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Ottati, Daniela F. "Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1851.
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The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption.
In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II.
The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS.
The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge.
The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.
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Crowell, Victoria. "Teachers' Perceptions of Cultural Change in a Challenged High School During the Implementation of the International Baccalaureate Diploma Programme." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/445.
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Academically failing schools are under scrutiny from government education administrators, policymakers, and the general public, due to chronic inabilities to lower dropout rates and to educate students who can pass high-stakes graduation assessments. States’ efforts to adhere to the No Child Left Behind (NCLB) Act have led to the development of accountability systems to determine adequate yearly progress (AYP) and to assign schools grades, as well as wholesale reassessment of current educational programs, which are often replaced with more rigorous curricula.
Among curricular programs that have been sought as reform measures for academically failing schools is the International Baccalaureate Program (IBP). The IBP’s exacting curriculum has attracted many schools to adopt it as an alternative course of study for advanced students, as well as a rigorous option to build academic capacity among students who have failed to make AYP.
This case study examined teachers’ perceptions of the effect the International Baccalaureate Diploma Programme (IBDP) had on the culture of an academically underperforming high school in Valdosta, Georgia. Teacher volunteers from within the IBDP, in addition to teachers who taught standard classes, participated in a series of three semistructured interviews over 1.5 years, during which time the school made its initial application to the International Baccalaureate Organisation and subsequently began implementing the program with the school’s first cohort of students. Additionally, documents relating to the IB application process were examined, and observations of the IBDP teachers with students in their classrooms were conducted. Data analysis utilized the frameworks of educational criticism and narrative analysis.
Teachers within the IBDP reported feelings of increased self-efficacy resulting from their work with both students and community stakeholders. Participant teachers in both IB courses and other programs described an overall improvement in the school’s culture.
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Alhadi, Esameddin. "Transforming School Museum Partnership: The Case of the University of Florida Harn Museum Teacher Institute." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1214496613.
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Glass, Lindsey Heather. "A Case Study of an International Baccalaureate School within an Urban School District-University Partnership." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.
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Poppell, Judith Bockel. "The Desegregation of a Historically Black High School in Jacksonville, Florida." UNF Digital Commons, 1998. https://digitalcommons.unf.edu/etd/74.
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This historical study examines the desegregation of a historically African- American high school during the period between 1965-1975. The Mims v. The Duval County School Board (1971) decision brought about radical changes in the operation of the Duval County Public Schools. The mass transfer of teachers and reassignment of students as a result of the federal judge's order in this case resulted in a school system that was dramatically different from the one that previously existed. The author seeks to determine why the desegregation of William Raines High School was short-lived and questions the continued effort of the school system to desegregate this school.
The author conducted a multi-faceted investigation to answer the research questions. Following a case study approach, both archival and oral data were collected and examined. Focused interviews were conducted with former William Raines High School students, faculty and parents. In addition, written documents and local newspaper accounts were studied. The oral interviews support and expand the findings of the archival documents.
The findings of the study indicate that the history and traditions at William Raines High School are founded on a strong sense of pride and identity. However, changes in the school over time have resulted in a school that has lost its focus on academic excellence. In order for lasting desegregation to take place, substantive changes will be required. The pride that was the school's legacy must be restored. Excellence in all aspects of school life should be the overarching goal. PALMM.
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French, Paige Vereen. "The Roles of School Advisory Councils in School Improvement: A Case Study in Policy Interpretation." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/165.
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The Florida Legislature responded to the national call for education reform by passing four statutes in 1991, referred to as Blueprint 2000. One intent of the legislation was to encourage change in schools through local community involvement in School Advisory Councils (SAC). The SAC, composed of parents, community members, teachers, and students was responsible for guiding the school through the process of school improvement.
The purpose of the study was to investigate the role of the SAC in the implementation of Florida school improvement initiatives. The study was designed to identify local factors affecting the interpretation of policy and to develop understanding of the members of the SACs defined their roles.
Four elementary schools in Duval County, Florida, were selected for study. A case study approach over one year was used to gather data from written materials, participant observation, and interviews. The data were analyzed to develop understanding of the roles of the SAC from the participants' perspectives.
Findings indicated that SACs were fulfilling their basic responsibilities as outlined in the legislation. Evidence showed that no decision was entirely site based and the extent of the SAC's influence was greater than intended. Members' perceptions of influence to implement change may be more potent than the actual authority given to the SAC by law.
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Antworth, Roger Herbert. "Factors Associated With Public School Chronic Absenteeism." UNF Digital Commons, 2008. http://digitalcommons.unf.edu/etd/324.
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Chronic absenteeism is a problem that has plagued the public school system for a number of years. The cost of missed days of school can be counted in missed work, missed participation, and missed opportunities. The chronically absent student falls behind his/her peers academically which may lead to grade level retention and truancy. Truancy has been identified as one of the key indicators associated with students in public schools who drop out of school. Truancy can also be a predictor of illegal drug use by students (U.S. Department of Education, 2006).
Researchers have attempted to identify the various characteristics of truant or chronically absent students. Some studies have indicated that student chronic absenteeism may be associated with certain racial/ethnic cultures and tend to occur at some grade levels more than others (Florida Department of Education (FDOE), 2002, 2004a, 2005a, & 2006a). Other studies indicated that socioeconomic status and enrollment in the exceptional education program may be indicators for chronic absenteeism (FDOE, 2004a). Still others have indicated that certain types of disciplinary action used in the school may also indicate the level of chronic absenteeism and truancy (Hoffman, Llagas, & Snyder, 2003).
The present research identified variables that have the greatest degree of association with student chronic absenteeism in Florida public schools. The variables that were identified as having the greatest association with students who were chronically absent included students assigned to in-school suspension, out-of-school suspension, exceptional educational programs, and who have not been promoted to the next grade. The greatest common factor is out-of-school suspension.
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Iuspa, Flavia Eleonora. "Assessing the Effectiveness of the Internationalization Process in Higher Education Institutions: A Case Study of Florida International University." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/316.
