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- Title
- LEARNING STYLES AND INTERACTION IN WEB-BASED LEARNING ENVIRONMENTS.
- Author
- Lee, Russell Leavon, Rasmussen, Karen L., Northrup, Pamela T., Franklin, Godfrey, Howard, W. Gary, University of West Florida
- Abstract/Description
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Web-based courses have increased in popularity because they are convenient and successfully address the work schedule and other constraints which have precluded learners from enrolling in classes. Because more Web-based courses will invariably be offered in the future, some assurances must be provided to the institution, the faculty, and the students that distance education will meet expectations for a quality education. Not only will students expect an education as equal in quality as that...
Show moreWeb-based courses have increased in popularity because they are convenient and successfully address the work schedule and other constraints which have precluded learners from enrolling in classes. Because more Web-based courses will invariably be offered in the future, some assurances must be provided to the institution, the faculty, and the students that distance education will meet expectations for a quality education. Not only will students expect an education as equal in quality as that provided by traditional offerings, they will expect a student-centered learning environment, designed to meet their individual needs. In this study, the relationship between learning styles and interaction in a Webbased learning environment was examined. The Grasha-Riechmann Student Learning Style Scales (GRSLSS) was administered to determine student social learning preferences in 6 learning style categories: participant/avoidant, collaborative/ competitive, and independent/dependent. The Online Learning Interaction Inventory (OLII) was administered to investigate the types of interactions students perceived to be important for Web-based learning. A statistical relationship between several online learning interactions (Content Interaction, Conversation and Collaboration, Intrapersonal/Metacognitive, and Support) and student learning styles (Participant/Avoidant, Collaborative/Competitive, and Independent/Dependent) was found. Data analyses included item frequencies, contingency tables, and Kendall's Tau rank correlation.
Show less - Date Issued
- 2010
- Identifier
- WFE0000208, uwf:60935
- Format
- Document (PDF)
- Title
- METACOGNITIVE AND LEARNING STRATEGIES USED BY ADULT NOVICE WEB-BASED STUDENTS.
- Author
- Hemmye, Carol Lynn, Rasmussen, Karen L., Northrup, Pamela T., Rogers, Mary F., Williams, Marcia, University of West Florida
- Abstract/Description
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Metacognitive and learning strategy acquisition by novice Web-based students during the course of a single semester was investigated in this case study of 6 female adult novice Web students. The Learning and Study Strategies Inventory and Metacognitive Awareness Inventory were used as pre and posttests with additional data collected via interviews and think-aloud protocols. The results suggest that female adult novice Web students enter Web classes with basic metacognitive and learning...
Show moreMetacognitive and learning strategy acquisition by novice Web-based students during the course of a single semester was investigated in this case study of 6 female adult novice Web students. The Learning and Study Strategies Inventory and Metacognitive Awareness Inventory were used as pre and posttests with additional data collected via interviews and think-aloud protocols. The results suggest that female adult novice Web students enter Web classes with basic metacognitive and learning strategies and, with the exception of time management strategies, acquire additional strategies as the semester progresses, even in the absence of interventions.
Show less - Date Issued
- 2004
- Identifier
- WFE0000034, uwf:60768
- Format
- Document (PDF)
- Title
- MOTIVATING FACTORS OF FLORIDA COMMUNITY AND STATE COLLEGE INFORMATION TECHNOLOGY FACULTY.
- Author
- Payne, Wendy Louise, Rasmussen, Karen L., White, Laura J., White, Jill T., University of West Florida
- Abstract/Description
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In this study the core job characteristics that contribute to the internal motivational factors and job satisfaction of information technology faculty members working at a community or state college in Florida were investigated. Fifty-four information technology faculty members working at a community or state college in Florida completed the Job Diagnostic Survey. Analysis of the study results indicated there were significant relationships between the core job dimensions and the information...
