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- Title
- THE IMPACT OF SUCCESSMAKER ON THE FCAT READING SCORES OF LEVEL-1 AND LEVEL-2 SIXTH GRADERS.
- Author
- Wheeler, John Morrison, Nichols, Joyce C., Wentz, Pat J., Whinnery, Keith W., University of West Florida
- Abstract/Description
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This quantitative experimental study used a one-group pretest-posttest design to examine the possible effects of SuccessMaker, a computer software reading program, on the Florida Comprehensive Assessment Test (FCAT) reading scores of level-1 and level-2 sixth-grade middle school students. Data were gathered from the participants’ FCAT reading scores at the beginning of their sixth-grade academic year (pretest, 2005) and again after the application of the SuccessMaker program (posttest, 2006)...
Show moreThis quantitative experimental study used a one-group pretest-posttest design to examine the possible effects of SuccessMaker, a computer software reading program, on the Florida Comprehensive Assessment Test (FCAT) reading scores of level-1 and level-2 sixth-grade middle school students. Data were gathered from the participants’ FCAT reading scores at the beginning of their sixth-grade academic year (pretest, 2005) and again after the application of the SuccessMaker program (posttest, 2006) at the close of their sixth-grade year. The data was collected from one dependent sample utilizing the 47 participants using two sources: the time spent on the computer using the SuccessMaker reading program and b) the two categories of FCAT reading scores which were the achievement level scores and the mean scores for the developmental scale scores (DSS) portion, respectively. Two research questions were addressed. The Pearson r test was used to analyze the amount of time students spent using SuccessMaker (independent variable) and the FCAT reading achievement scores (dependent variable). The results indicated there was no significance between the two variables. The paired-samples t-test was used to compare the mean scores between the FCAT reading DSS pre- and post-test (2005 / 2006). The results indicated a significant increase between the pre- and post-test FCAT reading DSS mean scores.
Show less - Date Issued
- 2007
- Identifier
- WFE0000072, uwf:60676
- 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
- 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
- THE ROLE OF WONDER IN THE LORD OF THE RINGS.
- Author
- Means, Jonathan Pullen, Prewitt, Terry J., Philen, Robert, Lanier, Greg, University of West Florida
- Abstract/Description
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Wonder is given a role as a primary feature of J. R. R. Tolkien's The Lord of the Rings (1954). This emotion deeply affects the protagonists, and helps them in their efforts to accomplish the Eucatastrophe, or 'sudden joyous turn,' upon which the story hinges. The many instances of this dynamic can be seen as offerings-as invitations to readers-to participate in the tale through their own responses to wonder. This thesis will consider the theme of wonder, paying specific attention to its...
Show moreWonder is given a role as a primary feature of J. R. R. Tolkien's The Lord of the Rings (1954). This emotion deeply affects the protagonists, and helps them in their efforts to accomplish the Eucatastrophe, or 'sudden joyous turn,' upon which the story hinges. The many instances of this dynamic can be seen as offerings-as invitations to readers-to participate in the tale through their own responses to wonder. This thesis will consider the theme of wonder, paying specific attention to its powerful influences on Tolkien's characters. These effects are an important part of Tolkien's purpose, which includes his desire for The Lord of the Rings to help readers in every era to recover a vibrant sense of wonder.
Show less - Date Issued
- 2007
- Identifier
- WFE0000069, uwf:60681
- 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
- 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
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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.
Show less - Date Issued
- 2005
- Identifier
- WFE0000051, uwf:60684
- Format
- Document (PDF)
- Title
- SWIM PERFORMANCE VARIABILITY OF THREE SPECIES OF JUVENILE ELASMOBRANCHS AND ITS RELATIONSHIP TO PREDATOR AVOIDANCE.