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The purpose of this study was to examine a Higher Education Institution’s (HEI) process of internationalization. The theoretical model developed by Van Dijk and Miejer (1997) was used to review Florida International University (FIU)’s policy, support, and implementation dimensions and determine its position on the Internationalization Cube, and assess how FIU’s international activities fit into its different organizational processes. In addition, the study sought to shed light on student and faculty attitudes toward internationalization. Qualitative and quantitative data were collected from examining organizational documents, interviews, descriptive data on FIU’s international activities using the International Dimension Index, and the Student and Faculty Survey on Internationalization. FIU’s international activities results were analyzed in relation to a panel of experts’ item relevancy index. The Likert-type survey scales’ frequencies and percentages were calculated as well as Spearman Rho correlations between the survey’s three scales and demographic and experiences variables. The study found that FIU is located on position six of a possible eight positions on the Van Dijk and Meijer Internationalization Cube with the following characteristics: Priority Policy, One-Sided Support, and Structured Implementation toward internationalization. The analysis of FIU’s results on international activities showed that FIU exhibits all the activities considered to be strong indicators of internationalization but for position seven placement special attention is needed in the areas of foreign language study, international students, study abroad, faculty movement and involvement in international projects. The survey indicated students and faculty rated the Benefits of Internationalization highly but didn’t perceive strong institutional Support for Internationalization. Faculty age and offshore programs participation; student gender, race/ethnicity and class status; and for both, study abroad and knowledge of students travel grant had significant positive correlations with student and faculty attitudes. The study concluded that an association exists between FIU’s position on the Internationalization Cube and its international activities. Recommendations for policy, implementation, and future studies were made. It was concluded that advancing FIU’s position on the Cube will require adjustments in FIU’s policy, support and implementation dimensions. Differences in student and faculty views toward internationalization should be taken into account when planning internationalization efforts.
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Goldwire, Ida W. "Social Environment as Related to School Achievement in Early Childhood." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/326.
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Social environment as related to school achievement was investigated. It was found that the importance of the model which the parent sets for the child in addition to the role assumed by the teacher play an important part in the development of the early childhood student. The environment in which a child lives and the person with whom the child interacts both affect the child in complex ways to influence the child's development and life chances. Research also shows that academic and intellectual gains are produced during the Head Start program year and that children who attend Head Start programs do perform better than their disadvantaged peers on such global measures of school success as passing each grade, staying in regular school tracks, and graduating from high school.
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Zink, James Lynd. "Reactive behavioral patterns, generational differences and retention in online career and technical education students." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000165.
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Thesis (Ed.D.)--University of West Florida, 2009.Submitted to the Dept. of Professional and Community Leadership. Title from title page of source document. Document formatted into pages; contains 121 pages. Includes bibliographical references.
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Hanaeus, Amanda, Jelena Filipovic, and Meagan Jonsson. "International Students Integration Into the City : A Case Study of Jönköping International Business School." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18975.
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The prevalence of internationalization in universities today is affecting the cities in which they are located. As the integration of international students adds to the ambiance and culture of a city, the authors argue that mutual participation of universities and communities will influence the development of a city. The aim of this thesis is therefore to explore the collaborations between the two, using Jönköping’s International Business School (JIBS) as a case study. In focusing our attention on international students and their part-time employment, we wish to gain a better understanding of the potential effects a university may have in enhancing a city. Research was conducted in an effort to obtain diverse views and uncover underlying themes that may exist between different stakeholders. Respondents from the following organizations were interviewed to clarify the different perceptions: The University Service’s Career Center, International and Recruitment Offices at JIBS, and Jönköping Municipality. It was found that networking between JIBS and Jönköping exists, but that the relationship appears to be complex as each party has different dimensions to consider, making true collaboration difficult. However, communication and cooperation could be useful in steering the direction of city development. The presence of international students is seen as influencing the culture, knowledge, and image of the city, but a true integration of these students is lacking. A further contribution through the inclusion of international students in part-time employment is believed to be beneficial to both the city and students, but barriers such as language make this a difficult task. An alliance between JIBS and Jönköping is therefore encouraged, as their combined efforts are crucial in solving these types of issues. We claim that the integration of international students through the creation of part-time jobs or internships demonstrates one way JIBS contributes to the city. The prevalence of internationalization in universities today is affecting the cities in which they are located. As the integration of international students adds to the ambiance and culture of a city, the authors argue that mutual participation of universities and communities will influence the development of a city. The aim of this thesis is therefore to explore the collaborations between the two, using Jönköping’s International Business School (JIBS) as a case study. In focusing our attention on international students and their part-time employment, we wish to gain a better understanding of the potential effects a university may have in enhancing a city. Research was conducted in an effort to obtain diverse views and uncover underlying themes that may exist between different stakeholders. Respondents from the following organizations were interviewed to clarify the different perceptions: The University Service’s Career Center, International and Recruitment Offices at JIBS, and Jönköping Municipality. It was found that networking between JIBS and Jönköping exists, but that the relationship appears to be complex as each party has different dimensions to consider, making true collaboration difficult. However, communication and cooperation could be useful in steering the direction of city development. The presence of international students is seen as influencing the culture, knowledge, and image of the city, but a true integration of these students is lacking. A further contribution through the inclusion of international students in part-time employment is believed to be beneficial to both the city and students, but barriers such as language make this a difficult task. An alliance between JIBS and Jönköping is therefore encouraged, as their combined efforts are crucial in solving these types of issues. We claim that the integration of international students through the creation of part-time jobs or internships demonstrates one way JIBS contributes to the city.
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Myszkowski, Erin. "Medical School Prerequisite Courses Completed at Two-Year Colleges by Medical School Matriculants: An Analysis at the University of Central Florida." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5349.
