Search results

Title: 24/7 Access: Crafted in 2010 and Built to Last.
Creator: Rosasco, Robyn, Epstein, Susan A.
Abstract/Description: Objectives Our library has provided 24/7 access for student study space since 2010. This service has functioned as anticipated with minor policy breaches in 2010 and 2013. The purpose of this study was to determine how well 24/7 access to our library is working, obtain student feedback on security procedures, and solicit ideas from all stakeholders for future improvements. Methods Stakeholders for 24/7 access to our academic health sciences library include both the service providers (library,...
Show moreObjectives Our library has provided 24/7 access for student study space since 2010. This service has functioned as anticipated with minor policy breaches in 2010 and 2013. The purpose of this study was to determine how well 24/7 access to our library is working, obtain student feedback on security procedures, and solicit ideas from all stakeholders for future improvements. Methods Stakeholders for 24/7 access to our academic health sciences library include both the service providers (library, student affairs, and security/legal personnel) and the service users (first- and second-year medical students and biomedical graduate students). To evaluate the effectiveness of the library's 24/7 access service, the authors conducted a series of free-response interviews with several service provider and user stakeholders to solicit the most detailed feedback possible. The authors also administered a brief survey to determine if students were satisfied with unstaffed access to library study space. The results of stakeholder feedback were used to evaluate the value of our extensive planning for 24/7 access to the library, our thorough and consistent implementation, and our responsiveness to the needs of our students. Results: Our library director invited (via email) 14 student/staff stakeholders to be interviewed by the primary investigator (PI) and co-PI. Three students and three staff members agreed to be interviewed; five interviews were conducted face-to-face and one was conducted by phone. In addition, our library director sent an email invitation to complete a 10-question survey to approximately 500 students; 114 surveys were completed. From the interviews and the survey, shared themes as well as several unique feedback items emerged. In general, the overwhelming response was that the 24/7 service meets the needs of students, providing a secure, consistent study area for students who do not choose to study in another College of Medicine study space, in another campus library, at home, or at another location. Specifically, 90% of the students were not concerned about safety/security issues in the library during unstaffed hours, 82% indicated that the library environment was conducive to studying during unstaffed hours, and 83% felt that the library's orientation on 24/7 policies and procedures has met their needs. Conclusions: Collecting formal feedback on our 24/7 service has validated the time spent in planning, implementation, and responding to student needs, and has also elicited several ideas for improving the 24/7 service. We plan to continue interviewing and surveying 24/7 stakeholders on a yearly basis to solicit current feedback and continually improve the service.
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Date Issued: 2014
Identifier: FSU_migr_medlib_posters-0003
Format: Citation

Title: Advanced (Measurement) Applications of Curriculum-based Measurement in Reading.
Creator: Petscher, Yaacov M., Cummings, Kelli, Biancarosa, Gina, Fien, Hank
Abstract/Description: The purpose of this article is to provide a commentary on the current state of several measurement issues pertaining to curriculum-based measures of reading (R-CBM1). We begin by providing an overview of the utility of R-CBM, followed by a presentation of five specific measurements considerations: 1) the reliability of R-CBM oral reading fluency, 2) issues pertaining to form effects, 3) the generalizability of scores from R-CBM, 4) measurement error, and 5) linearity of growth in R-CBM. We...
Show moreThe purpose of this article is to provide a commentary on the current state of several measurement issues pertaining to curriculum-based measures of reading (R-CBM1). We begin by providing an overview of the utility of R-CBM, followed by a presentation of five specific measurements considerations: 1) the reliability of R-CBM oral reading fluency, 2) issues pertaining to form effects, 3) the generalizability of scores from R-CBM, 4) measurement error, and 5) linearity of growth in R-CBM. We then conclude with a presentation of the purpose for this issue and broadly introduce the articles in the special issue. Because oral reading fluency is one of the most common measures of R-CBM, much of the review is focused on this particular type of assessment; however, the issues presented extend to other assessments of R-CBM.
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Date Issued: 2013
Identifier: FSU_migr_fcrr-pubs-0001, 10.1177/1534508412461434
Format: Citation

Title: "To Benefit the World by Whatever Means Possible": Adolescents' Constructions of Global Citizenship.
Creator: Myers, John
Abstract/Description: This article reports on the ways that 77 students in an international studies programme constructed meanings for global citizenship. The focus was on their personal meanings for the topic and how they articulated a global identity with their national civic beliefs. Data was collected from online discussion boards, written essays and 20 interviews. A key finding was that the students' political language for global citizenship, examined here in terms of purpose, membership and relationship with...
Show moreThis article reports on the ways that 77 students in an international studies programme constructed meanings for global citizenship. The focus was on their personal meanings for the topic and how they articulated a global identity with their national civic beliefs. Data was collected from online discussion boards, written essays and 20 interviews. A key finding was that the students' political language for global citizenship, examined here in terms of purpose, membership and relationship with national citizenship, was predominantly a moral commitment framed in universal language. A second finding was that the students understood global citizenship as a heterogeneous and complex affiliation shaped by a range of sources. The implication is that citizenship education emphasizing a narrow notion of patriotism may encourage students to disengage from civic life because it does not represent their lived experiences and identities. Insights for making citizenship education practices more inclusive are discussed., In this study, information about national identity and global citizenship were collected from 77 students enrolled in an international studies program through discussion boards, essays, and interviews. Results regarding global citizenship showed that participants’ language was often framed in moral and universal terms, and that students saw global citizenship as complex and drew from diverse sources to understand what it meant. The article also discussed how citizenship education needs to be broader and more inclusive than the traditional focus on patriotism.
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Date Issued: 2009
Identifier: FSU_migr_ste_faculty_publications-0007, 10.1080/01411920902989219
Format: Citation

Title: Acknowledging the Religious Beliefs Students Bring into the Science Classroom: Using the Bounded Nature of Science.
Creator: Southerland, Sherry A., Scharmann, Lawrence Conrad
Abstract/Description: Scientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to "teach to the controversy" – which some see as a way of introducing religious explanations for...
Show moreScientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to "teach to the controversy" – which some see as a way of introducing religious explanations for biological diversity into science classrooms. Many science educators reject this approach, insisting that we limit classroom discussions to science alone. This "science only" approach leaves the negotiation of alternative knowledge frameworks to students, who are often ill-prepared for such epistemological comparisons. To support students' understanding of science while maintaining their religious commitments, this article explores the utility of emphasizing the boundaries of scientific knowledge and the need to support students in their comparison of contradictory knowledge frameworks.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0013, 10.1080/07351690.2013.743778
Format: Citation

Title: Fostering College and Career Readiness: How Career Development Activities in Schools Impact on Graduation Rates and Students' Life Success.
Creator: Sampson, James P., Hooley, Tristram, Marriot, John
Abstract/Description: This paper sets out the recent evidence around career development. This evidence is examined within the context of the college and career readiness agenda. The argument is made that in order for young people to be genuinely "ready" for both college and career they need to have attended to their academic achievement, their aspirations and plans for the future, their ability to make transitions and their ability to direct their own careers. It is argued that career development offers schools a...
Show moreThis paper sets out the recent evidence around career development. This evidence is examined within the context of the college and career readiness agenda. The argument is made that in order for young people to be genuinely "ready" for both college and career they need to have attended to their academic achievement, their aspirations and plans for the future, their ability to make transitions and their ability to direct their own careers. It is argued that career development offers schools a body of practice that has been shown to have a positive impact on young people's readiness for college and career. The report acknowledges that the provision of career development has been in decline in many North American schools despite evidence of its effectiveness. Given the current instability of the labor market, the increasing complexity of the education system and the need to grow the skills base of the workforce in a competitive global market, failing to attend to young people's careers seems shortsighted. As this paper shows, there is a strong body of evidence which demonstrates that career development activity in schools can help young people to experience academic achievement, successfully transition to the labor market and live happier and more productive lives. It is hoped that setting out the evidence in this area of research will provide policy makers and school leaders with the resources required to make informed decisions and to support the development of the future generations of talent. The paper explores the impacts of career development in relation to four main questions: • Does career development engage young people in their schooling and help keep them attending school? • Does career development positively impact on young people's academic achievement? • Does career development assist young people in making successful transitions to college or the labor market? • Does career development have a positive effect on people's career and life success?
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Date Issued: 2011
Identifier: FSU_migr_edpsy_faculty_publications-0008X
Format: Citation