Show moreIn this study the core job characteristics that contribute to the internal motivational factors and job satisfaction of information technology faculty members working at a community or state college in Florida were investigated. Fifty-four information technology faculty members working at a community or state college in Florida completed the Job Diagnostic Survey. Analysis of the study results indicated there were significant relationships between the core job dimensions and the information technology faculty members' motivating potential score; however, there were no relationships between the information technology faculty member's demographics and their motivating potential score. The lack of a relationship between the demographics and the motivating potential score suggests that there are no prominent demographic factors for an ideal information technology faculty member. The significant relationship between the core job dimensions and the motivating potential score indicates the information technology faculty members' job contains the core job dimensions which can lead to high internal motivation. Therefore, it is critical that community and state college administrators, deans, and division chairs work with faculty to redesign faculty job characteristics, in order to increase retention and to improve recruiting efforts for new information technology faculty members.
Show less - Date Issued
- 2013
- Identifier
- WFE0000410, uwf:61159
- Format
- Document (PDF)
- Title
- MOTIVATION AND SELF-REGULATION OF LEARNING STRATEGIES ON STUDENT PERFORMANCE IN ONLINE COURSES.
- Author
- Peyton, Tracy Arnold, Rasmussen, Karen L., Cotten, Dona K., Droegemueller, Lee A., Northrup, Pamela T., Stout, David L., University of West Florida
- Abstract/Description
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The researcher explored whether motivation and self-regulation of learning strategies predicted student performance online. Thirty-five participants from 5 sections of ENC 1101 completed The Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). Using multiple regression, the researcher found that neither motivation nor self-regulation significantly predicted student performance in this setting, nor did the interaction of the 2. However, significant...
Show moreThe researcher explored whether motivation and self-regulation of learning strategies predicted student performance online. Thirty-five participants from 5 sections of ENC 1101 completed The Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). Using multiple regression, the researcher found that neither motivation nor self-regulation significantly predicted student performance in this setting, nor did the interaction of the 2. However, significant correlations were noted between independent variables. Motivation and self-regulation correlated. Furthermore, some subcomponents of motivation and self-regulation correlated: (a) the value component of motivation with the resource management component of self-regulation; (b) cognitive and metacognitive strategy use with resource management, both self-regulation components; and (c) value with cognitive and metacognitive strategy use.
Show less - Date Issued
- 2003
- Identifier
- WFE0000056, uwf:60693
- Format
- Document (PDF)
- Title
- NO TEACHER LEFT BEHIND: ANALYSIS OF TECHNOLOGY USE IN THE GEOGRAPHIC AREA OF AN OHIO JOINT VOCATIONAL SCHOOL DISTRICT.
- Author
- Burgess, Harvey Blake, Northrup, Pamela T., Boling, Charlotte J., Rasmussen, Karen L., Stout, David L., University of West Florida
- Abstract/Description
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The purpose of this study was to examine data collected by the Ohio SchoolNet Commission on the use of technology in an Ohio Joint Vocational School District. The survey included questions about teacher professional development, leadership contributions to technology, technology use in instruction, technology use in classroom management, and technology support. Statistical processes were used to examine trends and relationships between variables. Variables were (a) use of educational...
Show moreThe purpose of this study was to examine data collected by the Ohio SchoolNet Commission on the use of technology in an Ohio Joint Vocational School District. The survey included questions about teacher professional development, leadership contributions to technology, technology use in instruction, technology use in classroom management, and technology support. Statistical processes were used to examine trends and relationships between variables. Variables were (a) use of educational technology for instructional and administrative activities, (b) teacher perception of leadership support, (c) support of standards, (d) student use of technology for learning, (e) technology professional development, and (f) hours spent in technology professional development. The results of the study indicated strong positive relationships between teacher and student use of technology.
Show less - Date Issued
- 2005
- Identifier
- WFE0000036, uwf:60734
- Format
- Document (PDF)
- Title
- PERSONALITY TYPES AND LEARNING STYLES: AN INVESTIGATION OF THEIR INFLUENCE ON PERFORMANCE IN A DISTANCE EDUCATION ENVIRONMENT.
- Author
- Rimmerman, Stacey Lynn, Rasmussen, Karen L., Davis, Sandra L., Maloy, Nancy N., Zimmerman, Sherri L., University of West Florida
- Abstract/Description
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The researcher investigated whether personality type and learning style predicted performance in distance education. Thirty-four participants from 3 sections of Art Humanities completed online the Myers-Briggs Type Indicator and the Learning Styles Inventory. Using regression analysis, it was determined that neither personality type nor learning style had a statistically significant effect on student performance in this setting. However, the data did reveal some apparent self-selection of the...
