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Title: CONSEQUENCES OF NO CHILD LEFT BEHIND: HOW RETENTION IMPACTS LEARNING GAINS ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST IN A NORTHWEST FLORIDA SCHOOL DISTRICT.
Author: Chester-d'Albertis, Lynn Marie
Abstract/Description: The validation of the American educational system through accountability called for rewards and sanctions, one of which is the action of mandatory student retention as an educational reform measures to ensure a knowledgeable citizenry. The state of Americas educational system and the pursuit of a knowledgeable citizenry have a prominent focal point in conversations across the country. Concentration on high stakes standardized tests can often be in direct conflict with many educational...
Show moreThe validation of the American educational system through accountability called for rewards and sanctions, one of which is the action of mandatory student retention as an educational reform measures to ensure a knowledgeable citizenry. The state of Americas educational system and the pursuit of a knowledgeable citizenry have a prominent focal point in conversations across the country. Concentration on high stakes standardized tests can often be in direct conflict with many educational philosophies, limiting possibilities in educational reform (Elmore, 2002). As the focus on high stakes standardized testing prevails, conversations on goals and instructional practices turn to high stakes standardized testing results, and the default philosophy places a superior value on high stakes standardized test scores achieved instead of the achievement represented in the scores (Gunzenhauser, 2003). When policymakers began to withhold promotion (retention) and graduation as sanctions, the stakes of testing were forevermore changed (Glaser & Silver, 1994). The problem of this study was succinct: Does the mandatory retention of middle school students increase learning gains as measured by the Florida Comprehensive Assessment Test Developmental Scale Scores(FCAT DSS) in Reading and Mathematics? This study measured learning gains of middle school students who were retained in eighth grade in a Northwest Florida school district. The mean differences in learning gains of retention cohorts, Mandatory Retention and Retained for Other Reasons, were analyzed by student demographics of academic ability, gender, ethnicity, and socioeconomic status. Statistically significant differences were present in student demographic variables. FCAT DSS in Reading learning gains means differences were analyzed for category interactions using the analysis of variance (ANOVA) design and t-tests. The data findings for the student demographics yielded varied results in multiple student demographic interactions. FCAT in Mathematics was analyzed by retention cohorts as well. There were no statistically significant findings in the cohort variances. Despite the fact that retention status was based on scores from the Reading portion of the FCAT, some differences existed in the student demographic interactions mathematics findings. Thus, the mandatory retention cohort had increased learning gains when compared to their first year attempt. This study contributed to the research with a focus on middle school retention.
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Date Issued: 2007
Identifier: WFE0000096, uwf:60679
Format: Document (PDF)

Title: CONSTRUCTING PRODUCTIVE STUDENT-STUDENT ONLINE DISCUSSIONS: AN EXPERIMENTAL DESIGN-BASED RESEARCH INQUIRY.
Author: Ehrhardt, Jennifer Petra
Abstract/Description: This experimental design-based research study was conducted to compare three instructional protocols designed to facilitate productive student-student interaction in online discussion forums. The SEE-RQ Protocol, Concept Weave Protocol, and Weave So Far Protocols were all grounded in Vygotsky's (1978) Zone of Proximal Development (ZPD). All three of the protocols offered statistically significant differences in the students' knowledge of seven academic concepts when comparing their pre...
Show moreThis experimental design-based research study was conducted to compare three instructional protocols designed to facilitate productive student-student interaction in online discussion forums. The SEE-RQ Protocol, Concept Weave Protocol, and Weave So Far Protocols were all grounded in Vygotsky's (1978) Zone of Proximal Development (ZPD). All three of the protocols offered statistically significant differences in the students' knowledge of seven academic concepts when comparing their pre-assessments with their post-discussion tests as measured by Biggs and Collis' (1982) SOLO Taxonomy (for Structure of Observed Learning Outcomes). The protocol that facilitated the social constructivist learning process the best was the Weave So Far Protocol. The students who acted according to the Weave So Far Protocol attained a level of knowledge that was statistically significant for three of the seven concepts discussed in comparison to the SEE-RQ Protocol. A comparison of the number of activities the students conducted in the forum to achieve the levels of knowledge attainment were 1.8 times higher for the students following the Concept Weave Protocol compared to the Weave So Far Protocol. Further, the students who were following the Weave So Far Protocol included 8.5% more citations of peers derived from the team discussion in their chapter test responses compared to the students who followed the Concept Weave Protocol. Moreover, the Weave So Far Protocol received the highest ratings from the students regarding how it worked for personal knowledge construction, construction of knowledge on part of the team, and relationship building. As expressed by one of the students regarding the Weave So Far Protocol, "It was just right." In accordance with these results, the researcher chose the Weave So Far Protocol to be used for future editions of the course.
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Date Issued: 2012
Identifier: WFE0000316, uwf:60988
Format: Document (PDF)

