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Title: THREE FEMINIST PERSPECTIVES ON VISUAL MEDIA: INFLUENCES OF THE SECOND WAVE FEMINIST MOVEMENT ON WOMEN'S ART EDUCATION AND THEIR LIVES AS ARTISTS.
Author: Waters, Deoritha Ann, Jans-Thomas, Susan, Nichols, Joyce C., Thompson, Carla J., University of West Florida
Abstract/Description: During the 1960s and 1970s, feminists catapulted the idea of women into the media and public consciousness. The message of second wave feminism spread widely and inspired women across the United States in academia as women's liberation groups fought for equal rights resulting in a society driven by a constant state of flux. Narrative inquiry, a distinctive way of thinking and understanding that emphasizes the human enterprise and traces the roots of narrative from life stories, was used in...
Show moreDuring the 1960s and 1970s, feminists catapulted the idea of women into the media and public consciousness. The message of second wave feminism spread widely and inspired women across the United States in academia as women's liberation groups fought for equal rights resulting in a society driven by a constant state of flux. Narrative inquiry, a distinctive way of thinking and understanding that emphasizes the human enterprise and traces the roots of narrative from life stories, was used in this research to address how visual media has influenced women's issues. Female artists who were university educated from 1966 to 1979 conveyed their stories utilizing respective works of art, shared perspectives in interview, and examined media's impact on contemporary issues in alignment with Deweyan pragmatics and the belief experience and thought results from ongoing and continuous interaction with all aspects of the environment. Using information extrapolated from a contextual questionnaire and a triangulation of data inclusive of one-to-one interviews, works of visual art, and respective journals, participants conveyed both personal and social information. Findings support study participants were attuned to the power of visual media and responded to second wave feminism through photography and various media in reflecting a dialogue between the female artist and her culture in the use of images, figures, and memories that spoke to the contemporary culture. This investigation further revealed study participants entered U's. colleges and universities of their choice, exercised their freedoms in seeking individualism, created an intimate connection between the self and creativity, and further defined personal identity through transformation in a plurality of imagery.
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Date Issued: 2014
Identifier: WFE0000455, uwf:61108
Format: Document (PDF)

Title: THE RELATIONSHIP BETWEEN SELF-EFFICACY, ATTRIBUTION AND TASK VALUE, AND PERFORMANCE IN A MANDATORY MILITARY SELF-PACED DISTANCE LEARNING ENVIRONMENT.
Author: Charlton, Charles Alvin, Hastings, Nancy B., Thompson, Carla J., Ellis, Holly H., University of West Florida
Abstract/Description: The annual training and education budget for the Department of Defense (DoD) is approximately $17 billion. The DoD offers over 30,000 courses to almost three million military members (United States General Accounting Office, 2003). The Advanced Distributed Learning (ADL) initiative was created to direct federal agencies to create standardized training software and retrieval strategies for online and stand-alone delivery. This initiative dramatically increased the use of self-paced distance...
Show moreThe annual training and education budget for the Department of Defense (DoD) is approximately $17 billion. The DoD offers over 30,000 courses to almost three million military members (United States General Accounting Office, 2003). The Advanced Distributed Learning (ADL) initiative was created to direct federal agencies to create standardized training software and retrieval strategies for online and stand-alone delivery. This initiative dramatically increased the use of self-paced distance learning within the DoD. Self-regulated learning is the self-generated thoughts, feelings, and actions adopted by the learner to engage in enactive learning (Zimmerman, 2000a). This theoretical construct applies to military distance learners and how they apply these concepts to their self-paced distance learning in a mandatory training environment. This study utilized a nonexperimental correlational research design. The purpose of this study is to extend the current research on military members' use of self-regulated learning strategies in mandatory self-paced distance learning where little or no interaction with the instructor or other students is expected. A convenience sample (N=191) was obtained from students selected to attend a Formal Training Unit located at a military base in the Southeastern portion of the United States. Self-regulated learning provided the predominant conceptual framework for this study. The overarching research question was: What is the relationship between task value, self-efficacy, and control of learning beliefs (independent variables) compared to performance (dependent variable) in a mandatory self-paced distance learning training environment? Two instruments were utilized in this study: the Online Learning Value and Self-Efficacy Scale (OLVSES), and the control of learning beliefs subscale of the Motivated Strategies for Learning Questionnaire (MSLQ). The Spearman rank correlation coefficient (Spearman rho) procedure was used for statistical analysis. The study found no significant relationship between the three independent variables (task value, self-efficacy, and control of learning beliefs) and the independent variable (test scores). Based on the findings, these three factors of self-regulation do not influence performance in a mandatory self-paced distance learning environment. Recommendations for further research suggest other factors of self-regulation be explored to determine a theoretical construct for this learning environment.
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Date Issued: 2016
Identifier: WFE0000540, uwf:61243
Format: Document (PDF)

