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Title: ATTITUDES OF EDUCATORS IN THE HIGH SCHOOLS OF JACKSON COUNTY, FLORIDA, TOWARD INCLUSION.
Author: Vickery, Glenda Sue
Abstract/Description: The purpose of this study was both to extend the current research base on inclusion and to determine the attitudes and perceptions of general and special educators in grades 9-12 toward inclusive education. In the age of accountability, a growing need has arisen for special education to intensify its emphasis upon student outcomes in relation to the general education classroom. The study was a descriptive study conducted within a single rural county school system in Jackson County, located in...
Show moreThe purpose of this study was both to extend the current research base on inclusion and to determine the attitudes and perceptions of general and special educators in grades 9-12 toward inclusive education. In the age of accountability, a growing need has arisen for special education to intensify its emphasis upon student outcomes in relation to the general education classroom. The study was a descriptive study conducted within a single rural county school system in Jackson County, located in north Florida. Three high schools in the county were involved in the study. The instrument utilized for the study was a survey with a 5-point Likert attitudinal scale, with a follow up of four open-ended comment questions. The study indicated that the majority of the participants held a positive attitude toward including students with disabilities in the general classroom. Additional data were provided by participants on their perceptions of aids and barriers to effective inclusion of special education students in regular education settings. Results were reported by concept and practice categories. Additionally, data on aides and barriers are presented. The dominant barrier to the success of inclusion was found to be lack of preparation and training. The majority of the educators felt inept to meet all of the needs of both the regular and special education student. They expressed a strong desire for inservice training and more assistance in the classroom from the special education teachers. The educators also reported a need for more parental support to assist in ensuring the success of inclusion in the classroom.
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Date Issued: 2008
Identifier: WFE0000141, uwf:60775
Format: Document (PDF)

Title: BANDURAS TRIADIC RECIPROCALITY, TECHNOLOGY, AND MATH ACHIEVEMENT THROUGH A SOCIOECONOMIC LENS.
Author: Listak, Charles Mark
Abstract/Description: The purpose of this study was to examine the relationship of research-grounded variables of educational technology and high school math achievement through a lens of socioeconomic status (SES) using a national dataset from the National Center for Education Statistics. An additional purpose was to examine the achievement benefits, generic or differential, gained from home computer access and technology instructional method based on SES. Findings from this study indicated that math experience,...
Show moreThe purpose of this study was to examine the relationship of research-grounded variables of educational technology and high school math achievement through a lens of socioeconomic status (SES) using a national dataset from the National Center for Education Statistics. An additional purpose was to examine the achievement benefits, generic or differential, gained from home computer access and technology instructional method based on SES. Findings from this study indicated that math experience, SES, self-efficacy, instructional method, expectation, and home access to computers were significant predictors of math achievement. In addition, a positive relationship between home computer access and math achievement, controlling for math experience, was discovered, indicating that home computer access provides a strong, generic achievement benefit across all SES levels. Gains in achievement scores as a function of home computer access increased as SES levels increased, suggesting differential benefits of technology based on SES levels. A negative relationship between teacher computer instructional methods and math achievement based on SES was also discovered. Both traditional-transmission and constructivist computer instruction generically correlated with lower math achievement scores across all SES levels, but traditional-transmission instruction appeared to be more of a detriment for high-SES students than for low-SES students.
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Date Issued: 2008
Identifier: WFE0000135, uwf:60825
Format: Document (PDF)