Show moreThe researcher investigated whether personality type and learning style predicted performance in distance education. Thirty-four participants from 3 sections of Art Humanities completed online the Myers-Briggs Type Indicator and the Learning Styles Inventory. Using regression analysis, it was determined that neither personality type nor learning style had a statistically significant effect on student performance in this setting. However, the data did reveal some apparent self-selection of the learning environment. Sensors outrepresented Intuitives by a large scale, identifying further areas for research. A binomial test was used to prove these results were not random.
Show less - Date Issued
- 2005
- Identifier
- WFE0000020, uwf:60771
- Format
- Document (PDF)
- Title
- POST-9/11 EXPERIENCES OF MUSLIM STUDENTS IN FLORIDA PUBLIC SCHOOLS.
- Author
- Garman, Arifa Mohammad Bushier, Rasmussen, Karen L., Boling, Charlotte, Franklin, Godfrey, University of West Florida
- Abstract/Description
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This research was an exploration of the experiences of Muslim students in Florida public schools after the terrorist attacks on the United States on September 11, 2001. The research involved looking at these experiences, examining how Muslim parents and Muslim students perceived these experiences, and investigating how they felt about their schools ability to meet Muslim students academic, cultural, and religious needs. The Muslim students who were interviewed reported both negative and...
Show moreThis research was an exploration of the experiences of Muslim students in Florida public schools after the terrorist attacks on the United States on September 11, 2001. The research involved looking at these experiences, examining how Muslim parents and Muslim students perceived these experiences, and investigating how they felt about their schools ability to meet Muslim students academic, cultural, and religious needs. The Muslim students who were interviewed reported both negative and positive experiences. Negative experiences ranged from name calling to harassment to denial of the students culture and religion. Positive experiences included demonstrations of support and the desire to know more about their culture and religion. Although some students were affected by the harassment from students and especially from teachers, most students indicated that they were determined to assert their identity as Americans. This sense of determination and persistence in the face of some of the experiences they faced at school came from inner strength, belief in themselves, and strong family ties. However, most important to many of the participants was their belief in the American ideals of equality for all. The students parents, while acknowledging that their childrens academic needs were being met by the schools teachers and administrators, stated that their childrens cultural and religious needs were being ignored and in some instances denied.
Show less - Date Issued
- 2007
- Identifier
- WFE0000092, uwf:60682
- Format
- Document (PDF)
- Title
- PRINCIPALS USE OF DATA IN SMALL AND RURAL SCHOOL DISTRICTS OF FLORIDA.
- Author
- Meadows, Hubert ONeal, Rasmussen, Karen L., Holmes-Bouchillon, Wally S., Nichols, Joyce C., University of West Florida
- Abstract/Description
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Federal and state legislation require greater attention and effort on the part of schools to meet higher student-achievement standards. Principals are the driving force at the school level to direct that needed attention and effort. Developing strategies for continuous school improvement requires constant collection and analysis of data for better decisions that produce effective outcomes. National and state standards for school leaders include the use of data as a resource for instructional...
Show moreFederal and state legislation require greater attention and effort on the part of schools to meet higher student-achievement standards. Principals are the driving force at the school level to direct that needed attention and effort. Developing strategies for continuous school improvement requires constant collection and analysis of data for better decisions that produce effective outcomes. National and state standards for school leaders include the use of data as a resource for instructional leadership. Florida has an increasing need for new principals with data analysis skills. Little is known about the use of data by current principals in small and rural school districts. This study replicates the research by Torrence (2002) and updates prior research while contributing a rural Florida perspective of the use of data by principals. Two questions guided (a) a description of how principals use data in their roles as instructional leaders and (b) the determination of the relationship(s) between predictor variables and principals use of data. A sample of 164 principals out of 240 from the 33 legislatively designated small and rural school districts in Florida responded to a questionnaire developed by Torrence (2002) and used in this study with permission. Findings of the survey were similar to those of the Torrence study, in that principals are using data in various ways and are embracing the role of instructional leader. Additionally, this study indicated that principals attitudes, principals personal competencies in using data, and the characteristics of the school proved statistically significant in predicting principals use of data. However, principals self-perceptions, principals professional development, and characteristics of the school district did not prove to be statistically significant. The results of this study are important because individuals planning continual professional development for current principals and developing preparation programs for teacher leaders or aspiring principals will be able to target effective strategies to the attributes shown to be the best predictors of principals use of data for school improvement.
