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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: Making Sense of Teachers' Work Lives: A Qualitative Study of Teachers in Florida.
Creator: Pienta, Rachel Sutz, Milton, Sande, Martin, Patricia Y., Iatarola, Patrice, Flood, Pamela, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: The primary purpose of this study was to contribute to the understanding of how committed, engaged teachers construct their work lives. This study focused in particular on how "star" teachers who stay in the classroom sustain engagement in and make meaning of their professional experience. The nine teachers selected to participate in this study were all public school teachers in Florida. Each of the teachers included in the study taught in either the elementary or middle grades. All had been...
Show moreThe primary purpose of this study was to contribute to the understanding of how committed, engaged teachers construct their work lives. This study focused in particular on how "star" teachers who stay in the classroom sustain engagement in and make meaning of their professional experience. The nine teachers selected to participate in this study were all public school teachers in Florida. Each of the teachers included in the study taught in either the elementary or middle grades. All had been teaching for five or more years. A qualitative approach was utilized in this study to explore the work lives of the participating teachers and to identify factors that contribute to their professional longevity. This methodology included focused in-depth interviews and personal classroom observations. The interviews were structured using in-depth, phenomenologically based interviewed interviewing (Seidman, 1998) that allowed the researcher and the teacher to engage in a guided conversation. Open and focused coding methods were used to analyze the data (Anfara et al, 2002; Emerson et al, 1995; Guba and Lincoln, 1985). Conceptual categories were developed from emergent themes (Harry et al, 2005). A process of thematic analysis provided a means by which to give structure and a framework for description (Van Manen, 1990). Six findings about star teachers emerged from the study. The star teachers had five behaviors in common and also shared one organizational factor. The teachers all engage in the following actions: (1) seek opportunities to learn and enrich their practice in ways that will improve classroom teaching; (2) employ adaptive strategies to meet systemic challenges; (3) work to develop rich professional collaborative relationships with other teachers; (4) want to recognized and respected for their professional efforts; and (5) view students as important partners in a democratic learning community. The organizational factor common to the star teacher is the need to have a supportive principal. The study highlighted how principals and teachers work together in school cultures that support collaboration and innovation. The study recommendations call for a system-wide "reculturing" that would change "individually and collaboratively held meanings" about schools and learning (Sergiovanni, 2000, p. 147).
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Date Issued: 2005
Identifier: FSU_migr_etd-0818
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: The Politics of Change in Teacher Education: Responses to Alternative Certification Policy Among Florida Institutions of Higher Education.
Creator: Baird, Mark Edward, Cohen-Vogel, Lora, Foulk, Dave, Herrington, Carolyn, Milton, Sande, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: The purpose of this study is to seek a greater understanding of the political dynamics influencing the involvement of Florida institutions of higher education in alternative teacher certification policies and programs. Adapting J. Victor Baldridge's Interest Articulation Model, the analysis focuses on three stages of organization-level policy formation: social context, interest articulation, and legislative transformation. The political analysis centers on deans (authorities) and teacher...
Show moreThe purpose of this study is to seek a greater understanding of the political dynamics influencing the involvement of Florida institutions of higher education in alternative teacher certification policies and programs. Adapting J. Victor Baldridge's Interest Articulation Model, the analysis focuses on three stages of organization-level policy formation: social context, interest articulation, and legislative transformation. The political analysis centers on deans (authorities) and teacher education faculty (partisans) as they maneuver within an institutional context that is influenced by a number of external forces such as state policy, market forces, and competing ideas about the future of teacher education and certification. Differences among teacher education institutions and alternative certification programs are considered in the analysis. Data are drawn from 26 semi-structured interviews with administrators and faculty members from the colleges of education at Florida's state universities and a web-based survey of 64 higher education administrators across the state. The study found that state policy has catalyzed and legitimized new alternative pathways and has influenced state universities and community colleges to engage in alternative preparation. Twenty-two (68%) of the 32 survey respondents report that their institutions have been involved in the development or implementation of AC programs, and 12 IHE-operated programs were identified in the survey. Administrators perceive that their faculty are supportive of both the district-based and state AC programs. Survey data suggest that community college administrators are more supportive of AC than their counterparts in the state universities and independent colleges and universities. Deans and faculty at state universities have put up little resistance, realizing that the process will move forward with or without them. Many deans feel obligated to engage so they can be seen as team players in the state. In addition, deans are using their support of a state alternative certification initiative as quid pro quo for more flexibility in the state's regulatory framework for approved teacher education programs. For the most part, however, programs at the state universities are campus-based, center on graduate coursework, and are modified variations of "traditional" programs, which is far from the on-the-job, competency-based programming envisioned by the state.
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Date Issued: 2005
Identifier: FSU_migr_etd-0904
Format: Thesis

Title: Preservice Teachers' Learning of Multiculturalism in a Teacher Education Program.
Creator: Bodur, Yasar, Fueyo, Vivian, Milton, Sande, Wolfgang, Charles, Hansen, John, School of Teacher Education, Florida State University
Abstract/Description: This study was designed to investigate preservice teachers' beliefs and attitudes about teaching culturally and linguistically diverse students. The investigation was designed to analyze the effects on this population of acquiring professional knowledge in a teacher education program and gaining experience in a school with a culturally and linguistically diverse student population. The design selected for this investigation was a cross sectional design. Because the study proposed to...
Show moreThis study was designed to investigate preservice teachers' beliefs and attitudes about teaching culturally and linguistically diverse students. The investigation was designed to analyze the effects on this population of acquiring professional knowledge in a teacher education program and gaining experience in a school with a culturally and linguistically diverse student population. The design selected for this investigation was a cross sectional design. Because the study proposed to investigate the effects of preservice teacher education on teachers beliefs and attitudes about teaching culturally and linguistically diverse learners, comparing groups was necessary to document the changes in beliefs and attitudes. All elementary education preservice teachers who had completed the multicultural strand of their program of study (third semester) and all preservice teachers who had not completed the multicultural strand of their program of study (first semester) were sampled. In order to create a ground for comparison, all first semester and third semester preservice teachers from early childhood education program, which did not require multicultural preparation, were sampled. Data were collected using three instruments: Teacher Multicultural Attitude Survey (TMAS), analysis of three multicultural vignettes, and an open-ended questionnaire with three questions for each participant and a fourth question for the treatment group (third semester elementary education). Data were collected during Fall 2002 semester. Data obtained from the TMAS were analyzed using a one-way analysis of variance to assess the significance of differences between groups. Data obtained from the analysis of three multicultural vignettes and the first and the third questions of the open-ended questionnaire were scored holistically by two outside raters based on the rubric developed by the researcher inductively from a sample of responses. Scores obtained from outside raters were analyzed using a one-way analysis of variance to assess the level of mean differences between sampled groups. The second and fourth questions of the open-ended questionnaire were analyzed qualitatively by the researcher and debriefed by a peer. Analysis of the data obtained from the TMAS indicated that there were no significant differences among the groups sampled. Vignette analysis indicated that there were significant differenced between third semester elementary education preservice teachers and first semester elementary and early childhood education preservice teachers. The analysis of the first and the third questions of the open-ended questionnaire resulted in significant difference between third semester elementary education preservice teachers and all other groups. The qualitative data indicated that third semester elementary education preservice teachers relied more on academic coursework and field experience and less on personal experienced than all other groups in defining multicultural education. The analysis of the fourth questions indicated preservice teachers learning in four main areas: cultural awareness, ESOL, teaching and teaching strategies, and child perspective. In light of the existing literature and the overall picture that study depicted, it was concluded that the multicultural preparation that was combined fieldwork and coursework preservice teachers had received impacted their beliefs and attitudes positively. According to the findings of the study, it was recommended that the issues of equality and social justice be more fully integrated into the curriculum.
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Date Issued: 2003
Identifier: FSU_migr_etd-3635
Format: Thesis

