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Title: The Soundscapes of Underprivileged Youth: A Study of Kidznotes After-School Music Program in Urban North Carolina.
Creator: Alfonso, Elisa Glen, Gunderson, Frank D., Jackson, Margaret R., Reynolds, John R., Florida State University, College of Music
Abstract/Description: Kidznotes is a non-profit organization that provides free after-school music education for underserved populations in urban North Carolina. Kidznotes bases its organizational model on El Sistema; a state-funded music education program started in Venezuela by economist and educator José Abreu in 1987. Kidznotes provides free instruction, a daily snack, instruments, and transportation, all funded by corporate sponsors, concerts performed by Kidznotes’ students, and Kidznotes fundraising events...
Show moreKidznotes is a non-profit organization that provides free after-school music education for underserved populations in urban North Carolina. Kidznotes bases its organizational model on El Sistema; a state-funded music education program started in Venezuela by economist and educator José Abreu in 1987. Kidznotes provides free instruction, a daily snack, instruments, and transportation, all funded by corporate sponsors, concerts performed by Kidznotes’ students, and Kidznotes fundraising events put on by corporate sponsors. As a former employee of the program, and through the fieldwork I conducted at Kidznotes’ Raleigh and Durham summer camps, I gained an immersion and acute awareness to the content and structure of Kidznotes’ soundscapes. The students of Kidznotes are predominately elementary-age, come from low-income neighborhoods in Raleigh and Durham, and attend either Title I or non-profit charter schools in the area. They come to Kidznotes three days during the school week for two hours after a 7-hour school day, and for two hours in the morning on Saturdays. The short time spent in the Kidznotes environment was just a glimpse of what their students experience daily with those that are intended to help them. I theorize that the distinctive aural space of Kidznotes allows for compartmentalization in the minds of underprivileged children, separating their everyday lives from their lives at Kidznotes so that they are given the mental space and sonic authority to assert themselves into the soundscape. This assertion, I propose, is a metaphorical way of challenging the convoluted soundscapes of the outside world, filled with overlapping and contradictory messages children hear that shape their self-perception. This study will then illuminate the ways in which intimacy and music-making as they present themselves within the sonic space of underprivileged youth, make programs like Kidznotes in the North Carolinian context potentially useful for helping minority and low-income children form a healthier sense of self.
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Date Issued: 2019
Identifier: 2019_Spring_Alfonso_fsu_0071N_15202
Format: Thesis

Title: Class Size and Student Achievement: Evidence from Florida.
Creator: Blakely, Jonathan K., Herrington, Carolyn D., Berry, Frances Stokes, Gawlik, Marytza A., Park, Toby J., Florida State University, College of Education, Department of Educational...
Show moreBlakely, Jonathan K., Herrington, Carolyn D., Berry, Frances Stokes, Gawlik, Marytza A., Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Reforms and interventions in education attempt to address a wide number of educational inequities and inequalities. One method of improving educational outcomes for all students in Florida included a policy that reduced class sizes for all grade levels. Using a non-experimental approach, this dissertation studied whether class size in Florida had an effect on student achievement in grade levels 4 through 8. This study asked if there was an association between class size and student...
Show moreReforms and interventions in education attempt to address a wide number of educational inequities and inequalities. One method of improving educational outcomes for all students in Florida included a policy that reduced class sizes for all grade levels. Using a non-experimental approach, this dissertation studied whether class size in Florida had an effect on student achievement in grade levels 4 through 8. This study asked if there was an association between class size and student achievement by subject areas of reading and math for student subgroups as specified by gender, minority status, English language learner status, exceptional student education status, or socio-economic status. Hierarchical linear modeling was used to statistically analyze a nested data structure consisting of students within classrooms. The first research question determined whether or not an association existed between class size and student achievement by subject areas of reading and math and found that yes, an association does exist between class size and student achievement for both reading and math. The second research question determined whether or not an association existed between student achievement and class size by subject area and student subgroups and found that yes, an association exists between class size and student achievement in both reading and math for most subgroups. The primary result of this study was the statistically significant association between student achievement and class size, with all models showing positive effects (0.07 to 1.92) on student achievement as average class size increased. This was true for both reading and math subject areas, with patterns holding true for students in all subgroups except ELL. Effect sizes for class size were typically very small (0.07 to 0.25), with larger effect sizes of 1.59 to 1.92 seen only for students with disabilities in both reading and math. Recommendations for further research include analyzing class size and student achievement at more granular levels within a single school district to account for additional educational interventions and using more advanced forms of hierarchical linear modeling to examine growth in student achievement over time. A final recommendation is for policy makers to consider alternative reforms or strategies to improve student achievement that are more cost-effective or have been proven to result in larger impacts on student learning than class size reduction.
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Date Issued: 2019
Identifier: 2019_Spring_Blakely_fsu_0071E_15022
Format: Thesis

Title: The M-DCPS iHEAT Experience: Teacher Perceptions of the Relationship between the Program and Instructional Practices.
Creator: Pham, Kathleen T., Zuilkowski, Stephanie Simmons, McDowell, Stephen D., Akiba, Motoko, Schwartz, Robert A., Florida State University, College of Education, Department of...
Show morePham, Kathleen T., Zuilkowski, Stephanie Simmons, McDowell, Stephen D., Akiba, Motoko, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This qualitative case study examined the professional development practices at 2 of the 9 schools involved in the Incentives for Highly Effective Administrators and Teachers (iHEAT) Program in Miami-Dade County Public Schools from 2013-2017. The iHEAT Program was funded through a Teacher Incentive Fund (TIF) grant and provided participating schools with Peer Review Teachers who were fully released from classroom duties and served as full time instructional coaches, and provided job-embedded...
Show moreThis qualitative case study examined the professional development practices at 2 of the 9 schools involved in the Incentives for Highly Effective Administrators and Teachers (iHEAT) Program in Miami-Dade County Public Schools from 2013-2017. The iHEAT Program was funded through a Teacher Incentive Fund (TIF) grant and provided participating schools with Peer Review Teachers who were fully released from classroom duties and served as full time instructional coaches, and provided job-embedded professional development. The program also awarded stipends for certain professional development activities and for highly effective teaching performance, as measured by the district’s teacher evaluation system. This research was conducted to determine how the teachers who participated in the program both experienced the program and perceived the relationship between those experiences and their instructional practices. Background on the history of professional development, important definitions, and current professional learning standards are all provided. The literature review starts with studies giving the definition and history of professional development in the United States. It then builds on that information by summarizing research on the current state of professional development in the United States and in other countries. The review also provides a local context, by explaining the state of professional learning in Florida generally, and in Miami-Dade County Public Schools, specifically. Finally, it explores the research on the importance of the teacher as a factor in instructional effectiveness. Some gaps in the literature on professional learning are identified. iHEAT participating teachers were interviewed, and the data collected illustrate the experiences and perceptions of the teachers. An analysis of these data shows the teachers’ perceptions of the relationship between those experiences and their instructional practices. Administrators at the 2 schools, including both principals and assistant principals, also participated in interviews designed to determine how they viewed the program and the teachers’ experiences, as well as whether they perceived a relationship between the teachers’ participation and their instructional practices. The interview data indicate that the iHEAT Program was positively received in the schools, that teachers learned and grew from their experiences, and that there are some practices which will continue in the schools after the conclusion of the program. Teachers and administrators noted improvements in the school culture and collaboration. They also provided examples of differentiation and increased use of data analysis in their practice. In addition, the educators reported aspects of the educational practices implemented during iHEAT that remain in the schools and contribute to the ongoing professional growth of the teachers. This study also provides lessons learned and conclusions about what aspects of the iHEAT professional development practices might be useful for educators in other contexts. District staff considering peer review programs, teacher leaders developing professional learning experiences, and classroom teachers involved in coaching programs all might find the results of this study relevant. As educational institutions shift from traditional professional development models to more collaborative modes of learning, for both teachers and students, a new approach is needed, and this study will suggest policies and practices that might be studied further or replicated.
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Date Issued: 2019
Identifier: 2019_Spring_Pham_fsu_0071E_14987
Format: Thesis

Title: A Pedagogical Study of the Saxophone through the Lens of Acoustic Niche Hypothesis.
Creator: Childs, Nicholas James, Deibel, Geoffrey, Bish, Deborah, Keesecker, Jeff, Von Glahn, Denise, Florida State University, College of Music
Abstract/Description: The purpose of this document is to construct a pedagogical model for which we can better teach the adaptation and versatility of the saxophone within the musical world. In my experience, there seems to be an absence of discussion regarding the rich historical diversity of the instrument. When considering the development of the saxophone it is usually within the scope of a particular musical style, most often through the genres of classical music or jazz. By narrowing our scope to the field...
Show moreThe purpose of this document is to construct a pedagogical model for which we can better teach the adaptation and versatility of the saxophone within the musical world. In my experience, there seems to be an absence of discussion regarding the rich historical diversity of the instrument. When considering the development of the saxophone it is usually within the scope of a particular musical style, most often through the genres of classical music or jazz. By narrowing our scope to the field that we inhabit we leave out some of the most innovative and interesting approaches to the instrument, and concepts that could potentially be integrated into our own performance practices. Through an examination of how the instrument has adapted in response to technological, social and aesthetic changes we gain insight into the flexibility of the instrument and begin to dismantle barriers that often define “schools of playing.” By establishing the saxophone’s history of adaptation, I build an argument that there is no singular correct approach to sound, only a rich variety of choices. Soundscape ecologist Bernard Krause popularized the term “acoustic niche” which originated from his colleague Ruth Happel. Acoustic niche refers to the situation by which vocalizing creatures within a particular environment alter their frequencies to compensate for sonic changes to their territory caused by encroaching other species including humans. He states that examining, “the diversity and structure of natural sounds from a rainforest forcefully demonstrates very special relationships of many insects, birds, mammals, and amphibians to each other.” The adaptation of creatures’ vocalizations, rising and falling within certain frequency levels, is essential to their survival. Any “masking” or invasion by others threatens an individual’s ability to locate food sources, communicate danger signals and attract mates. In this context, acoustic niche theory becomes a useful metaphor for the development, adaptation, and trajectories of the saxophone in the instrumental world. Since its invention in the mid-nineteenth century, the saxophone has regularly adapted and altered its tonal profile to carve a place in a diverse spectrum of genres and musical styles. The opening chapter discusses the landscape of the saxophone community as a whole. This includes the genres of classical and jazz as well as niche communities such as Carnatic and popular musics. In this chapter I frame the issue of “specialization” and provide background material on acoustic niche theory. The second chapter seeks to complicate and enrich the saxophone’s historical narrative in order to demonstrate the logic of various communities existing within. The third chapter begins with a discussion of technological changes made to the instrument since its invention. The remainder of chapter three explores a variety of diverse tonal profiles that exist within general communities such as classical, jazz, popular and non-Western musics. The final chapter considers a practical application of these discussions and presents a sample pedagogical method.
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Date Issued: 2019
Identifier: 2019_Spring_Childs_fsu_0071E_15184
Format: Thesis

Title: Teachers' Individual and Collective Sense-Making of a Social and Emotional Learning Program.
Creator: Quraishi, Shea O'Rourke, Rutledge, Stacey A., Jones, Ithel, Akiba, Motoko, Preston, Courtney, Florida State University, College of Education, Department of Educational...
Show moreQuraishi, Shea O'Rourke, Rutledge, Stacey A., Jones, Ithel, Akiba, Motoko, Preston, Courtney, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The K-12 education system in the United States is rife with debate about what content should be taught and about how students’ achievement with that content should be measured. While much of the public discourse focuses on traditional academic areas such as literacy and math, increasingly, educators are understanding that social and emotional learning (SEL) is a critical element of students’ school experiences and of their preparedness for life after graduation. Also called non-cognitive...
Show moreThe K-12 education system in the United States is rife with debate about what content should be taught and about how students’ achievement with that content should be measured. While much of the public discourse focuses on traditional academic areas such as literacy and math, increasingly, educators are understanding that social and emotional learning (SEL) is a critical element of students’ school experiences and of their preparedness for life after graduation. Also called non-cognitive skills, SEL typically includes explicit, systematic instruction on the management of emotions, relationships, and decision-making, as well as teaching techniques that are integrated throughout all instruction. An increasing number of schools and districts are experimenting with SEL programming. This qualitative study used a case study approach to investigate an often-overlooked aspect of successful SEL programming: the teachers who are tasked with implementing it. Specifically, the study considered the sense-making of teachers at one high-poverty, pre-kindergarten through eighth grade school regarding one particular SEL program, Community Building Sessions™. Insights from this study serve to inform future research and decisions regarding SEL programming design and implementation at Frameworks of Tampa Bay, Inc., a nonprofit organization that supports teachers and administrators in implementing SEL curricula in pre-kindergarten through grade 12. More broadly, this study’s findings contribute to the collective understanding about how teachers view and think about SEL.
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Date Issued: 2019
Identifier: 2019_Spring_Quraishi_fsu_0071E_15038
Format: Thesis

Title: The Home Math Environment and Math Achievement: A Meta-Analysis.
Creator: Daucourt, Mia Cristina, Hart, Sara, Ganley, Colleen M., Meyer, Alexandria, Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Mathematical thinking is in high demand in the global market, but compared to their international peers, U.S. school children fail to meet math performance benchmarks. This is especially problematic, given that early math skills predict later success in math and reading, beyond the effects of early reading skills and that math difficulties prior to formal schooling make it unlikely that children who start off behind will catch up. The home math environment (HME), which includes all math...
Show moreMathematical thinking is in high demand in the global market, but compared to their international peers, U.S. school children fail to meet math performance benchmarks. This is especially problematic, given that early math skills predict later success in math and reading, beyond the effects of early reading skills and that math difficulties prior to formal schooling make it unlikely that children who start off behind will catch up. The home math environment (HME), which includes all math-related activities, attitudes, expectations, resources, and interactions between parents and children in the home, provides a potentially promising way to promote children's early math development. In order to understand the role played by the HME in children's math abilities, the a pre-registered meta-analysis was conducted to estimate the average weighted correlation coefficient, r between the HME and children's math achievement and the sample, assessment, and study features that contribute to study heterogeneity. A multilevel correlated effects model was run on 51 studies and a total of 456 effect sizes, which found a positive, significant average weighted correlation of r = .14, p < .0001. Although the association found was low in magnitude, our combined sensitivity analyses showed that the present findings were robust, and that the sample of studies has evidential value. Interestingly, moderator analyses revealed that all moderators tested contributed to study heterogeneity and when the HME component moderation analyses were run, no significant between-study heterogeneity remained.
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Date Issued: 2019
Identifier: 2019_Summer_Daucourt_fsu_0071N_15441
Format: Thesis