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Many medical school admissions personnel and pre-health advisors advise premedical students not to take the medical school prerequisite courses at two-year colleges because they believe the courses are less academically rigorous than the same courses at four-year institutions (Losada, 2009; Marie, 2009; Thurlow, 2008, 2009a, 2009b). According to this belief, premedical students who complete the medical school prerequisite courses at a two-year college could be at a disadvantage in regard to medical school admission compared to those students who complete the medical school prerequisite courses at a four-year institution. In an effort to analyze these perceptions, this study examined factors pertaining to the enrollment of premedical students in the medical school prerequisite courses at two-year colleges. This research study examined the enrollment statuses and grades of matriculants to medical school from the University of Central Florida between 2007 and 2011. Specifically, the type of student enrollment of the matriculants who completed any of the medical school prerequisite courses at a two-year college was examined, and both their type of institutional enrollment and grades in the organic chemistry courses were also examined. The results indicated that there were significant differences in types of student enrollment in most medical school prerequisite courses at two-year colleges, and based on these differences, the researcher identified whether completing certain prerequisite courses as certain types of enrollment were either “more acceptable” or “less acceptable” for premedical students. In addition, the results indicated that there were not significant differences in organic chemistry grades based on the type of institution where the courses were taken. Based on these results, the researcher could not categorize the courses at either type of institution as “more rigorous” or “less rigorous” than the other, but the researcher also recommends that these results should be perceived cautiously until additional, more in-depth research can be conducted on this topic. Finally, recommendations and implications for premedical students, pre-health advisors, medical school admissions personnel, two-year colleges, and four-year institutions were discussed.Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Dawood, Dianne Crum. "College Readiness and Academic Successes for Arts Magnet and Traditional High School Graduates." UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/322.
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The purpose of this study was to explore the effectiveness of the arts magnet high school in preparing its graduates for college readiness from the threshold of college admission (high school grade point average and achievement scores) through matriculation to the type of baccalaureate degree awarded.
The setting was 15 public arts magnet high schools and 15 randomly-selected public traditional high schools and the Florida State University System of 11 postsecondary institutions. The research population was four 6-year cohorts of graduates of the 30 high schools in the present study (N = 8,967). Logistic and linear regression techniques, college admission data (grade point average and achievement scores) and college participant data (number of terms to degree, changes in college major, college GPA) were used to predict college success.
The results of logistic regression (N = 8,967) showed no statistically significant difference in achievement test scores and grade point average between arts magnet graduates and the comparison group. The present study found no evidence of instrumental value to the arts experience as measured in standardized test scores and grade point average. The findings of the present study were congruent with the results of other arts magnet high school research studies repmied in the literature. The majority of Florida's arts magnet high schools when compared to high schools in their respective districts present lower dropout and absenteeism rates and higher graduation rates. The results of chi-square test of independence indicated that arts magnet high school graduates who chose arts-based college majors were more likely to remain stable in their choice through baccalaureate degree than any other subgroup in the research sample including both traditional high school graduates and arts magnet graduates choosing other majors (p < .001).
It follows that for the years studied in this research, arts magnets brought great diversity to the State University System. By ethnicity, minorities represented 47.4% (n = 1,826) of arts magnet research sample (n = 3,846). A chi-square test of independence indicated that Black males graduating from arts magnet high schools were more likely to complete to a college degree (p < .001) than those in traditional high schools. Overall, the demographic analysis of the present study provides strong evidence that arts magnet high schools have achieved the education diversity goals of the magnet concept.
The findings of the present study support effectiveness of arts magnet schools as a public policy vehicle of school choice, equity, quality, and accountability. Arts magnet schools represent a paradigmatic shift in how public schools offer choice to parents. The present study found that graduates of arts magnet high schools are equally prepared for competitive college admission into state universities with a value-added component of an intensive arts curriculum and positive secondary school climate.
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McElreath, Debra. "A Primary School Curriculum To Enhance Self-Concept, Decision-Making, and Locus of Control." UNF Digital Commons, 1989. http://digitalcommons.unf.edu/etd/10.
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The curriculum developed in this project was designed to meet the needs of primary students in the areas of self-concept, decision-making, and locus of control. It provides activities that enhance these areas in the hope of positively influencing school achievement. The related literature and research review attempts to show the interrelationships between self-concept, school achievement, decision-making, and locus of control.The project consists of 10-15 minute activities that do not require lengthy teacher preparation or numerous materials. The activities take into consideration Piaget's and Kohlberg's stages of development for kindergarten through second grade students. The content of the activities is not arranged in any particular sequential order. The focus of the content is in the affective domain with the activities dealing primarily with feelings, values, relationships with others, self-awareness, and making choices.The curriculum was evaluated by surveying a team of primary teachers. Feedback was gathered concerning the appropriateness of the activities for primary students and the practicality of its use in the classroom.
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Anderegg, Andrea Adams. "Achievement goal dispersion among gender and racial groups in middle school physical education." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000149.
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Gardner, Stephen Wayne. "Analytic hierarchy analysis of leadership skills in education as rated by selected education, community, and business members in northwest Florida." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000047.
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Ketter, Lynn Carol. "High-stakes testing, achievement-goal structures, academic-related perceptions, beliefs, strategies, and school belonging among selected eighth-grade students in a northwest Florida school district." [Pensacola, Fla.] : University of West Florida, 2006. http://purl.fcla.edu/fcla/etd/WFE0000029.
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Mullan, Catherine A. "Computer and Technology Assisted Language Arts Activities for Middle School Students." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/105.
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Educational research indicates that integrating computers and other technologies into the curriculum, enhances student interest in learning. However, many teachers disregard these tools citing lack of time, equipment, or experience. Based on this information, the researcher designed a project which uses computers and other technologies to stimulate middle school language arts students' interest in learning. An initial survey of 166 middle school students determined that English grammar and usage is the least enjoyed portion of the language arts curriculum. The researcher then created ten computer and technology assisted learning activities which reinforce grammar-related content and skills. A seventh grade language arts class field tested the activities. They also completed several types of follow up instruments, and participated in personal interviews, which helped the researcher conclude that careful utilization of computers and other technologies to deliver unappealing portions of the curriculum may improve students interest in those areas.
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Thomas, Dana L. "The Effects of Freewriting on High School Students’ Attitudes Toward Writing." UNF Digital Commons, 1989. http://digitalcommons.unf.edu/etd/41.
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This paper investigates the hypothesis that freewriting, when used as part of the writing process, will lead to more positive attitudes toward writing in a sample of advanced tenth grade students. An additional issue focuses on the level of positive attitudes of males when compared to females. Two intact classrooms taught by one teacher wrote weekly papers. The experimental group wrote freely, while the control group was restricted in topic choice, length and form of their writing. The experimental group received positive comments on the content of their writing, but the control group received standard error corrections on their writing. The subjects responded to an attitude instrument as pretest and posttest measures. The experimental group showed no significant increase in positive attitudes toward writing. Girls in both the experimental and comparison groups showed no more attitudes toward writing than pretesting or at post testing.
