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Title: An Analysis of Performance-Based Funding Policies and Recommendations for the Florida College System.
Creator: Balog, Scott Evans, Wetherell, T. K. (Thomas Kent), Prevatt, Frances F., Tandberg, David A., Cox, Bradley E., Florida State University, College of Education, Department of...
Show moreBalog, Scott Evans, Wetherell, T. K. (Thomas Kent), Prevatt, Frances F., Tandberg, David A., Cox, Bradley E., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Nearly 30 states have adopted or are transitioning to performance-based funding programs for community colleges that allocate funding based on institutional performance according to defined metrics. While embraced by state lawmakers and promoted by outside advocacy groups as a method to improve student outcomes, enhance accountability and ensure return on investment of public resources in higher education, limited research exists confirming the effectiveness of performance-based funding in...
Show moreNearly 30 states have adopted or are transitioning to performance-based funding programs for community colleges that allocate funding based on institutional performance according to defined metrics. While embraced by state lawmakers and promoted by outside advocacy groups as a method to improve student outcomes, enhance accountability and ensure return on investment of public resources in higher education, limited research exists confirming the effectiveness of performance-based funding in meeting intended policy goals. The policy analysis examined performance-based funding programs administered in Florida as the status quo and Ohio as the policy alternative. Prompted by their Governors, both states recently developed new approaches to performance-based funding that move funding away from enrollment and tie substantial amounts to student outcomes. To provide a context for the policy analysis, the study chronicled the history of performance-based funding and accountability programs for higher education enacted by states and reviewed policymaking processes and influences. The study applied a multi-goal approach to compare the policy alternatives applied in each state. Although it is still too early to assess the effectiveness of the performance-based funding programs in both states, the review of both system and institutional level performance data and interviews with stakeholders in Ohio revealed little to no connection between the intended program goals and behaviors exhibited by colleges. Based on the study findings, policy recommendations were proposed to enhance the effectiveness of the performance-based funding program for the Florida College System.
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Date Issued: 2016
Identifier: FSU_2016SP_Balog_fsu_0071E_13303
Format: Thesis

Title: Teaching Stories without Borders inside a Box: How Preservice ELA Teachers Leverage Transmedia Stories to Teach Traditional Literacies.
Creator: Overstreet, Rikki Joelle, Witte, Shelbie, Southerland, Sherry A., Latham, Don, Myers, John P. (John Patrick), Gross, Melissa, Florida State University, College of Education,...
Show moreOverstreet, Rikki Joelle, Witte, Shelbie, Southerland, Sherry A., Latham, Don, Myers, John P. (John Patrick), Gross, Melissa, Florida State University, College of Education, School of Teacher Education
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Abstract/Description: The personal literacy experiences English Language Arts (ELA) teachers have are an important factor in shaping their pedagogical thinking about literacy. More research is needed, however, on the relationship between literacy experiences and pedagogical thinking for preservice teachers implementing new literacies such as transmedia stories. Transmedia stories are an emerging twenty-first century storytelling form in which a narrative is told over multiple texts and media platforms and is often...
Show moreThe personal literacy experiences English Language Arts (ELA) teachers have are an important factor in shaping their pedagogical thinking about literacy. More research is needed, however, on the relationship between literacy experiences and pedagogical thinking for preservice teachers implementing new literacies such as transmedia stories. Transmedia stories are an emerging twenty-first century storytelling form in which a narrative is told over multiple texts and media platforms and is often extended further by reader contributions. Theoretical research has suggested that transmedia stories can be used in the ELA classroom to teach both traditional literacies and 21st century literacies. While researchers, scholars, and educators have begun to theorize about how such stories might benefit literacy and ELA education, little empirical research exists as to how these narratives are perceived by teachers and how this new literacy might actually be implemented in a classroom. Research is needed on how preservice ELA teachers engage with transmedia stories and how this relates to their perceptions of teaching this new literacy. The current study addressed this research need by investigating how preservice ELA teachers perceived, read, and created transmedia stories and how they saw implementing these texts in an ELA classroom. Specifically, this study asked: 1) In what ways does engaging with a transmedia story influence how preservice ELA teachers perceive transmedia stories?; 2) In what ways does reading a transmedia story influence how preservice ELA teachers perceive implementing transmedia stories in the classroom?; and 3) In what ways does creating a transmedia extension text influence how preservice ELA teachers perceive implementing transmedia stories in the classroom? To investigate these questions, the study used Hawley-Turner and Hicks’ (2015) Connected Reading Model as a theoretical framework to conceptualize transmedia stories as a new literacy that encourages different ways of encountering, engaging with, and evaluating texts. An exploratory case study design was used, and data were collected from ten preservice ELA teachers in a purposefully selected course on adolescent literacy and young adult literature through a pre-and post-survey, reading logs, a reflection, a participant-created transmedia extension text, a visual map of reading, an individual interview, and a focus group. The data sources were analyzed through inductive, deductive, and focused coding. From this analysis, the study found that the preservice teachers perceived transmedia stories as enjoyable, immersive, interactive, creative, and social and saw implementing these stories in an ELA classroom to: engage students; develop technological and media literacy; scaffold to canonical literature; and develop comprehension, literary analysis, and writing skills. While the preservice teachers experienced transmedia story engagement as a new literacy and were optimistic about the new possibilities afforded by such engagement, these results suggest that the preservice teachers most often perceived implementing these texts as tools to scaffold to the standards and goals of a traditional ELA curriculum and were less likely to integrate transmedia storytelling as a transformative new literacy defined by the new ethos elements they experienced and identified. These findings reflect research on how teachers often leverage new literacies to teach a traditional curriculum. The findings also suggest that preservice teachers negotiate between experience and ideology when implementing new literacies, sifting through their personal literacy experiences for where these experiences align with their existing education ideologies when thinking about how to implement new literacies. Building on such research, the study aims to contribute to transmedia studies research, teacher education research, and the field of English Education by investigating how the sample of preservice ELA teachers engaged with and perceived teaching transmedia stories and by paving the way for future empirical research on transmedia stories, new literacy implementation, and preservice teacher education.
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Date Issued: 2017
Identifier: FSU_FALL2017_Overstreet_fsu_0071E_14090
Format: Thesis

Title: Teacher and School Time: Its Use as a Resource to Be Allocated, Teacher and Administrator Perceptions, and Perceptions of How It Has Been Influenced by Test-Based Accountability.
Creator: Neal, Brenda Gale Griffin, Rutledge, Stacy A., Roehrig, Alysia D., Preston, Courtney, Schwartz, Robert A., Florida State University, College of Education, Department of...
Show moreNeal, Brenda Gale Griffin, Rutledge, Stacy A., Roehrig, Alysia D., Preston, Courtney, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This dissertation examines the complexity involved in teachers’ perceptions and experience of time on school-related activities. The Intensification Theory explains that test-based accountability has caused a time crunch for teachers, increasing their stress level and burnout rate. Research literature has shown that teachers experiencing high levels of stress and burnout correlated with lower student achievement. Teachers, like all professionals, have a finite amount of time, and as the...
Show moreThis dissertation examines the complexity involved in teachers’ perceptions and experience of time on school-related activities. The Intensification Theory explains that test-based accountability has caused a time crunch for teachers, increasing their stress level and burnout rate. Research literature has shown that teachers experiencing high levels of stress and burnout correlated with lower student achievement. Teachers, like all professionals, have a finite amount of time, and as the workload increases, less time is left for replenishment and personal family time. Time is a critical resource in schools, and how teachers navigate its use can determine the ultimate success or failure of students. In a variety of ways, researchers have shown an understanding of the relationship between time in school and student achievement. I studied three important aspects of time in a charter school in Florida: (1) How do 3rd grade teachers use their school-related time? (2) How do 3rd grade teachers and their principals perceive school time? and (3) How is high stakes accountability perceived to be shaping teacher time? Using observations and interviews, my goal was to give a voice to teachers and administrators regarding how they perceived school time. This was a phenomenological qualitative research study involving five third-grade teachers and two administrators in one K-12 charter school in Florida. It was a high achieving school with exemplary teachers, who fully experienced the time crunch brought on by test-based accountability. Third-grade was chosen because it was the first grade level at which students experienced repercussions due to achievement scores. With each teacher participant, I conducted semi-structured pre- and post-interviews, completed five full days of observations as a nonparticipant observer, and requested seven full days of time-use diaries for after work hours school-related activities. Two administrators were interviewed to obtain their perspectives on teacher time in order to compare teacher and administrator perceptions. After all data was collected, interviews were transcribed, and subsequently coded using NVivo software. During a preliminary exploratory analysis of the data, I developed themes and patterns relating to teacher time. Details of what occurred in the classrooms during a school week were used to cross-analyze the thematic data and to triangulate time perceptions. After the final analysis of the data, member checking was used to substantiate the accuracy of the findings. Findings related to time as a resource indicated that this third-grade team of teachers spent an average of 54 hours per week working on school-related activities, compared to their contracted workweek of 40 hours. Most often during school hours, teachers were engaged in several activities at once, or rapidly moving from one activity to the next, called context switching. Teachers did most of their instructional planning and professional learning outside paid schoolwork hours. Findings on teacher perceptions of time showed that teachers did not believe that theirs were finite, 9-5 type of jobs, as they spent many hours after contracted work hours completing tasks. Teachers felt they had enough time for instruction if they planned carefully, and left out creative activities. They described the three months before testing as “crunch time”, meaning they had to review, re-teach, and squeeze in any standards that were missed, and they shared how stressful this time period was. Administrators perceived that third-grade teachers used time effectively and produced outstanding results, but felt that teachers should have had enough time during paid work hours to complete all their work except grading papers. Responses from administrators on comparing their time with teachers’ time were mixed. One administrator thought that teachers had much more control over their own time than did administrators, and one thought exactly the opposite. In the third set of findings, teachers shared their perspectives on the precise pacing required by testing, and how instructional time was lost to time spent using pre-packaged test preparation materials during crunch time. Administrators noticed that teachers were allowed less leeway for creative activities in their instruction due to the time crunch. I found support in my data for six of the eight assertions of the Intensification Theory, suggesting that teachers’ time has become “intensified” due to test-based accountability. My findings regarding the pace of the school day for teachers and interrupted, fragmented time in the classroom confirmed what researchers have learned in the extant literature. Unlike the findings in the research though, Irvin School teachers in my study, were paid for a longer, contracted day than teachers in most schools in the surrounding areas of Florida, and they reported using that extra time to benefit students through greater teacher collaboration, increasing interest in lessons, and reflecting on student mastery of skills. Implications of this research include the need for further studies on teachers’ context switching during the school day and the contrast between teacher and administrator perceptions of teacher time.
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Date Issued: 2017
Identifier: FSU_FALL2017_Neal_fsu_0071E_14132
Format: Thesis

Title: Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices.
Creator: Tours, Sara Beth, Jones, Ithel, Welsh, Thomas M., Jakubowski, Elizabeth M., Davis, Angela F., Florida State University, College of Education, School of Teacher Education
Abstract/Description: This study examined kindergarten teachers’ developmentally appropriate beliefs, developmentally appropriate practices, and their opinions about the current state of the kindergarten curriculum through the lens of teachers’ beliefs. A sample of 107 kindergarten teachers participated in the study by completing the Teacher Questionnaire on-line. The survey instrument was comprised of three sections; The Teachers Beliefs Questionnaire, The Instructional Activities Questionnaire, and the Opinions...
Show moreThis study examined kindergarten teachers’ developmentally appropriate beliefs, developmentally appropriate practices, and their opinions about the current state of the kindergarten curriculum through the lens of teachers’ beliefs. A sample of 107 kindergarten teachers participated in the study by completing the Teacher Questionnaire on-line. The survey instrument was comprised of three sections; The Teachers Beliefs Questionnaire, The Instructional Activities Questionnaire, and the Opinions Questionnaire. The findings showed that kindergarten teachers had concerns and were frustrated with the current state of the kindergarten curriculum. The respondents who were comfortable with the current state of the kindergarten curriculum had extenuating circumstances such as working in invitation-only school or using a Montessori curriculum. The findings also showed that kindergarten teachers’ beliefs and practices were not aligned. The kindergarten teachers tended to have developmentally appropriate beliefs, but they did not often engage in developmentally appropriate practices. It was also found that kindergarten teachers’ beliefs and practices overall were not significantly correlated. In addition, the findings showed that kindergarten teachers in Title I schools engaged in more developmentally inappropriate practices than did the kindergarten teachers who were not at Title I schools. Kindergarten teachers with more than 18 years of teaching experience engaged in more developmentally appropriate practices than kindergarten teachers with 0-5 years of teaching experience and kindergarten teachers with 6-17 years teaching experience.
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Date Issued: 2017
Identifier: FSU_FALL2017_Tours_fsu_0071E_14004
Format: Thesis

Title: Combining Regression Slopes from Studies with Different Models in Meta-Analysis.
Creator: Jeon, Sanghyun, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Yang, Yanyun, Paek, Insu, Florida State University, College of Education, Department of Educational...
Show moreJeon, Sanghyun, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Yang, Yanyun, Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Primary studies are using complex models more and more. Slopes from multiple regression analyses are reported in primary studies, but few scholars have dealt with how to combine multiple regression slopes. One of the problems in combining multiple regression slopes is that each study may use a different regression model. The purpose of this research is to propose a method for combining partial regression slopes from studies with different regression models. The method combines comparable...
Show morePrimary studies are using complex models more and more. Slopes from multiple regression analyses are reported in primary studies, but few scholars have dealt with how to combine multiple regression slopes. One of the problems in combining multiple regression slopes is that each study may use a different regression model. The purpose of this research is to propose a method for combining partial regression slopes from studies with different regression models. The method combines comparable covariance matrices to obtain a synthetic partial slope. The proposed method assumes the population is homogeneous, and that the different regression models are nested. Elements in the sample covariance matrix are not independent of each other, so missing elements should be imputed using conditional expectations. The Bartlett decomposition is used to decompose the sample covariance matrix into a parameter component and a sampling error component. The proposed method treats the sample-size weighted average as a parameter matrix and applies Bartlett’s decomposition to the sample covariance matrices to get their respective error matrices. Since missing elements in the error matrix are not correlated, missing elements can be estimated in the error matrices and hence in the parameter matrices. Finally the partial slopes can be computed from the combined matrices. Simulation shows the suggested method gives smaller standard errors than the listwise-deletion method and the pairwise-deletion method. An empirical examination shows the suggested method can be applied to heterogeneous populations.
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Date Issued: 2017
Identifier: FSU_FALL2017_Jeon_fsu_0071E_14179
Format: Thesis