Title: COPING STRATEGIES AND THE LIVED EXPERIENCES OF AFRICAN-AMERICAN GRANDMOTHERS RAISING CHILDREN.
Author: Smith, Valarie Belinda
Abstract/Description: Grandmothers raising grandchildren throughout the United States have increased dramatically over the years. Although research on grandmothers raising grandchildren addresses many different issues relating to lifestyles, parenting, and relationships, there is little research that focuses on the coping strategies used by grandmothers who provide care for their grandchildren. This qualitative study examines the lived experiences of three African-American grandmothers living in rural communities...
Show moreGrandmothers raising grandchildren throughout the United States have increased dramatically over the years. Although research on grandmothers raising grandchildren addresses many different issues relating to lifestyles, parenting, and relationships, there is little research that focuses on the coping strategies used by grandmothers who provide care for their grandchildren. This qualitative study examines the lived experiences of three African-American grandmothers living in rural communities located in Southern Alabama while serving as primary caregiver of their grandchildren. Specifically, it examines the daily coping strategies that these grandmothers implement in order to be effective in their parental role.
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Date Issued: 2009
Identifier: WFE0000162, uwf:60839
Format: Document (PDF)

Title: CRITICAL FACTORS RELATED TO THE IMPLEMENTATION OF WEB-BASED INSTRUCTION BY HIGHER-EDUCATION FACULTY AT THREE UNIVERSITIES IN THE KINGDOM OF SAUDI ARABIA.
Author: Albalawi, Mohammed Saleh
Abstract/Description: The facilitating and impeding factors that affect faculty decisions in Saudi Arabia either to participate or not participate in Web-based instruction (WBI) were investigated in this study. Information about the characteristics of faculty and the effect of those characteristics on participation in developing WBI were also examined. Incentives and barriers to WBI, faculty attitudes, and participants demographic information were explored. This study was an investigation of the current use of...
Show moreThe facilitating and impeding factors that affect faculty decisions in Saudi Arabia either to participate or not participate in Web-based instruction (WBI) were investigated in this study. Information about the characteristics of faculty and the effect of those characteristics on participation in developing WBI were also examined. Incentives and barriers to WBI, faculty attitudes, and participants demographic information were explored. This study was an investigation of the current use of WBI in Saudi institutions and the facilitating and impeding factors affecting faculty decisions to participate or not to participate in WBI. Information gathered regarding the attitudes of faculty toward development and implementation of a distance-education program in Saudi Arabia provided insight into the key issues concerning adoption and sustainability of distance education in general and WBI in particular. A survey research design was used. The survey was distributed in 2 forms, hard copy and online. Descriptive and inferential statistics were used to answer research questions. In this study, factors related to WBI were explored from the perspective of faculty in Saudi universities. In general, faculty had positive attitudes towards WBI.
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Date Issued: 2007
Identifier: WFE0000095, uwf:60702
Format: Document (PDF)

Title: CRITICAL MULTICULTURALISM AND PRESERVICE TEACHER EDUCATION.
Author: Erickson, Cynthia Hale
Abstract/Description: This qualitative research study examines the lived experience of preservice teachers in a class on teaching diverse populations. The goal for a critical multicultural class is to provide teachers with the tools to facilitate receptivity on their part, and strategies that will enable them to empower themselves within the existing hierarchy. This study will illuminate preservice teachers' experience in a critical multicultural classroom and their responses to a critically reflective pedagogy....
Show moreThis qualitative research study examines the lived experience of preservice teachers in a class on teaching diverse populations. The goal for a critical multicultural class is to provide teachers with the tools to facilitate receptivity on their part, and strategies that will enable them to empower themselves within the existing hierarchy. This study will illuminate preservice teachers' experience in a critical multicultural classroom and their responses to a critically reflective pedagogy. The goals of the study are to understand the students? lived experiences and their learning outcomes in the following ways. (1) Students' awareness of their own cultural backgrounds and its impact on their teaching methods. (2) Students' views of multiculturalism in its various forms. (3) Students' awareness of the political aspect of education and how it may impact their teaching. (4) Students' views of what it means to be a critically reflective teacher.
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Date Issued: 2008
Identifier: WFE0000118, uwf:60818
Format: Document (PDF)

