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Title: EMPATHY IS NOT ENOUGH: CLINICAL PEDAGOGIES IN MENTAL HEALTH COUNSELING.
Author: Cao-Nguyen, Vannee Thi
Abstract/Description: This study explores the role of critical consciousness in mental health counseling. Oriented in large measure by Critical Theory, the study focuses mostly on non-traditional approaches to counseling. The primary methods used to generate data were interviews with two mental health counselors as well as qualitative content analysis of graduate and undergraduate psychology syllabi and Prilleltenskys book The Morals and Politics of Psychology: Psychological discourse and the status quo. The...
Show moreThis study explores the role of critical consciousness in mental health counseling. Oriented in large measure by Critical Theory, the study focuses mostly on non-traditional approaches to counseling. The primary methods used to generate data were interviews with two mental health counselors as well as qualitative content analysis of graduate and undergraduate psychology syllabi and Prilleltenskys book The Morals and Politics of Psychology: Psychological discourse and the status quo. The major themes that emerged from the case studies include seeing beyond the symptoms, a counseling style focused on clients needs, and attunement to the risks of acting as experts. These resonate with the main components of the empowerment models of counseling that emphasize collaboration, prevention, multiculturalism, diversity, and social justice. These themes, which parallel critical pedagogy in educational arenas, involve therapists as co-learners as well as educators of their clients. Clinical pedagogies like these presuppose critical consciousness. Instead of viewing social problems as personal deficits, clinical pedagogies promote the creation of alternative perspectives as well as taking action to change social conditions.
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Date Issued: 2008
Identifier: WFE0000094, uwf:60720
Format: Document (PDF)

Title: ENGAGEMENT OF CHILDREN ON THE AUTISM SPECTRUM: ATTENDING TO INFORMATION DELIVERED VIA SINGING VERSUS SPEAKING.
Author: Quinn, Carla Fay
Abstract/Description: Characteristically, children on the autism spectrum do not inherently attend and respond to speech as do children not on the autism spectrum. This study included the systematic, controlled collection and analysis of quantitative data in order to explore whether adding a musical dimension could facilitate the provision of instruction that may be incorporated into educational approaches. Building on aspects of the social motivation theory of autism, this study addressed whether children on the...
Show moreCharacteristically, children on the autism spectrum do not inherently attend and respond to speech as do children not on the autism spectrum. This study included the systematic, controlled collection and analysis of quantitative data in order to explore whether adding a musical dimension could facilitate the provision of instruction that may be incorporated into educational approaches. Building on aspects of the social motivation theory of autism, this study addressed whether children on the autism spectrum are more responsive to messages delivered through or with music than to speech. Results indicated that the attention level/engagement of some children on the autism spectrum increases when information is presented via singing rather than speaking, partly depending on how attention level/engagement is defined and measured. Whereas a majority of this study's participants did not display a higher level of visual attending in the singing condition, a majority of them displayed a higher level of correct response in the singing condition, signifying an increase in auditory attending. Results also indicated that the attention level/engagement of children on the autism spectrum differ based on the complexity of the music, with a higher level displayed within the complex music condition. A majority of this study's participants displayed a higher level of both visual attending and correct response in the complex music condition. An implication of this study's findings is that educators and other professionals who work with children on the autism spectrum should be aware that the addition of music may be an effective stimulus to gain attention level/engagement. Another implication is that the use of more complex music may provide a pronounced benefit.
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Date Issued: 2016
Identifier: WFE0000546, uwf:61227
Format: Document (PDF)