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Branch, Kathryn Llewellyn. "A Comparison of SAT Scores of the LEP Elementary School Students in Duval County." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/36.
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The hypothesis that there is no significant difference between the mean SAT Total Reading Battery percentile scores of LEP students who are mainstreamed and those who are self-contained, was studied. Sixty-eight fourth, fifth, and sixth-grade LEP students were administered the SAT. They were divided into two groups. The self-contained group consisted of 35 students; the mainstreamed group consisted of 33 students. The mean percentile score for the mainstreamed group was 39.57 with a standard deviation of 21.02. For the self-contained group, the mean was 26.0 and the standard deviation was 18.53. The computed t = 2.67, P < .05. The null hypothesis was rejected.
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Kaczynski, Michelle Lynn. "An interpretive study of career development processes of adolescents attending a technical high school." [Pensacola, Fla.] : University of West Florida, 2002. http://purl.fcla.edu/fcla/etd/WFE0000063.
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van, der Poel Marcel H. "Developing intercultural competence of faculty and staff members at Hanze International Business School." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/843.
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Linn, Mary McMahon. "Effects of Journal Writing on Thinking Skills of High School Geometry Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/38.
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The purpose of the project was to determine the effects of journal writing on the thinking skills of high school geometry students. The research supports the idea that writing can enhance a student's metacognitive ability. The results show that the journals served effectively in various capacities. Each student became actively involved in his or her own learning process. Writing forced the students to synthesize information and they became aware of what they did and did not know. They recognized their individual learning style and strengths and began to take advantage of those strengths. The journals served as a diagnostic tool for the instructor and they opened lines of communication between teacher and student and personalized the learning environment. The results of the project suggest that this type of journal keeping would be effective in all disciplines but it is especially recommended that it be implemented throughout a mathematics department.
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Hopper, Jean. "The Efficacy of Advance Organizers in Upper Elementary School Curriculum." UNF Digital Commons, 1992. http://digitalcommons.unf.edu/etd/76.
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The purpose of this study was to provide a synthesis and evaluation of research regarding the efficacy of using advance organizers as a pre instructional teaching strategy to enhance students' cognitive growth. Additionally, two sample advance organizers are provided as a model for classroom application, along with caveats for advance organizer construction, presentation and usage. The third component of this study was an evaluation of selected advance organizer studies based on the work of Mayer (1979). The conclusion was that advance organizers do facilitate long term retention and conceptual understanding if prepared and presented properly using language and examples relevant to the students' prior knowledge. Visual aids and metacognitive reading strategies seem to enhance the effectiveness of advance organizers. If the student already possesses prior knowledge of the subject matter or makes mental connections between familiar and unfamiliar content, then advance organizers are not needed.
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Awosanya, Oriyomi. "International Students' Challenges in the United States and the Roles of the Host School| A Case Study of International Students at a Mid-Western University." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10812672.
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It is imperative to find out the challenges that international students face. According to the Institute of International Education 2016 Annual Report (IIE, 2016), the enrollment trend of international students increased by 7%, from about 200,000 to more than one million international students across colleges and universities in the United States. There are 1,043,839 international students studying in the U.S. and the top fifteen countries of origin of these international students are: China, India, Saudi Arabia, South Korea, Canada, Vietnam, Taiwan, Brazil, Japan, Mexico, Iran, United Kingdom, Turkey, Nigeria, and Germany. However, as the international students’ enrollment increases, there has also been an increase in the rate of drop out of international students (Redden, 2014). Redden found out that the rate of drop out of international students was attributed to some challenges, with financial challenges being on the top of the list. This study’s purpose was to find out the challenges that international students face while studying in one small university in the Midwestern part of the U.S. It also focused on the roles the host universities could play in helping them through these challenges. Questions asked of international students were informed by the most common themes in the prior literature, including social, academic and financial areas. The themes that emerged from the data were analyzed using qualitative coding. According to the responses of the participants in this research, the challenges that international students in this Midwestern university face range across financial struggles, socialization, home sickness, weather, language and accent issues, and food. The most common challenge among the participants was financial struggles, which about 80% of the interview participants affirmed. Socially, each of the participants used different survival strategies related to language and to homesickness, which included, watching movies, imitating native speakers, calling and visiting family and friends, making friends with other international students. Academically, participants advised other international students to not be afraid to jump in and participate, or to ask for assistance. The participants feel the roles of the host school in addressing these challenges should include provision of scholarships, integrating international students more into the different activities in the school, and also suggested English language programs. Analysis showed that better communication and mentoring among more experienced and new international students, faculty and international staff could also be of benefit. Keywords: international students, challenges faced by international students, host university, study abroad, international student support services.
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CARDASSILARIS, NICOLE RUTH. "Bringing Cultures Together: Elma Pratt, Her International School of Art, and Her Collection of International Folk Art at the Miami University Art Museum." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204738152.
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Barrow, Clark Eugene. "An examination of factors that influence career decision-making certainty in high school students." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000171.
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Thesis (Ed.D.)--University of West Florida, 2009.Submitted to the School of Education. Title from title page of source document. Document formatted into pages; contains 148 pages. Includes bibliographical references.
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Riggle, Allison Marie. "Rosenwald Junior College place matters in a school community /." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000191.
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Thesis (Ed.D.)--University of West Florida, 2009.Submitted to the Dept. of Professional and Community Leadership. Title from title page of source document. Document formatted into pages; contains 212 pages. Includes bibliographical references.
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Sims, Patricia. "Basic Robotics Curriculum: An Introductionary Unit for Junior High School Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/52.
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The purpose of this project was to research and develop a robotics curriculum appropriate to junior high school students. Specifically, this project developed a two-week, ten-hour robotic curriculum to introduce eighth-grade students to basic robotic concepts. After a careful examination of the related literature and after an evaluation of current trends in robotic education, objectives were developed. The objectives integrated content from industrial arts, science, college-level courses on robotics, and very basic concepts used in elementary schools as an introduction to robotics. Lessons were developed which used a multisensory approach and activities emphasized hands on experiences for students. Conclusions which were drawn after a review of related literature, development of the curriculum, and pilot testing are included along with recommendations for possible improvement and expansion of this project. The importance of keeping pace with developing technologies is stressed throughout the curriculum which was developed.