- Author
- Wilborn, Rachel Elizabeth, Bennett, Wayne A., Smith, David J., Ryals, Phillip E., University of West Florida
- Abstract/Description
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Maximum swimming velocity, oxygen consumption, and plasma lactate levels are useful indicators for evaluating metabolic performance limits in fish. Metabolic costs of exertion, maximum swim velocities, and ventilation rates in juvenile blue-spotted ribbontail stingrays (Taeniura lymma), Atlantic stingrays (Dasyatis sabina), and white-spotted bamboo sharks (Chiloscyllium plagiosum) were quantified. All species showed a decrease in oxygen consumption postexertion, with Atlantic stingrays being...
Show moreMaximum swimming velocity, oxygen consumption, and plasma lactate levels are useful indicators for evaluating metabolic performance limits in fish. Metabolic costs of exertion, maximum swim velocities, and ventilation rates in juvenile blue-spotted ribbontail stingrays (Taeniura lymma), Atlantic stingrays (Dasyatis sabina), and white-spotted bamboo sharks (Chiloscyllium plagiosum) were quantified. All species showed a decrease in oxygen consumption postexertion, with Atlantic stingrays being significantly lower (Independent t-test; P=0.0425). Significantly higher values in plasma lactate were evident in bamboo sharks pre and postexertion (0.02 and 0.35 mmol l-1, respectively); however, values for Atlantic stingrays remained unchanged (0.91 and 0.64 mmol l-1). Atlantic and ribbontail stingrays obtained greater relative speeds (9.224 and 5.163 BL sec-1, respectively) than bamboo sharks (1.060 BL sec-1). In addition, preexertion ventilation rates in Atlantic and ribbontail stingrays were faster than bamboo sharks (71.18, 70.67, 46.75 breaths min-1, respectively), while only Atlantic stingray ventilation rates postexertion differed from either bamboo sharks or ribbontail stingrays (77.69, 62.69, 49.40 breaths min-1, respectively). These data suggest that all three species utilized aerobic metabolism in conjunction with behavioral adaptations as predator avoidance strategies, making minimal use of anaerobic metabolism for locomotion.
Show less - Date Issued
- 2007
- Identifier
- WFE0000083, uwf:60686
- Format
- Document (PDF)
- Title
- SUBJECT FORMATIONS IN UNIVERSITY RHETORIC PROGRAMS AND DEPARTMENTS.
- Author
- Oleksiak, Timothy Patrick, Braun, M.J., Romack, Kathy, University of West Florida
- Abstract/Description
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"Subject Formation in University Rhetoric Programs and Departments" responds to the 2003 Alliance of Rhetoric Societies’ founding conference to better define the goals of rhetoric. By examining course descriptions within rhetoric programs/departments that have separated from English and communications departments, rhetoricians can better understand the subject-identities they produced. Presently, rhetoric asserts its independence within the university while the influence of neoliberal economy...
Show more"Subject Formation in University Rhetoric Programs and Departments" responds to the 2003 Alliance of Rhetoric Societies’ founding conference to better define the goals of rhetoric. By examining course descriptions within rhetoric programs/departments that have separated from English and communications departments, rhetoricians can better understand the subject-identities they produced. Presently, rhetoric asserts its independence within the university while the influence of neoliberal economy increases. These trends prompt the following question: are new rhetoric programs/departments helping define an academic study of rhetoric in the 21st century or following the dictates of neoliberalism's influence on the corporatized university? My investigation reveals that these programs offer a mixture—some courses promote what I call the neoliberal subject, while others, the rhetor subject. Drawing on neoliberal critics Chang, Harvey, and Brown, I define the neoliberal subject as a self-interested individual influenced by the market who seeks market-based solutions and assumes universal categories. Relying on Bender, Wellbery, Berlin, and Brown, I define the rhetor subject as being influenced by the social, seeking the common good, and assuming historicized categories. After determining the subject-identities revealed in these course descriptions, I conclude that because neoliberalism's influence the rhetor subjectivity is not an inevitable formation in new rhetoric programs/departments.
Show less - Date Issued
- 2007
- Identifier
- WFE0000082, uwf:60687
- Format
- Document (PDF)
- Title
- THE USE OF TECHNOLOGY IN DEVELOPMENTAL MATHEMATICS AT THE COMMUNITY COLLEGE LEVEL.