Show less - Date Issued
- 2008
- Identifier
- WFE0000101, uwf:60852
- Format
- Document (PDF)
- Title
- PRIVATIZATION OF SUPPORT SERVICES IN PUBLIC HIGHER EDUCATION INSTITUTIONS IN THE STATE OF FLORIDA.
- Author
- Clark, Charles Edward, Sr., Wentz, Patricia J., Barry, George M., Friedrich, Douglas D., Rasmussen, Karen L., Wu, P. C., University of West Florida
- Abstract/Description
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This study uses qualitative research methods to examine the privatization of support services in Florida’s 10 public universities making up the State University System of Florida as of June 30, 2001. The study was limited to those non-academic functions provided by the administrative divisions of each university. The study investigated (a) the different kinds of support services that had been privatized, (b) the degree of privatization, (c) how managers dealt with the ambivalence question...
Show moreThis study uses qualitative research methods to examine the privatization of support services in Florida’s 10 public universities making up the State University System of Florida as of June 30, 2001. The study was limited to those non-academic functions provided by the administrative divisions of each university. The study investigated (a) the different kinds of support services that had been privatized, (b) the degree of privatization, (c) how managers dealt with the ambivalence question when it was cost effective to privatize a service yet politically difficult to do so, and (d) the lessons learned from privatization of services. Data were gathered from each institution using a common set of questions applied through a combination of personal interviews and surveys. The study allowed comparisons of the 10 universities.
Show less - Date Issued
- 2002
- Identifier
- WFE0000040, uwf:60743
- Format
- Document (PDF)
- Title
- REACTIVE BEHAVIORAL PATTERNS, GENERATIONAL DIFFERENCES AND RETENTION IN ONLINE CAREER AND TECHNICAL EDUCATION STUDENTS.
- Author
- Zink, James Lynd, Rasmussen, Karen L., Havard, Byron C., White, Jill T., University of West Florida
- Abstract/Description
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Traditionally web-based distance-learning courses have had lower student retention rates than equivalent face-to-face courses. Yet career and technical education (CTE) courses, offered by two Florida universities online, have higher than average retention rates for face-to-face course retention. The purpose of this study was to determine if reactive behavioral patterns, generational differences, and certain demographics of students taking CTE courses online could help explain the higher...
Show moreTraditionally web-based distance-learning courses have had lower student retention rates than equivalent face-to-face courses. Yet career and technical education (CTE) courses, offered by two Florida universities online, have higher than average retention rates for face-to-face course retention. The purpose of this study was to determine if reactive behavioral patterns, generational differences, and certain demographics of students taking CTE courses online could help explain the higher retention rates. The results reflect a positive link between some student differences in reactive behavioral pattern, generational differences, and demographics among those students taking CTE courses online. These findings seem to offer a better understanding of CTE students and web-based distance learning learners.
Show less - Date Issued
- 2009
- Identifier
- WFE0000165, uwf:60807
- Format
- Document (PDF)
- Title
- RECENCY EFFECT IN UNIVERSITY STUDENT EVALUATION OF FACULTY INSTRUCTION.
- Author
- Dickey, David Louis, Pearson, L. Carolyn, Rasmussen, Karen L., Barry, George M., Cox, John L., Little, Wesley J., University of West Florida
- Abstract/Description
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The researcher examined how recency effect influences student evaluations of faculty. Students were examined to determine the effects caused by rater training and keeping diaries of their instructors performance. Students used The University of West Florida Student Assessment of Instruction as a pretest and posttest to evaluate their instructor. Results indicated that recency effect does exist. Results also indicated that even though students have not heard of recency effect they have...
Show moreThe researcher examined how recency effect influences student evaluations of faculty. Students were examined to determine the effects caused by rater training and keeping diaries of their instructors performance. Students used The University of West Florida Student Assessment of Instruction as a pretest and posttest to evaluate their instructor. Results indicated that recency effect does exist. Results also indicated that even though students have not heard of recency effect they have recognized and experienced the effect. Faculty interviewed clearly defined and understood the impact of recency effect, including several of the faulty admitting they tried to influence student evaluations based on recency effect.
