUDENTS.
- Author
- Barrow, Clark Eugene
- Abstract/Description
-
A mixed methods ex post facto study was used to examine intrinsic and extrinsic influences on the degree of certainty students felt in their career decision-making processes. The study was conducted in a high school located in the Southeastern United States wherein 242 girls and 238 boys in grades 9 through 12 participated. The theoretical framework of this study consisted of (a) a theory of vocational personalities and work environments, (b) a theory of vocational interest and vocational...
Show moreA mixed methods ex post facto study was used to examine intrinsic and extrinsic influences on the degree of certainty students felt in their career decision-making processes. The study was conducted in a high school located in the Southeastern United States wherein 242 girls and 238 boys in grades 9 through 12 participated. The theoretical framework of this study consisted of (a) a theory of vocational personalities and work environments, (b) a theory of vocational interest and vocational choice, (c), a theory of self-efficacy (d) and a theory of cognitive information processing. Two commercial instruments were used to investigate the research questions. The independent factors used to predict the dependent variable of Career Decision-Making Certainty were (a) Decision-Making Confusion, (b) Commitment Anxiety, (c) External Conflict, and (d) Career Indecision. Statistical analyses indicated Decision-Making Confusion and Career Indecision had negative influences on Career Decision-Making Certainty whereas External Conflict had a positive influence; Commitment Anxiety was not a significant predictor. An investigation of predictors by gender, grade level, and ethnicity indicated girls had higher levels of Decision-Making Confusion and Commitment Anxiety than boys. An analysis of students' Total Decision-Making Negative Career Thoughts indicated girls had higher levels of Career Decision-Making Negative Career Thoughts than boys. Content theme analysis revealed students' perceptions of positive and negative influences on their levels of certainty in their career decision-making processes. Four themes of positive influences emerged: (a) support from parents and friends (b) interest, (c) self-confidence, and (d) job experience. Four themes of negative influences emerged: (a) career indecision, (b) do not know how to get there, (c) lack of self-confidence, and (d) lack of knowledge about careers. In general, Decision-Making Confusion and Career Indecision exhibited negative influences on Career Decision-Making Certainty whereas External Conflict exhibited positive influence; Commitment Anxiety was not a significant influence. Post hoc comparisons revealed students did not vary by grade level or ethnicity on the dependent or independent variables but some variances were found by gender.
Show less - Date Issued
- 2009
- Identifier
- WFE0000171, uwf:60780
- Format
- Document (PDF)
- Title
- AN EXPLANATORY MIXED METHODS STUDY OF THE FACTORS THAT AFFECT ENGAGEMENT OF ADOLESCENT LEARNERS AND THEIR SUBGROUPS.
- Author
- Thetford, Sharon Ruth
- Abstract/Description
-
The purpose of this study was to discover ways that teachers of adolescents can adjust instructional methods to better engage their students and to give adolescents a voice in the research in order to learn their perceptions of engaging teaching and learning. One component of improving student achievement in the American high school classroom is raising the level of student engagement. The connection between engagement and achievement has been established in the literature, but the connection...
Show moreThe purpose of this study was to discover ways that teachers of adolescents can adjust instructional methods to better engage their students and to give adolescents a voice in the research in order to learn their perceptions of engaging teaching and learning. One component of improving student achievement in the American high school classroom is raising the level of student engagement. The connection between engagement and achievement has been established in the literature, but the connection, if any, between instructional methods and engagement, particularly for adolescents, has not been established. In this mixed methods study, the researcher attempted to identify the impact of different instructional methods on the engagement of adolescent learners and their subgroups by ethnicity, gender, and at-risk status using the Experience Sampling Method and guided interviews. Engagement was examined through political, social, and individual lenses informed by Baldridge's political model, Bandura's theory of triadic reciprocity, Deci and Ryan's self-determination theory, and Csikszentmihalyi's theory of flow. The results indicated that providing students with opportunities to make choices and opportunities for social interaction with peers had a positive impact on student engagement, particularly for male students. The results also suggested that there may be a disparity between the perceived competence and actual competence in school among lower achieving students.