Title: CULTURE CHANGE IN THE MILITARY AND SOCIETY VIEWED THROUGH THE LIFE COURSE OF A SELECT GROUP OF WOMEN MILITARY CAREERISTS BORN BETWEEN 1940 AND 1960.
Author: Gleich, Patricia Kay
Abstract/Description: This critical ethnography explored culture change in general society and the U's. military from the standpoint of and through the life course of women who were military careerists born between 1940 and 1960 and having served between 1961 and 2010. Gradual changes in societal constructions of gender and in the military's institutional two-tiered rules allowed women of this cohort to serve in expanding numbers of military occupations. Intensity sampling located 35 women who were careerists,...
Show moreThis critical ethnography explored culture change in general society and the U's. military from the standpoint of and through the life course of women who were military careerists born between 1940 and 1960 and having served between 1961 and 2010. Gradual changes in societal constructions of gender and in the military's institutional two-tiered rules allowed women of this cohort to serve in expanding numbers of military occupations. Intensity sampling located 35 women who were careerists, willing to provide insightful narratives of their experiences and observations, and, following an inductive research process, data were collected, aggregated, analytically triangulated, and thematically coded. The women in this study placed high value on their military affiliation and experience, prizing their time in the military as an opportunity to serve, and motivating them toward high levels of achievement and personal strength. Yet, decades of successful service, achievements in command, medals for courage and exemplary performance, and engagement in conflict have been insufficient to legitimize women's service for a segment of the general population and some in the military. Dissimilarities emerged in the level of acceptance granted to women working in traditional or woman identified roles and domains and those working in fields perceived and positioned as masculine. Some women venturing into male dominated areas were penalized physically or psychologically. Others faced professional barriers and careers truncated by individuals in positions of power, whose values, beliefs, or preferences did not include roles for women in military service. Most women cited more equitable experiences after changes in military policies in the mid-1990s. While those serving in occupations consistent with traditional views of women's roles enjoyed high levels of acceptance, with few exceptions, those who worked outside traditional roles were not routinely successful in achieving a permanent status of legitimacy and transferability throughout their careers, finding their capability and place challenged as they advanced or attempted to advance. As service opportunities for women in the military continue to expand into formerly male preserved domains, the legitimacy of women's place in military service must be authoritatively validated and unwaveringly sustained if women are to achieve and enjoy their earned status.
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Date Issued: 2014
Identifier: WFE0000444, uwf:61112
Format: Document (PDF)

Title: Decontextualized skill-cueing: teaching the overarm throw to music with counts.
Author: Atwood, Kym Yvonne
Abstract/Description: The overarm throw is a difficult multi-limb task because the overarm throw requires synchronized dexterity of the entire body. Research has determined that the inability to throw hinders children's participation in physical activities. The dynamic systems theory, which describes the interactions and processes that manipulate development, framed this quantitative study to investigate the effects of overarm throw instruction without a ball accompanied by verbal, directional cueing set to music...
Show moreThe overarm throw is a difficult multi-limb task because the overarm throw requires synchronized dexterity of the entire body. Research has determined that the inability to throw hinders children's participation in physical activities. The dynamic systems theory, which describes the interactions and processes that manipulate development, framed this quantitative study to investigate the effects of overarm throw instruction without a ball accompanied by verbal, directional cueing set to music with counts (decontextualized skill-cueing). A repeatedmeasures analysis of variance analyzed the process scores of the overarm throw for accuracy across three periods for 78 girls and boys in kindergarten and first and second grades. Data analysis found the main effect comparing the genders was significant, indicating a difference in the process scores between genders across the three periods. Descriptive statistics indicated the means for both sets of participants gradually increased after the pretest through the posttest and the retention test with the highest mean at retention test; yet, the means for the female participants were not as high on any test as were the means for the male participants. Further, the main effect between the control and treatment groups was also significant. Both groups' process scores increased over time from pretest to posttest; however, the control group's scores decreased during the retention test, as evidenced by the means and standard deviations. The study upholds the dynamic systems theory constructs that posit the body's multiple physiological components combine to create over-time skill variability in the body relative to the task, individual, and environment.
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Date Issued: 2021
Identifier: 1298724934, WFE0000797
Format: Document (PDF)