Title: Using Social Network Analysis (SNA) Feedback to Explore Patterns of Participation and Interaction in Online Discussions.
Creator: Chauhan, Amit, Dennen, Vanessa P., Sypher, Ulla, Klein, James D., Darabi, Aubteen, Florida State University, College of Education, Department of Educational Psychology and...
Show moreChauhan, Amit, Dennen, Vanessa P., Sypher, Ulla, Klein, James D., Darabi, Aubteen, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Motivating learners to participate and interact in online discussions is a challenge faced by many instructors. Despite clear guidelines, learners do not always participate in online discussions and do not meet the expected participation criteria or requirements for the course. Because online interactions are integral to social constructivist learning, little or no learner participation can be a barrier to social dialogue process for knowledge building and learning. While learner...
Show moreMotivating learners to participate and interact in online discussions is a challenge faced by many instructors. Despite clear guidelines, learners do not always participate in online discussions and do not meet the expected participation criteria or requirements for the course. Because online interactions are integral to social constructivist learning, little or no learner participation can be a barrier to social dialogue process for knowledge building and learning. While learner participation in online discussions can be attributed to several contextual factors, formative feedback is important to motivate learner participation and interaction. One reason why students might not be motivated to participate could be little or no awareness of how to effectively interact in a course discussion. In this context, SNA can be used to visualize the structure and patterns of interaction in online discussions. Such information can be used to create self-awareness as well as an awareness of other students’ participation. This study explored if structural indicators e.g., participant location in the discussion and relational information about their interaction with others when provided as SNA-based feedback, can motivate learner participation and interaction in online discussion. For the purposes of providing SNA-based feedback, the study used Ego network and two centrality measures—Degree and Eigenvector. The ego network is the neighborhood of a participant and showed direct connections with others in the discussion network. Degree centrality was a measure of the total number of messages sent or received from different interaction partners. Eigenvector centrality was a measure of interaction with partners who in turn, have more interaction partners. Participants with a high centrality score are those who interact more with other participants as they send messages and receive replies. This study addressed student reactions to the SNA-based feedback. Of particular interest was motivational reactions of students and whether they would use the feedback to optimize their discussion participation and interaction. The two research questions that guided this study are: 1) What are learner perceptions of the SNA-based feedback? 2) How do learners participate and interact in the course discussion before and after receiving SNA-based feedback? The participants in the study were 10 students enrolled in a graduate level online course at a large southern research university. The 10 participants agreed to receive feedback and complete a survey at the end of the study. Of these 10 students, three agreed to participate in a follow-up interview. A modified version of Deci and Ryan’s (2007) Intrinsic Motivation Inventory (IMI) for pre- and post-survey was used in the study to measure learner motivation to participate in online discussions. Scores on the Attention, Relevance, Confidence, and Satisfaction subscales in a modified version of Keller’s (1987) IMMS survey were used to measure motivational reactions of students to SNA-based feedback. Prompted interviews were conducted with the three participants who indicated willingness to participate. The results of the IMI survey indicated that the students were motivated regarding their beliefs about online discussion. Regarding the perceptions of the SNA-based feedback, the results of the modified IMMS survey showed three of the 10 participants with high motivational reactions, two with low motivational reactions, and the remaining five showing medium motivational reactions regarding their perception of the SNA-based feedback. The Contribution Index (CI) showed that four participants each received more messages than the total number of messages sent. The remaining six participants sent more messages than the number of messages each participant received. While the motivational reactions to SNA-based feedback did not encourage the participants to post more messages, a visible change in behavior was noticeable in early discussion postings by the participants. Findings from this study indicate that the participants actively participated and engaged in the discussions throughout the entire discussion week. The participants appreciated the feedback as it provided them an opportunity to reflect on their behavior and also used to guide how they wanted to participate in the discussion. The participants also noticed a greater sense of connectedness with the whole class after receiving SNA-based feedback.
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Date Issued: 2017
Identifier: FSU_FALL2017_Chauhan_fsu_0071E_14220
Format: Thesis

Title: The Effects of Cardiovascular Health on Cognitive Function and Driving Performance among Healthy Older Adults.
Creator: Mason, Justin Richard, Tenenbaum, Gershon, Panton, Lynn B., Chow, Graig Michael, Yang, Yanyun, Florida State University, College of Education, Department of Educational...
Show moreMason, Justin Richard, Tenenbaum, Gershon, Panton, Lynn B., Chow, Graig Michael, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Aging is associated with a decline in cognitive and psychomotor functions, resulting in difficulties with daily activities such as driving. Cognitive function has been found to be associated with arterial stiffening. These age-related decrements can be mitigated through routine aerobic exercise. To determine the effects of life-long aerobic exercise on cognitive function, driving performance, and cardiovascular health (i.e., arterial stiffness and thickness) among older adults (65 – 84 years...
Show moreAging is associated with a decline in cognitive and psychomotor functions, resulting in difficulties with daily activities such as driving. Cognitive function has been found to be associated with arterial stiffening. These age-related decrements can be mitigated through routine aerobic exercise. To determine the effects of life-long aerobic exercise on cognitive function, driving performance, and cardiovascular health (i.e., arterial stiffness and thickness) among older adults (65 – 84 years old). A cross-sectional design was utilized to compare 27 endurance-trained older adults with 35 sedentary counterparts. Driving performance and cognitive function were measured via driving simulator and a cognitive battery, respectively. Cardiovascular health was assessed via a perceptually-regulated exercise test, carotid-intima media thickness (IMT) via Doppler ultrasound, and carotid-femoral pulse wave velocity (cf-PWV). Fitness comparisons were made using an independent sample t-test. Cognitive function and driving performance scores were transformed to Z-scores. VO2max was higher in the endurance-trained group compared to the sedentary group (41±9 vs 25±3 ml/kg/min, p<.01). There were no differences between the groups in cf-PWV (12±2 vs. 12±2 m/s), carotid-IMT (.74±.15 vs .76±.13 mm), nor cognitive function scores (-.01±.57 vs -.09±.97). However, the endurance-trained group performed better on the driving simulator (.18±.58 vs -.28±.92, p<.05). Enhanced cardiorespiratory fitness may mitigate age-related decrements to driving performance.
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Date Issued: 2017
Identifier: FSU_FALL2017_Mason_fsu_0071E_14223
Format: Thesis

Title: Supervision of Applied Sport Psychology in Graduate Programs in the USA.
Creator: Meir, Gily, Chow, Graig Michael, Joiner, Thomas, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational...
Show moreMeir, Gily, Chow, Graig Michael, Joiner, Thomas, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Supervision is a hierarchical and evaluative relationship extending over time between a supervisor and a supervisee that permits quality control of service delivery of neophyte practitioners (Bernard & Goodyear, 2009; Watson, Zizzi, Etzel, & Lubker, 2004). It is a cardinal part of the training and a requirement to become a certified consultant of the Association for Applied Sport Psychology (Certified Mental Performance Consultant [CMPC]). This study aimed to: identify the structure of...
Show moreSupervision is a hierarchical and evaluative relationship extending over time between a supervisor and a supervisee that permits quality control of service delivery of neophyte practitioners (Bernard & Goodyear, 2009; Watson, Zizzi, Etzel, & Lubker, 2004). It is a cardinal part of the training and a requirement to become a certified consultant of the Association for Applied Sport Psychology (Certified Mental Performance Consultant [CMPC]). This study aimed to: identify the structure of supervision and effective supervision practices used in enhancing the competence of sport psychology trainees, recognize the challenges and mistakes of providing effective supervision, explore the necessary competencies of sport psychology supervisors, and discuss the preparedness of graduates who are CMPC eligible to provide supervision. Semi-structured interviews were conducted with 10 supervisors and directors of supervision (4 female) representing nine doctoral programs in the U.S. Supervisors had 6-35 years of experience providing sport psychology services (Med = 20.3) and 2-26 years of experience providing supervision (Med = 17.3). The programs were diverse in terms of department affiliation (psychology = 4; sport science = 4, other = 1) and institutional affiliation (R1 = 4, R2 = 1, R3 = 1, other = 2). Interviews were transcribed verbatim and data were analyzed both deductively as guided by research questions, and inductively as themes emerged. A total of 927 meaning units (MU) emerged under the six issues: structure of supervision, supervision practices, challenges to providing supervision, mistakes made regarding supervision, competencies of a supervisor, and preparedness to provide supervision. The structure of supervision in the different programs is unique, dynamic, and represents the resources and constraints within which supervisors operate. Despite substantial variability in supervision across the different programs and the varying resources available, supervisors tended to discuss similar supervision practices utilized in the programs. Time constraints represent the primary challenge to providing effective supervision. The inability to establish a trusting relationship with the supervisee is the most repeated mistake. Competencies necessary to provide supervision exceeded those needed for service provision, and are usually attained only after working as a professional in the field for a few years. Necessary competencies of supervisors are further discussed in the framework of structuring and providing effective sport psychology supervision.
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Date Issued: 2017
Identifier: FSU_FALL2017_Meir_fsu_0071E_14196
Format: Thesis

Title: Investigating Structures of Reading Comprehension Attributes at Different Proficiency Levels: Applying Cognitive Diagnosis Models and Factor Analyses.
Creator: Yun, Joonmo, Compton, Donald L., Whalon, Kelly J., Schatschneider, Christopher, Steacy, Laura M., Florida State University, College of Education, School of Teacher Education
Abstract/Description: Reading comprehension is an essential skill for success in school and post-school life. However, despite the importance of this skill, a considerable number of students in the U.S. have shown difficulties in reading comprehension. According to the 2015 National Assessment of Educational Progress (NAEP) of the National Center for Education Statistics (NCES, 2015), 31% of 4th graders and 24% of 8th graders did not meet the basic level of reading comprehension. This study focuses primarily on...
Show moreReading comprehension is an essential skill for success in school and post-school life. However, despite the importance of this skill, a considerable number of students in the U.S. have shown difficulties in reading comprehension. According to the 2015 National Assessment of Educational Progress (NAEP) of the National Center for Education Statistics (NCES, 2015), 31% of 4th graders and 24% of 8th graders did not meet the basic level of reading comprehension. This study focuses primarily on the reading performance of fourth-grade students in that the grade is a crucial point where students begin learning how to read to learn. The purpose of this present study is twofold – (1) to identify patterns of cognitive attributes of reading comprehension (e.g., retrieving, inferencing, integrating, and evaluating) of fourth grade readers at different proficiency levels and (2) to explore how these attributes affect reading comprehension by using PIRLS (Progress in International Reading Literacy Study) 2011 data of the U.S. According to the framework of PIRLS (Mullis, Martin, Kennedy, Trong, & Sainsbury, 2009), each question assesses one of the attributes associated with different item formats (e.g., multiple choice and constructed responses) and text type (e.g., narrative and expository text), specifically how these item formats and text types affect reading comprehension achievement will be examined. To accomplish the purpose, this study will apply two different approaches, the person-oriented approach and the variable-oriented approach. Specifically, this study will explore the individual students’ patterns of strengths and weaknesses of the attributes at different proficiency levels by employing Cognitive Diagnostic Models (CDMs) (person-oriented approach) and then examine the influence of those attributes to reading achievement by applying factor analyses (variable-oriented approach). Based upon the results, the structure of reading comprehension attributes and implications for interventions of struggling readers will be discussed. Finally, limitations and future research directions will be provided.
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Date Issued: 2017
Identifier: FSU_FALL2017_Yun_fsu_0071E_14259
Format: Thesis

Title: Leading the Way: How First-Generation Students Navigate Leader Identity Development.
Creator: Piotrowski, Alishia Hendels, Guthrie, Kathy L., Ferris, Gerald R., Jones, Tamara Bertrand, Schwartz, Robert A., Florida State University, College of Education, Department of...
Show morePiotrowski, Alishia Hendels, Guthrie, Kathy L., Ferris, Gerald R., Jones, Tamara Bertrand, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The goal of this study was to provide insight into the experiences of first-generation students by learning how the participating group of first-generation students viewed their leadership identity development and what factors had the biggest influence on that development. This was a qualitative study that used the Leadership Identity Development model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and the Input-Environment-Outcome model (Astin, 1984) to inform its’ conceptual model....
Show moreThe goal of this study was to provide insight into the experiences of first-generation students by learning how the participating group of first-generation students viewed their leadership identity development and what factors had the biggest influence on that development. This was a qualitative study that used the Leadership Identity Development model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and the Input-Environment-Outcome model (Astin, 1984) to inform its’ conceptual model. Fifteen first-generation students, who had taken at least one leadership education course, participated in the study. Findings from the study aligned with current research on first-generation students and leadership identity development. The factors that had the greatest influence on the first-generation student experience were parental involvement, high school expectations, the influence of mentors or diverse peers, and the knowledge of how to get involved in engagement activities. Students also shared feelings about the negative consequences of being a first-generation student, including the fact that their parents often don’t understand their experience, they often experience financial struggles, and feel pressure to succeed. Some students, though, derived motivation from their first-generation student status. In addition to factors that influence a student’s first-generation student experience, the study revealed three factors that exhibited the greatest impact on a student’s leadership identity development. These factors were whether a student initially enrolled in leadership education out of an interest in leadership, the number of leadership classes a participant had taken, and whether or not a student was involved in engagement activities. The study furthermore revealed that both leadership education and participation in engagement activities were influential in participants’ leadership identity development.
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Date Issued: 2017
Identifier: FSU_FALL2017_Piotrowski_fsu_0071E_14187
Format: Thesis

Title: School Readiness Rates of Florida's Voluntary Prekindergarten Faith-Based, Public, and Private Providers.
Creator: Quick, Tammy, Jones, Ithel, Kelley, Colleen M., Davis, Angela F., Dennis, Lindsay Rae, Florida State University, College of Education, School of Teacher Education
Abstract/Description: The state of Florida’s voluntary prekindergarten (VPK) program is delivered through a mixed delivery service program model. The prekindergarten program is offered to all four year olds on a voluntary basis in a mix of public school and non-school settings. VPK program providers can be public schools, community-based childcare centers, private nursery schools, and faith-based preschools. The purpose of the study was to compare the performance of three types of providers, faith-based, public...
Show moreThe state of Florida’s voluntary prekindergarten (VPK) program is delivered through a mixed delivery service program model. The prekindergarten program is offered to all four year olds on a voluntary basis in a mix of public school and non-school settings. VPK program providers can be public schools, community-based childcare centers, private nursery schools, and faith-based preschools. The purpose of the study was to compare the performance of three types of providers, faith-based, public school, and private, in terms children’s readiness for kindergarten. In addition, the study examined the extent to which VPK providers’ readiness rates were impacted by the numbers of English Language Learners, students with exceptionalities, and children from low-socioeconomic families in their programs. Data for the study was obtained from the Florida Department of Education’s Office of Early Learning. The study utilized data concerning VPK provider’s performance for the 2010-2013 academic years. Participating in the study were 4110 (2011), 4169 (2012) and 4234 (2012) private, public and faith-based VPK providers. Children who had participated in the VPK program were assessed at the beginning of their kindergarten year using the Early Childhood Observation System (ECHOS) and the Florida Assessments for Instruction in Reading (FAIR) instruments. Children’s readiness for kindergarten was determined based on their performance on these instruments, and those scoring at or above threshold score were considered ready for school. VPK providers’ readiness scores were derived from students’ performance on the instruments and expressed as the proportion of their students scoring at or above the school readiness threshold on the assessment instruments. The data were analyzed using descriptive statistics and a series of analyses of variance (ANOVA). The ANOVA compared the mean readiness rates of the three types of VPK providers. Then, using the numbers of English Language Learners, students with exceptionalities, and students from low SES families as covariate measures, an analysis of covariance (ANCOVA) was conducted to compare the mean readiness rates of the three provider types. Regression analysis was used to determine the relationship between the covariate measures and mean readiness rates of the provider types. The ANOVA reveled a statistically significant difference in the mean readiness rates across provider types such that faith-based providers had higher readiness rates than did the public and private providers. The ANCOVA findings differed in that the mean readiness rates of the public-school prekindergarten providers were higher than those of the faith-based and private providers. The regression analysis revealed that there was a relationship between the providers’ readiness rates and the numbers of English Language Learners and students from low SES families. It was concluded that there were differences in the overall performance of each type of VPK provider as indicated by measures of children’s school readiness. Data for the 2012-2013 academic year suggested that the public school VPK providers were more successful in terms of preparing their students for kindergarten.
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Date Issued: 2017
Identifier: FSU_FALL2017_Quick_fsu_0071E_14061
Format: Thesis

