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- Title
- Environmental DNA detection of invasive lionfish in estuaries of the northern Gulf of Mexico.
- Author
- Brower, Amy L.
- Abstract/Description
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Invasive species are non-native species that pose a threat to current biodiversity, alter the community structure, and disrupt the ecosystem. Invasive species of high concern are in the genus Pterois, commonly known as lionfish. These species were introduced to the Western Atlantic Ocean and today can be found all throughout the Northern Gulf of Mexico. Lionfish have been recently observed in estuaries even though they are not traditionally euryhaline species. However, confirming presence of...
Show moreInvasive species are non-native species that pose a threat to current biodiversity, alter the community structure, and disrupt the ecosystem. Invasive species of high concern are in the genus Pterois, commonly known as lionfish. These species were introduced to the Western Atlantic Ocean and today can be found all throughout the Northern Gulf of Mexico. Lionfish have been recently observed in estuaries even though they are not traditionally euryhaline species. However, confirming presence of a particular fish in estuarine environments can be costly in terms of resources and can be difficult due to environmental conditions and fishing methods required. The purpose of this study was to detect the presence of lionfish throughout river systems and estuarine environments of the Northern Gulf Coast using environmental DNA (eDNA). Six locations in the Northern Gulf of Mexico were sampled seasonally: The Mobile Delta, Escambia Bay, Blackwater Bay, Perdido Bay, Pensacola Bay and Perdido Key. Results show that lionfish were present in each of the sampled estuarine environments and river systems in the Northern Gulf of Mexico during the course of this study. This information can be used to aid in management techniques for estuaries that are home to commercially and ecologically important species.
Show less - Identifier
- 1128883118, WFE0000648
- Format
- Document (PDF)
- Title
- Exploring the use of The Big Bang Theory in ESL teaching.
- Author
- Cook, Stephen Todd
- Abstract/Description
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This qualitative case study investigated how adult ESL students in a postsecondary English for academic purposes (EAP) program in the Southwest region of the United States experienced The Big Bang Theory (TBBT) television sitcom as a source of humorous authentic teaching materials. Krashen's (1982) affective filter hypothesis served as the theoretical framework to explore 12 participants' experiences in terms of the affective factors of anxiety, self-confidence, and motivation. Corpus...
Show moreThis qualitative case study investigated how adult ESL students in a postsecondary English for academic purposes (EAP) program in the Southwest region of the United States experienced The Big Bang Theory (TBBT) television sitcom as a source of humorous authentic teaching materials. Krashen's (1982) affective filter hypothesis served as the theoretical framework to explore 12 participants' experiences in terms of the affective factors of anxiety, self-confidence, and motivation. Corpus linguistics analysis revealed that 3.96% of all words spoken on the pilot episode of TBBT occurred more frequently in the academic writing section of the Corpus of Contemporary American English database compared to only 0.25% on the words in the pilot episode of Modern Family. These findings suggested the potential suitability of TBBT for use in EAP contexts to expose students to target academic vocabulary and content in a low-filter environment. Semi-structured interviews, observations, and interview guides revealed that TBBT reduced students' affective filters due to its inclusion of humor, authentic language, different communication styles, and different personality types. In contrast, participants reported that TBBT could increase students' affective filters due the show's rapid speed of dialogue, inclusion of potentially inappropriate topics or humor, or its unfamiliar words and content. With proper excerpt selection and preparation, these findings suggested that TBBT could be used to reduce postsecondary EAP students' affective filters. Further research is needed to understand how the use of TBBT may influence learning outcomes in EAP contexts.
Show less - Identifier
- 1128883774, WFE0000651
- Format
- Document (PDF)
- Title
- Female experiences in math courses at a Florida college using stereotype threat.
- Author
- Calloway, Joc Thomas
- Abstract/Description
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In 2013, changes to Florida Statute ʹ 1008.30(3)(a) and State Board of Education Rule 6A-10.0315 reduced the number of developmental courses required for students to complete before advancing to college-level coursework (Florida K-20 Education Code, 2018b). With these changes, eligible Florida college students have additional course options to consider when registering for college math courses. The researcher identified the underrepresentation of women in college math STEM courses and careers...