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)

Title: TECHNOLOGY ACCEPTANCE IN A MANDATORY TECHNOLOGY-BASED LEARNING ENVIRONMENT.
Author: Hurst, Kyle Ray, Thompson, Carla J., Havard, Byron, University of West Florida
Abstract/Description: Understanding the influences of technology acceptance factors on students participating in mandatory, technology-based learning is an essential element of the instructional design and implementation of technology-based learning programs. The purpose of this ex post facto correlation study was to examine factors influencing technology acceptance in a mandatory, technology-based learning program. The Unified Theory of Acceptance and Usage of Technology (UTAUT) established the theoretical...
Show moreUnderstanding the influences of technology acceptance factors on students participating in mandatory, technology-based learning is an essential element of the instructional design and implementation of technology-based learning programs. The purpose of this ex post facto correlation study was to examine factors influencing technology acceptance in a mandatory, technology-based learning program. The Unified Theory of Acceptance and Usage of Technology (UTAUT) established the theoretical framework of this study. A UTAUT instrument was administered to a convenience sample of 105 participants in a mandatory, technology based learning program to determine the technology acceptance of participants. A content-driven, summative performance-based instrument was administered to assess the performance behavior of participants. The primary statistical tools used in the study were the Pearson correlation, Spearman Rho and multiple regression analysis procedures. Two primary factors influencing performance behavior of participants in the study were (a) attitude towards usage of technology and (b) age of the participant. Gender, experience, and voluntariness were not significant contributors to performance behaviors; this finding is consistent with recent technology acceptance research in a mandatory, technology-based environment.
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Date Issued: 2010
Identifier: WFE0000204, uwf:60956
Format: Document (PDF)

Title: TEACHERS' REPORTED BELIEFS WITH REGARD TO RESPONSE TO INTERVENTION IN A SOUTHEASTERN UNITED STATES SCHOOL DISTRICT: AN APPLICATION OF THE THEORY OF PLANNED BEHAVIOR.
Author: King, Brandi Jones, Thompson, Carla J., Stout, David L., Aplin, Charles O., Davis, Sandra B., University of West Florida
Abstract/Description: This descriptive survey study explored beliefs reported by teachers toward Response to Intervention strategies by utilizing the theory of planned behavior as the theoretical framework. The constructs within the theory of planned behavior that were used for this study included behavioral beliefs, normative beliefs, control beliefs, attitude toward the behavior, subjective norm, perceived behavioral control, and intention. Semantic differential items were used for the teacher attitude survey to...
Show moreThis descriptive survey study explored beliefs reported by teachers toward Response to Intervention strategies by utilizing the theory of planned behavior as the theoretical framework. The constructs within the theory of planned behavior that were used for this study included behavioral beliefs, normative beliefs, control beliefs, attitude toward the behavior, subjective norm, perceived behavioral control, and intention. Semantic differential items were used for the teacher attitude survey to measure each construct of the theory of planned behavior relative to Response to Intervention strategies differentiation; systematic assessment; progress monitoring; and the implementation of scientific, research-based instructional strategies and interventions. Seven research questions were generated from the theoretical framework for descriptive analysis. Eighty-seven primary grade-level teachers in a southeastern United States school district were administered the teacher attitude survey and responses were analyzed using descriptive statistics, frequency distributions, correlation, and analysis of variance statistical procedures. Descriptive study findings suggest that reported teachers' beliefs relative to the 7 constructs of the theory range from neutral to positive indicating generally positive and accepting attitudes and beliefs toward Response to Intervention strategies. In addition, results of the correlation analyses provided evidence of strong alignment of the theoretical constructs within the reported beliefs of teachers in the study. Analysis of variance findings indicated that the demographics-age, years of experience, and level of educational preparationwere not substantially affecting study participants' responses. Implications of the study for future research efforts include evaluating the components that teachers perceive as limiting the use of Response to Intervention strategies, observing teachers' classroom behaviors in order to explain the phenomenon within Response to Intervention, developing professional development that explicitly provides resources to support teachers using Response to Intervention strategies, and solidifying the theory of planned behavior with Response to Intervention with measurement of each component of Response to Intervention separately and at different intervals of time.
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Date Issued: 2010
Identifier: WFE0000227, uwf:60945
Format: Document (PDF)