Title: The Mindfulness Meditation Training for Sport and Injury Rehabilitation with High School Athletes: A Pilot Study.
Creator: Cooper, Brandon T., Chow, Graig Michael, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreCooper, Brandon T., Chow, Graig Michael, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Injury in sport is a frequent occurrence that often causes athletes to experience stress, frustration, anger, depression, and pain. Mindfulness practice has shown to be efficacious in reducing stress and pain, while improving well-being. Despite this, there is limited research investigating the effects of mindfulness-based interventions with injured athletes. In the current study, the Mindfulness Meditation Training for Sport 2.0 (MMTS 2.0; Baltzell, Caraballo, Chipman, & Hayden, 2014) was...
Show moreInjury in sport is a frequent occurrence that often causes athletes to experience stress, frustration, anger, depression, and pain. Mindfulness practice has shown to be efficacious in reducing stress and pain, while improving well-being. Despite this, there is limited research investigating the effects of mindfulness-based interventions with injured athletes. In the current study, the Mindfulness Meditation Training for Sport 2.0 (MMTS 2.0; Baltzell, Caraballo, Chipman, & Hayden, 2014) was implemented and evaluated with three high school female athletes. Utilizing a nonconcurrent multiple baseline among subjects design, participants completed measures of pain, stress, well-being, self-compassion, and mindfulness throughout the intervention. Two participants improved in mindfulness and self-compassion relative to baseline levels. The same two participants also reported reductions in pain and stress, and improvements in psychological well-being subscales autonomy and self-acceptance. Improvements in mindfulness and self-compassion corresponded with adherence to between-session meditation exercises. The participant with the lowest adherence reported reductions in mindfulness, self-compassion, and well-being, and did not complete post-intervention follow-up assessment. Overall, results were mixed and should be interpreted with caution. Future research should continue to evaluate the impact of mindfulness and self-compassion interventions like the MMTS 2.0 with injured athletes to determine its utility.
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Date Issued: 2017
Identifier: FSU_FALL2017_Cooper_fsu_0071N_14268
Format: Thesis

Title: Improving Undergraduates' Problem-Solving Skills through Video Gameplay.
Creator: Emihovich, Benjamin W., Shute, Valerie J. (Valerie Jean), Boot, Walter Richard, Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of...
Show moreEmihovich, Benjamin W., Shute, Valerie J. (Valerie Jean), Boot, Walter Richard, Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Education researchers are exploring how well-designed video games can be used to improve knowledge, skills, and abilities known as game-based learning (GBL). Current American students are not receiving adequate exposure to authentic ill-structured problem-solving scenarios in their classrooms, and schools need to address the acquisition of problem-solving skills for students in the 21st century (Shute & Wang, 2016). The present study investigated the impact of two distinct types of video...
Show moreEducation researchers are exploring how well-designed video games can be used to improve knowledge, skills, and abilities known as game-based learning (GBL). Current American students are not receiving adequate exposure to authentic ill-structured problem-solving scenarios in their classrooms, and schools need to address the acquisition of problem-solving skills for students in the 21st century (Shute & Wang, 2016). The present study investigated the impact of two distinct types of video gameplay, one roleplaying (Warcraft) and one brain training game (CogniFit) on students’ problem-solving skills over the course of two semesters. Students playing Warcraft significantly improved the rule application component of problem-solving skill on the posttest compared to students playing CogniFit. Implications for future studies on GBL are discussed.
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Date Issued: 2017
Identifier: FSU_FALL2017_Emihovich_fsu_0071E_14151
Format: Thesis

Title: The Effects of Music Tempo on Physical and Psychological Aspects of Isometric Strength Exercise.
Creator: Feiss, Robyn Sienna, Tenenbaum, Gershon, Chow, Graig Michael, Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: This study examined the effects of different tempo music selections on effort-related thoughts, rating of perceived exertion (RPE), affect, heart rate, and performance of isometric strength exercises. Participants were assigned to one of three conditions: silent control, fast tempo music first followed by slow tempo music, and slow tempo music first followed by fast tempo music. Participants performed a baseline test of two different isometric strength exercises and then completed the...
Show moreThis study examined the effects of different tempo music selections on effort-related thoughts, rating of perceived exertion (RPE), affect, heart rate, and performance of isometric strength exercises. Participants were assigned to one of three conditions: silent control, fast tempo music first followed by slow tempo music, and slow tempo music first followed by fast tempo music. Participants performed a baseline test of two different isometric strength exercises and then completed the exercises two additional times under the assigned condition. Measures of HR, RPE, and effort-related thoughts (i.e., attention) were taken throughout each exercise and participants reported their levels of arousal and pleasantness at the end of the three trials. Three-way mixed RM ANOVAs were performed for HR, RPE, and attention to determine differences among the three conditions for 30 and 60 seconds and 30, 60, and 90 seconds of each exercise. A RM ANOVA was performed to test for differences in time until volitional exhaustion among conditions and a one-way ANOVA was performed on each measure of affect. No significant differences were found between conditions during any of the trials for any repeated measures; indicating both the presence of music and music tempo failed to influence HR, RPE, and attention. No differences between conditions in time to exhaustion emerged, indicating that contrary to hypotheses neither the addition of music nor the tempo of music effected time until volitional exhaustion. Lastly, no differences between either music condition and the silent control condition was observed, indicating music was unable to influence emotion affect during exercise. Conclusion: The presence of music nor the tempo of music was able to influence physical or psychological aspects of isometric strength exercise as it has been shown to do in aerobic and other strength-type exercises.
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Date Issued: 2017
Identifier: FSU_FALL2017_Feiss_fsu_0071N_14261
Format: Thesis

Title: To Depart or Not to Depart?: Lateral Transfer Students' Experiences That Lead to Retention.
Creator: Marshman, Susannah S. (Susannah Shiner), Guthrie, Kathy L., Rice, Diana Claries, Cox, Bradley E., Schwartz, Robert A., Florida State University, College of Education, Department...
Show moreMarshman, Susannah S. (Susannah Shiner), Guthrie, Kathy L., Rice, Diana Claries, Cox, Bradley E., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This phenomenological, qualitative research study examined the experiences that influence students’ decisions to laterally transfer from one four-year institution to a public, regional, liberal arts university in the southeastern United States of America. The lack of prior research on the study of lateral transfer students and my professional interest in the topic have prompted the study. Most research studies look at the academic achievement of vertical transfer students; few studies examine...
Show moreThis phenomenological, qualitative research study examined the experiences that influence students’ decisions to laterally transfer from one four-year institution to a public, regional, liberal arts university in the southeastern United States of America. The lack of prior research on the study of lateral transfer students and my professional interest in the topic have prompted the study. Most research studies look at the academic achievement of vertical transfer students; few studies examine lateral transfer students as an independent subpopulation. Two 30- to 60-minute interviews with 18 lateral transfer students were conducted. Of the 18 lateral transfer students, nine were enrolled at the research site for at least one year and persisted to a second year, and nine were in enrolled in their first semester at the research site during their interview process. Horizonalization (Moustakas, 1994) and imaginative variation were used to determine the reasons for departure and persistence across four-year institutions, in addition to discovering how lateral transfer students transition academically and socially.
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Date Issued: 2017
Identifier: FSU_FALL2017_Marshman_fsu_0071E_14175
Format: Thesis

Title: Haciendose un Líder: Leadership Identity Development of Latino Men at a Predominantly White Institution.
Creator: Acosta, Alan A., Guthrie, Kathy L., Ueno, Koji, Jones, Tamara Bertrand, Perez-Felkner, Lara, Florida State University, College of Education, Department of Educational Leadership...
Show moreAcosta, Alan A., Guthrie, Kathy L., Ueno, Koji, Jones, Tamara Bertrand, Perez-Felkner, Lara, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Research on college student leadership is evolving, with more scholars studying the influence of social identities on the development of student leaders. Gaps exist in the literature on how race influences leadership identity development for many social identities in numerous institutional contexts, including for Latino men at Predominantly White Institutions (PWIs). Using a case study methodology, this dissertation studied the influence of race on the leadership identity development of...
Show moreResearch on college student leadership is evolving, with more scholars studying the influence of social identities on the development of student leaders. Gaps exist in the literature on how race influences leadership identity development for many social identities in numerous institutional contexts, including for Latino men at Predominantly White Institutions (PWIs). Using a case study methodology, this dissertation studied the influence of race on the leadership identity development of Latino men at a PWI at Southeastern University using the Leadership Identity Development (LID) Model (Komives et al., 2005) and Ferdman and Gallegos’s (2001) Latino Orientations as a conceptual framework. The study also used Latino Critical Theory (LatCrit) to honor the voices and experiences of the participants and disrupt the dominant narrative on leadership identity development for college students. A sample of 13 Latino men at a PWI in the Southeastern U.S. were selected and interviewed. Though the participants indicated their racial identity did not influence their views of themselves as leaders, they did share their respective cultures (Mexican, Colombian, Puerto Rican, etc.) did have an influence on how they saw themselves as leaders. Based on the themes that emerged, the study illustrated a merged leadership identity development process for Latino men at SU. The LID Model was mostly applicable to participants, with Yosso’s (2005) cultural wealth and cultural heritage identified as missing components in the Developmental Influences and Developing Self categories, respectively.
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Date Issued: 2017
Identifier: FSU_FALL2017_Acosta_fsu_0071E_14131
Format: Thesis

Title: The Impact of Unbalanced Designs on the Performance of Parametric and Nonparametric DIF Procedures: A Comparison of Mantel Haenszel, Logistic Regression, SIBTEST, and IRTLR Procedures.
Creator: Alghamdi, Abdullah Ahmed, Paek, Insu, Huffer, Fred W. (Fred William), Becker, Betsy Jane, Yang, Yanyun, Florida State University, College of Education, Department of Educational...
Show moreAlghamdi, Abdullah Ahmed, Paek, Insu, Huffer, Fred W. (Fred William), Becker, Betsy Jane, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The current study examined the impact of unbalanced sample sizes between focal and reference groups on the Type I error rates and DIF detection rates (power) of five DIF procedures (MH, LR, general IRTLR, IRTLR-b, and SIBTEST). Five simulation factors were used in this study. Four factors were for generating simulation data and they were sample size, DIF magnitude, group mean ability difference (impact), and the studied item difficulty. The fifth factor was the DIF method factor that included...
Show moreThe current study examined the impact of unbalanced sample sizes between focal and reference groups on the Type I error rates and DIF detection rates (power) of five DIF procedures (MH, LR, general IRTLR, IRTLR-b, and SIBTEST). Five simulation factors were used in this study. Four factors were for generating simulation data and they were sample size, DIF magnitude, group mean ability difference (impact), and the studied item difficulty. The fifth factor was the DIF method factor that included MH, LR, general IRTLR, IRTLR-b, and SIBTEST. A repeated-measures ANOVA, where the DIF method factor was the within-subjects variable, was performed to compare the performance of the five DIF procedures and to discover their interactions with other factors. For each data generation condition, 200 replications were made. Type I error rates for MH and IRTLR DIF procedures were close to or lower than 5%, the nominal level for different sample size levels. On average, the Type I error rates for IRTLR-b and SIBTEST were 5.7%, and 6.4%, respectively. In contrast, the LR DIF procedure seems to have a higher Type I error rate, which ranged from 5.3% to 8.1% with 6.9% on average. When it comes to the rejection rate under DIF conditions, or the DIF detection rate, the IRTLR-b showed the highest DIF detection rate followed by SIBTEST with averages of 71.8% and 68.4%, respectively. Overall, the impact of unbalanced sample sizes between reference and focal groups on the performance of DIF detection showed a similar tendency for all methods, generally increasing DIF detection rates as the total sample size increased. In practice, IRTLR-b, which showed the best performance for DIF detection rates and controlled for the Type I error rates, should be the choice when the model-data fit is reasonable. If other non-IRT DIF methods are considered, MH or SIBTEST could be used, depending on which type of error (Type I or II) is more seriously considered.
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Date Issued: 2017
Identifier: FSU_FALL2017_Alghamdi_fsu_0071E_14180
Format: Thesis

Title: Error-Detection in Marksmanship: Merging Overt and Covert Paradigms.
Creator: Sanati Monfared, Shamsi, Tenenbaum, Gershon, Folstein, Jonathan R., Ericsson, K. Anders (Karl Anders), Chow, Graig Michael, Florida State University, College of Education,...
Show moreSanati Monfared, Shamsi, Tenenbaum, Gershon, Folstein, Jonathan R., Ericsson, K. Anders (Karl Anders), Chow, Graig Michael, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The study of expertise and superior performance can be more imperative when performance is assessed in real-life conditions and professions. The present study’s aim was to capture the performance of expert marksmanship through the observation of error-detection awareness—an essential anticipatory and cognitive skill in expert performance. Two research paradigms were employed to study this phenomenon: (a) neuro-cognitive tracking, and (b) think aloud protocol. The neuro-cognitive paradigm...
Show moreThe study of expertise and superior performance can be more imperative when performance is assessed in real-life conditions and professions. The present study’s aim was to capture the performance of expert marksmanship through the observation of error-detection awareness—an essential anticipatory and cognitive skill in expert performance. Two research paradigms were employed to study this phenomenon: (a) neuro-cognitive tracking, and (b) think aloud protocol. The neuro-cognitive paradigm consisted of tracking brain activity via the use of neuro-imaging technology (electroencephalography, EEG). The “think aloud” paradigm consisted of tracking thoughts and sensation expressed during shooting preparation. Both approaches relied on chronometric experimental procedures using a warning stimulus and subsequent imperative stimulus (using Tenenbaum & Summers’ model, 1997) to uncover the temporal progression of error-detection. The magnitude of error-detection signals associated with specific actions by observing the error-related negativity (ERN, a neural signal related to the commission of errors), along with the overt verbal report from performers (see Ericsson & Simon’s think aloud protocol, 1984) were measured. The results suggested that the expert shooters relied less on visual feedback in order to detect performance error.
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Date Issued: 2017
Identifier: FSU_FALL2017_SanatiMonfared_fsu_0071E_14068
Format: Thesis

Title: The Impact of Rater Variability on Relationships among Different Effect-Size Indices for Inter-Rater Agreement between Human and Automated Essay Scoring.
Creator: Yun, Jiyeo, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Paek, Insu, Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and...
Show moreYun, Jiyeo, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Paek, Insu, Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Since researchers investigated automatic scoring systems in writing assessments, they have dealt with relationships between human and machine scoring, and then have suggested evaluation criteria for inter-rater agreement. The main purpose of my study is to investigate the magnitudes of and relationships among indices for inter-rater agreement used to assess the relatedness of human and automated essay scoring, and to examine impacts of rater variability on inter-rater agreement. To implement...
Show moreSince researchers investigated automatic scoring systems in writing assessments, they have dealt with relationships between human and machine scoring, and then have suggested evaluation criteria for inter-rater agreement. The main purpose of my study is to investigate the magnitudes of and relationships among indices for inter-rater agreement used to assess the relatedness of human and automated essay scoring, and to examine impacts of rater variability on inter-rater agreement. To implement the investigations, my study consists of two parts: empirical and simulation studies. Based on the results from the empirical study, the overall effects for inter-rater agreement were .63 and .99 for exact and adjacent proportions of agreement, .48 for kappas, and between .75 and .78 for correlations. Additionally, significant differences between 6-point scales and the other scales (i.e., 3-, 4-, and 5-point scales) for correlations, kappas and proportions of agreement existed. Moreover, based on the results of the simulated data, the highest agreements and lowest discrepancies achieved in the matched rater distribution pairs. Specifically, the means of exact and adjacent proportions of agreement, kappa and weighted kappa values, and correlations were .58, .95, .42, .78, and .78, respectively. Meanwhile the average standardized mean difference was .0005 in the matched rater distribution pairs. Acceptable values for inter-rater agreement as evaluation criteria for automated essay scoring, impacts of rater variability on inter-rater agreement, and relationships among inter-rater agreement indices were discussed.
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Date Issued: 2017
Identifier: FSU_FALL2017_Yun_fsu_0071E_14144
Format: Thesis