Title: DEFINING INTELLECTUAL CURIOSITY IN HIGHER EDUCATION.
Author: Bridier, Nancy Lea
Abstract/Description: Over the past five years, the term intellectual curiosity has been used more often in the fields of research, education, and employment. As college admissions and the job market become more competitive, many universities and employers are stressing the demonstration of intellectual curiosity as a determining factor in admission and hiring decisions. To this date, the term lacks empirical definition. The current study focuses on establishing a sound framework for developing a foundation for...
Show moreOver the past five years, the term intellectual curiosity has been used more often in the fields of research, education, and employment. As college admissions and the job market become more competitive, many universities and employers are stressing the demonstration of intellectual curiosity as a determining factor in admission and hiring decisions. To this date, the term lacks empirical definition. The current study focuses on establishing a sound framework for developing a foundation for exploring the term intellectual curiosity and examines the interrelationships among variables generated by the framework. The rationale for this study is to offer a definition of intellectual curiosity to assist educators with identifying student characteristics that demonstrate the term based on the theoretical perspectives of Cattell (1943, 1957) and Berlyne (1960). This study integrated the theory of curiosity with the investment theory to propose a framework for exploring the factor structure of intellectual curiosity. Undergraduate students completed three survey instruments measuring curiosity and exploration, the need for cognition, and the big five factors of personality. A factor analytic approach was used to explore the factor structure of intellectual curiosity and align that structure with the speculated conceptual definitions of intellectual curiosity found in the current literature. The factor analysis and conceptual alignment findings were integrated to identify an empirical definition for intellectual curiosity. Current study findings support an empirical definition of intellectual curiosity that encompasses intellectual engagement, seeking new information through exploration, a desire to engage in and understand the world, conscientiousness, and openness to new ideas and experiences. Research implications of these findings include the potential for further theory development and the potential for measures of intellectual curiosity for classroom and research purposes. Implications for practice include the potential for assisting college administrators and employers with research based decisions regarding admissions, recruitment, and hiring processes. The field of education may benefit from the study's findings with the potential for stimulating the intellectual curiosity within faculty, influencing teaching practices, and enriching students' learning. Suggestions for future research are also addressed.
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Date Issued: 2016
Identifier: WFE0000539, uwf:61256
Format: Document (PDF)

Title: DESIGNING ENGAGING CURRICULUM: A SYSTEMATIC PROCESS FOR ADAPTING BIOLOGICAL LABORATORY EXPERIENCES TO THE ONLINE LEARNING ENVIRONMENT.
Author: White, Michael Wayne
Abstract/Description: Students of today are difficult to generally classify. They lead complex and full lives that are intimately connected with friends, family, education, activities, and work, among others. Coupled with rising costs of living, students seek alternative means of obtaining post-secondary education, which has the ability to greatly and positively impact their social and financial situation as well as career aspirations. Web-based instruction has the capacity to fulfill this need. Competition for...
Show moreStudents of today are difficult to generally classify. They lead complex and full lives that are intimately connected with friends, family, education, activities, and work, among others. Coupled with rising costs of living, students seek alternative means of obtaining post-secondary education, which has the ability to greatly and positively impact their social and financial situation as well as career aspirations. Web-based instruction has the capacity to fulfill this need. Competition for enrollment is fierce, and institutions of higher education that utilize a broad spectrum of media and techniques are the most successful. Though Web-based instruction in the sciences cannot completely supplant the face-to-face curriculum, modules of instruction can be designed and developed that facilitate student learning and engagement. The research project at hand illustrates how science laboratory instruction can be adapted to the online learning environment.
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Date Issued: 2008
Identifier: WFE0000139, uwf:60829
Format: Document (PDF)

Title: DEVELOPMENT OF A FORMATIVE ASSESSMENT INSTRUMENT FOR ELEMENTARY SCIENCE IN FLORIDA SCHOOLS.
Author: Davis, Gail Shell
Abstract/Description: The focus of this study was to develop a formative performance assessment instrument for science from Florida’s Sunshine State Standards requiring higher level thinking skills. Scoring rubrics were used to determine achievement. From 4 school districts, 1,128 students in 57 classes participated. Participants responded to 1 of the 3- or 4-item subtests. Scorers in groups of 3 were trained to score 1 of the subtests. Mean scores were below 60%. First-year students in Florida scored lower than...
Show moreThe focus of this study was to develop a formative performance assessment instrument for science from Florida’s Sunshine State Standards requiring higher level thinking skills. Scoring rubrics were used to determine achievement. From 4 school districts, 1,128 students in 57 classes participated. Participants responded to 1 of the 3- or 4-item subtests. Scorers in groups of 3 were trained to score 1 of the subtests. Mean scores were below 60%. First-year students in Florida scored lower than long-term residents. Intercorrelated items demonstrated more than 81% consistency in mastery/nonmastery. Inter-rater reliability was .86. ANOVA results determined significance between mean scores of all 3 grade levels. Results indicate a need to increase science and higher level thinking skill instruction.
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Date Issued: 2003
Identifier: WFE0000055, uwf:60683
Format: Document (PDF)

