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Title: Florida Preservice Teachers' Attitudes Toward African American Vernacular English.
Creator: Abdul-Hakim, Isma'Il, Department of Middle and Secondary Education, Florida State University
Abstract/Description: The study assessed the attitudes of preservice teachers in the state of Florida by using the African American Teacher Attitude Scale (AAETAS), a four point 46-item Likert Scale designed by Hoover et al (1997). This study also sought to determine which nine demographic variables were associated with the preservice teachers attitudes. The demographic variables were comprised of 1.) race, 2.) university attended, 3.) hometown size, 4.) gender, 5.) age, 6.) socio economic status, 7.) primary...
Show moreThe study assessed the attitudes of preservice teachers in the state of Florida by using the African American Teacher Attitude Scale (AAETAS), a four point 46-item Likert Scale designed by Hoover et al (1997). This study also sought to determine which nine demographic variables were associated with the preservice teachers attitudes. The demographic variables were comprised of 1.) race, 2.) university attended, 3.) hometown size, 4.) gender, 5.) age, 6.) socio economic status, 7.) primary language spoken at home/ in community, 8.) exposure to AAVE through high school course work, and 9.) exposure to AAVE through university course work. The Likert Scale (questionnaire) was comprised of statements that were made by educators during the 1970s. The questionnaire was graded and the researcher used the standard deviation and mean to set the ranges of under 110 (low), 110-153 (middle), and 154 or above (high). Furthermore, the researcher compared the ranges of the current study with the ranges (under 120/deficit, 120-159/difference and 160 or above) set by Hoover et al (1997). The researcher conducted a multiple regression analysis on the scores (dependent variable) and the demographic variables (independent variables). The subjects for this study were preservice teachers as well as education majors at two large universities in North Florida. The sample was a sample of convenience. A total of 153 preservice teachers completed the surveys. The results of the study indicate that language spoken at home and hometown population are closely associated with preservice teachers' attitudes. In addition, the results revealed that suburban bidialectical preservice teachers (i.e. those who speak both Standard English (SE) and AAVE as their primary languages at home) viewed AAVE more positively than preservice teachers from rural and urban areas who either speak SE, AAVE or both.
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Date Issued: 2002
Identifier: FSU_migr_etd-0011
Format: Thesis

Title: Effects of Spatial Visualization and Achievement on Students' Use of Multiple Representations.
Creator: Erbilgin, Evrim, Fernandez, Maria L., Jakubowski, Elizabeth M., Aspinwall, Leslie N., Department of Middle and Secondary Education, Florida State University
Abstract/Description: Recently, there has been a growing interest in research on students' use of multiple representations in mathematics education. This study focused on how and achievement affect students' use of multiple representations. The methodology used was case studies. The researcher conducted 16 interviews with four 8th grade students from the same regular mathematics class: one high achieving-high spatial ability, one high achieving-low spatial ability, one low achieving-high spatial ability, and one...
Show moreRecently, there has been a growing interest in research on students' use of multiple representations in mathematics education. This study focused on how and achievement affect students' use of multiple representations. The methodology used was case studies. The researcher conducted 16 interviews with four 8th grade students from the same regular mathematics class: one high achieving-high spatial ability, one high achieving-low spatial ability, one low achieving-high spatial ability, and one low achieving-low spatial ability. The students were asked linear equation and function problems requiring the use of different representations. Additionally, the mathematics class was observed for 7 hours. The Wheatley Spatial Ability test was applied to the class of 8th graders to determine the spatial ability levels of the students. The students' achievement levels were determined from students' Florida Comprehensive Assessment Test scores, linear equation class exam scores, and consultation with the teacher. The findings suggest that both achievement and spatial visualization has effects on students' use of multiple representations.
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Date Issued: 2003
Identifier: FSU_migr_etd-0431
Format: Thesis

Title: Making Sense of Students' Understanding of Fractions: An Exploratory Study of Sixth Graders' Construction of Fraction Concepts Through the Use of Physical Referents and Real World Representations.
Creator: Stewart, Veon, Jakubowski, Elizabeth, Bunea, Florentina, Aspinwall, Leslie, Fernandez, Maria L., Department of Middle and Secondary Education, Florida State University
Abstract/Description: This study was an investigative, whole class descriptive research, on the development of twenty sixth graders' understanding of fractions as they interacted with physical referents, hands-on task-based activities and activities that model real life situations during eight weeks of a teaching sequence. The study was conducted in a metropolitan school situated in southeast Florida. The teaching sequence consisted of 12 task-based activities that spanned 20 sessions with each session lasting for...
Show moreThis study was an investigative, whole class descriptive research, on the development of twenty sixth graders' understanding of fractions as they interacted with physical referents, hands-on task-based activities and activities that model real life situations during eight weeks of a teaching sequence. The study was conducted in a metropolitan school situated in southeast Florida. The teaching sequence consisted of 12 task-based activities that spanned 20 sessions with each session lasting for approximately 60 minutes. Data was collected through audio- and video-recording, in addition to the numerous written tasks. The task-based activities that the students were involved with during this study were analyzed to gain an insight into their understanding of fractions in the context of subdividing, comparing and partitioning of continuous and discrete models and the connections they made with the fraction ideas generated through these activities. The study also examined how these students make sense of fractions and investigated how their performance differed when fractions were presented using different models. Herscovics and Bergeron's (1988) extended model of understanding, and the partitioning strategies identified by Charles and Nason (2000) and Lamon (1996) provided the theoretical framework through which the investigation was explored. Results from the study revealed that the participants exhibited an understanding of unit and non-unit fraction based on the components of the above-mentioned model of understanding. The students also displayed a number of different partitioning strategies. The knowledge growth that was evident in the whole class confirms earlier studies as to the significant role that partitioning plays in the basic development of the fraction concept. Although discrete models were used by the students, a majority of the students exhibited a preference for using continuous models as forms of reference for given fractions. The students appreciated working with fractions that model real world situations. Preliminary findings from this study seem to indicate that students should be introduced to fraction concepts via partitioning activities. The partitioning activities should be introduced in grades earlier than sixth grade. Further research can be undertaken to investigate the role partitioning activities play in the development of students' ability to add, subtract, multiply and divide fractions.
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Date Issued: 2005
Identifier: FSU_migr_etd-0390
Format: Thesis

Title: Collaborative Dialogue during Tasks in Synchronous Computer-Mediated Communication.
Creator: Yilmaz, Yucel, Hasson, Deborah J., Leeser, Michael, Roehrig-Bice, Alysia, Kennell, Patrick, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This dissertation, drawing on Swain's (2000; 2005) notion of collaborative dialogue, aimed to explore whether learners participating in SCMC based tasks engage in collaborative dialogue and, if so, to investigate the extent and characteristics of this behavior. In order to provide insights into the task type that may promote collaborative dialogue most effectively, the study compared two task types that are claimed to be contrasting (Swain & Lapkin, 2001) with regard to the degree of...
Show moreThis dissertation, drawing on Swain's (2000; 2005) notion of collaborative dialogue, aimed to explore whether learners participating in SCMC based tasks engage in collaborative dialogue and, if so, to investigate the extent and characteristics of this behavior. In order to provide insights into the task type that may promote collaborative dialogue most effectively, the study compared two task types that are claimed to be contrasting (Swain & Lapkin, 2001) with regard to the degree of attention to form they promote: jigsaw and dictogloss. The following research questions were addressed: (1) To what extent do learners attempt to solve linguistic problems by way of collaborative dialogue during SCMC based tasks? (2) What are the characteristics of the collaborative dialogue with regard to focus, outcome, verbalization, collaboration, and source? (3) Does task type (dictogloss and jigsaw) have an effect on the amount of collaborative dialogue? (4) Does task type (dictogloss and jigsaw) have an effect on the characteristics of collaborative dialogue? The study involved 54 Turkish speaking English-as-a- Foreign-Language (EFL) learners. Learners were enrolled in four intact classes at two Turkish universities in Istanbul. Two jigsaw-dictogloss pairs were designed and matched for content. Following a practice task session, randomly formed dyads of students from each class performed one jigsaw and one dictogloss by using the MSN Messenger instant messaging and CoWord collaborative editing software. Language-Related Episodes (LREs) were identified in learner-learner interaction and categorized based on five levels: focus, outcome, verbalization, collaboration and source. It was found that LREs did occur during task-based SCMC. However, the frequency of LRES seemed to be low in comparison F2F studies. Results also showed that the dictogloss task elicited a higher number of LREs than the jigsaw task. At descriptive level, tasks were different with respect to the characteristics of LREs. While the dictogloss was characterized by orthographic and correctly solved LREs, the jigsaw was characterized by unresolved LREs. The results were discussed in light of the arguments about the effects of limited information-processing capacity on task performance (Skehan, 1998).
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Date Issued: 2008
Identifier: FSU_migr_etd-0671
Format: Thesis

Title: Establishment of Literacy Standards for an Oral Language: The Case of Nafara Discourse Patterns, Côte d'Ivoire, West Africa.
Creator: Diarassouba, Sidiky, Carroll, Pamela S., Hellweg, Joseph, Hasson, Deborah, Milligan, Jeffrey, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This study sought to establish the rhetorical pattern of a major folktale genre known as mu'urii, in Nafara, a dialect of Senari, one of the major indigenous languages spoken in Côte d'Ivoire. This study will provide a basis for addressing the root causes of impediments to French (L2) literacy in Côte d'Ivoire. This study used oral folktales as a means of elicitation and vehicle of investigation. Three questions guided the researcher in this project. Question One was concerned with setting...
Show moreThis study sought to establish the rhetorical pattern of a major folktale genre known as mu'urii, in Nafara, a dialect of Senari, one of the major indigenous languages spoken in Côte d'Ivoire. This study will provide a basis for addressing the root causes of impediments to French (L2) literacy in Côte d'Ivoire. This study used oral folktales as a means of elicitation and vehicle of investigation. Three questions guided the researcher in this project. Question One was concerned with setting the conditions for establishing the discourse pattern of folktales in Nafara, while Questions Two and Three addressed the educational implications of findings that emerged from Question One. The research was framed in terms of two main theoretical foundations: 1) Discourse Analysis as a theory of human communication, and 2) the ethnography of communication. Nafara was oral until the present undertaking came to life. Therefore, a methodological field test was carried out to check the feasibility of the study. During this phase, Nafara grammar and lexicon were described, as a prerequisite for any textual analysis. This methodological field proved very beneficial as it allowed for setting a sound ground for the full study, during which further scrutiny into the materials collected allowed the investigator to get a better synthesis of the linguistic system of the language under investigation, by carrying out a description and analysis of more substantive Nafara texts. Discourse analysis was the major method of text analysis. It was supplemented with other methods, including ethnopoetics (an application of the ethnography of communication) and story grammar. Thus, using a combination of the foregoing methods, line, stanza, scene analysis and the narrative backbone of key events was identified to flesh out the discourse pattern in the Nafara genre in question. Establishing the rhetorical pattern is tantamount to building a model that reflects the way the notional content of the tale is organized to convey cultural meaning. Thus, after giving a full description of the rhetorical pattern based on one version of each popular tales, sketches of the rhetorical patterns that emerged from other tales were contrasted and compared with the more elaborate ones. First, versions of the same popular tale were set against each other, then the researcher looked across all the six versions, showing areas of differences and commonalities. The foregoing showed that while versions of the popular tales greatly differed in terms of supporting materials, the core discourse pattern was found to be constant across all versions of the tales. The researcher's contention is that awareness of the Nafara rhetorical pattern can serve as a vehicle for French (L2) education in Côte d'Ivoire, as it can provide a basis for teaching French grammar and composition through comparison and contrast with Nafara (L1) patterns. Therefore, knowledge of Nafara (L1) rhetorical organization is essential if the issue of underachievement in French (L2) education is to be efficiently tackled. Findings of this study will also provide a springboard for promoting reading and writing in Nafara. Another much expected spillover effect of this study is that its results will also offer options to writers (both native and non-native) by making them aware of differential issues in composition, according to the language and audience in view. The present study aimed to provide additional information for enhancing language education and learning in general in Côte d'Ivoire.
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Date Issued: 2007
Identifier: FSU_migr_etd-0740
Format: Thesis