Title: Online Learners' Satisfaction: Investigating the Structural Relationships among Self-Regulation, Self-Efficacy, Task Value, Learning Design, and Perceived Learning.
Creator: Yalcin, Yasin, Dennen, Vanessa P., Adams, Jonathan L., Klein, James D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and...
Show moreYalcin, Yasin, Dennen, Vanessa P., Adams, Jonathan L., Klein, James D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The purposes of this study were to investigate the structural relationships among the factors that affect online learners’ satisfaction with the learning experience, and to develop a structural model that explains online learners’ satisfaction. For these purposes, a research model was developed based on the principles of social cognitive theory and the Macro Model of Motivation and Performance, and the findings reported in past research. The study investigated the effects of self-regulation,...
Show moreThe purposes of this study were to investigate the structural relationships among the factors that affect online learners’ satisfaction with the learning experience, and to develop a structural model that explains online learners’ satisfaction. For these purposes, a research model was developed based on the principles of social cognitive theory and the Macro Model of Motivation and Performance, and the findings reported in past research. The study investigated the effects of self-regulation, self-efficacy, task value, and learning design on perceived learning and satisfaction, and the effect of perceived learning on satisfaction. Participants consisted of higher education students who were enrolled in fully online courses in the Spring 2017 semester at a public university in the Southeastern United States. Data analyses were conducted on a dataset that included 1115 responses. Majority of the participants were female (810 students, 72.6%), and pursued an undergraduate degree (838 students, 75.2%). Participants’ age ranged between 18 and 62 with a mean of 24.14 and a standard deviation of 7.99. Structural equation modeling (SEM) was used to answer the research questions and test the research hypotheses. Assessment of the measurement model revealed that the six-factor model showed a good fit to the data. Assessment of the structural model revealed that eight out of the nine research hypotheses were supported. The results showed that self-regulation, self-efficacy, task value, and learning design had significant direct effects on perceived learning. These four factors explained 66.7% of the total variance in perceived learning. Furthermore, self-regulation, self-efficacy, task value, learning design, and perceived learning had significant direct effects on satisfaction. Contrary to the research hypothesis, the effect of self-regulation on satisfaction was negative. Five factors explained 81.4% of the total variance in satisfaction with the online learning experience. Finally, perceived learning had a mediation effect for the relationships between self-efficacy, task value, learning design, and satisfaction. The results suggested that metacognitive self-regulation, self-efficacy beliefs for interacting with the instructor and peers, task value beliefs, learning design, and perceived learning are important factors to consider in online learning settings in terms of learners’ satisfaction with the learning experience. The results are interpreted and discussed in the light of theory and past research findings. Implications of the research results are shared for instructional designers and online instructors.
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Date Issued: 2017
Identifier: FSU_FALL2017_Yalcin_fsu_0071E_14189
Format: Thesis

Title: Challenging Legitimacy Gaps: Using Organizational Culture to Defend the Value of Outdoor Recreation Programming in Higher Education.
Creator: Gerbers, Kellie Elizabeth, Schwartz, Robert A., James, Jeffrey D. (Jeffrey Dalton), Guthrie, Kathy L., Cox, Bradley E., Florida State University, College of Education,...
Show moreGerbers, Kellie Elizabeth, Schwartz, Robert A., James, Jeffrey D. (Jeffrey Dalton), Guthrie, Kathy L., Cox, Bradley E., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: As college costs continue to rise, critics question why institutions are investing funds in “unimaginable college experiences” that include climbing walls, leisure pools, and state-of-the-art wellness centers (Martin, 2012; Yu & Effron, 2014; McNutt, 2014). The recent discontinuation of several dozen college outdoor recreation degrees and outdoor orientation programs suggests that the value of outdoor recreation has diminished on the modern college campus. The public challenge to such...
Show moreAs college costs continue to rise, critics question why institutions are investing funds in “unimaginable college experiences” that include climbing walls, leisure pools, and state-of-the-art wellness centers (Martin, 2012; Yu & Effron, 2014; McNutt, 2014). The recent discontinuation of several dozen college outdoor recreation degrees and outdoor orientation programs suggests that the value of outdoor recreation has diminished on the modern college campus. The public challenge to such organizations occurs because of “legitimacy gaps” (Sethi, 2005, as cited in Brummette, 2015). Organizational legitimacy hinges on public acceptance of an organization’s actions within a socially constructed system of norms, values, beliefs, and definitions (Suchman, 1995). The same components that create the basis for organizational legitimacy also comprise the foundations for organizational culture. To survive in the modern system, college outdoor recreation programs must be able to articulate how their mission, behaviors, and decisions add value to their campus community and to institutional goals. This study explored how successful college outdoor recreation programs leverage the outcomes of effective organizational culture-building to maintain organizational legitimacy using data from three nationally-recognized college outdoor programs. The primary research questions were: 1) how does a college outdoor recreation program create a “cultural fit” within the mission and strategic plan of its institution, and 2) how does the program articulate goal congruence with institutional stakeholders? The researcher conducted interviews with 18 participants and conducted a document analysis to explore how programs shared their value with stakeholders. Findings suggest that successful programs 1) garner support when their organizational culture reinforces the institution’s organizational culture, 2) establish value by being the sole provider of specific experiences in support of the institution’s strategic priorities 3) can best maintain and extend legitimacy by cultivating a web of strategic, collaborative partnerships.
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Date Issued: 2017
Identifier: FSU_FALL2017_Gerbers_fsu_0071E_13991
Format: Thesis

Title: Love and Hip Hop: The Meaning of Urban Reality Television in the Lives of Black College Women.
Creator: Patterson, Shawna M., Jones, Tamara Bertrand, Jordan Jackson, Felecia F., Guthrie, Kathy L., Khurshid, Ayesha, Florida State University, College of Education, Department of...
Show morePatterson, Shawna M., Jones, Tamara Bertrand, Jordan Jackson, Felecia F., Guthrie, Kathy L., Khurshid, Ayesha, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This study seeks to make meaning of Black college women's interpretations of Black womanhood through the lens of urban reality television. This study highlights the consumption of urban reality television in higher education and works to determine how the confluence of identity development and media influences inform understandings of Black womanhood among Black undergraduate women. I examined their interpretations of (1) urban reality television, (2) Black womanhood, (3) campus life, (4)...
Show moreThis study seeks to make meaning of Black college women's interpretations of Black womanhood through the lens of urban reality television. This study highlights the consumption of urban reality television in higher education and works to determine how the confluence of identity development and media influences inform understandings of Black womanhood among Black undergraduate women. I examined their interpretations of (1) urban reality television, (2) Black womanhood, (3) campus life, (4) their interactions with family and friends, (5) role models, and (6) romantic relationships. My preliminary findings indicate that while the students frequently consumed these shows for entertainment purposes, their understandings of Black womanhood were largely shaped by family and role models. Still, parallels existed between the women's lived experiences and the portrayals of reality on television. Specifically, the participants determined the attitudes surrounding committed relationships among urban reality cast members reflect hook-up culture on-campus. Additionally, both the women cast in the shows and the respondents used predominantly White systems (educational system, the media) to acquire social mobility and improve their socioeconomic status.
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Date Issued: 2015
Identifier: FSU_2015fall_Patterson_fsu_0071E_12950
Format: Thesis

Title: Exploring Grade Retention Policy: A Case Study of How Elementary School Administrators and Teachers Make Sense of School District Grade Retention Policy.
Creator: Phillips, Joi N., Rutledge, Stacey A., Brower, Ralph S., Iatarola, Patrice, Jones, Tamara Bertrand, Florida State University, College of Education, Department of Educational...
Show morePhillips, Joi N., Rutledge, Stacey A., Brower, Ralph S., Iatarola, Patrice, Jones, Tamara Bertrand, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Grade retention has long been at the center of education debates (Rothstein, 1998). Despite the overwhelming evidence of the negative effect of retention on student's self-esteem (Holmes and Matthews, 1984), attitude towards school (Jimerson, 2001), and increased likelihood of dropping out of high school (Roderick, 1994; Jimerson, Anderson, and Whipple, 2002), it is still difficult to promote students who do not have a mastery of the curriculum content of their current grade. But it is not...
Show moreGrade retention has long been at the center of education debates (Rothstein, 1998). Despite the overwhelming evidence of the negative effect of retention on student's self-esteem (Holmes and Matthews, 1984), attitude towards school (Jimerson, 2001), and increased likelihood of dropping out of high school (Roderick, 1994; Jimerson, Anderson, and Whipple, 2002), it is still difficult to promote students who do not have a mastery of the curriculum content of their current grade. But it is not just content mastery that is in question, there are other factors that make a student more likely to be retained. Students who are Black, male, and come from a low socioeconomic background (Bali, Anagnostopoulos, and Roberts, 2005; Meisels and Liaw, 1993) have an increased likelihood of being retained. Based on what we know about who is impacted the most by retention and the effects of retention on students, it is important to understand how grade retention policy is understood by those who are tasked with enforcing it. Two schools in a rural school district in Florida participated in this case study analysis. Twelve elementary school teachers and three school leaders provided a deeper understanding of how they have made sense of their school district's grade retention policy. The framework developed by Spillane, Reiser, and Reimer's (2002) informed this study. This framework breaks down sense-making into three categories: individual knowledge and beliefs, collective sense-making, and external pressures. The findings revealed that from the outset participants worked within the framework of external pressures. How participants individually and collectively made sense of grade retention policy was nested in the context of pressures within and surrounding the policy. Participants reported that prior experiences were an important influence in how they made sense of policy individually. If participants had a personal experience with retention they said this contributed to their understanding of and subsequent reaction to the policy. All participants reported making their decisions about retention in a context and culture of collaboration. Participants collaborated with each other on everything from intervention strategies to making final decisions on who should be retained.
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Date Issued: 2015
Identifier: FSU_2015fall_Phillips_fsu_0071E_12905
Format: Thesis

Title: Understanding Cost Patterns in Post-Secondary Institutions: An Analysis of Administration Costs during the Great Recession.
Creator: Jana, Asitava, Schwartz, Robert A., Rice, Diana Claries, Hu, Shouping, Tandberg, David A., Florida State University, College of Education, Department of Educational Leadership...
Show moreJana, Asitava, Schwartz, Robert A., Rice, Diana Claries, Hu, Shouping, Tandberg, David A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: In the last few decades, the growth of administration costs on higher education campuses surpassed the growth of instructional costs. The escalating costs of higher education, which are now outpacing general price levels, have raised concern for policy-makers who are challenged to increase access and make higher education affordable but are constrained by budgets. The recent recession, with wide-spread effect on economy, provided the opportunity to examine cost patterns on higher education...
Show moreIn the last few decades, the growth of administration costs on higher education campuses surpassed the growth of instructional costs. The escalating costs of higher education, which are now outpacing general price levels, have raised concern for policy-makers who are challenged to increase access and make higher education affordable but are constrained by budgets. The recent recession, with wide-spread effect on economy, provided the opportunity to examine cost patterns on higher education during the recession. This research explored different revenue, costs, staff composition, and state-level factors that might be associated with administration costs, and compared these to the association of the same independent variables on instructional costs for three types of public four year institutions. This research examined the changes in costs during the last recession. Panel data of a cohort of public institutions with non-missing values over a 23 year period of 1988 to 2010 were analyzed within fixed effect regression models. Revenue factors were shown to have positive relationships with administration costs, and other factors had mixed associations. While descriptive trend analysis showed a decrease in administration costs in the short-run, regression analysis incorporating 23 years of data did not show such decline from a long-term perspective.
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Date Issued: 2015
Identifier: FSU_2015fall_Jana_fsu_0071E_12889
Format: Thesis

Title: Teacher Professional Development and Student Achievement: Analysis of Trends from Grade 8 TIMSS 2003, 2007 and 2011 Math Data for the Kingdom of Bahrain.
Creator: Ajjawi, Samah Al, Schrader, Linda Bethe, Rutledge, Stacy A., Klein, James D., Gawlik, Marytza A. (Marytza Anne), Park, Toby J., Florida State University, College of Education,...
Show moreAjjawi, Samah Al, Schrader, Linda Bethe, Rutledge, Stacy A., Klein, James D., Gawlik, Marytza A. (Marytza Anne), Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: It is a common knowledge that student achievement is a product of multiple individual and environmental factors. The literature developed various models to organize and explain the relationship between some of these variables and student learning which translates into student achievement. Yet, no comprehensive model is able to capture all possible variables. Student's achievement is often related to student, classroom, and school factors. Teachers are an important factor in student...
Show moreIt is a common knowledge that student achievement is a product of multiple individual and environmental factors. The literature developed various models to organize and explain the relationship between some of these variables and student learning which translates into student achievement. Yet, no comprehensive model is able to capture all possible variables. Student's achievement is often related to student, classroom, and school factors. Teachers are an important factor in student achievement because they facilitate, manage and encourage student learning. Teacher professional development (PD) maintains an important role in developing teacher knowledge, skills and attitudes and consequently improve student performance. Guided by Guskey's Model for Teacher Change (1986), and Desimone's proposed core framework for studying effects of professional development on teachers and students (2009), this research study examined overall professional development, and its association to grade 8 student math scores in the Kingdom of Bahrain. The research also examined six types of professional development, content, curriculum, pedagogy, critical thinking, pedagogy and assessment. The teacher professional development variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003-2007-2011 eight-grade dataset for the Kingdom of Bahrain. The outcome variable was the TIMSS math score in these years. The Ministry of Education also adapted a new professional development policy to encourage teachers in Bahrain to participate in PD. The research also examine the policy's relationship to change in student achievement and to the change in PF programs in Bahrain. Bahrain invests a fair amount of the educational budget in PD for teachers with the belief that PD is associated with student achievement. Overall, the results of this study suggest that the overall professional development is positively associated to student achievement. Math content and math curriculum PD programs are associated to student achievement. Professional development in assessment, IT, pedagogy and critical thinking are not significant variables. Introducing the 2008 new professional development policy in the country to encourage more teachers to be involved in PD programs was not significant to student achievement. That suggests that investment in teacher professional development activities is a good investment, yet needs to be closely monitored and periodically evaluated.
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Date Issued: 2015
Identifier: FSU_2016SP_Ajjawi_fsu_0071E_12943
Format: Thesis

Title: English Language Instructors’ Perceptions of Their Professional Development and Teaching at King Abdulaziz University.
Creator: Almuhammadi, Anas Hamed, Myers, John P. (John Patrick), Galeano, Rebecca A., Cappuccio, Brenda L., Jakubowski, Elizabeth M., Florida State University, College of Education,...
Show moreAlmuhammadi, Anas Hamed, Myers, John P. (John Patrick), Galeano, Rebecca A., Cappuccio, Brenda L., Jakubowski, Elizabeth M., Florida State University, College of Education, School of Teacher Education
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Abstract/Description: This study focuses on how instructors at the English Language Institute, ELI, at King Abdulaziz University, Saudi Arabia, perceive the programs of professional development programs and how do they perceive those programs' value on their teaching. This qualitative study uses an interview protocol to explore participants' opinions to reach thematic findings. Findings discuss the importance of communication between providers of professional development and beneficiaries. There is also a...
Show moreThis study focuses on how instructors at the English Language Institute, ELI, at King Abdulaziz University, Saudi Arabia, perceive the programs of professional development programs and how do they perceive those programs' value on their teaching. This qualitative study uses an interview protocol to explore participants' opinions to reach thematic findings. Findings discuss the importance of communication between providers of professional development and beneficiaries. There is also a discussion on the necessity of building professional development programs on instructors' needs. Findings also show how professional development programs should focus on reform teaching approaches to help EFL instructors. While the ELI strives to make excellent professional development plans, instructors think that the ELI should communicate better with instructors and reach to them with their programs' offerings. Instructors also think that the ELI should focus on their instructors' needs to help them in overcoming challenges of daily teaching such as the focus on the progression of students and the need to focus on reform-teaching practices.
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Date Issued: 2015
Identifier: FSU_2015fall_Almuhammadi_fsu_0071E_12912
Format: Thesis