Title: DEVELOPMENT OF A HOSPICE PATIENT AND FAMILY TELEPHONE NURSE CALL CENTER AND ASSESSMENT OF NURSE EXPECTATIONS.
Author: Crews, Melissa Dawn
Abstract/Description: Best practices in hospice care strive for excellence and continuity of care 24 hours a day, 7 days a week. A challenge is presented to hospice providers when needs occur after business hours and during weekends. Telephone nursing to complement direct patient care may provide benefits both to the patient and the organization. The purpose of this study was twofoldto examine the planning process and development of a pilot call center for patients and families of Covenant Hospice during night...
Show moreBest practices in hospice care strive for excellence and continuity of care 24 hours a day, 7 days a week. A challenge is presented to hospice providers when needs occur after business hours and during weekends. Telephone nursing to complement direct patient care may provide benefits both to the patient and the organization. The purpose of this study was twofoldto examine the planning process and development of a pilot call center for patients and families of Covenant Hospice during night and weekend hours that complements, enhances, and supports existing patient care and to analyze administrative and clinical staff expectations for a call center. The participatory action research model was used as a framework to provide a plan for a call center pilot project with development input from key personnel. A survey questionnaire was administered to examine staff expectations for a telephone nurse call center. Participants of this study were administrative and clinical staff of the Daphne, Alabama branch of Covenant Hospice. Forty-two administrative and clinical staff were invited to participate by completing a 10-question survey using a 5-point Likert-type scale. This survey also included 2 open-ended questions designed to examine functions this staff consider important to include in a weekend and after-hours telephone nurse call center. Data were analyzed for descriptive statistics in the form of frequencies, means, and narrative responses and examined by administrative and clinical groups to report findings of the study outcomes. Findings of the study yielded favorable expectations of a call center for both groups; the administrative group reported overall higher ratings than clinical group ratings. Reported discrepancies in ratings between the groups were greatest for pain management and equipment/supply needs questions. Highest ratings for both groups were reported for the call center benefit to patients and nurses; lowest ratings for both groups were reported for the call center benefit to hospice information and staff communication. As need for hospice care is anticipated to increase over the coming decades, the results of this study of the introduction of hospice call centers have implications for hospices seeking to improve quality patient care while managing costs.
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Date Issued: 2011
Identifier: WFE0000244, 912511946
Format: Document (PDF)

Title: DIVERSITY TRAINING: IMPACT ON MILITARY EQUAL OPPORTUNITY ADVISORS.
Author: Moore, Robin Ragsdale
Abstract/Description: As American society has become more diverse, the U's. military has changed with respect to race, gender, ethnicity, and religious affiliation. As a result, managing diversity in the military services has become increasingly important because military leaders must attain specific outcomes, such as mission success and organizational survival, during times of budget constraints, having to do more with less and competing for talented personnel. The Defense Equal Opportunity Management Institute ...
Show moreAs American society has become more diverse, the U's. military has changed with respect to race, gender, ethnicity, and religious affiliation. As a result, managing diversity in the military services has become increasingly important because military leaders must attain specific outcomes, such as mission success and organizational survival, during times of budget constraints, having to do more with less and competing for talented personnel. The Defense Equal Opportunity Management Institute (DEOMI) training program was developed to educate service members on diversity issues with a goal of increasing their understanding about workforce diversity, changing their attitudes toward diversity, and ultimately improving combat readiness in the military services. The purpose of this research was to determine if the DEOMI Equal Opportunity Advisor (EOA) blended training intervention could significantly influence the EOA's knowledge, feelings, and understanding of workforce diversity. A secondary purpose of this study was to investigate learner performance as a possible predictor of the learner's emotional intelligence skills. Therefore, emotional intelligence is used as the theoretical framework to examine EOA trainees' feelings and understanding of workforce diversity. This study was quasi-experimental, using a two-phased sequential explanatory mixed-methods design with both quantitative and qualitative data collection procedures. Descriptive statistics, paired-samples t test, and simple regression analysis were used to analyze the quantitative data. The qualitative phase consisted of one-on-one interviews of purposely selected learners and was designed to consider the findings from the quantitative results to determine areas of concern that needed further explanation and expansion. Data revealed significant improvements in learner skills in the sub-categories of stereotypes, information, awareness, respect, and self-awareness. For the sub-categories of empathy, receptiveness, and interpersonal skills, data yielded no significant statistical results; however, there were improvements noted based on effect size calculations for receptiveness and interpersonal skills. Further, during analysis of EOA trainees' test scores from the Advanced Distributed Learning (ADL) courses, the researcher found that test scores do not predict emotional intelligence skills. Although the data in this study did not meet all statistical criteria, significant improvements were made and the data provides insightful information on the effectiveness of the revised EOA curriculum.
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Date Issued: 2011
Identifier: WFE0000290, uwf:60971
Format: Document (PDF)