Title: The barriers to obesity prevention or elimination in Libya: A phenomenological analysis.
Author: Elrashid, Abubaker Moh
Abstract/Description: Obesity prevalence in Libya has dramatically increased in the last three decades from 12.6% in 1984 to 30.5% in 2009 and from 36.10% in 2010 to 47.4% in 2019. High rates of obesity put Libyans at risk for contracting diseases, including cardiovascular disease, liver disease, diabetes, and cancer. These obesity-related health conditions ultimately affect national development as the Libyan government allocates much of the healthcare budget to the treatment of obesity comorbidities. The purpose...
Show moreObesity prevalence in Libya has dramatically increased in the last three decades from 12.6% in 1984 to 30.5% in 2009 and from 36.10% in 2010 to 47.4% in 2019. High rates of obesity put Libyans at risk for contracting diseases, including cardiovascular disease, liver disease, diabetes, and cancer. These obesity-related health conditions ultimately affect national development as the Libyan government allocates much of the healthcare budget to the treatment of obesity comorbidities. The purpose of this qualitative phenomenological study is to explore the perceptions of select U.S. Libyan immigrants about the barriers to preventing or eliminating obesity in Libya. The researcher framed the study using the health belief model (HBM; Hochbaum, 1958; Rosenstock, 1974a). The HBM has six main concepts. Perceived barriers, a concept of the model, guided the development of the research questions. The researcher collected interview data from 10 Libyan immigrants in the United States. The study's findings include a perceived inability of current health education to create awareness about addressing the barriers to obesity prevention or elimination among Libyans. Per the findings, health education regarding obesity is not a priority for Libyans because they do not consider obesity to be a disease. The findings of this study have implications for raising awareness about obesity through primary healthcare. The study may also influence policies relative to the adoption of health education programs that will enforce prevention or elimination rather than treatment of health conditions such as obesity in Libya.
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Date Issued: 2020, 2020
Identifier: 1202001229, WFE0000713
Format: Document (PDF)

Title: Basic psychological needs of emergent educational leaders relative to effective leadership practices.
Author: Guy, Theresa Marie
Abstract/Description: The high turnover and retirement rates of K-12 educational leaders posed a need for providing quality pipelines for preparing emergent educational leaders. Quality educational pipelines should develop effective and stable educational leaders to meet the projected needs for supplying the K-12 educational workforce. The purpose of this nonexperimental quantitative correlational study was to identify the relationships among perceived autonomy, competence, and relatedness as described in self...
Show moreThe high turnover and retirement rates of K-12 educational leaders posed a need for providing quality pipelines for preparing emergent educational leaders. Quality educational pipelines should develop effective and stable educational leaders to meet the projected needs for supplying the K-12 educational workforce. The purpose of this nonexperimental quantitative correlational study was to identify the relationships among perceived autonomy, competence, and relatedness as described in self-determination theory (SDT; Deci & Ryan, 1985) and the five effective leadership practices of Modeling the Way, Inspiring a Shared Vision, Challenging the Process, Enabling Others to Act, and Encouraging the Heart (Kouzes & Posner, 2017a) perceived by emergent educational leaders within the United States' southeastern region. The Basic Psychological Need Satisfaction in General Scale (Deci & Ryan, 2000; Gagné, 2003) and the Leadership Practices Inventory®-Self (LPI®-Self; Kouzes & Posner, 2017a) were used to collect participant data from students enrolled in graduate educational leadership degree programs (N = 64) at four universities. The nonexperimental quantitative correlational research design allowed for analyzing the data using a Pearson product-moment correlation procedure. Five significant results were revealed. All three basic psychological needs significantly influenced Enabling Others to Act, and the basic psychological needs of autonomy and competence significantly influenced Challenging the Process. All three basic psychological needs were present in the sample of emergent educational leaders. The emergent educational leaders appeared to require skill development and training in the leadership practices of Modeling the Way, Inspiring a Shared Vision, and Encouraging the Heart to ensure educational leadership effectiveness.
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Date Issued: 2020, 2020
Identifier: 1233323356, WFE0000751
Format: Document (PDF)

Title: BEATING THE ODDS: PEDAGOGY, PRAXIS AND THE LIFE-WORLD OF FOUR AFRICAN AMERICAN MEN.
Author: Richardson, James Oliver, Jr.
Abstract/Description: The purpose of my qualitative research is to reveal how four African-American men overcame inferior education and Jim Crow laws. In the early twentieth century the social and economic conditions of African American men were appalling, yet they refused to accept the notion of inferior beings and second-class citizenship. Phenomenological interviews were conducted. The major conclusions that evolved from the data were that family and church were significantly important to the participants. This...
Show moreThe purpose of my qualitative research is to reveal how four African-American men overcame inferior education and Jim Crow laws. In the early twentieth century the social and economic conditions of African American men were appalling, yet they refused to accept the notion of inferior beings and second-class citizenship. Phenomenological interviews were conducted. The major conclusions that evolved from the data were that family and church were significantly important to the participants. This is a study about four African American men’s pedagogy, praxis and their quest for discovery, self-realization and high expectations. My inquiry is also about their struggles, dreams, failures and disillusionment.
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Date Issued: 2007
Identifier: WFE0000086, uwf:60710
Format: Document (PDF)

