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Title: Female and Male Adolescents' Subjective Orientations to Mathematics and the Influence of Those Orientations on Postsecondary Majors.
Creator: Perez-Felkner, Lara
Abstract/Description: Although important strides towards gender parity have been made in several scientific fields, females remain underrepresented in the physical sciences, engineering, mathematics, and computer sciences (PEMC). This study examines the effects of adolescents' subjective orientations, course taking, and academic performance on the likelihood of majoring in PEMC in college. Results indicate that racial-ethnic and gender underrepresentation in STEM fields are interrelated and should be examined with...
Show moreAlthough important strides towards gender parity have been made in several scientific fields, females remain underrepresented in the physical sciences, engineering, mathematics, and computer sciences (PEMC). This study examines the effects of adolescents' subjective orientations, course taking, and academic performance on the likelihood of majoring in PEMC in college. Results indicate that racial-ethnic and gender underrepresentation in STEM fields are interrelated and should be examined with attention to the intersecting factors influencing female and racial-ethnic minority adolescents' pathways towards careers in these fields. Among those who major in PEMC fields, females closely resemble males with respect to their subjective orientations. The effects of subjective orientations on females' chances of majoring in PEMC vary by their secondary school mathematics course completion levels. Females who take more mathematics courses are more likely to major in PEMC; however course taking alone does not attenuate gender disparities in declaring these majors. High mathematics ability (as measured by standardized test scores in 10th grade) appears to be positively associated with females' selection of social and behavioral and clinical and health science majors. This association is less robust (and slightly negative) for females in PEMC. While advanced course taking appears to assist females in selecting PEMC majors, females who enter these fields may not be as strong as those who select other, less male-dominated scientific fields., In this study, researchers investigated the perceive competence, academic performance, and completed high school courses by men and women who majored in the physical, engineering, mathematics, and computer sciences (PEMC). Findings showed those who completed more mathematics courses in high school were more likely to enroll in PEMC majors; however, men still chose PEMC majors more often than women. In addition, women who majored in PEMC fields felt less competent than women who pursued less male-dominated fields such as behavioral, health, and social sciences.
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Date Issued: 2012
Identifier: FSU_migr_edlp_faculty_publications-0001, 10.1037/a0027020
Format: Citation

Title: Female Undergraduate STEM Persistence: A Focus on the Role of Living and Learning Communities.
Creator: Nix, Samantha, Roberts, Kari, Hughes, Roxanne
Abstract/Description: Despite multiple policy changes over the last three decades, women are still underrepresented in many science, technology, engineering, and mathematics (STEM) fields at the undergraduate level. This issue is a major policy concern for federal and state governments as well as higher education institutions. Colleges and universities have created a number of recruitment and retention policies to address women's underrepresentation in STEM fields. One of the longest running responses has been...
Show moreDespite multiple policy changes over the last three decades, women are still underrepresented in many science, technology, engineering, and mathematics (STEM) fields at the undergraduate level. This issue is a major policy concern for federal and state governments as well as higher education institutions. Colleges and universities have created a number of recruitment and retention policies to address women's underrepresentation in STEM fields. One of the longest running responses has been living-learning communities (LLCs) - programs designed to provide safe places for women to network and meet role models who can help them through their respective STEM courses and disciplinary climates. This study investigates how participation in a STEM LLC at one university relates to college and STEM-related educational outcomes by comparing participants to matched (via propensity score matching) STEM majors in the institution's general population. We found that WISE students were about 40% more likely than their non-WISE counterparts to graduate from college. WISE students were three times more likely to complete physical sciences, engineering, mathematics, and computer sciences degrees than non-WISE students. This finding is important since these majors have shown the most persistent gender disparities over time in the U.S. In conclusion, this study highlights the positive relationship between participation in a single-sex STEM LLC on women's persistence in PEMC majors. Therefore, this study suggests that women-only STEM LLC's may be a valuable piece of the answer to improving the representation of women in the PEMC majors.
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Date Issued: 2016-12-30
Identifier: FSU_libsubv1_scholarship_submission_1491404010, 10.1615/JWomenMinorScienEng.2016016349
Format: Citation

Title: Exploring Institutional Change: Administrators’ Perceptions of the Fourth Year of Developmental Education Reform in the Florida College System.
Creator: Hu, Shouping, Mokher, Christine, Spencer, Hayley, Hu, Xinye, Park, Toby, Bertrand Jones, Tamara
Abstract/Description: In 2013, Florida legislators passed Senate Bill 1720 (SB 1720) which made three substantial changes to developmental education statewide. First, developmental education courses became optional for many students who would have been previously required to enroll. Exempt students include high school graduates who attended a Florida public school in 2003/04 or later, and active duty military personnel. Second, institutions in the Florida College System (FCS) became required to offer developmental...
Show moreIn 2013, Florida legislators passed Senate Bill 1720 (SB 1720) which made three substantial changes to developmental education statewide. First, developmental education courses became optional for many students who would have been previously required to enroll. Exempt students include high school graduates who attended a Florida public school in 2003/04 or later, and active duty military personnel. Second, institutions in the Florida College System (FCS) became required to offer developmental education through new instructional modalities including compressed, contextualized, modularized, or co-requisite courses. Third, colleges had to offer enhanced advising services to help students select appropriate courses and to identify a meta-major toward a career pathway.
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Date Issued: 2018/07/01
Identifier: FSU_libsubv1_scholarship_submission_1531672091_81a4acab, 10.17125/fsu.1531672091
Format: Citation

Title: Faculty-Student Interaction Outside of Class: A Typology from a Residential College.
Creator: Cox, Bradley E., Orehovec, Elizabeth
Abstract/Description: Faculty-student interaction is an important component of the undergraduate experience. Our year-long qualitative study explored the complex nature of faculty-student interaction outside of class. Our resulting typology identifies five types of interaction: Disengagement, Incidental Contact, Functional Interaction, Personal Interaction, and Mentoring. The typology provides researchers a new lens through which they can examine faculty-student interaction and suggests that even non-academic...
Show moreFaculty-student interaction is an important component of the undergraduate experience. Our year-long qualitative study explored the complex nature of faculty-student interaction outside of class. Our resulting typology identifies five types of interaction: Disengagement, Incidental Contact, Functional Interaction, Personal Interaction, and Mentoring. The typology provides researchers a new lens through which they can examine faculty-student interaction and suggests that even non-academic interactions between students and professors can be meaningful to students. Finally, the typology will allow faculty, staff, and administrators to improve current practices and develop initiatives that build bridges between faculty and students outside of class.
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Date Issued: 2007
Identifier: FSU_migr_edlp_faculty_publications-0020
Format: Citation

Title: Lesson study in Florida: A longitudinal survey of district policy and practice from 2013 to 2015.
Creator: Akiba, Motoko
Date Issued: 2016-01-15
Identifier: FSU_libsubv1_scholarship_submission_1455050461
Format: Citation