Show less - Date Issued
- 2013
- Identifier
- WFE0000426, uwf:61163
- Format
- Document (PDF)
- Title
- AN EXPLORATION OF TEACHERS' PERCEPTIONS OF SCHOOL ENVIRONMENT AND SCHOOL LEADERSHIP RELATIVE TO COLLECTIVE EFFICACY.
- Author
- Ball, Karen Mae
- Abstract/Description
-
Rigorous school accountability efforts in education have increased interest in factors that may contribute to positive learning environments for all participants in the educational process. The primary concept of interest of this study was that of collective efficacy, a mechanism of personal agency, espoused by Albert Bandura through Social Cognitive Theory. Collective efficacy, is defined as "a group's shared belief in its conjoint capabilities to organize and execute the courses of action...
Show moreRigorous school accountability efforts in education have increased interest in factors that may contribute to positive learning environments for all participants in the educational process. The primary concept of interest of this study was that of collective efficacy, a mechanism of personal agency, espoused by Albert Bandura through Social Cognitive Theory. Collective efficacy, is defined as "a group's shared belief in its conjoint capabilities to organize and execute the courses of action required to produce given levels of attainments" (Bandura, 1997, p. 477). Teacher's perceptions of school environments and school leadership were explored relative to collective efficacy. Bandura (1997) has suggested that each of these factors (school environments, school leadership, and collective efficacy) may have a positive impact upon the educational process, yet empirical relationships among the three factors are not evidenced in the literature. This study was conducted with K-12 elementary school teachers at 17 school sites, utilizing three instruments measuring each factor: collective efficacy, leadership, and school environment. Instruments were disseminated electronically. A significant relationship was found among the factors in combined analysis, although multiple regression analysis of independent influence was significant only with environment in relationship to collective efficacy.
Show less - Date Issued
- 2015
- Identifier
- WFE0000505, uwf:61263
- Format
- Document (PDF)
- Title
- AN EXPLORATION OF THE INTERRELATIONSHIPS AMONG THE CONSTRUCTS OF BANDURA?S SELF-EFFICACY THEORY IN PRESERVICE ELEMENTARY TEACHERS WITHIN SCIENCE CONTENT APPLICATIONS.
- Author
- Gaudette, Michelle Renee
- Abstract/Description
-
Bandura's theory of self-efficacy describes those factors which influence the way people behave in given situations. According to Bandura, self-efficacy, the beliefs people have about their abilities to successfully accomplish a given task, influences behavior more than any other factor. This ex post facto descriptive study explores the interrelationships among the constructs of Bandura's theory of self-efficacy as they relate to a sample of preservice elementary teachers in science content...
Show moreBandura's theory of self-efficacy describes those factors which influence the way people behave in given situations. According to Bandura, self-efficacy, the beliefs people have about their abilities to successfully accomplish a given task, influences behavior more than any other factor. This ex post facto descriptive study explores the interrelationships among the constructs of Bandura's theory of self-efficacy as they relate to a sample of preservice elementary teachers in science content areas. Science education has traditionally followed a philosophical perspective in which science is taught as a body of knowledge, which can be transferred from the teacher to the students through transmission-based practices and strategies. Reform efforts, however, encourage a more constructivist approach to teaching and learning science. Although reform efforts encourage teachers to change the ways with which they approach science education, research indicates that teachers tend to be resistant to pedagogical change. Lack of content knowledge, low confidence, and poor attitudes toward science contribute to a heavy reliance on textbook readings and lecture rather than the creation of student-centered learning environments. This study used an ex post facto design to explore the interrelationships among the constructs of Bandura's self-efficacy theory in relation to preservice elementary teachers in science content areas. The study was conducted at a mid-sized regional comprehensive university in the southeastern United States. The sample represented a population of approximately 850 preservice elementary teachers within the university's Elementary Education and Exceptional Student Education undergraduate teacher preparation programs. Correlational and multiple regression analysis procedures were performed and those procedures identified relationships among the variables, which represented the constructs of Bandura's self-efficacy theory. The findings of this study prompted ideas and suggestions for future research which might shed new light on the strategies and practices used to educate preservice elementary teachers in science content areas.