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Cochran, Geraldine L. "A Q-Methodology Approach to Investigating the Relationship Between Level of Reflection and Typologies Among Prospective Teachers in the Physics Learning Assistant Program at Florida International University." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1000.
Full textAbstract:
The purpose of this mixed methods study was to understand physics Learning Assistants’ (LAs) views on reflective teaching, expertise in teaching, and LA program teaching experience and to determine if views predicted level of reflection evident in writing. Interviews were conducted in Phase One, Q methodology was used in Phase Two, and level of reflection in participants’ writing was assessed using a rubric based on Hatton and Smith’s (1995) “Criteria for the Recognition of Evidence for Different Types of Reflective Writing” in Phase Three.
Interview analysis revealed varying perspectives on content knowledge, pedagogical knowledge, and experience in relation to expertise in teaching. Participants revealed that they engaged in reflection on their teaching, believed reflection helps teachers improve, and found peer reflection beneficial. Participants believed teaching experience in the LA program provided preparation for teaching, but that more preparation was needed to teach.
Three typologies emerged in Phase Two. Type One LAs found participation in the LA program rewarding and believed expertise in teaching does not require expertise in content or pedagogy, but it develops over time from reflection. Type Two LAs valued reflection, but not writing reflections, felt the LA program teaching experience helped them decide on non-teaching careers and helped them confront gaps in their physics knowledge. Type Three LAs valued reflection, believed expertise in content and pedagogy are necessary for expert teaching, and felt LA program teaching experience increased their likelihood of becoming teachers, but did not prepare them for teaching.
Writing assignments submitted in Phase Three were categorized as 19% descriptive writing, 60% descriptive reflections, and 21% dialogic reflections. No assignments were categorized as critical reflection. Using ordinal logistic regression, typologies that emerged in Phase Two were not found to be predictors for the level of reflection evident in the writing assignments.
In conclusion, viewpoints of physics LAs were revealed, typologies among them were discovered, and their writing gave evidence of their ability to reflect on teaching. These findings may benefit faculty and staff in the LA program by helping them better understand the views of physics LAs and how to assess their various forms of reflection.
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Brandao, Frank R. "The Effects of School-Based Management on the Worklife of Elementary Teachers: A Case Study." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/110.
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This case study was a qualitative investigation to describe the nature of teachers' involvement in school based management (SBM), and to describe how this involvement affected teachers' worklives. The review of related literature provided the historical background that led to SBM restructuring, examined what the literature has revealed on SBM, and investigated organizational commitment in the context of SBM.
A semi-structured interview was the instrument used to gather the data. The participants of this case study were a random sample of teachers, a sample of teachers selected by their principals, and the principals currently employed at each of the three elementary schools in a single county school district in Florida. A total of 33 educators were interviewed and their responses were tape recorded to assist in the authentication of the transcribed data. The data were then compiled and analyzed. Themes and patterns were identified and placed into a matrix for purposes of assessing the interrelationships of responses offered in the context of the three elementary schools.
The analysis and interpretation of data revealed that restructuring with SBM was implemented to a minimal degree at the elementary schools of Florida County. The results showed that the effects of restructuring were varied and included both positive and negative findings. For some teachers, involvement enhanced commitment to the organization and spurred them on to further efforts, while for most respondents restructuring activities were perceived as impositions that made it difficult to balance classroom and SBM responsibilities. Respondents also revealed that they doubted the potential of SBM as a means to improve the quality of education at Florida County Schools or as a process for producing significant academic achievements. Recommendations were made for practical application and for future research.
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Kim, Wendy Wen-Shin. "Help-seeking tendencies and their relationship to competence, goal orientation, autonomy and achievement level in middle school mathematics." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000121.
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TSUKAGOSHI, Norihiro. "Perspectives for Development of Research and Education by International Collaboration in Graduate School of Bioagricultural Sciences, Nagoya University." 名古屋大学農学国際教育協力研究センター, 2004. http://hdl.handle.net/2237/8934.
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Johnson, Kenneth Earl. "Outcome-based evaluation of interpersonal relationships between teachers and students at the Northwest Florida School for Boys." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000013.
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Keller, Thomas V. "Selected High School Science Teachers' Perceptions Regarding Adaptations to Their Instructional Practice Due to the Implimentation of State Required End of Course Exams in a Midsized Central Florida School District." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/639.
Full textAbstract:
Science teachers have a unique place in education due to their academic discipline and the fact that the public ties teacher accountability to student performance. One major measure of teacher accountability in the State of Florida is the end of course examinations (EOC). The purpose of this study was to examine selected high school Biology teachers’ perceptions about how their instructional practices have been affected by the administering of an EOC in comparison to other high school science teachers who are not required to administer an EOC. The overriding research question for this study was: What are the perceptions of selected high school science teachers whose students are subject to an EOC, as well as those whose students are not subject to an EOC? This qualitative study used a grounded theory, phenomenological approach to first elicit the perceptions of selected science teachers regarding how their instructional practices have been affected by the implementation of an EOC. These perceptions were examined within the context of other science teachers in the same school who were not subject to EOCs. Emergent understandings of these teachers’ perceptions were then used to build a theoretical understanding of the phenomena surrounding their construction.
The sites for this research are science departments from high schools in a mid-sized central Florida school district. This research was accomplished by gathering data from preliminary surveys with open-ended responses, then followed up with more in-depth interviews constructed from the initial survey responses. Key findings from this study were the teachers’ need to cope with the pressure of time constraints on their instruction and working within the curriculum map as mandated by the county offices. Additionally, results of this study also indicated that teacher accountability and the pressures it engenders to increase student achievement are more pronounced for those teachers administering EOCs, who subsequently believe student learning is diminished. Importantly, teachers of subjects that include EOCs in this study themselves expressed understandings that these accountability pressures distorted their teaching practices to focus more on less cognitively complex classroom learning activities such as fact-based questions than their non-EOC teacher counterparts, although they knew these approaches to be less effective. Although this phenomenon of the unintended consequences of EOCs has been explored before, this study highlighted it from the vantage of teachers who were aware of its occurrence, but felt powerless to stop it.