Title: How Adolescent African American Females Make Sense of Stem Learning.
Creator: Hamilton, Jennifer L. (Jennifer Leigh), Jakubowski, Elizabeth M., Iatarola, Patrice, Davis, Angela F., Florida State University, College of Education, School of Teacher Education
Abstract/Description: Despite increasing attention given to STEM education in the United States, little focus is given on how adolescent African American females make sense of STEM education in a middle grades' context. Framed within the situated cognition theory, this study explores how young Black females make sense of STEM learning through engaging with structured STEM-based activities while participating in one of two different middle grades classroom settings. Furthermore, data from one-on-one interviews,...
Show moreDespite increasing attention given to STEM education in the United States, little focus is given on how adolescent African American females make sense of STEM education in a middle grades' context. Framed within the situated cognition theory, this study explores how young Black females make sense of STEM learning through engaging with structured STEM-based activities while participating in one of two different middle grades classroom settings. Furthermore, data from one-on-one interviews, task observations, and a focus group discussion were triangulated to show how the participants made sense of their learning. As a result of this study, participants' sensemaking of STEM emerged in three unique cases and was identified in light of how they defined the acronym STEM, how they verbalized and demonstrated the practices used by scientists and engineers, and the types of academic resiliency they either referred to or displayed throughout the process.
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Date Issued: 2019
Identifier: 2019_Summer_Hamilton_fsu_0071E_15429
Format: Thesis

Title: A Renewed Critical Pedagogy: Rethinking Activism within Writing Program Administration.
Creator: Lehn, Jeanette Louise, Graban, Tarez Samra, Jones, Tamara Bertrand, Neal, Michael R., Lathan, Rhea Estelle, Florida State University, College of Arts and Sciences, Department of...
Show moreLehn, Jeanette Louise, Graban, Tarez Samra, Jones, Tamara Bertrand, Neal, Michael R., Lathan, Rhea Estelle, Florida State University, College of Arts and Sciences, Department of English
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Abstract/Description: This dissertation is a qualitative study of activism within writing program administration though the lens of the term critical pedagogy. The study responds to calls in the field of rhetoric, composition, and writing studies to address inequalities and to forward social justice ends. This disciplinary desire can be evidenced in chairs' addresses at the flagship conference, The Conference on College Composition and Communication, in institutional mission statements and in the pedagogy of...
Show moreThis dissertation is a qualitative study of activism within writing program administration though the lens of the term critical pedagogy. The study responds to calls in the field of rhetoric, composition, and writing studies to address inequalities and to forward social justice ends. This disciplinary desire can be evidenced in chairs' addresses at the flagship conference, The Conference on College Composition and Communication, in institutional mission statements and in the pedagogy of individual instructors. In the past, local efforts to respond to social justice have been classified under the term critical pedagogy. While the term critical pedagogy has fallen out of favor, I argue that the term still holds utility for conceiving of a contemporary response to progressive desires for teaching. The term critical pedagogy, often associated with Paulo Freire, a Chilean activist, is commonly associated with designing classroom practice. The term evolved into more frequent parlance in the 1960s and 1970s as institutional structures changed, and again in the 1990s, as issues of identity and culture were more centrally the focus of composition studies. One conception of critical pedagogy is that individual teachers can create social change through classroom practice. It is difficult to address global or systemic problems solely at the local level, and in reconceiving of critical pedagogy for contemporary exigencies, the need to theorize activism on a systemic level is salient. This dissertation study accounts for that critique of critical pedagogy by theorizing critical pedagogy from institutional and systemic angles utilizing a method called Critical Systems Theory (CST). To theorize critical pedagogy and activism from both individual and institutional angles simultaneously, this dissertation utilizes qualitative methods, chiefly interviews, chosen for their ability to reveal relationships between actors within the educational system. Ten writing program administrators from "research extensive" universities (Carnegie Classification D/RU-E) were interviewed about institutional contexts, activism, critical pedagogy, multiculturalism, and the treatment of race and racism within TA training. The research utilizes an ecological framework and is done for the purpose of institutional critique. Participants were recruited via e-mail and the "snowball" referral method. Interviews were conducted over Skype and transcripts of the interviews were coded for patterns. Interviewees were offered three levels of participation to allow for confidentiality: confidential participant (name and institution withheld); named participant (name and institution present); and collaborator (name and institution present with the option for collaborators to give feedback on data and results). Within the study, the writing program is conceived of as an entity within multiple ecologies and the results of this research reflect that by presenting the results in terms of "inner" and "outer" spaces. The inner spaces refer to aspects of the data pertaining to classroom pedagogy and the internal administration of writing program administration. The outer spaces refer to aspects of writing program administration connected to the institutional, external stakeholders and the discipline. Opportunities for administrative agency within writing programs or "points of leverage" as they are referred to in the dissertations included dialogue, the design of both curriculum and assignments and the mentoring of teaching assistants within graduate programs. Opportunities for administrative agency in outer spaces included outreach, positive collaboration and acting as a representative for writing studies outside of department spaces. Additionally, the study describes intersectional factors that modified writing program administrator agency including identities or philosophies, location, geography, and pre-existing exigencies that modified available resources. This data can be used for the purposes of describing the dynamic and situated positionality of a writing program administrator. Limitations of this study included the limitations of qualitative research related to the small sample size and the difficulty of creating findings from narrative data. Future research can be done in terms of replicating this study on a larger scale or looking more extensively into more detailed and specific aspects of social justice action within writing programs.
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Date Issued: 2019
Identifier: 2019_Summer_Lehn_fsu_0071E_15336
Format: Thesis

Title: Evaluating the Effectiveness of the Expectation-Maximization (EM) Algorithm for Bayesian Network Calibration.
Creator: Tingir, Seyfullah, Almond, Russell G., Sinha, Debajyoti, Becker, Betsy Jane, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology...
Show moreTingir, Seyfullah, Almond, Russell G., Sinha, Debajyoti, Becker, Betsy Jane, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Educators use various statistical techniques to explain relationships between latent and observable variables. One way to model these relationships is to use Bayesian networks as a scoring model. However, adjusting the conditional probability tables (CPT-parameters) to fit a set of observations is still a challenge when using Bayesian networks. A CPT provides the conditional probabilities of a single discrete variable with respect to other discrete variables. In general Bayesian networks, the...
Show moreEducators use various statistical techniques to explain relationships between latent and observable variables. One way to model these relationships is to use Bayesian networks as a scoring model. However, adjusting the conditional probability tables (CPT-parameters) to fit a set of observations is still a challenge when using Bayesian networks. A CPT provides the conditional probabilities of a single discrete variable with respect to other discrete variables. In general Bayesian networks, the CPTs that link the proficiency variable and observable outcomes are not necessarily monotonic, but they are often constrained to be monotonic in educational applications. The monotonicity constraint states that if an examinee shows an improvement on a proficiency variable (parent variable), the individual performance on an observable (child variable) should improve. For example, if a student has a higher writing skill, then this student is likely to score better on an essay task. For educational research, building parametric models (i.e., DiBello models) with the Expectation-Maximization algorithm provides monotonic conditional probability tables (CPT). This dissertation explored the effectiveness of the EM algorithm within the DiBello parameterization under different sample sizes, test forms, and item structures. The data generation model specifies two skill variables with a different number of items depending on the test forms. The outcome measures were the relative bias of the parameters to assess parameter recovery, Kullback-Leibler distance to evaluate the distance between CPTs, and Cohen's κ to assess classification agreement between data generation and estimation models. The simulation study results showed that a minimum sample size of 400 was sufficient to produce acceptable parameter bias and KL distance. A balanced distribution of simple and integrated type items produced less bias compared to an unbalanced item distribution. The parameterized EM algorithm stabilized the estimates for cells small sizes in CPTs, providing minimal KL distance values. However, the classification agreement between generated and estimated models was low.
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Date Issued: 2019
Identifier: 2019_Summer_Tingir_fsu_0071E_15106
Format: Thesis

Title: Developing a Conceptual Framework for Adolescent Vocabulary Intervention: A Scoping Review.
Creator: Derry, May McGee, Hall-Mills, Shannon S., Morris, Richard Jack, Tibi, Sana, Therrien, Michelle, Florida State University, College of Communication and Information, Department of...
Show moreDerry, May McGee, Hall-Mills, Shannon S., Morris, Richard Jack, Tibi, Sana, Therrien, Michelle, Florida State University, College of Communication and Information, Department of Communication Sciences and Disorders
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Abstract/Description: The aim of the present study was to complete a scoping review of current research on adolescent vocabulary intervention across settings in order to develop a nascent conceptual framework for oral and written, expressive and receptive adolescent vocabulary intervention. Such a tool could be beneficial for speech-language pathologists (SLPs) and teachers to utilize as they address the vocabulary, language, and literacy needs of diverse students in unique settings. Synthesis was completed first...
Show moreThe aim of the present study was to complete a scoping review of current research on adolescent vocabulary intervention across settings in order to develop a nascent conceptual framework for oral and written, expressive and receptive adolescent vocabulary intervention. Such a tool could be beneficial for speech-language pathologists (SLPs) and teachers to utilize as they address the vocabulary, language, and literacy needs of diverse students in unique settings. Synthesis was completed first through a multiple database search of literature between 2003 and 2018. Studies were narrowed down from 811 to 17 based on inclusion and exclusion criteria and analyzed using a rubric which outlined characteristics of the interventions and their service delivery. From this information a synthesis and analysis of studies' commonalities and differences was created, and implications were discussed. Some implications include the need for unified definitions of vocabulary skill measurement across the field of speech-language pathology, the use of multimodal approaches to intervention that incorporate collaboration and the reading of each student's reality, and drawing upon social validity measures in order to create more effective interventions. Conclusions, limitations, and future research are discussed further, as well as the concept of creating a conceptual framework for adolescent vocabulary intervention which could become a tool for SLPs and teachers.
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Date Issued: 2019
Identifier: 2019_Summer_Derry_fsu_0071N_15434
Format: Thesis

Title: Leadership Theories and School Librarians' Pre-Service Preparation for the Role of Technology Leader.
Creator: ElBasri, Teralee E. (Teralee Elizabeth), Mardis, Marcia A., Cortese, Juliann, Everhart, Nancy, Burnett, Kathleen M., Florida State University, College of Communication and...
Show moreElBasri, Teralee E. (Teralee Elizabeth), Mardis, Marcia A., Cortese, Juliann, Everhart, Nancy, Burnett, Kathleen M., Florida State University, College of Communication and Information, School of Information
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Abstract/Description: School librarians are uniquely qualified to become technological leaders in their schools, which is supported by current research. Not only are they qualified, but current American Association of School Librarians standards and the current standards for the Preparation of School Librarians indicate that school librarians should strive to be technological leaders. However, there is no current research out there on what leadership theories that are a good fit for school librarians to use as a...
Show moreSchool librarians are uniquely qualified to become technological leaders in their schools, which is supported by current research. Not only are they qualified, but current American Association of School Librarians standards and the current standards for the Preparation of School Librarians indicate that school librarians should strive to be technological leaders. However, there is no current research out there on what leadership theories that are a good fit for school librarians to use as a guide in leadership and technology leadership are being taught in pre-service programs. Pre-service programs should prepare their students for the school library, technology leadership, and the challenges that future school librarians will face in their schools whether they be internal or external. In order to explore this topic, this research was designed to focus on the top ten school librarian preparation programs that were ranked as such by U.S. News & World Report in 2017. The decision to use syllabi as the basis of the content analysis was a choice made in order to see what schools were explicitly teaching in their courses that were geared specifically to school librarian students in pre-service programs. Seven of the ten schools responded, and 58 syllabi were analyzed by using a content analysis based on code words and phrases from four prominent leadership theories that are particularly well suited to help teach technology leadership for school librarians. The four theories that the syllabi were analyzed for were distributed leadership theory, formative leadership theory, relational leadership theory, and transformative leadership theory. Codes were derived from the main tenets of each of the theories, and then applied to the syllabi. The results of the research found that none of the four theories were found to a large degree within the syllabi, and that most code words were found in more passive areas of the syllabi such as course titles, objectives, and standards. Far fewer codes related to any of the theories were found in active areas of the syllabi that would require more engagement and active involvement with the material, such as in readings and assignments. However, when coding for just the term “leadership” not connected to any of the four theories I found that the opposite was true, with more instances of general leadership found in active parts of the syllabi than in passive ones. The results indicate that there is further need to explore what specific leadership theories are being taught based on syllabi in order to ascertain if pre-service school librarians are being explicitly taught leadership theories that are well suited to technology leadership since this is an important aspect of the school librarian’s role. School librarian preparation programs may want to explore whether there should be more guiding theories taught in their programs, and if they are but are not reflected in the syllabi, preparation programs may also want to explore whether it may be prudent to lay out theories that are well suited to technology leadership clearly in syllabi since this is considered a contract between student and instructor and more binding than any choices an individual instructor might make outside of the requirements of the syllabi.
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Date Issued: 2019
Identifier: 2019_Fall_ElBasri_fsu_0071E_15116
Format: Thesis

Title: In Pursuit of Indigenous Turkish Philosophy of Education: The Educational Thought of Mehmet Akif Ersoy.
Creator: Akdemir, Zeki, Milligan, Jeffrey Ayala, Hanley, Will, Schwartz, Robert A., Herrington, Carolyn D., Florida State University, College of Education, Department of Educational...
Show moreAkdemir, Zeki, Milligan, Jeffrey Ayala, Hanley, Will, Schwartz, Robert A., Herrington, Carolyn D., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The role of religion in modern education is a discussion that vexed scholars from the Western world as well as Muslim scholars. There are different approaches to the problem. Some scholars argue that religion does not have space in public education while there are others who promote the existence of religion in modern education systems. Ersoy positions himself among the second group. He offers an education system which promotes both religious knowledge and science in schools. His main concern...
Show moreThe role of religion in modern education is a discussion that vexed scholars from the Western world as well as Muslim scholars. There are different approaches to the problem. Some scholars argue that religion does not have space in public education while there are others who promote the existence of religion in modern education systems. Ersoy positions himself among the second group. He offers an education system which promotes both religious knowledge and science in schools. His main concern to design an education promoting religious and scientific knowledge is to raise a generation to save the Muslim world from ignorance, poverty, and clashes. By doing so, he intends to serve Islam as he believes it is under threat of misinformed or ignorant Muslim society. Ersoy calls this generation Asım Generation which functions to save the Muslim world and builds bridges between the Western world and Muslims.
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Date Issued: 2019
Identifier: 2019_Fall_Akdemir_fsu_0071E_15171
Format: Thesis