Show less - Date Issued
- 2011
- Identifier
- WFE0000259, uwf:60909
- Format
- Document (PDF)
- Title
- AN INTERPRETIVE STUDY OF CAREER DEVELOPMENT PROCESSES OF ADOLESCENTS ATTENDING A TECHNICAL HIGH SCHOOL.
- Author
- Kaczynski, Michelle Lynn
- Abstract/Description
-
In this qualitative study, I (a) examined students’ beliefs about attending a new technical high school, (b) looked for evidence of social cognitive career theory, and (c) evaluated students’ perceptions on the school’s career development activities. In order to generate data, a sample of 30 students participated in interviews, career-pathway classes were observed, and student documents were collected. Results indicate that students perceived the technical high school as providing...
Show moreIn this qualitative study, I (a) examined students’ beliefs about attending a new technical high school, (b) looked for evidence of social cognitive career theory, and (c) evaluated students’ perceptions on the school’s career development activities. In order to generate data, a sample of 30 students participated in interviews, career-pathway classes were observed, and student documents were collected. Results indicate that students perceived the technical high school as providing opportunities to (a) explore and pursue different career pathways, (b) prepare for a job immediately after high school, (c) increase college opportunities, and (d) avoid attending their traditional high schools. Evidence of social cognitive career theory was found, and school activities that students viewed as effective were identified.
Show less - Date Issued
- 2002
- Identifier
- WFE0000063, uwf:60722
- Format
- Document (PDF)
- Title
- AN INVESTIGATION OF THE IMPACT OF AUTOMATED SOFTWARE TESTING TOOLS ON REFLECTIVE THINKING AND STUDENT PERFORMANCE IN INTRODUCTORY COMPUTER SCIENCE PROGRAMMING ASSIGNMENTS.
- Author
- Fridge, Evorell Lawton
- Abstract/Description
-
This research examined the benefits of automated software testing on student performance and levels of reflection. Edwards (2004) theorized that the increased grade performance that he observed in students who used his Web Center for Automated Testing (Web-CAT) software was the result of increased levels reflective thought in students, such as the reflection-in-action described by Schon (1983). The participants in this study consisted of 144 students in introductory Java programming courses...
Show moreThis research examined the benefits of automated software testing on student performance and levels of reflection. Edwards (2004) theorized that the increased grade performance that he observed in students who used his Web Center for Automated Testing (Web-CAT) software was the result of increased levels reflective thought in students, such as the reflection-in-action described by Schon (1983). The participants in this study consisted of 144 students in introductory Java programming courses at the University of West Florida. Students were invited to use the Web-CAT software-testing tool for three software projects in the middle of a semester. Students were not required to write their own test cases. Instead, the testing tool used researcher-supplied test cases to evaluate student code and provide immediate feedback to the students. At the end of the semester, student self-reported levels of reflection were measured using Kember et al.'s (2000) reflective thinking survey. Students who used the software were grouped into three usage levels: none, low, and high. The only significant difference in the levels of reflective thought among any of the usage categories was a lower level of reported understanding for the high Web-CAT usage level. Average student project performance also increased significantly for those in the high usage level. Students, instructors, and administrators could benefit from the adoption of such automated testing software and may see improvements in student performance even without student-written test cases. More research is needed, however, to determine if student-written test cases would provide an increase in student reflective thought.
Show less - Date Issued
- 2014
- Identifier
- WFE0000465, uwf:61123
- Format
- Document (PDF)
- Title
- AN INVESTIGATION OF THE IMPACT OF INSTRUCTIONAL FADING USING COMPLETION PROBLEMS ON STUDENT PERFORMANCE IN PRINCIPLES OF ACCOUNTING INSTRUCTION.