Title: Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners.
Creator: Alshammari, Meshari, Galeano, Rebecca A., Uzendoski, Michael, Jakubowski, Elizabeth M., Rice, Diana Claries, Underwood, Phyllis Swan, Florida State University, College of...
Show moreAlshammari, Meshari, Galeano, Rebecca A., Uzendoski, Michael, Jakubowski, Elizabeth M., Rice, Diana Claries, Underwood, Phyllis Swan, Florida State University, College of Education, School of Teacher Education
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Abstract/Description: ABSTRACT This quantitative study investigated potential effects of providing explicit phonological instruction on international students' spelling knowledge, orthographic processing skills, and reading speed and comprehension. In addition, the study compared Arab participants to their non-Arab peers in four particular aspects: gains, interaction, performance and differences between the two groups before and after the treatment. The phonological instruction consisted of five groups of the...
Show moreABSTRACT This quantitative study investigated potential effects of providing explicit phonological instruction on international students' spelling knowledge, orthographic processing skills, and reading speed and comprehension. In addition, the study compared Arab participants to their non-Arab peers in four particular aspects: gains, interaction, performance and differences between the two groups before and after the treatment. The phonological instruction consisted of five groups of the English sounds, six groups of blends, five phonetic skills, and two decoding skills. The phonological instruction was carried out during the reading class time and delivered for a month. A total of 53 ESL international students participated in the study. Analyses employed three different grouping criteria: one whole group (n = 53), two main groups: Arab (n = 38) and non-Arab (n = 15), and three main groups: foundation (only Arab n = 4), beginner (Arab n = 27 + non-Arab n = 8) and low intermediate (Arab n = 7 + non-Arab n = 7). All participants took pretests in spelling, pseudowords (nonsense words), and reading speed and comprehension, went through the phonological instruction treatment, and took posttests in the same skills. The spelling and pseudoword pre and posttests were identical across all participants in all proficiency levels. However, reading speed and comprehension pre and posttests were identical in each proficiency level but different across all proficiency levels. Due to an unexpected change in the study design, all participants were exposed to the phonological instruction treatment and there was no control group. Consequently, the study could not provide a direct evidence for the impact of the phonological instruction treatment on the target skills. Nevertheless, in the first aspect where the study analyzed gain scores of participants in the target skills, findings from this study revealed that all participants (n = 53) scored in the posttests significantly higher than the pretests in both spelling and pseudoword. However, when separating participants into two groups: Arab and non-Arab, findings showed that the Arab group increased significantly in both spelling and pseudoword whereas the non-Arab group increased significantly only in spelling but not in pseudoword. Further, while each group of Arab and non-Arab participants in the beginner level did not significantly increase in reading speed, each group of Arab and non-Arab students in the low intermediate level significantly increased in the posttest. Moreover, each group of Arab and non-Arab participants in both beginner and low intermediate levels did not significantly increase in the comprehension posttests. In the second aspect, the study examined differences in performance between the two groups of participants in the target skills. Findings showed that differences found in the way the two groups changed over time in the gain scores of all target skills were not statistically significant. In the third aspect, the study compared Arab to non-Arab participants based on their gain scores in the target skills. In spelling, findings showed that none of the two groups outperformed the other because both groups significantly increased in spelling. In pseudoword however, findings suggested that Arab participants outperformed their non-Arab peers because only Arab students significantly increased in their pseudoword gains scores. In reading speed, because none of the two groups in the beginner level significantly increased in their gain scores, findings suggested that none of two groups outperformed the other. Similarly, findings suggested that none of the two groups in the low intermediate level outperformed each other because both groups significantly increased in reading speed. The Arab and non-Arab groups in both the beginner and the low intermediate levels did not significantly increase in the comprehension gain scores, therefore, findings suggested that none of the groups in either proficiency level outperformed the other. In the fourth aspect, the study analyzed differences in the pre-existing knowledge between Arab and non-Arab groups in the target skills according to their mean scores in the pretests. Findings suggested that while spelling background knowledge of the non-Arab group is substantially significantly richer than the spelling background knowledge of the Arab group, the two groups did not significantly differ in their background knowledge in English orthographic conventions. Furthermore, findings exhibited that non-Arab participants in the beginner level were reading with a significantly higher rate in the pretest than their Arab counterparts. On the other hand, findings revealed that there were no significant differences between low intermediate Arab and non-Arab groups in their reading speed prior to the phonological instruction. In comprehension, findings showed that the non-Arab group in both beginner and low intermediate levels scored significantly higher than their Arab peers in the pretest.
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Date Issued: 2015
Identifier: FSU_2015fall_Alshammari_fsu_0071E_12789
Format: Thesis

Title: How Geogebra Contributes to Middle Grade Algebra I Students' Conceptual Understanding of Functions.
Creator: Dayi, Guner, Jakubowski, Elizabeth M., Berry, Frances Stokes, Rice, Diana Claries, Davis F., Angela, Florida State University, College of Education, School of Teacher Education
Abstract/Description: The current study examined how GeoGebra contributed to middle grade Algebra I students' conceptual understanding of functions. In order to gain a deeper understanding a case study approach was utilized. Vinner (1983), and Vinner and Dreyfus' (1989) concept definition and concept image framework was used to analyze the students' function definition. O'Callaghan's (1994) component of translating was used to analyze the students' comparison of different function representations, and his...
Show moreThe current study examined how GeoGebra contributed to middle grade Algebra I students' conceptual understanding of functions. In order to gain a deeper understanding a case study approach was utilized. Vinner (1983), and Vinner and Dreyfus' (1989) concept definition and concept image framework was used to analyze the students' function definition. O'Callaghan's (1994) component of translating was used to analyze the students' comparison of different function representations, and his component of modeling and interpreting was used to analyze the students' use of functions to model relationships between quantities. The following results were derived from the analyses. Having more correct concept images of functions through GeoGebra could also bring about a more correct definition. The dependency upon the concept definition to verify if a given example was a function could not contribute to the concept image. In order to gain correct concept images more integration of technology into algebra instructions was crucial to explore and interact with more function models. GeoGebra was an ideal environment to perform a transition among the representations. All three cases were able to understand how the given real-world problems transformed to GeoGebra simulator and the reverse procedure. The role of instructor was very important to guide and facilitate the learning. The results indicated that verification and exploration of more functions on GeoGebra contributed to a better conceptual understanding of a function definition. The advantages of GeoGebra were obvious for the translating component. The real-world problem scenario could be better modeled and interpreted via a simulator on GeoGebra and the need for algebraic symbolic manipulations could disappear.
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Date Issued: 2015
Identifier: FSU_2015fall_Dayi_fsu_0071E_12946
Format: Thesis

Title: The Effect of Population Shifts on Teacher Vam Scores.
Creator: Yurekli, Hulya, Almond, Russell G., Jakubowski, Elizabeth M., Becker, Betsy Jane, Paek, Insu, Florida State University, College of Education, Department of Educational...
Show moreYurekli, Hulya, Almond, Russell G., Jakubowski, Elizabeth M., Becker, Betsy Jane, Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Value-Added Models (VAMs) require consistent longitudinal data that includes student test scores coming from sequential years. However, longitudinal data is usually incomplete for several reasons, including year-to-year changes in student populations. This study explores the implications of yearly population changes on teacher VAM scores. I used the North Carolina End of Grade student data sets, created artificial sub-samples, and run separate VAMs for each sub-sample. Results of this study...
Show moreValue-Added Models (VAMs) require consistent longitudinal data that includes student test scores coming from sequential years. However, longitudinal data is usually incomplete for several reasons, including year-to-year changes in student populations. This study explores the implications of yearly population changes on teacher VAM scores. I used the North Carolina End of Grade student data sets, created artificial sub-samples, and run separate VAMs for each sub-sample. Results of this study indicate that changes in student population could affect teacher VAM scores.
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Date Issued: 2015
Identifier: FSU_2015fall_Yurekli_fsu_0071E_12916
Format: Thesis

Title: Assessing Job Negotiation Competencies of College Students Using Evidence-Centered Design and Branching Simulations.
Creator: Masduki, Iskandaria, Shute, Valerie J. (Valerie Jean), Marty, Paul F., Reiser, Robert A., Klein, James D., Florida State University, College of Education, Department of...
Show moreMasduki, Iskandaria, Shute, Valerie J. (Valerie Jean), Marty, Paul F., Reiser, Robert A., Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The study explored the development of a valid assessment tool for job negotiation competencies using the Evidence Centered Design framework. It involved the creation of a competency model, evidence models, and task models that guided the development of a branching simulation tool to quickly diagnose college students' knowledge and skills in job negotiation. The online tool utilized three scenarios where students play the role of job seekers negotiating with their potential future employers....
Show moreThe study explored the development of a valid assessment tool for job negotiation competencies using the Evidence Centered Design framework. It involved the creation of a competency model, evidence models, and task models that guided the development of a branching simulation tool to quickly diagnose college students' knowledge and skills in job negotiation. The online tool utilized three scenarios where students play the role of job seekers negotiating with their potential future employers. This study focused on two key behaviors in negotiation – making counteroffers and making reasonable concessions. A preliminary competency model was first developed based on a literature review of negotiation research. This model was then validated by a panel of experts. The experts also validated the evidence model (how to score performance on the simulation) and the task model (what tasks should be performed to elicit evidence of performance). These activities and the experts' feedback for improving the prototype simulation provided content validity for the tool. A total of 86 undergraduate and 51 graduate students participated in the study. The students completed an online tutorial, the scenarios in the simulation, a demographics survey, and two other survey instruments that provided alternative measures of negotiation abilities. Their performance on the assessment simulation was determined by their overall competency score and value of the negotiated outcome. Students were classified as experts or novices based on their negotiation experience and knowledge of negotiation strategies. Results from the study indicated that experts performed better than novices in terms of overall competency and negotiated outcome. The study also compared the outcomes of the assessment tool with outcomes from the alternative measures of negotiation ability (a survey on preference for competing, collaborating, compromising, and accommodating negotiation strategies and a survey to determine self-confidence in using distributive and integrative negotiation tactics). I hypothesized that students with a high preference for competing and collaborating strategies would also have higher scores from the assessment tool. On the other hand, students who indicated a high preference for accommodating and compromising strategies would have lower scores. The results from the Preferred Negotiation Strategies survey supported my hypothesis that students who highly prefer accommodating and compromising strategies would have lower scores on overall competency and negotiated outcome. But the mixed findings for competing and collaborating preferences only partially supported my hypotheses. I also hypothesized that students who were highly confident in the use of distributive and integrative negotiation tactics would have higher scores on the assessment compared to those who have low self-confidence. The results did not support my hypotheses because there were no significant relationships between confidence and the assessment outcomes. Finally, the study also found that gender, expertise, and negotiation training have an effect on overall competency score and the negotiated outcome. This dissertation provided a case study on how to develop an assessment tool that diagnoses negotiation competencies using the ECD framework. It also provided evidence of validity for the tool by demonstrating its ability to distinguish different levels of performance by expert and novice negotiators.
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Date Issued: 2015
Identifier: FSU_2015fall_Masduki_fsu_0071E_12914
Format: Thesis

Title: Shifts in Adaptation: The Effects of Self-Efficacy and Task Difficulty Perception.
Creator: Sides, Ryan, Tenenbaum, Gershon, Chow, Graig Michael, Jeong, Allan C., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: The purpose of this study was to explore adaptation through the manipulation of perceived task difficulty and self-efficacy to challenge the concepts postulated by the two-perception probabilistic concept of the adaptation phenomenon (TPPCA) conceptual framework. The TPPCA considers the sources of perceived task difficulty (δi) and self-efficacy (βv) as the core relationship that influences adaptation. Twenty-four participants were randomized into one of 4-order groups to manipulate the level...
Show moreThe purpose of this study was to explore adaptation through the manipulation of perceived task difficulty and self-efficacy to challenge the concepts postulated by the two-perception probabilistic concept of the adaptation phenomenon (TPPCA) conceptual framework. The TPPCA considers the sources of perceived task difficulty (δi) and self-efficacy (βv) as the core relationship that influences adaptation. Twenty-four participants were randomized into one of 4-order groups to manipulate the level of difficulty for a handgrip and putting task. Within each task, 3 separate difficulty levels were presented to each participant in a counterbalanced order. The order of tasks and difficulty levels was counterbalanced between each of the 4-order groups. The performers completed both tasks, at each of the 3 difficulty levels, to assess their δi and βv gap effect on motivations, affect, and performances. The perceptual gap between δi and βv envisioned in the TPPCA was partially confirmed in both the handgrip and putting tasks. Specifically, as the task difficulty level increased, βv [less than] δi resulted in increased arousal and decreased pleasantness, along with declined performance. There was no solid support that motivational adaptations were congruent with the TPPCA. The theoretical and practical implications of the study are discussed along with suggestions for future research.
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Date Issued: 2015
Identifier: FSU_2015fall_Sides_fsu_0071N_12978
Format: Thesis

Title: Predicting Quality of Life of College Students Diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD).
Creator: Sedam, Chad R. (Chad Robert), Ebener, Deborah J., Hanline, Mary Frances, Peterson, Gary W., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education,...
Show moreSedam, Chad R. (Chad Robert), Ebener, Deborah J., Hanline, Mary Frances, Peterson, Gary W., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: While an ever-increasing amount of literature exists regarding various aspects of ADHD, the relationship of functional impairments to important life and social skills, as well as professional functionality remains relatively unexplored. The Barkley Functional impairment scale is a recently developed and untested scale, especially with respect to other constructs of college life. While the reported validity is promising for use of evaluating functional impairments in people with ADHD, the...
Show moreWhile an ever-increasing amount of literature exists regarding various aspects of ADHD, the relationship of functional impairments to important life and social skills, as well as professional functionality remains relatively unexplored. The Barkley Functional impairment scale is a recently developed and untested scale, especially with respect to other constructs of college life. While the reported validity is promising for use of evaluating functional impairments in people with ADHD, the validity and utility of the scale should be evaluated in relation to similar constructs to determine overall benefit. By doing so, researchers and other professionals in the field of counseling, rehabilitation, and professional development can address the relationships, and can improve counseling and rehabilitation services people with ADHD. Therefore, a study encompassing the relationships among measures of self-perceived functional impairment, quality of life, college self-efficacy, and career decision state could prove beneficial in understanding how aspects of ADHD affect individuals throughout the college experience. The purpose of this study was to address and to evaluate the strength of these relationships. If the self-perceived functional impairment scores were deemed to be associated with quality of life and college self-efficacy, the use of the BFIS as a diagnostic and prescriptive tool could be supported to improve the effectiveness of counseling and rehabilitation services for college students with ADHD. Four research questions guided this study. The first question stated, "Is the self-perceived functional impairment related to quality of life?" The second question stated, "Is the self-perceived functional impairment associated with college self-efficacy?" The third question stated, "What is the relationship between perceived level of functional impairment and career decision state as measured by indecision and satisfaction with choice?" The fourth question stated, "What is the relationship between perceived level of functional impairment, college self-efficacy, and career decision state with respect to self-perceived quality of life in students diagnosed with ADHD?" The hypothesis for the first question was, "There is an inverse correlation between self-perceived functional impairment and quality of life in students diagnosed with ADHD." The hypothesis for the second question was, "There is an inverse correlation between self-perceived functional impairment and college self-efficacy in students diagnosed with ADHD." The third question had two hypotheses. The first hypothesis for question three was "There is a positive correlation between level of indecision and perceived level of functional impairment." The second hypothesis for question three was, "There is a positive correlation between degree of dissatisfaction with career choice and perceived level of functional impairment." The hypothesis for the fourth question was, "Functional impairment, college self-efficacy, and career decision state all will capture significant independent variation in the prediction of quality of life in students diagnosed with ADHD." The first, second, and third hypotheses were tested using Pearson Product-Moment correlations. The fourth hypothesis was tested by using linear multiple regression. Data were collected from 150 of 1108 students registered with the Students with Disabilities Resource Center (SDRC) at Florida State University through an email questionnaire. Two emails were sent approximately two weeks apart to obtain participants. Volunteer participants were potentially compensated by having their anonymous identification number submitted to a raffle drawing to receive one of three prizes: a $150 gift card, a $75 gift card, and a $50 gift card. A web-based survey program was utilized, consisting of a background/demographics questionnaire and the Occupational Alternatives Questionnaire (OAQ), the Barkley Functional Impairment Scale-Long Form (BFIS-LF), the World Health Organization Quality of Life-Brief Version (WHOQOL-BREF), and the College Self-Efficacy Inventory (CSEI). This instrument was approved by the Florida State Institutional Review Board (IRB) prior to utilization with participants. Only complete surveys were used in the calculation of results. Results of the study showed the first hypothesis was accepted that quality of life is moderately and inversely associated with perceived level of functional impairment. The second hypothesis also was accepted. College self-efficacy was inversely, but weakly associated with perceived level of functional impairment. The first part of the third hypothesis was rejected that the level of indecision with career choice was related to perceived level of functional impairment. The second part of this hypothesis was accepted that dissatisfaction with career choices was weakly correlated with perceived level of functional impairment. The fourth hypothesis was confirmed that perceived functional impairment, self-efficacy, and level of dissatisfaction with career choice significantly contributed to the quality of life of students diagnosed with ADHD. Levels of functional impairment and dissatisfaction were inversely correlated with quality of life in the prediction model. The information gathered yields beneficial information about the use of the BFIS in disability and rehabilitation counseling centers as a tool for addressing perceived functional impairments and related constructs of students diagnosed with ADHD. The correlations found among self-perceived functional impairment, college self-efficacy, the dissatisfaction portion of career decision state, and quality of life of people with ADHD could significantly benefit the manner in which services are provided to people utilizing various disability services on college campuses. Based on these results, the utility of the BFIS was supported as a prescriptive tool and as an instrument for counselors to use to address the relationship between self-perceived functional impairment, college self-efficacy, dissatisfaction with career choice concerns, and quality of life in college students diagnosed with ADHD.
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Date Issued: 2015
Identifier: FSU_2015fall_Sedam_fsu_0071E_12995
Format: Thesis