Title: Lip Service or Actionable Insights?: Linking Student Experiences to Institutional Assessment and Data-Driven Decision Making in Higher Education.
Creator: Cox, Bradley E., Reason, Robert D., Tobolowsky, Barbara F., Brower, Rebecca L., Patterson, Shawna, Luczyk, Sarah, Roberts, Kari
Abstract/Description: Despite an increasing focus on issues of accountability, assessment, and data-driven decision making (DDDM) within the postsecondary context, assumptions regarding their value remain largely untested. The current study uses empirical data from 114 senior administrators and 8,847 students at 57 institutions in five states to examine the extent to which institutional assessment and data-driven decision making shape the experiences of first-year students. Nearly all these schools regularly...
Show moreDespite an increasing focus on issues of accountability, assessment, and data-driven decision making (DDDM) within the postsecondary context, assumptions regarding their value remain largely untested. The current study uses empirical data from 114 senior administrators and 8,847 students at 57 institutions in five states to examine the extent to which institutional assessment and data-driven decision making shape the experiences of first-year students. Nearly all these schools regularly collect some form of assessment data, and more than half report using assessment data to inform decision making. However, the institutional adoption of policies related to the collection of assessment data or the application of data-driven decision making appears to have no relationship with student experiences or outcomes in the first year of college. Thus, findings from the current study are consistent with the small, but growing, body of literature questioning the effectiveness of accountability and assessment policies in higher education. Roughly one in four students who begins college at a 4-year college or university does not return to that institution for a 2nd year (ACT Inc., 2016). This troubling statistic has not changed dramatically during the last 30 years, despite institutions of higher education implementing countless reforms in an effort to increase student success (e.g., learning, persistence, graduation). Among these efforts are hundreds of specific initiatives designed to facilitate student engagement, which has been found to predict student grades and persistence, particularly for underrepresented and underprepared students (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007)-with a strong focus on the critical 1st year of college (Barefoot et al., 2005; Upcraft & Gardner, 1989; Upcraft, Gardner, Barefoot, & Associates, 2005). Although various piecemeal initiatives have certainly contributed to improved outcomes at many institutions, they have not appreciably increased national persistence rates. As a result, educational policymakers and administrators have come under growing pressure to address this critical issue. However, this mandate is complicated by economic circumstances that have heightened the need for greater operational efficiency within higher education (Altbach, Berdahl, & Gumport, 2005; Paulsen & Smart, 2001). Responsive to these external pressures and in an effort to demonstrate their effectiveness, many colleges and universities are now spending hundreds of thousands of dollars, annually, to cover the costs of assessment (Cooper & Terrell, 2013), most of which continues to focus on student experiences and outcomes (Bresciani, Gardner, & Hickmott, 2009; Ory, 1992; Schuh, & Associates, 2009; Schuh & Gansemer-Topf, 2010). Underlying this approach is the assumption that educational quality is likely to be improved when decision makers develop policies and implement practices informed by relevant assessment data (i.e., “data-driven decision making” or DDDM). However, the assumption that assessment practices and DDDM by institutions of higher education yields improved student experiences and outcomes remains largely untested. Therefore, the purpose of this article was to articulate distinct perspectives on the use of assessment and DDDM in higher education, document the extent to which these practices have been implemented, and use empirical data from 114 senior administrators and 8,847 students at 57 diverse postsecondary institutions across five states to examine linkages between assessment/DDDM policies and student experiences in the 1st year of college. Specifically, this study addressed two research questions: 1. To what extent are institutions of higher education employing assessment and DDDM regarding students’ 1st year of college? 2. To what extent does institutional adoption of assessment and DDDM correspond to levels of 1st-year student engagement and perceived gains?
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Date Issued: 2017-06-07
Identifier: FSU_libsubv1_scholarship_submission_1496954725_bfae81e7, 10.1080/00221546.2016.1272320
Format: Citation

Title: Life Happens (Outside of College): Non-College Life-Events and Students’ Likelihood of Graduation.
Creator: Cox, Bradley E., Reason, Robert D., Nix, Samantha, Gillman, Megan
Abstract/Description: Students’ lives outside of college can have dramatic effects on academic outcomes (e.g., grades, persistence, graduation). However, the manner in which students’ lives outside of college are referenced in college-effects models suggests some uncertainty among scholars as to which, and how, student experiences outside of an institution affect college student outcomes. Using longitudinal data from a racially diverse sample of 3914 students (997 White, 1051 Black, 915 Hispanic, and 951 Asian)...
Show moreStudents’ lives outside of college can have dramatic effects on academic outcomes (e.g., grades, persistence, graduation). However, the manner in which students’ lives outside of college are referenced in college-effects models suggests some uncertainty among scholars as to which, and how, student experiences outside of an institution affect college student outcomes. Using longitudinal data from a racially diverse sample of 3914 students (997 White, 1051 Black, 915 Hispanic, and 951 Asian) attending 28 institutions, this study employs logistic regression models to examine relationships between three types of non-college life-events and students’ likelihood of graduation. Specifically, we examine the impact of financial disruptions, grieving a friend’s or family member’s death, and other family situations that likely cause psychological distress for students. Results suggest that major life-events are both common (i.e., affecting over 52 % of students) and consequential (i.e., negatively affecting graduation rates), thus warranting increased attention from researchers, policy-makers, and practitioners., This study examined three types of non-college life events—financial disruption, a family or friend’s death, and similar family distressful situations—and how they might predict the likelihood of students’ graduation. Using longitudinal data from 3,914 racially diverse students (997 White, 1,051 Black, 915 Hispanic, and 951 Asian) across 28 academic institutions, researchers found that major life-events were both common among students (over 52%) and negatively affected their graduation rates., In this study, researchers looked at 3,914 college students and found that outside life events, such as financial disruption, a family or friend’s death, and similar distressful situations, affected over half of all college students and had negative effects on their graduation prospects.
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Date Issued: 2016-01-28
Identifier: FSU_libsubv1_scholarship_submission_1458238995, 10.1007/s11162-016-9409-z
Format: Citation

Title: Individual and Institutional Factors that Encourage Faculty to Promote Student Encounters with Difference in First-Year Courses.
Creator: Reason, Robert, Cox, Bradley E., Lutovsky Quaye, Brenda, Terenzini, Patrick T.
Abstract/Description: Research clearly indicates that faculty members have the potential to influence student learning outcomes through their pedagogical practices (Pascarella & Terenzini, 1991, 2005). We know less about what influences faculty members' choices to employ specific pedagogical practices. This study, based on data from 2,853 faculty members who teach courses that serve primarily first-year students on 45 campuses nationwide, identifies the individual, organizational, environmental, programmatic, and...
Show moreResearch clearly indicates that faculty members have the potential to influence student learning outcomes through their pedagogical practices (Pascarella & Terenzini, 1991, 2005). We know less about what influences faculty members' choices to employ specific pedagogical practices. This study, based on data from 2,853 faculty members who teach courses that serve primarily first-year students on 45 campuses nationwide, identifies the individual, organizational, environmental, programmatic, and policy factors that individually and collectively influence faculty members' decisions to engage in one particular pedagogical practice—requiring students to engage with difference.
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Date Issued: 2010
Identifier: FSU_migr_edlp_faculty_publications-0018, 10.1353/rhe.0.0137
Format: Citation