Title: The Roles of Emotional Intelligence and Resilience in Academic Success: An Exploration.
Creator: Yarnell, Jordy Batt, Pfeiffer, Steven I., Guerette, Amy R., Becker, Martin Swanbrow, Ke, Fengfeng, Florida State University, College of Education, Department of Educational...
Show moreYarnell, Jordy Batt, Pfeiffer, Steven I., Guerette, Amy R., Becker, Martin Swanbrow, Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The present study further informs theories of EI, resilience, and academic success in youth. A critical review of the literature on EI and resilience addressing the similarities between these constructs and the current state of the literature regarding the impact which each construct has on success in school and life precedes the description and results of a study directly examining how EI and resilience impact school performance. This dissertation serves as the first study to directly...
Show moreThe present study further informs theories of EI, resilience, and academic success in youth. A critical review of the literature on EI and resilience addressing the similarities between these constructs and the current state of the literature regarding the impact which each construct has on success in school and life precedes the description and results of a study directly examining how EI and resilience impact school performance. This dissertation serves as the first study to directly compare resilience and EI, and explore their relationship to scholastic success across three separate domains: Grade Point Average (GPA), standardized test performance, and disciplinary sanctions. Results support past studies indicating that attributes related to these constructs serve an important role in students’ academic performance.
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Date Issued: 2019
Identifier: 2019_Fall_Yarnell_fsu_0071E_15368
Format: Thesis

Title: LGB Sponsorship Stigma: An Athlete's Sexuality and Its Effect on Their Endorsement Effectiveness.
Creator: Pereira, Benjamin R. (Benjamin Rudy), James, Jeffrey D., Du, James, Kim, Amy C. H., Florida State University, College of Education, Department of Sport Management
Abstract/Description: In 2018 we continue to live in a divisive society, including divisions across racial and gender boundaries and among those with different sexual orientations. Athletes today, partially as a result of the pervasiveness of social media, are choosing to be more visible, and share more of their personal lives, many times in an effort to use sport as a platform for change. This study investigated whether athletes’ personal lives, particularly their sexual orientation, effects their ability to...
Show moreIn 2018 we continue to live in a divisive society, including divisions across racial and gender boundaries and among those with different sexual orientations. Athletes today, partially as a result of the pervasiveness of social media, are choosing to be more visible, and share more of their personal lives, many times in an effort to use sport as a platform for change. This study investigated whether athletes’ personal lives, particularly their sexual orientation, effects their ability to serve as a brand endorser. Historically, Lesbian-Gay-Bisexual-Transgender-Queer (LGBTQ) athletes have chosen to refrain from discussing their sexual orientation. LGBTQ athletes from across the spectrum, both out and closeted, have expressed that a main reason for not “coming out” at all, or coming out after gaining a level of celebrity, typically post retirement from their sport, is a fear of losing endorsements and/or sponsorship deals. Data was collected from a group of students (n=217) from a large public university in the Southeastern United States. A 2 (Male/Female) x 2 (Heterosexual/Homosexual Athlete) between-subjects experimental design was used to examine perceptions of endorser fit, attitudes and purchase intentions. The results signaled that public knowledge of an athlete’s sexuality does not have a significant effect on the athlete’s ability to serve as a brand endorser, in the context of attitude towards the endorser, brand, product, and purchase intent.
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Date Issued: 2018
Identifier: 2018_Su_Pereira_fsu_0071N_14805
Format: Thesis

Title: Giving Them a Voice: Middle School Students Living in Poverty Perceptions of Effective Teaching.
Creator: Gordon, Bernadette, Park, Toby J., McDowell, Stephen D., Khurshid, Ayesha, Zuilkowski, Stephanie Simmons, Florida State University, College of Education, Department of...
Show moreGordon, Bernadette, Park, Toby J., McDowell, Stephen D., Khurshid, Ayesha, Zuilkowski, Stephanie Simmons, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This study examines middle school students from low wealth communities and their perceptions of poverty and teacher efficacy. Additionally, this study seeks to provide valuable insight into educators regarding the skills and dispositions economically disadvantaged students identify effective teachers as possessing. It begins by exploring the history of poverty in the United States. It has been more than half a century since President Lyndon Baines Johnson declared a war on poverty. Yet,...
Show moreThis study examines middle school students from low wealth communities and their perceptions of poverty and teacher efficacy. Additionally, this study seeks to provide valuable insight into educators regarding the skills and dispositions economically disadvantaged students identify effective teachers as possessing. It begins by exploring the history of poverty in the United States. It has been more than half a century since President Lyndon Baines Johnson declared a war on poverty. Yet, statistics show that the number of Americans living in poverty is increasing. The study reviews the literature on accountability in the education system, teacher efficacy, and student perception. It uses qualitative methods to collect student perception data through focus group and individual student interviews. By incorporating narrative analysis, stories from the middle-school classroom are unearthed. Keywords: middle school, middle school students, teachers, effective teachers, efficacy, teacher efficacy, poverty, students of poverty, low-income communities, students living in poverty, perception, student perception
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Date Issued: 2018
Identifier: 2018_Su_Gordon_fsu_0071E_14747
Format: Thesis

Title: Contributions of Student Affairs Professional Organizations to Collegiate Student Leadership Programs in the Late Twentieth Century.
Creator: Watkins, Sally R., Schwartz, Robert A., Jones, Maxine Deloris, Guthrie, Kathy L., Florida State University, College of Education, Department of Educational Leadership and Policy...
Show moreWatkins, Sally R., Schwartz, Robert A., Jones, Maxine Deloris, Guthrie, Kathy L., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Some 300 years after the founding of the first American institution of higher education, developing students into future leaders remains a central objective of contemporary colleges and universities (Astin, 1993; Johnson, 2000; Komives, Lucas, & McMahon, 2007). In the modern university setting, a significant amount of leadership training and development is accomplished outside the classroom in the co-curricular arena; much of this work is now in the province of student affairs professionals...
Show moreSome 300 years after the founding of the first American institution of higher education, developing students into future leaders remains a central objective of contemporary colleges and universities (Astin, 1993; Johnson, 2000; Komives, Lucas, & McMahon, 2007). In the modern university setting, a significant amount of leadership training and development is accomplished outside the classroom in the co-curricular arena; much of this work is now in the province of student affairs professionals who teach leadership training and development. Many of these professionals prepared for this aspect of their roles while on the job via campus-based professional education and development and at conferences hosted by professional organizations. Historically, these professional associations have played a key role in establishing leadership education as a priority in student affairs, informing professionals' knowledge and understanding of leadership concepts and theories, and advancing the emerging profession of leadership education. The purpose of this study is to document the role student affairs professional organizations played in the latter half of the 20th century to advance collegiate student leadership education programs. The historical narrative relies on sources from the National Student Affairs Archives located in Bowling Green, Ohio and interviews with key individuals active during the timeframe investigated. Understanding the formalization of student affairs practitioner as leadership educators offers the opportunity to recognize individuals and organizations significant in the process, to identify gaps in the scholarship, inform academic preparation programs, shape the efforts of professional organizations, and mold the programmatic efforts facilitated daily on college campuses. This historical investigation attempts to demonstrate how student affairs professional organizations and key individuals across the profession shaped student leadership training, education, and development in higher education in the late twentieth century.
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Date Issued: 2018
Identifier: 2018_Su_Watkins_fsu_0071E_14360
Format: Thesis

Title: Types of Pre-Kindergarten Experiences and Children's Academic and Social-Emotional Outcomes in Kindergarten and First Grade.
Creator: Jung, Youn Ah, Jones, Ithel, Yang, Yanyun, Rice, Diana Claries, Dennis, Lindsay Rae, Florida State University, College of Education, School of Teacher Education
Abstract/Description: The present study examined the relation between early educational experiences the year before kindergarten entry and students’ academic and social-emotional outcomes in kindergarten and first grade. Data were drawn from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011) (N ≈13,400). Associations of different types of early care arrangements prior to kindergarten entry were examined by using propensity score matching (PSM) analyses...
Show moreThe present study examined the relation between early educational experiences the year before kindergarten entry and students’ academic and social-emotional outcomes in kindergarten and first grade. Data were drawn from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011) (N ≈13,400). Associations of different types of early care arrangements prior to kindergarten entry were examined by using propensity score matching (PSM) analyses for trajectories of reading, mathematics, science, approaches to learning, self-control skills and externalizing behavior problems. In this study, types of pre-kindergarten early education included: center-based care, state-funded center-based care, Head Start, parental care, care provided in a home by relatives or non-relatives, and care in another home by relatives or non-relatives. The associations between the variables of interest were compared for children who had attended center-based care, state-supported center-based care, or Head Start and the reference group which included parental care, care in the home, and care in another home. The results indicated that the majority of children in the U.S. had experienced different types of early education and care arrangements during the year before kindergarten entry. Results of comparisons between the groups for children who had attended three different types of pre-kindergarten and their counterparts such as parental care, care in the home, and care in another home emerged differently in terms of children’s cognitive and social-emotional outcomes measured in the fall and spring of kindergarten and in the spring of first grade. The findings revealed that, in general, there were significant differences between scores obtained by children who had attended the three types of center-based care (i.e., center-based care, state-supported center-based care, and Head Start) and their peers who had been in some type of home based care arrangement (i.e., parental care, care in home, and care in another home). Specifically, the findings showed that children’s attendance in center-based care was associated with higher cognitive outcomes in the areas of reading, mathematics and science during the kindergarten year, in comparison to their peers who had been in parental care. Yet, these differences were negligible by the time the participants were in first grade. On the other hand, Head Start participation was associated with significantly lower scores on the cognitive measures of reading, mathematics and science, during the kindergarten year, when compared to children who had been cared for in another home by relatives or non-relatives. Further when it comes to comparisons between state-supported center-based care groups and their peers who had received parental care, former state-supported center-based care attendees had higher scores on the measures of reading and mathematics at the beginning of the kindergarten year. However, this was not the case by the end of kindergarten and first grade. In terms of children’s social-emotional outcomes, all of the significant differences on the social emotional measures between the focus and reference groups were for the fall and spring kindergarten assessments. There were no significant findings for the 1st grade social-emotional measures. Further, examination of the data with regard to the interaction between race and different types of early education revealed only one significant difference between race and participation in center-based care on the first-grade measure of externalizing problem behaviors. The findings provide information that should be of interest to researchers, teachers, parents, and policy makers in their efforts to understand the potential long-term consequences of children’s participation in different types of early education and care programs.
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Date Issued: 2018
Identifier: 2018_Su_Jung_fsu_0071E_13598
Format: Thesis

Title: Crossing Borders, Crossing Boundaries: Negotiating Identity in International Service Learning.
Creator: Reid, Kimberly L., Boyle, Helen N., Myers, John P., Khurshid, Ayesha, Rutledge, Stacy A., Florida State University, College of Education, Department of Educational Leadership...
Show moreReid, Kimberly L., Boyle, Helen N., Myers, John P., Khurshid, Ayesha, Rutledge, Stacy A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Every year, more students in the United States participate in international service learning (ISL) programs through their universities (IIE, 2016; Boone, Kline, Johnson, Milburn, & Rieder, 2013). Over the past two decades, the participation rates of international education programs have more than tripled (IIE, 2016). The students participating in these programs, however, are not representative of the student bodies at these universities (IIE, 2016). While ISL programs have been touted as a...
Show moreEvery year, more students in the United States participate in international service learning (ISL) programs through their universities (IIE, 2016; Boone, Kline, Johnson, Milburn, & Rieder, 2013). Over the past two decades, the participation rates of international education programs have more than tripled (IIE, 2016). The students participating in these programs, however, are not representative of the student bodies at these universities (IIE, 2016). While ISL programs have been touted as a powerful, transformative experience for students, not much is known about how students’ sociocultural identities are influenced (Bringle, Hatcher, & Jones, 2012; Crabtree, 2008). This study examined how the process of literally crossing boundaries between countries, as part of an ISL program, related to the figurative crossing of sociocultural identity boundaries for a cohort of students traveling to Ghana. Through the use of qualitative research methods, the purpose of this study was to shed light on how students negotiate the sociocultural identities, so ISL programs can support students, from all identity backgrounds, in their identity development. It examined how students negotiated their sociocultural identities throughout an ISL program and compared the identity negotiation experiences of traditionally represented and underrepresented students. Participants included a cohort of eleven students, five who were traditionally represented within ISL and six who were traditionally underrepresented within ISL, along with members of their host families and the directors of the organizations where they served. Interviews, observations, focus groups, and documents such as student blogs and reflective essays were all used as sources of data. Through utilizing the concept of boundary crossing and the theory of intersectionality, this study found that students tended to negotiate their identities 1) through confronting the notion that they could be wholly defined by one identity, 2) by grappling with the narrow boundaries of various identity categories, and 3) through romanticizing their new context’s culture. The study also found that traditionally represented and underrepresented students differed on how they tended to negotiate their identities with the former focusing inwardly for their identity negotiations and the later focusing outwardly. Implications for policy and practice and directions for future research are discussed in light of these findings.
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Date Issued: 2018
Identifier: 2018_Sp_Reid_fsu_0071E_14388
Format: Thesis