- Author
- Smith, Melanie Marrs, Stout, David L., Aplin, Charles O., Ncube, Matoteng M., University of West Florida
- Abstract/Description
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This study was conducted at a community college in the southeastern U.S. The total sample was 83 students, 16 males and 67 females, with 47 of these students enrolled in a computer lab setting where an e-learning platform was a part of the instructional technique and 36 students enrolled in a traditional classroom setting. Participants came from 8 sections, 4 computer lab and 4 traditional, of developmental mathematics classes in the study. All groups had access to the e-learning platform...
Show moreThis study was conducted at a community college in the southeastern U.S. The total sample was 83 students, 16 males and 67 females, with 47 of these students enrolled in a computer lab setting where an e-learning platform was a part of the instructional technique and 36 students enrolled in a traditional classroom setting. Participants came from 8 sections, 4 computer lab and 4 traditional, of developmental mathematics classes in the study. All groups had access to the e-learning platform outside of class. An independent-samples t test was performed to determine any significant differences between mathematical gain scores in the experimental groups and the control groups who completed Elementary Algebra, a developmental course. At the .05 level of significance, the results were significant, t (81) = 2.146, p = .035. An independent-samples t test was performed to analyze the impact of total minutes spent on task on MyMathLab, an e-learning platform, on achievement. At the .05 level of significance, the test was not significant, t (75) = -1.149, p = .254.
Show less - Date Issued
- 2007
- Identifier
- WFE0000079, uwf:60690
- Format
- Document (PDF)
- Title
- LEADERSHIP PARADIGMS AND SUPERINTENDENT SELECTION IN NORTHWEST FLORIDA.
- Author
- Mershon, Kelly Jeanette, Barry, G. Michael, Franklin, Godfrey, White, Jill, Zimmerman, Sherri, University of West Florida
- Abstract/Description
-
The purpose of this study was to determine what leadership paradigms key educational stakeholders in Northwest Florida had regarding school district superintendents. Survey instruments were administered to 140 individuals with 28 interviews conducted in Santa Rosa, Okaloosa, and Walton Counties. Respondents rated the amount of transformational, transactional, and laissez-faire leadership superintendents should employ as well as the amount of collaboration which they should use in the decision...
Show moreThe purpose of this study was to determine what leadership paradigms key educational stakeholders in Northwest Florida had regarding school district superintendents. Survey instruments were administered to 140 individuals with 28 interviews conducted in Santa Rosa, Okaloosa, and Walton Counties. Respondents rated the amount of transformational, transactional, and laissez-faire leadership superintendents should employ as well as the amount of collaboration which they should use in the decision-making process. Results revealed a high level of homogeneity in leadership style preferences. All respondents reported a preference for a transformational leadership and collaborative decision making. Educators reported a preference for even greater amounts of transformational leadership and more participation of school district personnel in the decision-making process.
Show less - Date Issued
- 2003
- Identifier
- WFE0000057, uwf:60691
- Format
- Document (PDF)
- Title
- RELATIONSHIPS AMONG MATERNAL AGE, SOCIODEMOGRAPHIC VARIABLES AND PARENTING BEHAVIORS OF RURAL AFRICAN AMERICAN MOTHERS.
- Author
- January-Union, Corine, Friedrich, Douglas, Franklin, Godfrey, Mathews, Samuel R., University of West Florida
- Abstract/Description
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This study was done to identify parenting trends among African American mothers residing in the rural south. A sample of 153 mothers (aged 16 to 38 years) with their preschoolers participated in the study. The mothers were assigned to groups based on age. The Parent Behavior Checklist (PBC) was used to collect data. The results supported a model in which the mothers’ disciplinary practices differed. The sociodemographic predictors of parenting behaviors were the mother’s education, attending...