Title: TEACHER CARE AS PERCEIVED BY STUDENTS: A PHENOMENOLOGICAL STUDY.
Author: Todd, Reginald LeRoy, Nichols, Joyce C., Thompson, Carla J., Wentz, Patricia J., University of West Florida
Abstract/Description: This phenomenologically oriented, qualitative study explored how the perceptions and lived experiences of select high school students relate to their understanding of teacher care. Three research questions guided the study: (a) How do selected high school seniors define or discuss their lived experiences in terms of teacher care? (b) How do selected high school seniors describe their lived experiences of being "cared for" by instructors? and (c) What are the beliefs and values of students in...
Show moreThis phenomenologically oriented, qualitative study explored how the perceptions and lived experiences of select high school students relate to their understanding of teacher care. Three research questions guided the study: (a) How do selected high school seniors define or discuss their lived experiences in terms of teacher care? (b) How do selected high school seniors describe their lived experiences of being "cared for" by instructors? and (c) What are the beliefs and values of students in regard to their perceptions of teacher care on their personal and academic development? The data were collected from 11 high school seniors and two senior guidance counselors from a Northwest Florida high school. Data collection occurred through indepth, open-ended interviews. The findings of this study showed students believed their teachers cared when their teachers exhibited the following characteristics: (a) enthusiasm for the subject/teaching, (b) high expectations for all students, (c) willingness to help students, (d) flexibility and adaptability, (e) establishment of personal relationships with students, and (f) respect for students. The participants expressed that teacher care positively influenced students' academic and personal successes. This research study identified and discussed limitations of the design and offered recommendations for further research on the topic.
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Date Issued: 2016
Identifier: WFE0000529, uwf:61219
Format: Document (PDF)

Title: STUDENTS' UNDERSTANDINGS OF THE MEANINGS OF RACE.
Author: Horner, Amy Compton, Chung, Hui-Min M., Nichols, Joyce C., Thompson, Carla J., University of West Florida
Abstract/Description: The purpose of this study was to assess college students' understandings of three contextual meanings of race. Biological race is race as a taxonomic category in which organisms are classified based on biological criteria. Human biological race is the biological race concept to the classification of humans. Race is culture is race as a social construction of human races without connotation to biological attributes. It is not the intent of this researcher to argue one contextual meaning of...
Show moreThe purpose of this study was to assess college students' understandings of three contextual meanings of race. Biological race is race as a taxonomic category in which organisms are classified based on biological criteria. Human biological race is the biological race concept to the classification of humans. Race is culture is race as a social construction of human races without connotation to biological attributes. It is not the intent of this researcher to argue one contextual meaning of race against another but rather to describe students' understandings of race and race concepts. This was a descriptive study in which data from a multiple choice and true-or-false questionnaire assessment instrument was collected from participants taking college-level non-majors biology courses. From the pilot study, internal consistency reliability was estimated with a Cronbach's alpha reliability rating of 0.792 (N = 27). Ten constructs, which emerged from factor analysis, were used to interpret and draw conclusions from the study data. The vast majority of study participants (N = 141) understand that there are multiple meanings of race and see race as a valid category and unit of classification. Most participants define race in biological terms or as a combination of both biologically and sociologically defined factors and do not fully comprehend the biological race concept. Student understandings of subspecies and the relationships between natural selection, human variation, and human genetics are muddled. Even though most participants understand the race is culture concept, most participants do not situate their understandings of race as purely socially constructed. In response to specific questions, students demonstrate understandings of all three race concepts. When the data is interpreted as a whole, student understandings of the three separate race concepts are often confounding or are in conflict. There are multiple pedagogical problems concerning human variation and race in the college biology classroom. The results of this study show that student understandings of race reflect the discontinuities and conflicts concerning the concept of race within the scientific communities. The results of this study indicate the need for an increase in the discourse on race and human variation in the biology classroom.
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Date Issued: 2012
Identifier: WFE0000310, uwf:60996
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: 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.
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Date Issued: 2012
Identifier: WFE0000345, uwf:60991
Format: Document (PDF)