Show moreIn 2013, changes to Florida Statute ʹ 1008.30(3)(a) and State Board of Education Rule 6A-10.0315 reduced the number of developmental courses required for students to complete before advancing to college-level coursework (Florida K-20 Education Code, 2018b). With these changes, eligible Florida college students have additional course options to consider when registering for college math courses. The researcher identified the underrepresentation of women in college math STEM courses and careers as the problem for this study. The primary purpose of this study was to explore the perspectives of academically at-risk female students at a two-year Florida college, while the secondary study purpose was to explore the manner in which their experience in math courses might have influenced their career pathways. The researcher used stereotype threat theory as the theoretical framework to explore the perspectives and career pathways of participants. A qualitative, interpretative phenomenological analysis was used to collect and analyze data from the study's participants. The researcher conducted interviews with 16 female college students that were part of the site institution's Student Support Services program. Findings were presented based on themes that emerged during the data analysis. Based on the findings, the researcher discovered themes of stereotype threat theory associated with historical gender oppression and contemporary societal viewpoints, the changing gender role in STEM fields, advising and math course selections, and the perseverance of women and college math courses. Future research may include analyzing the perseverance rate of female college students exposed to stereotype threat theory and research related to the role of women in STEM education.
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- 1128883400, WFE0000650
- Format
- Document (PDF)
- Title
- Teacher perspectives on administrator support and its effect on teacher self-efficacy.
- Author
- Bryson, Mallory Janine
- Abstract/Description
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Many factors can influence a teacher's self-efficacy beliefs, including the support of his or her administrators--the principal and assistant principal. This interpretive phenomenological study sought to describe the influence that administrator support had on teacher self-efficacy. The conceptual framework of this study was Bandura's (1986) social cognitive theory with a specific focus on the construct of self-efficacy (Bandura, 1977a). The research questions addressed the impact of a...
Show moreMany factors can influence a teacher's self-efficacy beliefs, including the support of his or her administrators--the principal and assistant principal. This interpretive phenomenological study sought to describe the influence that administrator support had on teacher self-efficacy. The conceptual framework of this study was Bandura's (1986) social cognitive theory with a specific focus on the construct of self-efficacy (Bandura, 1977a). The research questions addressed the impact of a supportive administrator and sought to describe specific examples of administrator practices that influenced individual teacher self-efficacy. Data were collected through in-depth interviews with teachers in a school district in the southeastern United States. Participants were selected for interviews based on their experiences in education with multiple administrators. All interviews were taped, transcribed, and analyzed using coding and thematic analysis. The study provided detailed descriptions of how administrative support influenced teacher self-efficacy and examples of supportive administrative practices. Six supportive administrator practices were identified: communication, monitoring and evaluating instruction, providing contingent rewards and recognition, situational awareness, consideration, and consistency. Supportive administrator practice influenced teacher self-efficacy through five themes: increasing confidence, motivation, feeling valued, reinforcement, and leaving or staying in a school or the profession. This study could contribute to positive change in administrator/teacher relationships and help administrators increase teacher self-efficacy, thereby leading to increased quality of instruction, focus on academics, positive learning environments, and student achievement.
Show less - Identifier
- 1128883253, WFE0000649
- Format
- Document (PDF)
- Title
- Exploring elementary student motivationlevels within gamified digital mathematics instructional programs.
- Author
- Hoover, Jennifer Lauren
- Abstract/Description
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Some approaches to teaching mathematics have led to decreased student motivation. Gamification is an application of game elements within nongame settings. While gamification may increase motivation in other contexts, its effective use in digital mathematics instruction to motivate elementary students is undetermined. Based on the constructs of self-determination theory (i.e., autonomy, relatedness/recognition, competence/self-efficacy), intrinsic and extrinsic motivation were the two...
Show moreSome approaches to teaching mathematics have led to decreased student motivation. Gamification is an application of game elements within nongame settings. While gamification may increase motivation in other contexts, its effective use in digital mathematics instruction to motivate elementary students is undetermined. Based on the constructs of self-determination theory (i.e., autonomy, relatedness/recognition, competence/self-efficacy), intrinsic and extrinsic motivation were the two determinants used to develop research questions and frame the study. The purpose of this qualitative study was to identify how intrinsic and extrinsic motivators embedded within gamified digital mathematics instructional programs contribute to motivation levels of third- through fifth-grade students at an elementary school located in central Texas. A target research sample that consisted of 38 participants was identified which then produced a data producing sample of 20 participants. Semi-scripted phenomenological interviews were conducted. Data were analyzed by each research question to identify the degree to which gamified components, across nine different subtypes (interest/enjoyment, perceived competence, effort/importance, perceived choice, value/usefulness, intrinsic motivation, external regulation, introjected regulation, and identified regulation), impacted student motivation. This study concluded that students reported the highest motivation levels with a combination of intrinsic and extrinsic gamified motivators. Data suggested that a lack of autonomy established by mandatory participation in digital mathematics instructional programs positively impact motivation. Future research could address the impact of gamification upon levels of motivation by age or grade level and how levels of motivation change over time.