Title: BIMODAL INFORMATION PROCESSING IN RADAR SIGNAL IDENTIFICATION.
Author: Long, John Allen
Abstract/Description: This study examined bimodal information processing in the identification of radar signals in a realistic environment. Research suggests that the identification of signals should be faster, more accurate, and visually biased when targets contain redundant components compared to visual-only or auditory-only targets. Experiment 1 compared reaction times under three conditions: auditory-modality, visual-modality, and dual-modality. The results indicated that dual-modality targets produced the...
Show moreThis study examined bimodal information processing in the identification of radar signals in a realistic environment. Research suggests that the identification of signals should be faster, more accurate, and visually biased when targets contain redundant components compared to visual-only or auditory-only targets. Experiment 1 compared reaction times under three conditions: auditory-modality, visual-modality, and dual-modality. The results indicated that dual-modality targets produced the fastest reaction times and performance in the auditory-modality was significantly slower than the others (p < .01). Results concerning accuracy were inconclusive. Experiment 2 measured how quickly and how accurately participants could identify dual-modality target signals under matched or mismatched conditions. The results of Experiment 2 indicated strong support for a visual bias (p < .01).
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Date Issued: 2002
Identifier: WFE0000058, uwf:60703
Format: Document (PDF)

Title: BURNOUT: A STUDY OF HIGH SCHOOL COACHES IN FLORIDA.
Author: Bradford, Shelley Holden
Abstract/Description: The purpose of this study was to identify the degree of burnout experienced by current and former head varsity high school coaches in Florida. The sample included 78 current and 46 former head varsity high school coaches. Burnout was assessed by the three burnout subscales of emotional exhaustion, depersonalization, and personal accomplishment on the Maslach Burnout Inventory (MBI). Results of Chi-Square analyses indicated a significant relationship between coaching status and levels of...
Show moreThe purpose of this study was to identify the degree of burnout experienced by current and former head varsity high school coaches in Florida. The sample included 78 current and 46 former head varsity high school coaches. Burnout was assessed by the three burnout subscales of emotional exhaustion, depersonalization, and personal accomplishment on the Maslach Burnout Inventory (MBI). Results of Chi-Square analyses indicated a significant relationship between coaching status and levels of burnout on the MBI subscales of emotional exhaustion and personal accomplishment. More specifically, former head coaches were more likely to experience higher levels of burnout on the MBI subscale of emotional exhaustion than current coaches. Minor sport coaches were more likely to experience high levels of burnout on the MBI subscales of emotional exhaustion and depersonalization than major sport coaches. The ANOVA revealed a significant main effect for coaching status and a significant main interaction effect for coaching status and sport classification based on the subscale of personal accomplishment. No significant difference was evident on all levels of burnout based on gender and current and former coach status. Limitations of the study were noted.
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Date Issued: 2006
Identifier: WFE0000009, uwf:60744
Format: Document (PDF)

Title: BUSINESS INCUBATOR EFFECTIVENESS IN FACILITATING ENTREPRENEURIAL ACCESSES AND THE IMPACT ON INCUBATOR CLIENT FIRM SUSTAINABILITY AND PROFITABILITY.
Author: Whitt, Stephen Woodrow
Abstract/Description: The purpose of this research is to determine the correlation between eight identified entrepreneurial accesses as provided by business incubators with the return on investment experienced by incubator resident firms. The entrepreneurial accesses range from the technical (access to technology and capital), to the behavioral (access to networks), to the knowledgeable (access to training). The access to training is anticipated to emerge as the prominent access in the success of entrepreneurial...
Show moreThe purpose of this research is to determine the correlation between eight identified entrepreneurial accesses as provided by business incubators with the return on investment experienced by incubator resident firms. The entrepreneurial accesses range from the technical (access to technology and capital), to the behavioral (access to networks), to the knowledgeable (access to training). The access to training is anticipated to emerge as the prominent access in the success of entrepreneurial firms. Therefore, the literature review explores entrepreneurship against a backdrop of both classical political economy theories as well as the major philosophical schools of learning. A test instrument was designed to collect both perception responses and return on investment data from chief executive officers of firms residing in National Business Incubator Association (NBIA) member facilities. Descriptive methods were used to assess associations between the variables of perception and company profitability.
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Date Issued: 2014
Identifier: WFE0000456, uwf:61139
Format: Document (PDF)