Title: REVEREND RALPH DAVID ABERNATHY BEFORE THE 1955 MONTGOMERY BUS BOYCOTT: CONVERSATIONS WITH JUANITA ABERNATHY AND PASTOR ROBERT GRAETZ.
Author: Payne, Sheldon LaNorris, Sr., Jans-Thomas, Susie, Thompson, Carla J., Nichols, Joyce C., University of West Florida
Abstract/Description: In the 1950s, Jim Crow laws governed Montgomery, Alabama. Jim Crow laws were defined as complete separation of races in all aspects of life. Legislation in the South adopted Jim Crow in the 1880s and 1890s to completely separate the races in restaurants, hotels, parks, libraries, theaters, railroads, beauty parlors, and barbershops (Irons, 2002, p.12). Black Americans were denied voting rights, quality education, political seats, and supervisory jobs under Jim Crow and segregation. As a...
Show moreIn the 1950s, Jim Crow laws governed Montgomery, Alabama. Jim Crow laws were defined as complete separation of races in all aspects of life. Legislation in the South adopted Jim Crow in the 1880s and 1890s to completely separate the races in restaurants, hotels, parks, libraries, theaters, railroads, beauty parlors, and barbershops (Irons, 2002, p.12). Black Americans were denied voting rights, quality education, political seats, and supervisory jobs under Jim Crow and segregation. As a result, Black Americans depended on the church to cultivate leaders and to provide social enlightenment and educational training. The black church became a central institution for its inhabitants. Parishioners engaged each other in social causes, fighting against the injustices caused by Jim Crow. The central figure in the church was the pastor. The black preacher was the voice of the people (Morris, 1984, p. 7). During Jim Crow, Black Americans where employed by White Americans. Therefore, as employees, Black Americans feared losing jobs because of speaking out against Jim Crow. White Americans, in return, bullied Black Americans, perceiving their "White Power." The black pastor could speak out against Jim Crow and not fear losing a job or home. The church paid the pastor a salary and provided a parsonage for residing. As a result, the pastor voiced the concerns of the people and contested Jim Crow and segregation. In Montgomery, Alabama, during the 1950s, black pastors spoke out against Jim Crow and segregation. This qualitative historical narrative research focused on Reverend Ralph David Abernathy and his influence on Montgomery, Alabama, prior to December 5, 1955. This researcher conducted interviews with Mrs. Juanita Abernathy, Reverend Abernathy's widow, and Pastor Robert Graetz. Pastor Graetz was a white pastor of a predominately black Lutheran church in Montgomery in the mid-1950s. Pastor Graetz was also very instrumental in the success of the Montgomery Bus Boycott of 1955-56. Therefore, this research exposes Reverend Abernathy's influence on Montgomery through the historical narratives of Mrs. Juanita Abernathy and Pastor Robert Graetz.
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Date Issued: 2015
Identifier: WFE0000508, uwf:61262
Format: Document (PDF)

Title: RESUME REVIEWS AND PERCEIVED QUALIFICATIONS OF JOB CANDIDATES: REGISTERED NURSES, RACE, AND INSTRUCTIONAL TECHNOLOGY INTERVENTIONS.
Author: Kaloydis, Michael Evangelos, Jans-Thomas, Susan, Thompson, Carla J., Havard, Byron C., University of West Florida
Abstract/Description: Half a century after the enactment of Title VII of the Civil Rights Act of 1964, disparities in employment and hiring practices still exist (Bertrand & Mullainathan, 2003; Bradstreet & Kleiner, 2003; Ritenhouse, 2013). Evidence of such disparities in employment within the field of nursing is supported by the fact that 73% of nursing students are Caucasian and 13% are African American, while the entire nursing workforce is comprised of 83.2% Caucasians and 5.4% African Americans (National...
Show moreHalf a century after the enactment of Title VII of the Civil Rights Act of 1964, disparities in employment and hiring practices still exist (Bertrand & Mullainathan, 2003; Bradstreet & Kleiner, 2003; Ritenhouse, 2013). Evidence of such disparities in employment within the field of nursing is supported by the fact that 73% of nursing students are Caucasian and 13% are African American, while the entire nursing workforce is comprised of 83.2% Caucasians and 5.4% African Americans (National League for Nursing (NLN), 2013). This 9.6% under-representation of African American RNs in the workforce along with the potential for disparities in nursing employment to propagate, as a result of phenomena attributed to the underlying theory of relational demography (Bertrand & Mullainathan, 2003; Buckley, Jackson, Bolino, Veres, & Feild, 2007; Stoll, Raphael, & Holzer, 2004), both serve as the impetus for the current study. Employment studies have found inadvertent discrimination against minority group members as a function of minority sounding names as appearing on résumés (Bertrand & Mullainathan, 2003). Prior to the current study, this phenomenon remained unclear, underlying theories associated with such phenomena were not explained, and methodologies to reduce the occurrence of such phenomena were not published. Given the dearth of literature addressing employment disparities in the field of nursing, underlying theories to explain employment disparities in the field of nursing, and potential methodologies to reduce the occurrence of employment disparities in the field of nursing, the current study sought to begin to fill the void of knowledge. To address the issues of employment disparities among Registered Nurses (RNs) in the United States (US), the current study utilized volunteer student participants enrolled in a RN to Bachelor of Science in Nursing (BSN) program to explore the implication of stereotypically Caucasian and African American female names on mock employment decisions and the use of web-based Frame of Reference (FOR) training to mitigate any occurrence of name-based employment disparities. Two research questions were posed and the theoretical and practical implications of the findings of the current study are discussed.
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Date Issued: 2016
Identifier: WFE0000542, uwf:61230
Format: Document (PDF)

