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PREDICTING THE IDENTIFICATION OF GIFTED AND TALENTED STUDENTS USING PARENT PERCEPTIONS
Title
PREDICTING THE IDENTIFICATION OF GIFTED AND TALENTED STUDENTS USING PARENT PERCEPTIONS.
Author
Senn, LaVonda Kay, Evans, William H., Stout, David L., Gaines, Trudi, University of West Florida
Abstract/Description
There are numerous problems in the area of identification in gifted and talented programs. The following research study analyzes one of these problems: inequity in identification. Inequity in gifted and talented programs is generally caused by the lack of understanding in relation to various ethnic, religious, and cultural backgrounds. The research findings in this study further support the idea that better methods for identification of students from low socioeconomic and diverse ethnic...
Show moreThere are numerous problems in the area of identification in gifted and talented programs. The following research study analyzes one of these problems: inequity in identification. Inequity in gifted and talented programs is generally caused by the lack of understanding in relation to various ethnic, religious, and cultural backgrounds. The research findings in this study further support the idea that better methods for identification of students from low socioeconomic and diverse ethnic backgrounds should be explored.
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Date Issued
2012
Identifier
WFE0000335, uwf:60974
Format
Document (PDF)
PROACTIVE AND REACTIVE ACCOMMODATION USE: VARIABLES AFFECTING IMPLEMENTATION FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS
Title
PROACTIVE AND REACTIVE ACCOMMODATION USE: VARIABLES AFFECTING IMPLEMENTATION FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS.
Author
Hershfeldt, Patricia Ann, Evans, William H., Haraway, Dana L., Largue, Robin, Neel, Richard S., Stout, David L., University of West Florida
Abstract/Description
Research has shown students with Emotional and Behavior Disorders (EBD) require the support of accommodations to further their success academically, socially and in transition to adulthood. Data indicate the achievement gap is still significant with students with EBD represented in the bottom percentiles. Therefore, the purpose of this study was to examine what variables have the potential to impact accommodation use on behalf of students with EBD. The predictor variables considered were (a)...
Show moreResearch has shown students with Emotional and Behavior Disorders (EBD) require the support of accommodations to further their success academically, socially and in transition to adulthood. Data indicate the achievement gap is still significant with students with EBD represented in the bottom percentiles. Therefore, the purpose of this study was to examine what variables have the potential to impact accommodation use on behalf of students with EBD. The predictor variables considered were (a) teacher training in behavior management, (b) teacher efficacy, and (c) externalized and internalized student behaviors. The criterion variables were (a) proactive accommodation use and (b) reactive accommodation use.
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Date Issued
2007
Identifier
WFE0000016, uwf:60730
Format
Document (PDF)
RESPONSE TO INTERVENTION: THE EFFICACY OF REDUCING THE NUMBER OF OKALOOSA DISTRICT SCHOOLS’ STUDENTS IN GRADES K-3 REFERRED FOR SPECIAL EDUCATION SERVICES
Title
RESPONSE TO INTERVENTION: THE EFFICACY OF REDUCING THE NUMBER OF OKALOOSA DISTRICT SCHOOLS’ STUDENTS IN GRADES K-3 REFERRED FOR SPECIAL EDUCATION SERVICES.
Author
Meza, Raul Rudolph, Evans, William H., Tissington, Laura D., Stout, David L., University of West Florida
Abstract/Description
State directors and members of the special education community have expressed increasing concern about the rapid rise in the number of students identified as learning disabled. This issue has arisen because all too often, an increasing number of children have been identified as learning disabled and referred for special education services as a result of the discrepancy model used as a means of identifying children with learning difficulties (National Association of State Directors of Special...
Show moreState directors and members of the special education community have expressed increasing concern about the rapid rise in the number of students identified as learning disabled. This issue has arisen because all too often, an increasing number of children have been identified as learning disabled and referred for special education services as a result of the discrepancy model used as a means of identifying children with learning difficulties (National Association of State Directors of Special Education, 2007). At the 2001 Learning Disabilities Summit, sponsored by the U.S. Department of Education, the Response to Intervention (RtI) approach was endorsed as a way to identify students in need of additional interventions and supports and to reduce the number of students referred to special education services. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA, 2004) intersects with the No Child Left Behind Act of 2001 (NCLB), and these two pieces of legislation set the stage for the RtI approach to special education eligibility and school improvement (Cummings, Atkins, Allison, & Cole, 2008). This dissertation demonstrates how the Okaloosa County School District (OCSD) schools that have implemented an RtI reading comprehension methodology called the Florida Assessment for Instruction in Reading (FAIR) affect reductions in student referrals to special education services throughout the school district. This RtI approach is being explored for its usefulness as a systematic way to ensure that students experiencing educational difficulties receive timely, effective support and that students with learning disabilities (LD) are identified earlier (Gresham, 2002; Learning Disabilities Roundtable, 2002, 2005; National Research Council, 2002; President's Commission on Excellence in Special Education, 2002).