Title: Understanding the Challenges to the Implementation of Assessment Reform in Science Classrooms: A Case Study of Science Teachers' Conceptions and Practices of Assessment.
Creator: Aydeniz, Mehmet, Davis, Nancy T., Dorsey, John, Southerland, Sherry, Gilmer, Penny J., Department of Middle and Secondary Education, Florida State University
Abstract/Description: The purpose of this study is to understand the professional and structural, political and cultural factors that present challenges to the implementation of assessment reform in science classrooms. An analysis of recent science education literature and national science education reform documents suggests that change in schools is a complex process that does not happen overnight and is subject to the influence of many professional and structural attributes (Berliner, 2006; Brooks, 2005; Cuban,...
Show moreThe purpose of this study is to understand the professional and structural, political and cultural factors that present challenges to the implementation of assessment reform in science classrooms. An analysis of recent science education literature and national science education reform documents suggests that change in schools is a complex process that does not happen overnight and is subject to the influence of many professional and structural attributes (Berliner, 2006; Brooks, 2005; Cuban, 1990; Duschl, 1990; Gess-Newsome, Southerland, Johnston & Woodbury, 2003; Southerland & Hutner, in press; Tyack & Cuban, 1995). Structural components include school culture; bell schedule, administration policies and mandates, standards, curriculum and accountability measures. Professional components involve teachers' epistemic views of science, their pedagogical conceptions and their conceptions of assessment along with knowledge necessary to translate these conceptions into practice (Barnett & Hodson, 2001; Gess-Newsome & Lederman, 1999; Gess-Newsome et al., 2003; Mortimer & Scott, 2003; Shulman, 1986). Education literature suggests both of these components, professional and structural components, shape how teaching takes place, thus, what students learn in science classrooms (Brickhouse, 2006; Duschl, 1990; Gallagher, 2006; Gess-Newsome & Lederman, 1999; Gess-Newsome et al., 2003; Southerland & Hutner, in press). Assessment plays a significant role in efforts to bring about improvements in the educational system (Brickhouse, 2006; Davis, Genc & Aydeniz, in press; NAS, 2006; NRC, 2001; 2005; Southerland & Hutner, in press). Assessment serves multiple purposes. Assessment can be used to support learning (Abell & Volkmann, 2006; Bell & Cowie, 2001; Black & William, 1998; Brookhart, 2006; Davis et al., in press; Klassen, 2006; Shepard, 2000), to monitor the effectiveness of a particular curriculum (NAS, 2006; NRC, 2005), to evaluate the quality and effectiveness of instruction (Bell & Cowie, 2001; NAS, 2006; NRC, 2001; Shepard, 2000), and to evaluate the efficiency of the school system (Davis et al., in press; Linn, 2000; Popkewitz, 2000). Although assessment can serve multiple purposes, the confusion over learning and achievement as manifested in political initiatives that aim to bring about improvements to the educational system through standardized testing has reduced the role of assessment in educational reform to accountability (Abell & Volkmann, 2006; Brickhouse, 2006; Darling-Hammond, 2003; Davis et al., in press; DeBoer, 2002; Delandshere, 2002; Southerland & Hutner, in press; Stiggins, 2004). Several science educators, who view learning as more than just what is revealed through a single standardized test, find this approach to educational reform problematic (Abell & Volkmann, 2006; Brickhouse, 2006; Davis et al., in press; DeBoer, 2002; Southerland & Hutner, in press). These scholars maintain that the increasing focus on ensuring high test scores has pressured teachers to reduce the role of assessment to the accountability purposes and the content of science teaching to students' acquisition of only the knowledge and skills necessary for passing the test. Although the pressure that the standardized tests generate influences what teachers assess in students' learning and how they go about assessing what they teach (Brickhouse, 2006; Darling-Hammond, 2003; Popham, 2006; Stiggins, 2004), other factors may also influence how teachers come to assess students' learning. For instance, teachers' conceptions of assessment may fail to reinforce the goals of science education reform documents. Furthermore, teachers' epistemic views of science and their pedagogical conceptions may also have an impact on what teachers assess and how they go about assessing students' learning in science. Finally, research indicates that the political and cultural structures have an impact on teachers' conceptions and practices of assessment (Berliner, 2006; Darling-Hammond, 2003; Southerland & Hutner, in press; Stiggins, 2004). It follows that characterizing the challenges of enacting assessment reform in science classroom includes exploring science teachers' professional knowledge base (epistemic views of science, pedagogical conceptions and their conceptions of assessment), and influences of the cultural and political structures. In this study, I focus on characterizing three high school science teachers' conceptions and practices of assessment to develop an in-depth understanding into the problems with the implementation of assessment reform in science classroom. In addition to three teachers' conceptions and practices of assessment I analyzed the major science education reform document such as NSES (NRC, 1996) as well as policy initiatives such as the No Child Left Behind Act (NCLB) and the Florida Comprehensive Assessment Test (FCAT). My dissertation reveals that although the political and cultural structures of the school system influence what teachers teach in science classrooms and how they go about assessing students' learning in science, the fundamental challenge to the implementation of assessment reform in science classroom is teachers' naïve pedagogical content knowledge (PCK) base. Furthermore, although my findings suggest a nested relationship between science teachers' epistemic views of science, their pedagogical conceptions and their conceptions of assessment, there is no relationship between science teachers' teachers' epistemic views of science, their pedagogical conceptions, their conceptions of assessment and their assessment practices. This is partly due to the influence of the political and cultural structures of the school system and partly due to teachers' naïve understanding of the nested relationships between various constructs (epistemic beliefs, pedagogical beliefs, assessment beliefs), that make up their conceptual ecology (Southerland, Johnston & Sowell, 2006). In my conclusions I argue that in order for the assessment reform to take place in science classrooms, teacher educators must help pre-service and in-service teachers to develop a sophisticated PCK base. This involves helping teachers to develop sophisticated epistemic views of science, sophisticated pedagogical conceptions, and sophisticated conceptions of assessment.
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Date Issued: 2007
Identifier: FSU_migr_etd-0266
Format: Thesis

Title: A Landscape View of Technology Integration in Florida's High School Mathematics Classes: The Mathematics Teacher Technology Usage Survey (MT-TUS).
Creator: Robinson, Matthew Charles, Jakubowski, Elizabeth, Ruscher, Paul, Aspinwall, Leslie, Carroll, Pamela, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This descriptive research study was designed to investigate the relationship between the personal characteristics of high school mathematics teachers and the frequency of technology use in their classes, while describing the strategies high school mathematics teachers utilize to integrate technology into their curriculum as the hindrances or obstacles to their technology use was examined. The Mathematics Teacher Technology Usage Survey (MT-TUS) was designed as a web based questionnaire...
Show moreThis descriptive research study was designed to investigate the relationship between the personal characteristics of high school mathematics teachers and the frequency of technology use in their classes, while describing the strategies high school mathematics teachers utilize to integrate technology into their curriculum as the hindrances or obstacles to their technology use was examined. The Mathematics Teacher Technology Usage Survey (MT-TUS) was designed as a web based questionnaire instrument to gather data from high school mathematics teachers across the state of Florida. 813 teachers responded to the survey offering insights into their usage of technology. Data analyses revealed that the majority of the teachers in the sample population made use of graphing calculators and projection devices (overhead or lcd) on a regular basis. Most teachers classified themselves at the "Developing Tech" level of technology integration and used technology as a supplement to instruction as their students used technology to test and practice for skill mastery. The biggest obstacle to technology use was access to technology resources. The results of the study provided information that is useful to mathematics educators, professional development leaders, local, state, and national policy makers and teachers of mathematics who are interested in understanding the factors that affect technology usage in the mathematics classroom. By examining teachers' technology use within the context of demographics, approaches, and hindrances, this study sheds new light on the role of technology in mathematics education.
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Date Issued: 2007
Identifier: FSU_migr_etd-0294
Format: Thesis

Title: An Exploration of Jordanian English Language Teachers' Attitudes, Skills, and Access as Indicator of Information and Communication Technology Integration in Jordan.
Creator: Abu Samak, Zeinab Tawfik, Hasson, Deborah, Palmer, Barbara, Carroll, Pamela, Lupo-Anderson, Angela, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This study explored factors that may influence the attitudes towards information and communication technology (ICT) by Jordanian teachers of English as a foreign language (EFL). This study replicated research with extension by Albirini (2004), who explored attitudes ICT among teachers of EFL in Syria. This study's focus was ICT use among EFL teachers in Jordan. The Diffusion of Innovations (Rogers, 1995), and the theoretical relationship between attitudes and behavior posed by the Theory of...
Show moreThis study explored factors that may influence the attitudes towards information and communication technology (ICT) by Jordanian teachers of English as a foreign language (EFL). This study replicated research with extension by Albirini (2004), who explored attitudes ICT among teachers of EFL in Syria. This study's focus was ICT use among EFL teachers in Jordan. The Diffusion of Innovations (Rogers, 1995), and the theoretical relationship between attitudes and behavior posed by the Theory of Reasoned Action (Ajzen & Fishbein, 1980) served as a theoretical framework. A multi-sections survey in Arabic language was administered to the EFL teachers in the first and second districts of the capital city of Jordan, Amman for the scholastic year 2005-2006. A random sample of 363 was utilized. The data was analyzed using both descriptive and inferential statistics. The study showed that Jordanian EFL teachers have positive attitudes towards ICT. Jordanian EFL teachers' perceptions of ICT perceptions from highest to lowest in mean scores were: observability, relative advantage, complexity, and compatibility. Jordanian EFL teachers have moderate positive cultural perceptions of ICT. Jordanian EFL teachers have a moderate computer competence and have a high access to ICT. Also, Jordanian EFL teachers' access to ICT was higher than Syrian EFL teachers. However, the location of access was different: in Jordan, school was the place where most Jordanian EFL teachers have access while home was the place that most Syrian EFL used. It was also found that Age and teaching experience had a negative correlation with attitudes, whereas qualification had a positive correlation with attitudes. There was a weak positive correlation between training and attitudes. Type of training, obtaining an ICDL Certificate, and length of training were explored. Gender, teaching methods, and Grade level were found not significantly correlated with attitudes towards ICT. 64% of the total variance in Jordanian EFL teachers' attitudes towards ICT was explained by the four main independent variables of the study: attributes cultural perceptions, competence, and access. More studies are needed to add to EFL instruction and ICT integration in the Arab region. Future qualitative studies are needed to provide deeper insight.
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Date Issued: 2006
Identifier: FSU_migr_etd-0106
Format: Thesis

Title: Investigating Expertise: A Mixed-Methods Examination of the Curricular Framework within the Subject-Matter Preparation, in Literature, of Secondary English Teacher Candidates.
Creator: De Luise, Rachel Bailey, Steadman, Sharilyn, Schwartz, Robert A., Carroll, Pamela Sissi, Yancey, Kathleen, Department of Middle and Secondary Education, Florida State University
Abstract/Description: Using a mixed methods approach, the researcher examined the phenomenon of subject-matter preparation within the curricular framework of secondary English teacher programs by examining program structure, literature coursework, and teacher candidate reflections. In this inquiry, the researcher used a two-part lens to observe both macro and micro-level phenomena: first, by gaining a national perspective in regard to program structure in the area of literature preparation and course learning...
Show moreUsing a mixed methods approach, the researcher examined the phenomenon of subject-matter preparation within the curricular framework of secondary English teacher programs by examining program structure, literature coursework, and teacher candidate reflections. In this inquiry, the researcher used a two-part lens to observe both macro and micro-level phenomena: first, by gaining a national perspective in regard to program structure in the area of literature preparation and course learning expectations, and second, by taking a closer, microscopic look at teacher candidates currently engaged in teaching literature during their final internships. From a social and political context, this research focuses on the issue of teacher preparation in regard to quality. From an educational perspective, it examines how we can better prepare teacher candidates to enter the teaching field. And from a researcher's viewpoint, it speaks to the major question of what the situation looks like within subject-matter preparation currently, and what types of programs encourage or inhibit the development of subject-matter expertise among secondary teacher candidates. Within a qualitative paradigm, the findings present a picture of what a typical pathway toward preparation might look like for a secondary teacher candidate at a large, doctoral-granting institution with a flexible literature curriculum. This study uses a grounded theory approach to explore what type of curricular context might aid or inhibit the development of subject-matter expertise within disciplinary preparation. It concludes with a discussion of implications and recommendations for teacher educators, professors of literature, and policymakers.
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Date Issued: 2008
Identifier: FSU_migr_etd-0061
Format: Thesis

Title: Automated Essay Scoring in an English as a Second Language Setting.
Creator: Dikli, Semire, Hasson, Deborah, Jeong, Allan, Kennell, Patrick, Wood, Susan, Department of Middle and Secondary Education, Florida State University
Abstract/Description: The main purpose of this study was to explore how two ESL students who are exposed to the AES feedback as opposed to two who are presented the written TF incorporated the type of feedback they received into their drafts. The participants consisted of adult ESL students who were attending at the Intensive English Center at a university in North Florida. A class of 12 students was divided into two groups. Approximately half of the students were exposed to computerized feedback (AES group) and...
Show moreThe main purpose of this study was to explore how two ESL students who are exposed to the AES feedback as opposed to two who are presented the written TF incorporated the type of feedback they received into their drafts. The participants consisted of adult ESL students who were attending at the Intensive English Center at a university in North Florida. A class of 12 students was divided into two groups. Approximately half of the students were exposed to computerized feedback (AES group) and the other half received written feedback from the teacher (TF group). However, the focus of this study was four case study students (two from each group). The data were collected through various sources: a) diagnostic essays, b) student essays on five writing prompts (both first and subsequent drafts), c) analytic and/or holistic feedback that were assigned to the essays either by the MY Access!® program or by the teacher, d) demographic, computer literacy, and opinion surveys, e) student and teacher interviews, and f) classroom observations. The results of the study revealed that the nature of the AES feedback and written feedback was different from each other. While the written TF was shorter and more focused, the AES feedback was quite long and generic. The MY Access!® program provided extensive amount of feedback points on all five traits. The document (essay) analysis results revealed that the program suggested twice as many usable feedback points as written feedback points provided by the teacher. However, the students who were exposed to the MY Access!® program used only the half of the usable feedback points suggested. The results also showed that both feedback pairs were quite similar within pairs, and they were substantially different across pairs in terms of the feedback points they were suggested on five traits. Furthermore, while the extent to which each pair used the type of feedback they received in their drafts was quite similar within pairs for most traits, it varied dramatically across pairs for all prompts with the exception of the mechanics and conventions feedback. This study is unique because there has been no research published regarding the use of an AES system in an ESL classroom setting at the time of this study was being conducted. It is the only study that focused on the feedback capacities of an AES program rather than its scoring ability.
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Date Issued: 2007
Identifier: FSU_migr_etd-0080
Format: Thesis

Title: Development and Validation of an Instrument to Evaluate Science Teachers' Assessment Beliefs and Practices.
Creator: Genc, Evrim, Gallard, Alejandro J., Ruscher, Paul H., Kamata, Akihito, Davis, Nancy T., Department of Middle and Secondary Education, Florida State University
Abstract/Description: The primary purpose of this study was to develop a valid and reliable instrument to examine science teachers' assessment beliefs and practices in science classrooms. The study also investigated the relationship between teachers' beliefs and practices regarding assessment issues, the certain factors, influencing their assessment practices and teachers' feelings towards high-stakes testing. The participants of the study were 408 science teachers, teaching at middle and high school levels in the...
Show moreThe primary purpose of this study was to develop a valid and reliable instrument to examine science teachers' assessment beliefs and practices in science classrooms. The study also investigated the relationship between teachers' beliefs and practices regarding assessment issues, the certain factors, influencing their assessment practices and teachers' feelings towards high-stakes testing. The participants of the study were 408 science teachers, teaching at middle and high school levels in the State of Florida. Data were collected through two modes of administration of the instrument as a paper-and-pencil and a web-based form. The response rate for paper-and-pencil administration was estimated as 68% whereas the response for the web administration was found to be 27%. Results from the various dimensions of validity and reliability analyses revealed that the 24 item-four-factor belief and practice measures were psychometrically sound and conceptually anchored measures of science teachers' assessment beliefs and self-reported practices. Reliability estimates for the belief measure ranged from .83 to .91 whereas alpha values for the practice measure ranged from .56 to .90. Results from the multigroup analysis supported that the instrument has the same theoretical structure across both administration groups. Therefore, future researchers may use either a paper-and-pencil or web-based format of the instrument. This study underscored a discrepancy between what teachers believe and how they act in classroom settings. The majority of teachers reported that instruction time, class size, professional development activities, availability of school funding, and state testing mandates were the primary factors, influencing their assessment routines. Many teachers drew attention to several negative impacts and consequences of the high-stakes testing both on teaching and learning. Teachers stated that both the preparation process and the results of the test created unbelievable tension both on students and teachers. Implications of the study indicated that it would be valuable to conduct alignment studies to examine whether state tests are fully aligned with the state standards and classroom assessment. Perhaps, such analyses would assist state level decision makers in reconsidering the current policies and "unintended" influences of mandated tests on classroom practices.
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Date Issued: 2005
Identifier: FSU_migr_etd-0126
Format: Thesis