Title: Library and Information Science Education in the English-Speaking Caribbean.
Creator: Clunie, Simone, Burnett, Kathleen M, Hinnant, Lynne, Rodriguez-Mori, Howard, Florida State University, College of Communication and Information, School of Information
Abstract/Description: Regional cooperation has been a focused thread from the beginning for the development of libraries, the training of staff and the general sharing of resources in the English-speaking Caribbean. Historically, from the eighteenth century onwards, libraries have consisted of private libraries, cleric libraries, community collections for reading groups and one or two academic libraries in educational institutions in the English-speaking Caribbean. With time more public libraries in the form of...
Show moreRegional cooperation has been a focused thread from the beginning for the development of libraries, the training of staff and the general sharing of resources in the English-speaking Caribbean. Historically, from the eighteenth century onwards, libraries have consisted of private libraries, cleric libraries, community collections for reading groups and one or two academic libraries in educational institutions in the English-speaking Caribbean. With time more public libraries in the form of subscription libraries were established, which eventually led to libraries being fully funded as governmental entities. Staffing for these early libraries took many forms and early on, expatriates were the main librarians, all coming from abroad. Prior to national independence, regional training was executed through “on the job’’ apprentice-like situations or through correspondence and examination via the Library Association in Britain. There were a limited few ‘West Indian’ trained librarians who went to the United Kingdom, Canada or the United States of America to study at significant cost. Early training of library staff was also supported by organizations like UNESCO and the British Council which added to the continued attention of the need for professionally trained staff for the libraries of the English speaking Caribbean. Looking at the growth of public library services in the English speaking Caribbean and the need for trained staff to manage these institutions, the central query for this thesis investigates the early training and education of library professionals in the English-speaking Caribbean through to the establishment of the Department of Library Studies at the University of the West Indies.
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Date Issued: 2018
Identifier: 2018_Sp_Clunie_fsu_0071N_14536
Format: Thesis

Title: Using Jazz Pedagogy to Supplement the Undergraduate Classical Lesson Setting.
Creator: Haley, Lilly Deborah, Holden, Jonathan, Fredrickson, William E., Bish, Deborah, Keesecker, Jeff, Florida State University, College of Music, College of Music
Abstract/Description: The goal of this treatise is to examine elements of jazz pedagogy that can be applied to improve musicianship in the undergraduate classical lesson setting. I have identified areas of classical pedagogy that would benefit most from these elements and have corroborated them with information from respected classical pedagogues. These concepts are addressed by examining both the classical and jazz pedagogical traditions and determining which approaches from the jazz methodology are conducive to...
Show moreThe goal of this treatise is to examine elements of jazz pedagogy that can be applied to improve musicianship in the undergraduate classical lesson setting. I have identified areas of classical pedagogy that would benefit most from these elements and have corroborated them with information from respected classical pedagogues. These concepts are addressed by examining both the classical and jazz pedagogical traditions and determining which approaches from the jazz methodology are conducive to supplementing the undergraduate classical lesson experience. I have provided suggestions for adapting and implementing these methods, with examples of supplemental exercises that may be incorporated by classical teachers included at the end of each section. The aspects of pedagogy that were chosen for this research were aural skills, harmonic awareness and application, and improvisation. More specific topics relevant to each to each of these are discussed within each chapter. All of the above are areas in which jazz musicians typically excel, so I studied their pedagogical methods to see what could be applied to the classical lesson structure for undergraduates. I conducted the research for this project primarily through interviews with pedagogues and performers of each style. Further evidence was gathered through lesson observations and examination of syllabi, articles, dissertations, and books.
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Date Issued: 2018
Identifier: 2018_Su_Haley_fsu_0071E_14623
Format: Thesis

Title: Wicor after High School: Avid Graduates' Perceptions of and Experiences with the Curriculum.
Creator: Fitch, Jack Camp, Schrader, Linda B., Schwartz, Robert A., Turner, Jeannine E, Park, Toby J., Iatarola, Patrice, Florida State University, College of Education, Department of...
Show moreFitch, Jack Camp, Schrader, Linda B., Schwartz, Robert A., Turner, Jeannine E, Park, Toby J., Iatarola, Patrice, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: College access programs like Upward Bound, GEAR UP, and AVID have long histories in education. Each of these have been thoroughly researched. This research shows mixed results on their effectiveness to improve the college-going nature of their respective participants. Most of the research on these programs is focused on academic outcomes rather than the curriculum taught in them and how that curriculum serves students once they graduate. There were three goals of this comparative, sequential,...
Show moreCollege access programs like Upward Bound, GEAR UP, and AVID have long histories in education. Each of these have been thoroughly researched. This research shows mixed results on their effectiveness to improve the college-going nature of their respective participants. Most of the research on these programs is focused on academic outcomes rather than the curriculum taught in them and how that curriculum serves students once they graduate. There were three goals of this comparative, sequential, mixed methods study. The first goal was to determine the usefulness of the WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) components of the AVID Curriculum to graduates of the program from the research district. The second goal was to discern differences in responses between AVID graduates who matriculated into post-secondary institutions and AVID graduates who did not matriculate into post-secondary institutions. The final goal was to find any suggestions for improvement the AVID graduates may have regarding the program. The findings of the study show that AVID graduates from the research district use the WICOR components to varying degrees. The findings also show that there is no discernable difference between the responses of AVID graduates who matriculated and those who did not. Finally, the findings indicate that AVID graduates would like to see the curriculum be differentiated in the later years of the program. Themes emerged from the research including the importance of the role of the AVID Coordinator and the community that is created within the AVID classroom. Implications for practice include ensuring program requirements are met, revisiting the WICOR components, and the need to cultivate community in the AVID classroom.
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Date Issued: 2018
Identifier: 2018_Sp_FitchIII_fsu_0071E_14444
Format: Thesis

Title: Understanding College Readiness Experiences of Rural High School Students in Pursuit of Postsecondary Education.
Creator: Corley, Angela J., Schrader, Linda B., Schwartz, Robert A., Turner, Jeannine E, Iatarola, Patrice, Park, Toby J., Florida State University, College of Education, Department of...
Show moreCorley, Angela J., Schrader, Linda B., Schwartz, Robert A., Turner, Jeannine E, Iatarola, Patrice, Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This is an applied research study, designed to understand the college readiness skills and protective factors (i.e. non-cognitive skills) of rural high school students, who participated in different types of federal college preparedness programs. This investigation compares the college readiness experiences of three groups of twelfth graders, which are as follows: those who did not participate in any college preparedness program; those who participated in Federal TRIO programs, which are...
Show moreThis is an applied research study, designed to understand the college readiness skills and protective factors (i.e. non-cognitive skills) of rural high school students, who participated in different types of federal college preparedness programs. This investigation compares the college readiness experiences of three groups of twelfth graders, which are as follows: those who did not participate in any college preparedness program; those who participated in Federal TRIO programs, which are designed to assist low-income and potential first-generation college students with college enrollment; and lastly, those who participated in the school’s dual enrollment program, and completed college courses. This research is significant because rural students have lower college enrollment rates compared to other non-rural students nationally. Rural students are behind because they are typically minorities, from low-income households, who attend low performing schools. This study is framed by resiliency theory, which was used to understand how academic resiliency occurs for research participants in the study, in spite of the aforementioned drawbacks. An online survey and focus group interviews were the research methods used, which led to evidence that the rural students in this study had lower academic outcomes compared to the national statistics for college readiness indicators, such as ACT and SAT scores, grade point average, completed college applications, and knowledge of Federal student aid. Additionally, rural students in this study had very low non-cognitive skills (i.e. protective factors), which are predictors for success in college. Lastly, this study also provides practical steps that can be implemented to create a college readiness culture within the research setting.
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Date Issued: 2018
Identifier: 2018_Sp_Corley_fsu_0071E_14437
Format: Thesis

Title: Turkey's Imam-Hatip Schools: Threat to Secular Democracy or Model of Integration?.
Creator: Dag, Nuh, Milligan, Jeffrey Ayala, Gaiser, Adam R., Schwartz, Robert A., Boyle, Helen N., Florida State University, College of Education, Department of Educational Leadership...
Show moreDag, Nuh, Milligan, Jeffrey Ayala, Gaiser, Adam R., Schwartz, Robert A., Boyle, Helen N., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The Imam-Hatip schools have long been a site of contestation between Turks who see modernization as synonymous with secularization and those who maintain that it is possible to be both modern and Muslim. But are contemporary Imam-Hatip schools a threat to modern Turkish democracy? If not, are they a useful model for other Muslim societies seeking to balance modernization and religious faith in their educational institutions? To answer these questions it is important to develop a more accurate...
Show moreThe Imam-Hatip schools have long been a site of contestation between Turks who see modernization as synonymous with secularization and those who maintain that it is possible to be both modern and Muslim. But are contemporary Imam-Hatip schools a threat to modern Turkish democracy? If not, are they a useful model for other Muslim societies seeking to balance modernization and religious faith in their educational institutions? To answer these questions it is important to develop a more accurate view of Imam-Hatip schools and to understand the contemporary role of Imam-Hatip schools in Turkish society. Therefore, this dissertation traced the historical development and contemporary social context of Imam-Hatip schools in Turkey as a prelude to the analysis of their basic philosophical assumptions by using the combination of historical, qualitative and philosophical methods to be able to address its research questions.
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Date Issued: 2018
Identifier: 2018_Sp_Dag_fsu_0071E_14459
Format: Thesis

Title: Principal Feedback to Teachers Leading to Sustainable Change by.
Creator: Hughes, Willie, Rutledge, Stacy A., Jones, Ithel, Gawlik, Marytza, Boyle, Helen N., Florida State University, College of Education, Department of Educational Leadership and...
Show moreHughes, Willie, Rutledge, Stacy A., Jones, Ithel, Gawlik, Marytza, Boyle, Helen N., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Principals implement a variety of strategies to improve the quality of instruction within their school buildings. These strategies can range from teacher development to professional learning communities to teacher evaluation systems to various ways to provide feedback to teachers on the quality of instruction. Working in our nation’s schools to improve the educational experiences for all students; principals must strive to improve student learning through improving the quality of instruction...
Show morePrincipals implement a variety of strategies to improve the quality of instruction within their school buildings. These strategies can range from teacher development to professional learning communities to teacher evaluation systems to various ways to provide feedback to teachers on the quality of instruction. Working in our nation’s schools to improve the educational experiences for all students; principals must strive to improve student learning through improving the quality of instruction that all students receive. This is the basis for which this research study is constructed. Following a classroom observation by the principal, how can the principal’s feedback to the teacher yield sustainable improvements in a teacher’s instructional practices? How can a principal’s instructional leadership skills ensure improvement in a teacher’s instructional practice? Throughout this research study, the Design Based Research (DBR) methodology (as authored/researched by Rick Mintrop) was used to explore these research questions. The steps for design based research include: defining/framing a problem of practice, making intuitive theories of action, understanding the problem/change process, designing research- based interventions, implementing interventions/ collecting data, and evaluating interventions/ deriving design principles (Mintrop, 2015). DBR procedures were embedded in my research study to explore these research questions through FICS Observation Cycles, Teacher Perceptions Surveys, and Principal Reflective Interviews. For this research study, we explored the feedback three principals provided to their teachers over the course of several months. Each participating principal was trained on how to ensure feedback conversations are meaningful, descriptive, specific, and undergirded by a self-regulating action plan. They used FICS Observation Protocol Sheets to capture these conversations. Each principal used teacher perception surveys to gauge the instructional leadership and the level of instructional change the teachers made based upon feedback from the principal. The premise behind this design is to ensure that teacher feedback is embedded in an instructional framework with specific goal-setting steps that are discussed through a collaborative laser-like focus on good teaching which results in better student learning.
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Date Issued: 2018
Identifier: 2018_Sp_Hughes_fsu_0071E_14418
Format: Thesis

Title: Visual Cartographic Explorations of a High School Art Room Assemblage.
Creator: Hamrock, Jennifer Ellen, Shields, Sara Scott, Cheng, Yingmei, Fendler, Rachel Loveitt, Lindbloom, Terri, Broome, Jeffrey L., Love, Ann Rowson, Florida State University, College...
Show moreHamrock, Jennifer Ellen, Shields, Sara Scott, Cheng, Yingmei, Fendler, Rachel Loveitt, Lindbloom, Terri, Broome, Jeffrey L., Love, Ann Rowson, Florida State University, College of Fine Arts, Department of Art Education
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Abstract/Description: This arts-based dissertation explored an art teacher and her students’ interactions and movements through a high school art class using visual maps. Art as research by way of visual mapping methods emerged as a tool teachers can use to reflect and analyze their unique teaching and classroom contexts. Using the conceptual idea the art room assemblage is like an Australian mud map, the art room becomes an ephemeral relational space formed by the in-betweens of the teacher and students and the...
Show moreThis arts-based dissertation explored an art teacher and her students’ interactions and movements through a high school art class using visual maps. Art as research by way of visual mapping methods emerged as a tool teachers can use to reflect and analyze their unique teaching and classroom contexts. Using the conceptual idea the art room assemblage is like an Australian mud map, the art room becomes an ephemeral relational space formed by the in-betweens of the teacher and students and the art room with mappable felt and seen forces: the nuanced coordinates of new materialism, affect theory, and immanence. Visual cartographic content generated around teacher/student conversation and artmaking constructed all aspects of this research project, tuning into . Visual cartography mapped content from informal interviews, observation/video, teacher and students’ artwork, and the researcher/artist journal/sketchbook. Further, the project draws on situational analysis, which provided a way to see various relationships in context. Serving as a mode of analytic thinking, visual mapping takes the focus away from a single subject and places emphasis on the art room assemblage as a whole. Encouraging the reader/viewer to consider the varied social situations within an art room assemblage, this research invites looking at the art room in a different way to move our thoughts in new directions. The implications from this research advocate for the artist teacher to research their own context with the very skills and knowledge they are teaching, herein directing in-service and pre-service art educator professional development towards art-based practitioner research.
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Date Issued: 2018
Identifier: 2018_Sp_Hamrock_fsu_0071E_14317
Format: Thesis