Title: ENGLISH LANGUAGE LEARNERS' PERCEPTIONS OF TRANSLANGUAGING AS AN INSTRUCTIONAL METHOD: A CASE STUDY.
Author: Castano, Helga Maria
Abstract/Description: This instrumental case study examined English language learners' perspectives related to translanguaging as an instructional technique. Translanguaging is a teaching approach in which bilinguals' language practices are treated as one linguistic repertoire instead of the traditional system of two autonomous languages (Garcia & Li, 2014). The study was conducted with two selected adult Kuwaiti male students enrolled in an intensive English program in a Southern Alabama state university. The...
Show moreThis instrumental case study examined English language learners' perspectives related to translanguaging as an instructional technique. Translanguaging is a teaching approach in which bilinguals' language practices are treated as one linguistic repertoire instead of the traditional system of two autonomous languages (Garcia & Li, 2014). The study was conducted with two selected adult Kuwaiti male students enrolled in an intensive English program in a Southern Alabama state university. The participants were interviewed before discussing three readings using English only and again after discussing the three readings using teacher-directed translanguaging to compare their perceptions of English-only and translanguaging as instructional techniques. Teacher-directed translanguaging required the teacher to plan and structure activities that encouraged the participants to receive appropriate linguistic input and to produce in the target language through meaning-making interactions and working in groups (Garcia & Li, 2014). To implement translanguaging, the constructivist educational theory formed by Piaget's (1977) ideas of individual constructivism and Vygotsky's (1978) ideas of social constructivism with the inclusion of the zone of proximal development were applied. When using teacher-directed translanguaging, the participants were allowed to discuss not only the readings with each other in their native language, but also use their bilingual dictionaries to translate unfamiliar words before communicating in English what they understood to the teacher. The results of the interviews determined that both participants perceived teacher-directed translanguaging to be a helpful strategy in reading comprehension. According to the participants, the translanguaging strategy would be the most beneficial instructional method for reading, speaking, and for use in other intensive English program courses.
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Date Issued: 2018
Identifier: WFE0000600, uwf:61302
Format: Document (PDF)

Title: ENHANCED ONE-TO-ONE TECHNOLOGY INTEGRATION THROUGH ELEMENTARY TEACHERS' TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE.
Author: Lewis, Delilah Holley
Abstract/Description: Although technology, pedagogy, and content are three separate knowledge domains, the interactions of these three domains comprise the technological, pedagogical, and content knowledge framework, thus representing the knowledge that teachers need to integrate technology effectively. The purpose of this qualitative case study was to identify the interactions of teachers' technological, pedagogical, and content knowledge for integrating one-to-one handheld technology across content areas....
Show moreAlthough technology, pedagogy, and content are three separate knowledge domains, the interactions of these three domains comprise the technological, pedagogical, and content knowledge framework, thus representing the knowledge that teachers need to integrate technology effectively. The purpose of this qualitative case study was to identify the interactions of teachers' technological, pedagogical, and content knowledge for integrating one-to-one handheld technology across content areas. Specifically, the researcher focused on teachers' technological pedagogical knowledge; technological content knowledge; and technological, pedagogical, and content knowledge. The researcher also addressed teachers' perceptions of barriers and supports for integrating one-to-one technology within the context of a technologyenhanced environment. Data were collected through interviews and observations from nine elementary classroom teachers. The school's technology resource teacher was interviewed, adding to the data collected from the classroom teachers. The conclusions reached by this study suggest that although teachers identified perceived barriers for integrating one-to-one technology, the technology resource teacher provided model lessons for integrating technology across content areas which provided support for teachers, thus enhancing teachers' technological, pedagogical, and content knowledge within a one-to-one technology-enhanced computing environment.
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Date Issued: 2012
Identifier: WFE0000358, uwf:61026
Format: Document (PDF)

Title: EQUITY AMONG SECONDARY STUDENTS IN COMPUTER USAGE AT A NORTHWEST FLORIDA HIGH SCHOOL.
Author: Dawson, Bobbie Ann Brown
Abstract/Description: In the educational arena, computers are tools that are used to enhance and provide student learning. The current study was conducted to examine the effect of computer usage among secondary students identified by gender, ethnicity, and socioeconomic status in a rural area. Also investigated was the effect that teachers in academic areas had upon technology use of their students. Findings showed that the gap between ethnicity, gender, and socioeconomic status of rural students is marginal....
Show moreIn the educational arena, computers are tools that are used to enhance and provide student learning. The current study was conducted to examine the effect of computer usage among secondary students identified by gender, ethnicity, and socioeconomic status in a rural area. Also investigated was the effect that teachers in academic areas had upon technology use of their students. Findings showed that the gap between ethnicity, gender, and socioeconomic status of rural students is marginal. Teachers will continue to need inservice training in the areas of technology use by students in the classroom.
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Date Issued: 2003
Identifier: WFE0000024, uwf:60758
Format: Document (PDF)