Title: The Risk and Safety Practices in Youth Baseball and Softball.
Creator: Lachapelle, Christopher Francis, Kent, Aubrey, Milton, Sande, Clement, Annie, Imwold, Charles, Department of Sport Management, Florida State University
Abstract/Description: Risk is the inevitable consequence of being human. Risk management is a term used by experts to encompass all the strategies that may be employed to deal with risk. From a bottom line financial point of view, the objective of risk management is to efficiently conserve the assets and financial resources of an organization and to maintain financial stability by reducing the potential for financial loss. This study investigated risk and safety practices and methods utilized by youth baseball and...
Show moreRisk is the inevitable consequence of being human. Risk management is a term used by experts to encompass all the strategies that may be employed to deal with risk. From a bottom line financial point of view, the objective of risk management is to efficiently conserve the assets and financial resources of an organization and to maintain financial stability by reducing the potential for financial loss. This study investigated risk and safety practices and methods utilized by youth baseball and softball organizations and their coaches. Research included a literature review examining the differences and similarities of the leading risk management models, risk related legal liability cases and results, injury statistics from youth baseball and softball (ages 5-17) participants, and the different actions and motivating factors for risk and safety management for both sport organizations and individual volunteers. A survey was used to collect the data on safety and risk management practices. The survey was designed to answer eight research questions. ANOVA techniques such as MANOVA, one- and two-way ANOVA and post hoc testing were used to analyze the data. In summary, coaches were willing to improve their level of risk and safety knowledge if it was required as a prerequisite to coaching. Second, organizations were not providing adequate risk and safety material or programs for their coaches and the implementation of risk and safety procedures varied between regions. Third, as player age increased, less risk and safety practices were conducted. Fourth, coaches who were under thirty years of age conducted the most risk and safety practices. Fifth, coaches' motivation to volunteer significantly influenced their risk and safety practices. Finally, being certified in general safety techniques (First Aid and CPR) should be accompanied with specific baseball and softball risk and safety education to improve overall safety
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Date Issued: 2004
Identifier: FSU_migr_etd-3326
Format: Thesis

Title: Investigating the Relationship Between Quality of Life, Job Satisfaction, Functional Ability, and Job Performance of Supported Employees.
Creator: Garcia, Lori Ann Noonan, Menchetti, Bruce M., Milton, Sande, Oseroff, Andrew B., Hanline, Mary Frances, School of Teacher Education, Florida State University
Abstract/Description: This study measured the quality of life, job satisfaction, functional ability, and job performance of 40 people with developmental disabilities receiving supported employment services from a north Florida provider. Quality of life and job satisfaction were assessed via interviews with supported employees, using the Quality of Life Questionnaire (QOL.Q; Schalock & Keith, 1993a) and the Job Descriptive Index (JDI; Smith, Kendall, & Hulin, 1997), including the Job in General (JIG) scale,...
Show moreThis study measured the quality of life, job satisfaction, functional ability, and job performance of 40 people with developmental disabilities receiving supported employment services from a north Florida provider. Quality of life and job satisfaction were assessed via interviews with supported employees, using the Quality of Life Questionnaire (QOL.Q; Schalock & Keith, 1993a) and the Job Descriptive Index (JDI; Smith, Kendall, & Hulin, 1997), including the Job in General (JIG) scale, respectively. Functional ability and job performance of supported employees were assessed by employment consultants (ECs), who completed the Functional Assessment Inventory (FAI; Crewe & Athelstan, 1981) and the Job Observation and Behavior Scale (JOBS; Rosenberg & Brady, 2000a). Results of Spearman rank order correlations indicated a significant relationship between overall quality of life and general job satisfaction. Further, significant correlations between the competence/productivity subscale of the QOL.Q and certain aspects of the job (JDI), specifically, work, pay, and supervision were found. Results of Wilcoxon-Mann-Whitney tests of two independent samples according to high and low functional ability revealed a significant difference between groups on quality of job performance, while no significant difference between groups on type of job support or overall quality of life was found. Examination of median scores of job performance, however, revealed that despite functional ability group differences, the majority of supported employees achieved average job performance with intermittent support, when compared to workers who weren't receiving support and performing the same competitive jobs. Implications for future practice, personnel preparation, policy, and research are suggested.
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Date Issued: 2003
Identifier: FSU_migr_etd-4362
Format: Thesis

Title: An Exploratory Study of the Use of a Problem-Posing Approach on Pre-Service Elementary Education Teachers' Mathematical Creativity, Beliefs, and Anxiety.
Creator: Fetterly, James M., Jakubowski, Elizabeth, Milton, Sande, Jones, Ithel, Lake, Vickie, School of Teacher Education, Florida State University
Abstract/Description: This quantitative study examined the notion of mathematical creativity and its relationship to epistemological beliefs of the nature of mathematics and mathematical anxiety. The participants were assessed in this study using the following instruments: Creative Ability in Mathematics, Mathematics Belief Questionnaire, the General Assessment Criteria, and the Abbreviated Math Anxiety Scale. The following questions guided this study: What effect does a punctuated, intentional experience to...
Show moreThis quantitative study examined the notion of mathematical creativity and its relationship to epistemological beliefs of the nature of mathematics and mathematical anxiety. The participants were assessed in this study using the following instruments: Creative Ability in Mathematics, Mathematics Belief Questionnaire, the General Assessment Criteria, and the Abbreviated Math Anxiety Scale. The following questions guided this study: What effect does a punctuated, intentional experience to mathematical creativity have on elementary pre-service teacher's mathematical creativity? What effect does a punctuated, intentional experience to mathematical creativity have on elementary pre-service teacher's mathematical beliefs? What relationship exists between elementary pre-service teacher's mathematical creativity and their mathematical beliefs? What relationship exists between elementary pre-service teacher's mathematical creativity and mathematical anxiety? The study employed a counterbalance design, randomizing a class of elementary pre-service teachers into two groups and giving a pre- and post-test to determine if significant differences exist in the participants who are exposed to problem posing, divergent thought and invented strategies, that is, a punctuated, intentional experience to mathematical creativity. This difference was also gauged using repeated measures during the study. Furthermore, beliefs and anxiety were correlated with mathematical creativity employing pre- and post-test measures. The findings of this study suggest that mathematical creativity can be fostered and sustained under certain conditions. Also, mathematical beliefs and anxiety, according to the results, are significantly impacted by intentional experiences with mathematical creativity – alternative algorithms, divergent thought, invented strategies, and problem posing.
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Date Issued: 2010
Identifier: FSU_migr_etd-4468
Format: Thesis

Title: Teacher Educators' Perceptions About Teacher Dispositions.
Creator: Varol, Volkan, Jones, Ithel, Milton, Sande, Rice, Diana, Ratliffe, Thomas, School of Teacher Education, Florida State University
Abstract/Description: The NCATE requirements introduced in 2004 presented a new challenge for teacher educators in that they had to define, develop, and assess teacher dispositions in their programs in systematic ways (Dottin, 2009; Schussler, Bercaw, & Stooksberry, 2008). Extant research suggested that as an initial step to overcome this challenge, it was important to define and understand what exactly is meant by "disposition" (Notar, Riley, & Taylor, 2009; Shiveley & Misco, 2010; Thomas, 2010). In order to...
Show moreThe NCATE requirements introduced in 2004 presented a new challenge for teacher educators in that they had to define, develop, and assess teacher dispositions in their programs in systematic ways (Dottin, 2009; Schussler, Bercaw, & Stooksberry, 2008). Extant research suggested that as an initial step to overcome this challenge, it was important to define and understand what exactly is meant by "disposition" (Notar, Riley, & Taylor, 2009; Shiveley & Misco, 2010; Thomas, 2010). In order to reach to an agreeable and clear definition of teacher dispositions, it is important understanding teacher educators' perceptions about teacher dispositions (Freeman, 2007; Notar, Riley, & Taylor, 2009). In the light of these, the following research question were guided this study: 1) What are the perceptions of teacher educators about teacher dispositions in terms of the extent to which selected dispositions are innate or teachable? 2) What are perceptions of teacher educators about teacher dispositions in terms of the extent to which selected dispositions are important to being a teacher? 3) To what extent do teacher educators report that they are teaching dispositions in their classes? 4) What are the perceptions of teacher educators about the effectiveness of integration methods of teacher dispositions into the coursework and conceptual framework? The study involved 118 teacher educators employed in the eleven NCATE accredited teacher education institutions in the State of Florida during the spring semester of 2011. The data were gathered using an online survey. In the survey the teacher educators rated 42 dispositions using four subscales to indicate their perceptions about dispositions. In addition, teacher educators rated the effectiveness of 7 integration methods. By the exploratory factor analysis, three main structures or factors were extracted from the data. Using the factor loadings composite scores were calculated for each subscales. A series of a series of paired t tests revealed statistically significant differences of teacher educators' perceptions toward teacher dispositions and integration methods.
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Date Issued: 2011
Identifier: FSU_migr_etd-5245
Format: Thesis