Title: Maifones: A Mindfulness-Based Educational Intervention for Orphaned Youth in Atlixco, Mexico.
Creator: Martinez-Oronoz, Francisco J. (Francisco Javier), Boyle, Helen N., Abell, Neil, Park, Toby J., Milligan, Jeffrey Ayala, Ramos-Mattoussi, Flavia S., Florida State University,...
Show moreMartinez-Oronoz, Francisco J. (Francisco Javier), Boyle, Helen N., Abell, Neil, Park, Toby J., Milligan, Jeffrey Ayala, Ramos-Mattoussi, Flavia S., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Over the past 10 years, there have been significant movements in the area of contemplative education. Of particular interest is how these contemplative education approaches can be leveraged to provide tools for supporting youth in emergency settings, dealing with difficult backgrounds that include violence, conflict, and poverty. Within contemplative education exists the growing mindfulness movement, emerging as an exciting supplement to existing programs that work with vulnerable populations...
Show moreOver the past 10 years, there have been significant movements in the area of contemplative education. Of particular interest is how these contemplative education approaches can be leveraged to provide tools for supporting youth in emergency settings, dealing with difficult backgrounds that include violence, conflict, and poverty. Within contemplative education exists the growing mindfulness movement, emerging as an exciting supplement to existing programs that work with vulnerable populations, focusing on developing positive self, moral, social, and emotional understanding. This paper argues that a mindfulness-based intervention, as a part of an educational program for street children in Mexico could help them deal with their daily stressors and their socioemotional barriers to education, allowing them to truly benefit from the programs being made available to them. Mindfulness, therefore, can be understood as a capability that helps to achieve functionings- real freedoms or opportunities. In this ethnographic case study, for a twelve week period, I lived with a group of youth in situ, at the orphanage where they reside, participating in daily life at the IPODERAC program in Atlixco, Mexico. Two groups of youth between the ages of 12 and 18 were assessed at this all-boys institution. One group was provided an eight-week mindfulness-based curriculum, while the control continued with standard programming. After a year, I returned for four weeks, again living at the orphanage, participating in daily life. The qualitative methods employed were: participant observation, regular recording of field notes on daily life and events, interviews with youth, interviews with their educators, and student journal entries. The supporting quantitative component consisted of a pretest/posttest, using the Child and Adolescents Mindfulness Measure (CAMM) given to both treatment and control groups. The first manner in which the boys lived and understood mindfulness after the intervention was through behavior change and the decision making regulated behavior. The subjects felt that through this practice they could overcome the impulsive behaviors they typically acted with and that they could provide more conscious responses. The boys embodied this idea through self-regulating actions by using mindfulness as a mediator between stimulus and response. The second manner in which mindfulness was lived was through dealing with the difficulties of the sadness, anger, and traumatic memories and remnants of their pasts. Based on the intervention, they were not then free of all emotional problems they face, rather, it pointed to the fact that the boys believe that through these exercises they found a tool for managing their often clouded minds. As a result of the practice, the boys' envisioning of their future was also tied directly to the themes of lived experience, embodiment, self-regulation, and emotional regulation, as the boys felt that in order to reach a point in life where able to keep a job, have better relationships, and most importantly be good fathers and husbands, they had to regulate themselves and their emotions. Therefore, mindfulness became a viable tool to reach that future. Educators corroborated these findings, talking about how the boys would sometimes use a language in the homes at the orphanage to better describe their actions and how they wished to avoid their impulsive behaviors. On the 10-item CAMM, the mean difference in mindfulness gain scores between the two groups was -3.45, with the treatment group demonstrating larger average gains (2.35) than the control group (-1.10). After a t-test it was determined that the difference in gain scores between the treatment group and the control group was significant (p =.019), supporting the claims the boys were reporting. My return a year later found that the mindfulness practice had largely not been sustained, although some did continue the breathing exercises and recollection of the curriculum was largely limited to simply better decision making. This follow up visit and the somewhat disappointing findings from it led to the several recommendations, which could help sustain the positive results documented during the first four months of this study. First, the institutionalization of a plan that involves mindfulness at all level of the organization, especially those working directly with the youth, is imperative. Second, given the trauma that this population of boys has suffered, an increased dosage is likely warranted and particularly important. Third, future studies on the application and impact of mindfulness in contexts such as IPODERAC should continue to be qualitative in nature, in order to get to a deeper understanding of the population and their engagement and understanding of the material. A quantitative assessment is useful in measuring learning gains and is an appropriate supplement to the qualitative work.
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Date Issued: 2018
Identifier: 2018_Fall_MartinezOronoz_fsu_0071E_14842
Format: Thesis

Title: Ethiopian Principals' Perceptions Towards the Inclusion of Students with Disabilities in Primary Schools.
Creator: Macon, Wykia S., Boyle, Helen N., Lewis, Sandra, Zuilkowski, Stephanie Simmons, Iatarola, Patrice, Florida State University, College of Education, Department of Educational...
Show moreMacon, Wykia S., Boyle, Helen N., Lewis, Sandra, Zuilkowski, Stephanie Simmons, Iatarola, Patrice, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The purpose of the study is to explore an international development assistance project in the education sector in Ethiopia, with an explicit focus on inclusive education for students with disabilities. In particular, the author explores the critical role of the principal as a leader who has the ability to maximize his or her school's ability to include and develop the capabilities of students in Ethiopia. Findings from this study can derive lessons that could be useful for designing and...
Show moreThe purpose of the study is to explore an international development assistance project in the education sector in Ethiopia, with an explicit focus on inclusive education for students with disabilities. In particular, the author explores the critical role of the principal as a leader who has the ability to maximize his or her school's ability to include and develop the capabilities of students in Ethiopia. Findings from this study can derive lessons that could be useful for designing and implementing locally tailored and driven inclusive education programs in other resource-lean contexts. The author will specifically examine perceptions of principals towards students with disabilities in Ethiopian primary schools. The perceptions will be used to better understand the conditions, including supporting factors, necessary to successfully implement an inclusion program in Ethiopian schools, many of which have no history of inclusion and are resource poor. Thick and rich description of principal perceptions will be provided through a qualitative case study approach. The case was bounded by the participation in an Assistive Technology Capacity Building Initiative (ATCBI), situated within a larger mother tongue education development project in Ethiopia. Principal participants were interviewed twice during this initiative. Each of the principals had at least one teacher at his/her school who was participating in the ATCBI and these teachers in the initiative were interviewed and observed by the researcher as part of this study and the larger project.
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Date Issued: 2018
Identifier: 2018_Fall_Macon_fsu_0071E_14899
Format: Thesis

Title: Pathways to Family Formation in an Era of Student Loan Debt.
Creator: Min, Stella, Taylor, Miles G., Fincham, Frank D., Brewster, Karin L., Tillman, Kathryn H., Florida State University, College of Social Sciences and Public Policy, Department of...
Show moreMin, Stella, Taylor, Miles G., Fincham, Frank D., Brewster, Karin L., Tillman, Kathryn H., Florida State University, College of Social Sciences and Public Policy, Department of Sociology
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Abstract/Description: With national statistics indicating burgeoning student debt loads among emerging adults, but fewer studies analyzing the consequences of student borrowing, the purpose of this dissertation was to examine the association between student loan debt and the transition to family life among a nationally representative cohort of young adults between ages 20 and 34 using the National Longitudinal Study of Youth 1997 (NLSY97). The study was guided by three research aims: Aim 1) Examine the role of...
Show moreWith national statistics indicating burgeoning student debt loads among emerging adults, but fewer studies analyzing the consequences of student borrowing, the purpose of this dissertation was to examine the association between student loan debt and the transition to family life among a nationally representative cohort of young adults between ages 20 and 34 using the National Longitudinal Study of Youth 1997 (NLSY97). The study was guided by three research aims: Aim 1) Examine the role of student loan debt in shaping the timing and sequencing of (1) full-time employment, (2) postsecondary enrollment, (3) cohabitation, (4) marriage, and (5) parenthood. Aim 2) Investigate the association between student debt and family formation pathways, net of socioeconomic confounders. Aim 3) Illuminate the potential observed and unobserved process(es) underlying the association between student debt and the transition to marriage and parenthood. All analyses were conducted separately by gender, given that recent studies strongly indicate that student loans disproportionately influence women's transitions into family life compared to men's. Grounded in a life course framework, the first aim was addressed using a latent class analysis (LCA) approach, which examined the association between student loan debt on the timing and sequencing of five-family related transitions: (1) full-time employment, (2) postsecondary enrollment, (3) cohabitation, (4) marriage, and (5) parenthood. Consistent with recent studies analyzing the relationship between student loan debt and the transition to marriage and parenthood (e.g., Addo, 2014; Bozick & Estacion, 2014; Nau, Dwyer, & Hodson, 2015), the results indicated that student loan receipt was significantly associated with women's pathways into family life, but that men's family formation pathways were relatively unaffected by student debt. Women who borrowed student loans to finance their undergraduate education exhibited a greater likelihood of transitioning to family formation pathways characterized by higher probabilities of work and cohabitation but lower probabilities of both marriage and parenthood compared to their counterparts without student debt. Men, in contrast, exhibited family formation patterns characterized by high probabilities of work, marriage, and fatherhood, regardless of student loan receipt. The risk of transitioning to family formation pathways relative to postponing family life was then assessed in subsequent analyses that included time-variant and -invariant controls for important socioeconomic confounders identified by previous empirical studies, such as income, educational histories, and family socioeconomic background, within a longitudinal LCA framework, also known as a Latent Transition Analysis (LTA), to address Aim 2. The results from the multinomial LTA models suggest that although student loan receipt was not associated with family formation pathways among men, high student debt to income ratios (SDTI) may present obstacles to family-related transitions relative to postponement among men with student debt. Among women, all three measures of student debt (i.e., student loan receipt, student loan amounts, and SDTI) were negatively associated with pathways characterized by high probabilities of marriage and motherhood. Yet, rather than discouraging family formation entirely, student debt also hastened the probability of transitioning to pathways characterized by high probabilities of cohabitation. The results suggest that paying down student debt may be a prerequisite for marriage among both men and women, especially when outstanding debt obligations represent a large proportion of one's annual income. However, in accordance with previous research, the perceived financial expectations for cohabitation may be lower than those related to marriage (e.g., Edin & Kefalas, 2005; Sassler, 2004; Silva, 2015), thus presenting an attractive option for sharing costs of living while paying down student debt, particularly among women. The last aim was addressed using a multilevel multiprocess (MLMP) approach. In the final set of analyses, the association between student loan debt and transition(s) to (1) cohabitation, (2) marriage and (3) parenthood were simultaneously estimated as interrelated processes, in addition to accounting for any potential unobserved individual-level characteristics that may increase or decrease one's hazard of family formation. The results from MLMP analyses suggest that student debt was negatively associated with transitions to marriage among both men and women, and that the consequence of delaying marriage may subsequently, indirectly decrease the likelihood of transitioning to parenthood. Much of the negative association between student debt and the hazard of transitioning to both marriage and parenthood was accounted for by processes related to transitioning in and out of cohabiting unions, suggesting that student debt may be an important factor in shaping the outcomes of romantic partnerships, especially in determining whether couples decide to make lifelong commitments such as marriage and parenthood. Overall, the findings from this study indicate that the decision to borrow student loans early in adulthood can result in long-term consequences for family life, particularly when outstanding debt obligations represent a relatively large proportion of annual incomes. Evidence of these extended consequences demonstrates the value in adopting a life course approach for analyzing the relationship between student debt and demographic behaviors, especially as the economic foundations for family formation have shifted toward greater expectations of personal responsibility. This greater emphasis on individual economic achievements regardless of gender, principally for marriage (Cherlin, 2000; 2016), may be particularly impactful for women with student debt, who are increasingly expected to financially contribute more to the households while carrying more debt and earning less income than their male counterparts. Taken together, the results from this study suggest that the ongoing trend in student borrowing will likely continue to play a key role in shaping future demographic patterns and behaviors, pinpointing the need for updating extant theories concerning the association between economic resources and family formation to also include explanations encompassing consumer debt. Particularly one that considers the disparate consequences of acquiring and paying debt by gender.
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Date Issued: 2018
Identifier: 2018_Fall_Min_fsu_0071E_14870
Format: Thesis

Title: The Relationship between Certification Pathways and Teacher Effectiveness for Beginning and Experienced Teachers in Florida.
Creator: Christesen, Eric M., Roehrig, Alysia D., Jakubowski, Elizabeth M., Turner, Jeannine E, Zhang, Qian, Florida State University, College of Education, Department of Educational...
Show moreChristesen, Eric M., Roehrig, Alysia D., Jakubowski, Elizabeth M., Turner, Jeannine E, Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The purpose of the current study is to provide evidence of the possible repercussions of different teacher certification pathways on student achievement that can inform policy in order to improve the instruction students receive. In the current context of accountability, and with a teacher's effectiveness often defined by his or her students' test scores, policies should be based on empirical evidence, and not just political or ideological perspectives (Cochran-Smith et al., 2012). I used a...
Show moreThe purpose of the current study is to provide evidence of the possible repercussions of different teacher certification pathways on student achievement that can inform policy in order to improve the instruction students receive. In the current context of accountability, and with a teacher's effectiveness often defined by his or her students' test scores, policies should be based on empirical evidence, and not just political or ideological perspectives (Cochran-Smith et al., 2012). I used a hierarchical linear model (HLM) to investigate the relationship between teachers' pathway to certification, experience, and effectiveness for fourth through eighth grade English Language Arts (ELA) and math teachers who received a certification to teach in the state of Florida and taught at only one school in the 2016-17 school year. All data were retrieved from FDOE. The study included 4,967 math teachers and 3,567 ELA teachers. Effectiveness was based on a Value-added model (VAM) score. The ELA and math VAM scores used in this analysis include the same predictor variables as those used by the Florida Department of Education (FDOE). However, this analysis used a one-year aggregate score, while FDOE provides a suggested VAM category based on a three-year aggregate score and standard errors. The one-year aggregate was best suited for the current analysis because it standardizes the amount of years included for beginning and experienced teachers (the three-year aggregate can include anywhere from one to three years of teaching), and it allows teachers who have switched schools within the past three years to be included in the model. The analysis controlled for experience, the percentage of courses taught infield, and the number of general knowledge Florida Teacher Certification Exam (FTCE) and subject specific FTCE tests taken before passing at the teacher level, and school grades at the school level. No significant differences in teacher effectiveness in math were found for the different pathways. In ELA, however, there was a significant interaction between certification pathway and experience. Completers of District Professional Development Certification Programs (PDCP) were found to be more effective in ELA in their first three years of teaching than completers of the traditional Initial Teacher Preparation (ITP) programs or Educator Preparation Institute (EPI) programs. Findings provide evidence that allowing for alternative pathways to certification increases the number of effective teachers entering the workforce.
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Date Issued: 2018
Identifier: 2018_Fall_Christesen_fsu_0071E_14846
Format: Thesis