Title: Exploring the Difference in Undergraduate Student Success Between Rising College Juniors and Transfer Students from the Florida College System.
Creator: Stratton, Theodore, Hu, Shouping, deHaven-Smith, Lance, Schwartz, Robert A., Tandberg, David A., Florida State University, College of Education, Department of Educational...
Show moreStratton, Theodore, Hu, Shouping, deHaven-Smith, Lance, Schwartz, Robert A., Tandberg, David A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The Florida Articulation Agreement and common course numbering make transferring from a Florida College System (FCS) institution to a Florida State University System (SUS) institution almost seamless. With 28 state colleges across the sunshine state, many students opt to begin their college careers in these institutions that were all once known as community colleges. The purpose of this study was to examine if transferring from an FCS institution after the first two years of undergraduate...
Show moreThe Florida Articulation Agreement and common course numbering make transferring from a Florida College System (FCS) institution to a Florida State University System (SUS) institution almost seamless. With 28 state colleges across the sunshine state, many students opt to begin their college careers in these institutions that were all once known as community colleges. The purpose of this study was to examine if transferring from an FCS institution after the first two years of undergraduate study and earning an associate's degree negatively affects student success in terms of bachelor's degree attainment, academic performance, and time to bachelor's degree. Students that earned an associate of arts (AA) degree from any of the 28 FCS institutions and then transferred into the University of Florida (UF) were compared with their native rising junior counterparts at UF. This study found that overall rising juniors did outperform the associate of arts degree FCS transfer student peers. Rising juniors did better in overall graduation grade point average (GPA), time to degree, and in bachelor's degree attainment in six years or less. African American associate of arts degree earning transfer students however, did earn higher GPAs than their African American rising junior counterparts. College personnel and student affairs professionals should continue to study the transfer student population as a unique subset of students to better understand the different challenges they face at the university level and how they can be best prepared for academic success.
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Date Issued: 2015
Identifier: FSU_2015fall_Stratton_fsu_0071E_12837
Format: Thesis

Title: A Mixed Methods Investigation of the Instructional Practices of Teachers of Students with Visual Impairment as They Relate to Tactile Graphics.
Creator: Steele, Tilly R. (Tilly Renee), Lewis, Sandra, Guerette, Amy R., Iatarola, Patrice, Hanline, Mary Frances, Florida State University, College of Education, School of Teacher...
Show moreSteele, Tilly R. (Tilly Renee), Lewis, Sandra, Guerette, Amy R., Iatarola, Patrice, Hanline, Mary Frances, Florida State University, College of Education, School of Teacher Education
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Abstract/Description: This study was a mixed methods investigation into the instructional practices of teachers of students with visual impairment as they relate to tactile graphics. Information was solicited through the use of an on-line survey, phone interviews, and videotaped lessons. Primarily, the study was designed to explore the extent to which instruction in tactile graphics is provided by teachers of students with visual impairments (TVIs). A secondary purpose of this study was to explain the strategies,...
Show moreThis study was a mixed methods investigation into the instructional practices of teachers of students with visual impairment as they relate to tactile graphics. Information was solicited through the use of an on-line survey, phone interviews, and videotaped lessons. Primarily, the study was designed to explore the extent to which instruction in tactile graphics is provided by teachers of students with visual impairments (TVIs). A secondary purpose of this study was to explain the strategies, curricula, and perceived training needs of TVIs related to teaching this important skill.
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Date Issued: 2015
Identifier: FSU_2015fall_Steele_fsu_0071E_13002
Format: Thesis

Title: The University as an Employer: A Study of the Application of Title VII to the Modern American Institution of Higher Education.
Creator: Anglade, Marilyn S., Tandberg, David A., Stepina, Lee P., Schwartz, Robert A., Gawlik, Marytza A. (Marytza Anne), Tolson, Franita, Florida State University, College of Education...
Show moreAnglade, Marilyn S., Tandberg, David A., Stepina, Lee P., Schwartz, Robert A., Gawlik, Marytza A. (Marytza Anne), Tolson, Franita, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Title VII is a federal anti-discrimination in employment statute that was passed as a part of the Civil Rights Act of 1964. The passage of Title VII of the 1964 Act was the result of years of political wrangling to enact federal legislation to eliminate discrimination in employment. Leaders of the Civil Rights Movement fought for the Act's passage in order to improve the economic well-being of African Americans in the United States who were still fighting the effects of overt discrimination....
Show moreTitle VII is a federal anti-discrimination in employment statute that was passed as a part of the Civil Rights Act of 1964. The passage of Title VII of the 1964 Act was the result of years of political wrangling to enact federal legislation to eliminate discrimination in employment. Leaders of the Civil Rights Movement fought for the Act's passage in order to improve the economic well-being of African Americans in the United States who were still fighting the effects of overt discrimination. Title VII made it unlawful for employers to discriminate against American citizens based on race, color, religion, sex or national origin. At the time of the Act's passage, state and local government employees as well as employees of educational institutions were not protected by the Act. It would not be until eight years later that the 1964 Act was amended by the Equal Employment Opportunity Act of 1972 that these individuals would come under the purview of the statute. As time went on, Title VII would undergo more changes as the judiciary worked to interpret the law and Congress sought to specifically delineate its intent in passing the statute. Meanwhile, institutions of higher education across the country would begin its own metamorphosis from the isolated ivory tower of old to a new modern multi-billion dollar business that employs thousands of employees. This study seeks to understand the university as an employer; specifically, this study wants to understand how Title VII works at institutions of higher education in light of higher-education-specific concepts such as: tenure and academic deference. Using legal historical methods, the researcher analyzed federal circuit court cases in order to determine whether any special rules, concerns, or considerations arise in the application of Title VII to higher education institutions and whether any changes should be made in how these cases are litigated. In particular, the researcher studied: failure to promote, denial of tenure, termination, and failure to hire employment decisions in light of the employment environment as well as academic-specific concepts such as academic deference as a special concern of academic freedom as well as tenure. Further, the phenomenon of the corporatization of higher education is an additional factor under consideration in this study. Ultimately, this study seeks to understand how Title VII, initially inapplicable to educational institutions, responds to this particular environment.
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Date Issued: 2015
Identifier: FSU_2015fall_Anglade_fsu_0071E_12952
Format: Thesis

Title: An Exploration of Teacher-Child Relationships and Interactions in Elementary Science Lessons.
Creator: Kocyigit, Bulent, Jones, Ithel, Schwartz, Robert A., Rice, Diana Claries, Jakubowski, Elizabeth M., Florida State University, College of Education, School of Teacher Education
Abstract/Description: This study examined the nature and quality of teacher-student interactions in a third grade science classroom and investigated how interactions and teacher-child relationships relate to the learning of science concepts. The relationships between the three dimensions of teacher-student relationships (Closeness, Conflict, and Dependency) and teacher-student interactions including the dimensions explaining the nature and the quality of teacher-student interactions were examined. The study also...
Show moreThis study examined the nature and quality of teacher-student interactions in a third grade science classroom and investigated how interactions and teacher-child relationships relate to the learning of science concepts. The relationships between the three dimensions of teacher-student relationships (Closeness, Conflict, and Dependency) and teacher-student interactions including the dimensions explaining the nature and the quality of teacher-student interactions were examined. The study also determined whether there was a relationship between students' conceptual understanding of science and all variables of teacher-student interactions and the teacher-student relationships. First, data from the videotape and audiotape recordings were transcribed, coded and analyzed to determine the appropriateness of the proposed interaction-types and their classification into the categories. The twelve teacher-student interaction categories used in this study were able to capture all verbal teacher-student interactions in the classroom. Second, each teacher-student interaction was placed into the respective dimension and group explaining the nature and quality of the interaction. Finally, Pearson Product Moment Correlations were computed to explore the possible relationships between the teacher-student interactions and relationships and students' conceptual understanding of science. Teacher-student interaction scores were obtained through natural observations of eight- to nine-year-old children. Students were rated by their teachers using the STRS in order to obtain teacher child relationship scores. Similarly, conceptual science understanding scores were obtained through pre- and post-tests delivered at the beginning and end of the science unit. The findings of the study suggested a strong relationship between teacher's perception of her relationships with the students and the teacher-student interactions in the classroom. It appears that classroom conversations mostly take place between the teacher and the students whom the teacher perceived to have better relationships. However, it was clear from the observations that positive teacher-student relationships did not necessarily warrant for high quality teacher-student interactions in the classroom. The quality of the teacher-student interactions during the science lessons appeared to be more moderate than high in quality. Students' improvement in conceptual understanding of science was rather related to the positive classroom environment and the friendly classroom atmosphere created by the teacher and did not significantly correlate with the student's individual interaction or relationship with the teacher.
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Date Issued: 2015
Identifier: FSU_2015fall_Kocyigit_fsu_0071E_12932
Format: Thesis

Title: The Effects of Game-Based Learning in an Opensim-Supported Virtual Environment for Mathematical Performance.
Creator: Kim, Heesung, Ke, Fengfeng, Kim, Young-Suk, Jeong, Allan C., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: This experimental study was intended to examine whether game-based learning (GBL) that encompasses four particular game characteristics (challenges, a storyline, rewards, and the integration of game-play with learning content) in the OpenSimulator-supported virtual reality (VR) learning environment can improve mathematical achievement and motivation for elementary school students toward math learning. In this pre- and post-test experimental comparison study, data were collected from 132...
Show moreThis experimental study was intended to examine whether game-based learning (GBL) that encompasses four particular game characteristics (challenges, a storyline, rewards, and the integration of game-play with learning content) in the OpenSimulator-supported virtual reality (VR) learning environment can improve mathematical achievement and motivation for elementary school students toward math learning. In this pre- and post-test experimental comparison study, data were collected from 132 fourth graders through an achievement test, and a Short Instructional Materials Motivational Survey (SIMMS). The same tasks were provided to the experimental and control groups. Tasks for the experimental group involved the following four game characteristics: (1) challenges, (2) a storyline, (3) rewards, and (4) the integration of game-play with learning content. The control group was given the same tasks and learning environment setting (OpenSimulator-supported VR) that was used for the experimental group. The exception was that the control group tasks did not include the game characteristics: (1) challenges, (2) a storyline, (3) rewards, and (4) the integration of game-play with learning content. Analysis of covariance (ANCOVA) using a treatment (treatment vs. control) on the achievement indicated a significant effect of GBL in the VR environment on math knowledge test performance. For motivation, the results indicated that there was no significant difference on the post-test scores for the perceived motivational quality of the learning activity (MQLA) between the experimental group and the control group.
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Date Issued: 2015
Identifier: FSU_2015fall_Kim_fsu_0071E_12885
Format: Thesis

Title: The Use of a Meta-Analysis Technique in Equating and Its Comparison with Several Small Sample Equating Methods.
Creator: Caglak, Serdar, Paek, Insu, Patrangenaru, Victor, Almond, Russell G., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational Psychology...
Show moreCaglak, Serdar, Paek, Insu, Patrangenaru, Victor, Almond, Russell G., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The main objective of this study was to investigate the improvement of the accuracy of small sample equating, which typically occurs in teacher certification/licensure examinations due to a low volume of test takers per test administration, under the Non-Equivalent Groups with Anchor Test (NEAT) design by combining previous and current equating outcomes using a meta-analysis technique. The proposed meta-analytic score transformation procedure was called "meta-equating" throughout this study....
Show moreThe main objective of this study was to investigate the improvement of the accuracy of small sample equating, which typically occurs in teacher certification/licensure examinations due to a low volume of test takers per test administration, under the Non-Equivalent Groups with Anchor Test (NEAT) design by combining previous and current equating outcomes using a meta-analysis technique. The proposed meta-analytic score transformation procedure was called "meta-equating" throughout this study. To conduct meta-equating, the previous and current equating outcomes obtained from the chosen equating methods (ID (Identity Equating), Circle-Arc (CA) and Nominal Weights Mean (NW)) and synthetic functions (SFs) of these methods (CAS and NWS) were used, and then, empirical Bayesian (EB) and meta-equating (META) procedures were implemented to estimate the equating relationship between test forms at the population level. The SFs were created by giving equal weight to each of the chosen equating methods and the identity (ID) equating. Finally, the chosen equating methods, the SFs of each method (e.g., CAS, NWS, etc.), and also the META and EB versions (e.g., NW-EB, CA-META, NWS-META, etc.) were investigated and compared under varying testing conditions. These steps involved manipulating some of the factors that influence the accuracy of test score equating. In particular, the effect of test form difficulty levels, the group-mean ability differences, the number of previous equatings, and the sample size on the accuracy of the equating outcomes were investigated. The Chained Equipercentile (CE) equating with 6-univariate and 2-bivariate moments log-linear presmoothing was used as the criterion equating function to establish the equating relationship between the new form and the base (reference) form with 50,000 examinees per test form. To compare the performance of the equating methods, small numbers of examinee samples were randomly drawn from examinee populations with different ability levels in each simulation replication. Each pairs of the new and base test forms were randomly and independently selected from all available condition specific test form pairs. Those test forms were then used to obtain previous equating outcomes. However, purposeful selections of the examinee ability and test form difficulty distributions were made to obtain the current equating outcomes in each simulation replication. The previous equating outcomes were later used for the implementation of both the META and EB score transformation procedures. The effect of study factors and their possible interactions on each of the accuracy measures were investigated along the entire-score range and the cut (reduced)-score range using a series of mixed-factorial ANOVA (MFA) procedures. The performances of the equating methods were also compared based on post-hoc tests. Results show that the behaviors of the equating methods vary based on the each level of the group ability difference, test form difficult difference, and new group examinee sample size. Also, the use of both META and EB procedures improved the accuracy of equating results on average. The META and EB versions of the chosen equating methods therefore might be a solution to equate the test forms that are similar in their psychometric characteristics and also taken by new form examinee samples less than 50. However, since there are many factors affecting the equating results in reality, one should always expect that equating methods and score transformation procedures, or in more general terms, estimation procedures may function differently, to some degree, depending on conditions in which they are implemented. Therefore, one should consider the recommendations for the use of the proposed equating methods in this study as a piece of information, not an absolute guideline, for a rule of thumbs for practicing small sample test equating in teacher certification/licensure examinations.
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Date Issued: 2015
Identifier: FSU_2015fall_Caglak_fsu_0071E_12863
Format: Thesis