Show less - Date Issued
- 2003
- Identifier
- WFE0000001, uwf:60772
- Format
- Document (PDF)
- Title
- SELF-EFFICACY AND EXPERIENTIAL VARIABLES: DO THEY INFLUENCE PERSISTENCE OF GRADUATE STUDENTS IN COMPLETING THEIR ONLINE COURSES?.
- Author
- Desposito, Ofelia Ragadio Lanada, Stout, David L., Rasmussen, Karen L., Nichols, Joyce C., Maloy, Nancy N., University of West Florida
- Abstract/Description
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This study was designed to investigate why some online graduate students persist in completing their courses, while others do not. Three research questions guided this project: (a) do self-efficacy and experiential variables interact to influence the persistence of graduate students in completing their online courses, (b) how does self-efficacy influence the persistence of graduate students in completing their online courses, and (c) which experiential variables impact the persistence of...
Show moreThis study was designed to investigate why some online graduate students persist in completing their courses, while others do not. Three research questions guided this project: (a) do self-efficacy and experiential variables interact to influence the persistence of graduate students in completing their online courses, (b) how does self-efficacy influence the persistence of graduate students in completing their online courses, and (c) which experiential variables impact the persistence of graduate students in completing their online courses? The independent variables were self-efficacy and experiential variables while the dependent variable was persistence. Out of 364 questionnaires mailed, 175 were completed. The findings indicated self-efficacy combined with experiential variables form an ideal predictor model towards persistence among online graduate students. Recommendations were proposed for practitioners, faculty, institutions, and future research.
Show less - Date Issued
- 2006
- Identifier
- WFE0000049, uwf:60732
- Format
- Document (PDF)
- Title
- SELF-EFFICACY, SELF-REGULATION, AND GOAL ORIENTATION: LEARNER MOTIVATIONAL CHARACTERISTICS THAT INFLUENCE ONLINE STUDENT PERFORMANCE.
- Author
- Wintling, Cheral Ann, Rasmussen, Karen L., Hastings, Nancy B., Thompson, Carla J., University of West Florida
- Abstract/Description
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Learner motivational constructs of self-efficacy, self-regulation, and goal orientation in predicting successful student performance in online courses were explored. Thirty-three undergraduate students from the online courses Introduction to Educational Technology and Introduction to Education completed sections of the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991). A multiple regression analysis was performed using the MSLQ responses and...
Show moreLearner motivational constructs of self-efficacy, self-regulation, and goal orientation in predicting successful student performance in online courses were explored. Thirty-three undergraduate students from the online courses Introduction to Educational Technology and Introduction to Education completed sections of the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991). A multiple regression analysis was performed using the MSLQ responses and final course point's data from 31 of the participants in the two online courses. No significant results for the independent variables of self-efficacy, self-regulation, and goal orientation in predicting student performance in the two online courses were found. Further data analysis found significant positive correlations between the independent variables self-efficacy, self-regulation, and goal orientation.
Show less - Date Issued
- 2012
- Identifier
- WFE0000345, uwf:60991
- Format
- Document (PDF)
- Title
- STRUCTURING TEACHER KNOWLEDGE TO OPTIMIZE TEACHER PERFORMANCE.
- Author
- Graves, Nora Annette, Rasmussen, Karen L., Boling, Charlotte J., Droegemueller, Lee A., University of West Florida
- Abstract/Description
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The subject matter knowledge of seven instructors of adult ESOL classrooms was analyzed using a one-way ANOVA for correlation with student gain scores from two pretest/posttest instruments. Teacher responses describing how each would address instructional situations proposed on an open-ended questionnaire were transcribed and coded using NVivo. Based on the complexity of the resulting models of teachers’ organization of their knowledge of English grammar, Structure of the Observed Learning...
Show moreThe subject matter knowledge of seven instructors of adult ESOL classrooms was analyzed using a one-way ANOVA for correlation with student gain scores from two pretest/posttest instruments. Teacher responses describing how each would address instructional situations proposed on an open-ended questionnaire were transcribed and coded using NVivo. Based on the complexity of the resulting models of teachers’ organization of their knowledge of English grammar, Structure of the Observed Learning Outcome (SOLO) scores were assessed for each response on the questionnaire. A transcription of a 30 to 50 minute class lesson on English grammar was also coded for each instructor using NVivo. These transcriptions were used to determine the sources and characteristics of teachers’ classroom practices. Characteristics of classroom practices were analyzed using a one-way ANOVA for correlation with teacher SOLO scores. The results of this study indicate that teachers with highly-organized subject matter knowledge tend to have students with greater gain scores. They are also less likely to use textbooks as the sources of instructional discussions, activities, terminology, and presentations of subject matter.
