(24,341 - 24,360 of 24,420)
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Title
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Late Neogene to quaternary soil evolution across relict terraces in Northwest Florida.
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Author
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Randall, Chelsea Joel
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Abstract/Description
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Delineation of relict terraces along the Northwest Florida coast can facilitate investigation of soil development within the Gulf of Mexico (GOM) coastal plain. Previous work to define terraces has primarily relied on topographic studies with little consensus on the number and extent of terraces. Research investigating soil development within the GOM coastal plain is also limited. The present study utilizes Geographic Information Systems (GIS) and a LiDAR derived Digital Elevation Model (DEM)...
Show moreDelineation of relict terraces along the Northwest Florida coast can facilitate investigation of soil development within the Gulf of Mexico (GOM) coastal plain. Previous work to define terraces has primarily relied on topographic studies with little consensus on the number and extent of terraces. Research investigating soil development within the GOM coastal plain is also limited. The present study utilizes Geographic Information Systems (GIS) and a LiDAR derived Digital Elevation Model (DEM) to apply a Surface Classification Model (SCM) for selection of terrace surfaces based on slope and surface roughness. The SCM output was analyzed for peaks in pixel count by elevation. Five terraces were defined between the following elevation ranges: 0-3.6 m, 4-9 m, 16-27 m, 29.5-51 m, and 57-64 m. Soil properties known to exhibit time related trends were analyzed across the delineated terraces. At increasing elevations, and presumably ages, soils exhibited a thickening of both the solum and Bt horizon, an increase in clay content, and a decrease in organic matter content. Bt horizons were observed at increasingly greater depths, with the exception of terrace 5, which was at shallower depth. Likely due to erosion associated with the high elevation and greater exposure of the surface.
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Date Issued
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2019, 2019
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Identifier
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1153152792, WFE0000697
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Format
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Document (PDF)
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Title
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LIFE EVENTS AND EMOTIONAL DEVELOPMENT IN NORTHWEST FLORIDA ELEMENTARY SCHOOL CHILDREN.
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Author
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Richardson, Sharon Mary, Barry, G. Michael, Barlar, Alice D., Olson, Arthur H., Schultz, Marian C., University of West Florida
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Abstract/Description
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An ex post facto study was conducted to determine whether a predictive relationship existed between exposure to stressful life events and emotional intelligence in a sample of 92 elementary-aged children from Northwest Florida. A regression analyses showed that a predictive relationship did exist, r2 = .47, p
Show moreAn ex post facto study was conducted to determine whether a predictive relationship existed between exposure to stressful life events and emotional intelligence in a sample of 92 elementary-aged children from Northwest Florida. A regression analyses showed that a predictive relationship did exist, r2 = .47, p < .001, between below-average emotional development and above-average exposure to stressful life events. Participant response on self-report measures indicated that exposure to positive life events seemed to mediate the effect of exposure to negative life events. A case study, which explored the experiential insights of mental health therapists on their work in the public school system, determined that the mental health needs of children in the public school system were often more severe with less family support than the mental health needs of children seen in clinical practice.
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Date Issued
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2005
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Identifier
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WFE0000032, uwf:60760
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Format
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Document (PDF)
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Title
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LEVELS OF MORAL REASONING OF TEACHER EDUCATION MAJORS.
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Author
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Brown, Susan Louise, Friedrich, Douglas D., Wentz, Patricia J., Arnold, Barry R., Power, Nicholas P., University of West Florida
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Abstract/Description
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Teachers play a vital role in the moral aspects of education, although the current literature reflects a tendency of teacher education students towards lower levels of moral reasoning as compared to their academic peers. Further, it has been suggested that an overemphasis on the technical aspects of teaching at the expense of the moral and theoretical hinders moral development. The purpose of this study was to examine levels of moral reasoning in upper division teacher education majors based...