Title: Court Intervention and Institutional Reform: The Bobby M. Case and Its Impact on Juvenile Justice Education in Florida.
Creator: Pesta, George, Milton, Sande, Blomberg, Thomas, Iatarola, Patrice, Bales, William, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: For more than 50 years, federal courts have intervened in both the correctional and educational fields on such issues as prison conditions, due process, school integration, and free and appropriate rights to education. However, researchers have debated the effectiveness of courts to produce institutional reform in corrections and education. Further, few studies have been conducted that identify the specific conditions necessary to produce institutional reform. This dissertation is a policy...
Show moreFor more than 50 years, federal courts have intervened in both the correctional and educational fields on such issues as prison conditions, due process, school integration, and free and appropriate rights to education. However, researchers have debated the effectiveness of courts to produce institutional reform in corrections and education. Further, few studies have been conducted that identify the specific conditions necessary to produce institutional reform. This dissertation is a policy and historical study of court intervention and successful institutional reform. Specifically, the dissertation is concerned with juvenile justice education reform, court intervention, and policy implementation. The education of incarcerated youth has historically been a neglected area, both in terms of its perceived value as a social service or rehabilitative factor and because it has largely been ignored by the scientific community. And unlike other special populations, juvenile justice youth have few advocates, having largely been viewed as a disposable population. This dissertation describes a class-action lawsuit referred to as Bobby M. v Florida and the court's efforts to intervene and reform the field of juvenile justice education. To that extent, this study aims to describe the conditions and major activities that led to successful policy implementation and institutional reform throughout Florida's juvenile justice education system. The study treats court intervention as a triggering event or catalyst in institutional reform, but also considers other post-litigation factors such as legislative response, accountability mechanisms, and the sustainability of the reform movement when determining the conditions and factors that led to successful and significant institutional reform. The paper concludes with theoretical and policy implications, contributing to court intervention and policy implementation literature by describing the conditions, impediments, and outcomes of successful institutional reform through court intervention.
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Date Issued: 2012
Identifier: FSU_migr_etd-5108
Format: Thesis

Title: What Matters?: Exploring Links Among Institutional Expenditure Patterns, Undergraduate Graduation Rates, and Time-to-Degree at Public, Four-Year Colleges and Universities.
Creator: Peerenboom, Jill, Schwartz, Robert A., Rice, Diana, Guthrie, Kathy, Milton, Sande, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: This study explored institutional expenditure allocations to functional areas to determine whether or not any statistically significant relationships exist between expenditure allocations and graduation rates. As Ryan (2004) has noted, such research may be useful in enhancing existing student success theories. This study focused primarily on the factors that institutions control, such as expenditure allocations, as opposed to those they do not control, like student and institutional...
Show moreThis study explored institutional expenditure allocations to functional areas to determine whether or not any statistically significant relationships exist between expenditure allocations and graduation rates. As Ryan (2004) has noted, such research may be useful in enhancing existing student success theories. This study focused primarily on the factors that institutions control, such as expenditure allocations, as opposed to those they do not control, like student and institutional characteristics. This study used 22 regression equations to analyze public, four-year colleges and universities by size, Carnegie Classification, and classification as Minority-Serving institutions (based on whether or not the institution was designated as a Historically Black College or University, a Hispanic-Serving Institution, or a Predominantly White Institution) to determine whether or not these factors provided additional insight for a predictive model. This study also examined relationships between expenditures and four- and six-year graduation rates. Exploring these relationships is particularly important because there is growing concern about the amount of time students take to complete an undergraduate degree. Like previous research on the topic, this study found significant relationships between institutional expenditures and student success. However, there was no single expenditure variable that was a significant predictor of graduation rate in every model and none of the significant expenditure variables had positive impacts on the graduation rate dependent variables. Research Expenditures was the expenditure variable most commonly found to have a negative and significant relationship with graduation rate, followed by Scholarships and Fellowships Expenditures. This study also found that when the overall and stratified models with different dependent variables are compared, the same independent variables hold their significance or lack of significance. These findings indicate that although the six-year graduation rate models are stronger than the four-year models (with the exception of Bachelors institutions), as evidenced by R2s that increased 3-8%, the significance of the control and expenditure variables stays the same. As such, one cannot reasonably conclude that institutions could manipulate expenditure allocations to decrease students' time-to-degree.
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Date Issued: 2012
Identifier: FSU_migr_etd-5103
Format: Thesis

Title: Caregiver Well-Being: Factors Influencing Positive Outcomes in the Informal Caregiving Process.
Creator: Harris, Gregory Jerome, Darling, Carol A., Milton, Sande, Jones, Maxine D., Mullis, Ann K., Department of Family and Child Sciences, Florida State University
Abstract/Description: Negative and depressive outcomes of caregivers in the United States has dominated academic domains in the social, behavioral, and gerontological literature. However, more recently, there has been an attempt to assess the more positive outcomes of caregivers who provide care to family members, relatives, and friends. This dissertation enhances the literature on caregiver well-being by focusing particularly on the more positive outcomes and on the differences between White and African American...
Show moreNegative and depressive outcomes of caregivers in the United States has dominated academic domains in the social, behavioral, and gerontological literature. However, more recently, there has been an attempt to assess the more positive outcomes of caregivers who provide care to family members, relatives, and friends. This dissertation enhances the literature on caregiver well-being by focusing particularly on the more positive outcomes and on the differences between White and African American caregivers in the United States. The ABC-X model of family stress was used as a framework, along with family systems theory, to determine whether within the context of race, levels of caregiving stress and strain, levels of formal and informal coping resources, and manageability/mastery could be integrated to predict well-being for caregivers. Predictor variables such as, intensity of care demands (stress), formal and informal coping support use, and manageability/mastery of unmet needs were used to determine if there were differences between Whites and African Americans. To examine the research question, a secondary analysis was performed using data from the National Alliance for Caregiving and the American Association of Retired Persons (NAC & AARP, 2003). The final dataset which focused on White and African American caregivers consisted of 828 individuals and key questions from the original survey that addressed the hypothesis and research question. Variables of interest were constructed, using items measuring the constructs: intensity of care demands (stress), formal coping resources use, informal coping resource use, manageability/mastery, and well-being. Race was also included in the model as a control variable. The analysis was conducted using structural equation modeling (SEM) with AMOS 7.0 software. Analysis of variance (ANOVA) revealed no mean difference on scores between White and African American caregivers on well-being or on informal coping resource use. However, significant mean differences existed for intensity of care demands (stress), formal coping resource use, and manageability/mastery. Results from this analysis showed that African American caregivers had higher mean scores on intensity of care demands (stress), used more formal coping resources, and experienced lowered manageability/mastery as indicated by more unmet needs in the care situation. Separate path analyses were performed to test for the influences of predictor variables in the model on the outcome variable as well as a comparison model of the critical ratio differences between White and African Americans. The variables predicting well-being were intensity of care demands (stress), formal coping resource use, informal coping resources use, and manageability/mastery. The findings revealed that intensity of care demands (stress) was significantly related to well-being, along with manageability/mastery and informal coping resource use. Only formal coping resource use had no direct relationship to well-being. Additionally, there were some indirect relationships to well-being as mediated through formal coping resource use, informal coping resources use, and manageability/mastery. Race was a moderating variable in the model and revealed no significant relationship with well-being. However, African Americans were more likely to use formal coping resources and had a sense of manageability/mastery in the caregiving role. There also existed a significant correlation between formal and informal coping resources use in the model. Overall, this model fit well with the observed data and thus supported the research question for this study that levels of caregiving stress and strain, levels of formal and informal coping resources, and manageability/mastery can be integrated to predict well-being for caregivers. Further, this model explained 34% of the variance in well-being. Finally a comparison model of White and African American caregivers indicated only one significant predictor on well-being which consisted of the direct effect of intensity of care demands (stress) on well-being, indicating that White caregivers experienced more stress in the care role when compared to African Americans. Several implications were identified regarding methodology, research, and practice. First, the ABC-X model was a useful tool for studying the stress process and predicting the relationships of certain causal factors on well-being but had limitations when it came to the diverse challenges often faced by caregivers in the care role especially racial/ethnic minorities. Second, more research is needed that focus on difference and similarities among White and African American caregivers that are done on larger samples and are longitudinal in nature. Third, an effort must be made to move from theory to practice in the field with caregiving families, as well as with public policy that address the changing demands required in caregiving considering our aging and increasingly chronically ill/disabled population. Although this study had limitations relative to the use of cross-sectional secondary data, it indicated positive and negative well-being can co-occur and that the degree to which people appraise caregiving as positive or negative may require specific measures or a variety of measures to determine the true impact of stressors, coping resources, and appraisals/perceptions on the well-being of caregiving families in general and racially diverse caregiving families in specific.
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Date Issued: 2009
Identifier: FSU_migr_etd-4244
Format: Thesis