Title: CARING FOR AT-RISK STUDENTS: TEACHER INVOLVEMENT AND STUDENTS' LIVED EXPERIENCES.
Author: Ford-Harris, Monica Cristie
Abstract/Description: School systems throughout America have continually failed at-risk students. Often these students have been stigmatized as failures and placed in alternative school settings. There they do sometimes achieve academic success, which increases their sense of self-efficacy and promotes good behavior while they are at the alternative school. This study explores how teachers in such settings demonstrate care toward atrisk students. Specifically, it is a comparative case study of teachers in an...
Show moreSchool systems throughout America have continually failed at-risk students. Often these students have been stigmatized as failures and placed in alternative school settings. There they do sometimes achieve academic success, which increases their sense of self-efficacy and promotes good behavior while they are at the alternative school. This study explores how teachers in such settings demonstrate care toward atrisk students. Specifically, it is a comparative case study of teachers in an alternative and in a traditional middle school setting in Panhandle County, Florida.
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Date Issued: 2007
Identifier: WFE0000074, uwf:60704
Format: Document (PDF)

Title: CAUSAL-COMPARATIVE STUDY OF THE RELATIONSHIP OF FIFTH GRADERS' PERCEIVED SELF-EFFICACY AND ACHIEVEMENT MEASURES IN READING AND LANGUAGE ARTS.
Author: Blue, Ronald Dow, Jr.
Abstract/Description: This causal-comparative study was conducted in an effort to analyze perceived self-efficacy and measures of achievement in 5th graders attending an elementary school in a suburban area of northwest Florida. Participants (n = 46) were grouped according to low, average, and high perceived self-efficacy as measured by the Reader Self-Perception Scale (RSPS). The scales of the RSPS are compatible with Bandura's (1997) sources of self-efficacy. Groups from the RSPS were compared based upon scores...
Show moreThis causal-comparative study was conducted in an effort to analyze perceived self-efficacy and measures of achievement in 5th graders attending an elementary school in a suburban area of northwest Florida. Participants (n = 46) were grouped according to low, average, and high perceived self-efficacy as measured by the Reader Self-Perception Scale (RSPS). The scales of the RSPS are compatible with Bandura's (1997) sources of self-efficacy. Groups from the RSPS were compared based upon scores from the 2008 reading portion of the Florida Comprehensive Assessment Test (FCAT), academic grades in reading and language arts, and the Standardized Test for the Assessment of Reading (STAR). Results of analysis of variance (ANOVA) indicated a statistically significant difference between groups for the FCAT and STAR. The Tukey statistic pinpointed the differences as being on the observational comparison scale for FCAT and the observational comparison and physiological states scales for STAR. Implications of these findings and recommendations for pedagogical practice are addressed.
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Date Issued: 2010
Identifier: WFE0000221, uwf:60952
Format: Document (PDF)

Title: CHARACTER AND COMPETENCE: A MIXED METHODS STUDY ON TEACHER TRUST IN PRINCIPALS IN A MIDSIZED COUNTY IN FLORIDA.
Author: Arneson, Mary Shelly
Abstract/Description: The relationship between school principals and teachers is a crucial one for school success. While principals have traditionally been expected to be the school's managers, the principal's role is evolving into a role more accurately described as instructional leader and formal evaluator of teacher practices. For the teacher evaluation process to be effective, teachers must trust the principal's capability and integrity. The new look at the role of principal is a change in the public education...
Show moreThe relationship between school principals and teachers is a crucial one for school success. While principals have traditionally been expected to be the school's managers, the principal's role is evolving into a role more accurately described as instructional leader and formal evaluator of teacher practices. For the teacher evaluation process to be effective, teachers must trust the principal's capability and integrity. The new look at the role of principal is a change in the public education system. Covey (1989) defines 7 habits that highly effective people use to facilitate change and improved leadership in an organization. Covey stresses the importance of forming relationships, building trust, and creating an emotional bank account between people. The researcher of this study examined the formation of trust between principal and teacher. The researcher defined and explored trust within the context of competence and character using Covey and Merrill's (2006) trust model. In addition, the researcher addresses the question of whether there is a relationship between length of time the teacher and principal work together and the perceived level of trust that teachers feel toward the principal. Principal behaviors leading to greater trust are also examined.
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Date Issued: 2012
Identifier: WFE0000341, uwf:60990
Format: Document (PDF)