Show less - Identifier
- 1129016349, WFE0000658
- Format
- Document (PDF)
- Title
- Effects of a nutritional education video game on high school students.
- Author
- Mitchell, Debra Lynn
- Abstract/Description
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The problem this study sought to address was to examine adolescent obesity and the need for effective school-based interventions. The purpose of this quantitative pre-experimental study was to examine the effects of a nutritional education video game, Alien Health, on ninth and 10th-grade students' mental imagery, emotional response, attention, and rational food beliefs in a high school nutrition class in the Southeastern United States. This study used the narrative transportation theory as...
Show moreThe problem this study sought to address was to examine adolescent obesity and the need for effective school-based interventions. The purpose of this quantitative pre-experimental study was to examine the effects of a nutritional education video game, Alien Health, on ninth and 10th-grade students' mental imagery, emotional response, attention, and rational food beliefs in a high school nutrition class in the Southeastern United States. This study used the narrative transportation theory as the theoretical framework (Gerrig, 1993; Green & Brock, 2000). The researcher used four paired samples t-test to determine if a statistically significant difference existed between pretest and posttest mean scores. The researcher conducted a bivariate Pearson correlation, or Pearson's r, to determine if a statistically significant correlation was present among mental imagery, emotional response, attention, and rational food beliefs. The analysis suggested a significant difference between mean scores for nutritional beliefs in ninth and 10th-grade students who played the Alien Health game. The results of the data analysis did not suggest a statistical difference between any of the other variables' mean scores. Analysis suggested a positive linear relationship between mental imagery and emotional response: r(62) = .574, p < .01, two-tailed. There was also a significant negative linear relationship between mental imagery and attention, r(62) = -.342, p < .01, as well as a significant negative linear relationship between emotional response and attention: r(62) = -.282, p < .01. Data analysis did not suggest a significant linear relationship between any of the transportation variables and rational food beliefs.
Show less - Identifier
- 1129044607, WFE0000662
- Format
- Document (PDF)
- Title
- A multiple case study: disciplinary literacy instruction in middle level science classrooms.
- Author
- Nagle, Corey Edward
- Abstract/Description
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The National Center for Education Statistics (NCES, 2017) reported that literacy scores have not significantly improved in over 20 years. These scores have prompted investigations of instruction for improving literacy instruction, such as disciplinary literacy (DL), but research supporting DL implementation is limited (Fisher & Ivey, 2005; Moje, 2008, 2015; Shanahan & Shanahan, 2008, 2015). The purpose of this qualitative case study was to explore the DL instruction implemented in middle...
Show moreThe National Center for Education Statistics (NCES, 2017) reported that literacy scores have not significantly improved in over 20 years. These scores have prompted investigations of instruction for improving literacy instruction, such as disciplinary literacy (DL), but research supporting DL implementation is limited (Fisher & Ivey, 2005; Moje, 2008, 2015; Shanahan & Shanahan, 2008, 2015). The purpose of this qualitative case study was to explore the DL instruction implemented in middle level science classrooms in an urban middle school in the United States. The qualitative research paradigm was selected to explore science teacher implementation of DL. Drawing from Shulman's (1986, 1987) theory of pedagogical content knowledge (PCK), educator practices were investigated using multiple qualitative case study methodology. Shulman's (1986, 1987) theoretical constructs of content knowledge, pedagogical knowledge, and PCK developed to explain teacher decision-making and instruction were used in this study to explore educator understanding and actions related to DL. Three participants, two veteran teachers and one novice teacher, represented three cases inclusive of science instruction in Grades 6-8. Major findings include participants' expanded definitions of text for literacy, impacts of professional development on DL PCK, the use of both content area and DL, integration of DL with science practices, and the simultaneous development of science and DL PCK. Implications of this study include the need for policies for developing PCK of DL and transfer of learning into teacher practice to improve science and literacy instruction. Further research is necessary to understand the impacts of DL instruction on student achievement.
Show less - Identifier
- 1129457574, WFE0000664
- Format
- Document (PDF)
- Title
- Faculty acceptance of the peer assessment collaboration evaluation tool: a quantitative study.
- Author
- Podsiad, Megan Elizabeth
- Abstract/Description
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The problem this study sought to address was faculty reluctance to use new online peer-assessment tools. The purpose of this study was to examine the motivational factors that influence acceptance of the Peer Assessment Collaboration Evaluation (PACE) Tool among faculty employed at a mid-sized university in the Southeastern United States. This study used Davis's (1986) technology acceptance model (TAM) and motivational constructs "attitude toward using, perceived usefulness and perceived ease...