Title: Four Methods for Combining Dependent Effects from Studies Reporting Regression Analysis.
Creator: Gunter, Tracey Danielle, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Almond, Russell G., Paek, Insu, Florida State University, College of Education, Department of...
Show moreGunter, Tracey Danielle, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Almond, Russell G., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Over the years a variety of indices have been proposed to summarize regression analyses. Unfortunately the proposed indices are only appropriate when meta-analysts want to understand the role of a single predictor variable in predicting the outcome variable. However, sometimes meta-analysts want to understand the effect of a set of variables on an outcome variable. In this paper, four methods are presented for obtaining a composite effect for two focal predictor variables from a single...
Show moreOver the years a variety of indices have been proposed to summarize regression analyses. Unfortunately the proposed indices are only appropriate when meta-analysts want to understand the role of a single predictor variable in predicting the outcome variable. However, sometimes meta-analysts want to understand the effect of a set of variables on an outcome variable. In this paper, four methods are presented for obtaining a composite effect for two focal predictor variables from a single regression model. The indices are the average of the standardized regression coefficients (ASC), the average of the standardized regression coefficients using Hedges and Olkin's (1985) approach (AHO), the sheaf coefficient (SC), and the squared multiple semi-partial correlation coefficient (MSP). A simulation study was conducted to examine the behavior of the indices and their variance when the number of predictor variables in the model, the sample size, the correlations between the focal predictor variables in the model, and the correlations between the focal and non-focal predictor variables in the model were manipulated. The results of the study show that the average bias values of the ASC and AHO estimates are small even when the sample size is small. Furthermore, the ASC and AHO estimates and their estimated variances are more precise than the other indices under all conditions examined. Therefore, when meta-analysts are interested in estimating the effect of a set of predictor variables on an outcome variable from a single regression model, the ASC or AHO procedures are preferred.
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Date Issued: 2015
Identifier: FSU_2015fall_Gunter_fsu_0071E_12829
Format: Thesis

Title: Social-Emotional Adjustment, Subjective Well-Being, and Emotional Intelligence in Youth.
Creator: Branagan, Alexandra María, Pfeiffer, Steven I., Schatschneider, Christopher, Prevatt, Frances A., Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of...
Show moreBranagan, Alexandra María, Pfeiffer, Steven I., Schatschneider, Christopher, Prevatt, Frances A., Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: One in five youth suffer from mental illness, and even more experience subclinical symptoms, yet this pathologic focus ignores factors of mental health that contribute to flourishing. The vast majority of research on emotional intelligence and subjective well-being has been conducted on adults and little is known about their relationship to social-emotional adjustment in youth, particularly across socioeconomic status and age. The present study examined the social-emotional adjustment (using...
Show moreOne in five youth suffer from mental illness, and even more experience subclinical symptoms, yet this pathologic focus ignores factors of mental health that contribute to flourishing. The vast majority of research on emotional intelligence and subjective well-being has been conducted on adults and little is known about their relationship to social-emotional adjustment in youth, particularly across socioeconomic status and age. The present study examined the social-emotional adjustment (using the BASC-SRP and CBCL-YSR), subjective well-being (PANAS-C and BMSLSS), and teacher-rated emotional intelligence (Pfeiffer Emotional Intelligence Scale, Revised – Teacher Report) in 136 youth (61% female) across age (mean = 12.6 years old) and socioeconomic status (32% low income). Regression and moderation analyses did not reveal any significant relationships or moderating influences between the constructs and variables. Suggestions for future research to consider separately examining the factors of emotional intelligence in relation to components of subjective well-being and facets of social-emotional adjustment are discussed. Future research is strongly encouraged to further investigate factors of mental health alongside maladjustment and sub-clinical mental illness in an effort to clarify the complex relationship between these variables and inform the development of efficacious prevention and intervention programs for youth.
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Date Issued: 2016
Identifier: FSU_SUMMER2017_Branagan_fsu_0071E_13335
Format: Thesis

Title: The Effects of Acute Exercise on Driving Performance and Executive Functions in Healthy Older Adults.
Creator: Lebeau, Jean-Charles, Tenenbaum, Gershon, Panton, Lynn B., Chow, Graig Michael, Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department...
Show moreLebeau, Jean-Charles, Tenenbaum, Gershon, Panton, Lynn B., Chow, Graig Michael, Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The benefits of exercise on cognitive functioning are well established. One population that especially benefits from exercise is older adults. Research has demonstrated that chronic exercise in older adults improves cognitive functioning; especially executive functioning. One limitation of the current literature is that researchers have almost exclusively relied on well-controlled laboratory tasks to assess cognition. Moreover, the effects of a single bout of exercise in older adults have...
Show moreThe benefits of exercise on cognitive functioning are well established. One population that especially benefits from exercise is older adults. Research has demonstrated that chronic exercise in older adults improves cognitive functioning; especially executive functioning. One limitation of the current literature is that researchers have almost exclusively relied on well-controlled laboratory tasks to assess cognition. Moreover, the effects of a single bout of exercise in older adults have received limited attention. The proposed study addresses these limitations by (1) introducing a more ecologically valid, real-life task relevant to the older population (i.e., driving), and (2) assessing the effects of an acute bout of aerobic exercise on driving performance and executive functioning. This study employed a randomized controlled design and compared the effects of 20min cycling at moderate intensity vs. sitting and watching driving videos on driving performance. Driving performance was measured with three different scenarios assessing variables such as decision making, driving errors, reaction time, and attention. On a subsequent session, all participants performed a submaximal fitness test. This fitness test served as exercise and executive functioning was assessed before and after this exercise by counterbalancing two commonly used measures of executive functions: The Trail Making Test (TMT) and the Stroop test. Non-significant effects of exercise were observed on driving performance across all three scenarios. These results might be explained in terms of differences in expectations, as the video control group had higher expectations, compared to the exercise group, for the effects of the intervention on driving performance. An additional possible explanation is that participants were experienced drivers and the driving task was not challenging enough to benefit from exercise. However, a significant effect of exercise on more traditional executive functions tasks (i.e., TMT and Stroop test) emerged. Participants had a better performance on the TMT and Stroop test after exercise compared to before exercise. These results demonstrate the difficulty of using a more ecologically valid task and challenges the transfer of the current laboratory results in exercise psychology to everyday life functioning. This study also highlights the importance of assessing expectations as a possible moderator of the effects of acute aerobic exercise on cognitive functioning. Future studies should examine other relevant ecologically valid tasks and insure similar expectations between experimental and control groups to further advance the knowledge base in the field.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Lebeau_fsu_0071E_14079
Format: Thesis

Title: Comparing Early Father-Daughter, Father-Son, Mother-Daughter, and Mother-Son Verbal Interactions in Low-SES Families.
Creator: Ingrole, Smriti A. (Smriti Aniket), Phillips, Beth M., Jones, Ithel, Roehrig, Alysia D., Yang, Yanyun, Florida State University, College of Education, Department of Educational...
Show moreIngrole, Smriti A. (Smriti Aniket), Phillips, Beth M., Jones, Ithel, Roehrig, Alysia D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: SES related differences in children’s early language skills influence their later language development. Parent-child verbal interactions during the initial years of children’s life play an important role in children’s early language development. Although both mothers’ and fathers’ early language input contributes to children’s language skills, until recently mothers were considered as the only primary caregivers of children and thus have been the focus of majority of the research in this area...
Show moreSES related differences in children’s early language skills influence their later language development. Parent-child verbal interactions during the initial years of children’s life play an important role in children’s early language development. Although both mothers’ and fathers’ early language input contributes to children’s language skills, until recently mothers were considered as the only primary caregivers of children and thus have been the focus of majority of the research in this area. The father’s role in a family has evolved in the past three decades meaning that fathers are increasingly spending more time with their children and contributing to their overall development. The evidence from limited research comparing mothers’ and fathers’ early speech with their preschool aged children is mixed. Also, some findings, mainly derived from research on mothers, suggest that parents socialize their sons and daughters differently, which reflects in early parent-child verbal interactions. In contrast, some research suggests that children, by the function of their own gender, elicit speech differently from their parents. Furthermore, there is an indication of differences in mother-son, mother-daughter, father-son, and father-daughter early talk. Considering the important role of parent and child gender in early parent-child verbal interactions, the current study aimed to compare parental quantity/quality and children’s quantity of language among the four independent groups of father-daughter, father-son, mother-daughter, and mother-son. A total of 112, mainly African-American, parent-child dyads were recruited for this study. Specifically, the sample included 32 father-daughter, 28 father-son, 26 mother-daughter, and 25 mother-son dyads. The convenience sample of children (37-60 months of age) and their respective mother or father were recruited from preschools known to serve a socio-economically disadvantaged population in the southeastern US. Semi-structured parent-child play sessions were videotaped at the child’s child-care facility for approximately 15-minutes. The videotapes were coded for parents’ quantity and quality of language and children’s quantity of language. The results indicated no differences among father-daughter, father-son, mother-daughter, and mother-son groups in terms of parental quantity/quality of language and children’s quantity of language. Suggesting the bi-directional nature of early parent-child interaction process, the exploratory analysis revealed significant differences in correlations among parental quantity/quality and child quantity of language across the four groups of this study.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Ingrole_fsu_0071E_14116
Format: Thesis

Title: Causal-Effect of Cross-Language Transfer of Phonological Awareness: A Randomized Control Trial.
Creator: Wawire, Brenda A. (Brenda Aromu), Kim, Young-Suk, Southerland, Sherry A., Sunderman, Gretchen L., Myers, John P. (John Patrick), Zuilkowski, Stephanie S. (Stephanie Simmons),...
Show moreWawire, Brenda A. (Brenda Aromu), Kim, Young-Suk, Southerland, Sherry A., Sunderman, Gretchen L., Myers, John P. (John Patrick), Zuilkowski, Stephanie S. (Stephanie Simmons), Florida State University, College of Education, School of Teacher Education
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Abstract/Description: Research investigating the causal effect of cross language transfer of phonological awareness is limited. Using a randomized control trial, this study examined the causal effect of cross-language transfer of phonological awareness using data from multilingual first-grade children from Kenya. The sample comprised of (N = 300) children whose mother tongue (L1) was a local ethnic dialect of Kenya (i.e. Lunyala); who also speak the dominant language Swahili, the East African Lingua Franca; and...
Show moreResearch investigating the causal effect of cross language transfer of phonological awareness is limited. Using a randomized control trial, this study examined the causal effect of cross-language transfer of phonological awareness using data from multilingual first-grade children from Kenya. The sample comprised of (N = 300) children whose mother tongue (L1) was a local ethnic dialect of Kenya (i.e. Lunyala); who also speak the dominant language Swahili, the East African Lingua Franca; and are learning English in school through immersion. They were drawn from four public schools. Children from each school randomly assigned to a treatment and a control group. Participants in the treatment group received an eight-week letter knowledge and phonological awareness training that entailed metalinguistic games and exercises in Swahili in addition to their regular classroom instruction. The program was delivered three times a week in 20 minute sessions to small groups (N = 3 children per group). The control group received no treatment. The children were assessed on their letter knowledge, phonological awareness, word reading, oral reading fluency and receptive vocabulary in Swahili and English. The results revealed that children in the treatment group showed greater improvement in Swahili skills such as letter knowledge, phonological awareness, and word reading ability. Importantly, these children also showed statistically significant improvement in English letter sound knowledge and phonological awareness, indicating cross-language transfer. The outcomes between the two treatment conditions did not differ as function of vocabulary, language spoken at home, socio-economic status or absence from school. This study provides causal evidence about cross-language transfer of phonological awareness. High quality phonological and letter knowledge training in familiar language is important for classroom practioners in multilingual settings.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Wawire_fsu_0071E_13755
Format: Thesis

Title: The Effects of a Psychological Skills Training Program on Maintenance of Use and Self-Efficacy in Psychological Methods.
Creator: Klein, Tyler Gregory, Chow, Graig Michael, Panton, Lynn B., Tenenbaum, Gershon, Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department...
Show moreKlein, Tyler Gregory, Chow, Graig Michael, Panton, Lynn B., Tenenbaum, Gershon, Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This study explored maintenance of psychological method use and self-efficacy of method use during and following a systematic psychological skills training (PST) program. A sample size of 44 division-I collegiate athletes (27 males, 17 females) competing in baseball (n=19), softball (n=14), and track and field (n=11) sports participated in a quasi-experimental, two-group, untreated control group design study with dependent pretest-posttest and three-month follow-up. The PST program, titled...
Show moreThis study explored maintenance of psychological method use and self-efficacy of method use during and following a systematic psychological skills training (PST) program. A sample size of 44 division-I collegiate athletes (27 males, 17 females) competing in baseball (n=19), softball (n=14), and track and field (n=11) sports participated in a quasi-experimental, two-group, untreated control group design study with dependent pretest-posttest and three-month follow-up. The PST program, titled AIM (Adopt, Integrate, Maintain), combined evidence-based practices with pragmatic psychological method use recommendations, and was implemented using systematic protocols for each session. Participants received four successive and cumulative PST sessions consisting of goal setting, relaxation, imagery, and self-talk that emphasized education, skill building, self-monitoring, and regulation of psychological methods. Participants were measured on use of psychological methods via the Test of Performance Strategies-2 (TOPS-2; Hardy, Roberts, Thomas, & Murphy, 2010) and self-efficacy in use of psychological methods via a scale constructed based on Bandura’s (2006) recommendations. Both measures were administered pretest (pre-intervention), posttest (one week following fourth session), and at six-week follow-up. Repeated measures MANOVAs conducted for method use and method efficacy separately, revealed nonsignificant interaction effects. Conversely, within-subjects contrasts revealed treatment group participants significantly increased (pre- to posttest) and maintained (posttest to follow-up) method use in relaxation, imagery, and self-talk. Control group contrasts indicated significant increases in imagery from posttest to follow-up. For method efficacy, the treatment group significantly increased and maintained efficacy for all four methods with no significant changes for the control group. To the author’s knowledge, this is the first sport psychology study to employ intervention fidelity monitoring, revealing full adherence and adequate intervention quality. Overall, findings from the study revealed support for increasing and maintaining method use and efficacy treatment gains three months following PST.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Klein_fsu_0071E_14076
Format: Thesis

Title: Exploring Firefighters' Views of Personal Impact, Coping Strategies, and Social Support Following Work-Related Crises.
Creator: Smith, Shannon Marie, Prevatt, Frances A., McWey, Lenore M., Roehrig, Alysia D., Dong, Shengli, Florida State University, College of Education, Department of Educational...
Show moreSmith, Shannon Marie, Prevatt, Frances A., McWey, Lenore M., Roehrig, Alysia D., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Firefighters in the United States are at risk for developing a range of concerns given the physical and psychological risks of their job duties (Farnsworth & Sewell, 2011; Lourel, Abdellaoui, Chevaleyre, Paltrier, & Gana, 2008; McFarlane & Bryant, 2007; Wagner, McFee, & Martin, 2010). Additionally, the risk for suicide may be higher in this population than the general population (Savia, 2008). This phenomenological qualitative research study aimed to understand firefighters’ experiences...
Show moreFirefighters in the United States are at risk for developing a range of concerns given the physical and psychological risks of their job duties (Farnsworth & Sewell, 2011; Lourel, Abdellaoui, Chevaleyre, Paltrier, & Gana, 2008; McFarlane & Bryant, 2007; Wagner, McFee, & Martin, 2010). Additionally, the risk for suicide may be higher in this population than the general population (Savia, 2008). This phenomenological qualitative research study aimed to understand firefighters’ experiences following work-related crises, including how they were impacted across domains (e.g., emotional, cognitive, physical, relational), how they coped in the aftermath, and their use of social support. Therefore, 10 professional, active firefighters were interviewed in order to gain insights into their experiences. Additionally, an online survey was used as a sampling strategy, and to gain information on the types of events they experienced and those they find most distressing. The survey yielded a total of 132 completed responses with an additional 18 partial responses. The findings of this study included the identification of 11 cluster themes related to impact, coping strategies, and social support. Impact cluster themes included: different types of negative impact, different types of positive impact, circumstances of event, and cumulative impact of event. The themes related to coping strategies included: emotion-focused coping skills, problem-focused coping skills, and factors that are unhelpful to coping with an event. Lastly, social support themes included: types of support utilized, differences in support from firefighters and non-firefighters, barriers to using social support, and attitudes towards professional mental health services.
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Date Issued: 2016
Identifier: FSU_SUMMER2017_Smith_fsu_0071E_13506
Format: Thesis