Show moreTeachers play a vital role in the moral aspects of education, although the current literature reflects a tendency of teacher education students towards lower levels of moral reasoning as compared to their academic peers. Further, it has been suggested that an overemphasis on the technical aspects of teaching at the expense of the moral and theoretical hinders moral development. The purpose of this study was to examine levels of moral reasoning in upper division teacher education majors based on Kohlberg's theoretical perspective of moral reasoning and development. The study evaluated teacher education students' scores on moral reasoning as measured by the original Defining Issues Test (DIT) and were compared with those of psychology majors and science majors (n = 92). The study also examined the relationship between participants' scores and completion of types of coursework focusing on ethical and theoretical ideas and concepts. Results reflected a significant difference between scores of education majors and psychology and science majors, although no difference was found between scores of psychology majors and science majors. Some significant differences were found in an investigation of effect of coursework, which was categorized by relevance to either education or philosophy, with courses falling outside those areas identified as miscellaneous (e.g., workforce diversity, social problems, bioethics). Additional categories included both (relevant coursework in both education and philosophy) and none (reflecting no relevant coursework completed). Comparative analyses reflected statistically significant mean differences between scores for those who completed coursework in both education and philosophy and between those who completed coursework in both education and philosophy and those labeled miscellaneous. No significant mean differences were found regarding other coursework related categories.
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Date Issued
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2010
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Identifier
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WFE0000198, uwf:60860
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Format
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Document (PDF)
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Title
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MOTIVATIONS AND STRATEGIES TO ADOPT HEALTHY LIFESTYLE HABITS: AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS.
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Author
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Dyehouse, Sara Kay, Bagwell, Diane, Malisa, Mark, Mensah, Wisdom, University of West Florida
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Abstract/Description
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Three percent or less of American adults practice five basic lifestyle habits that promote longevity and well-being: good nutrition, regular physical activity, healthy weight maintenance, no tobacco use, and moderate alcohol consumption. Framed by the transtheoretical model of behavior change, this study explored what motivated 12 demographically diverse adults to adopt the five basic healthy lifestyle practices, what strategies they used to adopt and sustain them, how they reevaluated their...
Show moreThree percent or less of American adults practice five basic lifestyle habits that promote longevity and well-being: good nutrition, regular physical activity, healthy weight maintenance, no tobacco use, and moderate alcohol consumption. Framed by the transtheoretical model of behavior change, this study explored what motivated 12 demographically diverse adults to adopt the five basic healthy lifestyle practices, what strategies they used to adopt and sustain them, how they reevaluated their sense of "self" after deciding to adopt them, and how they negotiated their self-care needs in relation to the needs of others. From an interpretative phenomenological analysis, the data revealed motivations based on a desire for holistic wellness and long-term health, which were influenced by the participants' family members, who served either as positive role models or as negative examples of poor lifestyle choices. Other motivations included childhood interests in sports, desires to be role models for others, desires to perform well in careers that demanded mental and physical fitness, and the use of physical fitness as a stress reliever. Regarding the strategies used to achieve their goals, the participants reported using eight of the 10 processes of change identified by the transtheoretical model. Participants described the self-reevaluation and self-liberation processes as instrumental in the progression from contemplation to preparation or action. Finally, participants revealed conflicted feelings about prioritizing their own self-care needs, but their strong desires to live long, holistically healthy lives motivated them to balance their needs among their many other responsibilities.
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Date Issued
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2018
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Identifier
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WFE0000605, uwf:61316
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Format
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Document (PDF)
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Title
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NOTHING CAN STOP THE U.S. AIR FORCE: EXPLORING CULTURAL REPRODUCTION AMONG MEMBERS OF A DOMINANT ELITE IN AN AMERICAN PUBLIC INSTITUTION.
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Author
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Welshans, James Samuel, Rogers, Mary F., Largue, Eula M., Polk, Dwight W., University of West Florida
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Abstract/Description
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Like each of Americas military services, the United States Air Forces senior leadership is a mix of Senior Executive Service civilians and uniformed General Officers. Unique among this group, United States Air Force senior operational level warfighting leaders serve in operational level command assignments, supporting United States Joint Force Commanders worldwide. In this study I define senior operational level warfighting leaders as an elite group among United States Air Force personnel...