Title: RACIAL IDENTITY DEVELOPMENT, RELATIONSHIP QUALITY, AND PSYCHOLOGICAL WELL-BEING AMONG WHITE FEMALES IN WHITE FEMALE-BLACK MALE INTERRACIAL RELATIONSHIPS.
Author: Robinson, Brigette Belanger, Walch, Susan E., Thompson, Carla J., Nichols, Joyce C., University of West Florida
Abstract/Description: White women in Black-White intimate romantic relationships (IIRs) comprise a small portion of the population in the U.S. This mixed method study aimed to assess relationships among ethnic identity, social support and opposition, psychological wellbeing, and relationship satisfaction among a sample of White women. This study included 40 White women in Black-White interracial relationships as well as 42 White women in monoracial relationships who completed quantitative, standardized, self...
Show moreWhite women in Black-White intimate romantic relationships (IIRs) comprise a small portion of the population in the U.S. This mixed method study aimed to assess relationships among ethnic identity, social support and opposition, psychological wellbeing, and relationship satisfaction among a sample of White women. This study included 40 White women in Black-White interracial relationships as well as 42 White women in monoracial relationships who completed quantitative, standardized, self-report measures. In addition, five White women in Black-White relationships were interviewed for qualitative data. White women in Black-White relationships reported ethnic identity, psychological well-being, and relationship satisfaction comparable to White women in monoracial relationships. However, White women in Black-White relationships experienced more social disapproval of their romantic relationship and reported high levels of race-related stress. Cultural racism and other group orientation were negatively correlated in the findings of this study. White women in IIRs may develop coping mechanisms for dealing with race-related stress, although some of the mechanisms employed may potentially inhibit racial identity development.
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Date Issued: 2011
Identifier: WFE0000246, uwf:60921
Format: Document (PDF)

Title: QUEER PRAXIS: A STUDY OF BORDERLAND SEXUALITIES.
Author: Ryersbach, Marga Kathryn, Prewitt, Terry J., Thompson, Carla J., Philen, Robert C., University of West Florida
Abstract/Description: This is a qualitative piece of research using content analysis from a phenomenological perspective. I work with two published books, an anthology, and a series of interviews; an interview that I conducted; observations gleaned from working in the field; and newsgroup letters from a local newspaper. My intent is to look at how selfhood is constructed through making meaning within one's experiences. Thus, queer praxis is how we understand ourselves through our experiences in our life worlds.
Date Issued: 2012
Identifier: WFE0000325, uwf:61008
Format: Document (PDF)

Title: PREDICTING DIVER PERFORMANCE AT THE NAVAL DIVING AND SALVAGE TRAINING CENTER.
Author: Aaberg, Wayne Thomas, Kramer, Thomas J., Thompson, Carla J., White, Jill T., University of West Florida
Abstract/Description: This research study utilizes a one group correlational research methodology based on a conceptual framework grounded in the Human Performance Model. The purpose of the study is to examine specific personality and demographic characteristics that may be potential predictors of diving performance within a military environment. The research question for the study is "To what degree are specific personality and demographic characteristics potential predictors of diving performance?"...
Show moreThis research study utilizes a one group correlational research methodology based on a conceptual framework grounded in the Human Performance Model. The purpose of the study is to examine specific personality and demographic characteristics that may be potential predictors of diving performance within a military environment. The research question for the study is "To what degree are specific personality and demographic characteristics potential predictors of diving performance?" Identification of specific traits as a standard selection process for predicting the success of diver candidates is a potential Human Performance Model consideration for military policy. The instrument used in the study was the Millon Index of Personality Styles Revised assessment tool and was administered to Navy Explosive Ordnance Disposal and Marine Combat Divers. The data were analyzed using multiple regression and multivariate analysis within the quantitative research design. The researcher discovered that 10 Millon Index of Personality Styles Revised scales were statistically significant in relationship to performance. Findings of the study lend strong support for this type of assessment tool for candidate selection to support the military diver training.
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Date Issued: 2010
Identifier: WFE0000197, uwf:60857
Format: Document (PDF)