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White, Jane Nixon. "A Comparative Study of the Effects of a Token Economy Program on the Achievement, Behavior, and Attitude of Middle School Students." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/135.
Full textAbstract:
The purpose of this study was to examine the effects of the use of a school-wide token economy program on middle school students' achievement, behavior, and attitudes toward school. This involved the comparison of two similar suburban middle schools, one of which used a school-wide token economy program.
A nonequivalent control-group design was used to examine: (1) the effects on achievement as measured by grades and honor roll status; (2) the effects on behavior as measured by numbers of students attaining perfect attendance, numbers of punches earned, and numbers of detentions and suspensions; and (3) the effects on attitude as measured by the School Attitude Measure (SAM). Data were gathered from school guidance and disciplinary records.
The results indicated that there was a statistically significant relationship between the token economy program and student achievement as measured by grades and honor roll status in the A/B honor roll (p
Implications and limitations of the study are discussed. Suggestions for further research are presented.
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McMahon, Gerard Thomas. "Effects of university-sponsored work programs on student academic life and future career goals." [Pensacola, Fla.] : University of West Florida, 2004. http://purl.fcla.edu/fcla/etd/WFE0000050.
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Sparks, Linda S. "The Political Ecology of a School Board Decision to Hire a Nontraditional Superintendent." UNF Digital Commons, 2005. http://digitalcommons.unf.edu/etd/221.
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This retrospective study used the language of political ecology to describe the dynamics of a school board decision to hire a nontraditional superintendent. Those dynamics were described as contextual variables that existed within the community as well as mediating variables that were negotiated among the key players who were part of the selection process. This study confirmed that the school board did not make the decision in isolation from the community power structure.
The methodology of this descriptive case study was qualitative, using a basic interpretive design informed by symbolic interactionism. Data were collected primarily through interviews with key players of the superintendent selection event, as well as from local news articles and artifacts.
This research identified variables that were part and parcel of the superintendent selection process. It also helped to explain why most of Jacksonville, Florida, favored a candidate with a military background over three other candidates who had served as superintendents of other large, urban school districts. The environmental and mediating variables were presented as key constructs that affected the superintendent selection process and influenced the final decision to hire a nontraditional superintendent.
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Jones, Carmen L. "Attitudes of K-12 School Administrators Toward Speech-Language Programs in Public Schools." UNF Digital Commons, 2009. https://digitalcommons.unf.edu/etd/528.
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This study examined K-12 school administrators' attitudes toward speech language pathology services in public schools. Elementary, middle, and secondary school based administrators, employed in 63 school districts throughout Florida, were solicited to participate in the study in a letter of invitation generated by a web-based design program, Enterprise Feedback Management (EFM) Community. Administrators volunteering in the study were given an assurance of confidentiality and fair treatment concerning their participation. A survey instrument, the Scale of Educators 'Attitudes toward Speech Pathology (SEASP) consisting of 10 demographic items and 34 positive and negative statements about speech and language programs in schools was used to gather data. Participants were asked to provide their reactions along a favorable/unfavorable continuum to the survey. The results obtained from this study duplicated measurements used by previous researchers and examined the mean scores and standard deviations of item responses. Analyses of"between group" and "within group" differences examined attitudes among variables relative to professional levels, building size, and additional certification areas and were conducted using one-way and two-way ANOV As. Descriptive statistics were included to provide a profile of the participant population - means, frequencies and consensus of responses. Overall, among administrative participants, there existed minimal differences in attitudes toward speech-language pathology programs in public schools. This was true at elementary, middle and secondary levels, and included (as a secondary group) those "other personnel" who might, at times, supervise speech-language pathology professionals. Thus, school administrators generally agreed in their attitudes toward speech language pathology programs. The means of responses measuring attitudes in predetermined categories yielded results that demonstrated a consensus of agreement in the areas of(a) the impact services on student success, (b) program quality, and (c) the role of the speech-language pathologist, respectively. Results yielded no statistically significant differences in respondents' attitudes toward speech-language pathologists among school administrators employed at building sites having small and non-small populations, and among school administrators having, or not having, additional certification in exceptional student education. Because speech-language pathologists are evaluated by school administrators and other non-field personnel, suggestions are provided concerning the use of performance appraisals, ways to enhance the quality and delivery of school services, and enhancing university programs in communication sciences and disorders, to include components in supervision.
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Mortimer, Anthony D. "Priorities for School Safety: The Alignment between Federal and State School Safety Legislation and Safety Needs as Perceived by Education Stakeholders in Florida Private Schools for Exceptional Students." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/807.
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This study investigates the apparent threat assessment priorities of potential risks to safety in the school environment in the United States and whether stakeholders in Florida private schools that serve exceptional students agree with the priority given to specific identified potential threats. Faculty and staff, high school students, and the students’ parents and guardians at four Florida private schools for exceptional students rated their perceptions of the severity and likelihood of occurrence of nine potential threats identified in a review of federal and Florida state school safety laws and national and state government surveys of incident occurrences. Results showed that although violent potential threats such as an armed intruder, students bringing weapons to school, and physical assaults received priority attention in federal and state school safety laws, stakeholders in Florida private schools for exceptional students indicated that threats of a more personal nature—such as bullying, sexual harassment, and cyberbullying—were the most significant risks to the safety of their school environment. All three respondent subgroups, however, reported high ratings of their overall feelings of safety at their schools.
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Lapke, Michael. "Applying E-commerce Techniques to Public School Software." UNF Digital Commons, 2001. http://digitalcommons.unf.edu/etd/237.
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Applying e-commerce technology to public school software is a process that involves an extensive and thorough analysis. There are typically three groups of users who would use such a system: teachers, administrators and parents. Teachers need a system that nearly duplicates the software that they are currently using to enter, store, and calculate their grades, while school administrators and parents need to student and teacher's information. This is where the use of e-commerce technology comes in very nicely.
The analysis performed for this project involved extensive interviews with the expert user set and a walk-through of the current system. The majority of the interviews were with the teachers. The design involved the standard function descriptions and data analysis. Use cases were used to describe functionality and an entity relationship diagram was created to describe the data. In order to describe the data flow of the system, a screen hierarchy chart was created as well.