Show moreLike each of Americas military services, the United States Air Forces senior leadership is a mix of Senior Executive Service civilians and uniformed General Officers. Unique among this group, United States Air Force senior operational level warfighting leaders serve in operational level command assignments, supporting United States Joint Force Commanders worldwide. In this study I define senior operational level warfighting leaders as an elite group among United States Air Force personnel and examine that groups cultural reproduction. Framing my analytical context, I explore the literature on military culture, elites, leadership, and technology. Using content analysis and social network analysis research methods, I examine publicly accessible career biographies and selected speeches among 69 United States Air Force senior operational level warfighting leaders, serving from 1999-2006. I collected and stored biographical data elements in a single comprehensive data base. Tailored sorting and retrieval functions facilitated data analysis and triangulation as multiple lines of inquiry revealed complementary findings. I analyze institutional constructs, concluding that undergraduate and graduate education specializations and professional military education contribute to senior operational level warfighting leaders cultural reproduction. Near-identical career patterns, such as accelerated promotions and prestigious operational pilot assignments, also reinforce this tendency. Social network relationships, most notably mentor-protégé relationships, add to cultural reproduction. Working as senior officers executive assistants exemplifies most senior operational level warfighting leaders careers. I highlight extensive social networks that reinforce the cultural reproduction theme, focusing on United States Air Force Chiefs of Staff. Senior operational level warfighting leaders modes of expression range from uniform wear choices to methods of addressing superiors and subordinates. In this context, I find cultural reproduction tendencies among senior operational level warfighting leaders speeches and rhetoric, strategic communications programs, and professional reading lists. United States Air Force senior operational level warfighting leaders constitute a definable and powerful group of individuals who actively shape the services culture while simultaneously perpetuating their own. This groups cohesion was instrumental in creating todays United States Air Force. But this same solidarity may predispose them toward a unified, collective worldview that tends to misinterpret complex issues that dominate operational warfighting in the twenty-first century.
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Date Issued
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2008
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Identifier
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WFE0000128, uwf:60815
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Format
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Document (PDF)
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Title
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NOVICE TEACHER MENTOR MODEL IMPACT ON TEACHER EFFICACY AND RETENTION.
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Author
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French, Phyllis Preston, Thompson, Carla J., Kramer, Thomas J., Ferguson, Fernaundra L., Holmes-Bouchillon, Wally S., Nichols, Joyce C., University of West Florida
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Abstract/Description
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The purpose of this research was to investigate a Novice Teacher Mentor Model impact on teacher efficacy and retention of 50 novice teachers in a southern school district in Alabama. The introduction provided an overview of two identified problems for novice teachers. Two quantitative questions and three qualitative questions were investigated during the research. The research used concurrent mixed-method research design. Quantitative and qualitative data were collected. The Teacher Sense of...
Show moreThe purpose of this research was to investigate a Novice Teacher Mentor Model impact on teacher efficacy and retention of 50 novice teachers in a southern school district in Alabama. The introduction provided an overview of two identified problems for novice teachers. Two quantitative questions and three qualitative questions were investigated during the research. The research used concurrent mixed-method research design. Quantitative and qualitative data were collected. The Teacher Sense of Efficacy Scale (TSES) and a Retention Survey (RS) are used to collect quantitative data. Also, a case study was conducted of five novice teachers. Interviews, observations, open-ended questions were utilized to collect qualitative data.
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Date Issued
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2008
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Identifier
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WFE0000109, uwf:60845
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Format
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Document (PDF)
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Title
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SELF-EFFICACY AND EXPERIENTIAL VARIABLES: DO THEY INFLUENCE PERSISTENCE OF GRADUATE STUDENTS IN COMPLETING THEIR ONLINE COURSES?.
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Author
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Desposito, Ofelia Ragadio Lanada, Stout, David L., Rasmussen, Karen L., Nichols, Joyce C., Maloy, Nancy N., University of West Florida
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Abstract/Description
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This study was designed to investigate why some online graduate students persist in completing their courses, while others do not. Three research questions guided this project: (a) do self-efficacy and experiential variables interact to influence the persistence of graduate students in completing their online courses, (b) how does self-efficacy influence the persistence of graduate students in completing their online courses, and (c) which experiential variables impact the persistence of...
Show moreThis study was designed to investigate why some online graduate students persist in completing their courses, while others do not. Three research questions guided this project: (a) do self-efficacy and experiential variables interact to influence the persistence of graduate students in completing their online courses, (b) how does self-efficacy influence the persistence of graduate students in completing their online courses, and (c) which experiential variables impact the persistence of graduate students in completing their online courses? The independent variables were self-efficacy and experiential variables while the dependent variable was persistence. Out of 364 questionnaires mailed, 175 were completed. The findings indicated self-efficacy combined with experiential variables form an ideal predictor model towards persistence among online graduate students. Recommendations were proposed for practitioners, faculty, institutions, and future research.