Title: The Relationship between Certification Pathways and Teacher Effectiveness for Beginning and Experienced Teachers in Florida.
Creator: Christesen, Eric M., Roehrig, Alysia D., Jakubowski, Elizabeth M., Turner, Jeannine E., Zhang, Qian, Florida State University, College of Education, Department of Educational...
Show moreChristesen, Eric M., Roehrig, Alysia D., Jakubowski, Elizabeth M., Turner, Jeannine E., Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The purpose of the current study is to provide evidence of the possible repercussions of different teacher certification pathways on student achievement that can inform policy in order to improve the instruction students receive. In the current context of accountability, and with a teacher’s effectiveness often defined by his or her students’ test scores, policies should be based on empirical evidence, and not just political or ideological perspectives (Cochran-Smith et al., 2012). I used a...
Show moreThe purpose of the current study is to provide evidence of the possible repercussions of different teacher certification pathways on student achievement that can inform policy in order to improve the instruction students receive. In the current context of accountability, and with a teacher’s effectiveness often defined by his or her students’ test scores, policies should be based on empirical evidence, and not just political or ideological perspectives (Cochran-Smith et al., 2012). I used a hierarchical linear model (HLM) to investigate the relationship between teachers’ pathway to certification, experience, and effectiveness for fourth through eighth grade English Language Arts (ELA) and math teachers who received a certification to teach in the state of Florida and taught at only one school in the 2016-17 school year. All data were retrieved from FDOE. The study included 4,967 math teachers and 3,567 ELA teachers. Effectiveness was based on a Value-added model (VAM) score. The ELA and math VAM scores used in this analysis include the same predictor variables as those used by the Florida Department of Education (FDOE). However, this analysis used a one-year aggregate score, while FDOE provides a suggested VAM category based on a three-year aggregate score and standard errors. The one-year aggregate was best suited for the current analysis because it standardizes the amount of years included for beginning and experienced teachers (the three-year aggregate can include anywhere from one to three years of teaching), and it allows teachers who have switched schools within the past three years to be included in the model. The analysis controlled for experience, the percentage of courses taught infield, and the number of general knowledge Florida Teacher Certification Exam (FTCE) and subject specific FTCE tests taken before passing at the teacher level, and school grades at the school level. No significant differences in teacher effectiveness in math were found for the different pathways. In ELA, however, there was a significant interaction between certification pathway and experience. Completers of District Professional Development Certification Programs (PDCP) were found to be more effective in ELA in their first three years of teaching than completers of the traditional Initial Teacher Preparation (ITP) programs or Educator Preparation Institute (EPI) programs. Findings provide evidence that allowing for alternative pathways to certification increases the number of effective teachers entering the workforce.
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Date Issued: 2018
Identifier: 2019_Fall_Christesen_fsu_0071E_14846
Format: Thesis

Title: The Effect of Tactile Markers on Intonation and Posture of Beginning Violin and Viola Students.
Creator: Knotts, Clara J. (Clara Jean), Bugaj, Kasia, Jiménez, Alexander, Geringer, John M, Kelly, Steven N., Madsen, Clifford K., VanWeelden, Kimberly D., Florida State University,...
Show moreKnotts, Clara J. (Clara Jean), Bugaj, Kasia, Jiménez, Alexander, Geringer, John M, Kelly, Steven N., Madsen, Clifford K., VanWeelden, Kimberly D., Florida State University, College of Music, College of Music
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Abstract/Description: The purpose of the present study was to explore the use of tactile finger placement markers (FPMs) for beginning string players. Of particular interest was finding a tool or strategy that would reduce the number of muscle memory errors acquired, and to minimize the amount of time it takes students to reach proficiency, while simultaneously developing accurate aural and physical skills. Research questions were as follows: (1) Is beginning violin and viola students’ intonation affected by...
Show moreThe purpose of the present study was to explore the use of tactile finger placement markers (FPMs) for beginning string players. Of particular interest was finding a tool or strategy that would reduce the number of muscle memory errors acquired, and to minimize the amount of time it takes students to reach proficiency, while simultaneously developing accurate aural and physical skills. Research questions were as follows: (1) Is beginning violin and viola students’ intonation affected by tactile markers? (2) Is beginning violin and viola students’ posture affected by tactile markers? (3) Does intonation improvement occur prior to the addition of tactile markers, during treatment, or afterwards? (4) Does improvement in posture occur during the tactile marker treatment or afterwards? (5) Does the removal of tactile markers affect beginning violin and viola students’ intonation? (6) Does the removal of tactile markers affect beginning violin and viola students’ posture? The present study used a modified multiple baseline design across individual participants over thirteen weeks of instruction as a way to measure individual progress towards intonation accuracy: each participant served as their own control. Participants (N = 14) for this study were seventh (n = 9) and eighth grade (n = 5) middle school violinists (n = 7) and violists (n = 7) from one beginning orchestra class in the southeast region of the United States. The only stipulations for participation were: (1) having no prior experience playing a string instrument, and (2) selecting violin or viola as the chosen instrument. After all open strings were tuned by the research assistant, participants performed the ascending portion of the D major tetrachord to measure the students’ intonation and posture. Throughout the thirteen-week study, participants were recorded individually. Once participants began the tactile FPM treatment, one of the three recordings each week was completed on an instrument free of all FPMs as a technique to gauge when FPMs should be faded. The beginning of the thirteenth week, the tactile FPM treatment was withdrawn from every participant to examine if the treatment had a lasting effect. At the conclusion of the study, participants completed a short post-treatment questionnaire, which was analyzed to compare participants’ perceptions with the actual intonation and posture data. Audio recordings of participants were analyzed acoustically for intonation accuracy, measured by cents deviated from equal temperament tuning. Analysis was completed once the pitch was stabilized. The three notes analyzed were the fingered notes on the D-string in first position: E, F-sharp, and G. Video recordings of participants were measured using the ratings of three outside experienced string orchestra directors from different regions of the United States. Posture ratings were calculated using the researcher-designed detailed rubric. Participants’ posture ratings were examined through descriptive methods. Data suggests the tactile FPM treatment had a positive effect on improving intonation accuracy for all participants and reduced variability when compared to baseline. All participants demonstrated improved overall posture ratings when comparing the post-test (withdrawal phase video) to the pre-test (baseline). Despite the positive results and given the limitations of this study, generalization of findings should be done with caution. Implications, and future research are discussed. Keywords: beginning strings, instruction, finger placement markers, kinesthetic, tactile cues, motor control, music performance, intonation, posture
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Date Issued: 2018
Identifier: 2018_Su_Knotts_fsu_0071E_14625
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: 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: 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: A Descriptive Analysis of Concurrent Instruction in Secondary Choral Rehearsals.
Creator: Zrust, Adam Charles, Bowers, Judy K. (Judy Kay), Clendinning, Jane Piper, Thomas, André J. (André Jerome), Fenton, Kevin, Florida State University, College of Music
Abstract/Description: Although many teachers use concurrent instructional strategies, little is known about how or when they function in rehearsal, or how frequently they are employed. The purpose of the present study was to examine pitched and unpitched concurrent instructional behaviors as they occurred naturally in secondary choral rehearsals over time. Three master teachers (two male, one female) with at least 10, 20, and 30 years of teaching experience, respectively, recorded their rehearsals over the course...
Show moreAlthough many teachers use concurrent instructional strategies, little is known about how or when they function in rehearsal, or how frequently they are employed. The purpose of the present study was to examine pitched and unpitched concurrent instructional behaviors as they occurred naturally in secondary choral rehearsals over time. Three master teachers (two male, one female) with at least 10, 20, and 30 years of teaching experience, respectively, recorded their rehearsals over the course of approximately six weeks, from the introduction of a new piece of literature, through the point in time when it is deemed “performance-ready” by the director. Data were recorded, on average, twice per week, in the form 15-20 minutes of audio footage, and sent to the researcher for analysis. Results indicate that mean concurrent instruction was present for 25.88% of a given rehearsal. The most frequently used pitched behavior was singing and the most frequently used unpitched behavior was the academic hustle. Potential implications for music education practitioners and directions for future research are discussed.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Zrust_fsu_0071E_13949
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: A Practical Guide for English-to-Chinese Interpreters in Piano Master Classes.
Creator: Li, Yinhui, Kalhous, David, Brewer, Charles E. (Charles Everett), Dumlavwalla, Diana, Williams, Heidi Louise, Florida State University, College of Music
Abstract/Description: This study aims to reveal the challenges faced by a qualified English-to-Chinese interpreter, and to provide a practical guide for English-to-Chinese interpreters in piano master classes. Piano master classes at the third Sichuan International Music Festival in China were observed and audio recorded. Piano professors, students, and interpreters at the festival were interviewed and invited to complete questionnaires for their feedback about the class interpretations. Other selected piano...
Show moreThis study aims to reveal the challenges faced by a qualified English-to-Chinese interpreter, and to provide a practical guide for English-to-Chinese interpreters in piano master classes. Piano master classes at the third Sichuan International Music Festival in China were observed and audio recorded. Piano professors, students, and interpreters at the festival were interviewed and invited to complete questionnaires for their feedback about the class interpretations. Other selected piano professors, students, and interpreters who did not attend the festival were also contacted for phone interviews and questionnaires. Classroom observations, interviews, and questionnaires were analyzed in the format of case studies and statistical analyses. The results showed that piano professors, students, and interpreters all believed that interpreters should possess solid linguistic, musical, and cultural knowledge to interpret well in piano master classes. Both piano professors and students believed that interpreters should interpret strictly based on what they heard, but interpreters believed that interpreters could add their own thoughts during interpreting. Suggestions were provided for future interpreters to better understand the terms of timing, silence, and speed, as well as how to handle stress. An English-to-Chinese translation glossary with frequently used terms has been provided for future piano master classes that need English-to-Chinese interpretation.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_LI_fsu_0071E_13812
Format: Thesis

Title: Self-Esteem and Locus of Control: A Longitudinal Analysis of Twice-Exceptional Learners.
Creator: Best, Lori Jean, Pfeiffer, Steven I., Lewis, Sandra, Prevatt, Frances A., Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology...
Show moreBest, Lori Jean, Pfeiffer, Steven I., Lewis, Sandra, Prevatt, Frances A., Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The coexistence of extraordinary gifts and exceptional impairment residing within the same individual is an inherently curious contradiction. Empirical research on gifted students with one or more disabilities, termed twice-exceptional, is limited. The purpose of this investigation was to explore the role of twice-exceptionality on key constructs related to identity development and self-regulation. This study examined developmental changes in students’ self-esteem ratings and locus of control...
Show moreThe coexistence of extraordinary gifts and exceptional impairment residing within the same individual is an inherently curious contradiction. Empirical research on gifted students with one or more disabilities, termed twice-exceptional, is limited. The purpose of this investigation was to explore the role of twice-exceptionality on key constructs related to identity development and self-regulation. This study examined developmental changes in students’ self-esteem ratings and locus of control ratings from eighth grade through twelfth grade, and compared students identified as twice-exceptional with their peers who were identified as gifted-only, disability-only, or non-identified (i.e., a group of “typical” students). Participants were sampled from an existing dataset – the National Educational Longitudinal Study. Measures included questionnaire items adapted from the Rosenberg Self-Esteem Scale (1965), and from Rotter’s Internality-Externality Scale (1966). Results of a two-way mixed design MANOVA revealed no differences between groups on a combination of self-esteem and locus of control ratings, meaning that developmental patterns over time were similar across all ability classifications. Students in the gifted-only group reported the highest levels of self-esteem and the most internalized locus of control, whereas students in the disability-only group reported the lowest self-esteem and most externalized locus of control. Significant differences were revealed between average ratings of twice-exceptional students and ratings of their peers. This manuscript concludes with a discussion of the study’s limitations, implications drawn from the study’s findings, and directions for future research.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Best_fsu_0071E_13723
Format: Thesis

Title: Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?.
Creator: Workman, Erin Leigh, Yancey, Kathleen Blake, Proffitt, Jennifer M., Neal, Michael R., Fleckenstein, Kristie S., Florida State University, College of Arts and Sciences,...
Show moreWorkman, Erin Leigh, Yancey, Kathleen Blake, Proffitt, Jennifer M., Neal, Michael R., Fleckenstein, Kristie S., Florida State University, College of Arts and Sciences, Department of English
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Abstract/Description: Situated at the intersection of research on writing transfer, dual coding theory, and concept mapping, this empirical research study investigates students' representation, development, and transfer of conceptual writing knowledge across writing contexts, taking a 2000 level Teaching for Transfer (TFT) course (Yancey, Robertson, and Taczak) as the site of study. In taking up students' use of prior knowledge—made explicit in their visual maps and represented through their key terms for writing...
Show moreSituated at the intersection of research on writing transfer, dual coding theory, and concept mapping, this empirical research study investigates students' representation, development, and transfer of conceptual writing knowledge across writing contexts, taking a 2000 level Teaching for Transfer (TFT) course (Yancey, Robertson, and Taczak) as the site of study. In taking up students' use of prior knowledge—made explicit in their visual maps and represented through their key terms for writing and the knowledge structures linking them—this project continues a line of research that Kathleen Yancey, Liane Robertson, and Kara Taczak began in 2009 at Florida State University when they designed the TFT curriculum for first-year composition (FYC) courses and studied whether, and how, the course supported students' transfer of writing knowledge and practice from the TFT course to other writing sites. Carrying forward this line of research, this dissertation (1) documents, via a series of visual mapping assignments, the prior knowledge of writing that students bring with them into the composition classroom as indexed in their key terms for writing and writing knowledge structures, and (2) traces whether, and how, these visual mapping assignments, integrated into the TFT curriculum, can assist students in both developing new writing knowledge and transferring this conceptual writing knowledge from a sophomore-level writing course, ENC 2135: Research, Genre, and Context, for use in other post-TFT writing sites. Using deductive and inductive coding, descriptive analysis, scored compositions from TFT and post-TFT courses, and four single-case studies of writers, this mixed-methods dissertation identifies changes in students' representations of their conceptual writing knowledge and provides documentation of how this conceptual writing knowledge assisted them—or not—in composing across contexts. This nine-month research study resulted in the following four claims: (1) Participants’ model of prior knowledge use is visible in the conceptual writing knowledge structures represented in their visual maps: Remixers use a network knowledge structure comprised of a mix of their self-selected and TFT key terms, whereas assemblers use a chain knowledge structure onto which they have grafted selected TFT key terms. (2) Remixers can be differentiated based on the process by which they develop their networked knowledge structure—structural development or structural change—and the orientation of their knowledge structure—to concept or process. (3) Visual mapping can support writers in dually-coding their Theories of Writing (ToW) by helping them to “see connections” among concepts and to articulate their verbal ToWs, but having a dually-coded ToW does not necessarily guarantee that a writer can effectively use their ToW to frame new writing situations. (4) Participants who transferred their writing knowledge and practice from ENC 2135 TFT for use in other sites met the three conditions for transfer outlined by Yancey et al. As a result, this dissertation suggests that writing studies scholarship and pedagogy can benefit from additional research on concurrent visual and verbal reflective activities that enable writers to articulate and externalize their conceptual writing knowledge.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Workman_fsu_0071E_14034
Format: Thesis