Title: EVALUATING AN ALTERNATIVE STAFF DEVELOPMENT COMPONENT FOR PROSPECTIVE AND PRACTICING SCHOOL-BASED LEADERS.
Author: Segers, Nelda Stanley
Abstract/Description: The purpose of this descriptive study was to evaluate an alternative method of staff development. Using Kolb’s (1984) experiential learning theory, a treatment was designed to use fictional short stories to teach leadership concepts. The concepts were selected from current literature on leadership. Participating in this study were 47 prospective and practicing school-based leaders. The data indicate that participants made gains in both cognition and in their perceptions of their knowledge of...
Show moreThe purpose of this descriptive study was to evaluate an alternative method of staff development. Using Kolb’s (1984) experiential learning theory, a treatment was designed to use fictional short stories to teach leadership concepts. The concepts were selected from current literature on leadership. Participating in this study were 47 prospective and practicing school-based leaders. The data indicate that participants made gains in both cognition and in their perceptions of their knowledge of leadership concepts. In addition, participants were able to relate characters and situations in short stories to real-life leadership situations. Participant evaluations of this study indicate that this staff development component is an effective method of teaching leadership concepts.
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Date Issued: 2005
Identifier: WFE0000021, uwf:60759
Format: Document (PDF)

Title: Evaluating critical initiatives related to climate at a high-poverty middle school.
Author: Taylor, Douglas Anthony
Abstract/Description: McMillan Public Schools (MPS) is a public school system in the southeastern part of the United States that serves approximately 28,000 students. Gregory Middle School (GMS) is one of 52 schools within MPS that serves 985 students. I used MPS and GMS as pseudonyms to anonymize the school system and school. In July 2019, I was appointed as the principal of GMS, and I quickly implemented critical initiatives related to the climate. School climate is defined as the prevailing atmosphere within...
Show moreMcMillan Public Schools (MPS) is a public school system in the southeastern part of the United States that serves approximately 28,000 students. Gregory Middle School (GMS) is one of 52 schools within MPS that serves 985 students. I used MPS and GMS as pseudonyms to anonymize the school system and school. In July 2019, I was appointed as the principal of GMS, and I quickly implemented critical initiatives related to the climate. School climate is defined as the prevailing atmosphere within the school, which encompasses physical, academic, and social dimensions (McGiboney, 2016). Based on data from the 2018-2019 school term, it was clear that the school's climate required immediate attention. All available data sources were reviewed, including student discipline reports (MPS, 2020a), stakeholder surveys (Cognia, 2019), and the school report card (State Department of Education, 2019). Each area of concern contributed to a negative school climate and created an environment that was not conducive for teaching and learning. The leadership team implemented critical initiatives in the areas of (a) human resources, (b) student discipline, (c) student safety, (d) school operations, and (e) school facilities. This program evaluation identified (a) the strengths, (b) the weaknesses, (c) the opportunities, and (d) the threats (SWOT) of the critical initiatives implemented at GMS related to the school's climate during the 2019-2020 and 2020-2021 school terms. After conducting a literature review, I adopted the learning organization evaluation (LOE) conceptual framework paired with SWOT analysis, which provided a formal structure for conducting my program evaluation. The LOE is composed of four major steps, including (a) focusing the evaluative inquiry, (b) carrying out the inquiry, (c) implementing inquiry activities, and (d) applying learning (Preskill & Torres, 1999). Collaborative learning and evaluative inquiry guide the LOE conceptual framework. The LOE model facilitates success for organizations that wish to study internal processes or procedures. The LOE model is a systematic series of steps that should be followed when conducting a program evaluation (Preskill & Torres, 1999). I paired the LOE with a convergent parallel design (Creswell & Plano Clark, 2018). Next, I invited the current faculty and staff employed during the 2019-2020 school term to participate in the program evaluation. A coinvestigator conducted the qualitative focus group interviews on two separate occasions. The coinvestigator ensured employee anonymity. Twenty-one faculty and staff members participated in the focus group interviews. I utilized deductive content analysis to analyze the focus group interviews. Additionally, I distributed the quantitative research instruments via Qualtrics, and I received 31 responses. The small sample size was a limitation. As a result, inferential statistics were not possible. Because qualitative and quantitative research represent data differently, I developed joint display matrices to merge the information from both data sources. To sufficiently answer the evaluation questions, I created four main categories based on the (a) strengths, (b) weaknesses, (c) opportunities, and (d) threats of the critical initiatives related to the change in the school's climate. Based on each main category, I created categories in alignment with the definition of school climate. Despite the recent improvement in the climate of the school, it remains an area of concern. While I noted improvement in many areas, the results revealed a need for further intervention in some areas. To further school improvement efforts, I developed a continuous improvement plan (CIP) based on the results of the SWOT analysis. The CIP will include critical initiatives for each area in order to facilitate success. I will communicate the results to the faculty and staff of GMS and school system administrators in a series of future round table discussions and professional development sessions.
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Identifier: 1298604390, WFE0000791
Format: Document (PDF)