Title: PERCEPTIONS OF COGNITIVE COACHING OF ALTERNATIVELY CERTIFIED READING TEACHERS SITUATED IN TWO HIGH POVERTY URBAN SCHOOLS: A CASE STUDY.
Author: Rich, Philicia Corine, Tanksley, Carol B., Thompson, Carla J., Boling, Charlotte J., University of West Florida
Abstract/Description: This case study proposed to answer specific research questions surrounding the experiences and perceptions of two novice alternatively certified reading teachers positioned at two chronically underperforming and high poverty schools. The first question examined the influence of Cognitive Coaching on the first participant's ability to self-monitor and self-modify her teaching behaviors. The findings revealed the Cognitive Coaching model had an important influence on the participant's ability...
Show moreThis case study proposed to answer specific research questions surrounding the experiences and perceptions of two novice alternatively certified reading teachers positioned at two chronically underperforming and high poverty schools. The first question examined the influence of Cognitive Coaching on the first participant's ability to self-monitor and self-modify her teaching behaviors. The findings revealed the Cognitive Coaching model had an important influence on the participant's ability to self-monitor and self-modify her teaching behaviors as evidenced in the participant's four states of mind: efficacy, flexibility, craftsmanship, and consciousness. The second question identified the expressed support needs of the alternatively certified teacher not receiving Cognitive Coaching support. The findings revealed that the expressed support or training needs of the non-Cognitive Coaching participant directly correlated with Knowles core adult learning principles (learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn). The third question explained how the expressed support needs (met or unmet) of the non-Cognitive Coaching influence her decision to remain or to exit the profession. The finding revealed that the participant's ultimate decision to leave the profession was specifically influenced by four of the six core adult learning principles (learner's need to know, self-concept of the learner, prior experience of the learner, and motivation of the learner). Findings from this study provide evidence to support the use of Cognitive Coaching as a viable form of staff development for alternative certified secondary reading teachers situated in chronically underperforming and high poverty schools. Implications for future practice in local settings and suggested future studies are presented.
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Date Issued: 2013
Identifier: WFE0000422, uwf:61147
Format: Document (PDF)

Title: PERCEIVED SUSCEPTIBILITY OF INJURIES AMONG HIGH SCHOOL ATHLETES PARTICIPATING IN FOOTBALL.
Author: Dake, Christopher Clay, Todorovich, John R., Thompson, Carla J., Vinci, Debra M., University of West Florida
Abstract/Description: The purpose of this study was to use the health belief model (Rosenstock, 1974) as a framework for examining perceptions of injury susceptibility among high school athletes who participate in football. A second purpose was to determine if high school football players' perceived susceptibility to sport-related injuries were influenced by position played, age, goal orientation, and having a history of injuries. The achievement goal theory was used to determine the goal orientation of the...
Show moreThe purpose of this study was to use the health belief model (Rosenstock, 1974) as a framework for examining perceptions of injury susceptibility among high school athletes who participate in football. A second purpose was to determine if high school football players' perceived susceptibility to sport-related injuries were influenced by position played, age, goal orientation, and having a history of injuries. The achievement goal theory was used to determine the goal orientation of the athletes. The research design for this study was quantitative and nonexperimental using a cross-sectional approach to answer the research questions. Questionnaires were distributed to 1,100 football players in a two county area in Northwest Florida, and 288 questionnaires were returned for analysis. The questionnaires were distributed and collected over a one month period during the 2016 spring semester. Participants' ages ranged from 14-17. All football positions were represented and were categorized into three groups. The groups were offensive/defensive line (N = 86, 29.7%), offense not line (N = 83, 28.6%), and defense not line (N = 95, 32.8%). Athletes' overall perceived susceptibility to sport-related injuries was neutral with an average 2.73 on a five point Likert-like scale. Data analysis revealed perceived susceptibility to sport-related injury differed most between the offensive/defensive lineman and offensive not line group. Additionally, athletes who had a history of injuries also influenced perceived susceptibility to sport-related injury. The other variables did not significantly affect high school football players' perceived susceptibility to sport-related injury.
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Date Issued: 2018
Identifier: WFE0000602, uwf:61303
Format: Document (PDF)