Show moreThe problem this study sought to address was faculty reluctance to use new online peer-assessment tools. The purpose of this study was to examine the motivational factors that influence acceptance of the Peer Assessment Collaboration Evaluation (PACE) Tool among faculty employed at a mid-sized university in the Southeastern United States. This study used Davis's (1986) technology acceptance model (TAM) and motivational constructs "attitude toward using, perceived usefulness and perceived ease of use" (p. 44). The researcher used simple linear regression and standard multiple regression to determine if there was a significant relationship, if any, between the motivational constructs. The simple linear regression analyses indicated large, significant linear relationships for the following pairs of constructs: "attitude toward using and perceived usefulness" (Davis, 1986, p. 133) with R2 = .761, F(1, 49) = 156.043, p < .05, f2 = 3.18; "attitude toward using . . . and perceived ease of use" (Davis, 1986, p. 44) with R2 = .394, F(1, 50) = 32.479, p < .05, f2 = .65; and "perceived usefulness and perceived ease of use" (Davis, 1986, p. 24) with R2 = .544, F(1, 52) = 21.865, p < .05, f2 = .42. Additionally, the standard multiple regression found perceived usefulness and perceived ease of use of the PACE Tool to be predictors of attitude toward using the PACE Tool with R2 = .776, F(2, 48) = 83.130, p < .05. Cohen's f2 was 3.46 for this analysis, indicating a large effect size.
Show less - Identifier
- 1129598261, WFE0000668
- Format
- Document (PDF)
- Title
- Examining the educational philosophy of Henriette Delille: a case study.
- Author
- Powell, Charletha D'Lane
- Abstract/Description
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This dissertation explores Henriette Delille's educational philosophy that was developed during the antebellum era of New Orleans and her contributions to modern day education. The researcher investigated the pervasive culture of White privilege, which existed and denied the enslaved Black populace access to education. Within the literature, there was a lack of information examining the foundation of Delille's philosophy of education as a free Black woman in antebellum New Orleans. The...
Show moreThis dissertation explores Henriette Delille's educational philosophy that was developed during the antebellum era of New Orleans and her contributions to modern day education. The researcher investigated the pervasive culture of White privilege, which existed and denied the enslaved Black populace access to education. Within the literature, there was a lack of information examining the foundation of Delille's philosophy of education as a free Black woman in antebellum New Orleans. The purpose of this qualitative case study was to explore the factors that influenced Henriette Delille's educational philosophy as well as her contributions to modern day education through the theoretical framework of W. E. B. DuBois' (1903) theory of double consciousness, which included the theoretical constructs of self-consciousness and racial identity. The researcher developed questions that addressed validity, value, and credibility as well as the depth and breadth of the research through the use of descriptive data. Historical and archival data became the voice of Henriette Delille because she is deceased. Major findings included emergent themes of racialization, political manipulation, religious influence, imperialism, and enslavement. The researcher concluded that race, religious influence, and the social strata of antebellum New Orleans guided Henriette Delille's philosophy of education. Implications of this research resulted in policies to address curriculum inequalities, racialization, and inclusive pedagogy. Future research will benefit from the examination of White privilege, disparities in the availability of quality education, and classroom segregation in modern day New Orleans' schools.
Show less - Identifier
- 1129598851, WFE0000669
- Format
- Document (PDF)
- Title
- The impact of social change: a study of the community of Christ.
- Author
- Rose, Roger Allen
- Abstract/Description
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This study investigates factors that contributed to organizational changes that happened in the Community of Christ church between 1955 and 1970. Social movements including the Civil Rights Movement, the women's rights movement, the free speech movement, and the anti-war movement each played influential roles in shaping the United States in the 1950s and 1960s. The movements of the era called into question long-held beliefs, traditions, and authority at many societal levels. The movements...
Show moreThis study investigates factors that contributed to organizational changes that happened in the Community of Christ church between 1955 and 1970. Social movements including the Civil Rights Movement, the women's rights movement, the free speech movement, and the anti-war movement each played influential roles in shaping the United States in the 1950s and 1960s. The movements of the era called into question long-held beliefs, traditions, and authority at many societal levels. The movements also influenced faith traditions in the United States including the Community of Christ. Archival research of the two most widely circulated periodicals produced by the Community of Christ at the time revealed conceptual shifts during the period. Archival research also revealed a small group of individuals who were involved in facilitating the changes. Other primary resources indicated a slow but direct change in church ideology, policy, self-understanding, and theology during the period. Open-ended interviews with 12 influential leaders from the era showed that their early experiences influenced their desires to act in leadership roles in the Community of Christ and also influenced their desire to facilitate organizational change in their church. The three data sources were triangulated to create a historical narrative exploring the changes that took place during what became known as the Decade of Decision. The narrative is a story about how leaders in one faith tradition were influenced by the compelling social experiences of the 1950s and 1960s and in turn facilitated social and educational transformation in their church when they became leaders.