Title: An examination of ethnocultural empathy in campus policing.
Author: Vaughn, Stefan Wayne
Abstract/Description: The quantitative study examined diversity training and police service differences on levels of ethnocultural empathy among Florida's public university campus police officers. Enrollment in Florida's public universities has increased markedly along all social, cultural, and racial lines during the last decade (State University System of Florida [SUS], 2017). As such, campus police officers must interact more routinely with members of various minority groups. Relationships between police...
Show moreThe quantitative study examined diversity training and police service differences on levels of ethnocultural empathy among Florida's public university campus police officers. Enrollment in Florida's public universities has increased markedly along all social, cultural, and racial lines during the last decade (State University System of Florida [SUS], 2017). As such, campus police officers must interact more routinely with members of various minority groups. Relationships between police officers and minority members have long been strained by a myriad of social, political, and economic issues (Clayton, 2018). As a result, campus police officers must maintain cultural competence to promote positive relationships within these diverse campus communities (Moule, 2012). The researcher used the model of ethnocultural empathy (MEE) as a conceptual lens to examine the topic (Wang et al., 2003), along with the Scale of Ethnocultural Empathy (SEE) to collect data relating to ethnocultural empathy levels (Wang et al., 2003) among a small sample (n = 37) of police officers from five public universities in Florida. Ethnocultural empathy is the model's singular concept. Statistical testing compared group differences using independent samples t-tests. The results identified a statistically significant difference relating to an ancillary factor but not in relation to diversity training or police service. The conclusions drawn from the study infer heightened supervisor interest in diversity training development, demographic underrepresentation in Florida's campus police departments, and the need to standardize diversity training curriculum for campus police officers in Florida. The study has implications for researchers, campus police administrators, police trainers, and campus stakeholders.
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Identifier: 1130061083, WFE0000679
Format: Document (PDF)

Title: EXAMINATION OF SOCIAL COMPARISON AND COMPETITION AMONG HIGH-ACHIEVING STUDENTS.
Author: Donigan, Michael John
Abstract/Description: Competition, performance, gender, and academic social comparison were examined in this study of high-ability students from two high schools in Santa Rosa County, Florida. Ninety-seven students in Advanced Placement (AP) and dual enrollment (DE) classes completed the survey questionnaire. Survey results suggest that competition affected both comparison direction and performance. An association was discovered between competition and the school environment. No relationship with competition was...
Show moreCompetition, performance, gender, and academic social comparison were examined in this study of high-ability students from two high schools in Santa Rosa County, Florida. Ninety-seven students in Advanced Placement (AP) and dual enrollment (DE) classes completed the survey questionnaire. Survey results suggest that competition affected both comparison direction and performance. An association was discovered between competition and the school environment. No relationship with competition was discovered for classroom except when gender was individually assessed. Female students were found to have an association with competition within the classroom. Results of this study reinforced previous research for the use of upward comparison by high achieving students; upward academic comparison in this current study was reported with much superior comparison targets. Results of cross-gender comparison proportions differed from earlier studies. This study also included cross-gender results for upward and downward comparisons.
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Date Issued: 2014
Identifier: WFE0000436, uwf:61099
Format: Document (PDF)

Title: EXAMINING BANDURA'S SOCIAL COGNITIVE THEORY RELATIVE TO AN APPLICATION WITHIN BUSINESS SKILLS STANDARDS: A CASE ANALYSIS.
Author: Flores, Paul Anthony
Abstract/Description: The current study involved an ex post facto, descriptive, case study, survey research design to examine the application of Bandura's (1986) social cognitive theory relative to an application within business skills standards. The current study's research question was "What social cognitive theory constructs (motivation, modeling, enactive and observational learning, self-efficacy, self-regulation, and forethought) are currently being implemented in 4-year college and university business...
Show moreThe current study involved an ex post facto, descriptive, case study, survey research design to examine the application of Bandura's (1986) social cognitive theory relative to an application within business skills standards. The current study's research question was "What social cognitive theory constructs (motivation, modeling, enactive and observational learning, self-efficacy, self-regulation, and forethought) are currently being implemented in 4-year college and university business programs in the Southeastern United States?" Subscales were developed employing six constructs. The Social Cognitive Theory Business Skills (SCTBS) instrument was created using these construct subscales; they were tested for content validity using an extensive, analytical process culminating in the SCTBS Matrix; they were tested for reliability employing Cronbach alpha measures of internal consistency, and subsequently piloted (n = 25). Attitudes and perceptions of business students were obtained from 138 respondents at two 4-year college sites and one university site. Overall, descriptive and correlational statistics from the SCTBS Instrument indicated business students strongly supported construct subscale items measuring the students' attitudes and perceptions concerning the current implementation of Bandura's (1986) social cognitive theory at 4-year college and university business programs.
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Date Issued: 2018
Identifier: WFE0000607, uwf:61305
Format: Document (PDF)

