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- Title
- THE TERRANOVA MATHEMATICS TEST AS A PREDICTOR FOR GRADES IN ALGEBRA I.
- Author
- Plesa, Zuzana, Stout, David L., Zimmerman, Sherri L., Barry, George M., Franklin, Godfrey, University of West Florida
- Abstract/Description
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Examined in this investigation was the use of scores from the TerraNova mathematics test, part of the TerraNova Multiple Assessments battery, to predict grades in high school algebra. The TerraNova mathematics percentile rankings and semester grades for 116 Algebra I students over a 3-year period at a Department of Defense Overseas School in Iceland were obtained. The dependent variable was semester grades in Algebra I and the independent variable was TerraNova mathematics percentile rankings...
Show moreExamined in this investigation was the use of scores from the TerraNova mathematics test, part of the TerraNova Multiple Assessments battery, to predict grades in high school algebra. The TerraNova mathematics percentile rankings and semester grades for 116 Algebra I students over a 3-year period at a Department of Defense Overseas School in Iceland were obtained. The dependent variable was semester grades in Algebra I and the independent variable was TerraNova mathematics percentile rankings. A correlational analysis and a regression analysis were performed to determine whether the TerraNova mathematics test could be used as a predictor of grades in Algebra I. A statistically significant correlation for all 3 years was found. Subsequently, through the regression analysis it was indicated that TerraNova mathematics test scores did predict grades in Algebra I.
Show less - Date Issued
- 2003
- Identifier
- WFE0000059, uwf:60708
- Format
- Document (PDF)
- Title
- THE LIFECYCLE BARRIERS INFLUENCING THE EDUCATIONAL DECISIONS OF BLACK MALES TOWARD POSTSECONDARY EDUCATION.
- Author
- Griffen, Jessica Annette, Zimmerman, Sherri L., Nichols, Joyce C., Rasmussen, Karen L., Wiley, Lusharon, University of West Florida
- Abstract/Description
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In this study, the lifecycle barriers identified by five Black males were explored, and the circumstances presented to Black males that influenced their decision making and educational outcomes toward obtaining postsecondary degrees were examined. Literature focused on the lived experiences of five Black males and their decision-making process to attain a postsecondary degree. Two theoretical frameworks were used to gain insight into the ways in which equal access; subsystems; academics;...
Show moreIn this study, the lifecycle barriers identified by five Black males were explored, and the circumstances presented to Black males that influenced their decision making and educational outcomes toward obtaining postsecondary degrees were examined. Literature focused on the lived experiences of five Black males and their decision-making process to attain a postsecondary degree. Two theoretical frameworks were used to gain insight into the ways in which equal access; subsystems; academics; social engagement; race; racism; and the influence of family, school, and other environments affected these five African-American males' decision making toward postsecondary education. The researcher determined what strategies, services, and programs most influenced the decision-making process for Black males to attend postsecondary schools. This knowledge was used to frame and help shape potential dialogue among academicians; policymakers; local, state, and federal government officials; prekindergarten programs; K-12 faculty and administrators; and social, economic, community, business, and workforce developers.
Show less - Date Issued
- 2015
- Identifier
- WFE0000502, uwf:61266
- Format
- Document (PDF)
- Title
- THE INFLUENCE OF THE ANALYTIC TRANSFORMATION TRAINING PROGRAM ON INTELLIGENCE ANALYSTS' LEADERSHIP AND COLLABORATION SKILLS.
- Author
- Williams, Michael Keith, Havard, Byron C., Nichols, Joyce C., Zimmerman, Sherri L., University of West Florida
- Abstract/Description
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A one-group pretest-post preexperimental quantitative research design was used to measure the effects of the Analytic Transformation Training Program (ATTP) on intelligence analysts' leadership and collaboration skills. The ATTP is a training program used for teaching leadership and collaboration skills to newly recruited intelligence analysts whose jobs are to analyze data to help thwart terrorism within the United States. Forty-eight participants participated in the study, which was...