Title: COLLEGE STUDENTS' MOTIVATIONS TO ATTEND GROUP FITNESS CLASSES.
Author: Boren, Shaun Michael
Abstract/Description: The primary purpose of this study was to assess students' various motivations to select from a comprehensive range of group fitness class offerings at a university. A secondary purpose was to compare the self-report of group fitness class (GFC) attendance with a sign-in sheet measure collected over three months. After a pilot study to refine data collection measures and procedures, 281 questionnaires were returned from participants in 30 different group fitness classes over the second week of...
Show moreThe primary purpose of this study was to assess students' various motivations to select from a comprehensive range of group fitness class offerings at a university. A secondary purpose was to compare the self-report of group fitness class (GFC) attendance with a sign-in sheet measure collected over three months. After a pilot study to refine data collection measures and procedures, 281 questionnaires were returned from participants in 30 different group fitness classes over the second week of the Spring 2014 semester at the University of West Florida's Recreation and Sports Services Department. Students favored yoga, zumba, cycle, and spinnerval as their primary GFC. While yoga was the most popular GFC, it also had the highest dropout rate. Females, sophomores, on-campus residents, and students over 25 were overrepresented. The representation of race and age varied between GFCs. Half of students had experience with GFCs before coming to the University of West Florida. Almost a third of students attended at least three GFCs per week. The questionnaire included an instrument, designed using the framework of self-determination theory, to measure a comprehensive variety of motivations to exercise. Eight different motivations were at least somewhat important. There was a significant correlation between self-report and tracking measures of primary GFC (p < .001). Multivariate analysis of variance revealed a significant difference in motivations to exercise based on a participant's primary GFC (p < .01). A post hoc test determined that Health Pressures was the only motivation subscale to significantly contribute to the main effect (p < .003). The findings demonstrated that self-report is an accurate predictor of primary GFC and that primary GFC could explain variation in motivations to exercise. The study should be replicated at larger, more diverse institutions. Researchers should continue utilizing the selfdetermination theory by examining factors that foster the competence and autonomy of students attending GFCs.
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Date Issued: 2015
Identifier: WFE0000473, uwf:61096
Format: Document (PDF)

Title: COMBATING THE FRESHMAN 15: A FEASIBILITY ANALYSIS.
Author: Caroleo, Linn Enger
Abstract/Description: Well over half of the nation’s freshmen attending universities today are afflicted by “the freshman 15,” which means gaining 15 pounds during the 1st year of college. By this study an attempt was made to motivate freshmen to draw on exercise as a means to decrease this phenomenon. Three types of interventions based on the transtheoretical model were used: a uniquely designed Web site, point-of-decision posters, and preprinted pamphlets. The freshman’s confidence to perform exercises, outcome...
Show moreWell over half of the nation’s freshmen attending universities today are afflicted by “the freshman 15,” which means gaining 15 pounds during the 1st year of college. By this study an attempt was made to motivate freshmen to draw on exercise as a means to decrease this phenomenon. Three types of interventions based on the transtheoretical model were used: a uniquely designed Web site, point-of-decision posters, and preprinted pamphlets. The freshman’s confidence to perform exercises, outcome expectations in favor of exercise, and processes of change usage was measured. The favored intervention method was the point-of-decision posters. Progression from nonaction to action stages was statistically significant. Eighty-one percent of the participants reported staying the same weight or losing weight in the spring semester. Confidence scores, outcome expectations, and utilization of the processes of change all increased significantly postintervention, indicating an increase in time spent exercising.
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Date Issued: 2005
Identifier: WFE0000041, uwf:60735
Format: Document (PDF)