Title: Hidden Trauma, Quiet Drama: The Prominence and Consequence of Complicated Grief Among College Students.
Creator: Cox, Bradley E., Dean, Jessica G., Kowalski, Robin M.
Abstract/Description: Previous studies suggest the loss of a loved one is a common experience among college students. This paper draws from 2 independent but complementary studies to (a) update statistics regarding the scale of student grieving, (b) characterize the short and long term consequences of loss among college students, and (c) identify factors that deter grieving students from seeking professional assistance at campus counseling centers. The paper concludes with suggestions for ways in which...
Show morePrevious studies suggest the loss of a loved one is a common experience among college students. This paper draws from 2 independent but complementary studies to (a) update statistics regarding the scale of student grieving, (b) characterize the short and long term consequences of loss among college students, and (c) identify factors that deter grieving students from seeking professional assistance at campus counseling centers. The paper concludes with suggestions for ways in which institutions can help affected students stay on track to college success., In this article, two independent but complementary studies on college students showed that a larger portion than reported do experience grieving as a result of the death of a loved one, that said grieving has short and long term academic consequences, and finally that there are a number of factors that keep these students from seeking assistance. The authors also provided suggestions for academic institutions., This paper reported on the findings of two studies on grieving among college students, and found that the number of grieving students is higher than previously thought, that there are short and long term academic consequences of grieving, and that many of these students failed to seek assistance for a number of reasons.
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Date Issued: 2015
Identifier: FSU_migr_edlp_faculty_publications-0014, 10.1353/csd.2015.0030
Format: Citation

Title: High Hopes, Grim Reality: Reintegration and the Education of Former Child Soldiers in Sierra Leone.
Creator: Betancourt, Theresa, Zuilkowski, Stephanie Simmons, Borisova, Ivelina, Brewer, Stephanie Erin, Iweala, Uzo, de la Soudière, Marie
Abstract/Description: The article examines the state of the educational system in Sierra Leone before and after the civil war there and its role in the reintegration of former child soldiers. The perspectives of former child soldiers, caregivers, and community members on reintegration into society through education are discussed. The article also examines access barriers experienced by former child soldiers in obtaining educational and other training opportunities and in otherwise realizing their goals.
Date Issued: 2008
Identifier: FSU_migr_edlp_faculty_publications-0007, 10.1086/591298
Format: Citation

Title: Implementing Mother Tongue Instruction In The Real World: Results From A Medium-scale Randomized Controlled Trial In Kenya.
Creator: Piper, Benjamin, Zuilkowski, Stephanie S., Ong'ele, Salome
Abstract/Description: Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groupsthe base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tonguein two...
Show moreResearch in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groupsthe base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tonguein two different language environments. Implementation of the MT program faced challenges because many educators were not speakers of the languages, some communities resisted mother tongue instruction, and some areas were more language heterogeneous. Effect sizes on MT literacy averaged between 0.3 and 0.6 standard deviations. The base PRIMR program also increased MT learning outcomes in some measures but had smaller effects than the PRIMR-MT program in oral reading fluency and comprehension.
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Date Issued: 2016-11
Identifier: FSU_libsubv1_wos_000387246700006, 10.1086/688493
Format: Citation

Title: Meeting the Needs of Students: Site Visit Report of the Fourth Year of Developmental Education Reform in the Florida College System.
Creator: Hu, Shouping, Bertrand Jones, Tamara, Brower, Rebecca, Harrison, Jamaal, Sermon, Jenay, Daniels, Hollie, Park, Toby, Mokher, Christine
Abstract/Description: The Center for Postsecondary Success (CPS) at Florida State University, have been conducting a longitudinal study of how Florida College System (FCS) institutions have implemented developmental education reform (SB 1720) on their campuses. As a part of this research effort, we conducted site visits to nine FCS institutions from October 2017 to April 2018 to study how SB 1720 was implemented on the ground. Here we present findings from our analysis of focus group interviews conducted at these...
Show moreThe Center for Postsecondary Success (CPS) at Florida State University, have been conducting a longitudinal study of how Florida College System (FCS) institutions have implemented developmental education reform (SB 1720) on their campuses. As a part of this research effort, we conducted site visits to nine FCS institutions from October 2017 to April 2018 to study how SB 1720 was implemented on the ground. Here we present findings from our analysis of focus group interviews conducted at these nine FCS institutions with administrators, faculty members, advisors, and students. In total, we conducted 34 semi-structured focus groups and 10 individual interviews lasting from 19 minutes to 75 minutes. Focus groups on average involved between 2 and 10 individuals. We spoke with 62 administrators, 48 faculty members, 50 academic advisors, and 59 students, resulting in data from 219 research participants.
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Date Issued: 2018/07/01
Identifier: FSU_libsubv1_scholarship_submission_1531671190_94ec3ef7
Format: Citation

Title: Ni De Aquí, Ni De Allá: Conceptualizing the Self-Authorship Experience of Gay Latino College Men Using Conocimiento.
Creator: Orozco, Roberto, Perez-Felkner, Lara
Abstract/Description: This essay aims to enhance our conceptual understanding of students with intersectional identities, specifically gay Latino men in college. We first explain how ethnic, gender, and sexual identities can act as compounding influences. Second, we review two distinct but complementary developmental theories. Conocimiento captures the disruptive, challenging path experienced by marginalized Latino youth. Self-authorship situates the broader developmental process in and beyond college. Our...
Show moreThis essay aims to enhance our conceptual understanding of students with intersectional identities, specifically gay Latino men in college. We first explain how ethnic, gender, and sexual identities can act as compounding influences. Second, we review two distinct but complementary developmental theories. Conocimiento captures the disruptive, challenging path experienced by marginalized Latino youth. Self-authorship situates the broader developmental process in and beyond college. Our modified framework—conociéndose y escribiéndose—conceptualizes how college students navigate multiple marginalized identities. Finally, we discuss the implications of this intersectional framework for LGBTQ+ students and institutions seeking to enhance diversity, inclusion, and student success.
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Date Issued: 2017-08
Identifier: FSU_libsubv1_scholarship_submission_1510590237_fae855fd, 10.1080/15348431.2017.1371018
Format: Citation

Title: Are 2-Year Colleges the Key? Institutional Variation and the Gender Gap in Undergraduate STEM Degrees.
Creator: Perez-Felkner, Lara C., Thomas, Kirby C., Nix, Samantha C., Hopkins, Jordan C., D'Sa, Mitchell C.
Abstract/Description: Studies of gender gaps in science, technology, engineering, and mathematics (STEM) higher education have rarely considered 2-year colleges, despite the fact that most enrollees are women. Situated in an interdisciplinary literature on gender and inequality in students’ pathways to STEM higher education, this study used Beginning Postsecondary Students:2004/2009 nationally representative panel data on 5,210 undergraduate students. The primary research question posed was: How does initial...
Show moreStudies of gender gaps in science, technology, engineering, and mathematics (STEM) higher education have rarely considered 2-year colleges, despite the fact that most enrollees are women. Situated in an interdisciplinary literature on gender and inequality in students’ pathways to STEM higher education, this study used Beginning Postsecondary Students:2004/2009 nationally representative panel data on 5,210 undergraduate students. The primary research question posed was: How does initial college type influence the gender gap in STEM undergraduate degrees? First, we describe and illustrate distinct patterns in the degrees earned by men and women who initially enroll in 2-year and 4-year institutions. Leveraging rich control measures, we estimated a series of multivariate logistic regressions to robustly estimate gender gaps in non-STEM, social/behavioral sciences, life sciences, and natural/engineering sciences degree fields. Results from these degree clusters were distinct and underscored the limitations of “STEM” as an umbrella category. College type was more influential on the life sciences and social/behavioral sciences; effects on natural/engineering sciences degrees were experienced primarily by men, especially among baccalaureate degree earners. Gender gaps among life sciences and natural/engineering sciences bachelor’s degree earners were wider among initial 2-year students (favoring women and men, respectively). The discussion contextualizes and offers implications from our findings.
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Date Issued: 2018-07-19
Identifier: FSU_libsubv1_scholarship_submission_1532029129_9237f6e3, https://doi.org/10.1080/00221546.2018.14
Format: Citation