Show less - Identifier
- 1129599547, WFE0000672
- Format
- Document (PDF)
- Title
- Relating student perceptions of parent attitudes to student motivation for learning mathematics.
- Author
- Schamber, Wendy Diane
- Abstract/Description
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In response to declining national academic rankings, the United States developed a set of common standards (Common Core State Standards Initiative [CCSSI], 2015; Neuman & Roskos, 2013); however, success requires student effort. In that respect, the purpose of this study was to explore the relationship between student perceptions of parent attitudes toward student ability and effort following implementation of the Common Core Standards for Mathematics (CCSSM) and student motivation for...
Show moreIn response to declining national academic rankings, the United States developed a set of common standards (Common Core State Standards Initiative [CCSSI], 2015; Neuman & Roskos, 2013); however, success requires student effort. In that respect, the purpose of this study was to explore the relationship between student perceptions of parent attitudes toward student ability and effort following implementation of the Common Core Standards for Mathematics (CCSSM) and student motivation for learning mathematics. The construct of perception evident in Weiner's attribution theory of interpersonal motivation indicates individuals attribute motivation to factors they perceive to be real (Weiner, 2000). Student perceptions of parent attitudes can influence student motivation. This study utilized a quantitative cross-sectional design with survey methodology to gather data online from middle school students in a district that implemented the CCSSM. The study used 122 participants for an alpha of .05, power of .80, and medium effect size. The study utilized Pearson's r and Spearman r along with simple linear regression and multiple regression analyses to describe the relationship between the variables. Results indicate that student perceptions of parent attitudes toward student ability have a greater influence on student motivation than student perceptions of parent attitudes toward student effort. Student perceptions of parent attitudes toward both student ability and student effort are more positive than student perceptions of their own ability and effort, consistent with Weiner's (2000) social component of motivation. The study implies possible changes to policy and practice that would increase parent communication and involvement in a child's education.
Show less - Identifier
- 1129599806, WFE0000673
- Format
- Document (PDF)
- Title
- Connecting social studies and power: examining Fayette County's Freedom Village.
- Author
- Woods, John Edward II
- Abstract/Description
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Social studies educators often find that creating relevant lessons that will engage students both intellectually and personally is challenging (National Council for the Social Studies [NCSS], 2013; Yilmaz, 2007). By exploring the lived experiences, educators might better understand the nuances of the period being investigated that can benefit lesson plan development (Woods & Jans-Thomas, 2016; Yilmaz, 2007). Also, relevant lessons engage students through connections that could enhance...
Show moreSocial studies educators often find that creating relevant lessons that will engage students both intellectually and personally is challenging (National Council for the Social Studies [NCSS], 2013; Yilmaz, 2007). By exploring the lived experiences, educators might better understand the nuances of the period being investigated that can benefit lesson plan development (Woods & Jans-Thomas, 2016; Yilmaz, 2007). Also, relevant lessons engage students through connections that could enhance historical empathy (Perrotta, 2016; Yilmaz, 2007). To support lesson plan development, this phenomenological study identified connections between social studies and power that existed in Fayette County's Freedom Village. Therefore, this study served a twofold purpose: (a) to aid social studies educators in developing relevant lessons and (b) to enhance students' historical empathy. To accomplish the purpose, the following research question was answered: What connections exist between social studies and power that support lesson plan development and enhance historical empathy when examining the Fayette County Freedom Village? The NCSS College, Career, and Civic Life (NCSS C3) Framework and Foucault's (1994) philosophy of power provided the constructs for the conceptual framework. Historical research methods were employed to collect data, while content analysis was utilized to analyze data. The findings revealed that social studies and power connections exist when examining Freedom Village. For example, history, civics, economics, and geography were connected with Foucault's (1994) power strategy, while civics and geography were connected with power relations and freedom. With the findings, educators can develop relevant and engaging lessons associated with the Freedom Village and other historical events.
Show less - Identifier
- 1130062504, WFE0000681
- Format
- Document (PDF)
- Title
- Assessing multiple placement methods for college mathematics at a two-year college.
- Author
- Weirick, Chad William
- Abstract/Description
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Students who attend two-year institutions are not always academically prepared for the level of work that is required to be successful. Two-year institutions determine students' readiness for college-level mathematics courses using one of three placement methods. However, few empirical studies have investigated which placement methods are most effective in predicting academic success. The purpose of this quantitative study was to identify the placement methods that best predict student...