Title: A Qualitative Study: Algebra Honor Students' Cognitive Obstacles as They Explore Concepts of Quadratic Functions.
Creator: Eraslan, Ali, Aspinwall, Leslie, Shargel, Emanuel I., Jakubowski, Elizabeth, Fernández, Maria L., Department of Middle and Secondary Education, Florida State University
Abstract/Description: With the paradigm shift from a behavioral to a constructivist perspective in teaching and learning of mathematics, students' thought processes have become a major focus for learning and students' learning of the specific subject matter has been analyzed and approached more qualitatively. In parallel to this development, the present study attempted to describe two algebra-honor students' cognitive obstacles in the learning of quadratic functions. In particular, along with students' concept...
Show moreWith the paradigm shift from a behavioral to a constructivist perspective in teaching and learning of mathematics, students' thought processes have become a major focus for learning and students' learning of the specific subject matter has been analyzed and approached more qualitatively. In parallel to this development, the present study attempted to describe two algebra-honor students' cognitive obstacles in the learning of quadratic functions. In particular, along with students' concept image and definition for the quadratic function (Tall & Vinner, 1981), five other aspects of quadratic functions were examined to identify students' cognitive obstacles surrounding quadratic functions. These five aspects, adapted by Wilson (1994) who identified the most important aspects of the function concept for deep understanding, were as follows: translating, determining, interpreting, solving quadratic equations, and using quadratic models. A multiple case study involving two algebra honor students was designed and implemented. Two honor students under the pseudonyms of Richard and Colin were purposely chosen and voluntarily participated in this study. Data were obtained from one-on-one clinical interviews, students' written work (a test, quiz, and questionnaire), and classroom observations. The analysis particularly focused on identifying students' cognitive processes as they worked on quadratic tasks during the interviews. The whole data were analyzed through the lens of an integrated framework using Schoenfeld's (1989) level of mathematical analysis and structure and Tall and Vinner's (1981) framework of concept image and concept definition. The study revealed the cognitive obstacles that Richard and Colin encountered during the study of quadratic functions. In light of these obstacles, the following four assertions were made in this study: (1) one of the obstacles arises from a lack of making and investigating mathematical connections between algebraic and graphical aspects of the concepts, (2) another cognitive obstacle arises from the need to make an unfamiliar idea more familiar, (3) a third cognitive obstacle arises from the disequilibrium between algebraic and graphical thinking, and (4) the image of the quadratic formula or absolute value function has a potential to create an obstacle to mathematical learning. This study has important applications for classroom teaching. By identifying the students' cognitive obstacles based on the six aspects of quadratic functions, the study indicates which obstacles are associated with certain aspects of quadratic functions. Moreover, in light of these obstacles, it emphasizes the interrelation and complementary aspect of algebraic and graphical thinking in an ongoing back-and-forth process in learning and teaching of quadratic functions.
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Date Issued: 2005
Identifier: FSU_migr_etd-0557
Format: Thesis

Title: The Attitudes and Beliefs of a Female Science Teacher: Implications in Relation to Gender and Pedagogical Practice.
Creator: Zapata, Mara, Gallard, Alejandro J., Ruscher, Paul H., Davis, Nancy T., Milligan, Jeffrey, Department of Middle and Secondary Education, Florida State University
Abstract/Description: Recognizing the role of the larger patriarchal structure in framing social expectations, identifying preconceived notions about gender, and the self-concept of students is critical in understanding what goes on in science classrooms and why. This study examines the relationships between teaching science and gender dynamics in society, and the way in which a female science teacher brings her life experiences to the classroom through her pedagogical practices and interactions with students....
Show moreRecognizing the role of the larger patriarchal structure in framing social expectations, identifying preconceived notions about gender, and the self-concept of students is critical in understanding what goes on in science classrooms and why. This study examines the relationships between teaching science and gender dynamics in society, and the way in which a female science teacher brings her life experiences to the classroom through her pedagogical practices and interactions with students. These interactions and intents of the teacher are shaped by society, both academically and socially, thus influencing the development and perpetuation of gender identity and doing gender in society. In this case study of a female science teacher, numerous observations, field notes, researcher interpretations, and assertions were developed. As meanings were negotiated, intent of actions was defined using significant statements, clustered to produce invariant meaning units. Both the participant's intents and how she interpreted her experiences were central to the understandings sought in this study. The findings of this study point to the tensions between Laura's attitudes and beliefs and her pedagogical practices, disconfirming these as they pertain to gender in relation to teaching and learning science. The findings also support questioning the role of intentionality and a teacher's perceived ability to adhere to intentions while practicing within the norms established by the social institution of schools operating within the larger structures of society. The major findings and implications are relevant to the manner teachers are prepared and encouraged to enact their practice by departments and boards of education, prepared by institutions of higher education and subsequent participation in professional development. Specifically, calling attention to how these educational frameworks emphasize or de-emphasize the role of teachers and promote cognizance in terms of the culture of schools, reflective of the larger structures of society. Understanding the larger social structures and manner in which science in particular is formally packaged with its hegemonic reality and power arrangements reflective of such society is important if teachers are going to enact their practice in ways that facilitate this understanding to students.
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Date Issued: 2005
Identifier: FSU_migr_etd-0593
Format: Thesis

Title: An Assessment of Teachers' Experiences in Scientific Research as a Method for Conceptual Development of Pedagogical Content Knowledge for Inquiry.
Creator: Dutrow, Jeff, Southerland, Sherry, Gilmer, Penny J., Herrnkind, William, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This purpose of this study was to assess the development of teachers' conceptual understanding about inquiry in a professional development program designed to provide scientific research experiences as a means for increasing the practice of inquiry-based teaching. The teacher's experiences in inquiry-based scientific research were the focus of reflective journal sessions employed as a pedagogical tool. The lead scientist also participated in the journaling process in order to develop a...
Show moreThis purpose of this study was to assess the development of teachers' conceptual understanding about inquiry in a professional development program designed to provide scientific research experiences as a means for increasing the practice of inquiry-based teaching. The teacher's experiences in inquiry-based scientific research were the focus of reflective journal sessions employed as a pedagogical tool. The lead scientist also participated in the journaling process in order to develop a template describing his role as facilitator of the research experiences. The lead scientist's template, representing his conceptions of inquiry, was consolidated into a set of three essential features: Provocative Phenomena, Questions, and Ownership. These features were compared to the teachers' perceptions of their inquiry-based research experiences. Results from this comparison showed that each of the features of inquiry were intelligible to the teachers. There were no significant differences between teachers' perceptions of inquiry when sorted by grade level. This study suggests that the identification of a Provocative Phenomena is an essential feature of inquiry that has been largely overlooked. Other important implications of this research include the ability of elementary teachers to profit from such experience, and the difficulty in constructing understandings of inquiry. Suggestions for future research are included.
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Date Issued: 2005
Identifier: FSU_migr_etd-0621
Format: Thesis

Title: Reading in an Online Hypertext Environment: A Case Study of Tenth-Grade English Students.
Creator: Dail, Jennifer S., Carroll, Pamela S., Milton, Sande, Wood, Susan N., Palmer, Barbara, Department of Middle and Secondary Education, Florida State University
Abstract/Description: Literacy emerges as a key concept in English language arts classrooms and in education in general. The components of literacy important to classroom instruction come under continuous political fire as schools, classrooms, and society continue to change. Technology represents a recent change in the literacy demands and practices in today's classrooms. Computers and access to the Internet and the hypertext documents it contains illustrate a prevalent means through which technology has...
Show moreLiteracy emerges as a key concept in English language arts classrooms and in education in general. The components of literacy important to classroom instruction come under continuous political fire as schools, classrooms, and society continue to change. Technology represents a recent change in the literacy demands and practices in today's classrooms. Computers and access to the Internet and the hypertext documents it contains illustrate a prevalent means through which technology has infiltrated classrooms. As a result, more and more students turn to the Internet for information and more and more teachers create assignments that require students to access the Internet. In this study, a tenth-grade English language arts class was observed to identify the following: 1) the environment of a tenth-grade classroom using computers regularly in the new millennium, and 2) the processes tenth-grade students use when reading online hypertext. Existing research regarding literacy and reading comprehension was examined to then create a foundation for examining the role of computers and hypertext in literacy activities. This framework was used as a lens through which to view the activities in the classroom in which the research was conducted. This study employed a variety of methods in identifying the two key issues. The methods utilized in this study included the analysis of observational field notes, attitudinal surveys, transcribed video tapes of think aloud protocols, cookie files, and student responses to reading comprehension questions. Students participated in online hypertext reading designed specifically to meet the coinciding curricular goals of their classroom. Cookie files tracked students' movements throughout the hypertext and reading comprehension questions identified their understanding of the hypertext. Think-aloud protocols and follow-up interviews with selected students further illuminated the reading processes these students employed while interacting with the hypertext document. This study found that in a classroom environment where computers are an ongoing component of instruction there exists a social dimension to working in that context whereby students share knowledge with each other. Other components of this classroom environment found through the study included students searching for information via the Internet and using the computer for a variety of purposes inside and outside the school environment. This study also found that students utilize a variety of strategies when reading hypertext via the Internet, including: scrolling the document, skimming the text, note-taking by hand, summarizing information, and relying on prior knowledge. Despite employing traditional reading strategies, students scored low on the comprehension questions assessing their understanding of the hypertext. The findings of this study indicated that students need direct instruction in the applying reading strategies in this new literacy context.
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Date Issued: 2004
Identifier: FSU_migr_etd-0857
Format: Thesis

Title: Honoring Exemplary Teaching: Departmental Teaching Awards in Mathematics Departments of Research Institutions.
Creator: Badran, Stacie Elena, Jakubowski, Elizabeth, Milton, Sande, Aspinwall, Leslie, Fernandez, Maria, Department of Middle and Secondary Education, Florida State University
Abstract/Description: 149 mathematics departments of research institutions in the U.S. were surveyed as to whether they offer teaching awards to faculty chosen by faculty at the department level. A sample of those that offer awards were interviewed using a semi-structured format to probe the procedures, criteria, and indicators used in their awards programs. Results showed that 23 mathematics departments offer these awards to faculty, and eight participated in interview. Responses to open-ended questions revealed...
Show more149 mathematics departments of research institutions in the U.S. were surveyed as to whether they offer teaching awards to faculty chosen by faculty at the department level. A sample of those that offer awards were interviewed using a semi-structured format to probe the procedures, criteria, and indicators used in their awards programs. Results showed that 23 mathematics departments offer these awards to faculty, and eight participated in interview. Responses to open-ended questions revealed mostly comprehensive, systematic procedures using multiple sources for evaluation, though procedures were often ad-hoc, considering nature of the nominees' work each year. Few departments listed criteria explicitly, and ad-hoc methods were also used for checking that nominees meet criteria through indicators. Further, responses revealed several different dimensions of teaching and indicators of the scholarship of teaching, and two departments emerged apart from the others as distinct. Recommendations are provided in which contributions were offered by the literature, the researcher, and the sample eight departments.
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Date Issued: 2004
Identifier: FSU_migr_etd-0841
Format: Thesis

Title: Willingness to Communicate of Foreign Language Learners in a Chinese Setting.
Creator: Yu, Miao, Wood, Susan Nelson, Sunderman, Gretchen, Roehrig, Alysia D., Keller, John, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This study examined willingness to communicate (WTC) of language learners who were studying English as a foreign language in a Chinese college setting by adapting variables from four theoretical sources: McCroskey and Richmond's (1987) WTC construct, Gardner's (2001a) Socio-Educational model, MacIntyre et al.'s (1998) WTC model, and Wen and Clément's (2003) conceptualization of WTC in a Chinese setting. Three objectives guided this study: 1) to examine the relationships among willingness to...
Show moreThis study examined willingness to communicate (WTC) of language learners who were studying English as a foreign language in a Chinese college setting by adapting variables from four theoretical sources: McCroskey and Richmond's (1987) WTC construct, Gardner's (2001a) Socio-Educational model, MacIntyre et al.'s (1998) WTC model, and Wen and Clément's (2003) conceptualization of WTC in a Chinese setting. Three objectives guided this study: 1) to examine the relationships among willingness to communicate, communication apprehension, and self-perceived communication competence in Chinese and English language contexts respectively; 2) to examine the relationships between integrativeness, attitudes toward the learning situation, motivation, and instrumental orientation with WTC in English; 3) to test the proposed relationships among communication variables (i.e., communication apprehension and self-perceived communication competence), affective variables (i.e., integrativeness, attitudes toward the learning situation, motivation, and instrumental orientation), teacher immediacy, and WTC in English. Two hundred and thirty-five (235) sophomores and juniors majoring in English at a public university in China participated in this study. A quantitative research method using self-report questionnaires was employed to collect data that addressed ten different aspects or variables concerning the participants' communication and affective orientations, as well as the perceived teacher immediacy behaviors. Pearson correlation coefficient, multiple regression, and a path model were utilized as statistical analysis methods in line with each research question. The results of the study showed that all of the communication variables were significantly correlated with each other at the .01 level in both Chinese and English communication settings. Moreover, the correlations between Chinese and English for communication apprehension, self-perceived communication competence, and willingness to communicate were all positive and statistically significant, indicating their trait-like predisposition which remained constant across languages used in communication settings. All of the four affective variables (i.e., integrativeness, attitudes toward the learning situation, motivation, and instrumental orientation) and the variable of willingness to communicate in English were significantly correlated with each other at the .05 level. However, only attitudes toward the learning situation and motivation contributed significant predicative power to WTC in English. Communication apprehension and self-perceived communication competence were the only two direct effects on WTC in English. Communication apprehension also had indirect effect on WTC in English through its negative effect on self-perceived communication competence. Teacher immediacy had direct positive effect on communication apprehension and negative effect on self-perceived communication competence. WTC in English was indirectly dependent on teacher immediacy through the mediation of communication apprehension and self-perceived communication competence. Motivation had direct effect on communication apprehension and self-perceived communication competence. The hypothesized predictive relationships from attitudes toward learning situation, integrativeness, and instrumental orientation to motivation were supported. Motivation could indirectly predict WTC in English through the mediation of communication apprehension and self-perceived communication competence. The importance of this study lies in its theoretical contributions to the WTC research and the pedagogical implications for second language teaching and learning.
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Date Issued: 2009
Identifier: FSU_migr_etd-0887
Format: Thesis