Title: COMMUNITY COLLEGE CAMPUS SAFETY: CARE THEORY, COMMUNITARIANISM, AND CAMPUS WELL-BEING.
Author: Shonk, Brian Keith
Abstract/Description: The purpose of conducting this study was to explore how incorporating principles of care theory and communitarianism on community college campuses might create an environment of increased safety. The aim of the research was to provide a foundation for development of a formal campus safety training program for use at community colleges and to provide campus safety policy guidance to college administrators. The research consisted of presenting a 1-hour pilot training program to three groups of...
Show moreThe purpose of conducting this study was to explore how incorporating principles of care theory and communitarianism on community college campuses might create an environment of increased safety. The aim of the research was to provide a foundation for development of a formal campus safety training program for use at community colleges and to provide campus safety policy guidance to college administrators. The research consisted of presenting a 1-hour pilot training program to three groups of community college stakeholders, students, faculty, and administrators. Data were gathered on their understanding, receptiveness, acceptance, and readiness to incorporate principles of care theory and communitarianism into practice. The training program began with an overview of community college campus safety, including trends in criminal acts and disciplinary actions, as well as a review of recent incidents that have prompted heightened public concern for campus safety. The training contained information on current conventional methods of campus safety and provided a review of opinions from various panels, task forces, and committees on the effectiveness of current practices. A 50-question inventory was administered to all participants. The inventory was designed to learn participants' view of technology versus technique as methods for making campuses safer. For purposes of this study, the dichotomy created by examining conventional methods of campus safety to incorporating principles of care theory and communitarianism is referred to as technology versus technique with technology representing the former and technique the latter, with the understanding that the use of the word versus is by no means used to imply these 2 approaches are mutually exclusive. Following inventory administration, participants from each training session were selected to represent their respective classifications in focus groups.
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Date Issued: 2011
Identifier: WFE0000298, uwf:60969
Format: Document (PDF)

Title: COMMUNITY COLLEGE EDUCATORS' PERCEPTIONS OF THE INSTRUCTIONAL INFRASTRUCTURE NEEDED FOR HIGH-FIDELITY PARAMEDIC TRAINING SIMULATIONS.
Author: Christen, Henry Tiffany, Jr.
Abstract/Description: The research purpose was to describe Florida community college educators' perceptions of the institutional requirements, barriers, and benefits for implementing and sustaining high-fidelity simulation-based paramedic education. The mixed-method design was framed by a survey and structured interviews. Instructional requirements for simulation educators are formal faculty training in simulation pedagogy, curriculum integration, and facilitated debriefing skills. The barriers are formal faculty...
Show moreThe research purpose was to describe Florida community college educators' perceptions of the institutional requirements, barriers, and benefits for implementing and sustaining high-fidelity simulation-based paramedic education. The mixed-method design was framed by a survey and structured interviews. Instructional requirements for simulation educators are formal faculty training in simulation pedagogy, curriculum integration, and facilitated debriefing skills. The barriers are formal faculty training, high cost, maintenance, simulation facilities, high faculty preparation time, and additional student time because of small group training. The benefits are realistic experience, psychomotor skills and critical thinking scenarios without harming patients, video of performance followed by facilitated debriefings, deliberate practice, and time saving because scenarios are replicated without waiting for clinical cases.
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Date Issued: 2009
Identifier: WFE0000150, uwf:60810
Format: Document (PDF)

Title: COMPARISON OF FCAT READING SCORES BETWEEN FOURTH-GRADE TRADITIONAL CLASSROOMS AND FOURTH-GRADE ARKANSAS LITERACY MODEL CLASSROOMS.
Author: Bush, Amy Marie
Abstract/Description: The purpose of this descriptive study was to investigate the impact of the Arkansas literacy model on student Florida Comprehensive Achievement Test (FCAT) reading test scores. Since the independent variable was not manipulated and had already occurred, an ex post facto design was proposed. The independent variable in this study is the type of teaching model used for teaching reading during the 2006-2007 and 2007-2008 school years. The values of this dichotomous variable are the Arkansas...
Show moreThe purpose of this descriptive study was to investigate the impact of the Arkansas literacy model on student Florida Comprehensive Achievement Test (FCAT) reading test scores. Since the independent variable was not manipulated and had already occurred, an ex post facto design was proposed. The independent variable in this study is the type of teaching model used for teaching reading during the 2006-2007 and 2007-2008 school years. The values of this dichotomous variable are the Arkansas literacy model and the traditional classroom. The dependent variables are the fourth-grade FCAT reading test scores for words and phrases, main idea, comparisons, and research and reference skills. Research Question 1: Does a difference exist in fourth-grade FCAT reading mean test scores between Arkansas literacy model classrooms and traditional classrooms? A 1-way analysis of variance (ANOVA) was used to examine whether students' scores on the FCAT are a function of the reading method they received. The independent variable represented the 2 different types of teaching methods: the Arkansas literacy model and the traditional classroom. The dependent variable was the students' scores on the FCAT: words and phrases, main idea, comparisons, and reference and research. There was no significant difference between the Arkansas literacy model classrooms and the traditional classrooms in words and phrases, main idea, comparisons, and research and reference skills; therefore, the null hypotheses was not rejected. Research Question 2: Does a difference exist in fourth-grade FCAT reading mean test scores among Arkansas model classrooms? An ANOVA was used to examine whether students' scores on the FCAT are a function of the reading method they received. The independent variable was the teaching method: the Arkansas literacy model or the traditional classroom model. The dependent variable was the students' scores on the FCAT: words and phrases, main idea, comparisons, and reference and research. There is no difference among the Arkansas literacy model classrooms in words and phrases fourth-grade FCAT reading mean test scores. There was a significant difference among the Arkansas literacy model classrooms in words and phrases fourth-grade FCAT reading mean test scores; therefore, the null hypotheses was rejected.
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Date Issued: 2011
Identifier: WFE0000262, uwf:60886
Format: Document (PDF)