- Author
- Kingry, Mary Ann
- Abstract/Description
-
The effects of instructional fading using completion problems on student performance were investigated in this study. Instructional fading is the gradual withdrawal of the amount of assistance provided to the student and was accomplished in this study using completion problems. They were used to gradually transition the student from completely worked out accounting problems which provided the entire solution to the student to conventional accounting problems which required the student to...
Show moreThe effects of instructional fading using completion problems on student performance were investigated in this study. Instructional fading is the gradual withdrawal of the amount of assistance provided to the student and was accomplished in this study using completion problems. They were used to gradually transition the student from completely worked out accounting problems which provided the entire solution to the student to conventional accounting problems which required the student to provide a complete solution. In addition to the faded instruction using completion problems, students had answer explanations which provided an explanation of the required accounting concepts and how they interrelated to answer the problem. The results of the study indicate that the treatment group had higher percent increase scores than did the control group. To further analyze the data, the researcher divided the control group and treatment group into lower and higher prior knowledge groups. Students in the lower prior knowledge treatment group outperformed students in the higher prior knowledge treatment group, students in the lower prior knowledge control group, and students in the higher prior knowledge control group. When considered together, these findings suggest that the instructional treatment had a positive effect on student performance in accounting principles instruction and students with a lower prior knowledge of accounting benefited the most from the instructional fading using completion problems instructional treatment.
Show less - Date Issued
- 2012
- Identifier
- WFE0000356, uwf:61061
- Format
- Document (PDF)
- Title
- AN INVESTIGATION OF UNDERGRADUATE AND GRADUATE STUDENTS' PERCEPTIONS OF ONLINE INTERACTION.
- Author
- Kim, Myong Sun
- Abstract/Description
-
In this study, undergraduate and graduate students perceptions of online interaction, and reasons students choose to take online courses were investigated. The results of this study indicated that students perceive online learning as a key element for their success and persistence in online learning. There was a significant difference between undergraduate and graduate students perceptions of content interaction. Whereas more graduate students reported that they enjoy courses that are...
Show moreIn this study, undergraduate and graduate students perceptions of online interaction, and reasons students choose to take online courses were investigated. The results of this study indicated that students perceive online learning as a key element for their success and persistence in online learning. There was a significant difference between undergraduate and graduate students perceptions of content interaction. Whereas more graduate students reported that they enjoy courses that are partially individualized with some instructor direction, undergraduate students reported that they enjoy innovative content interaction strategies. There were no significant differences among conversation and collaboration, intrapersonal/metacognitive, and support interactions. Both groups of students identified timely feedback from the instructor and monitoring of ones own progress as important factors in learning online. In addition, the majority of students reported that they take online courses for convenience and flexibility, and over 50% of students indicated that they could not attend school if courses were not online.
Show less - Date Issued
- 2008
- Identifier
- WFE0000113, uwf:60841
- Format
- Document (PDF)
- Title
- ANALYTIC HIERARCHY ANALYSIS OF LEADERSHIP SKILLS IN EDUCATION AS RATED BY SELECTED EDUCATION, COMMUNITY, AND BUSINESS MEMBERS IN NORTHWEST FLORIDA.
- Author
- Gardner, Stephen Wayne
- Abstract/Description
-
The question addressed in this descriptive research was which leadership skills are of value in education among the targeted population of K-12 teachers and administrators in Okaloosa and Escambia counties in northwest Florida. A major finding indicated these 198 educators appear to believe leadership and management are separate but interrelated tasks. Other findings were (a) the top cluster of leadership skills selected by these educators is ethics-type skills (these skills were rated more...
Show moreThe question addressed in this descriptive research was which leadership skills are of value in education among the targeted population of K-12 teachers and administrators in Okaloosa and Escambia counties in northwest Florida. A major finding indicated these 198 educators appear to believe leadership and management are separate but interrelated tasks. Other findings were (a) the top cluster of leadership skills selected by these educators is ethics-type skills (these skills were rated more important than the other skill categories of relationship building and team building by a factor of 1.6 and 2.1 respectively) and (b) there is no significant difference between the educational groups considered in this survey with respect to their thoughts about leadership skills evidenced by educational leaders, F(2,780) = 0.36, p = .70.