Title: Instructional Implications of Social Justice Pedagogy on the Teaching of Mathematics.
Creator: Johnson, Jason D., Jakubowski, Elizabeth, Bower, Beverly, Aspinwall, Leslie, Shaw, Ken, Department of Middle and Secondary Education, Florida State University
Abstract/Description: The epidemic of African American and Latino students' lack of success in mathematics has been puzzling researchers (Gutstein, Lipman, Hernandez, and de los Reyes, 1997; Ladson-Billings, 1991, 1995, 2000) in the field of mathematics education. Many researchers have identified that a problem does exist, however, solutions have yet to resolve the emerging problems for the African American and Latino student. Such a pedagogy as social justice has attempted to address the crisis of low achievement...
Show moreThe epidemic of African American and Latino students' lack of success in mathematics has been puzzling researchers (Gutstein, Lipman, Hernandez, and de los Reyes, 1997; Ladson-Billings, 1991, 1995, 2000) in the field of mathematics education. Many researchers have identified that a problem does exist, however, solutions have yet to resolve the emerging problems for the African American and Latino student. Such a pedagogy as social justice has attempted to address the crisis of low achievement of African American and Latino students in mathematics. The current study will use a nontraditional mathematics education research structure, situated cognition theory, as a theoretical framework, that was most appropriate for the implementation of the social justice activity. The purpose of the research was to investigate the instructional implications of social justice pedagogy on the teaching of mathematics. How does social justice pedagogy impact African American and Latino preservice teachers' views of the important of mathematics? How does social justice pedagogy influence African American and Latino preservice teachers' positions about mathematics? The results indicated that social justice activities provided a way for students to solve real world issues related to African Americans and Latinos. The preservice teachers also pointed out that they would consider implementing social justice activities into their classroom. Also, the questionnaire and the audiotape represented consistent data regarding the research questions. The participants in the study indicated that due to the social justice activity, they have gained an understanding of the importance of mathematics and they have established a fondness for mathematics due to the social justice activity.
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Date Issued: 2005
Identifier: FSU_migr_etd-3560
Format: Thesis

Title: Investigating the Effects of Teaching the "Nature of Science" on Broader Epistemological Beliefs.
Creator: Huling, Milt, Southerland, Sherry, Gaede, Owen, Miller, Thomas, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This research was designed to explore the relationship between students' nature of science knowledge and their epistemological beliefs. Nature of Science (NOS) knowledge refers to students' understanding of the characteristics of scientific knowledge and how those characteristics are derived from the processes of science. Epistemological beliefs are general beliefs about knowledge, how is knowledge constructed, and what are the characteristics of knowledge. Given that these two sets of...
Show moreThis research was designed to explore the relationship between students' nature of science knowledge and their epistemological beliefs. Nature of Science (NOS) knowledge refers to students' understanding of the characteristics of scientific knowledge and how those characteristics are derived from the processes of science. Epistemological beliefs are general beliefs about knowledge, how is knowledge constructed, and what are the characteristics of knowledge. Given that these two sets of constructs, nature of science understandings and general epistemological beliefs, seem so viscerally related, this research sought to address the question, "Does the development of more sophisticated NOS conceptions affect a learner's broader epistemological beliefs?" This research employed a mixed methodology, foregrounding qualitative data. The data were gathered from a class of 18 tenth-grade biology students, with the bulk of the analysis focusing on three of the students for in-depth interviews. The class was observed as it engaged in a prolonged unit on the nature of science. Two quantitative NOS measures were administered pre- and post-instruction. One epistemological questionnaire was administered as well. These measures were triangulated with interviews to assure the rigor of the descriptions generated. Although little change in either NOS or epistemological beliefs was observed for the whole class, a marked change did take place within the interview participants as to their views of both the nature of science and the broader epistemological beliefs. Explanation for this differential development centered on the role of reflection on the learning of both NOS and epistemological growth. Implications for instruction of both these constructs as well as further research are offered.
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Date Issued: 2005
Identifier: FSU_migr_etd-3659
Format: Thesis

Title: Junior Secondary School Students' Recognition of Kagisano/Social Harmony, the National Philosophy of Botswana.
Creator: Jeremiah, Koketso, Lunstrum, John P., Hansen, John H., Gutierrez, Robert, Molina, Laurie E. S., Department of Middle and Secondary Education, Florida State University
Abstract/Description: Kagisano or Social Harmony is a very important national philosophy for Botswana, mainly because the society of Botswana is characterized by ethnic diversity. Kagisano is viewed as essential for maintaining stability in such an ethnically diverse society. The junior secondary school social studies curriculum marginally covers this philosophy. The purpose of this study was to investigate junior secondary school students' abilities to recognize Kagisano or Social Harmony. A total of 893 students...
Show moreKagisano or Social Harmony is a very important national philosophy for Botswana, mainly because the society of Botswana is characterized by ethnic diversity. Kagisano is viewed as essential for maintaining stability in such an ethnically diverse society. The junior secondary school social studies curriculum marginally covers this philosophy. The purpose of this study was to investigate junior secondary school students' abilities to recognize Kagisano or Social Harmony. A total of 893 students from four government junior secondary schools in Gaborone, the capital city of Botswana, were sampled for the study. The break down of the sample was: 291 Form 1(Year 1) students, 289 Form 2 (Year 1) students, and 313 Form 3 (Year 3) students. A questionnaire (the same) was administered to all students in the sample. The research design was therefore, a survey. Responses of students to the questionnaire items were converted into scores. The study found that 84% of Form 3 students (research group) were successful in recognizing Kagisano or Social Harmony. All moderating (intervening) variables (school, ethnic background, age and gender) produced both consistent and inconsistent results. However, consistent results were outweighed by inconsistent results. The variable school produced the most consistent results whereas age group produced the most inconsistent results. Still on age group, age groups 17 and 18 consistently ranked lowest in the age group variable category. Thus, there was a general decline in recognition of Kagisano with increasing age. The variable gender produced results that alternated in patterns (or trends) when frequencies and/or percentages were used alternatively with the use of median scores. ANOVA showed that the moderating (intervening) variable school was statistically significant (F [3, 304] = 10.381, p = .000, p .05), including the results of a Post Hoc Test. Numerically (i.e. by frequency or percentage), the males performed better than the females (89% versus 87.5%) but the females performed better than the males in quality terms as indicated by the median scores 57.5 and 52.5, respectively. ANOVA results showed that the mean scores of the males and females were not statistically significant (F [2, 310] = 2.609, p = .075, p > .05). A Post Hoc Test showed the same results, i.e. no statistical significance for the mean scores of males and females. ANOVA also showed that the mean scores of Form/Year 1, Form/Year 2, and Form/Year 3 students in the sample were statistically significant (F [2, 890)] = 27.612, p = .000, p .05). A Post Hoc Test showed the same results, i.e. no statistical significance for the mean scores of males and females. ANOVA also showed that the mean scores of Form/Year 1, Form/Year 2, and Form/Year 3 students in the sample were statistically significant (F [2, 890)] = 27.612, p = .000, p
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Date Issued: 2005
Identifier: FSU_migr_etd-3524
Format: Thesis

Title: Gender Equity and Equality on Korean Student Scientists: A Life History Narrative Study.
Creator: Hur, Changsoo, Gallard, Alejandro J., Ruscher, Paul H., Davis, Nancy T., Hasson, Deborah J., Department of Middle and Secondary Education, Florida State University
Abstract/Description: Much research, including that by Koreans (e.g., Yoon & Kim, 1999; Mo, 1999), agrees on two major points relating to the inequitable and unequal condition of women in the scientific community: 1) the fact that the under-representation of women in the scientific community has been taken for granted for years (e.g., Kelly, 1992; Rathgeber, 1998), and 2) documenting women's lives has been largely excluded in women's studies (e.g., Sutton, 1998). The basis for the design of this study relates to...
Show moreMuch research, including that by Koreans (e.g., Yoon & Kim, 1999; Mo, 1999), agrees on two major points relating to the inequitable and unequal condition of women in the scientific community: 1) the fact that the under-representation of women in the scientific community has been taken for granted for years (e.g., Kelly, 1992; Rathgeber, 1998), and 2) documenting women's lives has been largely excluded in women's studies (e.g., Sutton, 1998). The basis for the design of this study relates to the aforementioned observations; this study was designed to determine how women are socialized in the scientific community, in terms of gender equity and equality, and how women voice their situations. There are two major purposes for the current study: 1) exposing the voices of South Korean women, as compared to those of South Korean men, in the scientific community, and 2) understanding the under-representation of South Korean women in the science community, as well as in education fields, through social stereotypes and the socialization processes. This study addresses two major research questions: how do social stereotypes exist in terms of gender equity and equality in the South Korean scientific and educational fields, and how do these stereotypes influence women and men's socializations, in terms of gender equity and equality, in the South Korean scientific and educational fields? To investigate the research questions, this qualitative study utilizes a life history narrative approach in examining various theoretical perspectives, such as critical theory, post-structuralism, and postmodernism. Through the participants' perceptions and experiences in the scientific community and in South Korean society, this study finds gendered stereotypes, practices, and socializations in school, family, and the scientific community. These findings demonstrate asymmetric gendered structures in South Korea. Moreover, with the comparison among male and female participants, this study shows how they perceive and experience differently in school, family, and the scientific community. This study attempts to understand the South Korean scientific community as represented by four student scientists through social structures. Education appears to function significantly as an hegemonic power in conveying legitimating ideologies. This process reproduces man-centered social structures, especially in the scientific community. This suggests that to emancipate women's under-representations in the scientific community, educational administrators and teachers should carefully consider gendered practices, stereotypes, and socialization in science classes. Pursuant to the needs of South Korean women, in relation to their under-representation in the scientific community, this study demonstrates the different perceptions of four South Koreans, two women and two men, relating to the man-centeredness of the scientific community. Employing various applications of sociological theories to explain women's under-representations in the South Korean scientific community, this study provides suggestions that may prove useful in disassembling the inequitable gender structures. In this study, there have been significant findings of educative authenticity criteria (Guba & Lincoln, 1989) that stimulate the needs of future studies on gender, especially women in the scientific community in general and, more specifically, in South Korea. These findings suggest the importance of active involvement by women participants to enhance a more detailed examination, by women's studies, of the scientific community.
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Date Issued: 2004
Identifier: FSU_migr_etd-3396
Format: Thesis

Title: Inclusion in Advanced Placement Statistics: Effects Upon Students Normally Left Out.
Creator: Braddock, Brian, Jakubowski, Elizabeth, Aspinwall, Leslie, Clark, Matthew, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This qualitative study analyzes the effects of an Advanced Placement (AP) Statistics course upon a student typically not permitted to take such a class. The researcher examined students enrolled in AP Statistics at a high school in North Florida. The school has broadened its base of AP students, thus including students whom in the past may have been left out of the program. The data in this study includes observations, student surveys, and case studies of the two participants. The researcher...
Show moreThis qualitative study analyzes the effects of an Advanced Placement (AP) Statistics course upon a student typically not permitted to take such a class. The researcher examined students enrolled in AP Statistics at a high school in North Florida. The school has broadened its base of AP students, thus including students whom in the past may have been left out of the program. The data in this study includes observations, student surveys, and case studies of the two participants. The researcher discusses any changes in performance, attitude, self-confidence, or anything else affected by participation in the course.
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Date Issued: 2004
Identifier: FSU_migr_etd-3419
Format: Thesis

Title: Science Teacher Educator Change: A Case Study Report.
Creator: Foley, Kathleen R., Davis, Nancy, Irvin, Judith L., Gilmer, Penny J., Gaede, Owen, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This study, Science Teacher Educator Change: A Case Study Report continues an investigation on teacher change that began as a pilot study that focused on the role of beliefs, reflection and inquiry as a teaching methodology. The importance of research in this area of teacher educator change is reflected in the continued calls for education reform in teacher change, improving student learning and test scores, and ensuring the United States educational system continues to foster the development...
Show moreThis study, Science Teacher Educator Change: A Case Study Report continues an investigation on teacher change that began as a pilot study that focused on the role of beliefs, reflection and inquiry as a teaching methodology. The importance of research in this area of teacher educator change is reflected in the continued calls for education reform in teacher change, improving student learning and test scores, and ensuring the United States educational system continues to foster the development of leading scientists and mathematicians who continue to learn and grow. The pilot study describes and analyzes changes and the implications of these changes in a university professor actively implementing an inquiry-based curriculum in a secondary science methods course. To provide a more comprehensive description on the impact of teacher educator change and inquiry-based teaching, a follow-up study is conducted with individuals who were students in the secondary science methods course. The students, who are now teachers, shared their perspectives on inquiry-based teaching and on the impact of the secondary science methods course their teaching. The role of beliefs and reflection are also investigated with the former students. Reported results support using inquiry-based teaching methods, exploring individual belief systems and frameworks during teacher preparation and placing additional emphasis on the role of reflection in teacher preparation. The need for teachers' in-service professional development opportunities and pre-service teacher education to move from a primary focus on curricula for bringing about improvements to science teaching to a focus on the actual teacher and the practice of teaching are also reported as key conclusions. Support is cited for using an inquiry-based approach to teaching science which emphasizes learning how to learn, that begins with the exploration of a particular phenomenon and that delays the teachings of terms and principles until they are needed. The complexity and difficulties of enacting an inquiry-based approach to teaching science, which is called for by the National Science Education Standards, in light of the increasing acceptance of standardized tests as a measure of student learning and teacher and school effectiveness are also discussed.
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Date Issued: 2004
Identifier: FSU_migr_etd-4426
Format: Thesis