This project was undertaken with the goal of providing a readily available medium to student data to different groups of users. The primary data enterers, the teachers, did not want any additional work so the system had to duplicate their current system, functionaly, for entering grades. In actuality, the system improved the way in which grades were entered because several duplicate tasks were eliminated in the creation of the new system. This project was successful in every aspect for which it was planned.
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Biddle, Jeffrey. "A needs analysis for K-12 school improvement projects and their use as the dissertation in practice for the professional practice education doctorate program at the University of Central Florida." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6246.
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This study conducted at the University of Central Florida was completed to inform the Ed. D. in Education program within the College of Education and Human Performance. The main purpose of the study was to determine the Dissertation in Practice (DiP) project types that should be allowed for use as the capstone requirement based on a needs analysis of K-12 schools and school districts. The secondary purpose was to inform the instructional design of the program to ensure the necessary skills and knowledge required are included in the program.
The study was conducted in the University of Central Florida's Ed. D. in Education program and employed a qualitative approach to a needs analysis. Interviews were conducted with two distinctly different participant groups. The first group was comprised of administrators and teacher-leaders identified by a superintendent of a rural school district in Central Florida as "highly effective". The second group of participants was comprised of current Ed. D. students working in K-12 education with more than 10 years' experience.
This research identified specific project types that best support school improvement and should therefore be integrated into the Ed. D. in Education program as allowable project types for use as the Dissertation in Practice. The results also identified qualities of highly effective administrators and teacher-leaders that may be considered by program faculty for inclusion in the design and implementation of the curriculum for the Ed. D. in Education program.
Implications of this research include using the results to inform instructional practices and the allowable DiP projects for the Ed. D. in Education program. As this study was a needs analysis that serves as a basis for program instructional decisions, the results of this study may inform other Carnegie Project on the Education Doctorate (CPED) member institutions how to modify or enhance their programs as well.
The focus on this study was exclusively on K-12 education. However many students enrolled in the program work in business, government, or non-profit settings. This research could be replicated to determine improvement project types that are commonly implemented in those settings in order to better meet the needs of all students enrolled in the Ed. D. in Education program.Ed.D.
Doctorate
Education and Human Performance
Education
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Larbi, Edward. "Causes of Student Underachievement in Northside New Era Secondary School in Ghana." UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/308.
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This study focused on the causes of student underachievement in a selected high school in Ghana. The anonymous name chosen for the school was Northside New Era Secondary School. The participants in the study were administrators, teachers, and students. They were selected from the same school where the researcher conducted the study. The school was located in the Northern Region of Ghana. It had proven records of underachievement compared to other schools in the country according to the Ministry of Education's recent statistical report on education. The criterion for measurement was based on the results of the final examination conducted by the West African Examinations Council (WAEC) for the years 1996 to 2000.
The study employed a qualitative methodology to examine student learning. A list of guiding interview questions were developed and validated prior to the study. Seven categories were identified to be the main contributing factors to student underachievement in the school. The categories fell under two main themes: external and internal factors of underachievement.
The external factors included the lack of government intervention in the provision of educational materials, the socio-economic background of people in the demographic settings, unworkable educational policies, and poor working conditions for teachers and administrators. The internal factors were comprised of the apathy and passivity with which teachers conducted themselves in the school, parents' beliefs and psychological underpinnings of what an ideal school should be, and the school's lack of educational resources. This study found that both external and internal factors contributed significantly to student underachievement in schools.
Participants' knowledge of the implications of the themes, and their understanding of all the educational stakeholders' role in the provision of a sound-learning environment in the school became the bedrock of the study. The researcher challenges all educational authorities everywhere, especially those in the third world countries, to consider student academic achievement as a major priority, necessary for strong nation-building into the 21st century and beyond.
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Sleeter, Monica Adriana. "El Poder / The Power: Latino/a Literature Inclusion in the Florida High School Language Arts Classroom as a Contributing Deterrent to the Latino/a Dropout Rate." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3353.
Full textAbstract:
Curricula throughout the country, specifically in the School District of Hillsborough County (SDHC), do not encompass diverse subject matter as it relates to Latino/a students. The primary argument posed in this thesis is that consistent engagement to Latino/a writings in the English language arts classroom can be a positive force that contributes to an increased rate of retention of Latino/a youths in high school and a higher percentage of Latino/a high school graduates. This Latino/a literature can be in the form of supplementary reading material that teachers will have access to that will include Latino/a literature from various authors that represent the full spectrum of what the Latino/a experience is and how it is an integral part of the American kaleidoscope of literature. This thesis examines how culture-based education, currently used with American Indians, Alaskan Natives and Native Hawaiians, directly correlates to Latinos/as in regards to culture, learning methodology and academic achievement. Included is a full unit plan and a literature guide for teachers to use that includes a plethora of Latino/a literature divided by specific country of origin of author(s) as well as genre.
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Shelley, Joseph M. "Methods for Incorporating Learning Styles in High School Computer Applications Classes." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/96.
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This descriptive study utilizes methods and materials not found in traditional high school computer applications classes. Four classes were involved in this preliminary descriptive study. Seventy students in periods four, six, and seven were tested to determine their learning style preference. The emphasis for style was based on one of three perceptual responses: auditory, visual, and emotive. Third period received the teacher's traditional instruction for computer applications. Fourth period received no special treatment other than being tested for and made aware of learning styles. Students tested in the sixth and seventh periods were either individually assigned or allowed to choose a treatment that differed from the normal classroom instruction. Data included student assignments, teacher made tests, and teacher observations. The results for the treated classes showed greater consistency in assignments completed and higher test scores for treated students.
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Montgomery, Paul Edward. "The Impact of 4 X 4 Block Scheduling at an Urban High School." UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/364.
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The primary purpose of this study was to examine whether attendance, academic achievement, school climate, student stress, and teacher burnout improved in an inner city, predominantly African American high school after the implementation of a 4 x 4 block schedule. Data concerning student academic achievement and absenteeism in 14 classrooms were gathered from the school's Annual Scholastic Reports. Data concerning the instructional practices of eight teachers were gathered through the teacher version of the Instructional Practices Survey and compared to a student version of the Instructional Practices Survey to determine whether student perception of instructional practices coincided with the teachers' perceptions. Classroom climate was examined by administering the Classroom Environment Survey to seven teachers and 130 of their students. Student stress levels were examined from the results of the School Situation Survey returned by 106 students. The Maslach Burnout Inventory was used to gather data concerning the burnout levels of 13 teachers. This study found that increases in grade point average and decreases in absenteeism were not achieved after three years of block scheduling. Instructional practices of the teachers involved in this study did not change significantly. School climate, student stress levels, and teacher burnout were found to be in the average range.