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Date Issued
2010
Identifier
WFE0000239, uwf:60924
Format
Document (PDF)
RETENTION ISSUES: A STUDY OF ALABAMA SPECIAL EDUCATION TEACHERS
Title
RETENTION ISSUES: A STUDY OF ALABAMA SPECIAL EDUCATION TEACHERS.
Author
Plash, Shawn Hodges, Stout, David L., Evans, William H., Wentz, Charles H., White, Jill T., University of West Florida
Abstract/Description
The purpose of this study was to investigate issues that relate to the attrition, migration, and retention of special education teachers in Alabama. The research design compared 2 groups of special education teachers: (a) those who teach special education in the county and are considered highly qualified, and (b) those who teach special education in the county and are considered undercertified. The results indicated that teachers considering leaving special education positions for a variety...
Show moreThe purpose of this study was to investigate issues that relate to the attrition, migration, and retention of special education teachers in Alabama. The research design compared 2 groups of special education teachers: (a) those who teach special education in the county and are considered highly qualified, and (b) those who teach special education in the county and are considered undercertified. The results indicated that teachers considering leaving special education positions for a variety of reasons such as relocation due to a result of a spouse’s job, occupational search for better working conditions, and personal caring for children and other family members. However, issues such as paperwork, requirements for not being highly qualified, threat of lawsuits and litigations, and caseload and class size are factors involved in the relocation of special education teachers.
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Date Issued
2005
Identifier
WFE0000061, uwf:60711
Format
Document (PDF)
THE ANALYSIS OF A TEEN PARENT PROGRAM EFFECTIVENESS ON THE ACADEMIC AND ATTENDANCE CONCERNS OF TEEN MOTHERS
Title
THE ANALYSIS OF A TEEN PARENT PROGRAM EFFECTIVENESS ON THE ACADEMIC AND ATTENDANCE CONCERNS OF TEEN MOTHERS.
Author
Samala, Michael David, Friedrich, Douglas D., Thompson, Carla J., Evans, William H., University of West Florida
Abstract/Description
Under the practice and constructs of social cognitive theory, this study investigated the relationship of achievement of high school success with teen mothers who participated in the Escambia County Teen Parent program. High school success was defined by grade point average (GPA), Florida Comprehensive Assessment Test (FCAT) reading assessment scores, and daily high school attendance. The study included 60 female students ages 15 to 19 enrolled in a northwest Florida public high school. The...
Show moreUnder the practice and constructs of social cognitive theory, this study investigated the relationship of achievement of high school success with teen mothers who participated in the Escambia County Teen Parent program. High school success was defined by grade point average (GPA), Florida Comprehensive Assessment Test (FCAT) reading assessment scores, and daily high school attendance. The study included 60 female students ages 15 to 19 enrolled in a northwest Florida public high school. The research sample of participants was selected from three public high schools within Escambia County. For GPA, FCAT reading assessment scores, and attendance, teen mothers who participated in the Escambia County Teen Parent program performed significantly higher than pregnant teens who did not participate in the program. For comparative purposes, non-pregnant teens were also included in the analysis. There were no significant differences found with the GPA, FCAT reading assessment scores, and attendance variables between teen mothers and non-pregnant teens. The results gained from the research can help in the development and implementation of a social cognitive-driven teen parent program that strives for the improvement of overall high school success and individual self-efficacy of high school teen mothers.
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Date Issued
2014
Identifier
WFE0000468, uwf:61091
Format
Document (PDF)
THE RELATIONSHIPS OF STEREOTYPED BEHAVIORS, MATERNAL STRESS, AND FAMILY QUALITY OF LIFE IN FAMILIES AFFECTED BY AUTISM SPECTRUM DISORDER
Title
THE RELATIONSHIPS OF STEREOTYPED BEHAVIORS, MATERNAL STRESS, AND FAMILY QUALITY OF LIFE IN FAMILIES AFFECTED BY AUTISM SPECTRUM DISORDER.
Author
Botts, Betsy Heard, Evans, William H., Barry, Leasha M., Bridges, F. Stephen, Sweeney, Dwight P., White, Jill T., University of West Florida
Abstract/Description
The theories of Bronfenbrenner and Minuchin, utilized through an application of the ecological-contextual model, tested the relationships, predictive ability, and mediational effects among a child variable (stereotyped behaviors), a parental variable (maternal stress), and a family variable (family quality of life). The Gilliam Autism Rating Scale-Second Edition, Parenting Stress Index, and Family Environment Scale measured the variables in the sample of 143 mothers of children with Autism...