Title: EXAMINING COMPREHENSION WHEN USING A STUDENT-READS-ALOUD ACCOMMODATION ON TWO TEXT TYPES.
Author: Overton, Angela Monique
Abstract/Description: In an effort to find evidence of the effectiveness of an accommodation which students with reading based disabilities are allowed to use on state assessments, a group of 11 fifth graders identified as having a reading based disability and having at least one reading goal in their Individual Education Programs (IEP) were given a series of short passages to read independently. The passages were of both narrative and expository types and were read both aloud and silently by the students. At the...
Show moreIn an effort to find evidence of the effectiveness of an accommodation which students with reading based disabilities are allowed to use on state assessments, a group of 11 fifth graders identified as having a reading based disability and having at least one reading goal in their Individual Education Programs (IEP) were given a series of short passages to read independently. The passages were of both narrative and expository types and were read both aloud and silently by the students. At the conclusion of each passage, the students were asked to answer a set of comprehension questions based on the preceding passage. Once the data were compiled, comparisons were made between the type of text read and the condition under which the text was read to determine whether allowing the students to read aloud had a positive effect on their comprehension of material. Students were allowed to revisit the passages when answering the comprehension questions and were given as much time as was needed to complete each task. The results of the study indicate an interaction between the main effects of reading condition and text type; however, the small sample size limits generalizations.
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Date Issued: 2013
Identifier: WFE0000375, uwf:61029
Format: Document (PDF)

Title: EXAMINING DOCTORAL STUDENTS' PERCEPTIONS OF DIVERSITY IN A DIVERSITY STUDIES SPECIALIZATION.
Author: Correa, Daniel de Souza
Abstract/Description: A recent challenge for contemporary education has been to efficiently educate the increasingly diverse American population (Holley, 2013). Seeking to resolve the problems related to the education of a diverse student population, colleges and universities across the United States have begun to require students to enroll in diversity courses (Humphreys, 2000). Tsui (1999) and Case (2007) found that diversity courses provided various educational and behavioral benefits. However, despite the...
Show moreA recent challenge for contemporary education has been to efficiently educate the increasingly diverse American population (Holley, 2013). Seeking to resolve the problems related to the education of a diverse student population, colleges and universities across the United States have begun to require students to enroll in diversity courses (Humphreys, 2000). Tsui (1999) and Case (2007) found that diversity courses provided various educational and behavioral benefits. However, despite the benefits provided by diversity courses, educational systems have directed their attention to the number of diversity courses necessary to promote significant change in students' perceptions (Bowman, 2010a). According to Bowman (2010a), all students should take multiple diversity courses to increase the benefits. The current study adopted a qualitative research design using narrative inquiry approach along with transformative learning theory framework. Participants of this study were 17 male and female doctoral students enrolled in a diversity studies specialization at the University of West Florida. This study used interviews as a main source of data. This researcher analyzed the data and presented emergent themes to provide insight into participants' first-hand experiences regarding diversity. The findings of this study were reflective of individual participants' perceptions and experiences. Data collected from participants suggested that doctoral students experienced positive perspective transformation after taking multiple diversity courses. Results of this study contribute to educational policies and practices as findings suggest that a wide variety of diversity courses should be included in the higher educational curriculum. Multiple diversity courses may positively influence students' perspectives about diversity by providing them the tools to successfully engage and interact in an increasingly diverse society.
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Date Issued: 2017
Identifier: WFE0000583, uwf:61195
Format: Document (PDF)