Title: A Framework to Explore Lifelong Learning: The Case of the Civic Education of Civics Teachers.
Creator: Myers, John, Schugurensky, Daniel
Abstract/Description: This study investigates learning about civics and citizenship throughout individuals' lives (lifelong) and across various pedagogical settings (lifewide). A basic hypothesis is that civics teachers, among all social actors, are particularly well positioned for engaging in this type of introspective exercise because they are both familiar with civics and politics and also with teaching and learning processes. The lifelong civic learning of civics teachers was examined in the different settings...
Show moreThis study investigates learning about civics and citizenship throughout individuals' lives (lifelong) and across various pedagogical settings (lifewide). A basic hypothesis is that civics teachers, among all social actors, are particularly well positioned for engaging in this type of introspective exercise because they are both familiar with civics and politics and also with teaching and learning processes. The lifelong civic learning of civics teachers was examined in the different settings in which they acquire their knowledge, values, skills and ideological frameworks, and to understand the relative weight of each one in their overall learning process. This study also coincides with the implementation of a new provincial civics course for grade 10 students in Ontario, Canada during the 2000–1 school year. This case study consists of interviews with 15 social studies teachers who have taught the new civics course in Ontario. One of the clearest findings of the study is the powerful influence of the experience of teaching and of early family socialization on the acquisition of civic knowledge, skills and values, and on the development of political beliefs. Civic engagement and political participation were also considered an important source of civic learning, particularly in relation to the acquisition of civic and political skills. This is a finding that deserves further exploration, because our understanding of social movement learning remains limited. The findings suggest the promotion of lifelong citizenship learning entails the creation and nurturing of inclusive democratic spaces that have particularly high civic educational potential.
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Date Issued: 2003
Identifier: FSU_migr_ste_faculty_publications-0002, 10.1080/02601370304835
Format: Citation

Title: Fostering the Common Good: The Portrayal of the Social Economy in Secondary Business and Economics Textbooks.
Creator: Myers, John, Stocks, Jessica
Abstract/Description: In this research study, we undertook a content analysis of thirteen economics and business textbooks, which were examined for their coverage of the social economy, which encompasses a range of nonprofit and social enterprise organizations that put "people before profits." The goal was to understand the ways that these textbooks represent official knowledge of the economy that is passed on to secondary students and how that knowledge is valued and organized in society. The findings show that...
Show moreIn this research study, we undertook a content analysis of thirteen economics and business textbooks, which were examined for their coverage of the social economy, which encompasses a range of nonprofit and social enterprise organizations that put "people before profits." The goal was to understand the ways that these textbooks represent official knowledge of the economy that is passed on to secondary students and how that knowledge is valued and organized in society. The findings show that the social economy is weakly represented in our sample although three did contain some content about the topic. There were two key dimensions to this finding. First, there was little recognition of the social economy as an economic sector. Second, there was fairly consistent coverage of social economy organizations in the textbooks although it lacked depth and little attention was paid to their social purpose. Comparing business and economic textbooks, our analysis showed that the business textbooks had broader overall coverage of the social economy and, significantly, more recognition of it as an economic sector.
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Date Issued: 2010
Identifier: FSU_migr_ste_faculty_publications-0009
Format: Citation

Title: Ethical Issues Associated with Information and Communication Technology in Counseling and Guidance.
Creator: Sampson, James P., Makela, Julia Panke
Abstract/Description: For more than 50 years, literature on the use of information and communication technology in counseling and guidance has presented ethical issues related to the development and use of technologies in practice. This paper reviews the ethical issues raised, organizing them into three categories: Social equity, resources, and services. Career professionals' efforts to address these ethical issues are introduced via a discussion of ethical, credentialing, and accreditation standards. The article...
Show moreFor more than 50 years, literature on the use of information and communication technology in counseling and guidance has presented ethical issues related to the development and use of technologies in practice. This paper reviews the ethical issues raised, organizing them into three categories: Social equity, resources, and services. Career professionals' efforts to address these ethical issues are introduced via a discussion of ethical, credentialing, and accreditation standards. The article concludes with a call for additional standards development, training resources, and research to shape the use of rapidly changing technologies in ways that ethically and effectively enhance client services., This article reviewed the literature on information and communication technology and how it is used in counseling and guidance practice. Issues were organized in terms of social equity, resources, and services. The authors discussed these issues in relation to ethical, credential, and accreditation standards. Finally, the authors pointed out the need for additional standards, training, and research on rapidly changing technologies and how they can be used ethically and effectively to enhance client services.
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Date Issued: 2014
Identifier: FSU_migr_edpsy_faculty_publications-0008, 10.1007/s10775-013-9258-7
Format: Citation

Title: Exploring Adolescents' Thinking about Globalization in an International Education Program.
Creator: Myers, John
Abstract/Description: This research examined US high school students' thinking about economic and cultural globalization during their participation in an international education program. The findings mapped the students' categories for the two aspects of globalization and showed that the students' positions were shaped by relatively stable narratives characterizing the phenomenon. In general, the ethnic minority students were found to have more critical perspectives. Suggestions based on the findings for improving...
Show moreThis research examined US high school students' thinking about economic and cultural globalization during their participation in an international education program. The findings mapped the students' categories for the two aspects of globalization and showed that the students' positions were shaped by relatively stable narratives characterizing the phenomenon. In general, the ethnic minority students were found to have more critical perspectives. Suggestions based on the findings for improving the teaching of globalization in international education programs are described.
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Date Issued: 2010
Identifier: FSU_migr_ste_faculty_publications-0008, 10.1177/1475240910370824
Format: Citation

Title: Fathers' Role in Play: Enhancing Early Language and Literacy of Children with Developmental Delays.
Creator: Stockall, Nancy, Dennis, Lindsay
Abstract/Description: Fathers and paternal role models make a unique contribution to children's development. There is some research to suggest that the types of play males engage in with children is typically more active and thus offers unique possibilities for embedding activities for language and literacy development. In this article, we offer suggestions for how preschool special education teachers can assist fathers and paternal role models as they work and play to enhance the language and literacy skills of...
Show moreFathers and paternal role models make a unique contribution to children's development. There is some research to suggest that the types of play males engage in with children is typically more active and thus offers unique possibilities for embedding activities for language and literacy development. In this article, we offer suggestions for how preschool special education teachers can assist fathers and paternal role models as they work and play to enhance the language and literacy skills of their children through reading activities, dramatic play, and pretend or free play.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0018, 10.1007/s10643-012-0557-2
Format: Citation

Title: A Faculty-librarian collaboration for developing information literacy skills among preservice teachers.
Creator: Floyd, Deborah, Colvin, Gloria, Bodur, Yasar
Abstract/Description: Preservice teachers enrolled in the first portion of an undergraduate education program at the Florida State University were assigned to develop case studies based on their experience working in local elementary schools. The case studies were to include research from the scholarly literature of the field using a rubric developed by the instructor for evaluating sources. After inadequate results were recorded from the initial semester's projects, the course instructor paired with a liaison...
Show morePreservice teachers enrolled in the first portion of an undergraduate education program at the Florida State University were assigned to develop case studies based on their experience working in local elementary schools. The case studies were to include research from the scholarly literature of the field using a rubric developed by the instructor for evaluating sources. After inadequate results were recorded from the initial semester's projects, the course instructor paired with a liaison librarian to provide a workshop to improve the use of scholarly resources in the following semester's class. This article reports on a citation analysis of student bibliographies from the two classes, finding that the number of scholarly resources cited increased significantly when the librarian's presentation accompanied the use of the instructor's rubric. The results affirm earlier research that a combination of library instruction and clear faculty-established guidelines and requirements for the use of scholarly resources results in increased quality of student research.
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Date Issued: 2008
Identifier: FSU_migr_scholar_com-0004, 10.1016/j.tate.2006.11.018
Format: Citation