Show moreStudents who attend two-year institutions are not always academically prepared for the level of work that is required to be successful. Two-year institutions determine students' readiness for college-level mathematics courses using one of three placement methods. However, few empirical studies have investigated which placement methods are most effective in predicting academic success. The purpose of this quantitative study was to identify the placement methods that best predict student success in college-level mathematics courses at a two-year college located in the midwestern United States. Through binary logistic regression, data obtained from the academic records of 1,330 students from a Midwestern U. S. two-year institution revealed a positive statistically significant relationship between placement methods and students' academic success. Students placed using ACT/SAT mathematics score or ACCUPLACER methods, respectively, were 1.85 (p < .05) and 3.91 (p < .001) times less likely to pass their college mathematics course compared to those students who were placed using high school grade point average (GPA). Students who took pre-calculus were 1.66 times more likely to pass than students who took statistics (p < .05) after controlling for the sociodemographic and placement type variables in the model. Age had a positive relationship with passing (OR = 1.05, p < .01). Full-time students were 1.50 times less likely than part-time students to pass (p < .05). Pell Grant eligible students were 1.57 times less likely than non-Pell Grant eligible participants to pass (p < .05). Placing students using high school GPA may improve success in college-level mathematics courses. Higher education policymakers should consider the use of high school GPA as the central method to place students into these courses.
Show less - Identifier
- 1130062385, WFE0000680
- Format
- Document (PDF)
- Title
- An examination of ethnocultural empathy in campus policing.
- Author
- Vaughn, Stefan Wayne
- Abstract/Description
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The quantitative study examined diversity training and police service differences on levels of ethnocultural empathy among Florida's public university campus police officers. Enrollment in Florida's public universities has increased markedly along all social, cultural, and racial lines during the last decade (State University System of Florida [SUS], 2017). As such, campus police officers must interact more routinely with members of various minority groups. Relationships between police...
Show moreThe quantitative study examined diversity training and police service differences on levels of ethnocultural empathy among Florida's public university campus police officers. Enrollment in Florida's public universities has increased markedly along all social, cultural, and racial lines during the last decade (State University System of Florida [SUS], 2017). As such, campus police officers must interact more routinely with members of various minority groups. Relationships between police officers and minority members have long been strained by a myriad of social, political, and economic issues (Clayton, 2018). As a result, campus police officers must maintain cultural competence to promote positive relationships within these diverse campus communities (Moule, 2012). The researcher used the model of ethnocultural empathy (MEE) as a conceptual lens to examine the topic (Wang et al., 2003), along with the Scale of Ethnocultural Empathy (SEE) to collect data relating to ethnocultural empathy levels (Wang et al., 2003) among a small sample (n = 37) of police officers from five public universities in Florida. Ethnocultural empathy is the model's singular concept. Statistical testing compared group differences using independent samples t-tests. The results identified a statistically significant difference relating to an ancillary factor but not in relation to diversity training or police service. The conclusions drawn from the study infer heightened supervisor interest in diversity training development, demographic underrepresentation in Florida's campus police departments, and the need to standardize diversity training curriculum for campus police officers in Florida. The study has implications for researchers, campus police administrators, police trainers, and campus stakeholders.
Show less - Identifier
- 1130061083, WFE0000679
- Format
- Document (PDF)
- Title
- Monograde and multigrade special education teachers' sense of self-efficacy beliefs.
- Author
- Tutt, Felix Antonio
- Abstract/Description
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Challenges of teaching special needs students result in high special education teacher turnover (Dev & Haynes, 2015; Linehan, 2013). Bandura's (1977, 1994) self-efficacy theory explains how people remain resilient despite challenges. Resilience is contingent on mastery experience, vicarious experience, social persuasion, and emotional and psychological states (Bandura, 1994; Tschannen-Moran, Woolfolk-Hoy, & Hoy, 1998). This quantitative study examined a convenience sample of 45 special...
Show moreChallenges of teaching special needs students result in high special education teacher turnover (Dev & Haynes, 2015; Linehan, 2013). Bandura's (1977, 1994) self-efficacy theory explains how people remain resilient despite challenges. Resilience is contingent on mastery experience, vicarious experience, social persuasion, and emotional and psychological states (Bandura, 1994; Tschannen-Moran, Woolfolk-Hoy, & Hoy, 1998). This quantitative study examined a convenience sample of 45 special education monograde and multigrade teachers to determine if classroom type influenced self-efficacy levels in student engagement, instructional practice, and classroom management. Data collected from the Teacher's Sense of Self-Efficacy Scale (TSES) were analyzed. An unpaired, independent t-test assessed any mean differences between variables. The researcher found that multigrade teachers exhibited lower levels of self- efficacy than monograde teachers when assessing how much they can do to get through to and engage the most difficult students. Related to theoretical constructs, lower self-efficacy among multigrade special education teachers may be attributed to lack of individual success engaging these students or opportunities to be observed or be motivated by other successful teachers. The study also highlights that while classroom type may have some influence on teacher self-efficacy levels in student engagement, additional research is needed to identify what other aspects of the learning environment influence special education teacher self-efficacy. Improving special education teachers' self-efficacy may increase teacher resilience in the profession midst of challenges.