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Date Issued
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2006
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Identifier
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WFE0000049, uwf:60732
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Format
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Document (PDF)
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Title
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SELF-EFFICACY, SELF-REGULATION, AND GOAL ORIENTATION: LEARNER MOTIVATIONAL CHARACTERISTICS THAT INFLUENCE ONLINE STUDENT PERFORMANCE.
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Author
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Wintling, Cheral Ann, Rasmussen, Karen L., Hastings, Nancy B., Thompson, Carla J., University of West Florida
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Abstract/Description
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Learner motivational constructs of self-efficacy, self-regulation, and goal orientation in predicting successful student performance in online courses were explored. Thirty-three undergraduate students from the online courses Introduction to Educational Technology and Introduction to Education completed sections of the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991). A multiple regression analysis was performed using the MSLQ responses and...
Show moreLearner motivational constructs of self-efficacy, self-regulation, and goal orientation in predicting successful student performance in online courses were explored. Thirty-three undergraduate students from the online courses Introduction to Educational Technology and Introduction to Education completed sections of the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991). A multiple regression analysis was performed using the MSLQ responses and final course point's data from 31 of the participants in the two online courses. No significant results for the independent variables of self-efficacy, self-regulation, and goal orientation in predicting student performance in the two online courses were found. Further data analysis found significant positive correlations between the independent variables self-efficacy, self-regulation, and goal orientation.
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Date Issued
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2012
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Identifier
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WFE0000345, uwf:60991
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Format
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Document (PDF)
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Title
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SELF-DETERMINATION THEORY: EXPLORING FACTORS OF ACADEMIC PERSISTENCE AMONG FIRST-GENERATION COLLEGE STUDENTS.
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Author
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Kollar, Eric Anthony, Thompson, Carla, Halonen, Jane S., Nguyen, Giang-Nguyen, University of West Florida
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Abstract/Description
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First-generation college students encounter unique challenges and obstacles and often have lower matriculation rates than continuing-generation college students. Factors influencing academic persistence among first-generation students include financial, emotional, academic, and social difficulties. A theoretical framework comprised of self-determination theory, causality orientation theory, and the theory of persistence guided the examination of academic persistence. A 99-item online survey...
Show moreFirst-generation college students encounter unique challenges and obstacles and often have lower matriculation rates than continuing-generation college students. Factors influencing academic persistence among first-generation students include financial, emotional, academic, and social difficulties. A theoretical framework comprised of self-determination theory, causality orientation theory, and the theory of persistence guided the examination of academic persistence. A 99-item online survey instrument was administered to undergraduate and graduate students enrolled at a comprehensive regional university located in the southeastern region of the United States during the fall 2015 semester. Results indicate an interrelationship exists between autonomy and academic integration for first generation college students. Academic integration for first-generation college students negatively correlated with mother's highest level of education. Interrelationships exists between relatedness and social integration, as well as hours spent working and social integration for first-generation college students. Academic and social integration are primary elements of academic persistence. Attending to the basic psychological needs of autonomy and relatedness will foster academic and social integration among firstgeneration college students.
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Date Issued
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2016
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Identifier
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WFE0000543, uwf:61240
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Format
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Document (PDF)
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Title
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SIDELINE VOICES: EDUCATIONAL EXPERIENCES OF LOW-INCOME BLACK MALE STUDENTS.
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Author
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Dallas, Joyce Ann, Pilcher, Janet K., Nichols, Joyce C., Wentz, Patricia J., University of West Florida
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Abstract/Description
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This study employed qualitative research methods to explore the educational experiences of low-income Black male students. All students were current or former participants in a precollege program located on a community college campus. Participants in the study were encouraged to share their experiences in the classroom. Educational equity components (access, instruction, materials, attitudes, interactions, language, and assessment) were used to extract students' perspectives about equity in...
Show moreThis study employed qualitative research methods to explore the educational experiences of low-income Black male students. All students were current or former participants in a precollege program located on a community college campus. Participants in the study were encouraged to share their experiences in the classroom. Educational equity components (access, instruction, materials, attitudes, interactions, language, and assessment) were used to extract students' perspectives about equity in the classroom. Students' responses were communicated through classroom observation surveys, semistructured individual interviews, and reflective journaling to capture the students' perspectives about equity as related to their educational opportunities. All educational experiences were associated with each of the equity components, placed in a quadrant chart, and further classified as inequitable or equitable with noted recommendations, thoughts, and observations. The findings indicated that students' educational experiences in the classroom may be categorized as equitable for positive experiences or inequitable for negative experiences.