Title: Assessing Reading Fluency in Kenya: Oral or Silent Assessment?.
Creator: Piper, Benjamin, Zuilkowski, Stephanie Simmons
Abstract/Description: In recent years, the Education for All movement has focused more intensely on the quality of education, rather than simply provision. Many recent and current education quality interventions focus on literacy, which is the core skill required for further academic success. Despite this focus on the quality of literacy instruction in developing countries, little rigorous research has been conducted on critical issues of assessment. This analysis, which uses data from the Primary Math and Reading...
Show moreIn recent years, the Education for All movement has focused more intensely on the quality of education, rather than simply provision. Many recent and current education quality interventions focus on literacy, which is the core skill required for further academic success. Despite this focus on the quality of literacy instruction in developing countries, little rigorous research has been conducted on critical issues of assessment. This analysis, which uses data from the Primary Math and Reading Initiative (PRIMR) in Kenya, aims to begin filling this gap by addressing a key assessment issue — should literacy assessments in Kenya be administered orally or silently? The authors compared second-grade students' scores on oral and silent reading tasks of the Early Grade Reading Assessment (EGRA) in Kiswahili and English, and found no statistically significant differences in either language. They did, however, find oral reading rates to be more strongly related to reading comprehension scores. Oral assessment has another benefit for programme evaluators — it allows for the collection of data on student errors, and therefore the calculation of words read correctly per minute, as opposed to simply words read per minute. The authors therefore recommend that, in Kenya and in similar contexts, student reading fluency be assessed via oral rather than silent assessment.
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Date Issued: 2015
Identifier: FSU_migr_edlp_faculty_publications-0011, 10.1007/s11159-015-9470-4
Format: Citation

Title: Bridging the Cultural Gap: Relationships Between Programmatic Offerings and First-Generation Student Benchmarks.
Creator: Tobolowsky, Barbara F., Cox, Bradley E., Chunoo, Vivechkanand S.
Abstract/Description: Inherent challenges affect first-generation students’ persistence from as early as the first college year. Using cultural capital as a guide, this study is unique in that it investigates the contribution of first-year policies and programs to the success of first-generation students in 57 bachelor’s degree–granting institutions across five states (California, Florida, Iowa, Texas, and Pennsylvania). We identified at least three policies that seem to hold promise toward improving the...
Show moreInherent challenges affect first-generation students’ persistence from as early as the first college year. Using cultural capital as a guide, this study is unique in that it investigates the contribution of first-year policies and programs to the success of first-generation students in 57 bachelor’s degree–granting institutions across five states (California, Florida, Iowa, Texas, and Pennsylvania). We identified at least three policies that seem to hold promise toward improving the experience and outcomes for first-year first-generation college students. These policies were (a) residential life or campus support staff who are available and knowledgeable, (b) faculty who attend faculty orientation that includes information about first-year student experiences, and (c) faculty who attend first-year student orientation or attend first-year conferences or workshops. However, policies we might naturally expect to have been useful (e.g., information dissemination to parents, early alert intervention initiatives) showed no statistical significance. The article concludes with implications and recommendations.
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Date Issued: 2017-11-23
Identifier: FSU_libsubv1_scholarship_submission_1516726324_2c6d99ea, 10.1177/1521025117742377
Format: Citation

Title: Changing the Default to Support Open Access to Education Research.
Creator: Roehrig, Alysia D., Soper, Devin, Cox, Bradley E., Colvin, Gloria P.
Abstract/Description: This essay explores factors underlying the underutilization of Open Access (OA) to make education research literature freely available online, where it can benefit a global audience of researchers, students, teachers, and policymakers. Situating this autobiographical self-study in the context of the broader global and scholarly context, we use Bullough and Pinnegar’s (2001) setting-convocation-resolution approach to present our stories as points of departure for reflection, conversation,...
Show moreThis essay explores factors underlying the underutilization of Open Access (OA) to make education research literature freely available online, where it can benefit a global audience of researchers, students, teachers, and policymakers. Situating this autobiographical self-study in the context of the broader global and scholarly context, we use Bullough and Pinnegar’s (2001) setting-convocation-resolution approach to present our stories as points of departure for reflection, conversation, research, and action. We do so to raise awareness and enhance understanding of the complex and rapidly evolving legal, ethical, and practical issues surrounding public accessibility to scholarship. We also issue a call to action by outlining concrete, stakeholder-specific steps that would help OA become the new default for publication of education research.
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Date Issued: 2018-06-18
Identifier: FSU_libsubv1_scholarship_submission_1530651375_3fb7190b
Format: Citation

Title: College experiences for students with Autism Spectrum Disorder (ASD): Personal identity, public disclosure, and institutional support.
Creator: Cox, Bradley E., Thompson, Kerry, Anderson, Amelia, Mintz, Amanda, Locks, Taylor, Morgan, Lindee, Edelstein, Jeffrey, Wolz, Abagail
Abstract/Description: A large and fast-growing population of individuals with Autism Spectrum Disorder (ASD) are completing high school with reasonable expectations for postsecondary success. However, without empirical literature to guide them, college educators are likely ill prepared to provide appropriate support for these students. Drawing from personal interviews with a diverse group of students with autism, the current study (1) amplifies these students' voices, (2) describes tensions between their public...
Show moreA large and fast-growing population of individuals with Autism Spectrum Disorder (ASD) are completing high school with reasonable expectations for postsecondary success. However, without empirical literature to guide them, college educators are likely ill prepared to provide appropriate support for these students. Drawing from personal interviews with a diverse group of students with autism, the current study (1) amplifies these students' voices, (2) describes tensions between their public and private identities, (3) outlines the academic, social, emotional, self-advocacy, and communication challenges they face in college, and (4) proposes both general principles and specific practices that could be leveraged to facilitate postsecondary success for students with autism.
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Date Issued: 2017
Identifier: FSU_libsubv1_scholarship_submission_1460660561
Format: Citation