Show moreA one-group pretest-post preexperimental quantitative research design was used to measure the effects of the Analytic Transformation Training Program (ATTP) on intelligence analysts' leadership and collaboration skills. The ATTP is a training program used for teaching leadership and collaboration skills to newly recruited intelligence analysts whose jobs are to analyze data to help thwart terrorism within the United States. Forty-eight participants participated in the study, which was conducted in the northeastern United States. After data screening, 46 participants' data were used for analyses. The theoretical framework included the leadership theories of transformational theory and path-goal theory and the collaboration theories of exchange theory, functional theory, new field theory, and dramaturgical theory. The theoretical framework supported using 4 factors as independent variables for leadership skills and 4 factors as independent variables for collaboration skills. Eight research questions were investigated and 8 null hypotheses were rejected because of significant findings. The research design used descriptive statistics, paired-samples t tests, Multiple Analysis of Variances, univariate Analysis of Variances, and multiple regression analyses to describe the participants and test the null hypotheses. A significantly higher posttest mean score than pretest mean score was found for both leadership and collaboration skills after analysts experienced the ATTP. Linear regression analyses indicated the ATTP increased analysts' leadership skills as they were taught collaboration skills and increased collaboration skills as they were taught leadership skills. The amount of variance explained by leadership factors on leadership skills and collaboration factors on collaboration skills were both approximately 98%. Demographic differences indicated that officers who attended the ATTP finished with higher leadership and collaboration mean scores than nonofficers. These findings suggest the ATTP's curriculum should be reviewed to help teach nonofficers to acquire higher leadership and collaboration skill levels. Overall, the study indicated the ATTP is a viable training program at increasing intelligence analysts' leadership and collaboration skills.
Show less - Date Issued
- 2011
- Identifier
- WFE0000295, uwf:60970
- Format
- Document (PDF)
- Title
- THE IMPACT OF SCHOOL CULTURE ON STUDENT ACHIEVEMENT: THE PREDICTIVE FACTORS OF EFFECTIVE SCHOOL CRITERIA AND ORGANIZATIONAL STRUCTURES.
- Author
- Nobles, Kathy Dekle, Pelton, Melanie D., Nichols, Joyce C., Wentz, Patricia J., Zimmerman, Sherri L., University of West Florida
- Abstract/Description
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The purpose of this study was to contribute to the understanding about specific school culture components relating to effective school criteria (ESC) in order to improve student achievement in Florida. The unit of analysis was at the school level, and the sample included 4 elementary and 4 middle schools from small rural school districts in the Florida Panhandle. The study investigated the presence of ESC and the assigned school grade that implies effectiveness. The Quality School Assessment...
Show moreThe purpose of this study was to contribute to the understanding about specific school culture components relating to effective school criteria (ESC) in order to improve student achievement in Florida. The unit of analysis was at the school level, and the sample included 4 elementary and 4 middle schools from small rural school districts in the Florida Panhandle. The study investigated the presence of ESC and the assigned school grade that implies effectiveness. The Quality School Assessment Instrument (QSAI) survey measured the presence of the ESC. To investigate the relationship, the QSAI score was compared to the school accountability score that equates to the school grade. A Pearson product-moment correlation coefficient of 0.93, p = 0.001 indicates a statistically significant positive correlation. This study also investigated the organizational structures of schools related to ESC measured with the School Culture Survey (SCS). Data to support the notion of the interdependency of the ESC and the way in which the school is organized to support the criteria are key concepts in utilizing the ESC for school improvement. The QSAI data compared to the SCS data generated a significant positive correlation as evidenced by the Pearson r of 0.94, p = 0.0006. A third analysis compared the QSAI data of the 4 schools deemed high performing to the 4 low performing schools in the sample utilizing a t test. The results indicate a statistically significant difference in the mean QSAI scores of the 2 groups: t(398) = 28.27, p < .0001. This study demonstrated a strong correlation between the ESC and school grades in Florida. The strong correlation between the presence of the ESC and the organizational structures to support these criteria demonstrates the interdependency of the 2 constructs. School leaders should use this information with a systems thinking perspective to impact student achievement.
Show less - Date Issued
- 2012
- Identifier
- WFE0000315, uwf:61007
- Format
- Document (PDF)
- Title
- THE EFFECTS OF MOZART'S BACKGROUND CLASSICAL MUSIC ON FOURTHGRADE STUDENTS' MATHEMATICS ACHIEVEMENT SCORES, CONCENTRATION, MOOD, AND ON-TASK PERFORMANCE.