Title: GWAS of 126,559 Individuals Identifies Genetic Variants Associated with Educational Attainment.
Creator: Rietveld, Cornelius, Medland, Sarah, Derringer, Jaime, Yang, Jian, Esko, Tönu, Martin, Nicolas, Westra, Harm-Jan, Shakhbazov, Konstantin, Abdellaoui, Abdel, Agrawal, Arpana,...
Show moreRietveld, Cornelius, Medland, Sarah, Derringer, Jaime, Yang, Jian, Esko, Tönu, Martin, Nicolas, Westra, Harm-Jan, Shakhbazov, Konstantin, Abdellaoui, Abdel, Agrawal, Arpana, Albrecht, Eva, Alizadeh, Behrooz, Amin, Najaf, Barnard, John, Baumeister, Sebastian, Benke, Kelly, Bielak, Lawrence, Boatman, Jeffrey A., Boyle, Patricia, Davies, Gail, de Leeuw, Christiaan, Eklund, Niina, Evans, Daniel, Ferhmann, Rudolf, Fischer, Krista, Gieger, Christian, Gjessing, Håkon K, Hägg, Sara, Harris, Jennifer, Hayward, Caroline, Holzapfel, Christina, Ibrahim-Verbaas, Carla, Ingelsson, Erik, Jacobsson, Bo, Joshi, Peter, Jugessur, Astanand, Kaakinen, Marika, Kanoni, Stavroula, Karjalainen, Juha, Kolcic, Ivana, Kristiansson, Kati, Kutalik, Zoltán, Lahti, Jari, Lee, Sang, Lin, Peng, Lind, Penelope, Liu, Yongmei, Lohman, Kurt, Loitfelder, Marisa, McMahon, George, Vidal, Pedro, Meirelles, Osorio, Milani, Lili, Myhre, Ronny, Nuotio, Marja-Liisa, Oldmeadow, Christopher, Petrovic, Katja, Peyrot, Wouter, Polasek, Ozren, Quaye, Lydia, Reinmaa, Eva, Rice, John, Rizzi, Thais, Schmidt, Helena, Schmidt, Reinhold, Smith, Albert, Smith, Jennifer, Tanaka, Toshiko, Terracciano, Antonio, van der Loos, Matthijs, Vitart, Veronique, Völzke, Henry, Wellmann, Jürgen, Yu, Lei, Zhao, Wei, Allik, Jüri, Attia, John, Bandinelli, Stefania, Bastardot, François, Beauchamp, Jonathan, Bennett, David, Berger, Klaus, Bierut, Laura, Boomsma, Dorret, Bültmann, Ute, Campbell, Harry, Chabris, Christopher, Cherkas, Lynn, Chung, Mina, Cucca, Francesco, de Andrade, Mariza, De Jager, Philip, De Neve, Jan-Emmanuel, Deary, Ian J., Dedoussis, George, Deloukas, Panos, Dimitriou, Maria, Eiríksdóttir, Guðny, Elderson, Martin, Eriksson, Johan, Evans, David, Faul, Jessica, Ferrucci, Luigi, Garcia, Melissa, Grönberg, Henrik, Guðnason, Vilmundur, Hall, Per, Harris, Juliette, Harris, Tamara, Hastie, Nicholas, Heath, Andrew, Hernandez, Dena, Hoffmann, Wolfgang, Hofman, Adriaan, Holle, Rolf, Holliday, Elizabeth, Hottenga, Jouke-Jan, Iacono, William, Illig, Thomas, Järvelin, Marjo-Riitta, Kähönen, Mika, Kaprio, Jaakko, Kirkpatrick, Robert, Kowgier, Matthew, Latvala, Antti, Launer, Lenore, Lawlor, Debbie, Lehtimäki, Terho, Li, Jingmei, Lichtenstein, Paul, Lichtner, Peter, Liewald, David, Madden, Pamela, Magnusson, Patrik, Mäkinen, Tomi, Masala, Marco, McGue, Matthew, Metspalu, Andres, Mielck, Andreas, Miller, Michael, Montgomery, Grant, Mukherjee, Sutapa, Nyholt, Dale, Oostra, Ben A., Palmer, Lyle, Palotie, Aarno, Penninx, Brenda, Perola, Markus, Peyser, Patricia, Preisig, Martin, Räikkönen, Katri, Raitakari, Olli, Realo, Anu, Ring, Susan, Ripatti, Samuli, Rivadeneira, Fernando, Rudan, Igor, Rustichini, Aldo, Salomaa, Veikko, Sarin, Antti-Pekka, Schlessinger, David, Scott, Rodney, Snieder, Harold, St Pourcain, Beate, Starr, John M., Sul, Jae, Surakka, Ida, Svento, Rauli, Teumer, Alexander, Tiemeier, Henning, van Rooij, Frank, Van Wagoner, David, Vartiainen, Erkki, Viikari, Jorma, Vollenweider, Peter, Vonk, Judith, Waeber, Gérard, Weir, David, Wichmann, H.-Erich (Heinz-Erich), Widen, Elisabeth, Willemsen, Gonneke, Wilson, James F. (James Flett), Wright, Alan, Conley, Dalton, Smith, George Davey, Franke, Lude, Groenen, Patrick, Hofman, Albert, Johannesson, Magnus, Kardia, Sharon, Krueger, Robert F., Laibson, David, Martin, Nicholas G., Meyer, Michelle, Posthuma, Danielle, Thurik, A. R. (A. Roy), Timpson, Nicholas, Uitterlinden, André G., van Duijn, Cornelia, Visscher, Peter, Benjamin, Daniel, Cesarini, David, Koellinger, Philipp
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Abstract/Description: A genome-wide association study (GWAS) of educational attainment was conducted in a discovery sample of 101,069 individuals and a replication sample of 25,490. Three independent single-nucleotide polymorphisms (SNPs) are genome-wide significant (rs9320913, rs11584700, rs4851266), and all three replicate. Estimated effects sizes are small (coefficient of determination R(2) ≈ 0.02%), approximately 1 month of schooling per allele. A linear polygenic score from all measured SNPs accounts for ≈2%...
Show moreA genome-wide association study (GWAS) of educational attainment was conducted in a discovery sample of 101,069 individuals and a replication sample of 25,490. Three independent single-nucleotide polymorphisms (SNPs) are genome-wide significant (rs9320913, rs11584700, rs4851266), and all three replicate. Estimated effects sizes are small (coefficient of determination R(2) ≈ 0.02%), approximately 1 month of schooling per allele. A linear polygenic score from all measured SNPs accounts for ≈2% of the variance in both educational attainment and cognitive function. Genes in the region of the loci have previously been associated with health, cognitive, and central nervous system phenotypes, and bioinformatics analyses suggest the involvement of the anterior caudate nucleus. These findings provide promising candidate SNPs for follow-up work, and our effect size estimates can anchor power analyses in social-science genetics.
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Date Issued: 2013
Identifier: FSU_migr_geriatrics_faculty_publications-0007, 10.1126/science.1235488
Format: Citation