Title: NOVICE TEACHER MENTOR MODEL IMPACT ON TEACHER EFFICACY AND RETENTION.
Author: French, Phyllis Preston, Thompson, Carla J., Kramer, Thomas J., Ferguson, Fernaundra L., Holmes-Bouchillon, Wally S., Nichols, Joyce C., University of West Florida
Abstract/Description: The purpose of this research was to investigate a Novice Teacher Mentor Model impact on teacher efficacy and retention of 50 novice teachers in a southern school district in Alabama. The introduction provided an overview of two identified problems for novice teachers. Two quantitative questions and three qualitative questions were investigated during the research. The research used concurrent mixed-method research design. Quantitative and qualitative data were collected. The Teacher Sense of...
Show moreThe purpose of this research was to investigate a Novice Teacher Mentor Model impact on teacher efficacy and retention of 50 novice teachers in a southern school district in Alabama. The introduction provided an overview of two identified problems for novice teachers. Two quantitative questions and three qualitative questions were investigated during the research. The research used concurrent mixed-method research design. Quantitative and qualitative data were collected. The Teacher Sense of Efficacy Scale (TSES) and a Retention Survey (RS) are used to collect quantitative data. Also, a case study was conducted of five novice teachers. Interviews, observations, open-ended questions were utilized to collect qualitative data.
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Date Issued: 2008
Identifier: WFE0000109, uwf:60845
Format: Document (PDF)

Title: MATHEMATICS STANDARDS-BASED INSTRUCTION: INFLUENCE OF A TUTORING PROGRAM ON TEACHERS' PERCEPTION OF COGNITION, SELF-EFFICACY, AND SELF-REPORTED INSTRUCTIONAL PRACTICES.
Author: Boddy, Dana Sammons, Stout, David L., Thompson, Carla J., Aplin, Charles O., University of West Florida
Abstract/Description: The best method for delivery of mathematics instruction has been a contentious topic of debate among educators, researchers, politicians, and parents for years. Currently, The National Council of Teachers of Mathematics (NCTM), a major influence in mathematics education, recommends using Standards-based Instruction. Standards-based Instruction is very different from traditional methods of instruction and requires a change in the deeply held beliefs that teachers have about how to teach...
Show moreThe best method for delivery of mathematics instruction has been a contentious topic of debate among educators, researchers, politicians, and parents for years. Currently, The National Council of Teachers of Mathematics (NCTM), a major influence in mathematics education, recommends using Standards-based Instruction. Standards-based Instruction is very different from traditional methods of instruction and requires a change in the deeply held beliefs that teachers have about how to teach mathematics and how students learn mathematics (Ernest, 1988). This study's conceptual framework was grounded in constructivism as an implementation base for influencing teachers' perception of self-efficacy. The purpose of this research study was to investigate the influence that a university-sponsored tutoring program had on a teacher's perception of cognition, self-efficacy, and self-reported instructional practices. The method used for the evaluation of this tutoring program's influence included a quantitative analysis of the preassessment and postassessment data. A paired-samples t test was used to determine significant mean differences. The results indicated that a teacher's involvement with a standards-based curriculum influenced the teacher's perception of cognition and self-efficacy required to implement such a curriculum. However, the results also indicated that the tutoring program did not influence the teacher's self-reported instructional practices. Recommendations for furthering the influence on a teacher's perception of self-efficacy and future research are suggested.
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Date Issued: 2011
Identifier: WFE0000261, uwf:60883
Format: Document (PDF)