Title: Parental disclosure of ASD diagnosis to the child: A systematic review.
Creator: Smith, Isaac C., Edelstein, Jeffrey A., Cox, Bradley E., White, Susan W.
Abstract/Description: Despite increased rates of diagnosis of autism spectrum disorder (ASD) in recent years, literature examining when and how parents of newly-diagnosed youth disclose their diagnosis to them is scarce. Given the increasing number of newly-diagnosed individuals, an exploration of the effects of disclosure on children with ASD is warranted. We conducted a systematic review to identify articles describing the process of disclosing a diagnosis of ASD from the perspective of children, parents, or...
Show moreDespite increased rates of diagnosis of autism spectrum disorder (ASD) in recent years, literature examining when and how parents of newly-diagnosed youth disclose their diagnosis to them is scarce. Given the increasing number of newly-diagnosed individuals, an exploration of the effects of disclosure on children with ASD is warranted. We conducted a systematic review to identify articles describing the process of disclosing a diagnosis of ASD from the perspective of children, parents, or both. The current review identified five articles reporting qualitative data on the disclosure process. Across studies, most parents were found to have disclosed ASD diagnoses to their children by adolescence, with children and parents exhibiting a variety of reactions. Concerns frequently identified by children and parents included time taken to process the emotional impact of diagnoses, delay between parents receiving diagnoses from clinicians and delivery of those diagnoses to children, concern that the ASD label would result in stigmatization, and the sense that an individual’s past behaviors or symptoms were well-explained by the new diagnosis. Identification of these potential problems may serve as an initial step to inform the development of best-practice guidelines for parental disclosure of ASD diagnoses to youth and further research on this understudied part of the diagnostic process.
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Date Issued: 2018-02-02
Identifier: FSU_libsubv1_scholarship_submission_1518537263_72b43447, 10.1080/23794925.2018.1435319
Format: Citation

Title: Pedagogical signals of faculty approachability: Factors shaping faculty-student interaction outside the classroom.
Creator: Cox, Bradley E., McIntosh, Kadian, Terenzini, Patrick T., Reason, Robert, Lutovsky Quaye, Brenda
Abstract/Description: Decades of research demonstrate that college students benefit from positive interaction with faculty members, although that same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively little is known about which, when, how, and why faculty members choose to engage with students outside of the classroom. Guided by the theory that faculty members use in-class behaviors to signal their "psychosocial approachability" for out-of...
Show moreDecades of research demonstrate that college students benefit from positive interaction with faculty members, although that same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively little is known about which, when, how, and why faculty members choose to engage with students outside of the classroom. Guided by the theory that faculty members use in-class behaviors to signal their "psychosocial approachability" for out-of-class interaction with students (Wilson et al. in Sociology of Education 47(1):74–92, 1974; College professors and their impact on students, 1975), this study uses data from 2,845 faculty members on 45 campuses to identify the personal, institutional, and pedagogical factors that influence the frequency and type of interaction faculty members have with students outside of the classroom.
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Date Issued: 2010
Identifier: FSU_migr_edlp_faculty_publications-0008, 10.1007/s11162-010-9178-z
Format: Citation

Title: Perceived Mathematical Ability Under Challenge: A Longitudinal Perspective on Sex Segregation Among STEM Degree Fields.
Creator: Perez-Felkner, Lara, Nix, Samantha, Thomas, Kirby
Abstract/Description: Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite interest in examining the gender disparities in STEM, these concepts have not been considered in tandem. In this manuscript, we investigate how perceived...
Show moreStudents' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite interest in examining the gender disparities in STEM, these concepts have not been considered in tandem. In this manuscript, we investigate how perceived ability under challenge—in particular in mathematics domains—influences entry into the most sex-segregated and mathematics-intensive undergraduate degrees: physics, engineering, mathematics, and computer science (PEMC). Using nationally representative Education Longitudinal Study of 2002 (ELS) data, we estimate the influence of perceived ability under challenging conditions on advanced high school science course taking, selection of an intended STEM major, and specific major type 2 years after high school. Demonstrating the importance of specificity when discussing how gender influences STEM career pathways, the intersecting effects of gender and perceived ability under mathematics challenge were distinct for each scientific major category. Perceived ability under challenge in secondary school varied by gender, and was highly predictive of selecting PEMC and health sciences majors. Notably, women's 12th grade perceptions of their ability under mathematics challenge increased their probability of selecting PEMC majors over and above biology. In addition, gender moderated the effect of growth mindset on students' selection of health science majors. Perceptions of ability under challenge in general and verbal domains also influenced retention in and declaration of certain STEM majors. The implications of these results are discussed, with particular attention to access to advanced scientific coursework in high school and interventions aimed at enhancing young women's perceptions of their ability, in particular in response to the potentially inhibiting influence of stereotype threat on their pathways to scientific degrees.
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Date Issued: 2015-06-09
Identifier: FSU_libsubv1_scholarship_submission_1475009127, 10.3389/fpsyg.2015.00530
Format: Citation

Title: Perceptions Matter: How Schools Can Enhance Underrepresented Students’ Resilience on the Rocky Path to College.
Creator: Perez-Felkner, Lara
Abstract/Description: This policy brief summarizes the results of a three-year mixed methods study examining variation in students’ educational pathways. Investigating college-going among a predominantly low-income, underrepresented minority student population, detailed analysis shows distinctions in how students perceive relationships with school faculty and peers, which can serve as a mechanism to sustain their ambitions through the obstacles they encounter in high school and expect in college. Results suggest...
Show moreThis policy brief summarizes the results of a three-year mixed methods study examining variation in students’ educational pathways. Investigating college-going among a predominantly low-income, underrepresented minority student population, detailed analysis shows distinctions in how students perceive relationships with school faculty and peers, which can serve as a mechanism to sustain their ambitions through the obstacles they encounter in high school and expect in college. Results suggest schools can increase student success by facilitating social support structures that enhance students’ perceptions of value and esteem for their potential., Results from a three-year study examining how minority students transitioned to college showed that students’ relationships with peers, teachers, and other school staff helped them overcome obstacles on their way to college. The author suggested ways in which social support could improve students’ perceptions of their value and worth.
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Date Issued: 2015-09-01
Identifier: FSU_libsubv1_scholarship_submission_1890
Format: Citation