Title: An Exploratory Study of the Use of Resources by Students with Diverse Levels of Mathematics Self-Efficacy.
Creator: Hamilton, Margelet, Jakubowski, Elizabeth, Milton, Sande, Gallard, Alejandro J., Shaw, Ken, School of Teacher Education, Florida State University
Abstract/Description: The purpose of this quantitative research study was to observe if students' levels of Mathematics Self-Efficacy (MSE) had any effect on how they used resources available to them through an academic intervention and retention program. The sample size consisted of 81 students admitted to a four year university under the special criteria of first-generation, single parent household, and/or financially disadvantaged status. This study was completed during one standard university semester (approx....
Show moreThe purpose of this quantitative research study was to observe if students' levels of Mathematics Self-Efficacy (MSE) had any effect on how they used resources available to them through an academic intervention and retention program. The sample size consisted of 81 students admitted to a four year university under the special criteria of first-generation, single parent household, and/or financially disadvantaged status. This study was completed during one standard university semester (approx. 4 months). A survey tool was used to measure their MSE levels and their frequency of usage of specified resources. The results suggested that those students with a positive change in MSE showed an increase in a variety of resources were as those who had a negative or no change in their MSE levels showed a decrease in their usage of the same resources. It was also identified that for more conclusive results, this study could be converted into a longitudinal study.
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Date Issued: 2011
Identifier: FSU_migr_etd-4305
Format: Thesis

Title: Leadership Competency Preferences of Student Affairs Administrators: Does Generation Matter?.
Creator: Katherine, Lindsey, Schwartz, Robert A., Berry, Frances, Hu, Shouping, Milton, Sande, Garis, Jeff, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: The purpose of this study was to identify the leadership competencies and characteristics that are preferred by student affairs administrators, and to compare these preferences across generations to determine if there were any differences. The term preferred was used to indicate that the study asked respondents to assign a value or a level of importance to each competency, thus indicating preference. This study built on the work of McDaniel (2002) and Smith (2007). By utilizing the previously...
Show moreThe purpose of this study was to identify the leadership competencies and characteristics that are preferred by student affairs administrators, and to compare these preferences across generations to determine if there were any differences. The term preferred was used to indicate that the study asked respondents to assign a value or a level of importance to each competency, thus indicating preference. This study built on the work of McDaniel (2002) and Smith (2007). By utilizing the previously developed Higher Education Leadership Competencies (HELC) survey as the instrument, the data collected from this study has the potential to add new and valuable knowledge and insight into our current understandings of perceived leadership in the workplace, specifically the working environment of student affairs at institutions of higher education (Smith 2007). This cognitive approach to leadership perceptions highlights differences in preferences of leadership in terms of specific leadership competencies. The data reduction technique of factor analysis resulted in 10 components with correlation coefficients above .50: Organizational Behavior, Communication, External Relations, Diversity, Professionalism, Institutional Culture, Inclusiveness, Humor, Partnerships, and Technology. The top 5 ranked competency items from the HELC included: Communicates effectively, Acts consistent with core values and integrity, Learns from experience, Supports leadership of others, and Encourages professional development. The 4 most common 'greatest challenges facing higher education leaders in the next 5 years' cited by respondents related to the budget, mental health issues, technology and diversity. The ANOVA results indicated that 7 of the 10 components were found to have significant differences in means between groups: Communication, External Relations, Diversity, Professionalism, Institutional Culture, Humor and Partnerships. An ANCOVA analysis confirmed this finding while testing the variable 'years of experience' as a covariate. The research question and main hypothesis were confirmed and supported – there are significant differences in preferred leadership competencies between different generations of student affairs administrators.
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Date Issued: 2011
Identifier: FSU_migr_etd-3300
Format: Thesis

Title: Educating for Democratic Citizenship: An Analysis of the Role of Teachers in Implementing Civic Education Policy in Madagascar.
Creator: Antal, Carrie Kristin, Easton, Peter, Cobbe, Jim, Milton, Sande, Milligan, Jeff, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: In democratizing states around the world, civic education programs have long formed a critical component of government and donor strategy to support the development of civil society and strengthen citizens' democratic competencies, encompassing the knowledge, attitudes and skills required for them to become informed and actively engaged participants in the economic and social development of their country. Such programs, however, have had limited success. Despite research that has identified...
Show moreIn democratizing states around the world, civic education programs have long formed a critical component of government and donor strategy to support the development of civil society and strengthen citizens' democratic competencies, encompassing the knowledge, attitudes and skills required for them to become informed and actively engaged participants in the economic and social development of their country. Such programs, however, have had limited success. Despite research that has identified critical components of successful democratic civic education programs, including the use of learner-centered methods and experiential civic learning opportunities rooted in real-world contexts, these programs continue to produce weak results. This study targets an under-examined link in the policy-to-practice chain: the teachers themselves. By applying a qualitative, grounded theory approach to analyze interview and observation data collected from public primary schools, teacher training institutes and other key sites in Madagascar where best practices in civic education have recently been adopted, this research presents original insight into the ways in which teachers conceptualize and execute their role as civic educator in a democratizing state. The impact of training and the diverse obstacles emerging from political and economic underdevelopment are examined and analyzed. Emerging from this analysis, a new approach to conceptualizing civic education programs is proposed in which a direct ('front-door') and an indirect ('back-door') approach to the development of democracy through civic education are assigned equal credence as legitimate, situationally-appropriate alternatives to utilize in the effort to strengthen political institutions, civil society and citizen participation in developing democracies around the world.
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Date Issued: 2010
Identifier: FSU_migr_etd-0220
Format: Thesis

Title: Undergraduate Women in STEM: Does Participation in Stem Extracurricular Programs Enhance Success Among Students?.
Creator: Price, Kasey Marie, Schwartz, Robert A., Blessing, Susan, Guthrie, Kathy, Milton, Sande, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: Women have been underrepresented in the STEM fields since the 1650's to today (Hunter, 2005). This study examined the extracurricular participation of undergraduate women, in Fall 2009, using both quantitative and qualitative methods, who were majoring in at least one (1) of the 49 STEM majors at Southeastern State University participated in STEM extracurricular programs and if any specific program contributed to success more than other programs. A second question was whether participation in...
Show moreWomen have been underrepresented in the STEM fields since the 1650's to today (Hunter, 2005). This study examined the extracurricular participation of undergraduate women, in Fall 2009, using both quantitative and qualitative methods, who were majoring in at least one (1) of the 49 STEM majors at Southeastern State University participated in STEM extracurricular programs and if any specific program contributed to success more than other programs. A second question was whether participation in an extracurricular program(s) influenced their success. Women who were older, had been enrolled more semesters, had more credit hours, and had families with higher incomes were more likely to be involved in STEM only or STEM and Non-STEM extracurricular activities. Additionally, students who completed a high level of high school math, had a higher high school GPA, had received a regular high school diploma, and who had mothers with a higher level of education were also more likely to be involved in STEM only or STEM and Non-STEM extracurricular activities. Students who had been enrolled in college seven (7) or more semesters, who had selected their current major within their first year of college, were more likely to be involved in STEM extracurricular activities. Students believe that their STEM extracurricular involvement helps them to be successful because it provided them with student relationships, opportunity for the future, advising relationships, mentorship, and exploration of the campus and larger community. This study may be useful for student affairs professionals and academics who take an active role in serving as advisors, mentors, and providers of STEM-related opportunities.
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Date Issued: 2010
Identifier: FSU_migr_etd-7064
Format: Thesis

Title: Internal and External Group Identities of a Sports Team: The Development of a Multi-Dimensional Team Identity Scale.
Creator: Heere, Bob, James, Jeffrey Dalton, Kent, Robert Aubrey, Milton, Sande, Mondello, Michael, Department of Sport Management, Florida State University
Abstract/Description: Within the realm of sport management, team identification has been examined as single dimensional construct (Wann & Branscombe, 1993). However, research in social psychology has examined group identity as a multi-dimensional concept. To accurately measure and to more fully understand the implications of team identification, the construct should be studied as a multi-dimensional construct. This study is a first attempt to examine team identity as a multi-dimensional construct. The TEAM*ID...
Show moreWithin the realm of sport management, team identification has been examined as single dimensional construct (Wann & Branscombe, 1993). However, research in social psychology has examined group identity as a multi-dimensional concept. To accurately measure and to more fully understand the implications of team identification, the construct should be studied as a multi-dimensional construct. This study is a first attempt to examine team identity as a multi-dimensional construct. The TEAM*ID scale was developed based on the literature review of Ashmore, Deaux, and McLaughlin-Volpe (2004), who proposed nine constructs of group identity: 1) Self categorization, 2) Public evaluation, 3) Private evaluation, 4) Importance, 5) Attachment – Interconnection of self with group, 6) Attachment – Sense of interdependence, 7) Social embeddedness, 8) Behavioral involvement, and 9) Content and meaning. The purpose of this study was to develop an instrument to measure team identity as a multi-dimensional construct. Data were collected from the fan base of a large SE college football team (N=311); confirmatory factor analysis was performed on a split sample (Sample 1=155, Sample 2=156) to examine the nine constructs of group identity. Six factors (Public evaluation, Private evaluation, Interconnection of self, Sense of interdependence, Behavioral involvement, and Awareness and knowledge) emerged from the analysis and showed a good fit of the model. A review of the scale by a panel of experts provided initial evidence of content validity; Comparing the TEAM*ID scale with a portion of the Collective Self-Esteem Scale (Luhtanen & Crocker, 1992) and a revised version of the Psychological Commitment to Team (Mahony, Madrigal, & Howard, 2000) scale provided initial evidence of nomological validity. Several factors in the model did not, however, demonstrate discriminant validity. The two attachment factors lacked discrimination, suggesting the need for further development. There were also a lack of discrimination between private evaluation, behavioral involvement and the factor awareness and knowledge of the content and meaning. The concerns with discriminant validity may be sample related, however, future refinement of the model is desirable.
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Date Issued: 2005
Identifier: FSU_migr_etd-4160
Format: Thesis