Show less - Date Issued
- 2005
- Identifier
- WFE0000047, uwf:60767
- Format
- Document (PDF)
- Title
- Andragogy of workplace essential skills in a community college in south Florida.
- Author
- Smith, Nayrie Lashawn
- Abstract/Description
-
Adult learners are returning to school to acquire and enhance workplace essential skills needed to meet changing job market expectations. Adequately preparing adult learners for the workforce necessitates understanding their views and experiences. The problem explored in this study was the lack of research regarding business school stakeholders' perceptions of the andragogy of workplace essential skills in a community college setting. The purpose of this qualitative instrumental case study...
Show moreAdult learners are returning to school to acquire and enhance workplace essential skills needed to meet changing job market expectations. Adequately preparing adult learners for the workforce necessitates understanding their views and experiences. The problem explored in this study was the lack of research regarding business school stakeholders' perceptions of the andragogy of workplace essential skills in a community college setting. The purpose of this qualitative instrumental case study was to explore the perceptions of business school stakeholders of the andragogy of workplace essential skills in a community college in South Florida. Participants were six adult students enrolled in business courses, three professors, and a business department chair. The five key assumptions (self-directedness, valuable past experiences, readiness and willingness to learn, problem-centered and practical interests to learning, and intrinsic motivation) and four principles (adult students' involvement in the learning process, integration of past experiences and new knowledge, relevance and impact of the adult learning experience, and incorporating problem-centered instruction) of Knowles's theory of andragogy guided the formulation of the research question. Although adult learners acquired and enhanced workplace essential skills within a positive learning environment incorporating andragogical strategies, adult learners desired enhanced workplace essential skills, such as technological, written, and oral communication, to adequately prepare for the workforce. Participants described andragogy strategies as an effective model of how they learn, supporting the key principles of Knowles's theory of andragogy. Suggestions for future research include exploring workplace essential skills related to other majors and disciplines and including a larger, diverse sample.
Show less - Date Issued
- 2021
- Identifier
- 1293883939, WFE0000766
- Format
- Document (PDF)
- Title
- ASSESSING ELEMENTARY PHYSICAL EDUCATION TEACHERS' INTENTIONS TO TEACH NUTRITION: AN APPLICATION OF THE THEORY OF PLANNED BEHAVIOR.
- Author
- Green, Heather Lynn
- Abstract/Description
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The purpose of this study was to apply the theory of planned behavior (TpB; Ajzen, 1985, 1991) to describe factors that influence physical education teachers' intentions to teach nutrition as part of their physical education curricula. An instrument (Teaching Nutrition in Physical Education Survey [TNPES]) was developed following the guidelines established by Fishbein and Ajzen (2010) to measure all variables of the TpB. Two pilot studies were conducted to establish the reliability of the...
Show moreThe purpose of this study was to apply the theory of planned behavior (TpB; Ajzen, 1985, 1991) to describe factors that influence physical education teachers' intentions to teach nutrition as part of their physical education curricula. An instrument (Teaching Nutrition in Physical Education Survey [TNPES]) was developed following the guidelines established by Fishbein and Ajzen (2010) to measure all variables of the TpB. Two pilot studies were conducted to establish the reliability of the TNPES items based on internal consistency using Cronbach's alpha and to determine validity of the TNPES using principal component analysis, a content analysis by experts, and a test of concurrent validity. Temporal stability of the belief-based measures of the TNPES was also established using the test-retest method. Cronbach's alpha, based on the results of the second pilot study, was .906 for the direct measures of attitude toward the behavior, .705 for subjective norm, and .917 for perceived behavioral control. Pearson correlation coefficients for the test-retest reliability analysis of the belief-based measures were as follows: behavioral beliefs (r = .532), normative beliefs (r = .845), and control beliefs (r = .898). The TNPES was administered to a sample of elementary physical education teachers who were working in six school districts in the state of Florida (N = 106). The results revealed that the participants had quite strong intentions to teach nutrition as part of their physical education curricula. A multiple regression analysis resulted in significant regression equation, F(3, 102) = 15.013, p < .001). Collectively, the constructs of the TpB explained 30.6% of the variance in participants' intentions to teach nutrition. However, the beta weights from the regression equation showed that only subjective norms were a significant predictor of behavioral intention. The analysis of the belief-based measures indicated that participants' intentions to teach nutrition were influenced by (a) significant others (e.g., school administrators, principals, other physical education teachers), (b) the amount of nutrition training they received, (c) the amount of class time they believed they would have to teach nutrition, and (d) beliefs about the availability of resources, materials, and support in the workplace.