Title: Perceptions and Resilience in Underrepresented Students' Pathways to College.
Creator: Perez-Felkner, Lara
Abstract/Description: Background/Context: Schools have attempted to address stratification in black and Latino students’ access to higher education through extensive reform initiatives, including those focused on social supports. A crucial focus has been missing from these efforts, essential to improving the effectiveness of support mechanisms and understanding why they have been insufficient: how students experience these reforms. Purpose: How can the social context of schools keep underrepresented minority...
Show moreBackground/Context: Schools have attempted to address stratification in black and Latino students’ access to higher education through extensive reform initiatives, including those focused on social supports. A crucial focus has been missing from these efforts, essential to improving the effectiveness of support mechanisms and understanding why they have been insufficient: how students experience these reforms. Purpose: How can the social context of schools keep underrepresented minority students on track to transition to college? This study investigates how students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools’ social contexts that might positively affect their transition to four-year colleges. Research Design: Using a mixed-methods case study design, this three-year study examined students’ educational pathways in a Chicago charter high school. Data collection methods included ethnographic fieldwork, interviews, and a longitudinal survey. Supplemental secondary data sources were utilized to contextualize the case study. Analysis: Interview transcripts and field notes were transcribed and coded to examine variation in students’ experience of their social context and their college transition plans. To contextualize these findings, the author utilized descriptive, associative, and logistic regression techniques to analyze quantitative data from the case study survey and corresponding city and national datasets. Findings: The school’s organization facilitated academic, social, and college preparatory support through structured relationships. Notwithstanding, there was notable within-school variation in students’ transitions to college. Students in this urban charter school often experienced multiple obstacles that interfered with the college ambitions they generally shared with their families and school peers. School regard is a mechanism identified in this study as central to students’ transition success. Students’ perceptions of their teachers’ and their peers’ regard for their capacity for educational success was associated with their persistence through the transition to college in the face of academic, socioeconomic, and other challenges. Conclusions/Recommendations: This study demonstrates the effort and engagement underrepresented students expend in the effort to become college-ready, and the risk for burnout as a result of both academic and nonacademic hardships during their high school years. School regard may mitigate these effects. Mere expectations for college appear insufficient in the current access-for-all climate. Rather, it is important that students perceive value and esteem for their potential from school faculty and peers, sustaining their ambitions through the obstacles they encounter in high school and expect in college., This study investigates how underrepresented students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools’ social contexts that might facilitate their transition to four-year colleges. College-aspiring students were surveyed, interviewed, and observed in a three-year study investigating the social context of a Chicago charter school. Administrative and public record data were also used to corroborate the findings. Results showed structured formal relationships with teachers and school staff facilitated college preparedness, and academic and social support. However, students’ perceptions of how teachers and peers regarded students was found to be significantly related to students’ successful transition to college, in the face of various academic, economic, and other challenges.
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Date Issued: 2015-08-01
Identifier: FSU_libsubv1_scholarship_submission_1889
Format: Citation

Title: The impact of education on sexual behavior in sub-Saharan Africa: A review of the evidence.
Creator: Zuilkowski, Stephanie, Jukes, Matthew C. H.
Abstract/Description: Many studies have attempted to determine the relationship between education and HIV status. However, a complete and causal understanding of this relationship requires analysis of its mediating pathways, focusing on sexual behaviors. We developed a series of hypotheses based on the differential effect of educational attainment on three sexual behaviors. We tested our predictions in a systematic literature review including 65 articles reporting associations between three specific sexual...
Show moreMany studies have attempted to determine the relationship between education and HIV status. However, a complete and causal understanding of this relationship requires analysis of its mediating pathways, focusing on sexual behaviors. We developed a series of hypotheses based on the differential effect of educational attainment on three sexual behaviors. We tested our predictions in a systematic literature review including 65 articles reporting associations between three specific sexual behaviors–sexual initiation, number of partners, and condom use–and educational attainment or school enrollment in sub-Saharan Africa. The patterns of associations varied by behavior. The findings for condom use were particularly convergent; none of the 44 studies using educational attainment as a predictor reviewed found that more educated people were significantly less likely to use condoms. Findings for sexual initiation and number of partners were more complex. The contrast between findings for condom use on the one hand and sexual initiation and number of partners on the other supports predictions based on our theoretical framework.
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Date Issued: 2011
Identifier: FSU_migr_edlp_faculty_publications-0006, 10.1080/09540121.2011.630351
Format: Citation

Title: Walter Dill Scott and the Student Personnel Movement.
Creator: Biddix, J., Schwartz, Robert A.
Abstract/Description: Walter Dill Scott (1869–1955), tenth president of Northwestern University and pioneer of industrial psychology, is an essential architect of student personnel work. This study of his accomplishments, drawing on records from the Northwestern University archives, tells a story about the people he influenced and his involvement in codifying what was formerly student personnel work, now called student affairs.
Date Issued: 2012
Identifier: FSU_migr_edlp_faculty_publications-0004, 10.1515/jsarp-2012-6325
Format: Citation

Title: Understanding effective high schools: Evidence for personalization for academic and social emotional learning.
Creator: Rutledge, Stacey A., Cohen-Vogel, Lora, Osborne-Lampkin, La'Tara, Roberts, Ronnie L.
Abstract/Description: This article presents findings from a year-long multilevel comparative case study exploring the characteristics of effective urban high schools. We developed a comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools. Using value-added methodology, we identified two higher and two lower performing high schools in Broward County, Florida. We found that the two higher performing high schools in the study had strong and...
Show moreThis article presents findings from a year-long multilevel comparative case study exploring the characteristics of effective urban high schools. We developed a comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools. Using value-added methodology, we identified two higher and two lower performing high schools in Broward County, Florida. We found that the two higher performing high schools in the study had strong and deliberate structures, programs, and practices that attended to both students’ academic and social learning needs, something we call Personalization for Academic and Social Emotional Learning. Because of the study’s inductive focus on effectiveness, we follow our findings with a discussion of theories and prior research that substantiate the importance of schools’ attention to the connection between students’ academic and social emotional learning needs in high schools.
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Date Issued: 2015-12-01
Identifier: FSU_libsubv1_scholarship_submission_1533930393_e4c559d4, 10.3102/0002831215602328
Format: Citation

Title: Working with Missing Data in Higher Education Research: A Primer in Real-World Example.
Creator: Cox, Bradley E., McIntosh, Kadian, Reason, Robert, Terenzini, Patrick T.
Abstract/Description: Nearly all quantitative analyses in higher education draw from incomplete datasets--a common problem with no universal solution. In the first part of this paper, we explain why missing data matter and outline the advantages and disadvantages of six common methods for handling missing data. Next, we analyze real-world data from 5,905 students across 33 institutions to document how one's approach to handling missing data can substantially affect statistical conclusions, researcher...
Show moreNearly all quantitative analyses in higher education draw from incomplete datasets--a common problem with no universal solution. In the first part of this paper, we explain why missing data matter and outline the advantages and disadvantages of six common methods for handling missing data. Next, we analyze real-world data from 5,905 students across 33 institutions to document how one's approach to handling missing data can substantially affect statistical conclusions, researcher interpretations, and subsequent implications for policy and practice. We conclude with straightforward suggestions for higher education researchers looking to select an appropriate method for handling missing data.
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Date Issued: 2014
Identifier: FSU_migr_edlp_faculty_publications-0019
Format: Citation

Title: Professional learning activities in context: A statewide survey of middle school mathematics teachers.
Creator: Akiba, Motoko
Date Issued: 2012-05-20
Identifier: FSU_libsubv1_scholarship_submission_1455051075, 10.14507/epaa.v20n14.2012
Format: Citation

Title: School Persistence in the Wake of War: Wartime Experiences, Reintegration Supports, and Dropout in Sierra Leone.
Creator: Zuilkowski, Stephanie Simmons, Betancourt, Theresa S. (Theresa Stichick)
Abstract/Description: This article examines the relationship of wartime experience and reintegration supports to students' risk of school dropout. It draws on longitudinal, mixed-methods data collected among children and youth in Sierra Leone from 2002 through 2008. The study finds that family financial support and perceived social support are positively associated with lower risk of dropout over time.
Date Issued: 2014
Identifier: FSU_migr_edlp_faculty_publications-0015, 10.1086/675905
Format: Citation