Title: Learning in Politics: Brazilian Teachers' Political Engagement as a Pedagogical Resource.
Creator: Myers, John
Abstract/Description: The suggestion that teaching is a political act has been a divisive issue among educators. However, there has been little analysis of the ways that teachers draw on their political experiences as pedagogical resources. Using a case study of seven teachers inPorto Alegre,Brazilwho were involved in politics, this article explores the relationship between political experiences and teaching citizenship. The data consisted of interviews with the teachers, observations of their teaching, and...
Show moreThe suggestion that teaching is a political act has been a divisive issue among educators. However, there has been little analysis of the ways that teachers draw on their political experiences as pedagogical resources. Using a case study of seven teachers inPorto Alegre,Brazilwho were involved in politics, this article explores the relationship between political experiences and teaching citizenship. The data consisted of interviews with the teachers, observations of their teaching, and classroom materials. This research shows that politics played an important role in their efforts to teach democratic citizenship. Through the teachers' diverse political experiences and ideologies, they developed different understandings of the relationship of politics with citizenship education that promote democratization and social change.
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Date Issued: 2009
Identifier: FSU_migr_ste_faculty_publications-0005, 10.1016/j.ijer.2009.03.001
Format: Citation

Title: Making Sense of a Globalizing World: Adolescents' Explanatory Frameworks for Poverty.
Creator: Myers, John
Abstract/Description: This research examined adolescents' explanatory frameworks for global poverty during their participation in an international studies program. Poverty, like other persistent social problems, has taken on new dimensions and scale due to globalization. International development theories were employed to analyze the range of their responses. The data showed that the students synthesized a range of information to make multifaceted explanations for poverty that included the role of globalization in...
Show moreThis research examined adolescents' explanatory frameworks for global poverty during their participation in an international studies program. Poverty, like other persistent social problems, has taken on new dimensions and scale due to globalization. International development theories were employed to analyze the range of their responses. The data showed that the students synthesized a range of information to make multifaceted explanations for poverty that included the role of globalization in structuring poverty. These findings suggest that adolescents can develop "synthesizing minds" although all students will not interpret the same information in the same way. Implications for the development of global citizenship in terms of the formation of ethical responsibilities to resolve social problems are also discussed.
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Date Issued: 2008
Identifier: FSU_migr_ste_faculty_publications-0004, 10.1080/00933104.2008.10473368
Format: Citation

Title: Libraries for New Medical Schools: The Creation of a Network for Identifying and Supporting the Needs of 21st Century Medical Schools.
Creator: Boilard, David, Dexter, Nadine, Doyle, Jacqueline, Rand, Debra, Shearer, Barbara
Abstract/Description: As new medical schools are developing, new academic libraries must also be created to support the schools' missions, faculty, students, and curricula. The formation of a network of these new and emerging academic health sciences libraries is described. In June 2012, the First Symposium on Creating New Academic Health Sciences Libraries was held in Orlando, Florida. Sponsored by the Association of Academic Health Sciences Libraries (AAHSL), this inaugural Symposium brought together...
Show moreAs new medical schools are developing, new academic libraries must also be created to support the schools' missions, faculty, students, and curricula. The formation of a network of these new and emerging academic health sciences libraries is described. In June 2012, the First Symposium on Creating New Academic Health Sciences Libraries was held in Orlando, Florida. Sponsored by the Association of Academic Health Sciences Libraries (AAHSL), this inaugural Symposium brought together representatives from 16 new schools to discuss planning needed for the LCME process for library services and resources, to discuss experiences and challenges, and to share visions of 'born digital' libraries. Because this is a priority initiative of the AAHSL, the Association will continue to support members of this group by providing information and additional networking opportunities.
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Date Issued: 2012
Identifier: FSU_migr_medlib_posters-0001
Format: Citation

Title: The Impact of Multiple Endpoint Dependency on Q and I^2 in Meta-analysis.
Creator: Becker, Betsy Jane, Thompson, Christopher
Abstract/Description: A common assumption in meta-analysis is that effect sizes are independent. When correlated effect sizes are analyzed using traditional univariate techniques, this assumption is violated. This research assesses the impact of dependence arising from treatment-control studies with multiple endpoints on homogeneity measures Q and I^2 in scenarios using the unbiased standardized-mean-difference effect size. Univariate and multivariate meta-analysis methods are examined. Conditions included...
Show moreA common assumption in meta-analysis is that effect sizes are independent. When correlated effect sizes are analyzed using traditional univariate techniques, this assumption is violated. This research assesses the impact of dependence arising from treatment-control studies with multiple endpoints on homogeneity measures Q and I^2 in scenarios using the unbiased standardized-mean-difference effect size. Univariate and multivariate meta-analysis methods are examined. Conditions included different overall outcome effects, study sample sizes, numbers of studies, between-outcomes correlations, dependency structures, and ways of computing the correlation. The univariate approach used typical fixed-effects analyses whereas the multivariate approach used generalized least squares (GLS) estimates of a fixed-effects model, weighted by the inverse variance-covariance matrix. Increased dependence among effect sizes led to increased Type I error rates from univariate models. When effect sizes were strongly dependent, error rates were drastically higher than nominal levels regardless of study sample size and number of studies. In contrast, using GLS estimation to account for multiple-endpoint dependency maintained error rates within nominal levels. Conversely, mean I^2 values were not greatly affected by increased amounts of dependency. Last, we point out that the between-outcomes correlation should be estimated as a pooled within-groups correlation rather than using a full-sample estimator which does not consider treatment/control group membership.
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Date Issued: 2014
Identifier: FSU_migr_edpsy_faculty_publications-0006, 10.1002/jrsm.1110
Format: Citation

Title: Happy and sad thoughts: An exploration of children's integer reasoning.
Creator: Whitacre, Ian, Bishop, Jessica, Lamb, Lisa, Phillipp, Randolph, Schappelle, Bonnie P., Lewis, Melinda
Abstract/Description: The purpose of this study was to investigate elementary children's conceptions that might serve as foundations for integer reasoning. Working from an abstract algebraic perspective and using an opposite-magnitudes context that is relevant to children, we analyzed the reasoning of 33 children in grades K-5. We focus our report on three prominent ways of reasoning. We do this by describing and analyzing the responses of three particular children (in Grades 1, 3, and 5) who exemplify these ways...
Show moreThe purpose of this study was to investigate elementary children's conceptions that might serve as foundations for integer reasoning. Working from an abstract algebraic perspective and using an opposite-magnitudes context that is relevant to children, we analyzed the reasoning of 33 children in grades K-5. We focus our report on three prominent ways of reasoning. We do this by describing and analyzing the responses of three particular children (in Grades 1, 3, and 5) who exemplify these ways of reasoning. We view each of the three ways of reasoning as rich and interesting, and we see relationships of each to formal integer reasoning. At the same time, we view these ways of reasoning in terms of increasing levels of sophistication, potentially belonging to a single learning trajectory. Thus, we see the roots of more sophisticated integer reasoning in children's early intuitions about opposite magnitudes.
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Date Issued: 2012
Identifier: FSU_migr_ste_faculty_publications-0010, 10.1016/j.jmathb.2012.03.001
Format: Set of related objects

Title: A Guide to Quantitative and Qualitative Dissertation Research.
Creator: Sampson, James P.
Abstract/Description: This book begins with an explanation of the nature and characteristics of successful dissertation research. An approach to organizing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript is then described. The specific elements of the dissertation are described in detail. The book continues with an example of dissertation headings for a specific research question. The book ends with a dissertation research bibliography and four...
Show moreThis book begins with an explanation of the nature and characteristics of successful dissertation research. An approach to organizing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript is then described. The specific elements of the dissertation are described in detail. The book continues with an example of dissertation headings for a specific research question. The book ends with a dissertation research bibliography and four checklists for completing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript.
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Date Issued: 2012
Identifier: FSU_migr_edpsy_faculty_publications-0001-c
Format: Set of related objects