Show less - Date Issued
- 2007
- Identifier
- WFE0000073, uwf:60680
- Format
- Document (PDF)
- Title
- STUDENT PERCEPTIONS OF SECONDARY SCIENCE: A PERFORMANCE TECHNOLOGY APPLICATION.
- Author
- Small, Belinda Rusnak, Rasmussen, Karen L., Hastings, Nancy B., Jans-Thomas, Susan, University of West Florida
- Abstract/Description
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The primary purpose of this study was to identify influences blocking or promoting science performance from the lived K-12 classroom experience. Human Performance Technology protocols were used to understand factors promoting or hindering science performance. The goal was to gain information from the individual students' perspective to enhance opportunities for stakeholders to improve the current state of performance in science education. Individual perspectives of 10 secondary science...
Show moreThe primary purpose of this study was to identify influences blocking or promoting science performance from the lived K-12 classroom experience. Human Performance Technology protocols were used to understand factors promoting or hindering science performance. The goal was to gain information from the individual students' perspective to enhance opportunities for stakeholders to improve the current state of performance in science education. Individual perspectives of 10 secondary science students were examined using grounded theory protocols. Findings include students' science learning behaviors are influenced by two major themes, environmental supports and individual learning behaviors. The three environmental support factors identified include the methods students receive instruction, students' opportunities to access informal help apart from formal instruction, and students' feelings of teacher likability. Additionally, findings include three major factors causing individual learners to generate knowledge in science. Factors reported include personalizing information to transform data into knowledge, customizing learning opportunities to maximize peak performance, and tapping motivational opportunities to persevere through complex concepts. The emergent theory postulated is that if a performance problem exists in an educational setting, then integrating student perspectives into the cause analysis opens opportunity to align interventions for influencing student performance outcomes. An adapted version of Gilbert's Behavioral Engineering Model is presented as an organizational tool to display the findings. The boundaries of this Performance Technology application do not extend to the identification, selection, design, or implementation of solutions to improved science performance. However, as stakeholders begin to understand learner perspectives, then aligned decisions may be created to support learners of science in a direct, cost effective manner.
Show less - Date Issued
- 2013
- Identifier
- WFE0000377, uwf:61030
- Format
- Document (PDF)
- Title
- TEACHER-EDUCATION STUDENT PERCEPTIONS FOR STAGES OF CONCERN RELATED TO INTEGRATING TECHNOLOGY.
- Author
- Quadrini, Virginia Horak, White, Jill T., Rasmussen, Karen L., Havard, Byron C., University of West Florida
- Abstract/Description
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In this study, research includes support for technology integration in the classroom. The National Education Technology Plan Summary (2010) included research to support the requirement of teachers to integrate technology into instruction. Teacher-education student programs need to include additional training for integrating technology into instruction while also supporting new pedagogies and student learning in the content areas (U's. Department of Education, 2009). In this current research...
Show moreIn this study, research includes support for technology integration in the classroom. The National Education Technology Plan Summary (2010) included research to support the requirement of teachers to integrate technology into instruction. Teacher-education student programs need to include additional training for integrating technology into instruction while also supporting new pedagogies and student learning in the content areas (U's. Department of Education, 2009). In this current research study, teacher-education concerns related to integration of technology into instruction is measurable using the Concerns-Based Adoption Model (CBAM). The CBAM design is from Fuller and Case (1969) and modified by Hall and Hord in 2006. The research instrument includes demographic information such as student status and generational groupings. The researcher surveyed undergraduate and graduate teacher-education students who were in the student-teaching phase of their program. The current research study includes concern perceptions related to student status and generational groupings, although there were no statistically significant differences across the concern levels. Generation Y participants were more receptive to the integration of technology into instruction than Generation X and Baby Boomers.