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Date Issued
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2012
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Identifier
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WFE0000346, uwf:61067
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Format
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Document (PDF)
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Title
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SCHOOL ORGANIZATION CULTURE, BASIC NEED SATISFACTION, AND BEGINNING TEACHER RETENTION.
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Author
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Gossom, Joyce Gillie, Barry, G. Michael, Franklin, Godfrey, Barlar, A. Dianne, White, Jill J., White, Jill T., University of West Florida
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Abstract/Description
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The purpose of this mixed method study involving 76 new and 44 returning Chicago Public Schools beginning teachers (N = 120) was to investigate the relationship between school organization culture (Bolman & Deal, 1984) and basic need satisfaction (Maslow, 1954/1987) as they predicted commitment to remain in the teaching profession. New teacher decision about becoming a teacher again was predicted by the linear relationship between culture and need satisfaction (R2 = .36, p
Show moreThe purpose of this mixed method study involving 76 new and 44 returning Chicago Public Schools beginning teachers (N = 120) was to investigate the relationship between school organization culture (Bolman & Deal, 1984) and basic need satisfaction (Maslow, 1954/1987) as they predicted commitment to remain in the teaching profession. New teacher decision about becoming a teacher again was predicted by the linear relationship between culture and need satisfaction (R2 = .36, p < .01) and by need alone (R2 = .32, p < .01); self-actualization was the significant bivariate (r = .49, p < .05) and partial (r = .29, p < .05) correlation. Returning teacher decision about remaining in teaching was predicted by need satisfaction (R2 = .45, p < .05). New (51%) and returning (68%) teacher decision about remaining in teaching was based on compatibility and incompatibility between culture and need satisfaction.
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Date Issued
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2004
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Identifier
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WFE0000033, uwf:60741
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Format
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Document (PDF)
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Title
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SCHOOL CHOICE AND FLORIDA SCHOOL VOUCHERS: IDENTIFYING PERCEPTIONS AND ATTITUDES OF PUBLIC SCHOOL PERSONNEL, PARENTS, AND STUDENTS IN A NORTHWEST FLORIDA SCHOOL DISTRICT.
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Author
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Webster, Mary Carolyn Walters, Arthur H. Olson, Sherri L. Zimmerman, Patricia J. Wentz, G. Michael Barry, University of West Florida
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Abstract/Description
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Attitudes and concerns of public education stakeholders regarding Floridas statewide voucher program were the focus of this research. Participants in the study included public school administrators (n = 15), teachers (n = 134), parents (n = 37), and students (n = 47), who responded to a Likert-type survey. The survey consisted of 39 quantitative items related to school reform and choice, school vouchers, and Floridas voucher program, plus an open-ended qualitative question in which...
Show moreAttitudes and concerns of public education stakeholders regarding Floridas statewide voucher program were the focus of this research. Participants in the study included public school administrators (n = 15), teachers (n = 134), parents (n = 37), and students (n = 47), who responded to a Likert-type survey. The survey consisted of 39 quantitative items related to school reform and choice, school vouchers, and Floridas voucher program, plus an open-ended qualitative question in which respondents addressed personal concerns. The data were analyzed using ANOVA and a Tukey HSD post-hoc test. Statistically significant results were obtained on 34 out of the 39 survey items indicating differences in respondents level of agreement with the survey issues. Respondents personal concerns were determined from the open-ended discussion question.
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Date Issued
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2003
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Identifier
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WFE0000002, uwf:60773
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Format
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Document (PDF)
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Title
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OUTCOME ENGINEERING: STATUS AND EFFECTIVENESS ACROSS PARISH NURSING ORGANIZATIONS.
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Author
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Gotshall, Lindsay Stead, Keeton, Kato B., Pearson, L. Carolyn, Pilcher, Janet K., Tankersley, William B., University of West Florida
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Abstract/Description
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Parish nursing organizations joined with Barry Kibel to acquire Outcome Engineering (OE) training. The OE accountability system uses 5 tools to facilitate organizational improvement. Within Kirkpatrick’s (1998a) 4-level framework, survey research methods provided data on the status and effectiveness of the application across 13 organizations. Findings were that, after training, application focused on establishing outcome challenges (tool 3) and mapping clients’ journeys online (tool 4)....