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

Title: The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework.
Creator: Petscher, Yaacov M., Kim, Young-Suk, Foorman, Barbara R.
Abstract/Description: As schools implement Response-to-Intervention (RTI) to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, DIBELS oral reading fluency was used to compare the differential decisions that might occur in screening accuracy when predicting two reading comprehension measures (i.e., Stanford Achievement Test – 10th Edition [SAT10] & Gates-McGinitie Reading Test -4th Edition [GMRT]) at the end of...
Show moreAs schools implement Response-to-Intervention (RTI) to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, DIBELS oral reading fluency was used to compare the differential decisions that might occur in screening accuracy when predicting two reading comprehension measures (i.e., Stanford Achievement Test – 10th Edition [SAT10] & Gates-McGinitie Reading Test -4th Edition [GMRT]) at the end of second grade. The results showed that the DIBELS oral reading fluency tended to have higher sensitivity and negative predictive power for SAT10, and higher specificity and positive predictive power for GMRT. Furthermore, attempting to achieve a criterion of positive predictive power for a given reading comprehension outcome (SAT10 in this study) appears to render a favorable balance compared to other indices of diagnostic accuracy. These results are discussed in light of trade-offs and a need for considering specific contexts of schools and districts.
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Date Issued: 2011
Identifier: FSU_migr_fcrr-pubs-0004, 10.1177/1534508410396698
Format: Citation

Title: Inner City Community Oriented Primary Care to Improve Medical Student Skills and Combat Obesity.
Creator: Rodríguez, Jose, Fornari, Alice
Abstract/Description: Background: Efforts to increase medical student knowledge regarding obesity are needed in medical school curriculum. This article examines a third year medical student intervention utilizing obesity group visits. Description: In our third-year family medicine clerkship, we implemented the Health not Cosmetics pilot intervention as part of a Community Oriented Primary Care experience. The intervention consisted of weekly group visits run by third and fourth year medical students to teach...
Show moreBackground: Efforts to increase medical student knowledge regarding obesity are needed in medical school curriculum. This article examines a third year medical student intervention utilizing obesity group visits. Description: In our third-year family medicine clerkship, we implemented the Health not Cosmetics pilot intervention as part of a Community Oriented Primary Care experience. The intervention consisted of weekly group visits run by third and fourth year medical students to teach lifestyle modification. To evaluate the intervention, medical students filled out an anonymous departmental evaluation form and patients were surveyed using a short questionnaire during a group visit. Evaluation: Medical students rated the intervention as meeting or exceeding expectations and as improving Community Oriented Primary Care skills, especially in the following areas: identifying community needs, participating in an intervention, collecting data and presenting results. Patients adopted more active lifestyles and healthier eating habits. Conclusion: This intervention was well received by medical students and patients.
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Date Issued: 2006
Identifier: FSU_migr_fmr-0002
Format: Citation

Title: The Nature of Elementary Preservice Teachers' Reflection during an Early Field Experience.
Creator: Arrastia, Meagan, Rawls, Erik, Brinkerhoff, Elizabeth H., Roehrig, Alysia D.
Abstract/Description: Teacher education assumes that the more time observing practicing teachers, the better, but the value of observation (guided or unguided) in early field experiences is unknown. In this mixed-methods study, we examined the levels of reflection, use of future-oriented reflection, and changes in the reflective writing of 90 preservice elementary education teachers enrolled in two sections of an early field experience course (one of which received guided observation) at a large university in the...
Show moreTeacher education assumes that the more time observing practicing teachers, the better, but the value of observation (guided or unguided) in early field experiences is unknown. In this mixed-methods study, we examined the levels of reflection, use of future-oriented reflection, and changes in the reflective writing of 90 preservice elementary education teachers enrolled in two sections of an early field experience course (one of which received guided observation) at a large university in the United States While the level of reflection in the writing of 35% of the preservice teachers (PTs) increased in complexity over the span of a semester, only 10% of the PTs ever demonstrated the deepest level of reflection in their writing. Future-oriented reflection accounted for 6% of the language in the assignments with a majority of the instances documenting what PTs planned to do in their future classrooms. PTs in the guided observation group demonstrated a significantly higher level of reflection than those in the unguided group. With these findings in mind, we present implications for teacher-education field experiences and future research, such as providing scaffolding for futureoriented reflection.
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Date Issued: 2014
Identifier: FSU_migr_edpsy_faculty_publications-0007, 10.1080/14623943.2014.900018
Format: Set of related objects

Title: Negotiating the Global and National: Immigrant and Dominant Culture Adolescents' Vocabularies of Citizenship in a Transnational World.
Creator: Myers, John, Zaman, Husam
Abstract/Description: Background/Context: The current national debate over the purposes of civic education is largely tied to outdated notions of citizenship that overlook its changing nature under globalization. Civic education is based on a legalistic understanding of citizenship that emphasizes patriotism and the structures and functions of government. This study examined adolescents' civic beliefs and affiliations, drawing on theories of transnational and global citizenship. Purpose/Objective/Research Question...
Show moreBackground/Context: The current national debate over the purposes of civic education is largely tied to outdated notions of citizenship that overlook its changing nature under globalization. Civic education is based on a legalistic understanding of citizenship that emphasizes patriotism and the structures and functions of government. This study examined adolescents' civic beliefs and affiliations, drawing on theories of transnational and global citizenship. Purpose/Objective/Research Question/Focus of Study: The purpose was to examine diverse adolescents' vocabularies of citizenship, a concept that captures the tensions in their civic beliefs and affiliations. Their vocabularies were explored in terms of two topics at the intersection of national and global affiliations: universal human rights and global citizenship. The central question asked was: How do adolescents from immigrant backgrounds understand the tensions between national and global civic affiliations, and do they differ from dominant-culture adolescents' understandings? Setting: The research setting was the Pennsylvania Governor's School for International Studies, a 5-week summer program for high school students that emphasizes current scholarship and skills in international affairs, cultural studies, and foreign language. Research Design: A mixed-method case study design was employed to collect detailed and rich data on the students' beliefs about citizenship. Findings/Results: The findings showed that the students from immigrant backgrounds favored universal positions and were the only students to call attention to national economic inequalities. In contrast, a majority of the dominant-culture students gave a more central role to national affiliations. However, over half of the students switched between universal and nationally oriented positions for the issues of global citizenship and human rights. It is argued that these switches represent a strong indication of the tensions in civic affiliations in light of globalization. Conclusions/Recommendations: The findings presented here suggest that the question of either national- or global-oriented civic education makes little sense. This research suggests that differentiated forms of civic education are needed if all youth will have access to full citizenship and the range of civic affiliations needed in the world. Two approaches for reconceptualizing civic education are proposed: Civic education curricula should focus on the intersection of national with global issues and affiliations, and civic education should address, in addition to civic attitudes, skills, and knowledge, a conscious effort to help adolescents build flexible and multiple civic identities., In this case study, the civic beliefs and affiliations of high-school students were examined by looking at their vocabularies during a 5-week summer program on international affairs, cultural studies, and foreign language. The two topics of interest were universal human rights and global citizenship. Results from this study showed, overall, that students from immigrant backgrounds favored universal positions and called attention to national economic inequalities, whereas students with dominant-culture backgrounds favored national affiliations. In the context global citizenship and human rights, however, over half of the students switched between universal and nationally oriented views. These findings suggest that framing citizenship education in terms of national vs. global interests is misguided. The authors proposed that civic education should re-focus instead on the intersection of national and global issues and affiliations, and help adolescents build flexible and multiple civic identities.
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Date Issued: 2009
Identifier: FSU_migr_ste_faculty_publications-0006
Format: Citation