Title: Going the Distance: Developing Effective Strategies to Implement Distance Learning Technologies and Projects into the Science Curriculum.
Creator: Fleischer, Stuart A., Gallard, Alejandro J., Ruscher, Paul, Gilmer, Penny, Dawson, George, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This action research study was focused on how two middle school science teachers at the American International School in Israel (AIS-I) addressed strategies to develop projects in which their students could learn at a distance but not from a distance. The idea was not to develop course curriculum to be taught online for students who were not physically located on the campus, but rather for those students to be empowered to construct their own learning on campus and off through thoughtful use...
Show moreThis action research study was focused on how two middle school science teachers at the American International School in Israel (AIS-I) addressed strategies to develop projects in which their students could learn at a distance but not from a distance. The idea was not to develop course curriculum to be taught online for students who were not physically located on the campus, but rather for those students to be empowered to construct their own learning on campus and off through thoughtful use of e-technologies and the innovational use of those technologies. The research questions and methodology followed a modified version of a model called the Integrated Technology Adoption and Diffusion Model—ITADM (Sherry, Billig, Tavalin, & Gibson, 2000). This model was developed to help teachers evaluate their learning processes and future trajectory in using DL technology. The model evolved during the research study and was renamed Relate, Create, Evaluate, and Donate when a second middle school science teacher had difficulty finding short-term successes from the original model. The study found that the middle school science teacher must be flexible in constantly shifting between instructor, facilitator, and consultant roles. This shift in teaching roles called for new strategies to be developed to meet the role change in a new DL reality. In addition, dynamic distance learning communities (DDLC) must be assembled according to the tasks involved and available talent and interests of the teachers.
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Date Issued: 2004
Identifier: FSU_migr_etd-4440
Format: Thesis

Title: Teachers' Beliefs on Gender Differences in Mathematics Education.
Creator: Ghosh, Sraboni, Jakubowski, Elizabeth, Lynn, Susan, Aspinwall, Leslie N., Fernández, Maria L., Department of Middle and Secondary Education, Florida State University
Abstract/Description: The Purpose in this study was to understand the specific beliefs that are held by two high school teachers about gender differences in mathematics education, and the extent of consistency between these teachers' stated beliefs about gender and instructional practices and classroom interactions. This study was built upon three previous studies of teacher's gender-related beliefs, conducted by Tiedemann (2000a), She (2000), and Garrahy (2001). Five high school mathematics teachers from a...
Show moreThe Purpose in this study was to understand the specific beliefs that are held by two high school teachers about gender differences in mathematics education, and the extent of consistency between these teachers' stated beliefs about gender and instructional practices and classroom interactions. This study was built upon three previous studies of teacher's gender-related beliefs, conducted by Tiedemann (2000a), She (2000), and Garrahy (2001). Five high school mathematics teachers from a southeastern United State's school were participants in this study as a result of a convenience selection. Two of these five participants were selected for case studies based on their availability and cooperativeness. Data were generated from four sources: (1) questionnaires completed by five classroom teachers on each of the six students selected within his/her class; (2) teacher interviews; (3) classroom observations; and (4) videotapes of instruction documenting teacher and students. Although the participants claimed that they took student's ability instead of students' gender into account as a mathematics teacher, they held some gender-related beliefs toward the male and female students in their classes. Some of these beliefs were: (1) lower ability female students put on more effort in their mathematics classes compared to the boys; (2) girls are more emotional than boys; (3) girls are less competitive than boys; and (4) female students in the higher ability courses are less confident than male students. The result of this study also indicated that the participant's stated beliefs on gender-related differences were not always consistent with their instructional practices and classroom interactions.
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Date Issued: 2004
Identifier: FSU_migr_etd-4332
Format: Thesis

Title: Performance, Motivation and Gender with Two Different Instructional Approaches in Geometry.
Creator: Halat, Erdogan, Jakubowski, Elizabeth, Blumsack, Steve, Shaw, Kenneth, Aspinwall, Leslie, Department of Middle and Secondary Education, Florida State University
Abstract/Description: The purpose of this quantitative study was to compare performance and motivation of sixth-grade students engaged in instruction using a van Hiele theory based curriculum with sixth-grade students engaged in instruction not using a van Hiele theory based curriculum. While the instruction following the van Hiele theory used the curricula, CMP's Shapes and Designs and Key Curriculum's Discovering Geometry: An Inductive Approach, the comparative group's instruction used Scott Foresman's Middle...
Show moreThe purpose of this quantitative study was to compare performance and motivation of sixth-grade students engaged in instruction using a van Hiele theory based curriculum with sixth-grade students engaged in instruction not using a van Hiele theory based curriculum. While the instruction following the van Hiele theory used the curricula, CMP's Shapes and Designs and Key Curriculum's Discovering Geometry: An Inductive Approach, the comparative group's instruction used Scott Foresman's Middle School Math Course I. Two hundred seventy-three sixth-grade mathematics students – 123 in the control group, and 150 in the treatment group – were involved in the study. The researcher employed a geometry test, Van Hiele Geometry Test (VHGT), used to measure students' geometry performance and a questionnaire, Course Interest Survey (CIS), used to measure students' motivation toward the geometry instruction. The VHGT and CIS were both administered to the students by the researcher before and after a five-week period of instruction during a single class period. The paired samples t-test, the independent samples ttest, and ANCOVA with á = .05 were employed in the analysis of the data. The study indicated that there was no statistically significant difference with respect to students' performance between the treatment and control groups, and that there was a statistically significant difference in regard to students' motivation between the two groups favoring the treatment group instructed with the van Hiele theory based curricula. However, no statistical difference was indicated by gender in regard to students' performance and motivation.
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Date Issued: 2003
Identifier: FSU_migr_etd-4327
Format: Thesis

Title: Development of Bilingual Communicative Competence Through Play: A Case Study.
Creator: Galeano, Rebecca, Hasson, Deborah, Uzendoski, Michael, Lupo-Anderson, Angela, Pappamihiel, Eleni, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This study examined ways in which a simultaneously bilingual child increased her productive communicative ability in her weaker language through interaction in pretend play with more capable peers. Resting in the framework of Vygotskian sociocultural theory, this case study focused on the language development of a four year old child as she engaged in unstructured play with peers ranging from 5-9 years old. In order to create a simulated immersion setting, the researcher and her family moved...
Show moreThis study examined ways in which a simultaneously bilingual child increased her productive communicative ability in her weaker language through interaction in pretend play with more capable peers. Resting in the framework of Vygotskian sociocultural theory, this case study focused on the language development of a four year old child as she engaged in unstructured play with peers ranging from 5-9 years old. In order to create a simulated immersion setting, the researcher and her family moved to a predominately Hispanic trailer park so their daughter could interact with other children through play. Play sessions were recorded 2 to 3 times per week over a five week period. Data was transcribed and analyzed using the CHILDES Child Language Data Exchange System. Analysis revealed ways in which peer playmates scaffolded linguistic production and participation. Production was scaffolded as playmates worked with the less proficient learner to collaboratively construct utterances by providing direct translations in Spanish, asking leading questions, and explicitly correcting mistakes through modeling. Scaffolding of participation occurred as playmates dictated lines to the less proficient peer and used phrases which cued her participation. Productive proficiency increased as the learner incorporated a range of different linguistic functions into her speech: describing ongoing events in the present tense, discussing past events using the preterit, expressing wants and needs, discussing preferences, expressing feelings, asking questions, describing objects or actions using adjectives and adverbs, using command forms to affect the behavior of peers, and using possessive adjectives, possessive pronouns, and object pronouns to specifically describe events. Analysis found that this child used her peers' speech as a mediational tool in order to verbally participate in interactions by incorporating linguistic structures, vocabulary and phrases into her own speech or repeating the speech of others. Other identified participation techniques included repetition of her utterances, asking playmates for direct translation or clarification, and using commands to gain attention in order to take the floor. Coping strategies were also identified. Findings also included ways in which playmates scaffolded the less proficient child's participation in the telling of collective narratives by providing topics, appropriating turns, and elaborating on content.
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Date Issued: 2006
Identifier: FSU_migr_etd-4385
Format: Thesis

Title: How Graphing Calculators and Visual Imagery Contribute to College Algebra Students' Understanding the Concept of Function.
Creator: Lane, Rebekah M., Aspinwall, Leslie, Rice, Diana, Fernández, Maria L., Jakubowski, Elizabeth, Department of Middle and Secondary Education, Florida State University
Abstract/Description: The purpose of this study was to answer the following research questions: • What is the role of graphing calculators in understanding functions? • How does visual imagery contribute to visual and non-visual College Algebra students' understanding of functions? Interviews and document reviews were the data sets used in this study. The data were analyzed by using two theoretical frameworks: O'Callaghan's (1998) translating component for understanding functions and Ruthven's (1990) role of...
Show moreThe purpose of this study was to answer the following research questions: • What is the role of graphing calculators in understanding functions? • How does visual imagery contribute to visual and non-visual College Algebra students' understanding of functions? Interviews and document reviews were the data sets used in this study. The data were analyzed by using two theoretical frameworks: O'Callaghan's (1998) translating component for understanding functions and Ruthven's (1990) role of graphing calculator approaches. The investigation utilized the qualitative case study method. The findings of one of the case studies of the two College Algebra students were reported in chapter 4. The findings of the second case study were reported in this chapter. The two participants in this study were presented with mathematical tasks to complete over the course of a semester. Each task was given to the students individually. In order to thoroughly understand the students' responses, task-based interviews were conducted and videotaped. In addition, each participant was interviewed based on his or her response to the mathematical tasks. The tasks captured different types of mathematical functions. These included linear, quadratic, cubic, absolute value, and exponential functions. Furthermore, prior to receiving the tasks, the students' preference for processing mathematical information visually or non-visually were determined using Presmeg's (1985) Mathematical Processing Instrument and Questionnaire. These tools were chosen because they measured how a student preferred to process mathematical information, i.e., visually or non-visually. In this investigation, O'Callaghan's (1998) translating component was present during the completion of linear, quadratic, cubic, absolute value, and exponential functions. One of the participants used the graphing calculator during the completion of all of the mathematical tasks and exhibited Ruthven's (1990) approaches. The other participant used the graphing calculator during the completion of five of the tasks and exhibited Ruthven's (1990) approaches. In addition, one participant relied on visual imagery during the completion of five of the mathematical tasks. The second participant relied on visual imagery during the completion of three of the tasks.
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Date Issued: 2006
Identifier: FSU_migr_etd-3297
Format: Thesis

Title: Doing Gender/Teaching Science: A Feminist Poststructural Analysis of Middle School Science Teachers' Identity Negotiations.
Creator: Sowell, Scott P., Gallard, Alejandro, Ruscher, Paul, Davis, Nancy, Milligan, Jeffrey, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This research joins the gender equity conversation within science education by providing a feminist poststructural analysis of teachers' doing gender and teaching science. Feminist poststructuralism is used in recognition of the oppressive nature of dualistic modes of thought, which often reduce reality into a limiting either/or fallacy and can be theoretically constraining as research within any particular field becomes more sophisticated. By uprooting the concept of gendered identity from...
Show moreThis research joins the gender equity conversation within science education by providing a feminist poststructural analysis of teachers' doing gender and teaching science. Feminist poststructuralism is used in recognition of the oppressive nature of dualistic modes of thought, which often reduce reality into a limiting either/or fallacy and can be theoretically constraining as research within any particular field becomes more sophisticated. By uprooting the concept of gendered identity from the unproductive grip of essentialism, and conceptualizing it instead as a shifting 'work in progress,' feminist poststructuralism provides an invigorating theoretical framework from which to conduct inquiries. From a this perspective, the identity of a teacher, as any identity, is not a fixed entity, but rather an unfinished project, swarmed upon by a variety of competing discourses. Situated in a rural middle school in the Florida panhandle, this research explores how numerous discourses compete to define what it means to be a female science teacher. More specifically, the aims of this research are to explore: a) how the participants negotiated successful gendered identities within science and b) how this taking up of subject positions crystallized into classroom practices which worked to reproduce and/or challenge commonsense notions of the heteropatriarchal gender dualism as well as the enmeshment of masculinity and science. Findings illustrate a wide array of classroom pedagogical practices, ranging from anti-oppressive emancipatory constructions of both gender and science to more traditional objectivist constructions that validated the patriarchal status quo. Explicating teacher identity as effects of these pedagogical approaches proved insightful in unveiling notions of resistance, frustration, enthusiasm, and agency as the teachers reflected on their practice.
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Date Issued: 2004
Identifier: FSU_migr_etd-1617
Format: Thesis

Title: An Exploration of Social Interaction and Vocabulary Appropriation Among Advanced Adult ESL Learners Engaged in a Threaded Discussion Forum.
Creator: Tai, Su-Lin, Brooks, Frank B., Dennen, Vanessa, Platt, Elizabeth, Jenks, Frederick L., Department of Middle and Secondary Education, Florida State University
Abstract/Description: A threaded discussion forum has been used in fully online or blended courses at institutions of higher education in the United States. However, how advanced adult ESL learners interact with peers collaboratively to complete assigned tasks is still uninvestigated. The aim of this study was to investigate social interaction emerging in a threaded discussion forum, particularly when adult ESL learners were assigned to argue about controversial issues. This study also investigated learners' word...
Show moreA threaded discussion forum has been used in fully online or blended courses at institutions of higher education in the United States. However, how advanced adult ESL learners interact with peers collaboratively to complete assigned tasks is still uninvestigated. The aim of this study was to investigate social interaction emerging in a threaded discussion forum, particularly when adult ESL learners were assigned to argue about controversial issues. This study also investigated learners' word appropriation strategies when encountering unknown words during task engagement. Grounded in sociocultural theory, the study was conducted to investigate how adult ESL learners could benefit from postings by more capable peers and use text-based communication as thinking devices (Harasim, 1990; Lotman, 1988; 1990; vanLier, 2000; Warschauer, 1997; Wells, 2000) to complete the assigned tasks. The investigation regarding social interaction focused on three aspects: 1) the roles of expert and novice emerging during task engagement; 2) the functions of the postings composed to sustain arguments; and 3) multiple voices emerging in arguments for meaning construction. Lotman's (1988) notion of functional dualism of texts, Wertsch's (1998; 2000) notion of interaction in social space, and Bakhtin's (1979) notion of awareness of otherness were employed to analyze how multiple voices in texts illustrated the process of how participants borrowed, adopted, and transformed other voices into voices of their own. The participants in the study were assigned to read two controversial articles about assisted suicide and the mandatory school uniform policy and then were divided into two groups to argue for or against the assigned topics. They were instructed to fill in a pre- and a post-task vocabulary knowledge scale to indicate their vocabulary knowledge from the assigned readings. After a preliminary analysis of the pre- and post-task vocabulary knowledge scale as well as posted messages, the researcher conducted post-task interviews with individual participants to clarify questions arising during the preliminary analysis. Results of the study suggested that during task engagement the roles of expert and novice fluctuated, depending upon different circumstances. Individual participants were able to 1) initiate threads to start arguments; 2) provide arguments to transform the developing discussion into a new direction; and 3) embed words identified as unknown in postings to provide contextual assistance for the novice to infer word meanings and compose responses. The analysis of the functions of the postings revealed that they served as dual functions for knowledge transmission as well as knowledge co-construction. Questions were embedded in postings for various purposes, especially for challenging rather than expecting answers, and uptake played a crucial role in engendering extended argument. Multiple voices in the threaded discussion allowed the participants opportunities to expand arguments as well as meaning construction regarding unknown words encountered during task engagement. With regard to word appropriation strategies to maintain the flow of interaction, the participants flexibly employed various strategies to infer word meanings before they were able to compose responses.
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Date Issued: 2005
Identifier: FSU_migr_etd-1751
Format: Thesis