Title: Giving Voice to the Man within: Exploring the Masculine Journey of Black College Men.
Creator: Pelzer, Danté L., Jones, Maxine Deloris, Jones, Maxine Deloris, Cox, Bradley, Schwartz, Robert A., Florida State University, College of Education, Department of Educational...
Show morePelzer, Danté L., Jones, Maxine Deloris, Jones, Maxine Deloris, Cox, Bradley, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The way Black masculinity is portrayed in American society is often negative. Black men are forced to wade through deleterious messaging and images that situate their masculinity within tightly defined stereotypes. Furthermore, Black masculinity is commonly associated with criminality, hyper-sexuality, and academic ineptitude. Black male college students are not immune to these messages. Moreover, these students have developed their masculinity within the context of these mischaracterizations...
Show moreThe way Black masculinity is portrayed in American society is often negative. Black men are forced to wade through deleterious messaging and images that situate their masculinity within tightly defined stereotypes. Furthermore, Black masculinity is commonly associated with criminality, hyper-sexuality, and academic ineptitude. Black male college students are not immune to these messages. Moreover, these students have developed their masculinity within the context of these mischaracterizations. Black men arrive to our college campuses having been socialized by their pre-collegiate environments, relationships, and general observations of the world around them. These sociocultural influences contribute to how Black male college students demonstrate their masculinity once they are on campus. The institutional context and history of a university also plays a role in how Black men demonstrate masculinity. Higher education scholars have noted that the legacy of exclusion and racism at predominantly White institutions present particular challenges to Black male college students. The purpose of this qualitative study was to critically examine how the interpretation, construction, and demonstration of masculinity is uniquely experienced and narrated by 10 Black male college students attending a predominantly White institution. While most higher education studies on Black masculinity have focused on how masculinity is negotiated on college campuses, they have not thoroughly investigated the ways pre-collegiate sociocultural environments and relationships have influenced the masculinity development of Black male college students. Grounded in Critical Race Theory and narrative research, this study explored participants' pre-collegiate and collegiate masculinity experiences. The findings of this study indicate that Black masculinity as demonstrated by the participants is best described as an act of resiliency. The men in this study constructed, interpreted, and demonstrated masculinity in ways that refute and challenge negative stereotypes of Black men. Despite the challenges they encountered on campus participants remained committed to demonstrating masculinity in ways that disrupt oppressive practices and reflect their individual beliefs, learned values, and personal identities.
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Date Issued: 2017
Identifier: FSU_2017SP_Pelzer_fsu_0071E_13763
Format: Thesis

Title: The Effect of ARCS-Based Motivational Email Messages on Participation in an Online ESOL Class.
Creator: Trotta, James, Klein, James D., McDowell, Stephen D., Darabi, Aubteen, Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology...
Show moreTrotta, James, Klein, James D., McDowell, Stephen D., Darabi, Aubteen, Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The purpose of this study was to measure the impact of ARCS-based motivational email messages (MVEMs) on student participation in a free online English for Speakers of other Languages (ESOL) course. The course consisted of 10 communicative tasks and learners were to complete two tasks per week for five weeks. Each task involved pre-task activities with model language before students completed the communicative task by posting on the class message board. Students received task instructions via...
Show moreThe purpose of this study was to measure the impact of ARCS-based motivational email messages (MVEMs) on student participation in a free online English for Speakers of other Languages (ESOL) course. The course consisted of 10 communicative tasks and learners were to complete two tasks per week for five weeks. Each task involved pre-task activities with model language before students completed the communicative task by posting on the class message board. Students received task instructions via email. The independent variable (IV) for the study was type of email students received. The IV had three levels. The control group received task instructions via email. The experimental groups received the same task instructions with added ARCS-based motivational messages related to relevance, confidence, and volition. One experimental group received non-personalized relevance messages while the second experimental group received personalized relevance messages. Students received two emails per week for five weeks during the course. The emails were sent regardless of participation or performance so even students who did not complete any communicative tasks were sent 10 emails with instructions and, depending on group assignment, motivational messages. I measured participation based on number of students who completed at least one task, number of tasks completed, number of words written, number of visits to pre-task webpages, and time logged in to the class message board. Results suggest that ARCS-based MVEMs may encourage students to participate in free online language classes as both experimental groups outperformed the control group. No clear difference was found between the personalized and non-personalized MVEM groups. I also asked students for their thoughts about participation in the class. A qualitative content analysis revealed that students blamed commitments such as work, school, and family for lack of participation in the free ESOL class. Students credited the communicative tasks when they participated in the class. Students who received MVEMs appreciated the confidence and volitional messages. Implications for increasing student participation in free, online language courses are provided.
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Date Issued: 2017
Identifier: FSU_2017SP_Trotta_fsu_0071E_13767
Format: Thesis

Title: "I Kinda Just Messed with It": Investigating Students' Resources for Learning Digital Composing Technologies Outside of Class.
Creator: Keaton, Megan K., Neal, Michael R., McDowell, Stephen D., Yancey, Kathleen Blake, Fleckenstein, Kristie S., Florida State University, College of Arts and Sciences, Department of...
Show moreKeaton, Megan K., Neal, Michael R., McDowell, Stephen D., Yancey, Kathleen Blake, Fleckenstein, Kristie S., Florida State University, College of Arts and Sciences, Department of English
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Abstract/Description: This dissertation investigates the resources that students use to learn new digital technologies to complete course assignments. This work is particularly important in a time when teachers are assigning more multimodal projects. If students are using and learning digital technologies to complete our assignments, we might argue that we should teach our students how to use the specific technologies they would use for the assignment. Yet, teaching students specific technologies is complicated...
Show moreThis dissertation investigates the resources that students use to learn new digital technologies to complete course assignments. This work is particularly important in a time when teachers are assigning more multimodal projects. If students are using and learning digital technologies to complete our assignments, we might argue that we should teach our students how to use the specific technologies they would use for the assignment. Yet, teaching students specific technologies is complicated for several reasons, including limited time and resources, numerous and quickly obsolete software, different levels of expertise for students and teachers, and more. Because of these complications, students may benefit from spending less time with instruction in specific technologies and more time considering practices for learning new digital technologies. This dissertation works to discover practices that teachers can use in the classroom to help their students learn how to learn new digital technologies in order to compose multimodal texts. To do this, I investigate how students are already learning technologies outside of the classroom and use this investigation to identify possible pedagogical directions. To gain a broader understanding of the resources students are using, I surveyed five sections of an upper-level composition course in which students completed at least one digital assignment. Then, to gain a more nuanced and richer description of resource use, I interviewed three of these students. To analyze the data, I used a framework adapted from Jeanette R. Hill and Michael J. Hannafin's components for Resource-Based Learning (RBL). RBL is a pedagogical approach that aims to teach students how to learn and to produce students who are self-directed problem-solvers, able to work both collaboratively and individually. Though RBL is a pedagogical approach, I used its values and parameters as a lens for understanding students' use of resources. RBL (as the name suggests) puts emphasis on the resources students use to facilitate their learning. Given the wide variety of resources and the ways in which they can be used in the classroom, few scholars articulate precisely what RBL may look like more generally. Hill and Hannafin (2010), however, list four components among which RBL can vary: resources, tools, contexts, and scaffolds. In this study, resource is an umbrella term for the tools, contexts, and humans students may use to support their learning. Tools are the non-human objects that students use to learn new technologies. Humans are the people from whom students seek help. Contexts are the rhetorical situations (specifically the audiences and purposes for composing) surrounding the technological learning, the students' past technological experiences, and the physical locations in which students work. An important element of this study is to identify not only what resources students use, but also how they use their resources; scaffolds are how the resources are used. The scaffolds in this study are as follows: conceptual scaffolds – resources help students decide the order in which to complete tasks, understand the affordances and constraints of the technology, and learn the genre conventions of a given text; metacognitive scaffolds – resources help students tap into their prior knowledge; procedural scaffolds – resources provide students with step-by-step instructions for completing tasks or with definitions of vocabulary; and strategic scaffolds – resources encourage students to experiment in order to learn and solve problems they encounter while learning the technology. In addition to addressing what and how students use resources to learn to perform tasks with the technology, I also examined how students used resources to learn the specialized vocabulary of the technology and the technology's affordances and constraints. The study resulted in eight findings about the ways in which students are using resources. These findings were then used to identify three areas for possible strategies teachers might consider to help students use resources to learn new technologies: 1. Helping students effectively choose technologies, which includes assisting them in (a) using resources to identify technology options and learn about the affordances and constraints of the options and (b) using the affordances and constraints, their composing situations, and the available resources to choose the technology that best meets their needs. 2. Helping students effectively use templates, which includes aiding them in (a) using templates to learn about the genres in which they are composing, (b) selecting effective templates, and (c) altering the templates based on their rhetorical situations and preferences. 3. Helping students learn the technology's specialized vocabulary, which includes assisting them in (a) identifying familiar visual and linguistic vocabulary, (b) making educated guesses about unfamiliar vocabulary, and (c) using resources to learn unfamiliar vocabulary.
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Date Issued: 2017
Identifier: FSU_2017SP_Keaton_fsu_0071E_13707
Format: Thesis

Title: The Impact of Class Size on the Distribution of Teacher Quality in Florida's Elementary Schools.
Creator: Banks, Dawnette, Iatarola, Patrice, Rice, Diana Claries, Rutledge, Stacey A., Herrington, Carolyn D., Florida State University, College of Education, Department of Educational...
Show moreBanks, Dawnette, Iatarola, Patrice, Rice, Diana Claries, Rutledge, Stacey A., Herrington, Carolyn D., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: In November 2002, Florida voters approved a class size reduction (CSR) amendment to the state constitution that required the State to lower class sizes to specified cap amounts in pre-kindergarten through twelfth grade by the beginning of the 2010-2011 school year. Increasing the demand for highly skilled teachers and producing a shift in teacher assignment, the potential impact of smaller classes on the equitable distribution of teacher quality resources is significant. Using 13 years of...
Show moreIn November 2002, Florida voters approved a class size reduction (CSR) amendment to the state constitution that required the State to lower class sizes to specified cap amounts in pre-kindergarten through twelfth grade by the beginning of the 2010-2011 school year. Increasing the demand for highly skilled teachers and producing a shift in teacher assignment, the potential impact of smaller classes on the equitable distribution of teacher quality resources is significant. Using 13 years of longitudinal data, this paper provides a longitudinal descriptive analysis of the impact of this CSR legislation on the distribution of teacher resources across all elementary schools in Florida.
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Date Issued: 2017
Identifier: FSU_2017SP_Banks_fsu_0071E_13849
Format: Thesis

Title: Negotiating Position during the Process of Design within a Researcher-Developer-Practitioner Partnership: An Activity Systems Analysis.
Creator: Brown, Stephanie L. (Stephanie Lynn), Rutledge, Stacey A., Dennen, Vanessa P., Akiba, Motoko, Boyle, Helen N., Florida State University, College of Education, Department of...
Show moreBrown, Stephanie L. (Stephanie Lynn), Rutledge, Stacey A., Dennen, Vanessa P., Akiba, Motoko, Boyle, Helen N., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Within the field of K–12 education, collaborative partnerships between research institutions, state and local school systems, and intermediary actors are becoming more prevalent, especially in some of the largest urban school districts in the United States. Despite their growth, very little is understood about the internal working dynamics of these partnerships and the discursive processes explaining how these institutions, with very different cultures, histories and missions are coming...
Show moreWithin the field of K–12 education, collaborative partnerships between research institutions, state and local school systems, and intermediary actors are becoming more prevalent, especially in some of the largest urban school districts in the United States. Despite their growth, very little is understood about the internal working dynamics of these partnerships and the discursive processes explaining how these institutions, with very different cultures, histories and missions are coming together to bridge professional knowledge. The purpose of this study was to understand the similarities and differences between the researchers, developers, and practitioners in one such partnership, The National Center on Scaling Up Effective Schools (NCSU). Drawing from key documents, six months of design team meetings, field notes, participant feedback and reflection forms, debrief meeting notes, progress reports, meeting agendas and notes, and participant cognitive interviews, I used Cultural Historical Activity Theory (CHAT) and positioning theory to understand the partners' interacting 'activity systems' and how they positioned themselves and one another in the evolving context of the NCSU's design work as they worked as a District Innovation Design Team (DIDT). This also helped me understand the contradictions that led to the tensions that unraveled within the partnership. Positioning provided key insight about the cultural and historical contexts of the partners. It also informed how the partners gradually evolved into community, despite the variety of boundary spanning strategies used somewhat prematurely by the developers in an effort to accelerate their formation into a collective identity. Evidence suggests that once the design team engaged in school and district-level data collection and analysis to inform the similarities of their school contexts, they were able to see themselves as a collective. During design team meetings the researchers and developers functioned successfully as boundary spanners. However, outside of the meetings they tended to struggle much more to find a 'lingua franca.' This relates to the first tension that emerged within the partnership over time – attaining the object with adequate expertise. Each partner had a specific area of expertise that served as a critical tool in the design of the prototype. The real expertise however, was in how different individuals positioned themselves to access this valuable expertise. All three of the partner institutions held fast to their original role designations, assumptions and expectations about the obligations of themselves and one another, which was in conflict with the fluid nature of the design work in which they were engaged that necessitated an openness to evolving roles. The second tension that emerged was attaining the object with adequate resources, including: time, human resources, and district support. The concepts of boundary spanning and boundary objects were central to understanding my findings related to how the different partners crossed institutional and hierarchical lines. The long-term nature of many partnerships in education provides the opportunity for participants from diverse institutional backgrounds to establish a shared knowledge base and range of shared experiences to draw from; thus "leveling the playing field" of expertise over time. As a result, this encourages a more egalitarian mindset, and decreases the potential for an imbalance of power. This expertise became a vital cultural tool for the new community of the School Innovation Design Teams (SIDTs) to draw from as they then took the prototype design and used it as their key tool and rule for development and refinement. How the partners positioned themselves, given their institutional role served as either a tool for boundary crossing or hindered it with 'boundary blocking.' Intermediaries bring a new dimension to partnerships for education researchers to explore in the context of school improvement. This dissertation is one of the first of its kind to look at intermediaries in this way and provides timely insight into how education partnerships function when harnessing the expertise of these less understood organizations.
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Date Issued: 2017
Identifier: FSU_2017SP_Brown_fsu_0071E_13753
Format: Thesis