Show moreParish nursing organizations joined with Barry Kibel to acquire Outcome Engineering (OE) training. The OE accountability system uses 5 tools to facilitate organizational improvement. Within Kirkpatrick’s (1998a) 4-level framework, survey research methods provided data on the status and effectiveness of the application across 13 organizations. Findings were that, after training, application focused on establishing outcome challenges (tool 3) and mapping clients’ journeys online (tool 4). Administrators from 9 of the 13 organizations described plans to continue their application of OE training. Continuing organizations provided evidence that OE produced positive reactions, enhanced learning, and promoted desired behavioral changes in individuals. However, organization-wide results had barely begun in only 2 organizations. Recommendations for future application centered on enhancing individual and organizational preparation.
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Date Issued
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2005
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Identifier
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WFE0000054, uwf:60697
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Format
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Document (PDF)
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Title
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SCHOOL-BASED ATTRIBUTES INSTRUMENTAL IN STUDENT SUCCESS IN A FLORIDA CHARTER MIDDLE SCHOOL.
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Author
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Handley, Holley Louise, Hastings, Nancy B., Boileau, Timothy C., Havard, Byron C., University of West Florida
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Abstract/Description
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This qualitative, single-case study identified attributes perceived to be instrumental in student success in a Florida Charter middle school. This study examined best practices contributing to the long-term sustained success of the middle school students in an effort to maintain and replicate high student achievement. The following question directed this study, "What school-based attributes do administrators and teachers perceive to be instrumental in student success in a Florida charter...
Show moreThis qualitative, single-case study identified attributes perceived to be instrumental in student success in a Florida Charter middle school. This study examined best practices contributing to the long-term sustained success of the middle school students in an effort to maintain and replicate high student achievement. The following question directed this study, "What school-based attributes do administrators and teachers perceive to be instrumental in student success in a Florida charter middle school?" Through research and synthesis of over 1200 meta-analyses, Hattie and his team of researchers identified 195 influences that impact learning in schools. Hattie categorized these influences into six domains identified as major contributors to learning. This case study addressed those domains under a school's control: (a) school; (b) teacher; (c) curricula; (d) teaching. These categories provided the framework to examine the factors responsible for student success in the charter school. The data sources for the study were teacher interviews, administrator interviews, and classroom observations. The coding strategy integrated pre-figured codes aligned with Hattie's (2009, 2011, 2015) domains (school, teacher, curricula, and teaching) while allowing for the possibility for emergent codes. Research credibility was established by (a) prolonged engagement of the researcher; (b) triangulation of data; (c) identification of potential bias; (d) peer review. The conceptual framework used as a foundation for the study provided the structure to facilitate reliability of this research. Data collection and analysis led to the identification of three over-arching themes, flexibility, personalized learning, and high expectations, as key attributes contributing to student success.
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Date Issued
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2018
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Identifier
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WFE0000613, uwf:61285
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Format
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Document (PDF)
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Title
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SECONDARY TEACHER SELF-EFFICACY AND TECHNOLOGY INTEGRATION.
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Author
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Hale, James Lee, Havard, Byron C., Ellis, Holly H., Hastings, Nancy B., University of West Florida
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Abstract/Description
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This dissertation is based on a conceptual framework founded in the plight of the United States in the critical areas of science, technology, engineering, and mathematics, such as student performance, global economy, job opportunities, and technological innovation. Subpar performance can be traced to, among other things, education and specifically a lack of student engagement due to non-innovative teaching and technological self-efficacy issues among teachers. This study suggests a multiple...
Show moreThis dissertation is based on a conceptual framework founded in the plight of the United States in the critical areas of science, technology, engineering, and mathematics, such as student performance, global economy, job opportunities, and technological innovation. Subpar performance can be traced to, among other things, education and specifically a lack of student engagement due to non-innovative teaching and technological self-efficacy issues among teachers. This study suggests a multiple regression analysis of the sources of self-efficacy as noted by Bandura (1997): enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states and their predictive capability with regard to technology integration in the classrooms of today as measured by the Levels of Teaching Innovation Digital Age Survey measure constructed by Christopher Moersch (2002).