Title: An Examination of School Choice and Fifth Grade Science Achievement in Florida.
Creator: McLarnon, Tara Lynn, Rice, Diana Claries, Iatarola, Patrice, Davis, Angela F., Jakubowski, Elizabeth M., Florida State University, College of Education, School of Teacher Education
Abstract/Description: Over the past 20 years, a movement to offer greater access and choice in public education has begun to challenge the traditional attendance boundary school system. Public school choice provides an opportunity for parents who do not have the resources to change attendance boundaries but who want additional public school options. Proponents argue that increased competition incentivizes all schools to improve performance. The purpose of this study was to determine whether there were any...
Show moreOver the past 20 years, a movement to offer greater access and choice in public education has begun to challenge the traditional attendance boundary school system. Public school choice provides an opportunity for parents who do not have the resources to change attendance boundaries but who want additional public school options. Proponents argue that increased competition incentivizes all schools to improve performance. The purpose of this study was to determine whether there were any potential relationships among school choice options and other inputs such as student characteristics when looking at student science achievement. Based on an education production function model, the study focused on the specific output of performance. A conceptual model looking at common inputs related to the outcome of student performance, identified five groups of inputs: school type, student characteristics, learning needs, school characteristics, and teacher quality. Rather than look across states, where policies affecting student performance differ, this study looked exclusively at one large state population. Subjects of the study were fifth grade students in the state of Florida. Utilizing three years of state science assessment data, the roles of school type, selected student demographics, and ELL status were examined using logistic regression and ordinary least squares analysis. Results indicated that, while some subpopulations of students performed better in different school types, school type alone was not a strong predictor of student science achievement.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_McLarnon_fsu_0071E_14011
Format: Thesis

Title: The Effects of Presentation Timing and Learner Control on Effectiveness and Efficiency on Learning Statistics Skills.
Creator: Aktan, Filiz, Jeong, Allan C., Erlebacher, Gordon, Dennen, Vanessa P., Klein, James D., Florida State University, College of Education, Department of Educational Psychology and...
Show moreAktan, Filiz, Jeong, Allan C., Erlebacher, Gordon, Dennen, Vanessa P., Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Use of real, authentic whole tasks in training has been the focus of current instructional theories and practical educational approaches (Merrill, 2002; Reigeluth, 1999; van Merrienboer & Kirschner, 2001). However, teaching authentic tasks poses challenges because of the complex nature of these tasks and the limited capacity of working memory. To overcome these challenges, van Merrienboer and Paas (1996) proposed the Four Components of Instructional Design (4C/ID) model to teach authentic...
Show moreUse of real, authentic whole tasks in training has been the focus of current instructional theories and practical educational approaches (Merrill, 2002; Reigeluth, 1999; van Merrienboer & Kirschner, 2001). However, teaching authentic tasks poses challenges because of the complex nature of these tasks and the limited capacity of working memory. To overcome these challenges, van Merrienboer and Paas (1996) proposed the Four Components of Instructional Design (4C/ID) model to teach authentic complex skills without overloading the working memory. The model has four components: learning tasks, supportive information, procedural information, and part-task practice. Basing the 4C/ID model, Kester et al. (2001) suggest that presenting supportive information before and supportive information during the task practice would lead to more effective and efficient instruction than presenting the procedural information before and supportive during the practice tasks. Even though the ‘supportive before, procedural during’ information presentation format has been hypothesized to be superior to the other information presentation formats (i.e., supportive before, procedural before; supportive during, procedural before; supportive during, procedural during), not all empirical studies and findings confirm this particular hypothesis (Kester et al., 2001; Kester, Kirschner, & van Merrienboer, 2004a; Kester, Kirschner, & van Merrienboer, 2006). To explain these conflicting findings, differences in the degree to which learners were allowed or not allowed to review information presented prior to the practice session (learner control) was tested in this study. The purposes of this study were to (a) investigate the effects of the information presentation format on practice tasks, posttest, transfer test, mental effort, instructional efficiency, and performance efficiency, (b) investigate the effects of the learner control on practice tasks, posttest, transfer test, mental effort, instructional efficiency, and performance efficiency, (c) reveal the interaction effects, if there is, between the information presentation format and learner control on the practice tasks, posttest, transfer test, mental effort, instructional efficiency, and performance efficiency, and (d) assess the students’ attitudes toward the instructional modules. To accomplish these purposes, the study used 2x2 (n=4) factorial design to compare the effects of presenting supportive information before procedural information during the practice tasks with learner control (PS_L); presenting supportive information before procedural information during the practice tasks with system control (PS_S); presenting supportive information before procedural information during the practice with learner control (SP_L); and presenting supportive information before procedural information during the practice tasks with system control (SP_S). The dependent variables were practice task scores, post-test, transfer test, mental effort, time-on-task, instructional efficiency, and performance efficiency. The students completed a demographic survey, two modules with practice tasks, post-test, transfer test, and an attitude survey. The learner control group was enabled the students to go back and review supportive information during task practice within the entire course while the system control group were not able to go back to review the procedural information they receive prior to starting the task practice. Overall, ninety-hundred participants from a southern city in the United States are assigned to one of four conditions. The results revealed that students in the PS group performed significantly better on the practice tasks and posttest than students in the SP group; students in the learner control group performed significantly better than students in the system control group on the practice tasks and posttest. Even though no interaction found between the timing of information presentation format and learner control on the dependent variables, the post hoc results showed that presenting procedural information before the practice tasks with learner control led to a greater performance on the practice tasks, posttest, and instructional efficiency. Regarding to the post study learners’ attitude survey, the SP_L group showed more positive attitude toward the instruction than the other groups even though the PS_L group performed significantly better than the other groups. Overall, the study found some evidence that presenting procedural information before practice task was more effective and efficient than presenting supportive information before practice task when given learner control. In cases where it is possible to provide learner control (such as an online self-paced instructions), the findings in this study suggest that instructors use the PS presentation format. Considering the limitations of this study, the findings in this study are not conclusive.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_AKTAN_fsu_0071E_14055
Format: Thesis

Title: Meaning in Life in College Student Veterans: Exploring Its Relationship to Career Thoughts and Depression.
Creator: Buzzetta, Mary, Lenz, Janet G., Schatschneider, Christopher, Osborn, Debra S., Sampson, James P., Florida State University, College of Education, Department of Educational...
Show moreBuzzetta, Mary, Lenz, Janet G., Schatschneider, Christopher, Osborn, Debra S., Sampson, James P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: College student veterans may experience a variety of challenges as they transition from military life to student life, including adjusting to the academic environment, coping with mental health concerns such as depression and anxiety, redefining their identities, and balancing multiple roles (e.g., family, school, and work). In addition, research indicates that veterans may experience difficulty in finding meaning and purpose outside of the military. The purpose of the current study was to...
Show moreCollege student veterans may experience a variety of challenges as they transition from military life to student life, including adjusting to the academic environment, coping with mental health concerns such as depression and anxiety, redefining their identities, and balancing multiple roles (e.g., family, school, and work). In addition, research indicates that veterans may experience difficulty in finding meaning and purpose outside of the military. The purpose of the current study was to add to the career development literature related to college student veterans and explore variables which may influence meaning and purpose in their lives, specifically career thoughts and depression. The current study utilized a passive observational research design to survey 132 college student veterans attending higher education institutions across different geographic locations in the United States. Regarding demographic characteristics, participants ranged across ages, military branches, and classification levels. Career thoughts was measured using the Career Thoughts Inventory (CTI), and depression was measured using the Center for Epidemiologic Studies Depression Scale – Revised (CESD-R). Meaning in life was assessed using the presence of meaning and the search for meaning subscales of the Meaning in Life Questionnaire (MLQ). A linear multiple regression analysis was used to determine if the total scores on the CTI and the CESD-R were significant positive predictors of scores on the MLQ. In addition, Pearson correlation analyses were utilized to understand the relationship between meaning in life and depression, as well as meaning in life and career thoughts. Moreover, beyond career thoughts and depression, this study also sought to explore whether or not there were differences in meaning in life scores among particular demographic variables, including gender and ethnicity. ANOVA analyses were used to examine differences in meaning in life scores among participant gender and ethnicity. Results of the analyses revealed that both career thoughts and depression were statistically significant predictors of the presence of meaning in one’s life, with 46% of the variance in the presence of meaning in life scores accounted for by total scores on the CTI and the CESD-R. Pearson correlation results indicated that all variables were statistically significant at alpha level of .01. Furthermore, results of ANOVA procedures showed no statistically significant differences in the presence of meaning in life scores, as well as in the search for meaning in life scores, for the gender and ethnicity variables. Limitations of the study and areas for future research are discussed. Lastly, implications for practitioners working with student veteran populations are included.
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Date Issued: 2016
Identifier: FSU_SUMMER2017_Buzzetta_fsu_0071E_13110
Format: Thesis

Title: A Qualitative Study of Systemic Factors Contributing to Successful Implementation of Response to Intervention Programs in Elementary Schools.
Creator: White, Sheila B. (Sheila Booth), Canto, Angela I., Rice, Diana Claries, Prevatt, Frances A., Roehrig, Alysia D., Florida State University, College of Education, Department of...
Show moreWhite, Sheila B. (Sheila Booth), Canto, Angela I., Rice, Diana Claries, Prevatt, Frances A., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Response to intervention (RTI), an educational reform effort designed to meet the needs of struggling learners, has been adopted by an increasing number of states as a primary component of their educational service delivery model for low-achieving students (Burns et al., 2013; Castillo & Batsche, 2012). RTI models are multi-tiered instructional systems that allow for increasingly intensive interventions depending on the individual student’s need or response to instruction as indicated by data...
Show moreResponse to intervention (RTI), an educational reform effort designed to meet the needs of struggling learners, has been adopted by an increasing number of states as a primary component of their educational service delivery model for low-achieving students (Burns et al., 2013; Castillo & Batsche, 2012). RTI models are multi-tiered instructional systems that allow for increasingly intensive interventions depending on the individual student’s need or response to instruction as indicated by data-based progress monitoring (Fletcher & Vaughn, 2009). Because RTI programs require large-scale paradigm change and multi-disciplinary coordination at many levels of a school and district, some educators are skeptical that RTI can be implemented with fidelity and produce the desired outcomes. Schools that have successfully implemented RTI in a highly effective manner can serve as exemplars for others who are attempting to implement, improve, or refine their programs. The purpose of this proposed study is to examine the systemic factors related to the successful implementation of Response to Intervention (RTI) programs. The study proposed herein is presented from a systems theory perspective, which attempts to understand how the parts of an organization interact and influence each other and contribute to the overall performance of the system (Patton, 2002). Additionally, the emerging field of implementation science provides a useful framework for studying the transition of RTI from a research-based concept to applied practice (Forman et al., 2013). Using the National Implementation Research Network framework (Fixsen et al., 2005, 2009, 2010) as an organizational structure, this study will explore the system level factors related to successful RTI implementation in elementary schools. Understanding the contextual factors or local ecology of an organization such as a school is important when planning the implementation of large-scale school reform projects (Kratochwill et al., 2012; Patton, 2002). Kratochwill and colleagues (2012) called for an increase in qualitative studies, mixed methods designs, and single-case studies when studying evidence-based practices in schools and human service systems to better understand the local contextual factors related to successful programs. Therefore, in order to understand the unique local factors that have contributed to the successful adoption of RTI in elementary schools, qualitative methods were selected for use in this study. Two qualitative case studies of successful RTI implementation sites at the elementary school level will be investigated. Then, cross-case analysis will search for common systemic themes that influenced the RTI implementation process. It is hoped that this study will identify factors that may contribute to successful RTI implementation in elementary schools. These findings will contribute to the knowledge base regarding barriers and facilitators of evidence-based practices in the public elementary school setting.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_White_fsu_0071E_13826
Format: Thesis

Title: Predictors of Parenting Stress in Hispanic Immigrant Mothers in New York City: The Roles of Risk Factors, Social Support, and Length of Time Living in the United States.
Creator: Cantonis, Anastasia Maria, Osborn, Debra S., Lewis, Sandra, Prevatt, Frances A., Swanbrow Becker, Martin Alan, Florida State University, College of Education, Department of...
Show moreCantonis, Anastasia Maria, Osborn, Debra S., Lewis, Sandra, Prevatt, Frances A., Swanbrow Becker, Martin Alan, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Despite rapid growth and expansion of Hispanic immigrant families to the United States over the past several decades, there is a clear underrepresentation of literature dedicated to mental health treatment and prevention for this population. Even fewer studies have examined the predictors of parenting stress in Hispanic immigrant mothers. This present study aimed to identify the salient predictors of parenting stress in a sample of Hispanic immigrant mothers (N = 110) living in New York City....
Show moreDespite rapid growth and expansion of Hispanic immigrant families to the United States over the past several decades, there is a clear underrepresentation of literature dedicated to mental health treatment and prevention for this population. Even fewer studies have examined the predictors of parenting stress in Hispanic immigrant mothers. This present study aimed to identify the salient predictors of parenting stress in a sample of Hispanic immigrant mothers (N = 110) living in New York City. This research utilized archival data previously collected by the Ackerman Institute for the Family in partnership with the Coalition for Hispanic Family Services in September 2014 (n = 53) and in September 2015 (n = 57) for the participants who completed the initial enrollment assessments for their First Steps parenting education program. Measures that assessed participant risk factors, social support, and parenting stress included: the Family Risk Index (FRI; Grossman, 2011), the Patient Health Questionnaire – 9 (PHQ-9; Kroenke & Spitzer, 2002), the Family Support Scale (FSS; Dunst, Jenkins, & Trivette, 2007), and the Parenting Stress Index – Short Form (PSI-SF; Abidin, 1995). It was hypothesized that risk factors (depression, educational attainment, single mother status, documentation status, and having a child with special needs), social support, and length of time living in the U.S. would all significantly predict parenting stress. In addition, it was hypothesized that social support would moderate the relationship between risk and parenting stress and that documentation status would moderate the relationship between social support and parenting stress. Results of a linear multiple regression analysis found depression significantly predicted increased parenting stress and social support significantly predicted decreased parenting stress. However, single mother status, educational attainment, having a child with special needs, documentation status, and length of time living the U.S. were all non-significant predictors of parenting stress. Results of moderated regression analyses found social support significantly moderated the relationship between educational attainment and parenting stress. Documentation status did not moderate the relationship between social support and parenting stress. Despite the limitations of this present study, implications for mental health practitioners highlight the significance of cultural values and contextual circumstances on how a Hispanic immigrant mother appraises depression, social support, and parenting stress. Individualizing prevention and intervention efforts for Hispanic immigrant mothers is recommended in order to capture both cultural values and contextual circumstances unique to each individual.
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Date Issued: 2016
Identifier: FSU_SUMMER2017_Cantonis_fsu_0071E_13554
Format: Thesis

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