Title: The Process of Choosing Science, Technology, Engineering, and Mathematics Careers by Undergraduate Women: A Narrative Life History Analysis.
Creator: Hughes, Roxanne M. (Roxanne Marie), Rutledge, Stacey, Southerland, Sherry, Schwartz, Robert A., Milton, Sande, Department of Educational Leadership and Policy Studies, Florida...
Show moreHughes, Roxanne M. (Roxanne Marie), Rutledge, Stacey, Southerland, Sherry, Schwartz, Robert A., Milton, Sande, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: This qualitative study focused on female college seniors and their choices about their science, technology, engineering, and mathematics (STEM) college majors and career choice at the college level. STEM fields have an underrepresentation of women in both the numbers of degrees awarded each year and the number of women participating at the career level (National Science Foundation (NSF), 2007). College is a crucial time to study women's STEM choices regarding majors and careers because women...
Show moreThis qualitative study focused on female college seniors and their choices about their science, technology, engineering, and mathematics (STEM) college majors and career choice at the college level. STEM fields have an underrepresentation of women in both the numbers of degrees awarded each year and the number of women participating at the career level (National Science Foundation (NSF), 2007). College is a crucial time to study women's STEM choices regarding majors and careers because women and men appear to be equally prepared for success in a STEM career when they enter college, but fewer women persist in these majors (NSF, 2007). This decrease in interest and persistence has been a phenomenon that policy makers and college administrators have tried to address. One of the prominent policy initiatives at the college level since 1990, has been single gender living and learning communities where women majoring in STEM fields live together on a dormitory floor. The program of focus in this study will be referred to as WSTEM (Women in Science, Technology, Engineering, and Mathematics). This study had two purposes: first, to understand the factors that influence women's persistence in STEM as the women move toward college graduation; second, to determine the role that WSTEM (a single-gender LLC) had on women's persistence in STEM. To address these, this study focused on twenty six women who attended a Research 1 university in the southeastern United States from 2006 to 2010. Twelve of these women had participated in WSTEM and fourteen came from the general university population. All twenty six women were interviewed using narrative life history analysis to understand the influences on their decisions to stay or leave their original STEM major. At the time of graduation fourteen of these women (eight from the general population and six from WSTEM) graduated with a STEM degree and planned to pursue a STEM career and twelve chose to leave their original STEM major and did not plan to pursue a STEM career (six from the general population and six from WSTEM). The research was guided by the Eccles' (2007) expectancy-value model related to career choice and Butler's (1999) conception of gender. The results of this study indicated that persistence in STEM degrees in highly influenced by three main factors: pre-college and college success in math and science; support from parents, teachers, and college professors; and peer support networks at the college level. The stayers mentioned these factors more than their leaving peers. Many of the participants (both stayers and leavers) identified gender related and non-gender related aspects of the chilly climate within college STEM departments that negatively influenced their STEM career decisions. However, the stayers were able to maintain high expectations of success and see value in their continued participation in STEM fields. This detailed qualitative study will help policy makers and program directors better understand how to increase the number of women in STEM fields by focusing on the factors that affect individual women's choice of major and early career decisions. As a result, this study will contribute to the literature on improving women's underrepresentation in STEM fields. In response to the question of how WSTEM affected women's decisions to persist in STEM fields, this study found that providing access to a female-friendly support group offers some benefits to persistence. However, a female-friendly environment within WSTEM did not always translate into female-friendly policies within STEM departments. All of the WSTEM leavers reported negative experiences within their STEM majors as factors in their decision to leave. Participants' comments about WSTEM, however, indicated that the program provided a peer support network with even the leavers (5/6) reporting the positive influence of friendships they made through their participation in the program. Drawing from these findings, this study concluded that WSTEM met its goals for the women who fully participated in it. Of those women who participated in research opportunities, all but one persisted. And all but one identified the social aspect of WSTEM as a positive influence on their college experience if not their STEM college experience. The findings did not unequivocally support the positive impacts of women-only programs. The study, like others (Mael et al., 2007), found mixed evidence regarding the impact of women-only STEM LLC's on women's persistence in STEM fields. These programs are one part of a multitude of other factors that affect persistence. The study found that three main areas can positively affect women's persistence in STEM fields: success in math and science classes before and during college; positive experiences with STEM fields and professionals in college; and peer support networks. The final area included both formal peer support networks such as WSTEM or informal groups composed of peers in one's major. The results are discussed in detail and contribute to the growing literature on the influences that lead to STEM career choice at the college level. This study can also contribute to practices, theory, and policies related to increasing women's persistence in STEM fields
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Date Issued: 2010
Identifier: FSU_migr_etd-3668
Format: Thesis

Title: Processing Strategies by Beginning L2 Learners of English and Spanish: A Crosslinguistic Study.
Creator: Brandl, Anel, Leeser, Michael J., Milton, Sande, Gonzalez, Carolina, Reglero, Lara, Sunderman, Gretchen, Department of Modern Languages and Linguistics, Florida State University
Abstract/Description: A central issue in second language acquisition (SLA) research is the relationship between morphosyntactic and lexical-semantic knowledge among L2 learners. It has been proposed that, L2 language acquisition starts with transfer of L1 semantic and morphosyntactic processing strategies; however, it has been observed that, at lower proficiency levels, the language processor may not have sufficient resources to transfer and use L1 morphosyntactic cues such as agreement morphology, case markers,...
Show moreA central issue in second language acquisition (SLA) research is the relationship between morphosyntactic and lexical-semantic knowledge among L2 learners. It has been proposed that, L2 language acquisition starts with transfer of L1 semantic and morphosyntactic processing strategies; however, it has been observed that, at lower proficiency levels, the language processor may not have sufficient resources to transfer and use L1 morphosyntactic cues such as agreement morphology, case markers, etc. to process the L2. Therefore, this dissertation investigates whether L2 learners default to more local and lexical-semantic parsing (i.e. universal parsing) at the beginning stages of second language acquisition. This dissertation examines the processing strategies of two groups of L2 learners (L1 English - L2 Spanish and L1 Spanish - L2 English) on two experimental tasks: a self-paced listening task and a sentence interpretation task. The results suggest that L1 transfer does not occur at the beginning stages of acquisition; that is, the beginning L2 learners in this study were not able to process agreement cues; thus, they did not demonstrated the ability to integrate grammatical information encoded in verbal morphology in real time processing. Instead, the results indicated that L2 learners, regardless of L1, defaulted to local and lexical-semantic strategies (e.g., first-noun strategy) to process the L2 at the beginning stages of acquisition. These results lend support to the First Noun Principle (VanPatten 2007) and are discussed in term of the representational and processing problem of L2 acquisition. Implications for models of L2 sentence processing (Input Processing and the Competition Model) are also presented in this dissertation.
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Date Issued: 2013
Identifier: FSU_migr_etd-7307
Format: Thesis