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Date Issued
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2013
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Identifier
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WFE0000391, uwf:61046
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Format
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Document (PDF)
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Title
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SILENT VOICES: STUDENTS' PERCEPTIONS OF EFFECTIVE READING TEACHERS.
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Author
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Thomas, Kimberly Nicole, Pilcher, Janet K., Boling, Charlotte J., Heubach, Kathleen M., University of West Florida
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Abstract/Description
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Reading is one of the most important skills to master. Yet many students in American schools are failing to learn to read. This problem is creating discussions across the country; however, there is one voice that is often missing from the discussions: the students. The researcher sought to examine students' perceptions of effective teachers and the reading instruction they receive in 1 elementary school in Pensacola, Florida. To gain students' viewpoints, 3 research questions were explored:...
Show moreReading is one of the most important skills to master. Yet many students in American schools are failing to learn to read. This problem is creating discussions across the country; however, there is one voice that is often missing from the discussions: the students. The researcher sought to examine students' perceptions of effective teachers and the reading instruction they receive in 1 elementary school in Pensacola, Florida. To gain students' viewpoints, 3 research questions were explored: What are students' perceptions of an effective teacher? Are there differences in student perceptions of reading teachers and their instruction at various achievement levels? Are there differences in student perceptions of reading teachers and their instruction at various grade levels? A case study research approach employing semi structured interviews focused on 36 students from grade levels third, fourth, and fifth. Data gathered from interviews and drawings show that students are individuals with distinct and unique opinions and ideas. Their opinions and ideas play a significant role in the successes or failures they experience in the classroom. Thus, their perceptions must be considered in educational discussions and practices.
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Date Issued
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2011
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Identifier
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WFE0000278, uwf:60879
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Format
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Document (PDF)
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Title
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VOICES OF ANOREXIA.
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Author
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Boles, Sheryl Whitman, Rogers, Mary F., Pilcher, Janet K., Nichols, Joyce C., University of West Florida
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Abstract/Description
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This qualitative research study explored the lived experiences of women struggling with anorexia nervosa. Three women diagnosed with anorexia (DSM-IVTR criteria) participated in three in-depth interviews, and five women participated in two focus groups to discuss the movie The Devil Wears Prada. One group included women who have eating disorders while the other included only women who do not. I also surveyed some of the broad trends in popular culture with reference to body sizes, shapes, and...
Show moreThis qualitative research study explored the lived experiences of women struggling with anorexia nervosa. Three women diagnosed with anorexia (DSM-IVTR criteria) participated in three in-depth interviews, and five women participated in two focus groups to discuss the movie The Devil Wears Prada. One group included women who have eating disorders while the other included only women who do not. I also surveyed some of the broad trends in popular culture with reference to body sizes, shapes, and appearance in general. The data generated during this study suggest that women of all ages are vulnerable to the development of eating disorders. This vulnerability may be tied to a woman?s lack of voice or her childhood experiences and perceptions, as well as to the push for perfection dramatized through various media and centered on one standard of beauty: thinness.
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Date Issued
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2008
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Identifier
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WFE0000133, uwf:60796
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Format
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Document (PDF)
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Title
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WILLIAM TORREY HARRIS'S CONTRIBUTIONS TO THE PROFESSIONALIZATION OF TEACHING.
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Author
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Everette, Nicole Ard, Jans-Thomas, Susan, Kramer, Thomas, McBride, Rebecca, Nichols, Joyce, University of West Florida
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Abstract/Description
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A gap in historical research was determined and a historiography was conducted to answer this research question: How did William Torrey Harris help to elevate the professionalization of teaching? Harris held multiple educational positions throughout his fortyeight year career and contributed to the professionalization of teaching within each post. As a teacher and principal, Harris functioned as an active member of multiple local and national level teachers' associations and organizations to...