Show less - Date Issued
- 2013
- Identifier
- WFE0000388, uwf:61063
- Format
- Document (PDF)
- Title
- ASSESSING HOW LOW-INCOME ADOLESCENTS PERCEIVE COMPUTER TECHNOLOGY: A CASE STUDY AT A COMMUNITY CENTER IN NORTHWEST FLORIDA.
- Author
- Patten, Angelina Cohen
- Abstract/Description
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The purpose of this qualitative case study was to examine the views of low-income minority adolescents toward computer technology. Bourdieu’s (1979/1984) cultural capital theory provides the backbone to the theoretical framework, with other theories providing supporting and opposing views that involve cultural and social influences on attitudes. Five African American adolescents, ranging in age from 12 to 16, residing in a low-income area participated in this case study. The results suggest...
Show moreThe purpose of this qualitative case study was to examine the views of low-income minority adolescents toward computer technology. Bourdieu’s (1979/1984) cultural capital theory provides the backbone to the theoretical framework, with other theories providing supporting and opposing views that involve cultural and social influences on attitudes. Five African American adolescents, ranging in age from 12 to 16, residing in a low-income area participated in this case study. The results suggest that the cultural capital of each of the participants appears to have had a positive effect on their adoption and implementation of computer technology.
Show less - Date Issued
- 2003
- Identifier
- WFE0000025, uwf:60737
- Format
- Document (PDF)
- Title
- Assessing multiple placement methods for college mathematics at a two-year college.
- Author
- Weirick, Chad William
- Abstract/Description
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Students who attend two-year institutions are not always academically prepared for the level of work that is required to be successful. Two-year institutions determine students' readiness for college-level mathematics courses using one of three placement methods. However, few empirical studies have investigated which placement methods are most effective in predicting academic success. The purpose of this quantitative study was to identify the placement methods that best predict student...
Show moreStudents who attend two-year institutions are not always academically prepared for the level of work that is required to be successful. Two-year institutions determine students' readiness for college-level mathematics courses using one of three placement methods. However, few empirical studies have investigated which placement methods are most effective in predicting academic success. The purpose of this quantitative study was to identify the placement methods that best predict student success in college-level mathematics courses at a two-year college located in the midwestern United States. Through binary logistic regression, data obtained from the academic records of 1,330 students from a Midwestern U. S. two-year institution revealed a positive statistically significant relationship between placement methods and students' academic success. Students placed using ACT/SAT mathematics score or ACCUPLACER methods, respectively, were 1.85 (p < .05) and 3.91 (p < .001) times less likely to pass their college mathematics course compared to those students who were placed using high school grade point average (GPA). Students who took pre-calculus were 1.66 times more likely to pass than students who took statistics (p < .05) after controlling for the sociodemographic and placement type variables in the model. Age had a positive relationship with passing (OR = 1.05, p < .01). Full-time students were 1.50 times less likely than part-time students to pass (p < .05). Pell Grant eligible students were 1.57 times less likely than non-Pell Grant eligible participants to pass (p < .05). Placing students using high school GPA may improve success in college-level mathematics courses. Higher education policymakers should consider the use of high school GPA as the central method to place students into these courses.
Show less - Identifier
- 1130062385, WFE0000680
- Format
- Document (PDF)