Title: Curriculum Analysis of Three Elementary Reading Curricula: Implications for Music Therapy Integration.
Creator: Del Rey, Caroline, Gooding, Lori F. (Lori Fogus), Darrow, Alice-Ann, Gregory, Sarah Dianne, Florida State University, College of Music
Abstract/Description: The current state of the public education system in the United States is rooted in standards-based curriculum. The standards outline milestones that all students must achieve in order to demonstrate competency in their grade level. New curricula have been created to satisfy these standards and implemented in schools across the country. Music therapy has been used in schools to work with students on a variety of goals. The purpose of this study was to evaluate three elementary reading...
Show moreThe current state of the public education system in the United States is rooted in standards-based curriculum. The standards outline milestones that all students must achieve in order to demonstrate competency in their grade level. New curricula have been created to satisfy these standards and implemented in schools across the country. Music therapy has been used in schools to work with students on a variety of goals. The purpose of this study was to evaluate three elementary reading curricula and provide implications for integrating music therapy into these programs. Using a basic curriculum analysis approach, the curricula were evaluated on a number of criteria, and all three were found to have the qualities of an effective curriculum. Only one of the programs used music, however, music could be added to the lessons in each curriculum with ease. Sample music therapy interventions are provided to demonstrate the incorporation of music therapy in all three curricula. The results of this study suggest that music therapy has the potential to effectively enhance academic instruction.
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Date Issued: 2017
Identifier: FSU_2017SP_DelRey_fsu_0071N_13884
Format: Thesis

Title: The Perceived Influence of Accelerated Learning Program Enrollment on High School Students' Participation in Music.
Creator: Boswell, Matthew Alan, VanWeelden, Kimberly D., Darrow, Alice-Ann, Kelly, Steven N., Florida State University, College of Music
Abstract/Description: The purpose of this study was to investigate high school music teachers' perceived influence of student enrollment in accelerated learning programs on student enrollment, participation, and attitude in band and choir. Participants (N = 100) were Florida high school band and choir directors. The dependent measure was a researcher-developed questionnaire asking for directors' perceptions of the three research questions as they related to students enrolled in Advanced Placement, International...
Show moreThe purpose of this study was to investigate high school music teachers' perceived influence of student enrollment in accelerated learning programs on student enrollment, participation, and attitude in band and choir. Participants (N = 100) were Florida high school band and choir directors. The dependent measure was a researcher-developed questionnaire asking for directors' perceptions of the three research questions as they related to students enrolled in Advanced Placement, International Baccalaureate, Dual Enrollment, or Advanced International Certificate of Education courses. Respondents also provided what types of accommodations they use within their own program to allow the successful participation of these students. Results indicated that some music educators did perceive a negative influence of accelerated learning program enrollment on all three measures, yet variability in the sample was indicated by high standard deviations on nearly all questions. Further, the study yielded evidence that not all accelerated learning programs affected students similarly. Students in AP courses, for instance, were perceived as having fewer issues with enrollment in both primary and secondary ensembles than students in IB courses. The most commonly reported accommodation was permitting tardiness or absence from required events. Though the results of this study demonstrated a lack of agreement amongst Florida's music teachers about the influence of accelerated learning program enrollment on student participation in music, perhaps this disagreement itself is the most significant finding. If music study is a valued part of a complete education, then music educators and related parties should develop strategies that encourage and allow students to be successful in both music and accelerated learning programs.
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Date Issued: 2017
Identifier: FSU_2017SP_Boswell_fsu_0071N_13887
Format: Thesis

Title: Intercultural Teacher Education through Cultural Synergy: Understanding Pre-Service English Language Teachers' Developing Intercultural Competence.
Creator: Yazdanpanah, Ramin, Milligan, Jeffrey Ayala, Leeser, Michael J., Easton, Peter B., Papi, Mostafa, Florida State University, College of Education, Department of Educational...
Show moreYazdanpanah, Ramin, Milligan, Jeffrey Ayala, Leeser, Michael J., Easton, Peter B., Papi, Mostafa, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The present study examined the developing intercultural competence of pre-service English language teachers (ELTs). The nine (9) participants in this study were students within a short-term teaching English as a foreign language (TEFL) certification course who engaged in IC exchanges with culturally diverse English language learners (ELLs) within an intensive English program (IEP). The IC exchanges were held once a week over the course of a six-week period. The foci of the IC exchanges were...
Show moreThe present study examined the developing intercultural competence of pre-service English language teachers (ELTs). The nine (9) participants in this study were students within a short-term teaching English as a foreign language (TEFL) certification course who engaged in IC exchanges with culturally diverse English language learners (ELLs) within an intensive English program (IEP). The IC exchanges were held once a week over the course of a six-week period. The foci of the IC exchanges were on concepts of cross-cultural understanding in general, and culturally diverse practices within teaching and learning specifically. The purpose of the study was to research how the participant pre-service teachers conceptualized their developing IC competence across the features of attitude, knowledge, and skills (Spitzberg and Chagnon, 2009), as well as their understanding of how to self-direct their IC competence independently. Data were collected through qualitative phenomenographic interview methods before, during, and after the IC exchanges. Interviews were audio recorded, transcribed, analyzed and categorized under IC features as expressed by the participants. Excerpts of the interviews are presented along with analyses that connect findings to literature of IC competence within educational contexts and second and foreign language teaching, as well as interpretations and discussion by the researcher. The study applied social-cultural theoretical concept of mediation, seeing all human action as subject to multiple interpretations (Eun and Lim, 2009), as well as zone of proximal development (ZPD) that advances the position of learning through interaction and collective engagement between the learner and more capable peers as essential to the learning process (Lantolf and Poehner, 2014). Through analysis of the interviews, the participants expressed benefits of the IC exchanges to their awareness and understanding of diverse cultural practices, specifically within teaching and learning. Participants also expressed a greater self-reflective and ethnorelative stance of their C1, as well as a more developed ability to articulate C1 practices. Additionally, participants discussed a greater understanding of how to foster an environment of cooperative engagement with ELLs within the second/foreign language classroom concerning cultural practices and perspectives. Lastly, analysis revealed the participants' initial understandings and challenges of how to continue developing their IC competence independently. The current study points to the importance of guiding pre-service teachers to develop deeper and more complex understandings of culture.
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Date Issued: 2017
Identifier: FSU_2017SP_Yazdanpanah_fsu_0071E_13736
Format: Thesis

Title: A Latent Change Score Modeling Approach to Investigating Developmental Relations between Phonological Awareness and Decoding Ability in Early Readers.
Creator: Spencer, Mercedes, Wagner, Richard K., Catts, Hugh W., Borovsky, Arielle A., Kaschak, Michael P., Schatschneider, Christopher, Florida State University, College of Arts and...
Show moreSpencer, Mercedes, Wagner, Richard K., Catts, Hugh W., Borovsky, Arielle A., Kaschak, Michael P., Schatschneider, Christopher, Florida State University, College of Arts and Sciences, Department of Psychology
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Abstract/Description: The present study investigated the dynamic developmental relations between phonological awareness and decoding ability in two groups of 3- and 4-year-old children (N = 2,513) from the Head Start Impact Study (U.S. Department of Health and Human Services, 2002-2006) who were followed through the end of kindergarten. Children were randomly assigned to either receive Head Start or not. Using latent change score modeling methods, I tested several hypotheses regarding developmental influences...
Show moreThe present study investigated the dynamic developmental relations between phonological awareness and decoding ability in two groups of 3- and 4-year-old children (N = 2,513) from the Head Start Impact Study (U.S. Department of Health and Human Services, 2002-2006) who were followed through the end of kindergarten. Children were randomly assigned to either receive Head Start or not. Using latent change score modeling methods, I tested several hypotheses regarding developmental influences among these literacy skills: (1) phonological awareness and decoding skills are developmentally correlated but do not influence one another; (2) phonological awareness influences decoding ability; (3) decoding ability influences phonological awareness; or (4) phonological awareness and decoding ability simultaneously influence one another. Results indicated that decoding ability predicted change in phonological awareness for 3- and 4-year-old children. The same trend emerged when the 3- and 4-year-olds were examined separately. Mixture modeling suggested no evidence for more than one latent class for both Head Start participants and controls, indicating an absence of differing developmental trajectories. The implications of these findings are discussed.
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Date Issued: 2016
Identifier: FSU_2017SP_Spencer_fsu_0071E_13622
Format: Thesis

Title: Pursuing STEM and Related Careers: The Role of Math Self-Efficacy and High School Math and Science Courses in Building Momentum.
Creator: Ramp, Laura, Iatarola, Patrice, Ueno, Koji, Preston, Courtney, Rutledge, Stacy A., Perez-Felkner, Lara, Florida State University, College of Education, Department of Educational...
Show moreRamp, Laura, Iatarola, Patrice, Ueno, Koji, Preston, Courtney, Rutledge, Stacy A., Perez-Felkner, Lara, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Education policy over the past decade has often focused on increasing participation in science, technology, engineering, and mathematics (STEM) fields. A number of studies indicate that the STEM pipeline "leaks," as individuals who pursue STEM college majors do not follow through with occupations in these fields. Using data from the Education Longitudinal Study (ELS) of 2002 and from the General Social Surveys (GSS) for 2010, 2012, and 2014, I expand the concept of STEM momentum to explore...
Show moreEducation policy over the past decade has often focused on increasing participation in science, technology, engineering, and mathematics (STEM) fields. A number of studies indicate that the STEM pipeline "leaks," as individuals who pursue STEM college majors do not follow through with occupations in these fields. Using data from the Education Longitudinal Study (ELS) of 2002 and from the General Social Surveys (GSS) for 2010, 2012, and 2014, I expand the concept of STEM momentum to explore how momentum builds in high school and carries into postsecondary enrollment and occupations. In addition, with the GSS data, participants are grouped by age to explore any patterns that may emerge in aligning outcomes with shifts in the labor market and in policy. Moreover, the occupations included as STEM and applied STEM are expanded to include occupations in these fields that require any level of education or certification above a high school diploma. I find that math self-efficacy and high school math and science coursework completed matter for building STEM momentum. This momentum carries into postsecondary enrollment and college major selection. The momentum built from math self-efficacy and high school math and science coursework completed carries indirectly into occupation through college major. In terms of labor market and policy shifts, I find that there appears to be increases in participation in STEM fields by females and different racial groups, although, gaps remain. I find that the STEM pipeline not only continues to "leak" for STEM fields, but it also "leaks" for applied STEM fields.
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Date Issued: 2016
Identifier: FSU_FA2016_Ramp_fsu_0071E_13508
Format: Thesis

Title: ESOL Endorsed Teacher Candidates' Undergraduate Academic Performance as a Possible Predictor for Their ESOL Performance on the Professional Education (PEd) Test within the Context of Florida.
Creator: Olwi, Abdulrahman, Jakubowski, Elizabeth M., Galeano, Rebecca A., Turner, Jeannine E. (Jeannine Ellen), Myers, John P. (John Patrick), Florida State University, College of...
Show moreOlwi, Abdulrahman, Jakubowski, Elizabeth M., Galeano, Rebecca A., Turner, Jeannine E. (Jeannine Ellen), Myers, John P. (John Patrick), Florida State University, College of Education, School of Teacher Education
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Abstract/Description: This quantitative research study investigated the ESOL (English to Speakers of Other Languages) academic performance of teacher candidates (n=632) at a large educational institution in Florida, USA, who majored in Elementary Education, Early Childhood Education, Exceptional Student Education, and English Education with an ESOL endorsement. Three research questions guided the study. A secondary data analysis was conducted to examine the relationship among the teacher candidates’ ESOL course...
Show moreThis quantitative research study investigated the ESOL (English to Speakers of Other Languages) academic performance of teacher candidates (n=632) at a large educational institution in Florida, USA, who majored in Elementary Education, Early Childhood Education, Exceptional Student Education, and English Education with an ESOL endorsement. Three research questions guided the study. A secondary data analysis was conducted to examine the relationship among the teacher candidates’ ESOL course grades and test scores as well as the academic majors of study. Investigation of "Knowledge of ESOL" as stated in the Professional Education competencies and skills (i.e., Competency #7) was the goal of this analysis. The results showed that the means of the ESOL PEd Test scores of Elementary Education, Early Childhood Education, Exceptional Student Education, and English Education were respectively 80, 79, 76, and 73 out of 100; while the overall mean across all academic majors was 78. Also, the overall MANOVA investigating the mean differences across academic majors for all variables was significant, and follow-up ANOVAs indicated that teacher candidates’ academic performances were statistically different across the academic majors of study. Tukey statistical tests showed that teacher candidates in the academic major of Elementary Education tended to have higher TSL4080 grades and Exceptional Students Education tended to have lower TSL4080 grades compared to teacher candidates in the other academic majors. With respect to TSL4081 grades, teacher candidates in the academic major of English Education tended to have higher grades than teacher candidates in Elementary Education and Exceptional Students Education. With respect to overall GPAs, teacher candidates in the academic major of Exceptional Students Education tended to have higher overall GPAs compared to teacher candidates in the academic major of Elementary Education and English Education. Finally, with respect to ESOL PEd Test scores, teacher candidates in the academic major of Elementary Education tended to have higher scores than English Education. Last, to determine the extent to which TSL4080 grades, TSL4081 grades, and overall GPAs predict teacher candidates’ ESOL PEd Test scores, an overall regression analysis was conducted. The results showed that the relationship was significant, but small. With respect to the individual predictor variables, the strongest predictor of teacher candidates’ ESOL PEd Test scores was their overall GPAs. The next strongest predictor of teacher candidates’ ESOL PEd Test scores was their TSL4080 grades. Finally, teacher candidates’ TSL4081 grades did not significantly add to the prediction of their ESOL PEd Test scores. Overall, the standardized coefficients of overall GPAs and TSL4080 grades were significant. However, it was found that the standardized coefficient for TSL4081 grades was not significant. Therefore, while overall GPAs and TSL4080 grades predict ESOL PEd Test scores, TSL4081 grades do not predict ESOL PEd Test scores.
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Date Issued: 2016
Identifier: FSU_FA2016_Olwi_fsu_0071E_13446
Format: Thesis

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