- Author
- Haley, Julia Walker, Nichols, Joyce C., Pelton, Melanie D., Zimmerman, Sherri L., University of West Florida
- Abstract/Description
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The purpose of this quantitative research was to determine whether Mozart's "Sonata for Two Pianos in D Major K.448" (hereafter referred to as "Sonata K.448") had a significant impact on student math achievement scores by comparing the results of the total population of 24 control students who had no music being played in the background and the total population of 38 students who had music played in the background. The findings of the study showed that listening to Mozart was not related to...
Show moreThe purpose of this quantitative research was to determine whether Mozart's "Sonata for Two Pianos in D Major K.448" (hereafter referred to as "Sonata K.448") had a significant impact on student math achievement scores by comparing the results of the total population of 24 control students who had no music being played in the background and the total population of 38 students who had music played in the background. The findings of the study showed that listening to Mozart was not related to math lab performance, standardized test score performance, or the amount of daily misconduct. In addition, the 6 math lab outcome measures were not related to gains in standardized test score performance. The small sample size of 62 could have led to problems with design, resulting in no effect results.
Show less - Date Issued
- 2012
- Identifier
- WFE0000320, uwf:60987
- Format
- Document (PDF)
- Title
- PREMARITAL TRAINING CURRICULUM: A PROFILE AND ANALYSIS OF ONE FLORIDA COUNTY.
- Author
- Walsh, Larry James, Zimmerman, Sherri L., Deckert-Pelton, Melanie, Barlar, Dianne A., Wentz, Patricia J., University of West Florida
- Abstract/Description
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Premarital training and education have been shown to be effective in helping couples create and sustain healthy marriages, which have been linked to positive benefits for the partners, their children, and society. Training providers were invited to help create a composite picture of premarital training and curriculum priorities in Bay County, Florida. Individuals in long-term healthy marriages were also invited to evaluate curriculum priorities based on their experience. Study results showed...
Show morePremarital training and education have been shown to be effective in helping couples create and sustain healthy marriages, which have been linked to positive benefits for the partners, their children, and society. Training providers were invited to help create a composite picture of premarital training and curriculum priorities in Bay County, Florida. Individuals in long-term healthy marriages were also invited to evaluate curriculum priorities based on their experience. Study results showed no significant differences in curriculum subject priorities among 4 professional groups of training providers and no significant differences in average training time among the groups. A significant difference was found between the married individuals rating of 1 of the 9 curriculum subjects evaluated when compared to the training providers. Copies of this study were provided to Bay Countys training providers and county staff to improve their programs and also to interested citizens to increase awareness of premarital education benefits.
Show less - Date Issued
- 2008
- Identifier
- WFE0000140, uwf:60828
- 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
- OUTCOME-BASED EVALUATION OF INTERPERSONAL RELATIONSHIPS BETWEEN TEACHERS AND STUDENTS AT THE NORTHWEST FLORIDA SCHOOL FOR BOYS.
- Author
- Johnson, Kenneth Earl, Zimmerman, Sherri L., Boling, Charlotte J., Kaczynski, Daniel J., Nichols, Joyce C., University of West Florida
- Abstract/Description
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Qualitative research examining the relationships of teacher-student interpersonal relationships and student satisfaction with the school was conducted at the Washington County School Board (WCSB) program at Northwest Florida School for Boys (NFSB), located in Marianna, Florida. NFSB is a level 8, high-risk residential program for male youth adjudicated to the supervision of the Florida Department of Juvenile Justice. Teacher-student relationships were examined using the Questionnaire of...
Show moreQualitative research examining the relationships of teacher-student interpersonal relationships and student satisfaction with the school was conducted at the Washington County School Board (WCSB) program at Northwest Florida School for Boys (NFSB), located in Marianna, Florida. NFSB is a level 8, high-risk residential program for male youth adjudicated to the supervision of the Florida Department of Juvenile Justice. Teacher-student relationships were examined using the Questionnaire of Teacher Interaction through interviews with teachers and students. Satisfaction with the school was examined through interviews using the Comprehensive Assessment of School Environments Satisfaction Questionnaire. The dependent variable of reading achievement was quantified through pre- and posttest scores using the Standardized Test of Ability in Reading.
Show less - Date Issued
- 2007
- Identifier
- WFE0000013, uwf:60756
- Format
- Document (PDF)
- Title
- ORGANIZATIONAL IDENTITY, SELF-CONCEPT, AND COMMITMENT AMONG TEACHERS IN NORTHWEST FLORIDA.