Title: EFFECT OF ORGANIZATIONAL CULTURE ON IMPLEMENTATION OF TELEWORK IN THE FEDERAL GOVERNMENT.
Author: Patterson, Willie Lee
Abstract/Description: In spite of government mandates and initiatives to increase the prevalence of telework in federal agencies, the number of employees adopting this policy is below target. Previous studies in the private sector have validated that some factors have more impact than others on employee telecommuting. These factors include information technology, management resistance, employee challenges, data security, legal issues, and employee retention. The focus of this research was organizational culture...
Show moreIn spite of government mandates and initiatives to increase the prevalence of telework in federal agencies, the number of employees adopting this policy is below target. Previous studies in the private sector have validated that some factors have more impact than others on employee telecommuting. These factors include information technology, management resistance, employee challenges, data security, legal issues, and employee retention. The focus of this research was organizational culture and the impact of culture on telework in the federal government. The researcher utilized triangulation to increase the validity of the research and interviewed employees from every category in the federal government, senior leaders to clerical support. Further, a valid organizational culture instrument was used to determine cultures in the federal agency and to determine which culture seemed to be more likely to embrace telework, and conversely, which cultures likely would not embrace telework. In addition, the major factors associated with increasing the number of teleworkers in federal agencies were identified, as were the policies that should be implemented to increase the number of telecommuters within the federal government. Lastly, recommendations were made to assist federal agencies in improving the number of eligible participants in the teleworking program and the potential public administration issues being raised in the federal government as a result of organization's resistance to telework.
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Date Issued: 2011
Identifier: WFE0000275, uwf:60878
Format: Document (PDF)

Title: Effects of 4-H youths' prosocial development on academic achievement in north Florida counties.
Author: Hancock, Emily Baxter
Abstract/Description: Placing youths' academic achievement over prosocial skill development is stunting youths' social and emotional growth. Research shows that the 4-H youth organization promotes prosocial skill development in youth. The purpose of this cross-sectional correlational study was to examine the relationship between the intensity of participation in a 4-H youth program and the development of prosocial behavior in nine to 12-year-olds in three North Florida counties. The research is framed by Arnold's...
Show morePlacing youths' academic achievement over prosocial skill development is stunting youths' social and emotional growth. Research shows that the 4-H youth organization promotes prosocial skill development in youth. The purpose of this cross-sectional correlational study was to examine the relationship between the intensity of participation in a 4-H youth program and the development of prosocial behavior in nine to 12-year-olds in three North Florida counties. The research is framed by Arnold's 4-H thriving model which operationalizes the outcome variables that contribute to positive youth development. The researcher used Bronfenbrenner's ecological systems theory to support Arnold's model. The researcher sampled public school, 4-H youth from three North Florida counties between the ages of nine and 12. A convenience sample of 4- H youth (N = 72) completed the Bridge-PYD survey to evaluate their presentation of positive development while the 4-H leaders and corresponding classroom teachers completed the Child Trends Survey to reveal youths' prosocial presentation in the two environments. Included in the data collection are measures of youths' most recent reading and math scores on the Florida Standards Assessments (FSA). Moderation analysis demonstrated a significant moderation effect, p < .001, indicating that the relationship between prosocial development and academic achievement is moderated by the intensity of 4-H participation. The results conclude that North Florida 4-H youths presented high prosocial skill development in addition to academic success as measured by the FSA. This study serves as a resource for youth development practitioners and an examination of current education mandates.
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Date Issued: 2020, 2020
Identifier: 1202024515, WFE0000715
Format: Document (PDF)

Title: Effects of a nutritional education video game on high school students.
Author: Mitchell, Debra Lynn
Abstract/Description: The problem this study sought to address was to examine adolescent obesity and the need for effective school-based interventions. The purpose of this quantitative pre-experimental study was to examine the effects of a nutritional education video game, Alien Health, on ninth and 10th-grade students' mental imagery, emotional response, attention, and rational food beliefs in a high school nutrition class in the Southeastern United States. This study used the narrative transportation theory as...
Show moreThe problem this study sought to address was to examine adolescent obesity and the need for effective school-based interventions. The purpose of this quantitative pre-experimental study was to examine the effects of a nutritional education video game, Alien Health, on ninth and 10th-grade students' mental imagery, emotional response, attention, and rational food beliefs in a high school nutrition class in the Southeastern United States. This study used the narrative transportation theory as the theoretical framework (Gerrig, 1993; Green & Brock, 2000). The researcher used four paired samples t-test to determine if a statistically significant difference existed between pretest and posttest mean scores. The researcher conducted a bivariate Pearson correlation, or Pearson's r, to determine if a statistically significant correlation was present among mental imagery, emotional response, attention, and rational food beliefs. The analysis suggested a significant difference between mean scores for nutritional beliefs in ninth and 10th-grade students who played the Alien Health game. The results of the data analysis did not suggest a statistical difference between any of the other variables' mean scores. Analysis suggested a positive linear relationship between mental imagery and emotional response: r(62) = .574, p < .01, two-tailed. There was also a significant negative linear relationship between mental imagery and attention, r(62) = -.342, p < .01, as well as a significant negative linear relationship between emotional response and attention: r(62) = -.282, p < .01. Data analysis did not suggest a significant linear relationship between any of the transportation variables and rational food beliefs.
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Identifier: 1129044607, WFE0000662
Format: Document (PDF)