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Valentino, Cristina P. "The Impact of School Reform Design, English Speakers of Other Languages (ESOL) Instruction and Socioeconomic Status on ESOL Students' Reading Achievement." UNF Digital Commons, 2005. http://digitalcommons.unf.edu/etd/225.
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The purpose of this study was to examine how school reform design, English speakers of other languages (ESOL) instruction, and socioeconomic status (SES) impact the academic achievement of ESOL students in Grade 2. Gains in lexile scores on the Scholastic Reading Inventory were used to measure one aspect of academic achievement, namely, general reading ability.
The primary research question was: To what extent can gains in lexile scores on the Scholastic Reading Inventory be explained by the independent variable set of school reform design (America's Choice/Direct Instruction), ESOL instruction (ESOL instruction/no ESOL instruction), and SES (free and reduced lunch/no free lunch). Participants were 204 ESOL students enrolled in Grade 2 in Duval County Public Schools during the 2003-2004 academic year, including 53 in Direct Instruction and 151 in America's Choice school reform designs; 151 receiving free and reduced lunch and 53 paying full fee for lunch; 139 receiving ESOL instruction and 65 receiving no ESOL instruction.
Findings indicated that students in the Direct Instruction school reform design had greater gains in lexile scores on the SRI than students in the America's Choice design. SES and ESOL instruction were not statistically significant predictors of academic achievement. Further, there were no statistically significant interactions among any of the predictor variables (between school reform design and ESOL instruction; between school reform design and SES; between SES and ESOL instruction; or among school reform design, SES, and ESOL instruction).
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Pass, Delia Raymos. "Effects of a Professional Development Initiative on Technology Innovation in the Elementary School." UNF Digital Commons, 2005. http://digitalcommons.unf.edu/etd/273.
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This non-equivalent group study explored the impact of teacher participation in the development and use of a web-based instructional resource on computer utilization by students. The effects of participation in the technology initiative on teacher attitudes toward computers, technology proficiency, and stages of adoption of technology were also investigated. Teacher volunteers participated in a treatment group that received a professional development intervention and a comparison or web access group (WAG) that received no professional development. The treatment, or Professional Development Group (PDG), received instruction that modeled a constructivist hands-on approach to creating technology-rich lessons based on classroom curricula and Internet technologies to encourage technology integration in the classroom. The lessons were posted online using identical web sites for both groups and accessed by students of the PDG and WAG teachers promoting the school-wide use of technology as a tool for active, directed learning. Use of the online resource was analyzed descriptively through computer lab usage logs, teacher-reported weekly logs, and number of hits on the websites. Utilization of the online resource by students of the professional development group of teachers was slightly higher than by students of the comparison group of teachers. The findings also indicated that exposure to the professional development intervention increased reported use of integrated applications and encouraged higher stages of adoption by the experimental group of teachers (PDG) than the comparison group of teachers (WAG).
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Schmidt, Dirk Jonathan. "Strategies for Motivating Band Students Experiencing Difficulty in Skills Acquisition." UNF Digital Commons, 1993. http://digitalcommons.unf.edu/etd/104.
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The purpose of this research was to establish a consensus on the type of music learning environment that affords the band student the greatest level of individual success. Both cooperative and competitive environments were examined. This project also investigated alternative methods for helping the low ability band student enjoy success in an instrumental music curriculum. Finally, the research identified teaching strategies for aiding the low ability student to be successful in a competitive learning environment.
The research results do not conclusively reach a consensus about the teaching environment that affords band students the greatest amount of success. The majority of the band director respondents utilized a cooperative learning environment, with some competitive elements. This environment utilized many of the teaching-learning methods needed for success by the low ability band student.
The needs of the low ability band student proposed in the research for certain instructional environments and strategies were supported by the responses of music educators to a questionnaire. It was discovered that while the low ability band student could enjoy group success, individual success was also important. It was determined that the band director could foster individual success by encouraging all students to do their best and to use teaching strategies, such as mastery learning, to aid the low ability band student.
Specific strategies were suggested by the research and supported in the questionnaire results, which aid the low ability band student. Data indicated that providing students with extra help, including the use of peer tutors, helped students perform on the same level as their peers. Providing instruction in small units aided the low ability band students in mastering difficult passages of music. Seating the high and low ability music students next to each other enabled students to work together in class.
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Southerland, LeDale. "The Effects of Using Interactive Word Walls to Teach Vocabulary to Middle School Students." UNF Digital Commons, 2011. http://digitalcommons.unf.edu/etd/390.
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Teaching vocabulary to middle school students requires that educators find the most effective means of instruction to achieve this goal. The purpose of this study was to examine the effectiveness of using an interactive word wall as the tool to combine five effective, research-based teaching strategies with social interaction to teach vocabulary to middle school students. In this study, 124 middle school students participated. The control group consisted of 67 eighth grade English students, and the intervention group was comprised of 57 seventh grade English students. The intervention was for a period of four weeks and included specific activities that embraced effective teaching strategies plus social interaction. Throughout the intervention, an interactive word wall was used as the tool that combined the teaching strategies and social interaction. The assessments included a pre-assessment, four weekly assessments, and a four-week delayed assessment. The words for the pre-assessment and the four weekly assessments were taken from each group’s newly assigned words for their respective grade level. The words for the delayed assessment were randomly selected from the lists of words that each group used during the intervention phase of the study. Each assessment used the same format and contained a definition and sentence portion. A discriminant analysis was conducted on the data from the study. Overall, the definition portion of the assessments offered a greater weight to the discriminant function than did the sentence portion. Also, the mean scores between the two groups began to narrow as the intervention continued. On the delayed assessment, the intervention group performed almost as well as the control group, which was an unexpected result. Given the improved overall scores on the weekly assessments, and given the narrowed gap in the means on the delayed assessment, indications are that the word wall intervention yielded success in teaching vocabulary to middle school students.