Title: Examining eighth-grade students' career decision-making: self-determination theory and cognitive information processing.
Author: Morris, Rosemarie Herbert
Abstract/Description: Dramatic fluctuations in employment trends pose a problem for young adolescents embarking on the career decision-making process. Paired with inadequate career-guidance resources, this creates a serious societal problem. This study empirically examined relationships among eighth-grade students' perceptions of relatedness, autonomy, and competence (Deci & Ryan, 1985) relative to students' career decision-making readiness (Peterson et al., 1991). Eighth-grade students (n = 108) in the...
Show moreDramatic fluctuations in employment trends pose a problem for young adolescents embarking on the career decision-making process. Paired with inadequate career-guidance resources, this creates a serious societal problem. This study empirically examined relationships among eighth-grade students' perceptions of relatedness, autonomy, and competence (Deci & Ryan, 1985) relative to students' career decision-making readiness (Peterson et al., 1991). Eighth-grade students (n = 108) in the southeastern United States completed the Basic Psychological Needs Scale and the Career Thoughts Inventory. Correlational analyses reveal statistically significant relationships between students' perceptions of autonomy and student perceptions of decision-making confusion (r = -0.42, p = 0.00), external conflict (r = -0.43, p = 0.00), and commitment anxiety (r = -0.21, p = 0.03). Student perceptions of competence show significant relationships with student perceptions of decision-making confusion and external conflict. Perceptions of competence are associated with commitment anxiety (r = -0.18, p = 0.07), decision-making confusion (r = -0.36, p = 0.00), and external conflict (r = -0.38, p = 0.00). Satisfaction of relatedness needs are associated with external conflict (r = -0.36, p = 0.00), decision-making confusion (r = -0.34, p = 0.00), and commitment anxiety (r = -0.07, p = 0.49). The results provide valuable insights for parents, educators, and education policy directors. Development of a career-readiness curriculum designed to meet the basic psychological needs of young adolescents may prove effective in overcoming career decision-making confusion, alleviating commitment anxiety, and reducing external conflicts. Development and pilot testing of such a curriculum remain for future researchers.
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Date Issued: 2020, 2020
Identifier: 1233442052, WFE0000752
Format: Document (PDF)

Title: Examining factors that influence student use of lecture capturing technology.
Author: Adrian, Todd Lee
Abstract/Description: ABSTRACT: Higher education institutions implement lecture capturing technology (LCT) to provide students access to recorded course lectures. Consequently, institutions can experience barriers implementing LCT related to lack of student use of the technology. This study's purpose was to examine whether performance expectancy, effort expectancy, social influence, and facilitating conditions influence undergraduate nursing students' decisions to use LCT after attending face-to-face lectures at a...
Show moreABSTRACT: Higher education institutions implement lecture capturing technology (LCT) to provide students access to recorded course lectures. Consequently, institutions can experience barriers implementing LCT related to lack of student use of the technology. This study's purpose was to examine whether performance expectancy, effort expectancy, social influence, and facilitating conditions influence undergraduate nursing students' decisions to use LCT after attending face-to-face lectures at a state college in Florida. The unified theory of acceptance and use of technology (UTAUT) served as the theoretical framework. This study incorporated a quantitative correlational design and used a modified UTAUT survey instrument to determine if there are statistically significant relationships among the UTAUT constructs and LCT use. A linear regression was performed, and the results suggested there was a statistically significant relationship between the performance expectancy construct and use of LCT, r(116) = .647, p < .01, two-tailed; the effort expectancy construct and use of LCT, r(116) = .249, p < .01, two tailed; and the social influence construct and student use of LCT, r(116) = .255, p < .01, two tailed. A multiple regression analysis suggested performance expectancy, effort expectancy, social influence, and facilitating conditions statistically significantly predicted student LCT usage, F(4, 113) = 21.32, p < .001. The R2 = .430 with a large effect size (f2 = .754). The results from this study add to the limited body of knowledge on LCT use and provide technology leaders with a better understanding of factors contributing to student use of LCT, which can be used for future research.
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Date Issued: 2019.
Identifier: 1127639386, WFE0000645
Format: Document (PDF)

Title: Examining the educational philosophy of Henriette Delille: a case study.
Author: Powell, Charletha D'Lane
Abstract/Description: This dissertation explores Henriette Delille's educational philosophy that was developed during the antebellum era of New Orleans and her contributions to modern day education. The researcher investigated the pervasive culture of White privilege, which existed and denied the enslaved Black populace access to education. Within the literature, there was a lack of information examining the foundation of Delille's philosophy of education as a free Black woman in antebellum New Orleans. The...
Show moreThis dissertation explores Henriette Delille's educational philosophy that was developed during the antebellum era of New Orleans and her contributions to modern day education. The researcher investigated the pervasive culture of White privilege, which existed and denied the enslaved Black populace access to education. Within the literature, there was a lack of information examining the foundation of Delille's philosophy of education as a free Black woman in antebellum New Orleans. The purpose of this qualitative case study was to explore the factors that influenced Henriette Delille's educational philosophy as well as her contributions to modern day education through the theoretical framework of W. E. B. DuBois' (1903) theory of double consciousness, which included the theoretical constructs of self-consciousness and racial identity. The researcher developed questions that addressed validity, value, and credibility as well as the depth and breadth of the research through the use of descriptive data. Historical and archival data became the voice of Henriette Delille because she is deceased. Major findings included emergent themes of racialization, political manipulation, religious influence, imperialism, and enslavement. The researcher concluded that race, religious influence, and the social strata of antebellum New Orleans guided Henriette Delille's philosophy of education. Implications of this research resulted in policies to address curriculum inequalities, racialization, and inclusive pedagogy. Future research will benefit from the examination of White privilege, disparities in the availability of quality education, and classroom segregation in modern day New Orleans' schools.
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Identifier: 1129598851, WFE0000669
Format: Document (PDF)