Show less - Date Issued
- 2013
- Identifier
- WFE0000428, uwf:61165
- Format
- Document (PDF)
- Title
- THE GIST MODEL FOR SELECTION AND MODIFICATION OF SCIENTIFIC RESEARCH FOR THE COLLEGE TEACHING LABORATORY BASED ON ROOT COMPETITION INVESTIGATIONS.
- Author
- Elliott, Shannon Snyder, Winter, Peggy A., Fox, Theodore C., Pomory, Christopher M., Rasmussen, Karen L., University of West Florida
- Abstract/Description
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The purpose of this study is to first develop an 8-week college teaching module based on root competition literature. The split-root technique is adapted for the teaching laboratory, and the Sugar Ann English pea (Pisum sativum var. Sugar Ann English) is selected as the species of interest prior to designing experiments, either original or modified, from scientific research. In each experiment, above-ground parameters, such as the number of leaves, are recorded and graphed for each treatment,...
Show moreThe purpose of this study is to first develop an 8-week college teaching module based on root competition literature. The split-root technique is adapted for the teaching laboratory, and the Sugar Ann English pea (Pisum sativum var. Sugar Ann English) is selected as the species of interest prior to designing experiments, either original or modified, from scientific research. In each experiment, above-ground parameters, such as the number of leaves, are recorded and graphed for each treatment, and dried root, shoot, and flower/fruit weights are statistically analyzed. The Hotellings T2 test and the paired t-test are the statistical tests employed. After instructor-testing of the experiments, instruction is planned using the ADDIE (Analyze, Design, Develop, Implement, Evaluate) Model and the 2 prominent theories of knowledge in science education, objectivism and constructivism. Next, 2 small and unreplicated field trials, using either objectivism or constructivism as an instructional strategy, are carried out in upper-division botany courses at the University of West Florida (UWF) with the instructor taking detailed fieldnotes. In the objectivist-trial, 5 students initially perform an experiment already instructor-tested as feasible. Students in the constructivist-field trial (24 students, 5 groups) are challenged in groups to design and test a root competition. Students in both trials are assessed through oral and written reports. In addition, students are asked to complete an evaluation form at the end of the lesson. The information gained through creation and teaching of the root competition product and the steps taken are used to create the GIST (Goals, Investigation, Selection, and Tests) Model for selecting and modifying scientific research for the college teaching classroom. In the first stage, the instructor composes goals for the laboratory experiment. The second step involves investigation of student experiences, skill level, and coursework. The selection of a research topic and corresponding journal articles is guided by a list of criteria. The last stage, testing by the instructor, includes the time-consuming task of modifying, testing, and revising experiments from the literature. The instructor must also select an instructional design model for the remaining steps of instruction. The GIST Model needs further testing to determine its strengths and applications.
Show less - Date Issued
- 2007
- Identifier
- WFE0000087, uwf:60696
- Format
- Document (PDF)
- Title
- THE IDENTIFICATION OF TEACHER LEADERS THROUGH THE NATIONAL BOARD CERTIFICATION PROCESS IN ALABAMA PUBLIC SCHOOLS.
- Author
- Henson, Pamela Taylor, Olson, Arthur H., Aplin, Charles O., Rasmussen, Karen L., University of West Florida
- Abstract/Description
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Supporters of the National Board for Professional Teaching Standards (NBPTS), founded in 1987, expected that its certification process would create a cadre of publicly recognized master teachers who would take on professional roles that have traditionally been the responsibility of administrators rather than teachers. The purpose of this quantitative study was to explore the emergence of demonstrated leadership practices of Alabama teachers, both National Board Certified and non-National...
Show moreSupporters of the National Board for Professional Teaching Standards (NBPTS), founded in 1987, expected that its certification process would create a cadre of publicly recognized master teachers who would take on professional roles that have traditionally been the responsibility of administrators rather than teachers. The purpose of this quantitative study was to explore the emergence of demonstrated leadership practices of Alabama teachers, both National Board Certified and non-National Board Certified, as measured by the Leadership Practices Inventory (LPI). The LPI is used to examine leadership abilities in the dimensions of Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. A total of 425 teachers from the State of Alabama participated in the study. Of the 425 participants, 167 were National Board Certified Teachers and 258 were non-National Board Certified. A MANOVA and five ANOVAs were conducted to assess if differences exist on the LPI subscales by group (Certified vs. non-Board Certified). The researcher found no significant, statistical difference between the leadership abilities of the National Board Certified Teachers and non-National Board Certified Teachers.