Title: LEARNING THE CHINESE LANGUAGE USING A PERFORMED CULTURE PEDAGOGICAL APPROACH: A CASE STUDY OF MIDDLE SCHOOL STUDENTS.
Author: Henderson, Jing Chen, Nichols, Joyce C., Jans-Thomas, Susan, Thompson, Carla J., University of West Florida
Abstract/Description: This is a multiple case study analysis of a select group of middle school students learning the Chinese language and Chinese culture through the inquiring, performing, reflecting, and producing (IPRP) model, a performed culture pedagogical approach. With the purpose of deepening the understanding and perspectives of students' Chinese language and cultural learning processes, this researcher examined nine participants' Chinese language and cultural learning experience in a classroom setting...
Show moreThis is a multiple case study analysis of a select group of middle school students learning the Chinese language and Chinese culture through the inquiring, performing, reflecting, and producing (IPRP) model, a performed culture pedagogical approach. With the purpose of deepening the understanding and perspectives of students' Chinese language and cultural learning processes, this researcher examined nine participants' Chinese language and cultural learning experience in a classroom setting for 18 weeks. Within the perspectives of Vygotsky's (1978a, 1978b) sociocultural theory, the researcher used the constant comparison method and the categorical aggregation method to collect and analyze three data sources: field notes of class observations, semistructured participants' interviews, and video-recorded performance sessions. The findings of this study revealed that IPRP, as a new and practical performed culture pedagogical approach, links Vygotsky's (1978a, 1978b) sociocultural theory with the World-Readiness Standards for Learning Languages (American Council on the Teaching of Foreign Languages, 2015). The current study's findings suggest the IPRP model could be used to provide a solution to improve the integration of Chinese language and culture learning at the practical level.
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Date Issued: 2016
Identifier: WFE0000559, uwf:61210
Format: Document (PDF)

Title: A CASE STUDY IN ASSESSMENT FOR LEARNING IN HIGHER EDUCATION AT A NORTHEASTERN UNIVERSITY.
Author: Kuszynski, Lawrence Joseph, Nichols, Joyce C., Thompson, Carla J., Wentz, Charles H., University of West Florida
Abstract/Description: The practice of assessment for learning based on the four principles identified by Stiggins (2007a) as perceived by both instructors and students at a northeastern university was examined in this case study. Five factors were identified representing the four principles. Results indicate that both instructors and students perceived that assessment for learning was being practiced at this northeastern university. There was no significant difference (Sig. > .05) between instructors' perceptions...
Show moreThe practice of assessment for learning based on the four principles identified by Stiggins (2007a) as perceived by both instructors and students at a northeastern university was examined in this case study. Five factors were identified representing the four principles. Results indicate that both instructors and students perceived that assessment for learning was being practiced at this northeastern university. There was no significant difference (Sig. > .05) between instructors' perceptions and students' perceptions of assessment for learning.
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Date Issued: 2010
Identifier: WFE0000228, uwf:60951
Format: Document (PDF)

Assessment for learning, assessment in higher education, practice of assessment, perceptions of assessment, assessment practices, factors for assessment (1)	+ -
Gender; sociology; lifestyle; identity; sexuality (1)	+ -
Novice teacher, mentor, teacher efficacy, retention (1)	+ -
Performance improvement, process to identify specific personality traits, using an assessment instrument to identify personality traits, MILLON assessment instrument (1)	+ -
Race in the biology classroom; understanding race; college biology students; social construct of race (1)	+ -

Racial identity, interracial family, interracial relationship, black-white relationship, multiracial family, white racial identity (1)	+ -
RtI, Response to Intervention, Theory of Planned Behavior, TpB (1)	+ -
Standards-based instruction, self-efficacy, mathematics, constructivism, teacher perception, teacher change (1)	+ -
Technology acceptance, advanced distributed learning, UTAUT, quantitative, distance learning (1)	+ -

University of West Florida (19)	+ -
Nichols, Joyce C. (8)	+ -
Jans-Thomas, Susan (3)	+ -
Aplin, Charles O. (2)	+ -
Hastings, Nancy B. (2)	+ -

Kramer, Thomas J. (2)	+ -
Stout, David L. (2)	+ -
Aaberg, Wayne Thomas (1)	+ -
Boddy, Dana Sammons (1)	+ -
Boling, Charlotte J. (1)	+ -
Charlton, Charles Alvin (1)	+ -
Chung, Hui-Min M. (1)	+ -
Dake, Christopher Clay (1)	+ -
Davis, Sandra B. (1)	+ -
Ellis, Holly H. (1)	+ -
Evans, William H. (1)	+ -
Ferguson, Fernaundra L. (1)	+ -
French, Phyllis Preston (1)	+ -
Friedrich, Douglas D. (1)	+ -
Havard, Byron (1)	+ -
Havard, Byron C. (1)	+ -
Henderson, Jing Chen (1)	+ -
Holmes-Bouchillon, Wally S. (1)	+ -
Horner, Amy Compton (1)	+ -
Hurst, Kyle Ray (1)	+ -
Jans-Thomas, Susie (1)	+ -
Kaloydis, Michael Evangelos (1)	+ -
King, Brandi Jones (1)	+ -
Kuszynski, Lawrence Joseph (1)	+ -

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