Title: An Applied Examination of Methods for Detecting Differential Distractor Functioning.
Creator: Koon, Sharon, Kamata, Akihito
Abstract/Description: This study applied the odds-ratio (Penfield, 2008), the multinomial logistic regression (Kato et al., 2009), and the standardised distractor analysis (Schmitt and Bleistein, 1987) methods in the examination of differential distractor functioning (DDF) effects. Using data from the administration of one statewide mathematics assessment, these methods were applied to provide insight into two research questions; 1) whether the magnitude and pattern of the DDF effect is constant across all methods...
Show moreThis study applied the odds-ratio (Penfield, 2008), the multinomial logistic regression (Kato et al., 2009), and the standardised distractor analysis (Schmitt and Bleistein, 1987) methods in the examination of differential distractor functioning (DDF) effects. Using data from the administration of one statewide mathematics assessment, these methods were applied to provide insight into two research questions; 1) whether the magnitude and pattern of the DDF effect is constant across all methods; 2) whether the pattern of DDF effects supports differential item functioning (DIF) findings. While some differences in results were found, all three methods present a viable option for use in improving test items included in statewide assessment programmes.
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Date Issued: 2013
Identifier: FSU_migr_fcrr-pubs-0005
Format: Citation

Title: Basic Interviewing Skills for Medical Students.
Creator: Gabriel, Joseph, Dutton, Gareth
Abstract/Description: There are three primary purposes to this booklet. The first is to introduce you to the basic tenets of professionalism. The second is to provide an introduction to the general orientation toward patient care that we teach here at the FSU College of Medicine. This is a patient-centered form of care, with an emphasis on the biopsychosocial model of health and illness. The third purpose is to provide an introduction to some of the specific skills necessary to conduct effective patient interviews...
Show moreThere are three primary purposes to this booklet. The first is to introduce you to the basic tenets of professionalism. The second is to provide an introduction to the general orientation toward patient care that we teach here at the FSU College of Medicine. This is a patient-centered form of care, with an emphasis on the biopsychosocial model of health and illness. The third purpose is to provide an introduction to some of the specific skills necessary to conduct effective patient interviews. Although these three areas may seem distinct from one another, in fact they are deeply intertwined. We strongly encourage you to approach these three domains in an integrated fashion. You will have many opportunities to practice the skills described in this booklet. For example, we frequently use role-playing exercises to give you a chance to practice the skills that are necessary to conduct effective medical interviews. In these exercises, you will have the opportunity to interact with your classmates, medical school faculty, and trained "standardized patients" in pre-defined scenarios. Although this might initially feel awkward, research demonstrates that these types of learning experiences can be very valuable for those who take them seriously. The more you practice the more effective you will be when you do the "real thing." You will also be expected to behave in a professional manner from your first day as a medical student. It is important that you take this aspect of your education seriously. Professional behavior is fundamental to good medical practice, and the time to begin acting professionally is now. Your understanding of the skills and approaches outlined in this booklet, and your ability to use them, will be assessed frequently throughout your training as a student at FSU College of Medicine. We are confident that these skills and approaches to the practice of medicine will help you become a confident and effective interviewer.
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Date Issued: 2009
Identifier: FSU_migr_mhs-0005
Format: Citation

Title: Building Word Knowledge: Opportunities for Direct Vocabulary Instruction in General Education for Students with Reading Difficulties.
Creator: Wanzek, Jeanne
Abstract/Description: Direct vocabulary instruction has been recommended as one critical component of reading instruction. Although most students in the elementary grades need to continue building their vocabulary knowledge, students with reading difficulties are at the most risk of falling further behind each year in vocabulary and concept knowledge without effective instruction. This study examined the amount and type of direct vocabulary instruction available for students with reading difficulties during core...
Show moreDirect vocabulary instruction has been recommended as one critical component of reading instruction. Although most students in the elementary grades need to continue building their vocabulary knowledge, students with reading difficulties are at the most risk of falling further behind each year in vocabulary and concept knowledge without effective instruction. This study examined the amount and type of direct vocabulary instruction available for students with reading difficulties during core classroom reading instruction and supplemental reading interventions. Fourteen second-grade classroom and reading intervention teachers serving students with reading difficulties in three elementary schools in three states participated in the study. Results suggested about 8% of core classroom reading instruction was devoted to direct vocabulary instruction with a focus on word definitions and providing examples of word meaning. Minimal amounts of direct vocabulary instruction were noted in supplemental reading interventions. Thus, students with reading difficulties had limited opportunities through core reading instruction and supplemental reading interventions to receive research-based, effective vocabulary instruction.
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Date Issued: 2014
Identifier: FSU_migr_fcrr-pubs-0007, 10.1080/10573569.2013.789786
Format: Citation

Title: Challenges in Effectively Designing and Using ICT in Career Guidance.
Creator: Sampson, James P.
Abstract/Description: Information and communication technology (ICT) has provided unparalleled access to assessments, information, and instruction for individuals seeking to make career decisions. However, problems with the design and use of this technology can limit the effectiveness of career resources and services delivered via the Internet. The resulting challenges are described below.
Date Issued: 2006
Identifier: FSU_migr_edpsy_faculty_publications-0004X
Format: Citation

Title: Authentic Assessment: Establishing a Clear Foundation for Instructional Practices.
Creator: Dennis, Lindsay, Rueter, Jessica A., Simpson, Cynthia G.
Abstract/Description: As children transition from Early Childhood Intervention Services to public education, it is critical that the results from the assessment practices used to identify children for services in public education are translated into instructional techniques that early childhood educators are able to implement in the classroom setting. This article aims to describe best practices in assessment of young children who are transitioning from Early Childhood Intervention Services to public school...
Show moreAs children transition from Early Childhood Intervention Services to public education, it is critical that the results from the assessment practices used to identify children for services in public education are translated into instructional techniques that early childhood educators are able to implement in the classroom setting. This article aims to describe best practices in assessment of young children who are transitioning from Early Childhood Intervention Services to public school services with specific emphasis placed on authentic assessment, and the potential benefits of this type of assessment as compared with traditional standardized assessment practices.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0019, 10.1080/1045988X.2012.681715
Format: Citation

Title: A Partial Listing of Instruments That Can be Used as a Component of Readiness Assessment.
Creator: Sampson, James P., McClain, Mary-Catherine, Musch, Elizabeth, Reardon, Robert C.
Date Issued: 2013
Identifier: FSU_migr_techcenter_publications-0002
Format: Citation

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

Title: Vehicles of the Future: Building Course Pages to Promote Use of Medical Library Resources.
Creator: Nagy, Suzanne, Wood, Martin
Abstract/Description: In 2005, Course Pages were created to resolve the underutilization of medical library resources in the core areas of Undergraduate Medical Education (UGME). Course Pages may include e-books, e-journals, mobile resources, other online library resources, and reserve books. Six initial Course Pages were developed. After successful integration with the curriculum, a Course Page is now available for every required course in UGME at Florida State University. The 2005 Course Pages emphasized a...
Show moreIn 2005, Course Pages were created to resolve the underutilization of medical library resources in the core areas of Undergraduate Medical Education (UGME). Course Pages may include e-books, e-journals, mobile resources, other online library resources, and reserve books. Six initial Course Pages were developed. After successful integration with the curriculum, a Course Page is now available for every required course in UGME at Florida State University. The 2005 Course Pages emphasized a variety of relevant course resources; the 2013 standardized design emphasizes usability and relies on faculty approval of all course resources. In 2010, Course Pages became accessible from any page on the medical library's website. Course Pages have enhanced the speed and accessibility to medical library resources for medical students and faculty from both on and off campus, and they have led to improved evaluation of usage, cost savings, more focused negotiations, and justified purchases.
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Date Issued: 2014
Identifier: FSU_migr_medlib_posters-0002
Format: Citation