Title: The Florida Gold Seal Quality Care Program: A Policy Analysis.
Creator: Kalifeh, Phyllis, Iatarola, Patrice, Readdick, Christine, Milton, Sande, Rutledge, Stacey, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: Florida's Gold Seal Quality Care program, created in statute in 1996, serves as a policy lever to improve program quality in childcare and serve as a symbol of quality for parents when choosing a childcare provider for their children. Childcare programs can receive a Gold Seal certificate if they submit evidence that they are accredited under one of the approved accrediting associations to the Florida Department of Children and Families, the state agency responsible for childcare licensing...
Show moreFlorida's Gold Seal Quality Care program, created in statute in 1996, serves as a policy lever to improve program quality in childcare and serve as a symbol of quality for parents when choosing a childcare provider for their children. Childcare programs can receive a Gold Seal certificate if they submit evidence that they are accredited under one of the approved accrediting associations to the Florida Department of Children and Families, the state agency responsible for childcare licensing and regulation. The state invests approximately $33 million in additional payments for Gold Seal programs for children receiving childcare subsidies through the Florida Office of Early Learning. Gold Seal programs, inclusive of private for profit, non-profit, faith-based and public schools, are approved as providers of the state's Voluntary Pre-kindergarten program. Additional incentives include property tax abatement for ad valorem taxes for programs that are private, for profit businesses. Sales taxes on certain educational supplies, materials and equipment are also waived for Gold Seal programs which is estimated to cost the state approximately $200,000 per year. This study examined the differences in observed quality between Gold Seal and non-Gold Seal programs in 1,760 early childhood center-based and home-based settings yielding 3,506 assessments in 11 Florida counties over a two year period from 2010-2012. Observable quality was measured by the Environment Rating Scales (ERS), a valid and reliable set of instruments for measuring quality in early childhood settings. The study also examined the differences between programs accredited by one of 11 accrediting associations approved under Gold Seal and observed quality as measured by the Environment Rating Scales. Findings showed that Gold Seal programs scored higher on measures of quality than non-Gold Seal programs and differences were statistically significant; although the differences are relatively modest. Four of the 11 accrediting associations approved under Florida's Gold Seal policy were positively associated with higher scores on the ERS. In spite of the positive findings, the distribution of scores showed that only 19.4% of Gold Seal programs scored in the good to excellent range compared to 14.9% of non-Gold Seal programs. Further, 11.4% of Gold Seal programs and 21.3% of non-Gold Seal programs scored in the range of poor and inadequate care. These results suggested that while Florida's Gold Seal programs score slightly higher than non-Gold Seal programs on the ERS, overall program quality in the majority of programs was mediocre to poor in the state. Implications for policy and practice are provided for stakeholders to include the State, Early Learning Coalitions, accrediting associations and childcare providers. Future research is warranted to determine how other factors such as poverty; program capacity, provider choice of an accrediting association and parent choice of an early learning provider play a role in improving quality improvement strategies linked to better child outcomes.
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Date Issued: 2013
Identifier: FSU_migr_etd-7442
Format: Thesis

Title: Architecture Pedagogy: Psychological, Social, and Other Emergent Issues in the Design Studio.
Creator: Bhatia, Anubhuti, Anderson, Tom, Hawkes, Lois, Waxman, Lisa, Rosal, Marcia, Villeneuve, Pat, Milton, Sande, Department of Art Education, Florida State University
Abstract/Description: This study was aimed at understanding the perceptions of students and faculty at two National Architecture Accreditation Board accredited architecture programs regarding the social and psychological considerations in architectural design. A comprehensive review of literature in the field revealed a strong need for integrating these concerns in the architecture curriculum to enhance students' sensitivity toward human issues thereby resulting in design of environments more conducive to the...
Show moreThis study was aimed at understanding the perceptions of students and faculty at two National Architecture Accreditation Board accredited architecture programs regarding the social and psychological considerations in architectural design. A comprehensive review of literature in the field revealed a strong need for integrating these concerns in the architecture curriculum to enhance students' sensitivity toward human issues thereby resulting in design of environments more conducive to the society and people. In that context I attempted to identify the position of two accredited architecture schools on psychological and social concerns in architecture as well as students' and faculty's interpretations of the schools' foci. The study was qualitative in nature and included techniques of observations, individual interviews and focus group interviews. I observed students' presentations of their design projects, and faculty and visiting architects' critiques of these projects. I also interviewed the professor teaching the fourth year design studio at each school. Students from the fourth year design studio also participated in a focus group interview at each school. The data from observations and interviews was coded to identify themes related to the concerns expressed by students and faculty. Fourteen themes emerged and some themes were divided into categories during subsequent stages of data coding. An analysis of the responses toward each theme with reference to the emphasis on psychological and social aspects led to inferences for the four supporting questions and the research question for the study. Both schools selected for the study indicated that their curriculum is structured around creative and technical aspects of architecture while peripheralizing psychological and social concerns. However, faculty and students showed sensitivity toward these issues and various facets associated with them in the discussions of their projects. Additional questions were raised and attempts were made to postulate probable reasons for the attitudes that emerged.
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Date Issued: 2006
Identifier: FSU_migr_etd-1607
Format: Thesis

Title: Art Therapists' Adoption and Diffusion of Computer and Digital Imagery Technology.
Creator: Peterson, Brent Christian, Gussak, Dave, Milton, Sande, Rosal, Marcia, Orr, Penelope, Department of Art Education, Florida State University
Abstract/Description: This study explored the adoption of computer, Health Information Technology (HIT), and Digital Imagery Technology (DIT) by art therapists for personal, professional, and client-focused tasks. This study used Everett M. Rogers' Diffusion of Innovation model to explore the diffusion of technology as a tool for professional practices and as a new media for art therapy treatment. Much of this research's design was adopted from diffusion research completed in the fields of art education and mental...
Show moreThis study explored the adoption of computer, Health Information Technology (HIT), and Digital Imagery Technology (DIT) by art therapists for personal, professional, and client-focused tasks. This study used Everett M. Rogers' Diffusion of Innovation model to explore the diffusion of technology as a tool for professional practices and as a new media for art therapy treatment. Much of this research's design was adopted from diffusion research completed in the fields of art education and mental health treatment. Data was gathered using a survey questionnaire and interviews. The researcher concluded that the adoption of new media for art therapy treatment is a two stage process, which has been termed the Media Adoption Stage Model (MASM). The MASM consists of Rogers's diffusion model, Stage I adoption, and a secondary circular adoption process, Stage II adoption. The findings have implications for: 1) personal technology use, 2) professional tasks (i.e. record keeping, administrative, and appointments), 3) supervision, 4) teaching, 5) art-therapy treatment, and 6) student use of technology for art therapy education.This study explored the adoption of computer, Health Information Technology (HIT), and Digital Imagery Technology (DIT) by art therapists for personal, professional, and client-focused tasks. This study used Everett M. Rogers' Diffusion of Innovation model to explore the diffusion of technology as a tool for professional practices and as a new media for art therapy treatment. Much of this research's design was adopted from diffusion research completed in the fields of art education and mental health treatment. Data was gathered using a survey questionnaire and interviews. The researcher concluded that the adoption of new media for art therapy treatment is a two stage process, which has been termed the Media Adoption Stage Model (MASM). The MASM consists of Rogers's diffusion model, Stage I adoption, and a secondary circular adoption process, Stage II adoption. The findings have implications for: 1) personal technology use, 2) professional tasks (i.e. record keeping, administrative, and appointments), 3) supervision, 4) teaching, 5) art-therapy treatment, and 6) student use of technology for art therapy education.
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Date Issued: 2006
Identifier: FSU_migr_etd-1987
Format: Thesis

Title: Body Image and Self-Esteem: A Study of Relationships and Comparisons Between More and Less Physically Active College Women.
Creator: Strickland, Angie, Imwold, Charles H., Milton, Sande, Lynn, Susan, Walsdorf, Kristie, Department of Sport Management, Florida State University
Abstract/Description: The purpose of this study was to compare more and less physically active college females related to a number of factors in body image and self-esteem. The specific areas investigated were: body image, self-esteem, and exercise levels for college females. This study investigated how body image and self-esteem were affected as a result of college females exercising more or less in physical activity. Specifically, college women ages eighteen to twenty-five were the focus of the subjects who...
Show moreThe purpose of this study was to compare more and less physically active college females related to a number of factors in body image and self-esteem. The specific areas investigated were: body image, self-esteem, and exercise levels for college females. This study investigated how body image and self-esteem were affected as a result of college females exercising more or less in physical activity. Specifically, college women ages eighteen to twenty-five were the focus of the subjects who participated in this study. Two groups were formed and compared: The college females who were more physically active and the college females who were less physically active. All subjects were surveyed on body image items and self-esteem items. The Multidimensional Body-Self Relations Questionnaire (MBSRQ)( Cash, 2000) was used to assess self-attitudinal aspects of body image and the Self-Esteem Scale (Rosenberg, 1965) was used to assess self-esteem. The college females were surveyed in two main locations: females who were enrolled in a activity class under the Lifetime Activities Program and females who were attending classes in the Department of Early Childhood and Elementary Education. The females were then divided into two groups based on more and less physical activity. The more and less were calculated by days per week and minutes per day. The statistics used for analyzing the survey responses as well as the results of the Multidimensional Body-Self Relations Questionnaire and The Self-Esteem Scale included t-tests, descriptive statistics, correlations, and multiple regression analyses. All statistics were calculated using SPSS for Windows. Results of this study showed significance when an independent t test was used to compare Exercise Level and Self- Esteem. The results also showed a positive correlation between Exercise Level and Fitness Self-Evaluation, Fitness Orientation, Health Self-Evaluation, Health Orientation, and a negative correlation between Exercise Level and Self-Esteem.
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Date Issued: 2004
Identifier: FSU_migr_etd-1540
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: The Use of Alternative Assessments in Physical Education: Why Some Do but Many More Don't.
Creator: Nazario, Liovani M., Imwold, Charles, Milton, Sande, Lynn, Susan, Walsdorf, Kristie, Department of Sport Management, Florida State University
Abstract/Description: Exploring the alternative assessments techniques used by physical educators and what motivates them to use them is the thrust of this study. The review of literature provides evidence that the majority of physical education teachers use attendance, participation/effort, behavior and some traditional assessments as common methods of grading students. It is also very clear that alternative assessments are better for the students but still the majority of teachers are not using them. We know...
Show moreExploring the alternative assessments techniques used by physical educators and what motivates them to use them is the thrust of this study. The review of literature provides evidence that the majority of physical education teachers use attendance, participation/effort, behavior and some traditional assessments as common methods of grading students. It is also very clear that alternative assessments are better for the students but still the majority of teachers are not using them. We know that some of the reasons for not using these assessments are lack of time, not enough knowledge about these assessments, too many students, etc, but we don't know what motivates the teachers that are using alternative assessments to use them. This is a research project based on interviews to a group of physical education teachers who use alternative assessments the majority of the time and who think are a good example to other teachers. Knowing what was their motivation to use these assessments is an essential key for college teachers to learn how to motivate future physical education teachers on the use of alternative assessments.
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Date Issued: 2005
Identifier: FSU_migr_etd-2710
Format: Thesis