Title: Self-Authorship in Student Affairs: A Developmental Paradox.
Creator: Shetty, Rebecca, Chunoo, Vivechkanand S., Cox, Bradley E.
Abstract/Description: The emerging millennial generation of young professionals in student affairs, often accused of being shielded from many of life's developmentally stimulating challenges, may not be sufficiently self-authored to effectively facilitate epistemological, intrapersonal, and interpersonal development among their students. Contrary to expectations, however, results from this study suggest current graduate assistants and recent job-changers have higher levels of self-authorship than their colleagues....
Show moreThe emerging millennial generation of young professionals in student affairs, often accused of being shielded from many of life's developmentally stimulating challenges, may not be sufficiently self-authored to effectively facilitate epistemological, intrapersonal, and interpersonal development among their students. Contrary to expectations, however, results from this study suggest current graduate assistants and recent job-changers have higher levels of self-authorship than their colleagues. Implications for graduate preparation, professional practice, and future research are discussed.
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Date Issued: 2016
Identifier: FSU_libsubv1_wos_000382546300003, 10.1080/19496591.2016.1121147
Format: Citation

Title: Who Needs Guidance.
Creator: Sampson, James P., Palmer, Martin, Watts, A.
Abstract/Description: Identifying client need is an important issue in all career guidance provision. It is important that interventions should start where the client is, should be responsive to clients' expressed needs, but where appropriate should provide opportunities for exploration of underlying needs. In addition, where guidance services are publicly funded and cost-limited, there may be policy pressures to target these resources to clients who are regarded as needing them most.
Date Issued: 1999
Identifier: FSU_migr_edlp_faculty_publications-0005
Format: Citation

Title: Metastable Pain-Attention Dynamics during Incremental Exhaustive Exercise.
Creator: Slapšinskaitė, Agnė, Hristovski, Robert, Razon, Selen, Balagué, Natàlia, Tenenbaum, Gershon
Abstract/Description: Pain attracts attention on the bodily regions. Attentional allocation toward pain results from the neural communication across the brain-wide network "connectome" . Connectome is intrinsically dynamic and spontaneously fluctuating on multiple time-scales. The present study delineates the pain-attention dynamics during incremental cycling performed until volitional exhaustion and investigates the potential presence of nested metastable dynamics. Fifteen young and physically active adults...
Show morePain attracts attention on the bodily regions. Attentional allocation toward pain results from the neural communication across the brain-wide network "connectome" . Connectome is intrinsically dynamic and spontaneously fluctuating on multiple time-scales. The present study delineates the pain-attention dynamics during incremental cycling performed until volitional exhaustion and investigates the potential presence of nested metastable dynamics. Fifteen young and physically active adults completed a progressive incremental cycling test and reported their discomfort and pain on a body map every 15 s. The analyses revealed that the number of body locations with perceived pain and discomfort increased throughout five temporal windows reaching an average of 4.26 ± 0.59 locations per participant. A total of 37 different locations were reported and marked as painful for all participants throughout the cycling task. Significant differences in entropy were observed between all temporal windows except the fourth and fifth windows. Transient dynamics of bodily locations with perceived discomfort and pain were spanned by three principal components. The metastable dynamics of the body pain locations groupings over time were discerned by three time scales: (1) the time scale of shifts (15 s); (2) the time scale of metastable configurations (100 s), and (3) the observational time scale (1000 s). The results of this study indicate that body locations perceived as painful increase throughout the incremental cycling task following a switching metastable and nested dynamics. These findings support the view that human brain is intrinsically organized into active, mutually interacting complex and nested functional networks, and that subjective experiences inherent in pain perception depict identical dynamical principles to the neural tissue in the brain.
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Date Issued: 2017-01-06
Identifier: FSU_pmch_28111563, 10.3389/fpsyg.2016.02054, PMC5216051, 28111563, 28111563
Format: Citation

Title: Creating a Meaningful Learning Environment: Reflection in leadership education.
Creator: White, Jillian Volpe, Guthrie, Kathy L.
Abstract/Description: This exploratory, qualitative study examined the reflective learning environment in an undergraduate leadership certificate. Undergraduate students (n = 14) were interviewed twice in order to understand if and how reflection, as a pedagogical tool, supported student learning. Learning about reflection, and practicing reflection regularly, introduced students to the importance of a reflective practice for understanding their leadership development. Students highlighted aspects of the...
Show moreThis exploratory, qualitative study examined the reflective learning environment in an undergraduate leadership certificate. Undergraduate students (n = 14) were interviewed twice in order to understand if and how reflection, as a pedagogical tool, supported student learning. Learning about reflection, and practicing reflection regularly, introduced students to the importance of a reflective practice for understanding their leadership development. Students highlighted aspects of the Leadership Certificate courses that contributed to their reflective practice and enhanced their learning environment. These included discussion-based courses, physical setting for the certificate classes, diverse peers, and certificate instructors. As a result, engaging in reflection as part of leadership courses helped students develop self-awareness.
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Date Issued: 2015
Identifier: FSU_libsubv1_scholarship_submission_1472906931, 1012806/V15/I1/R5
Format: Citation

Title: Creating Meaningful Environments for Leadership Education.
Creator: Guthrie, Kathy L.
Abstract/Description: As leadership educators we aim to provide students with opportunities necessary to gain knowledge and appropriate leadership skills. Valuable opportunities developed through Student Affairs and Academic Affairs collaborations which enhance learning through co-curricular and curricular experiences in leadership education will be explored. Present in these intentional environments are opportunities for students to have meaningful leadership learning when comprised of education, experience, and...
Show moreAs leadership educators we aim to provide students with opportunities necessary to gain knowledge and appropriate leadership skills. Valuable opportunities developed through Student Affairs and Academic Affairs collaborations which enhance learning through co-curricular and curricular experiences in leadership education will be explored. Present in these intentional environments are opportunities for students to have meaningful leadership learning when comprised of education, experience, and reflection. Specific examples from two institutions will be highlighted.
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Date Issued: 2010
Identifier: FSU_migr_edlp_faculty_publications-0003
Format: Citation

Title: Early Childhood Education, Child Development and School Readiness: Evidence from Zambia.
Creator: Zuilkowski, Stephanie, Fink, Günther, Moucheraud, Corrina, Matafwali, Beatrice
Abstract/Description: While early childhood education has received increasing attention in the developing world in recent years, relatively little evidence is available from sub-Saharan Africa on its effects on child development and subsequent school enrollment. We use a prospective case-control design to evaluate the developmental impact of a community-based early childhood center in an urban area in Zambia. Comparing 40 children attending the center to 40 children not attending the center from the same community...
Show moreWhile early childhood education has received increasing attention in the developing world in recent years, relatively little evidence is available from sub-Saharan Africa on its effects on child development and subsequent school enrollment. We use a prospective case-control design to evaluate the developmental impact of a community-based early childhood center in an urban area in Zambia. Comparing 40 children attending the center to 40 children not attending the center from the same community, we find that center attendance was associated with significantly better performance in an assessment of task orientation, and was also weakly associated with increased letter familiarity. We also observed higher performance among center students on tests of receptive language and pencil-related fine motor skills. These associations were, however, smaller and not statistically significant. We conducted a follow-up one year after the initial assessment, when children were seven years old and should have been in first grade. At follow-up, 27% of non-attendees were not yet enrolled in primary school, compared to just 11% of center students, suggesting that participation in early education encourages a timely transition into first grade.
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Date Issued: 2012
Identifier: FSU_migr_edlp_faculty_publications-0005X
Format: Citation