Title: Effects of positive behavior intervention and support levels on office discipline referrals.
Author: Franks, Lori Jones
Abstract/Description: This quantitative ex post facto study investigated the relationship between the number of Office Discipline Referrals (ODRs) that result in out-of-school suspensions and levels of positive behavior intervention and support (PBIS) in elementary, middle, and high schools in three school districts in the Southeastern United States. Many public schools decrease disruptive classroom behaviors that negatively affect the learning environment by implementing evidence-based practices like the PBIS...
Show moreThis quantitative ex post facto study investigated the relationship between the number of Office Discipline Referrals (ODRs) that result in out-of-school suspensions and levels of positive behavior intervention and support (PBIS) in elementary, middle, and high schools in three school districts in the Southeastern United States. Many public schools decrease disruptive classroom behaviors that negatively affect the learning environment by implementing evidence-based practices like the PBIS framework that uses six attributes--a multi-tiered approach, reinforcement, data, systems, outcomes, and environment--that addresses the daily systems, data, and practices that affect student outcomes. Also, schools are utilizing internal PBIS coaches to assist in building and sustaining the PBIS framework. The PBIS framework served as a conceptual lens for this study. The U.S. Department of Education Civil Rights Data Collection website served as a data source on office referrals that resulted in an out-of-school suspension. From the website, the researcher collected archival data recorded on a convenience sample (N=285) from elementary, middle, and high schools during the summer 2019 semester. The researcher used Kruskal-Wallis H testing to compare mean differences between the three groups. The results did not find that levels of PBIS support affect ODRs. The conclusions drawn from this study infer that the outcome value of the PBIS framework--a reduction in office referrals--needs to be revisited. Furthermore, the study showed a need to examine PBIS implementation science and close the research-to-practice gap. The study has implications for researchers, educators, and educational policymakers.
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Date Issued: 2020, 2020
Identifier: 1233296570, WFE0000748
Format: Document (PDF)

Title: EFFECTS OF TEACHER FEEDBACK AND STUDENT SKILL PERFORMANCE ON STUDENT MOTIVATION IN PHYSICAL EDUCATION.
Author: Drost, Daniel Kenneth
Abstract/Description: This study principally examined the effects of feedback and student performance on perceived competence and affect. A secondary objective was to determine if the Competence Motivation Theory (CMT) is an appropriate motivational model in the physical education domain. Participants (N = 113) were fifth-grade physical education students, recruited from two elementary schools and randomly assigned into small groups. Participants within each group were randomly assigned to receive positive general...
Show moreThis study principally examined the effects of feedback and student performance on perceived competence and affect. A secondary objective was to determine if the Competence Motivation Theory (CMT) is an appropriate motivational model in the physical education domain. Participants (N = 113) were fifth-grade physical education students, recruited from two elementary schools and randomly assigned into small groups. Participants within each group were randomly assigned to receive positive general, corrective informational, or no feedback. Groups were given a task presentation by one of three trained teachers on the lacrosse shot and completed 22 attempts, including a 5-shot pre- and posttest. During the lacrosse task, teachers administered feedback treatments to participants at the rate of every other attempt for a total of six feedback statements, excluding the control group. Groups also completed a pre- and post-task questionnaire to measure demographics, perceived competence, affect, and competence motivation. Lacrosse experience was found to be 2.45 on a 9-point Likert-type scale, exposing that the sample was unfamiliar with the lacrosse skill. Data analyses revealed no significant differences between feedback treatment groups and motivational constructs and no interaction effects of feedback on competence change or product performance change. However, further data analyses exposed significant differences in overall perceived competence change (p < .001), product performance change (p = .004), and process performance change (p < .001). A split plot 2 x 3 analysis of variance (ANOVA) revealed that the interaction between process performance change was related to feedback treatment (p = .005). A post hoc test determined informational feedback, in comparison to general feedback, had a statistically greater effect (p = .016) on process performance. Simple linear regression analyses revealed that posttest product performance total was a predictor of perceived competence ( p = .018) but not affect or competence motivation. Post-task process performance total was not a predictor of any motivational constructs. The findings demonstrated that student motivation appears to remain high after experiencing an unfamiliar task in elementary school physical education, regardless of receiving feedback or the type of feedback. Student performance was also found to be relatively unrelated to constructs of motivation.
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Date Issued: 2012
Identifier: WFE0000353, uwf:61057
Format: Document (PDF)