Title: EXAMINING THE PATTERNS OF ALCOHOL USE ON CAMPUS AND THE PERCEPTIONS OF FACULTY RELATED TO STUDENT ALCOHOL USE.
Author: McGuckin, Tammy Lynne
Abstract/Description: This study investigated the alcohol consumption patterns of three student groups, the general student body, Greeks, and athletes, to determine how those consumption patterns compared to national student alcohol drinking patterns. The study also examined faculty perceptions of student alcohol use on campus to gauge the accuracy of those perceptions. Using a mixed methods research design, the researcher analyzed the quantitative data to develop a detailed portrait of actual student alcohol use...
Show moreThis study investigated the alcohol consumption patterns of three student groups, the general student body, Greeks, and athletes, to determine how those consumption patterns compared to national student alcohol drinking patterns. The study also examined faculty perceptions of student alcohol use on campus to gauge the accuracy of those perceptions. Using a mixed methods research design, the researcher analyzed the quantitative data to develop a detailed portrait of actual student alcohol use on campus and an overview of the facultys knowledge of campus alcohol policies and prevention efforts. The findings revealed that the student alcohol consumption patterns paralleled the drinking patterns of students across the nation. Specifically, the data indicated males drank more than females; the Greeks and athletes drank more than the general student body; and the Greeks drank more than the athletes. Related to the faculty perceptions of student drinking, the data, in general, revealed that faculty overestimated the average number of drinks consumed per week and underestimated the percentage of students engaged in binge drinking for each of the student groups. Through the analysis of a short qualitative questionnaire completed by a small random sample of the faculty, the researcher discovered that when faculty were provided with actual student reported data, a majority of the sample indicated changes in their perceptions of students drinking behaviors. The findings clearly indicate that prevention efforts must be directed toward all students with special emphasis placed on targeting males who participate in social Greek organizations and athletics. Additionally, data related to student alcohol use must be widely distributed to faculty members on campus to help correct misperceptions that may exist and efforts must focus on enlisting the assistance and support of the faculty in prevention efforts. Recommendations for future research are provided.
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Date Issued: 2007
Identifier: WFE0000088, uwf:60714
Format: Document (PDF)

Title: EXAMINING THE RELATIONSHIP BETWEEN ELEMENTARY TEACHERS' SCIENCE SELF-EFFICACY AND SCIENCE CONTENT KNOWLEDGE.
Author: Wimsatt, Mary Jo
Abstract/Description: Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service elementary teachers' science content knowledge and self-efficacy constructs. The instrument combines Enochs and Riggs' (1990) Science Teaching...
Show moreScience, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service elementary teachers' science content knowledge and self-efficacy constructs. The instrument combines Enochs and Riggs' (1990) Science Teaching Efficacy Beliefs Instrument (STEBI) with the researcher's content knowledge instrument created from a northwest Florida school district's science textbook series. The researcher's instrument was created to access participants' science content knowledge so the results can be compared to science self-efficacy results from the STEBI. The results of this study show there is a statistically significant relationship between the teachers' science self-efficacy and science content knowledge. The researcher concluded that in order to increase in-service teachers' science self-efficacy, district and school personnel need to increase opportunities for teachers to improve their science content knowledge.
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Date Issued: 2013
Identifier: WFE0000395, uwf:61053
Format: Document (PDF)