Show less - Date Issued
- 2007
- Identifier
- WFE0000078, uwf:60707
- Format
- Document (PDF)
- Title
- THE IMPACT OF AUDIO-ASSISTED COMPUTER ASSESSMENTS ON STUDENT PERFORMANCE WITH EMPHASIS ON READING ABILITY LEVELS AND SOCIOECONOMIC STATUS.
- Author
- Weldon, Roland Leon, Jr., Havard, Byron C., Hastings, Nancy B., Rasmussen, Karen L., University of West Florida
- Abstract/Description
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Students who have low reading abilities, in this case measured by Lexile scores, may be at a disadvantage when taking traditional and standardized computer-based assessments (Perez, Homan, Hines, & Kromrey, 1987). When students do not fall in the range of 950-1100, which is the expectant range for 8th graders, then students who take computerized tests may be graded on their ability to read and comprehend a question rather than their ability to demonstrate comprehension, retention, or the...
Show moreStudents who have low reading abilities, in this case measured by Lexile scores, may be at a disadvantage when taking traditional and standardized computer-based assessments (Perez, Homan, Hines, & Kromrey, 1987). When students do not fall in the range of 950-1100, which is the expectant range for 8th graders, then students who take computerized tests may be graded on their ability to read and comprehend a question rather than their ability to demonstrate comprehension, retention, or the development of higher-order thinking skills (Perez, et al., 1987). Because of this identified deficiency, these students may experience a potential disadvantage compared to their counterparts who have achieved their reading level goals (Perez, et al., 1987). The need for emerging technologies to aid in reading test (or assessment) materials is essential to reduce reading deficiencies that these identified students possess (Wise, Ring, & Olson, 2000). The read-aloud audio component developed via the Camtasia software program facilitated this need for the study while SynchronEyes served as the medium used to deliver the test to the students. At the time of this study, there was a lack of educational software programs that could develop and read tests to the students; because of this deficiency, this study used two separate programs to test the students. The tests were delivered in a computer-based format with accompanying audio that addressed reading deficiencies previously noted. The researcher also considered the relationship between students' socioeconomic status (SES), and Lexile score results from the study revealed a performance gap among students when comparing low SES versus non-low SES students. However, the difference in mean rank scores decreased between the two groups as the course progressed and eventually was a non-factor near the end of the course. Outcomes from the study further suggest that it is possible that the digital divide is addressed when students partake in a formal computer class allowing for all individuals to have exposure to emerging technologies in an educational setting.
Show less - Date Issued
- 2011
- Identifier
- WFE0000267, uwf:60910
- Format
- Document (PDF)
- Title
- THE IMPACT OF TECHNOLOGY ON TEACHERS' AND STUDENTS' ATTITUDES IN A FIFTH GRADE SCIENCE CLASSROOM.
- Author
- Dickerson, Kenneth Ray, Rasmussen, Karen L., Hastings, Nancy B., Nichols, Joyce C., University of West Florida
- Abstract/Description
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The purpose of this qualitative case study is to investigate how technology impacts teachers' and students' attitudes in a fifth grade science classroom. Twenty-one fifth grade students were observed and completed a Likert-type written survey. Two science educators participated in a focus group session, were observed, and completed a Likert-type written survey. The educators believed the professional development provided by the school district was an adequate, fair, and beneficial to...
Show moreThe purpose of this qualitative case study is to investigate how technology impacts teachers' and students' attitudes in a fifth grade science classroom. Twenty-one fifth grade students were observed and completed a Likert-type written survey. Two science educators participated in a focus group session, were observed, and completed a Likert-type written survey. The educators believed the professional development provided by the school district was an adequate, fair, and beneficial to integrate technology in their daily instruction. Factors which contributed to the integration of technology were external barriers, internal barriers, and general barriers. The majority of the students surveyed, 81%, exhibited a positive attitude toward the integration of technology in a science classroom. All educators surveyed exhibited a positive attitude toward the integration of technology in a science classroom.
Show less - Date Issued
- 2010
- Identifier
- WFE0000237, uwf:60919
- Format
- Document (PDF)