Title: Friendship and Student Engagement, Achievement, and Persistence in College.
Creator: Mauk, Andrew Joseph, Hu, Shouping, Dennen, Vanessa, Milton, Sande, Schwartz, Robert A., Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: Friendship is a ubiquitous feature in all societies and social constructs, and has been examined in various ways throughout history. Ancient philosophers waxed poetically about the power of friendships, and more modern scholars have investigated the role that peers have in every society. While it seems that everyone may understand what a friendship is, rarely do people actually agree to what comprises important aspects of these types of relationships. Even more surprising is that only...
Show moreFriendship is a ubiquitous feature in all societies and social constructs, and has been examined in various ways throughout history. Ancient philosophers waxed poetically about the power of friendships, and more modern scholars have investigated the role that peers have in every society. While it seems that everyone may understand what a friendship is, rarely do people actually agree to what comprises important aspects of these types of relationships. Even more surprising is that only recently have studies investigated the role that friendship plays in educational environments. Higher education researchers have long pronounced that peer groups are important aspects of a student's experience in college. However, there has been little insight into the actual role that friendship plays in important college student outcomes. The purpose of this study was to examine the role that friendship has on the college outcomes of student engagement, achievement, and persistence for first-year students at a large-public university. Through the use of a quantitative survey constructed from items from the fields of higher education and social psychology, the study measured the quality of the relationship with a best friend; the level of engagement in educational activities by the respondent; the student's college GPA and intent to persist to the second year. Findings of regression analysis indicated that there was a positive and significant relationship between certain types of friendships, the quality of the friendship, and the level of engagement in college. Further, there were some significant relationships in certain friendship types with the intent to persist to the second year. Finally, while there were no significant relationships between friendship and achievement, there were some indications that this relationship may be important. The study concludes with important implications for educational practice, and well as highlights many areas which are ripe for future study. Friendship may be a very important aspect of college student success.
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Date Issued: 2011
Identifier: FSU_migr_etd-2657
Format: Thesis

Title: Reconstructing Identity: A Case Study of Indigenous Organizing and Mobilization in Oaxaca.
Creator: Palmer, David, Milton, Sande D., Padavic, Irene, Milligan, Jeffrey A., Iatarola, Patrice M., Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: This dissertation is a case study and historical analysis of the rise of indigenous organizing in the state of Oaxaca, Mexico over the past three decades. The primary focus is on how indigenous organizations in Oaxaca reconstructed indigenous identity over the past three decades as part of their mobilization activities. The study traces the evolution of indigenous organizing from its roots in traditional peasant movements demanding land rights to its transformation in the 1980s and 1990s into...
Show moreThis dissertation is a case study and historical analysis of the rise of indigenous organizing in the state of Oaxaca, Mexico over the past three decades. The primary focus is on how indigenous organizations in Oaxaca reconstructed indigenous identity over the past three decades as part of their mobilization activities. The study traces the evolution of indigenous organizing from its roots in traditional peasant movements demanding land rights to its transformation in the 1980s and 1990s into an identity-based movement demanding indigenous rights and autonomy. This transformation is documented by examining changes in political strategies, organizational forms and discourses of the movement, particularly for the 1989-1997 period, when movement activity intensified and organizations making identity-based demands took center stage. The study also addresses the historical and structural factors that shaped the struggle, such as the initial indigenous resistance to the Spanish colonizers, the continuing resistance and adaptation throughout the colonial period and into the 20th century, the distinctive role of the post-revolutionary Mexican state, rural economic crisis, and the critical influence of the Zapatista movement in the neighboring of Chiapas. The study concludes with an analysis of a series of Zapatista-inspired debates about indigenous autonomy and their implications for the future of indigenous organizing in Oaxaca, including the definition of a long-term strategy of cultural revitalization at the community level as the starting point for extending indigenous autonomy to larger political, cultural, and geographic entities.
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Date Issued: 2011
Identifier: FSU_migr_etd-2347
Format: Thesis

Title: Puerto Rican Family Involvement in the Orientation and Mobility Training of Their Children with Visual Impairments.
Creator: Fernández, Ruth Enid Otero, Lewis, Sandra, Milton, Sande, Edwards, Barbara J., Menchetti, Bruce, School of Teacher Education, Florida State University
Abstract/Description: This qualitative study was designed to investigate Puerto Rican Family involvement in the orientation and mobility training of their children with visual impairments. The study examined various aspects of parental participation, namely how Puerto Rican families of children with visual impairments define family involvement, and how they get involved in the orientation and mobility training of their children, how they encourage the use of orientation and mobility techniques in their children,...
Show moreThis qualitative study was designed to investigate Puerto Rican Family involvement in the orientation and mobility training of their children with visual impairments. The study examined various aspects of parental participation, namely how Puerto Rican families of children with visual impairments define family involvement, and how they get involved in the orientation and mobility training of their children, how they encourage the use of orientation and mobility techniques in their children, and what meaning they make of their experiences. In addition, the research examined the teachers' perception of the parents' involvement in the orientation and mobility training of their children. Families of six children with visual impairment whose primary reading mode is Braille and their orientation and mobility teachers were interviewed in Spanish. Six narratives were presented to illustrate the findings of the interviews and observations of the families and teachers. Study findings show that although parents are supportive and interested in their children's education, special education professionals and the school system do not promote parental involvement.
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Date Issued: 2004
Identifier: FSU_migr_etd-2417
Format: Thesis

Title: Child Temperament, Gender, Teacher-Child Relationship, and Teacher-Child Interactions.
Creator: Oren, Meral, Jones, Ithel, Milton, Sande, Wolfgang, Charles, Lake, Vickie, Department of Childhood Education, Reading and Disability Services, Florida State University
Abstract/Description: This study examined the relationships between child temperament, gender, teacher-child relationships, and teacher-child interactions. Children's temperament and teacher-child relationships were assessed by teacher ratings. Teacher-child interactions were assessed through natural observations during free play/centers time. The sample consisted of 61 (29 boys and 32 girls) 4- to 5-year-old children who attended one of the four classrooms which participated in the study. The preliminary analyses...
Show moreThis study examined the relationships between child temperament, gender, teacher-child relationships, and teacher-child interactions. Children's temperament and teacher-child relationships were assessed by teacher ratings. Teacher-child interactions were assessed through natural observations during free play/centers time. The sample consisted of 61 (29 boys and 32 girls) 4- to 5-year-old children who attended one of the four classrooms which participated in the study. The preliminary analyses revealed classroom differences in child temperament, teacher-child relationships, and teacher-child interactions. The results indicated that the temperament factor, Task Orientation was related to closeness of teacher-child relationship. Children with high task orientation had closer relationships with their teachers, while children with low task orientation, who are more active, distractible and less persistent, had less close relationships with their teachers. Reactivity was the most important temperament factor affecting conflictual relationships. The findings also revealed gender differences in teacher-child relationships. One of the teachers reported greater closeness in her relationships with girls than boys. Two of the teachers reported more conflict in their relationships with boys than with girls. Furthermore, boys were observed to receive more behavior management interactions from their teachers than girls. Behavior management was the only teacher-child interaction category which was related to temperament in all of the classrooms. Task orientation was the most important temperament factor affecting behavior management. Other categories of teacher-child interactions' relationships with temperament characteristics indicated classroom differences. The first teacher elaborated children with positive temperament characteristics more frequently than children with negative temperament characteristics. The second and third teachers initiated interactions more frequently with more reactive children. Reactivity was positively related with child initiated interactions and total interactions, elaborations, and praise in the fourth classroom. Therefore, there might be other factors affecting the relationship between temperament and teacher-child interactions; such as, teacher temperament, classroom structure, and curriculum. This study confirms that differences in temperamental characteristics of preschool children are recognized by teachers and that temperamental characteristics are related to teachers' relationships and interactions with children. Therefore, temperament, particularly task orientation factor, may be an important individual difference in preschool children's experiences in a preschool classroom.
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Date Issued: 2006
Identifier: FSU_migr_etd-2354
Format: Thesis