Title: EXAMINING THE RELATIONSHIP BETWEEN PROFESSIONAL LEARNING COMMUNITIES AND K-12 TEACHERS' IMPLEMENTATION OF TECHNOLOGY.
Author: Maker, Jodi Lynn
Abstract/Description: Technology is interwoven in many aspects of society and has become an integral part of education. Teachers are expected to provide authentic learning opportunities for students and prepare them to function in a society that has become technologically dependent. The institutionalization of technology can only take place if school leaders provide an environment supportive of teacher communication and collaboration with peers. The creation of an interdependent culture built on a shared vision of...
Show moreTechnology is interwoven in many aspects of society and has become an integral part of education. Teachers are expected to provide authentic learning opportunities for students and prepare them to function in a society that has become technologically dependent. The institutionalization of technology can only take place if school leaders provide an environment supportive of teacher communication and collaboration with peers. The creation of an interdependent culture built on a shared vision of academic success for all students and professional growth of teachers are critical components of such an environment. This quantitative correlational study examines the relationship between school culture and K-12 teachers' level of technology implementation and provides suggestions to school leaders desiring to increase teaching innovation and create a culture of inquiry for both teachers and students.
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Date Issued: 2012
Identifier: WFE0000359, uwf:61049
Format: Document (PDF)

Title: Exploring brand reputation in sustainable undergraduate enrollment at a public American university.
Author: Aboagye, Bright Da-Costa
Abstract/Description: The decrease in the college-going population, along with the deregulation of the higher education sector has contributed to the consistent decline in undergraduate enrollment in several American universities and colleges, including the research site for this study. The National Student Clearinghouse Research Center (NSC Research Center, 2019) reported that the total enrollment of college students in the United States has decreased for 8 successive years (2011-2019), resulting in the closure...
Show moreThe decrease in the college-going population, along with the deregulation of the higher education sector has contributed to the consistent decline in undergraduate enrollment in several American universities and colleges, including the research site for this study. The National Student Clearinghouse Research Center (NSC Research Center, 2019) reported that the total enrollment of college students in the United States has decreased for 8 successive years (2011-2019), resulting in the closure or merger of some higher educational institutions. Scholars and strategic management professionals have proposed the use of strategic resources to help institutions achieve sustainable enrollment growth. Using a qualitative case study approach and the resourcebased view theory (RBV) as a theoretical framework, the study explored how select administrative stakeholders in a public university leverage brand reputation as a strategic resource for achieving sustainable undergraduate enrollment growth in the Southeastern United States. The RBV comprises four constructs (valuable, rare, inimitable, organize) that describe resources essential to distinguish an institution's brand. Eight participants were purposefully selected and interviewed. Findings from the study revealed that the administrative stakeholders employed several brand strategies including creating consistent brand messages, exploiting visual identity, highlighting high-impact practices, and leveraging the university's historic and geographic location to ensure sustainable enrollment. This study can inform higher educational leaders on how to strategically re-align their brand reputation management strategies to achieve long-term enrollment sustainability. Since this study's findings may be more relevant to public sector institutions, future studies can explore the same phenomenon among proprietary and faithbased institutions.
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Identifier: 1294314098, WFE0000771
Format: Document (PDF)

Title: Exploring elementary student motivationlevels within gamified digital mathematics instructional programs.
Author: Hoover, Jennifer Lauren
Abstract/Description: Some approaches to teaching mathematics have led to decreased student motivation. Gamification is an application of game elements within nongame settings. While gamification may increase motivation in other contexts, its effective use in digital mathematics instruction to motivate elementary students is undetermined. Based on the constructs of self-determination theory (i.e., autonomy, relatedness/recognition, competence/self-efficacy), intrinsic and extrinsic motivation were the two...
Show moreSome approaches to teaching mathematics have led to decreased student motivation. Gamification is an application of game elements within nongame settings. While gamification may increase motivation in other contexts, its effective use in digital mathematics instruction to motivate elementary students is undetermined. Based on the constructs of self-determination theory (i.e., autonomy, relatedness/recognition, competence/self-efficacy), intrinsic and extrinsic motivation were the two determinants used to develop research questions and frame the study. The purpose of this qualitative study was to identify how intrinsic and extrinsic motivators embedded within gamified digital mathematics instructional programs contribute to motivation levels of third- through fifth-grade students at an elementary school located in central Texas. A target research sample that consisted of 38 participants was identified which then produced a data producing sample of 20 participants. Semi-scripted phenomenological interviews were conducted. Data were analyzed by each research question to identify the degree to which gamified components, across nine different subtypes (interest/enjoyment, perceived competence, effort/importance, perceived choice, value/usefulness, intrinsic motivation, external regulation, introjected regulation, and identified regulation), impacted student motivation. This study concluded that students reported the highest motivation levels with a combination of intrinsic and extrinsic gamified motivators. Data suggested that a lack of autonomy established by mandatory participation in digital mathematics instructional programs positively impact motivation. Future research could address the impact of gamification upon levels of motivation by age or grade level and how levels of motivation change over time.
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Identifier: 1129016349, WFE0000658
Format: Document (PDF)

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