Show less - Identifier
- 1130060784, WFE0000677
- Format
- Document (PDF)
- Title
- Integrating a cultural fairy tale in a college course through sociocultural theory.
- Author
- Strickland, Robyn Le'An
- Abstract/Description
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This purpose of this action research study was to identify another way to promote cultural diversity in a human growth and development course (HGD) at a college located in Northwest Florida. Under the Southern Association for Colleges and Schools Commission on Colleges (SACSCOC) and the Florida Department of Education (FDOE), all courses listed in general education degree plans assess student learning outcomes (SLOs). A class assignment guided by Vygotskian sociocultural theory and...
Show moreThis purpose of this action research study was to identify another way to promote cultural diversity in a human growth and development course (HGD) at a college located in Northwest Florida. Under the Southern Association for Colleges and Schools Commission on Colleges (SACSCOC) and the Florida Department of Education (FDOE), all courses listed in general education degree plans assess student learning outcomes (SLOs). A class assignment guided by Vygotskian sociocultural theory and integrating a fairy tale was another way to promote diverse cultures. The participants in this study consisted of 25 students taking an HGD class. Data collection consisted of two in-class presentation/activities, cultural fairy tale "Little Burnt Face," and reflective journaling of the teacher-researcher. The data obtained were then analyzed for cultural codes, themes, and categories. The teacher-researcher suggests future curriculum and instruction can be modified to identify ways to promote diverse cultures in HGD courses.
Show less - Identifier
- 1130059714, WFE0000676
- Format
- Document (PDF)
- Title
- The effects of box height on drop jump performance.
- Author
- Addie, Cameron Douglas
- Abstract/Description
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Depth jumps (DJ) are commonly implemented in plyometric training programs in an attempt to enhance lower extremity jump performance. However, it is unknown how different box heights affect jump height (JH) and ground contact time (GCT). PURPOSE: The purpose of this study was to assess jump heights and ground contact time of depth jumps from various box heights. METHODS: Twenty college students who engaged in plyometric training (M = 13, F = 7; age: 22.80 ± 2.69 yr, height: 175.65 ± 11.81 cm,...
Show moreDepth jumps (DJ) are commonly implemented in plyometric training programs in an attempt to enhance lower extremity jump performance. However, it is unknown how different box heights affect jump height (JH) and ground contact time (GCT). PURPOSE: The purpose of this study was to assess jump heights and ground contact time of depth jumps from various box heights. METHODS: Twenty college students who engaged in plyometric training (M = 13, F = 7; age: 22.80 ± 2.69 yr, height: 175.65 ± 11.81 cm, mass: 78.32 ± 13.50 kg) performed DJs from 30 cm (DJ30), 45 cm (DJ45), 60 cm (DJ60), 76 cm (DJ76), and 91 cm (DJ91). A 16 camera Vicon system was used to track reflective markers bilaterally to calculate JH (ASIS, PSIS), while a Kistler force plate was used to record GCT. JH and GCT were compared using a 2x5 (sex x box height) repeated measures ANOVA. RESULTS: There was no interaction but there was a main effect for sex where both JH (M>F) and GCT (F>M) showed a significant M bias. There was no box height main effect for JH DJ30 (.4934 ± .1126 m), DJ45 (.5003 ± .1134m), DJ60 (.4936 ± .1195 m), DJ76 (.4957 ± .1105 m), DJ91 (.4783 ± .1162 m) but there was for GCT where DJ30 (.3584 ± .0971 s), DJ45 (.3605 ± .10528 s) and DJ 60 (.3723 ± .1049) were not significantly different from each other but were all less than DJ76 (.3962 ± .1161) and DJ91 (.4209 ± .1154). CONCLUSIONS: Increasing box height beyond 60cm increased GCT but did not affect JH. Therefore, practitioners designing plyometric training programs that implement DJs in order to increase JH may stop at a box height of 60cm. This would keep GCT minimal which might play a role in other power and speed events.
Show less - Date Issued
- 2019
- Identifier
- 1145027700, WFE0000682
- Format
- Document (PDF)
- Title
- Influence of sand fence configuration on sand accumulation and wind flow.