Title: The Impact of the Interactive Electronic Whiteboard on Student Achievement in Middle School Mathematics.
Creator: Robinson, Matthew C., Jakubowski, Elizabeth, Aspinwall, Leslie, Clark, Matthew, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This action-research study was designed to determine the impact of the interactive electronic whiteboard in middle school mathematics. The researcher taught two seventh grade mathematics classes during a unit on transformations. The control class had access to the use of the interactive electronic whiteboard while the experimental class was taught without the use of the board. The sole independent variable was the use of the interactive electronic whiteboard (and lack of its use) in each...
Show moreThis action-research study was designed to determine the impact of the interactive electronic whiteboard in middle school mathematics. The researcher taught two seventh grade mathematics classes during a unit on transformations. The control class had access to the use of the interactive electronic whiteboard while the experimental class was taught without the use of the board. The sole independent variable was the use of the interactive electronic whiteboard (and lack of its use) in each class. Pre and post tests were given to measure the students' change in visualization skills and content knowledge over the course of the instruction. Interviews with students were conducted to investigate the nature of the interactive whiteboard and its impact on student attitudes towards technology and student attitudes towards the teaching and learning of mathematics. The research showed no statistically significant difference in content learning or visualization gains, while student motivation and interest in their mathematics class increased.
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Date Issued: 2004
Identifier: FSU_migr_etd-1811
Format: Thesis

Title: Problem Solving: Case Studies Investigating the Strategies Used by Secondary American and Singaporean Students.
Creator: Rudder, Carla Amoi, Aspinwall, Leslie, Kercheval, Alec, Fernandez, Maria, Rutledge, Stacey, Department of Middle and Secondary Education, Florida State University
Abstract/Description: After the publication of the Third International Mathematics and Science Study (TIMMS) results, where Singapore has consistently placed number one, educators began asking why American students were not performing as well as their counterparts. This qualitative case study consisted of four secondary students, two American and two Singaporean, living in Singapore. The usage of qualitative study allowed an in depth investigation as to what the students are actually doing while completing...
Show moreAfter the publication of the Third International Mathematics and Science Study (TIMMS) results, where Singapore has consistently placed number one, educators began asking why American students were not performing as well as their counterparts. This qualitative case study consisted of four secondary students, two American and two Singaporean, living in Singapore. The usage of qualitative study allowed an in depth investigation as to what the students are actually doing while completing mathematical tasks. The research investigated the strategies and thought processes of students while performing mathematics problem solving tasks, as one way to measure the differences in the student's performance. During the task-based interviews students completed twelve problem solving tasks while thinking aloud. After completion of the problem solving tasks the students completed a metacognition survey and participated in a short interview conducted by the researcher. The study was completed in order to answer the following research questions: What strategies do 12th grade American and Singaporean students use when working on mathematics problem solving tasks? and What mediates success on mathematics problem solving tasks? Using the frameworks of Polya (1957) and Schoenfeld (1985) the researcher was able to conclude that strategies alone will not mediate success when completing problem solving tasks, there are other mediating factors. The American and Singaporean students both demonstrated two similar factors when completing the problems solving tasks. The American students had three separate factors which also contributed to them not gaining completely correct results. This study demonstrated that students are most successful when they use Polya's (1957) four stages of problem solving and Schoenfeld's (1985) six characteristics of being a good problem solver.
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Date Issued: 2006
Identifier: FSU_migr_etd-1927
Format: Thesis

Title: Secondary Social Studies Teachers Use of Film: A Comparison Study.
Creator: Russell, William B., Gutierrez, Robert, Jones, James, Lunstrum, John, Picart, Caroline, Department of Middle and Secondary Education, Florida State University
Abstract/Description: Film has been found to be an effective tool for enhancing social studies curriculum when used effectively. Studying how social studies teachers use film in the classroom will help determine if teachers are using film to enhance instruction and learning in a lesson, if the proper rules and regulations are being followed, and/or if film is being used as a reward or time-filler. The purpose of this study is to examine social studies teachers' practices for using film in the classroom. This study...
Show moreFilm has been found to be an effective tool for enhancing social studies curriculum when used effectively. Studying how social studies teachers use film in the classroom will help determine if teachers are using film to enhance instruction and learning in a lesson, if the proper rules and regulations are being followed, and/or if film is being used as a reward or time-filler. The purpose of this study is to examine social studies teachers' practices for using film in the classroom. This study investigated three separate issues: 1) If graduating from a teacher preparation program affects how teachers use film in the social studies classroom, 2) If having tenure or continuing contract affects how teachers use film in the social studies classroom, & 3) If years of teaching experience affects how teachers use film in the social studies classroom. Using a survey design, seventy social studies teachers participated in this study. The data were examined using an analysis of variance (ANOVA). The data collected, conclude that there is a significant difference (P-Value = .000250) between graduates and non-graduates of a teacher preparation program and how they use film in the social studies classroom. Furthermore, the data collected conclude that there is a significant difference (P-Value = .027) between teachers with more experience than teachers with less experience with how they use film in the social studies classroom. There was no significant difference among teachers with/without tenure/continuing contract. Based on the results of the data, graduating from a teacher preparation program and years of teaching experience does affect how social studies teachers use film.
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Date Issued: 2006
Identifier: FSU_migr_etd-1952
Format: Thesis

Title: Issues of Equitable Access: Graphing Calculators in Secondary Mathematics Education.
Creator: Remillard, Katherine S., Jakubowski, Elizabeth, Roehrig, Alysia, Fernández, Maria L., Department of Middle and Secondary Education, Florida State University
Abstract/Description: The purpose of the research was to study graphing calculator technology access issues for high school mathematics students. The level of graphing calculator access at a school was studied in relation to the percent of students deemed eligible for free and reduced lunch (FRL), the percent of minority students, and the school enrollment. To address the research questions, two questionnaires were designed by the researcher: the Mathematics Department Chair Questionnaire and the Teacher...
Show moreThe purpose of the research was to study graphing calculator technology access issues for high school mathematics students. The level of graphing calculator access at a school was studied in relation to the percent of students deemed eligible for free and reduced lunch (FRL), the percent of minority students, and the school enrollment. To address the research questions, two questionnaires were designed by the researcher: the Mathematics Department Chair Questionnaire and the Teacher Questionnaire. The population consisted of public school mathematics department chairs and mathematics teachers that instruct with graphing calculator technology in an 11 county region in North Florida. Out of 27 schools in the region, 17 participated for a 63% school response rate. Statistical analysis did not reveal any correlation between the ratio of students to graphing calculators at a school and the percent of students eligible for FRL, percent of minority students or school enrollment. Furthermore no correlation was evident between the three aforementioned demographic characteristics and the percent of full-time math teachers that used graphing calculators for instruction, or the percent of courses offered in which graphing calculator instruction is used. The majority of teachers, regardless of the demographics of their student population, used the graphing calculator for instruction between 0-10 times per school year. Differences in graphing calculator instructional activities by math course based on demographic characteristics of the student body were not noted. However, the data also suggested that teachers at schools serving a high minority or high FRL population may not be making use of graphing calculator technology because of lack of access to classroom sets and lack of training. Additionally, 100% of mathematics department chairs serving high minority student populations rated graphing calculator technology implementation as a low priority or not a priority at all. Moreover, no teacher from a school with a high percentage of students eligible for FRL had participated in graphing calculator training within the last five years. Future research is needed to determine whether or not there are differences in graphing calculator access for students of varying demographics within individual schools.
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Date Issued: 2004
Identifier: FSU_migr_etd-1889
Format: Thesis

Title: What Allows Online Assessment to "Fit" in an Urban Science Classroom?: Examining Learning Goals and Discursive Practices.
Creator: Sybol, Taryn L., Southerland, Sherry, Gaede, Owen, Dennis, Lawrence, Department of Middle and Secondary Education, Florida State University
Abstract/Description: The objectives of this study were a) to describe how the use of an on-line assessment tool is employed in an 8th grade urban science classroom, b) to investigate how use of this technological tool fits within the discursive practices typically employed in this setting, and c) to explore how this tool helped achieve or failed to achieve teacher and student science learning goals. The researcher observed classroom dynamics during classroom activities and CAPA sessions for 8 months. Data sources...
Show moreThe objectives of this study were a) to describe how the use of an on-line assessment tool is employed in an 8th grade urban science classroom, b) to investigate how use of this technological tool fits within the discursive practices typically employed in this setting, and c) to explore how this tool helped achieve or failed to achieve teacher and student science learning goals. The researcher observed classroom dynamics during classroom activities and CAPA sessions for 8 months. Data sources used were classroom transcripts, teacher and student interview transcripts, participant observation, field notes, and student survey of science and technology beliefs. Transcripts were analyzed using Newman's (2004) Discourse matrix to code the character and functions of the classroom dialogue. The observation notes were kept in a field journal which was closely reviewed during transcription to clarify voices and summarize the daily events. It was found in this 8th grade classroom, the teacher utilized this tool as method of reviewing and re-teaching concepts to students. The students typically worked individually. However when they needed help they discussed the problem/equations with their peers. It should be noted that frustration eventually prompted them to ask for answers. The teacher has been using CAPA for several years because she had determined that CAPA fit her goals and the way she has her students "talk" in science. Classroom transcripts concluded that the interactions were highly dialogic authoritative with small amount of dialogic generative and monologic authoritative interactions. It may be likely that if CAPA failed to fit her goals or common patterns of interaction then she may not find it useful. This tool allowed the achievement of goals of increasing students' experiences with computers and the Internet, and increasing their student confidence in science activities. Data showed the use of CAPA also met teacher and student goals for teaching and learning science. One of the teacher's more general science teaching goals was to increase student collaborative interaction; during observations of CAPA, students were constantly collaborating with peers collaborating to answer problems. These peer interactions allowed students to engage and find meaning in content through enriched communication at the same time increasing students' experiences with the Internet and computers.
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Date Issued: 2005
Identifier: FSU_migr_etd-1476
Format: Thesis

Title: The Influence of Curiosity and Spatial Ability on Preservice Middle and Secondary Mathematics Teachers' Understanding of Geometry.
Creator: Unal, Hasan, Jakubowski, Elizabeth, Keller, John M., Aspinwall, Leslie, Milton, Sande, Department of Middle and Secondary Education, Florida State University
Abstract/Description: The objectives of this study were to investigate and characterize the geometric thinking of preservice middle and secondary mathematics teachers while taking account into their curiosity types and spatial ability levels, and to examine the relationship between the students' curiosity types (perceptual and epistemic) and their motivation, and to examine the relationship between students' spatial ability and motivation. The study used the van Hiele model of the development of geometric thought...
Show moreThe objectives of this study were to investigate and characterize the geometric thinking of preservice middle and secondary mathematics teachers while taking account into their curiosity types and spatial ability levels, and to examine the relationship between the students' curiosity types (perceptual and epistemic) and their motivation, and to examine the relationship between students' spatial ability and motivation. The study used the van Hiele model of the development of geometric thought to examine description of geometric thought in preservice middle and secondary teachers and the ARCS model of motivation to examine students' motivation. Both quantitative and qualitative methods were employed. The van Hiele levels of students were identified by using, clinical interview protocol, designed by Mayberry (1981). Four preservice teachers were interviewed. To investigate the difference, if any, exist between preservice middle and secondary teachers with different spatial ability levels and understanding geometry, pre- and post-test design were employed by using Mayberry's (1981) protocol. Pre-interview results showed three groups of levels of understanding were identified with the preservice middle and secondary mathematics teachers. One teacher whom very low in spatial ability indicated a level II, one teacher low in spatial ability indicating levels II/III, one teacher with medium spatial ability indicating level III/IV and one teacher very high in spatial ability a Level III understanding. Post interview results showed a gain among all three preservice teachers, only one teacher who were very low in spatial ability did not demonstrated such gain in geometric understanding. Correlation design were employed examine relationships among motivation, curiosity and spatial ability. This study looked at following relationships having motivation as a dependent variable, curiosity types (epistemic and perceptual) and spatial ability as independent variables. The Pearson product-moment correlation was utilized to investigate these relationships. There was a significant correlation between perceptual curiosity and motivation.
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Date Issued: 2005
Identifier: FSU_migr_etd-1461
Format: Thesis