Title: EFFECTS OF UNIVERSITY-SPONSORED WORK PROGRAMS ON STUDENT ACADEMIC LIFE AND FUTURE CAREER GOALS.
Author: McMahon, Gerard Thomas
Abstract/Description: In this research, 40 students working in university-sponsored programs involving juvenile delinquents were asked to respond to a survey to determine whether their working with juveniles had influenced their career choices and major. Of the participants, 30 responded to a Web survey; 10 agreed to personal interviews. All of the students responded that working with the juveniles had made a definite effect on their university lives. For the majority, it validated their career choices so no...
Show moreIn this research, 40 students working in university-sponsored programs involving juvenile delinquents were asked to respond to a survey to determine whether their working with juveniles had influenced their career choices and major. Of the participants, 30 responded to a Web survey; 10 agreed to personal interviews. All of the students responded that working with the juveniles had made a definite effect on their university lives. For the majority, it validated their career choices so no change was made. Two students changed their majors in favor of working with youngsters; 1 student changed her career choice to not working with youngsters.
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Date Issued: 2004
Identifier: WFE0000050, uwf:60754
Format: Document (PDF)

Title: Elementary teachers' experiences with social studies professional development in Alabama.
Author: Landry, Nicole Andress
Abstract/Description: Limited professional training regarding elementary social studies content and pedagogy contributes to the reduction of elementary social studies instruction. The purpose of this descriptive phenomenological study was to explore how the experiences of elementary educators during the 2018 Alabama Bicentennial Summer Institutes held in Mobile, Alabama, have contributed to their professional development in social studies instruction. This study sought to understand how the experience of a social...
Show moreLimited professional training regarding elementary social studies content and pedagogy contributes to the reduction of elementary social studies instruction. The purpose of this descriptive phenomenological study was to explore how the experiences of elementary educators during the 2018 Alabama Bicentennial Summer Institutes held in Mobile, Alabama, have contributed to their professional development in social studies instruction. This study sought to understand how the experience of a social studies professional development for elementary teachers contributed to instructional methods, instructional planning decisions, collaboration, and the use of primary sources. Transformative learning theory (TLT) provided the theoretical perspective for understanding how changes in adult learners may occur in a professional development setting such as the 2018 Alabama Bicentennial Summer Institute. Learning in TLT transpires during critical reflection and rational discourse resulting in changes in the frame of reference (Mezirow, 1996, 1997). Principles of phenomenology guided me to realize interrelated themes. I purposefully selected six participants to represent the experiences of Grades 3-5 teachers from multiple districts and systems. The process included professional development, analysis of lesson plans, purposeful selection of participants, observations, interviews, data triangulation, and intense interaction. Data collection and analysis for emergent themes occurred cyclically during the 2018 Alabama Bicentennial Summer Institute activities, classroom observations, lesson plan analysis, and semi-structured interviews. Emerging themes suggested a transformative influence of the 2018 Alabama Bicentennial Summer Institute experience on the participants' classroom instruction, instructional planning, and use of primary sources.
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Date Issued: 2021
Identifier: 1293882707, WFE0000765
Format: Document (PDF)

Title: ELEMENTARY TEACHERS' TECHNOLOGY INTEGRATION AND INNOVATION: A MIXED METHODS INVESTIGATION OF FACTORS IMPACTING EFFECTIVE INSTRUCTIONAL PRACTICES.
Author: Morris, Deborah Dianne
Abstract/Description: The goal of this research project was to identify and deeply understand the factors that contribute to technology integration and innovation within the designed instruction of elementary teachers. Understanding these factors will inform administrative support, teacher training, and professional development efforts to increase diffusion of innovative teaching. The reform of instructional practice from didactic teacher-directed teaching to facilitating constructivist student-centered learning...
Show moreThe goal of this research project was to identify and deeply understand the factors that contribute to technology integration and innovation within the designed instruction of elementary teachers. Understanding these factors will inform administrative support, teacher training, and professional development efforts to increase diffusion of innovative teaching. The reform of instructional practice from didactic teacher-directed teaching to facilitating constructivist student-centered learning is supported in the literature as necessary to prepare students for the 21st century. The first phase of this study consisted of the use of an online survey instrument, The Levels of Teaching Innovation Digital-Age Survey (LoTi), made available to elementary teachers in a Northwest Florida school district. The LoTi scale identifies the levels of teaching innovation with the use of technology in the following hierarchy: (0) nonuse, (1) awareness, (2) exploration, (3) infusion, (4a) integration (mechanical), (4b) integration (routine), (5) expansion, and (6) refinement. Survey results identified a subgroup of teachers who self-reported LoTi levels of 4a or higher for the second phase. The qualitative phase utilized both focus group and individual interviews with nine teachers to explain their beliefs, knowledge, and experiences that have enhanced or deterred implementation of innovative instruction. Interviews with members of this criterion-based subgroup described personal and contextual factors that support Rogers' theory of the diffusion of innovation to include the characteristics of relative advantage, compatibility, complexity, observability, and trialability. Administrative support for constructivist opportunities for teachers to learn from their peers is suggested as a powerful tool for educational reform.
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Date Issued: 2012
Identifier: WFE0000363, uwf:61034
Format: Document (PDF)

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