- Author
- Boutwell, Debra Ann Collins, Barry, George M., Zimmerman, Sherri L., Barlar, Alice D., Olson, Arthur H., Pierce, Christine K., University of West Florida
- Abstract/Description
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Effects of school identity and teacher self-concept as indicators to commitment were examined. A total of 223 elementary, middle, and high school teachers from 7 northwest Florida schools completed instruments and interviews. Teachers’ school (organizational) identities, measured by the Organizational Identification Scale, were combined with their self-concepts, measured by the Adult Self-Perception Profile, to predict 63% in the variance of commitment at work, measured by the Occupational...
Show moreEffects of school identity and teacher self-concept as indicators to commitment were examined. A total of 223 elementary, middle, and high school teachers from 7 northwest Florida schools completed instruments and interviews. Teachers’ school (organizational) identities, measured by the Organizational Identification Scale, were combined with their self-concepts, measured by the Adult Self-Perception Profile, to predict 63% in the variance of commitment at work, measured by the Occupational Commitment Questionnaire. Findings indicated a significant relationship between school identity and teacher commitment (.78), between teacher self-concept and commitment (.21), but not between school identity and teacher self-concept (.13). Teachers valued most highly interactions with students; 66% noted the need to be recognized, praised, and respected as professionals.
Show less - Date Issued
- 2003
- Identifier
- WFE0000062, uwf:60677
- Format
- Document (PDF)
- Title
- MOTIVATIONAL AND SCHOOL CULTURE DIFFERENCES OF TEACHERS WHOSE UNION MEMBERS ACCEPT OR DECLINE MERIT PAY.
- Author
- Marez, Tavia Lee Gerges, Zimmerman, Sherri L., Wentz, Patricia J., Pelton, Melanie D., University of West Florida
- Abstract/Description
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In this study, motivational and school culture differences were measured among school districts whose union members accepted or declined merit pay in the form of the Merit Award Program (MAP) that is legislatively mandated in Florida. Okaloosa County School District was utilized as the school district whose union members declined the MAP; Gilchrist County School District was utilized as the school district whose union members accepted the MAP. Analyses showed that there was no difference in...
Show moreIn this study, motivational and school culture differences were measured among school districts whose union members accepted or declined merit pay in the form of the Merit Award Program (MAP) that is legislatively mandated in Florida. Okaloosa County School District was utilized as the school district whose union members declined the MAP; Gilchrist County School District was utilized as the school district whose union members accepted the MAP. Analyses showed that there was no difference in the type of prevailing motivational orientation among the teachers in both school districts, with teachers from both districts rating themselves predominately as intrinsically motivated. School culture perceptions show a significantly higher school culture perception in Gilchrist County School District union members who accepted the MAP.
Show less - Date Issued
- 2009
- Identifier
- WFE0000188, uwf:60854
- Format
- Document (PDF)
- Title
- MOTIVATION AND SELF-REGULATION AS PREDICTORS OF VIRTUAL HIGH SCHOOL STUDENT PERFORMANCE.
- Author
- Valerio-Faessel, Jocelyn Rose, Zimmerman, Sherri L., Hastings, Nancy B., Pelton, Melanie D., University of West Florida
- Abstract/Description
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The impact of motivation and self-regulation as predictors of virtual high school student performance was investigated in this study. Using the Motivation Strategies Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia and McKeachie, 1991) instrument, a correlation and multiple regression analysis was used to determine whether motivation and self-regulation learning strategies predicted student performance, and if there were differences in motivation and self-regulatory learning strategies...
Show moreThe impact of motivation and self-regulation as predictors of virtual high school student performance was investigated in this study. Using the Motivation Strategies Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia and McKeachie, 1991) instrument, a correlation and multiple regression analysis was used to determine whether motivation and self-regulation learning strategies predicted student performance, and if there were differences in motivation and self-regulatory learning strategies between 2 groups of Florida Virtual School (FLVS) students. The results revealed profound implications for the virtual high school learning environment. Both motivation and self-regulatory learning strategies were found to be positively correlated to student performance and when examining for unique effects, the researcher found motivation among virtual high school students was a strong predictor of student performance. Self-efficacy was also found to be a significant predictor of student performance. Motivation, overall, was strongly predictive of student performance among virtual high school students.
Show less - Date Issued
- 2012
- Identifier
- WFE0000334, uwf:60976
- Format
- Document (PDF)