Title: COMPARISON OF UNIVERSITY FACULTIES' VIEWS OF MANDATES FOR RECENT EXPERIENCE IN ALABAMA, FLORIDA, GEORGIA, AND MISSISSIPPI.
Author: Roberts, Bertha Bryant
Abstract/Description: To compare the perceptions of faculty members of mandates for recent experience in P-12 settings, the University Recent Experience Survey was sent to college and university faculty and staff members to answer research questions related to awareness of state mandates requiring recent experience in P-12 environments, time spent in P-12 classrooms between states that mandate those experiences and those who do not, time spent consulting in P-12 classrooms between states that mandate those...
Show moreTo compare the perceptions of faculty members of mandates for recent experience in P-12 settings, the University Recent Experience Survey was sent to college and university faculty and staff members to answer research questions related to awareness of state mandates requiring recent experience in P-12 environments, time spent in P-12 classrooms between states that mandate those experiences and those who do not, time spent consulting in P-12 classrooms between states that mandate those experiences and those who do not, perceptions of the value of P-12 experiences between instructors who practice in states that mandate such experiences compared to instructors in states that do not require such experience, and how the characteristics of gender, age, years of experience, and rank influence instructors' perceptions of recent experience in P-12 classrooms. The results of the study indicated the following: There were significant differences between the 4 states relating to awareness of mandates. Time spent in P-12 classrooms showed significant differences between Alabama and Georgia, Alabama and Mississippi, and Florida and Mississippi. Significant differences were shown associated with beliefs about recent experience between Alabama and Georgia. There were also significant differences associated with research and standardization of recent experience between Alabama and Florida, Georgia, and Mississippi. Rank and gender showed significances related to beliefs about recent experience. The impact of recent experience on schools showed significance related to rank. There were also significant differences associated with barriers to recent experience related to age. The qualitative information gathered through open-ended questions revealed the following themes related to the quantitative research: concerns about the role of recent experience, concerns about recent experiences and requirements for research and other university duties, positive comments about recent experience, and comments on collaboration and barriers to working in P-12 classrooms. Recommendations included additional study using qualitative research, case studies, or utilizing additional variables in a quantitative study. Utilization of the comments to create a focus for further study was also indicated.
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Date Issued: 2012
Identifier: WFE0000340, uwf:60989
Format: Document (PDF)

Title: COMPUTER-BASED SIMULATION AS AN INTERVENTION IN AN AERONAUTICAL SCIENCE AERODYNAMICS COURSE.
Author: Rigby, Kevin Todd
Abstract/Description: The purpose of this research was to conduct an experiment in which simulation was used as an instructional strategy and intervention for improved student post-test performance in an aeronautical science aerodynamics class. The experiment was conducted in two sections of a pilot aerodynamics course in which one section served as the control group, and the other section the treatment group. A quasi-experimental research design was used to examine the influence of simulation on post-test...
Show moreThe purpose of this research was to conduct an experiment in which simulation was used as an instructional strategy and intervention for improved student post-test performance in an aeronautical science aerodynamics class. The experiment was conducted in two sections of a pilot aerodynamics course in which one section served as the control group, and the other section the treatment group. A quasi-experimental research design was used to examine the influence of simulation on post-test performance and motivation. An analysis of co-variance (ANCOVA) was used to test for a difference in the means of the two groups, and the results indicated an improvement in post-test performance for the group that used simulation. The instructional media motivation survey (IMMS) was used to examine post-session motivation. An ANCOVA indicated that there was no difference in the means of the two groups, and results indicated that there was no influence of the use of simulation on motivation. A Pearson correlation was conducted on the data, and results indicated that there was no relationship between performance and motivation.
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Date Issued: 2010
Identifier: WFE0000213, uwf:60929
Format: Document (PDF)