Title: A Culture of Teaching: Policy, Perception, and Practice in Higher Education.
Creator: Cox, Bradley E., McIntosh, Kadian, Reason, Robert, Terenzini, Patrick T.
Abstract/Description: In an effort to identify policies that foster an institutional "culture of teaching," or encourage use of effective pedagogies, this study uses data from 5,612 faculty members at 45 institutions to examine connections between institutional policies and faculty members' perceptions and practices related to teaching and learning. A series of multi-level models suggests that academic policy variables have small and generally insignificant relationships to such faculty perceptions or practices....
Show moreIn an effort to identify policies that foster an institutional "culture of teaching," or encourage use of effective pedagogies, this study uses data from 5,612 faculty members at 45 institutions to examine connections between institutional policies and faculty members' perceptions and practices related to teaching and learning. A series of multi-level models suggests that academic policy variables have small and generally insignificant relationships to such faculty perceptions or practices. Instead, conventional institutional characteristics, such as selectivity and Carnegie classification, appear to be more influential factors.
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Date Issued: 2011
Identifier: FSU_migr_edlp_faculty_publications-0009, 10.1007/s11162-011-9223-6
Format: Citation

Title: Are You Leaving?: A Case of Succession in the Willow Tree Charter School.
Creator: Gawlik, Marytza A. (Marytza Anne)
Abstract/Description: This case study asks readers to contemplate what leadership practices may facilitate leadership succession at charter schools. The case narrative is followed by an activity designed for students in principal preparation programs. In this activity, students develop an exit strategy for the departing leader, a hiring plan for the charter school leadership, and an entry plan for the charter school's successor, each of which outlines the knowledge and skills necessary to navigate change and...
Show moreThis case study asks readers to contemplate what leadership practices may facilitate leadership succession at charter schools. The case narrative is followed by an activity designed for students in principal preparation programs. In this activity, students develop an exit strategy for the departing leader, a hiring plan for the charter school leadership, and an entry plan for the charter school's successor, each of which outlines the knowledge and skills necessary to navigate change and maintain the charter school's ongoing success., A case study on how to plan for change of leadership at a charter school in the state of Florida., This case study looks at the retiring of a small urban charter school principal to explore ideas pertaining to how leadership changes could affect teachers and students in Florida’s charter schools. The author also included an activity where administrators and teacher leaders in training can develop an exit strategy, a hiring plan, and an entry plan that better serves the goals and ensures the success of a charter school.
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Date Issued: 2015
Identifier: FSU_migr_edlp_faculty_publications-0013, 10.1177/1555458915584672
Format: Citation

Title: Engagement, Persistence, and Gender in Computer Science: Results of a Smartphone ESM Study.
Creator: Milesi, Carolina, Perez-Felkner, Lara, Brown, Kevin, Schneider, Barbara
Abstract/Description: While the underrepresentation of women in the fast-growing STEM field of computer science (CS) has been much studied, no consensus exists on the key factors influencing this widening gender gap. Possible suspects include gender differences in aptitude, interest, and academic environment. Our study contributes to this literature by applying student engagement research to study the experiences of college students studying CS, to assess the degree to which differences in men and women’s...
Show moreWhile the underrepresentation of women in the fast-growing STEM field of computer science (CS) has been much studied, no consensus exists on the key factors influencing this widening gender gap. Possible suspects include gender differences in aptitude, interest, and academic environment. Our study contributes to this literature by applying student engagement research to study the experiences of college students studying CS, to assess the degree to which differences in men and women’s engagement may help account for gender inequity in the field. Specifically, we use the Experience Sampling Method (ESM) to evaluate in real-time the engagement of college students during varied activities and environments. Over the course of a full week in fall semester and a full week in spring semester, 165 students majoring in CS at two Research I universities were “beeped” several times a day via a smartphone app prompting them to fill out a short questionnaire including open-ended and scaled items. These responses were paired with administrative and over 2 years of transcript data provided by their institutions. We used mean comparisons and logistic regression analysis to compare enrollment and persistence patterns among CS men and women. Results suggest that despite the obstacles associated with women’s underrepresentation in computer science, women are more likely to continue taking computer science courses when they felt challenged and skilled in their initial computer science classes. We discuss implications for further research.
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Date Issued: 2017-04-25
Identifier: FSU_libsubv1_scholarship_submission_1494866477_8dc29d1d, 10.3389/fpsyg.2017.00602
Format: Citation

Title: Reflective Pedagogy: Making Meaning in Experiential Based Online Courses.
Creator: Guthrie, Kathy L.
Abstract/Description: The use of reflective pedagogies has long been considered critical to facilitating meaningful learning through experientially based curricula; however, the use of such methods has not been extensively explored as implemented in virtual environments. The study reviewed utilizes a combination of survey research and individual interviews to examine student perceptions of the meaningful learning which occurred as a result of their participation in two Web-based courses that utilized reflective...
Show moreThe use of reflective pedagogies has long been considered critical to facilitating meaningful learning through experientially based curricula; however, the use of such methods has not been extensively explored as implemented in virtual environments. The study reviewed utilizes a combination of survey research and individual interviews to examine student perceptions of the meaningful learning which occurred as a result of their participation in two Web-based courses that utilized reflective pedagogies. One course focuses on topics related to service-learning and the second on placement-based internships. Both were instructed using online coursework based in reflective pedagogies to compliment on-site placements within local communities.
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Date Issued: 2010
Identifier: FSU_migr_edlp_faculty_publications-0001X
Format: Citation

Title: Teacher Coaching in Kenya: Examining Instructional Support in Public and Nonformal Schools.
Creator: Piper, Benjamin, Zuilkowski, Stephanie Simmons
Abstract/Description: Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most costefficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiativeda randomized controlled trial of instructional interventions in public and nonformal schoolsdto fill this gap. Coaches in larger...
Show moreInstructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most costefficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiativeda randomized controlled trial of instructional interventions in public and nonformal schoolsdto fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.
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Date Issued: 2015
Identifier: FSU_migr_edlp_faculty_publications-0012, 10.1016/j.tate.2015.01.001
Format: Citation

Title: Teaching and Learning Social Justice through Online Service-Learning Courses.
Creator: Guthrie, Kathy L., McCracken, Holly
Abstract/Description: Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student...
Show moreCreating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice., In this study, students working in local service organizations participated in an online service-learning course, and their perceptions were documented. Students shared discussions and experiences related to social justice, action, and civic engagement, as part of their web-based learning environment. Findings in this study illustrated the potential of online educational experiences to inform instructional best practices and create learning environments that are transformative.
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Date Issued: 2010
Identifier: FSU_migr_edlp_faculty_publications-0002, 10.19173/irrodl.v11i3.894
Format: Citation

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