Show moreThis study was done to identify parenting trends among African American mothers residing in the rural south. A sample of 153 mothers (aged 16 to 38 years) with their preschoolers participated in the study. The mothers were assigned to groups based on age. The Parent Behavior Checklist (PBC) was used to collect data. The results supported a model in which the mothers’ disciplinary practices differed. The sociodemographic predictors of parenting behaviors were the mother’s education, attending classes on growth and development, support system, income, and the child’s age.
Show less - Date Issued
- 2006
- Identifier
- WFE0000060, uwf:60692
- 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
- THE RELATIONSHIPS BETWEEN MOTIVATIONAL FACTORS AND THE DOMAINS OF EXCELLENCE IN HIGH SCHOOL STUDENTS.
- Author
- Munz, Lida Dais Dahnke, Friedrich, Douglas D., Barry, G. Michael, Belter, Ronald W., Curda, Leslie K., University of West Florida
- Abstract/Description
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The positive relationship between motivation and excellence with 308 high school students in Northwest Florida was investigated in this study. The research design consisted of the administration of 3 instruments, providing numerical descriptions of how 4 higher order independent variables (goal motivation, acknowledgement motivation, association motivation, and parent-inspired motivation) and 2 higher order dependent variables (analytical excellence and interaction excellence) were related....
Show moreThe positive relationship between motivation and excellence with 308 high school students in Northwest Florida was investigated in this study. The research design consisted of the administration of 3 instruments, providing numerical descriptions of how 4 higher order independent variables (goal motivation, acknowledgement motivation, association motivation, and parent-inspired motivation) and 2 higher order dependent variables (analytical excellence and interaction excellence) were related. Student responses to the Inventory of School Motivation, the Parental Attachment Questionnaire, and the Multiple Intelligences Developmental Assessment Scales provided quantitative data. Factor analytic, MANOVA, and step-wise regression statistics revealed both theory- and data-based positive relationships among higher order motivational and excellence variables.
Show less - Date Issued
- 2003
- Identifier
- WFE0000052, uwf:60694
- 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
-
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
- OUTCOME ENGINEERING: STATUS AND EFFECTIVENESS ACROSS PARISH NURSING ORGANIZATIONS.
- Author
- Gotshall, Lindsay Stead, Keeton, Kato B., Pearson, L. Carolyn, Pilcher, Janet K., Tankersley, William B., University of West Florida
- Abstract/Description
-
Parish nursing organizations joined with Barry Kibel to acquire Outcome Engineering (OE) training. The OE accountability system uses 5 tools to facilitate organizational improvement. Within Kirkpatrick’s (1998a) 4-level framework, survey research methods provided data on the status and effectiveness of the application across 13 organizations. Findings were that, after training, application focused on establishing outcome challenges (tool 3) and mapping clients’ journeys online (tool 4)....
Show moreParish nursing organizations joined with Barry Kibel to acquire Outcome Engineering (OE) training. The OE accountability system uses 5 tools to facilitate organizational improvement. Within Kirkpatrick’s (1998a) 4-level framework, survey research methods provided data on the status and effectiveness of the application across 13 organizations. Findings were that, after training, application focused on establishing outcome challenges (tool 3) and mapping clients’ journeys online (tool 4). Administrators from 9 of the 13 organizations described plans to continue their application of OE training. Continuing organizations provided evidence that OE produced positive reactions, enhanced learning, and promoted desired behavioral changes in individuals. However, organization-wide results had barely begun in only 2 organizations. Recommendations for future application centered on enhancing individual and organizational preparation.
Show less - Date Issued
- 2005
- Identifier
- WFE0000054, uwf:60697
- Format
- Document (PDF)
- Title
- WEB-BASED TRAINING IN TAIWAN'S PUBLIC SECTOR.
- Author
- Lu, You-Te, Rasmussen, Karen L., Tissington, Laura D., Havard, Byron C., University of West Florida
- Abstract/Description
-
The factors and barriers civil servants faced to participate in Web-based training in Taiwan’s public sector were examined in this study. Quantitative data collected from the respondents were analyzed using descriptive statistical methods. According to the findings in this study, the participation in Web-based training in Taiwan’s public sector has increased. The three most important factors civil servants used in determining their participation in Web-based training programs were (a) release...