Show moreThe theories of Bronfenbrenner and Minuchin, utilized through an application of the ecological-contextual model, tested the relationships, predictive ability, and mediational effects among a child variable (stereotyped behaviors), a parental variable (maternal stress), and a family variable (family quality of life). The Gilliam Autism Rating Scale-Second Edition, Parenting Stress Index, and Family Environment Scale measured the variables in the sample of 143 mothers of children with Autism Spectrum Disorder. The variables were correlated. Maternal stress emerged as a significant predictor and a mediator of family quality of life and stereotyped behavior. The interconnectivity of the variables suggested further research is necessary to ascertain the most effective family supports.
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Date Issued
2006
Identifier
WFE0000018, uwf:60736
Format
Document (PDF)
TRADITIONAL AND ALTERNATIVE TEACHER TRAINING PROGRAMS: A COMPARISON OF PERCEPTIONS OF TRAINING AND RETENTION OF FIRST-YEAR TEACHERS
Title
TRADITIONAL AND ALTERNATIVE TEACHER TRAINING PROGRAMS: A COMPARISON OF PERCEPTIONS OF TRAINING AND RETENTION OF FIRST-YEAR TEACHERS.
Author
Suell, Jo Lynn, Stout, David L., Evans, William H., Tissington, Laura D., White, Jill T., University of West Florida
Abstract/Description
This study was conducted to compare a new university alternative certification program for teachers to traditional teacher education programs and determine areas of strength and weakness. First-year teachers from the alternative program and traditional programs were asked to complete surveys in order to answer 4 questions concerning their teacher training programs. Their commitment to teaching, preparation in the 12 areas of Florida Educator Accomplished Practices, and self-efficacy were...
Show moreThis study was conducted to compare a new university alternative certification program for teachers to traditional teacher education programs and determine areas of strength and weakness. First-year teachers from the alternative program and traditional programs were asked to complete surveys in order to answer 4 questions concerning their teacher training programs. Their commitment to teaching, preparation in the 12 areas of Florida Educator Accomplished Practices, and self-efficacy were compared. Statistical significance was determined using t tests and Pearson’s chi-square. Interviews were conducted with a sample of the participants to provide triangulation of the results. Both groups of alternative and traditional teachers believed they were equally prepared in all 12 areas of Florida Educator Accomplished Practices. When the data from both groups were combined, teachers in both programs believed that technology was an area of weakness. The alternative group had greater self-efficacy in the area of classroom management on the Ohio State Teacher Self-Efficacy Scale.
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Date Issued
2005
Identifier
WFE0000051, uwf:60684
Format
Document (PDF)
TRANSITION FROM PREKINDERGARTEN TO KINDERGARTEN: A COMPARISON OF PREKINDERGARTEN AND KINDERGARTEN TEACHERS’ EXPECTATIONS OF EARLY LITERACY SKILLS
Title
TRANSITION FROM PREKINDERGARTEN TO KINDERGARTEN: A COMPARISON OF PREKINDERGARTEN AND KINDERGARTEN TEACHERS’ EXPECTATIONS OF EARLY LITERACY SKILLS.
Author
Meaux, Deborah Lynn, Jones, K. Craig, Evans, William H., Hugli, Wil G., Whinnery, Keith W., University of West Florida
Abstract/Description
The goal of this study was to ascertain the perceptions held by prekindergarten and general education kindergarten teachers in a northwest Florida school district toward early literacy skills perceived as critical for successful participation in a general education kindergarten setting for children with mild disabilities. The researcherdeveloped survey, Kindergarten Early Literacy Skills Survey, was administered to 21 prekindergarten and 28 kindergarten teachers. Results indicated a...
Show moreThe goal of this study was to ascertain the perceptions held by prekindergarten and general education kindergarten teachers in a northwest Florida school district toward early literacy skills perceived as critical for successful participation in a general education kindergarten setting for children with mild disabilities. The researcherdeveloped survey, Kindergarten Early Literacy Skills Survey, was administered to 21 prekindergarten and 28 kindergarten teachers. Results indicated a statistically significant difference between prekindergarten and kindergarten teachers’ perceptions. However, when forced to rank the top 5 critical skills needed for success, both groups of teachers chose the same 5 skills, but in a different order. Results of this dissertation demonstrate the need for teachers to discuss their values related to the transition process, as well as alignment of the prekindergarten and kindergarten curriculums.
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Date Issued
2006
Identifier
WFE0000028, uwf:60748
Format
Document (PDF)