Title: Going Green: Can It Help Foreign Language Learning, Too?.
Creator: Nishimata, Takayuki, Hasson, Deborah, Rice, Diana, Yasuhara, Yoshihiro, Beach, King, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This study explored the effects of having Japanese classes in an outdoor environment on foreign language anxiety. A total of 28 students learning Japanese as a foreign language in the two third-semester Japanese courses offered in the fall semester of 2007 in an American university in the Southeast. The teacher of the two courses participated as well. In order to measure the change in levels of anxiety over the semester, all participants were asked to complete the Foreign Language Classroom...
Show moreThis study explored the effects of having Japanese classes in an outdoor environment on foreign language anxiety. A total of 28 students learning Japanese as a foreign language in the two third-semester Japanese courses offered in the fall semester of 2007 in an American university in the Southeast. The teacher of the two courses participated as well. In order to measure the change in levels of anxiety over the semester, all participants were asked to complete the Foreign Language Classroom Anxiety Scale at the beginning and near the end of the semester. Also, in order for researchers to understand the change in anxiety, they were asked to write three journals and six participants were interviewed. In addition, the researcher observed a total of 12 class sessions to record anxious behaviors. The participants in the first section (the regular classroom group) had all classes in their regular classroom, while those in the second section (the green outdoor group) had a total of five classes in an outdoor location on campus with a tree and grass. Results show that the students who had five classes in the green outdoor environment experienced a decrease in anxiety, while the students who had all classes in the regular classroom experienced an increase in anxiety. The outdoor setting may have additionally enhanced students' attention, concentration, and participation. The teacher also acknowledged that the green outdoor group appeared to be relaxed and started to utilize the elements in the outdoor location for teaching. Potential benefits of teaching languages in the outdoor location are discussed.
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Date Issued: 2008
Identifier: FSU_migr_etd-2587
Format: Thesis

Title: One Teacher'S Journey Toward Effective Teaching.
Creator: Newton, Aaron D., Gallard, Alejandro J., Lumsden, Ann S., Davis, Nancy T., Department of Middle and Secondary Education, Florida State University
Abstract/Description: The purpose of this study is to follow one teacher's evolution toward effective teaching. The autobiographical case study with self-reflective analysis follows the teacher's progress from his first experiences as a student through college, graduate school, student teaching and his first two years of teaching. Introspection through reflection is used to evaluate the teaching practice of the teacher for the purpose of improvement. Constructivism is used as a referent. The conclusion finds four...
Show moreThe purpose of this study is to follow one teacher's evolution toward effective teaching. The autobiographical case study with self-reflective analysis follows the teacher's progress from his first experiences as a student through college, graduate school, student teaching and his first two years of teaching. Introspection through reflection is used to evaluate the teaching practice of the teacher for the purpose of improvement. Constructivism is used as a referent. The conclusion finds four main assertions: effective teaching promotes students learning, the philosophy of constructivism promotes effective teaching, effective teaching deals with areas outside the curriculum, and effective teaching is time consuming and difficult.
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Date Issued: 2004
Identifier: FSU_migr_etd-2632
Format: Thesis

Title: Understanding of College Chemistry Instructor's Beliefs on Teaching Chemistry and Influences on Students' Learning and Their Meaning Making in a General Chemistry Class.
Creator: Saka, Yavuz, Davis, Nancy T., Gilmer, Penny J., Gallard, Alejandro J., Department of Middle and Secondary Education, Florida State University
Abstract/Description: This study explored a college level chemistry teacher's beliefs of teaching science and her multiple teaching strategies that she used to enhance her students' general chemistry learning in an undergraduate introductory chemistry class. In addition, this study explored students' perceptions of the instructor's method of teaching. This study was conducted by using Guba and Lincoln's (1989) Fourth Generation Evaluation qualitative research procedures, which involved interpretation of the...
Show moreThis study explored a college level chemistry teacher's beliefs of teaching science and her multiple teaching strategies that she used to enhance her students' general chemistry learning in an undergraduate introductory chemistry class. In addition, this study explored students' perceptions of the instructor's method of teaching. This study was conducted by using Guba and Lincoln's (1989) Fourth Generation Evaluation qualitative research procedures, which involved interpretation of the meaning constructions in the setting. In order to ascertain the teacher's beliefs of teaching science and her multiple teaching strategies, data were collected through interviews, observations, exploring the instructor's publications, field notes as well as the course syllabus. Data pertaining to the students were collected through a single interview, observations, one-minute take questions (i.e. a brief after-class question that usually took 1 minute to answer), field notes and the students' personal Web portfolios. The researcher collected the data for a period of 16 weeks and it entailed the evaluation of 84 students' Web portfolios as well as a subsequent rubric that highlighted the students' meaning making toward the use of technology in chemistry class. The results of the study indicate that the teacher believed that traditional approaches to teaching chemistry often made students disinterested in the subject. However, she believed that the use of multiple teaching strategies such as the use of a class Web site, e-mail communication, goal-orientation, and chemistry demonstrations enabled the students to learn chemistry without losing interest. The teacher's goal was to enable the students to make connections between their class learning and real life applications of the class content. Accordingly to the social constructivist paradigm (Guba & Lincoln, 1989), every individual's meaning making cannot be same, even in the same context. The results also revealed the some of the students were not adept to the multiple teaching strategies used by the teachers. Some of the students believed that the teaching style of the teacher was demanding and ineffective because of the bulk of activities in the class. As a result, many students only focused on passing the class, and not on learning the content. On the other hand, some of the students' meaning making and understanding of the course reflected a considerable level of development as the teacher's multiple teaching strategies enhanced their learning and motivation toward science.
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Date Issued: 2002
Identifier: FSU_migr_etd-2109
Format: Thesis

Title: Kahlil Gibran and Other Arab American Prophets.
Creator: McHarek, Sana, Carroll, Pamela Sissi, Wood, Susan, Hasson, Deborah, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This thesis is a study of a group of Lebanese writers who initiated the Arab immigrant literary tradition in America in the early 20th Century and established themselves as key figures in the history of modern Arabic literature. Kahlil Gibran, Ameen Rihani, and Mikhail Naimy produced enduring works that were dedicated to modernism and constituted a channel for new ideas, but remained Arab in essence. Ameen Rihani came to be known as the father of Arab American literature and also the father...
Show moreThis thesis is a study of a group of Lebanese writers who initiated the Arab immigrant literary tradition in America in the early 20th Century and established themselves as key figures in the history of modern Arabic literature. Kahlil Gibran, Ameen Rihani, and Mikhail Naimy produced enduring works that were dedicated to modernism and constituted a channel for new ideas, but remained Arab in essence. Ameen Rihani came to be known as the father of Arab American literature and also the father of Arabic prose poetry; Mikhail Naimy's name is associated with literary criticism that helped revive traditional Arabic literature. As for Kahlil Gibran, his writings penetrate to our emotional and spiritual awareness. This study particularly focuses on Kahlil Gibran; the story of a visionary youth who turned out to be the most famous Arab American ever and one of the world's great writers, by virtue of the phenomenal success of his The Prophet. The study highlights Gibran's life, times, and contributions. It also draws attention to his major Arabic writings along with his chef-d'oeuvre The Prophet. Gibran is not, as many may think, a one-book legend. English-speaking readers who have enjoyed The Prophet will also appreciate Gibran's A Tear and a Smile, The Broken Wings, and "The Procession" among others. These works show the development of his thought and reflection through the years and present other sides of him, including the poet-rebel and the sensitive Romantic fired by ideals.
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Date Issued: 2006
Identifier: FSU_migr_etd-2550
Format: Thesis

Title: Professional Development and Poststructural Analysis: Stories of African American Science Teachers.
Creator: Moore, Felicia Michelle, Davis, Nancy T., Monkman, Karen, Gallard, Alejandro, Sample, John, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This dissertation is an interpretivist study that focused on the professional development of three African American science teachers from a small rural school district, Carver School District (a pseudonym), in the southeastern United States. Stories teachers shared of their experiences in teaching and learning science and in their professional development were analyzed using a feminist poststructural analysis of power, knowledge/meaning, language, and difference. For science teaching, power...
Show moreThis dissertation is an interpretivist study that focused on the professional development of three African American science teachers from a small rural school district, Carver School District (a pseudonym), in the southeastern United States. Stories teachers shared of their experiences in teaching and learning science and in their professional development were analyzed using a feminist poststructural analysis of power, knowledge/meaning, language, and difference. For science teaching, power was viewed as a form of ownership or possession and also as effect and processes that impact teaching, learning, and professional development. Teachers through instructional practices exerted a certain amount of power in their classrooms. Teaching practices heavily influenced student learning in science classrooms. For teacher professional development, power was viewed as effecting relationships between administration, peers, and students as a shifting force within different social contexts. Science teachers were perceived as objects of the system and as active social agents who in particular relations of power acted in their best interests as they developed as science teachers. Teachers negotiated for themselves certain power relations to do as they wished for teaching science and for participating in professional development activities. Power was an inherent and critically important aspect in understanding what science teachers do in their classrooms, in teaching and learning science, and in developing as science teachers. Knowledge was closely tied to relations of power in that teachers acquired knowledge about themselves, their teaching of science, and their students from their past experiences and professional development activities. Through language, interactions between teachers and students enabled or disabled access to the culture of power via instructional practices. Language was implicated in teacher professional development as a powerful force for advancing or hindering teachers professionally. The three teachers had different and similar experiences based upon race, gender, class, and age. Taking differences and similarities into consideration, recommendations were offered to balance relations of power in science teaching, learning, and teacher professional development through multicultural education, culturally relevant pedagogy, and feminist pedagogy. Feminist poststructuralism offers an alternative and critical perspective for science education research.
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Date Issued: 2003
Identifier: FSU_migr_etd-2325
Format: Thesis

Title: Lessons Learned: Reflecting Back on Student Teaching.
Creator: Mendoza, Katrina, Davis, Nancy, Gallard, Alejandro, Gaede, Owen, Department of Middle and Secondary Education, Florida State University
Abstract/Description: Student teaching serves as the culminating field experience to teaching programs all over the country. Student teaching is the time when a prospective teacher's beliefs are tested and when theory and practice collide or align. Prior to student teaching, prospective teachers take education classes to learn theories behind teaching and learning. Although there are scattered field experiences in many "methods" courses, the semester of student teaching provides continuous full immersion in...
Show moreStudent teaching serves as the culminating field experience to teaching programs all over the country. Student teaching is the time when a prospective teacher's beliefs are tested and when theory and practice collide or align. Prior to student teaching, prospective teachers take education classes to learn theories behind teaching and learning. Although there are scattered field experiences in many "methods" courses, the semester of student teaching provides continuous full immersion in classrooms. Student teaching is the event in a prospective teacher's educational career that warrants the application of that theoretical knowledge. This research analyzed the student teaching experience through the eyes of the student teacher/researcher, a graduate science education student. The teacher-as-researcher method gives the research relevancy and promotes more action research to be done to improve practice. The qualitative research methods used in this study produced a narrative (through evocative writing) of my student teaching experience. The purpose of the research is to show the importance of teacher reflection and how its use can benefit prospective and practicing teachers alike. Its analysis took the form of narrative reframing and interpretations were made based on a larger reference frame to make sense of the experience. This research produced personal findings, as well as, general findings. The main findings of this research indicate: 1) the importance of the student teaching setting (including the school and cooperative teacher) in promoting or hindering student teacher confidence and self-efficacy; 2) the importance of reflection in learning to teach and teaching to learn; and 3) the importance of having a support system/peer interaction during student teaching. These findings prove to have implications in teacher practice, teacher education, as well as, further research.
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Date Issued: 2004
Identifier: FSU_migr_etd-2489
Format: Thesis

Title: Describing Students' Pragmatic Reasoning When Using "Natural Mathematics Computer Interfaces (NMI)".
Creator: Nold, Erich, Flake, Janice, Dancy, Russell, Jakubowski, Elizabeth, Aspinwall, Leslie, Department of Middle and Secondary Education, Florida State University
Abstract/Description: The researcher characterized the pragmatic reasoning of students' mathematics learning using certain technology. A "Natural Mathematics computer Interface" designation, NMI, was introduced and predicated on its virtual use of things like compass-rule, or pencil-paper traditional mathematical inscriptions. The NMI provided capacities for manipulative geometric constructions and transformations, or symbolic interfacing to a Computer Algebra System. Two separate case studies facilitated...
Show moreThe researcher characterized the pragmatic reasoning of students' mathematics learning using certain technology. A "Natural Mathematics computer Interface" designation, NMI, was introduced and predicated on its virtual use of things like compass-rule, or pencil-paper traditional mathematical inscriptions. The NMI provided capacities for manipulative geometric constructions and transformations, or symbolic interfacing to a Computer Algebra System. Two separate case studies facilitated empirically-based characterization and reflection concerning students' explorations, experimentations, and deductions in this NMI use setting. Over the course of a semester, one student studied Geometry proof (an elementary education major), and one Markov Chains (a lower division mathematics major). Four distinctive types of perceived mathematical embodiments were observed to be used by the students. These abstract embodiments, and related reasoning acts were described in the context of C. S. Peirce's Pragmatic Reasoning theory. NMI interactivity, and the means of a mathematical semantics level organization (via interface lay-out), were seen to be important contributors to the students' pragmatic reasoning. The abstract types of mathematical embodiments revealed were named: i) Interface-procedural, ii) Natural Mathematics Computational, iii) Applications, and iv), Generic. These mean, respectively, (i) interpreted merely as memorized interface procedures, (ii) resultant from interactive computation, interpreted as mathematical in a (sometimes) surface sense, as the student may not understand the underlying mathematics directing the computation, (iii) resultant from a student's interest in a real-world application used to analogously consider a mathematical model and its interpretation, and (iv) clearly abstracted and generalized, internal or mentalesque mathematical explanations or systematizations.
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Date Issued: 2007
Identifier: FSU_migr_etd-2554
Format: Thesis