Title: Variables Affecting Readiness to Benefit from Career interventions.
Creator: Sampson, James P., McClain, Mary-Catherine, Musch, Elisabeth, Reardon, Robert C.
Abstract/Description: This article identifies and briefly describes the broad range of variables that may influence clients' readiness to benefit from career interventions. The article also discusses consequences of low readiness for effective use of career interventions and addresses implications for practice as well as for future research. Variables contributing to low readiness for effective use of career interventions include personal characteristics and circumstances; knowledge of self, options, and decision...
Show moreThis article identifies and briefly describes the broad range of variables that may influence clients' readiness to benefit from career interventions. The article also discusses consequences of low readiness for effective use of career interventions and addresses implications for practice as well as for future research. Variables contributing to low readiness for effective use of career interventions include personal characteristics and circumstances; knowledge of self, options, and decision making; and prior experience with career interventions. Consequences of low readiness for using career interventions include premature disengagement, negative perception of skills and interests, selective acquisition of incomplete information, premature choice foreclosure, protracted exploration, dependent decision-making style, and poor evaluation of options.
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Date Issued: 2013
Identifier: FSU_migr_edpsy_faculty_publications-0002, 10.1002/j.2161-0045.2013.00040.x
Format: Citation

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

Title: The effect of olfactory ovulation cues on males' attention allocation and perception of exertion.
Creator: Basevitch, Itay, Razon, Selen, Filho, Edson, Boiangin, Nataniel, Gutierrez, Oscar, Braun, Robyn, Arsal, Guler, Tenenbaum, Gershon
Abstract/Description: The purpose of the present study was to examine the effect of olfactory ovulation cues (i.e., female body odors) on a range of psychological, physiological, and behavioral indices in males during an exertive motor task. Eighty-eight male participants performed a handgrip squeezing task at 20% of maximum squeezing capacity to volitional fatigue. There were three conditions to the study: control, placebo, and ovulation. Researchers recoded participants' rate of perceived exertion (RPE),...
Show moreThe purpose of the present study was to examine the effect of olfactory ovulation cues (i.e., female body odors) on a range of psychological, physiological, and behavioral indices in males during an exertive motor task. Eighty-eight male participants performed a handgrip squeezing task at 20% of maximum squeezing capacity to volitional fatigue. There were three conditions to the study: control, placebo, and ovulation. Researchers recoded participants' rate of perceived exertion (RPE), attention allocation, heart rate (HR), and skin conductance response (SCR). Multivariate analysis did not reveal significant differences among the groups. However, as task duration increased, small to large effect sizes (Cohen's d; d = .13 - .60) emerged between the ovulation and both the control and placebo groups for HR, SCR, and attention allocation. Effect size magnitude suggests female ovulation cues may have a delayed effect on males' attention and RPE during an exertive task. Future research should focus on alternative methods of collection and distribution of olfactory ovulation cues. To increase ecological validity, research also needs to test these effects by means of diverse tasks and settings (aerobic tasks, team tasks).
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Date Issued: 2013
Identifier: FSU_migr_edpsy_faculty_publications-0004
Format: Citation

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

Title: Understanding the Induction of a Science Teacher: The Interaction of Identity and Context.
Creator: Saka, Yavuz, Southerland, Sherry A., Kittleson, Julie, Hunter, Todd
Abstract/Description: The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching?...
Show moreThe demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher's identities interact with the teaching context, how this interactions shapes his use of reform minded teaching practice, and how the negotiation of identity, context and practice influence a novice teacher's employment decisions. The study involved two years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0012, 10.1007/s11165-012-9310-5
Format: Citation

Title: Preschool Teachers and Children's Emergent Writing: Supporting Diverse Learners.
Creator: Dennis, Lindsay, Votteler, Nancy
Abstract/Description: Early literacy skill development is critical during the preschool years. Under that umbrella is emergent writing, a small but important component of overall literacy development. This article presents two writing strategies: (1) writers' workshop and (2) dictation within the context of storybook reading that preschool teachers can utilize to target emergent writing development. Modifications for diverse learners are also included throughout.
Date Issued: 2012
Identifier: FSU_migr_ste_faculty_publications-0017, 10.1007/s10643-012-0563-4
Format: Citation

Title: Preaching What We Practice: A Study of Revision.
Creator: Witte, Shelbie
Abstract/Description: In this article, a three-tiered nationwide study of the pedagogical implications of teachers' revision practices in digital writing environments is discussed. The study investigates the use of revision in the personal and professional writing of teachers and the teaching of revision in their own classrooms. During a three year period, data were collected from a sampling frame of 150 National Writing Project Summer Institute sites, resulting in 181 study participants, and included a...
Show moreIn this article, a three-tiered nationwide study of the pedagogical implications of teachers' revision practices in digital writing environments is discussed. The study investigates the use of revision in the personal and professional writing of teachers and the teaching of revision in their own classrooms. During a three year period, data were collected from a sampling frame of 150 National Writing Project Summer Institute sites, resulting in 181 study participants, and included a longitudinal pre- and post-survey (including Likert survey items and open-ended questions), focus group and follow-up questions, and analysis of writing/revision samples. Results indicated that the strategies that teacher-participants historically used when revising their own writing were not the strategies they used with students. After attending the National Writing Project (NWP) Invitational Summer Institute (ISI) and participating in the associated Electronic Anthology (EA), however, the practices that the study's teacher-participants embraced while teaching writing revision to students in their own classrooms aligned more closely with the practices that they employed in editing their own writing.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0011, 10.3776/joci.2013.v6n2p33-59
Format: Citation

Title: Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment.
Creator: Petscher, Yaacov M., Connor, Carol McDonald, Al Otaiba, Stephanie Dent
Abstract/Description: This study investigated the psychometrics of the Diagnostic Evaluation of Language Variation Screening (DELV-S) Assessment using confirmatory factor analysis, item response theory, and differential item functioning (DIF). Responses from 1,764 students in kindergarten through second grade were used in the study, with results indicating that the DELVS is multidimensional and measures syntactic skills and non-word repetition ability. Item response theory suggested that most items were easy and...
Show moreThis study investigated the psychometrics of the Diagnostic Evaluation of Language Variation Screening (DELV-S) Assessment using confirmatory factor analysis, item response theory, and differential item functioning (DIF). Responses from 1,764 students in kindergarten through second grade were used in the study, with results indicating that the DELVS is multidimensional and measures syntactic skills and non-word repetition ability. Item response theory suggested that most items were easy and that the measured skills were most reliable for students who had low language abilities. Standardized effect sizes for DIF suggested small differences existed on syntactic skills between white and minority students. Scores were vertically scaled to produce reference tables to assess performance at specific points in time, as well as growth over time.
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Date Issued: 2012
Identifier: FSU_migr_fcrr-pubs-0002, 10.1177/1534508411413760
Format: Citation

Title: Shifting Tides in Teacher Education: English As An Example.
Creator: Simmons, John S.
Abstract/Description: The purpose of this text is to bring together a series of historical/cultural/political strands which, when integrated, provide the raison d'etre of a teacher education program which maintained its identity and purpose since 1947. At that time, a small women's college became the Florida State University, and its teacher education offerings began to increase and diversify. One of those strands resides in the author's belief that education, particularly public education, is a reflection of the...
Show moreThe purpose of this text is to bring together a series of historical/cultural/political strands which, when integrated, provide the raison d'etre of a teacher education program which maintained its identity and purpose since 1947. At that time, a small women's college became the Florida State University, and its teacher education offerings began to increase and diversify. One of those strands resides in the author's belief that education, particularly public education, is a reflection of the society that authorizes and supports it. Another is that the endeavor of educators to produce literate citizens has always been a complex, often controversial one, never moreso than the early 21st century. The language of a democratically oriented people is, after all, both vital and dynamic; it is a vehicle for explanation, persuasion, pleasure, and catharsis. To teach effective means of understanding, interpreting, appreciating, and using that language in the "real world" continues to be an absorbing enterprise.
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Date Issued: 2005
Identifier: FSU_migr_ste_faculty_publications-0001
Format: Citation