Show moreA gap in historical research was determined and a historiography was conducted to answer this research question: How did William Torrey Harris help to elevate the professionalization of teaching? Harris held multiple educational positions throughout his fortyeight year career and contributed to the professionalization of teaching within each post. As a teacher and principal, Harris functioned as an active member of multiple local and national level teachers' associations and organizations to promote education. He initiated the graded system into schools, increased opportunities for African American teachers, and wrote the memorial which helped to establish Kirksville Normal School. As Assistant Superintendent, Harris conducted numerous school visits and provided feedback to teachers. The introduction of Leigh's Phonetic System improved reading instruction and the increase of German instruction elevated both student and teacher enrollment. Harris's foundation and publication of the Journal of Speculative Philosophy (JSP) added philosophic thought into teachers' lives. During his Superintendence, Harris published key educational pieces containing specific advice for teachers. Harris's annual reports contained evidence of communication and endeavors he made to improve the education of future teachers, current educators, as well as students. Work within the Concord School of Philosophy and as editor of the International Education Series (IES) were additional platforms Harris utilized to share effective techniques and strategies with countless educators. Throughout Harris's post as the U's. Commissioner of Education, his continued effort to professionalize teaching was evident. His work with normal schools, encouragement of communication between libraries and schools, committee involvement, and additional publications were the culmination of lifelong efforts he made to improve the teaching profession.
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Date Issued
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2015
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Identifier
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WFE0000479, uwf:61093
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Format
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Document (PDF)
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Title
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A multiple case study: disciplinary literacy instruction in middle level science classrooms.
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Author
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Nagle, Corey Edward
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Abstract/Description
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The National Center for Education Statistics (NCES, 2017) reported that literacy scores have not significantly improved in over 20 years. These scores have prompted investigations of instruction for improving literacy instruction, such as disciplinary literacy (DL), but research supporting DL implementation is limited (Fisher & Ivey, 2005; Moje, 2008, 2015; Shanahan & Shanahan, 2008, 2015). The purpose of this qualitative case study was to explore the DL instruction implemented in middle...
Show moreThe National Center for Education Statistics (NCES, 2017) reported that literacy scores have not significantly improved in over 20 years. These scores have prompted investigations of instruction for improving literacy instruction, such as disciplinary literacy (DL), but research supporting DL implementation is limited (Fisher & Ivey, 2005; Moje, 2008, 2015; Shanahan & Shanahan, 2008, 2015). The purpose of this qualitative case study was to explore the DL instruction implemented in middle level science classrooms in an urban middle school in the United States. The qualitative research paradigm was selected to explore science teacher implementation of DL. Drawing from Shulman's (1986, 1987) theory of pedagogical content knowledge (PCK), educator practices were investigated using multiple qualitative case study methodology. Shulman's (1986, 1987) theoretical constructs of content knowledge, pedagogical knowledge, and PCK developed to explain teacher decision-making and instruction were used in this study to explore educator understanding and actions related to DL. Three participants, two veteran teachers and one novice teacher, represented three cases inclusive of science instruction in Grades 6-8. Major findings include participants' expanded definitions of text for literacy, impacts of professional development on DL PCK, the use of both content area and DL, integration of DL with science practices, and the simultaneous development of science and DL PCK. Implications of this study include the need for policies for developing PCK of DL and transfer of learning into teacher practice to improve science and literacy instruction. Further research is necessary to understand the impacts of DL instruction on student achievement.
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Identifier
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1129457574, WFE0000664
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Format
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Document (PDF)
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Title
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The steamer Columbia: recreating the life history of a Pensacola sidewheeler.
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Author
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Dvorscak, Christopher Kevin
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Abstract/Description
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In March of 2013, faculty and students from the University of West Florida discovered an unknown shipwreck in the Blackwater River. After multiple seasons of investigation and intensive historical research, the shipwreck is determined to be the sidewheel steamer Columbia, of Pensacola. It was built in 1900 by the W. B. Wright Company, towed lumber, and functioned as an excursion vessel. A fire of unknown origin caused it to burn to the waterline and sink on March 13, 1911. This project...
Show moreIn March of 2013, faculty and students from the University of West Florida discovered an unknown shipwreck in the Blackwater River. After multiple seasons of investigation and intensive historical research, the shipwreck is determined to be the sidewheel steamer Columbia, of Pensacola. It was built in 1900 by the W. B. Wright Company, towed lumber, and functioned as an excursion vessel. A fire of unknown origin caused it to burn to the waterline and sink on March 13, 1911. This project focuses on the discovery and investigation of Columbia, describes the life history of the vessel and the region in which it functioned, and provides convincing evidence to confirm its identity.
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Identifier
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1129014911, WFE0000654
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Format
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Document (PDF)
Pages