Title: Education for Sustainable Development at the University Level: Interactions of the Need for Community, Fear of Indoctrination, and the Demands of Work.
Creator: Qablan, Ahmad, Southerland, Sherry, Davis, Frederick, Gilmer, Penny J., Bates, George, Department of Middle and Secondary Education, Florida State University
Abstract/Description: The goal of this study was to describe the factors that influence education for sustainable development (ESD) in American universities. Cultural Historical Activity Theory (CHAT) was employed as the theoretical lens to analyze the activity of ESD (Engeström & Miettinen 1999). Data were collected by focusing on two university professors through a series of interviews, classroom observations, and artifacts. The findings of the study demonstrated that both professors encountered serious...
Show moreThe goal of this study was to describe the factors that influence education for sustainable development (ESD) in American universities. Cultural Historical Activity Theory (CHAT) was employed as the theoretical lens to analyze the activity of ESD (Engeström & Miettinen 1999). Data were collected by focusing on two university professors through a series of interviews, classroom observations, and artifacts. The findings of the study demonstrated that both professors encountered serious contradictions in their activity of ESD. These contradictions were both contextual and personal in origin and caused the professors to reshape the object of their teaching activity. The contextual contradictions originated from rules of the professors' institution, their inner and outer communities, and the division of labor in their work environment. The thematic analysis of the data revealed that the contextual contradictions included demanding work responsibilities, emphasis on research over teaching, and lack of community to consider teaching in general and specifically for ESD. The personal contradictions arose from the professors' personal philosophies, perspectives, and visions of sustainable development. Again the thematic analysis revealed the personal contradictions arose from the professors' conceptions of teaching and learning, fear of indoctrination, and again lack of community to support the consideration of teaching. Due to these contradictions in their activity systems, both professors narrowed their sustainability objects to address only one side of sustainability paradigm (the science component), changing the outcomes of their teaching activity to that of preparing environmentally informed citizens. While one professor focused on his new object of delivering environmental knowledge, the other professor adopted a mitigation strategy of focusing on the dual object of sustainability and delivering environmental knowledge. The study offers several strategies to resolve the personal and contextual contradictions identified in this study. Specifically addressed are strategies to alleviate their fear of indoctrination and to access surrounding teaching communities. It also offers strategies focusing on contextual contradictions: establishing ESD communities inside the university and changing faculty incentive and reward structures within the university.
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Date Issued: 2005
Identifier: FSU_migr_etd-2279
Format: Thesis

Title: Becoming a More Effective Science Teacher.
Creator: Morales, Omar, Gallard, Alejandro, Davis, Nancy, Gilmer, Penny J., Department of Middle and Secondary Education, Florida State University
Abstract/Description: The purpose of this study is to determine this teacher's progress towards effectiveness in teaching. Three different perspectives are used to establish whether there has been a change towards teaching effectiveness. The first perspective will be my own by using autoethnography and analyzing it for my beliefs/perceptions of teaching modeled for me by teachers of my past as well as my beliefs now as I teach. The second perspective will be that of my eighth grade students' ideas and beliefs...
Show moreThe purpose of this study is to determine this teacher's progress towards effectiveness in teaching. Three different perspectives are used to establish whether there has been a change towards teaching effectiveness. The first perspective will be my own by using autoethnography and analyzing it for my beliefs/perceptions of teaching modeled for me by teachers of my past as well as my beliefs now as I teach. The second perspective will be that of my eighth grade students' ideas and beliefs about effective science teaching through surveys, questionnaires, and one-on-one interviews. The final perspective will be that of policymakers, especially those responsible for the National Board for Professional Teaching Skills and the National Science Education Standards. Included in this perspective will be those of educational researchers and the assertions that they make about effective teaching. From these three perspectives, the conclusion is found. Effective teaching consists of the qualities of: care, commitment, creativity, competence, and confidence. According to these qualities, I can then say that I am becoming more effective as a teacher.
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Date Issued: 2005
Identifier: FSU_migr_etd-2277
Format: Thesis

Title: An Investigation of How African American Community College Students with Different Levels of Mathematics Anxiety Engage in Problem Solving Tasks.
Creator: Moorman Walker, Calandra, Aspinwall, Leslie, Jones, Ithel, Clark, Kathy, Shaw, Kenneth, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This qualitative case study examined the strategies and thinking processes used during problem solving tasks with African American community college students with varying levels of mathematics anxiety. Two students had high mathematics anxiety, while the other two students had low mathematics anxiety. These students were administered the Mathematics Anxiety Rating Scale – Shortened Version (MARS). They participated in task-based interviews that included six problem solving tasks while...
Show moreThis qualitative case study examined the strategies and thinking processes used during problem solving tasks with African American community college students with varying levels of mathematics anxiety. Two students had high mathematics anxiety, while the other two students had low mathematics anxiety. These students were administered the Mathematics Anxiety Rating Scale – Shortened Version (MARS). They participated in task-based interviews that included six problem solving tasks while thinking aloud. After completion of the problem solving tasks the students completed a mathematics anxiety symptom survey and participated in a short interview. The study was completed in order to answer the following questions: (1) What strategies and thinking processes do students with low mathematical anxiety use when they engage in problem solving tasks? (2) What strategies and thinking processes do students with high mathematical anxiety use when they engage in problem solving tasks? (3) What differences and similarities are there, if any, in the strategies and thinking processes of students with high mathematical anxiety and low mathematical anxiety when they engage in problem solving tasks? Using the frameworks of Malloy (1994) and Montague (2003), I was able to make the following recommendations. (1) Exhibiting mathematics anxiety symptoms may not completely hinder student performance. (2) Drawing pictures or diagrams maybe important for high mathematics anxiety students when solving problems, but not necessarily meaningful. (3) Mathematics anxiety may lead to an inability to recall previously studied material which hinders student performance. (4) Failure to use all of the thinking processes described by Montague (2003) does not hinder the student's ability to successfully solve mathematical problems. (5) Difficulty with reading skills may hinder the problem solving process. (6) Students must be able to check their calculations and check for the use of correct procedures. (7) Mathematical anxiety symptoms can be visibly present even if a student does not notice the symptoms himself.
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Date Issued: 2007
Identifier: FSU_migr_etd-2281
Format: Thesis

Title: Community Science: Process, Procedure and Analysis of a Community Environmental Education Outreach Initiative.
Creator: Murray, Renee R., Gallard, Alejandro J., Goldsby, Kenneth, Ruscher, Paul, Southerland, Sherry, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This dissertation research consisted of the development, implementation and assessment of a community environmental education outreach initiative in support of a lake restoration project in Tallahassee, Florida, U.S.A. This study focused on a community of 4,600 residential homes, where specific environmental concerns had resulted from the eutrophication of lakes within their neighborhood caused by nonpoint source pollution. The significance of this research was that it demonstrated that...
Show moreThis dissertation research consisted of the development, implementation and assessment of a community environmental education outreach initiative in support of a lake restoration project in Tallahassee, Florida, U.S.A. This study focused on a community of 4,600 residential homes, where specific environmental concerns had resulted from the eutrophication of lakes within their neighborhood caused by nonpoint source pollution. The significance of this research was that it demonstrated that environmental educators can effectively provide accurate, timely, and relevant information on specific community projects. This is a challenge facing educators and project managers across the country on a project-by-project basis. This research implemented and examined various educational outreach techniques and assessed their effectiveness in informing and motivating community members. The educational component of this project consisted of a multi-faceted approach to reach residents of the Killearn Lakes community. Components included; an educational web site (http://www.killearnlakes.org/); bimonthly newsletters to residents; educational outreach booths at community events; neighborhood school outreach initiatives and coordination with other education/information providers in the region. The purpose of the educational component was to inform residents how individuals make a difference in sustaining acceptable water quality of their lakes. The research was situated in the assertion that providing relevant educational material to the target community will translate into ecologically beneficial behaviors leading to the improvement of water quality in Lake Iamonia, the ultimate receiving water body of this neighborhood's stormwater runoff. The assessment phase was performed through administering, analyzing and interpreting results from a detailed survey. The analysis demonstrated that the use of an interdisciplinary approach of environmental education can make a sustainable positive impact in a community and its environmental management efforts. The underlying message was that individuals can understand the relevance of scientific issues in their lives, which in turns enhances the willingness of individuals to participate in efforts toward betterment of their community. This project demonstrated that community-gain can be achieved from presenting quality comprehensive environmental education outreach. Survey results demonstrated that concerted outreach techniques can see gains in the target population's understanding of environmental best management practices and that, at least for some, this understanding translates into increased implementation of these practices on a personal level.
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Date Issued: 2008
Identifier: FSU_migr_etd-2169
Format: Thesis

Title: A Teacher Action Research Project on Digital Fluency via Blogging.
Creator: Mudd, Heather E., Wood, Susan Nelson, Carroll, Pamela S., Steadman, Sharilyn, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This teacher action research study, conducted during a semester-long student teaching experience, examined the effectiveness of the author's implementation of a recurring strategy, which stood out as a unique way to encourage students to revise their writing that was already popular among young people: the idea of using Web Logs (commonly referred to as "blogs") in an online community for students. In this study, the students worked through a poetry unit and completed a final project that...
Show moreThis teacher action research study, conducted during a semester-long student teaching experience, examined the effectiveness of the author's implementation of a recurring strategy, which stood out as a unique way to encourage students to revise their writing that was already popular among young people: the idea of using Web Logs (commonly referred to as "blogs") in an online community for students. In this study, the students worked through a poetry unit and completed a final project that involved posting first and final drafts of their writing to a classroom blog site. The students also participated in peer editing of each other's writing and posted their comments to the classroom blog. These comments were used by the students to revise their writing. They also completed pre- and post-surveys on revision and the blogging process. As a part of this study, the author created a secure classroom blog site where the students posted their writing. This study found that while adding new technology to classroom instruction can be challenging for both teachers in the implementation and grading, and students in the use of new technology to implement the writing process, attempting new strategies can be worth exploring for both. Students can be easily engaged in the revision and writing process when it is paired with new technology, like blogging. This study found that students are motivated to write when they know they are writing for a real audience with the opportunity for feedback. This study also found that peer reviewing is a revision strategy with a lot of potential for success, but it needs to be carefully scaffolded and practiced before being used for a major writing project.
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Date Issued: 2008
Identifier: FSU_migr_etd-2209
Format: Thesis

Title: Middle School Educators' Perspectives of Changes in Teaching Practices Caused by Implementation of the FCAT Science.
Creator: Madden, Deborah Beasley, Davis, Nancy T., Southerland, Sherry A., Sampson, Victor, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This study investigates middle school educators' perspectives of how the implementation of FCAT Science, a state-mandated, comprehensive science test, has affected their teaching practices and their feelings of professionalism. It also includes the educators' perspectives on the validity of the high-stakes test and their perceptions of the advantages and disadvantages of the test. Data was gathered from a group of seven middle school science teachers and two principals within the context of...
Show moreThis study investigates middle school educators' perspectives of how the implementation of FCAT Science, a state-mandated, comprehensive science test, has affected their teaching practices and their feelings of professionalism. It also includes the educators' perspectives on the validity of the high-stakes test and their perceptions of the advantages and disadvantages of the test. Data was gathered from a group of seven middle school science teachers and two principals within the context of two middle schools in a rural, North Florida school district. An interpretive, qualitative study was implemented using personal interviews and a follow-up questionnaire. Results of the study indicated that FCAT Science has affected the teaching practices of the science teachers by changing the depth and scope of their teaching. Teaching methods had shifted into more traditional methods of delivery with less inquiry-based learning and less hands-on labs. Teachers reported that they taught test-taking strategies. Loss of autonomy, increased job stress, and lack of time to teach in-depth were commonly voiced by educators. Most educators in this study agreed that they did not think FCAT Science was a valid assessment of teacher effectiveness or student learning. Increased collaboration among science teachers and frequent use of the test results to analyze students' strengths and weaknesses were some of the positive influences of the assessment. This study supports evidence presented in the literature review and adds new insights within the confines of the parameters of this research
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Date Issued: 2008
Identifier: FSU_migr_etd-2805
Format: Thesis

Title: The Nature of Pedagogical Practices Influenced by an Instructor's Beliefs in an Online Mathematics Education Course.
Creator: Lynn, Apryl Charelle, Aspinwall, Leslie, Jones, thel, Clark, Kathleen, Jakubowski, Elizabeth, Shaw, Kenneth, Department of Middle and Secondary Education, Florida State University
Abstract/Description: This qualitative case study evaluated an instructor's practices and decision making in the online course, Seminar in Teaching Geometry. The focus of the data analysis was to understand and evaluate the instructor's decisions as they were influenced by the association of belief dimensions and learning-centered orientations. The results were coded based on my interpretation of the framework presented by Samuelowicz and Bain (2001). This framework explains that there are nine belief dimensions...
Show moreThis qualitative case study evaluated an instructor's practices and decision making in the online course, Seminar in Teaching Geometry. The focus of the data analysis was to understand and evaluate the instructor's decisions as they were influenced by the association of belief dimensions and learning-centered orientations. The results were coded based on my interpretation of the framework presented by Samuelowicz and Bain (2001). This framework explains that there are nine belief dimensions and four learning-centered orientations. The data collection involved one case (the instructor), examining the relationship between this instructor's decision making, class activities, and responses from two students. At the conclusion of the study I presented a model that detailed the findings of this instructor and this online mathematics education course. The model identifies belief dimensions and learning-centered orientations associated with this online mathematics education course. This model will help educators, institutional administration, and students understand the dynamics of an online environment, in hopes of enhancing the experiences for the students and the instructors.
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Date Issued: 2008
Identifier: FSU_migr_etd-0969
Format: Thesis

Education (64)	+ -
Teachers (11)	+ -
Training of (11)	+ -
Middle school education (7)	+ -
School management and organization (6)	+ -

Education (Secondary) (3)	+ -
Creative writing (1)	+ -
Education, Higher (1)	+ -
Educational psychology (1)	+ -
Junior High, Intermediate, Middle School Education and Teaching (1)	+ -

Department of Middle and Secondary Education (85)	+ -
Florida State University (85)	+ -
Jakubowski, Elizabeth (20)	+ -
Aspinwall, Leslie (19)	+ -
Davis, Nancy T. (16)	+ -

Gilmer, Penny J. (14)	+ -
Gallard, Alejandro J. (10)	+ -
Fernández, Maria L. (7)	+ -
Hasson, Deborah (7)	+ -
Southerland, Sherry (7)	+ -
Davis, Nancy (6)	+ -
Hasson, Deborah J. (6)	+ -
Aspinwall, Leslie N. (5)	+ -
Brooks, Frank B. (5)	+ -
Gallard, Alejandro (5)	+ -
Milton, Sande (5)	+ -
Shaw, Kenneth (5)	+ -
Southerland, Sherry A. (5)	+ -
Carroll, Pamela (4)	+ -
Carroll, Pamela S. (4)	+ -
Fernandez, Maria L. (4)	+ -
Gaede, Owen (4)	+ -
Gutierrez, Robert (4)	+ -
Jenks, Frederick L. (4)	+ -
Pappamihiel, Eleni (4)	+ -
Platt, Elizabeth (4)	+ -
Ruscher, Paul (4)	+ -
Ruscher, Paul H. (4)	+ -
Steadman, Sharilyn (4)	+ -
Wood, Susan Nelson (4)	+ -

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