Title: States' Expressed vs. Assessed Education Goals in the Era of Accountability: Implications for Positive Education.
Creator: Hanley, Adam, Roehrig, Alysia D., Canto, Angela
Abstract/Description: This article addresses the shifting educational priorities in the accountability era by examining states' expressed and assessed educational goals in relationship to those goals enjoying historical and popular support. We argue that curricular restriction in response to federally influenced educational priorities limits individual and social growth, concluding that the 2014 NCLB ultimatum provides a ready catalyst for reorienting educational priorities to address more holistic aims grounded...
Show moreThis article addresses the shifting educational priorities in the accountability era by examining states' expressed and assessed educational goals in relationship to those goals enjoying historical and popular support. We argue that curricular restriction in response to federally influenced educational priorities limits individual and social growth, concluding that the 2014 NCLB ultimatum provides a ready catalyst for reorienting educational priorities to address more holistic aims grounded in research from positive psychology., An examination of how state and federal educational goals, particularly in terms of accountability, might have counterproductive effects on students and teachers by hindering individual and social growth., This paper argues that changing educational priorities coming from state and federal policies (such as the No Child Left Behind) often results in stakeholders’ (e.g. teachers) beliefs about the purposes of education being at odds with states’ expected student outcomes, limiting individual and social growth. The authors also discussed what other educational goals, beyond accountability, should be part of a 21st century education.
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Date Issued: 2012
Identifier: FSU_migr_edpsy_faculty_publications-0005, 10.1080/00131725.2015.1004208
Format: Citation

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

Title: Using Pivotal Response Training and Technology to Engage Preschoolers With Autism in Conversations.
Creator: Stockall, Nancy, Dennis, Lindsay
Abstract/Description: It is well known that children with autism spectrum disorder (ASD) demonstrate a significant delay in language development that impacts their ability to engage in robust conversations. In this article the authors discuss two specific elements of pivotal response training—motivation and self-initiations—for children with ASD. Specific research-based intervention strategies are addressed for teaching preschoolers with ASD to ask questions leading to social conversations. Additionally, the...
Show moreIt is well known that children with autism spectrum disorder (ASD) demonstrate a significant delay in language development that impacts their ability to engage in robust conversations. In this article the authors discuss two specific elements of pivotal response training—motivation and self-initiations—for children with ASD. Specific research-based intervention strategies are addressed for teaching preschoolers with ASD to ask questions leading to social conversations. Additionally, the authors suggest ways that teachers can embed technology, specifically the use of iPad apps, to further support conversations.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0015, 10.1177/1053451213509486
Format: Citation

Title: Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers.
Creator: Dennis, Lindsay, Stockall, Nancy
Abstract/Description: Social competence and social communication development can be concurrently supported through intentional thought and planning on the part of the early childhood special educator. In this article, we present suggestions for how teachers can effectively plan for and implement interventions to support these two areas, all within the context of play. The levels of play, awareness, exploration, and problem solving can be utilized by teachers to provide experiences for children, specifically those...
Show moreSocial competence and social communication development can be concurrently supported through intentional thought and planning on the part of the early childhood special educator. In this article, we present suggestions for how teachers can effectively plan for and implement interventions to support these two areas, all within the context of play. The levels of play, awareness, exploration, and problem solving can be utilized by teachers to provide experiences for children, specifically those with language delays, to enhance and refine their social competence skills, while also furthering their language development. It is important for teachers to provide, to the extent possible, an environment that is arranged to allow for multiple opportunities to practice these skills, while also keeping in mind the child's preferences and interests. Implementation of the suggested strategies can support children with language delays, as well as their peers, in becoming more successful with using their social communication skills to appropriately navigate social situations within the context of play.
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Date Issued: 2014
Identifier: FSU_migr_ste_faculty_publications-0020, 10.1007/s10643-014-0638-5
Format: Citation

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

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

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

Title: Degree of Alignment between Beginning Teachers' Practices and Beliefs about Effective.
Creator: Roehrig, Alysia D., Turner, Jeannine, Grove, Crissie Mae, Schneider, Naomi, Liu, Zhu
Abstract/Description: Six beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs, and students' engagement. The weakest teachers, whose students were less consistently engaged, demonstrated alignment between undermining practices and beliefs. For beginning teachers, with misaligned...
Show moreSix beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs, and students' engagement. The weakest teachers, whose students were less consistently engaged, demonstrated alignment between undermining practices and beliefs. For beginning teachers, with misaligned practices and beliefs, there may be potential for improving practices with experience. A testable model emerged depicting a metacognitive feedback loop for teachers who are aware of their shortcomings and place responsibility for students' behaviors and learning on themselves.
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Date Issued: 2009
Identifier: FSU_migr_edpsy_faculty_publications-0003, 10.1080/08878730902951445
Format: Citation

Title: The Effects of College Career Courses on Learner Outputs and Outcomes: Technical Report No. 53.
Creator: Reardon, Robert C., Folsom, Bryan, Lee, Donghyuck, Clark, Jennifer
Abstract/Description: This review of career course literature in 147 documents traces the history of career courses in colleges and universities and reviews 74 reports or articles of the effectiveness of the various career courses offered in institutions of higher education, primarily in the U.S. More than 21,829 participants were involved in these studies from 1976 to 2011. This review of 82 results or findings has been framed in terms of the outputs and outcomes of career course interventions. We reviewed 61...
Show moreThis review of career course literature in 147 documents traces the history of career courses in colleges and universities and reviews 74 reports or articles of the effectiveness of the various career courses offered in institutions of higher education, primarily in the U.S. More than 21,829 participants were involved in these studies from 1976 to 2011. This review of 82 results or findings has been framed in terms of the outputs and outcomes of career course interventions. We reviewed 61 results of career course outputs, such as career thoughts, career decision-making skills, career decidedness, and vocational identity, which are theoretically related to outcomes of career interventions, such as persistence (retention) in college, and job satisfaction or satisfaction with field of study. In this analysis, we found 55 (90%) reporting positive gains in measured output variables, and 6 (10%) reporting no changes in output variables. We reviewed 21 results or findings of career course outcomes and found 19 (91%) reporting positive gains in measured outcome variables, and two (9%) reporting no changes in outcome variables. These findings are similar to the studies regarding output variables and the effects of career courses. The paper concludes with an analysis of this body of research and implications for further research in this area.
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Date Issued: 2011
Identifier: FSU_migr_techcenter_publications-0001
Format: Citation

Title: Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.
Creator: Petscher, Yaacov M., Kim, Young-Suk
Abstract/Description: Letter name identification has been widely used as part of early screening to identify children who might be at risk for future word reading difficulty. The goal of the present study was to examine whether a reduced set of letters could have similar diagnostic accuracy rather than a full set (i.e., 26 letters) when used as a screen. First, we examined whether a hierarchical scale existed among letters by using a Mokken scale analysis. Then, we contrasted diagnostic accuracy among the 5, 10,...
Show moreLetter name identification has been widely used as part of early screening to identify children who might be at risk for future word reading difficulty. The goal of the present study was to examine whether a reduced set of letters could have similar diagnostic accuracy rather than a full set (i.e., 26 letters) when used as a screen. First, we examined whether a hierarchical scale existed among letters by using a Mokken scale analysis. Then, we contrasted diagnostic accuracy among the 5, 10, 15, and 20 easiest letters, with all 26 letters by using Receiver Operating Characteristic (ROC) curves and indices of sensitivity, specificity, positive predictive power, and negative predictive power. Results demonstrated a hierarchical scale existed among items in the letter-name knowledge test. Additionally, assessing students, on the easiest 15 letters was not statistically distinguished from all 26 letters in diagnostic accuracy. The implications of the results for the use of a Mokken scale analysis in educational research are discussed.
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Date Issued: 2011
Identifier: FSU_migr_fcrr-pubs-0003, 10.1177/1534508411407761
Format: Citation

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