- Author
- Allen Marley
- Abstract/Description
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Sand fences have become a standard use in beach management practices, and the relationship between sand fences, vegetation, and dune development has been widely studied. The New Jersey coastline has been the location for an extensive amount of sand fence studies and has provided a standard used by beach management along various coasts. However, the Florida Panhandle contains a different coastal environment to that of New Jersey but has not received as much focus. This study looks to assess...
Show moreSand fences have become a standard use in beach management practices, and the relationship between sand fences, vegetation, and dune development has been widely studied. The New Jersey coastline has been the location for an extensive amount of sand fence studies and has provided a standard used by beach management along various coasts. However, the Florida Panhandle contains a different coastal environment to that of New Jersey but has not received as much focus. This study looks to assess the relationship between local variables and fence configuration. The study will be conducted on The University of West Florida (UWF) beach property. The study site contained fifteen sand fences in five different configurations to monitor sand accumulation. Equipment used will include a weather station, anemometers, pre-constructed sand fences, and erosion pins. Once data has been collected, statistical analysis of trapping efficiency will occur. This study looks to expand the knowledge on sand fences by providing a narrow focus on the trapping abilities of various sand fence configurations. An expected outcome of the study is to gain a better understanding of the trapping efficiency of fence configurations in relation to local variables.
Show less - Date Issued
- 2019
- Identifier
- 1145028655, WFE0000683
- Format
- Document (PDF)
- Title
- Attitudes about menstruation: a qualitative study of implicit and explicit attitudes.
- Author
- Baldwin, Kaitlyn
- Abstract/Description
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Studies have been conducted to understand menstrual stigma, supporting the hypothesis that women internalize stigma and feel required to modify their behaviors to adapt to societal rules surrounding menstruation. Conflicting results have been reported regarding current attitudes toward menstruation, with some reporting that the stigma is still prevalent, while others have found no evidence of stigma. The purpose of the current research is to expand on these studies, further exploring the...
Show moreStudies have been conducted to understand menstrual stigma, supporting the hypothesis that women internalize stigma and feel required to modify their behaviors to adapt to societal rules surrounding menstruation. Conflicting results have been reported regarding current attitudes toward menstruation, with some reporting that the stigma is still prevalent, while others have found no evidence of stigma. The purpose of the current research is to expand on these studies, further exploring the prevalence of and reasons for menstruation stigma and to explore individual perceptions surrounding the discussion of women's menstrual cycles in college women and men. In a pilot study (Study 1) we found that, on a 7-point Likert scale, women and men self-report neutral to slightly positive attitudes toward menstruation, averaging slightly positive. In contrast, 87.7% of women and 76.9% of men have witnessed menstruation related bullying, and 52.3% of women have personally experienced it. These findings expose a discrepancy between experienced menstruation stigma and expected biases. As such, we modified our previous survey with more direct questions to better reveal the true attitudes of college students. The modified survey (Study 2) included questions regarding perceived stigma, internalized stigma, experienced stigma, and menstruation related stereotypes and an Implicit Association Task (IAT) to measure internalized menstruation stigma. We expected that Study 2 would replicate previous results regarding societal perceptions of menstrual stigma and personal attitudes toward menstruation trending positively. In addition, we expect to find that the IAT reveals participants to hold implicit negative associations about menstruation.
Show less - Date Issued
- 2020
- Identifier
- 1151766549, WFE0000684
- Format
- Document (PDF)
- Title
- The violence comes soon after: LGBTQ+ perceptions of safety and its effects on mental health in Pensacola.
- Author
- Harshman, Brenna
- Abstract/Description
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In Pensacola, Florida, there are many conservative residents who object to the presence of LGBTQ+ members in the community despite the long, rich history of relative LGBTQ+ tolerance. Due to the outward display of intolerant behavior, many LGBTQ+ people question their ability to safely express their sexual orientation and gender identity. This paper explores the primary data on main stressors that affect the perception of safety among the LGBTQ+ community in the Pensacola area as well as the...
Show moreIn Pensacola, Florida, there are many conservative residents who object to the presence of LGBTQ+ members in the community despite the long, rich history of relative LGBTQ+ tolerance. Due to the outward display of intolerant behavior, many LGBTQ+ people question their ability to safely express their sexual orientation and gender identity. This paper explores the primary data on main stressors that affect the perception of safety among the LGBTQ+ community in the Pensacola area as well as the mental health consequences linked with the stress of feeling unsafe. Data was gathered through participant observation and semi-structured interviews. I hypothesize that the LGBTQ+ community in Pensacola is more likely to have poor mental health and this inequity is linked to discrimination and feeling unsafe.
Show less - Identifier
- 1151767416, WFE0000685
- Format
- Document (PDF)