Show moreThe factors and barriers civil servants faced to participate in Web-based training in Taiwan’s public sector were examined in this study. Quantitative data collected from the respondents were analyzed using descriptive statistical methods. According to the findings in this study, the participation in Web-based training in Taiwan’s public sector has increased. The three most important factors civil servants used in determining their participation in Web-based training programs were (a) release time/time off with pay, (b) reimbursement for training expenses, and (c) belief that training performance will determine future salary. The three most important barriers to Web-based training were (a) schedule conflicts between training and work, (b) expensive course tuition, and (c) excessive length of training.
Show less - Date Issued
- 2007
- Identifier
- WFE0000076, uwf:60699
- Format
- Document (PDF)
- Title
- THE ARTIFICIAL REEF EFFECT OF WORLD WAR II ERA SHIPWRECKS IN THE NORTHERN GULF OF MEXICO.
- Author
- Morris, Nicole Marie Brown, Patterson, William F., Darby, Philip C., Snyder, Richard A., University of West Florida
- Abstract/Description
-
Deepsea fishes and their associated habitats have not been well studied in the northern Gulf of Mexico (Gulf). Furthermore, little is know about whether fishes in the deep Gulf utilize shipwrecks as artificial reef habitat. The objective of this study was to examine the utilization of shipwrecks as habitat by fishes across a depth gradient in the northern Gulf. I examined community structure, diet, trophic structure using stable isotope values (13C, 15N, and 34S), and age of fishes associated...
Show moreDeepsea fishes and their associated habitats have not been well studied in the northern Gulf of Mexico (Gulf). Furthermore, little is know about whether fishes in the deep Gulf utilize shipwrecks as artificial reef habitat. The objective of this study was to examine the utilization of shipwrecks as habitat by fishes across a depth gradient in the northern Gulf. I examined community structure, diet, trophic structure using stable isotope values (13C, 15N, and 34S), and age of fishes associated with six World War II era shipwrecks ranging in depth from 87 to 1,964 m. Statistical analysis of community structure estimates revealed significant differences existed among wreck sites (ANOSIM: p 0.001) and among sample locations within sites (ANOSIM: p 0.001). At the three shallowest sites, reef- or structure-associated fishes were predominant over wreck sites. Fish communities over deep wrecks were similar to those away from wrecks and consisted mostly of halosaurs (Family: Halosauridae), cusk eels (Order: Ophidiiformes), grenadiers (Family: Macrouridae), and eel (Family: Anguilliformes) species, listed in order from highest to lowest relative abundance. Diet of fishes was determined by analysis of gut contents (n = 107) and trophic position was further clarified by analysis of muscle stable isotope values (n = 79). Results revealed a range of trophic levels and sources of production as benthic, pelagic, or chemosynthetic. At the two shallowest sites, 13C and 15N values among fishes indicated a range in feeding from planktivores to piscivores, and 34S values indicated a range in benthic versus pelagic prey. Stable isotope values among fishes at the third shallowest site indicated little difference in trophic levels and a pelagic source of production. At the three deepest sites, 13C and 15N values indicated feeding at middle trophic levels, and 34S values indicated a pelagic source of production. A total of 97 otolith sections (84 adults and 13 juveniles) were examined. On the two shallowest wreck sites, fish tended to be larger at age and younger overall than fishes on deeper wreck sites. Results from this study provide insight into the ecological function of shipwrecks as large artificial reefs along a depth gradient. The artificial reef affect of shallow wreck sites was apparent, but for shipwrecks below 1,500 m, no artificial reef effect was observed for fishes.
Show less - Date Issued
- 2007
- Identifier
- WFE0000067, uwf:60700
- 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 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
- 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
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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.
Show less - Date Issued
- 2005
- Identifier
- WFE0000061, uwf:60711
- Format
- Document (PDF)