Title: COMPUTER-MEDIATED COMMUNICATION: AN INVESTIGATION OF GENERATIONAL DIFFERENCES.
Author: MacDonald, Jo Ellen
Abstract/Description: That generational differences exist is well established in the literature. The purpose of this time-order, mixed-methods study was to determine whether generational affiliation influences the nature of students' participation in online discussion. Using Henri's (1992) computer conferencing content analysis model, a sample of randomly selected weeks of online discussion posts was qualitatively analyzed for indications of each aspect of the five dimensions of computer-mediated communication ...
Show moreThat generational differences exist is well established in the literature. The purpose of this time-order, mixed-methods study was to determine whether generational affiliation influences the nature of students' participation in online discussion. Using Henri's (1992) computer conferencing content analysis model, a sample of randomly selected weeks of online discussion posts was qualitatively analyzed for indications of each aspect of the five dimensions of computer-mediated communication (CMC) described by Henri: (a) participative, (b) interactive, (c) social, (d) cognitive, and (e) metacognitive. The total observed occurrences of each aspect of the five dimensions were tabulated for each student, and a mean was determined for each of the three generational groups represented: Boomers, Gen-Xers, and Millennials. Through analysis of variance and Scheffé's post hoc analysis, it was found that Boomers scored significantly higher at the p < .05 level than Gen-Xers in every category of the participative dimension, in the response categories of the interactive dimension, and in the cognitive categories of judgment and deep processing, suggesting that Boomers were more actively engaged in the discussion, tending to post more frequently, write longer posts, stay on topic more, and respond more frequently to other students' posts, thereby continuing the discussion. The results for Gen-Xers and Millennials suggested a lack of engagement in the discussions. Based on the study results and the literature, several suggestions were offered to increase student engagement and realize the potential of CMC for collaborative learning.
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Date Issued: 2012
Identifier: WFE0000321, uwf:61009
Format: Document (PDF)

Title: Connecting social studies and power: examining Fayette County's Freedom Village.
Author: Woods, John Edward II
Abstract/Description: Social studies educators often find that creating relevant lessons that will engage students both intellectually and personally is challenging (National Council for the Social Studies [NCSS], 2013; Yilmaz, 2007). By exploring the lived experiences, educators might better understand the nuances of the period being investigated that can benefit lesson plan development (Woods & Jans-Thomas, 2016; Yilmaz, 2007). Also, relevant lessons engage students through connections that could enhance...
Show moreSocial studies educators often find that creating relevant lessons that will engage students both intellectually and personally is challenging (National Council for the Social Studies [NCSS], 2013; Yilmaz, 2007). By exploring the lived experiences, educators might better understand the nuances of the period being investigated that can benefit lesson plan development (Woods & Jans-Thomas, 2016; Yilmaz, 2007). Also, relevant lessons engage students through connections that could enhance historical empathy (Perrotta, 2016; Yilmaz, 2007). To support lesson plan development, this phenomenological study identified connections between social studies and power that existed in Fayette County's Freedom Village. Therefore, this study served a twofold purpose: (a) to aid social studies educators in developing relevant lessons and (b) to enhance students' historical empathy. To accomplish the purpose, the following research question was answered: What connections exist between social studies and power that support lesson plan development and enhance historical empathy when examining the Fayette County Freedom Village? The NCSS College, Career, and Civic Life (NCSS C3) Framework and Foucault's (1994) philosophy of power provided the constructs for the conceptual framework. Historical research methods were employed to collect data, while content analysis was utilized to analyze data. The findings revealed that social studies and power connections exist when examining Freedom Village. For example, history, civics, economics, and geography were connected with Foucault's (1994) power strategy, while civics and geography were connected with power relations and freedom. With the findings, educators can develop relevant and engaging lessons associated with the Freedom Village and other historical events.
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Identifier: 1130062504, WFE0000681
Format: Document (PDF)

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