Title: More than Coffee: An Examination of People, Place, and Community with Implications for Design.
Creator: Waxman, Lisa Kinch, Anderson, Tom, Milton, Sande, Gussak, Dave, Ohazama, Tock, Department of Art Education, Florida State University
Abstract/Description: This study was an exploration of the physical and social characteristics that encourage gathering behavior in selected coffee shops in Tallahassee, Florida, in the context of literature suggesting social gathering places contribute to the social capital of communities. Gathering places enhancing community in this manner have been called third places. The study was qualitative in nature and included the techniques of visual documentation, observation and behavioral mapping, interview, and...
Show moreThis study was an exploration of the physical and social characteristics that encourage gathering behavior in selected coffee shops in Tallahassee, Florida, in the context of literature suggesting social gathering places contribute to the social capital of communities. Gathering places enhancing community in this manner have been called third places. The study was qualitative in nature and included the techniques of visual documentation, observation and behavioral mapping, interview, and survey. Photographs were taken of each coffee shop, and an inventory was made of all furniture, equipment, and significant architectural features. Floor plans were drawn for the three coffee shops and detailed observations and behavioral mapping were recorded on the floor plans as well as in field notes. Each coffee shop was observed for twenty-five hours for a total of seventy-five hours. Fifteen interviews were conducted to better understand how patrons felt about the coffee shop and the meaning these places held for them. Surveys were distributed to 94 patrons to reveal patron attitudes toward the physical and social aspects of the coffee shop as well as their feelings regarding the community in which they live. The data was coded and four categories emerged: physical characteristics, people, activities, and feelings and attitudes. The key findings regarding the physical characteristics included patron's top five design considerations in the ideal coffee shop. These characteristics, presented in order of preference included: cleanliness, appealing aroma, adequate lighting, comfortable furniture, and a view to the outside. Other themes emerged related to people, their activities, and their feelings and attitudes regarding the coffee shop. Each coffee shop was found to have its' own unique social climate and culture related to sense of belonging, territoriality and ownership, productivity and personal growth, opportunity for socialization, support and networking, and sense of community. Regarding feelings of community, survey findings from coffee shops patrons showed a positive correlation between length of patronage and sense of attachment to their community. In addition, feeling attached to the community was positively correlated to their happiness with living in Tallahassee.
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Date Issued: 2004
Identifier: FSU_migr_etd-1228
Format: Thesis

Title: A Study of the Adjustment of International Graduate Students at American Universities, Including Both Resilience Characteristics and Traditional Background Factors.
Creator: Wang, Jing, Lick, Dale W., Milton, Sande, Russell, Terrence R., Schwartz, Robert A., Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: This research related to the adjustment of international graduate students who study at American universities. The purpose of the study was to explore relationships among resilience characteristics and background factors, determine relationships among resilience characteristics and adjustment problem areas, evaluate relationships among adjustment problem areas and background factors, and identify resilience characteristics and background factors which significantly predict adjustment. Based...
Show moreThis research related to the adjustment of international graduate students who study at American universities. The purpose of the study was to explore relationships among resilience characteristics and background factors, determine relationships among resilience characteristics and adjustment problem areas, evaluate relationships among adjustment problem areas and background factors, and identify resilience characteristics and background factors which significantly predict adjustment. Based on the statistical results of this study, recommendations were made to international graduate students and universities toward the improvement of international student adjustment in American universities. Two instruments were used for this study: the Personal Resilience Questionnaire and the Michigan International Student Problem Inventory. All together 289 responses were gathered from international students from two universities. Correlation studies, t-tests, One-way ANOVA, Tukey analyses, and multiple regression analyses were used. Statistical analyses revealed that: resilience characteristics were moderately correlated with background factors, highly negatively correlated with adjustment problem areas, and better correlated with adjustment problem areas than were background factors. Resilience characteristics, Gender, Father's Education, and Country of Origin were strong predictors for adjustment problems with resilience characteristics being the strongest predictors. Among resilience characteristics, the strongest predictors were Focused and Flexible: Thoughts, followed by Positive: Yourself. Based on the research findings, it appears that resilience characteristics are central to the adjustment of international students, while traditional background factors may only be secondary. International students should try to enhance their resilience and universities should provide help to them to do so.
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Date Issued: 2003
Identifier: FSU_migr_etd-1270
Format: Thesis

Title: Pre-Service Teachers' Experiences in Planning, Implementing and Assessing the Tactical (TGFU) Model.
Creator: Kuehl-Kitchen, Julie M., Imwold, Charles, Milton, Sande, Lynn, Susan, Ratliffe, Thomas, Department of Sport Management, Florida State University
Abstract/Description: The need for more extensive research examining the tactical TGFU instructional model was necessary to provide teachers with adequate information to make informed decision about their selection of games instruction models. The pre-service teachers were one male and three female undergraduate students, at California State University, Sacramento. The public school students were 102 fifth grade students (55 boys and 47 girls) from four coeducational, public school classes in an urban school...
Show moreThe need for more extensive research examining the tactical TGFU instructional model was necessary to provide teachers with adequate information to make informed decision about their selection of games instruction models. The pre-service teachers were one male and three female undergraduate students, at California State University, Sacramento. The public school students were 102 fifth grade students (55 boys and 47 girls) from four coeducational, public school classes in an urban school located in northern California. The pre-service teacher's implemented eight TGFU field hockey lessons within a two-week period to the same set of students; four developed by the primary researcher and four developed by each of the pre-service teachers. Verifying that the lesson plans represented the TGFU model required an evaluation of skill feedback, content related questions, and use of time for each lesson implemented. The pre-service teachers utilized the Game Performance Assessment Instrument (GPAI) twice during the study; one was developed by the primary researcher and one by each of the pre-service teachers. Daily questionnaires and a post-study, semi-structured interview were used to collect the qualitative data. The planning phase results indicated that the tactical content was the most challenging aspect, as well as difficulties developing the tactical questions and the heightened frequency of student arguing. The implementation experiences included challenges with tactical questioning and content, as well as an increase in instructional and management time. The pre-service teachers reacted positively to the GPAI, but reported being challenged with the instrument, as well as not knowing how to use results. Ennis and Chen's Value Orientation Inventory – 2 (1993) provided information needed to analyze the relationship between the orientations and the implementation of the TGFU model. This evidence supported the fact that pre-service teachers who value the discipline mastery and learning process orientations have beliefs that are aligned with the goals of TGFU and therefore, may be better equipped to implement the model. Implications of TGFU as it related to value orientation are complex and need further study.
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Date Issued: 2005
Identifier: FSU_migr_etd-2943
Format: Thesis

Title: The Commonalities and Differences of Pre-Service Teachers' Interpretation About Visual Images in Korea and the United States.
Creator: Kim, Hai Kyung, Villeneuve, Pat, Milligan, Jeff, Anderson, Tom, Gussak, David, Milton, Sande, Department of Art Education, Florida State University
Abstract/Description: This study is based in the belief that we may use visual images as means of communication. In today's multicultural and globalized modern society the development of communication technology and transportation has made is extremely essential to enable communication among diverse cultural groups. Since visual images are not bound by linguistic barriers, they may be effective means for increasing communication among diverse cultural groups. Visual literacy ability is the ability to understand...
Show moreThis study is based in the belief that we may use visual images as means of communication. In today's multicultural and globalized modern society the development of communication technology and transportation has made is extremely essential to enable communication among diverse cultural groups. Since visual images are not bound by linguistic barriers, they may be effective means for increasing communication among diverse cultural groups. Visual literacy ability is the ability to understand and express ideas and feelings through visual images. As with languages, systematic education in visual literacy from childhood will enable children to communicate through visual images more effectively. Children also learn the system of symbols for communication from adults. Therefore, the role of elementary teachers is very important in visual literacy education. Considering the importance of intercultural communication and the significance of elementary teachers' role in visual literacy education, I explored how pre-service teachers interpret visual images. In order to compare pre-service teachers' interpretation in Korea and the United States, I used a questionnaire and focus group interviews. I showed three Benetton advertisements that were distributed globally via the Internet to the participants in my study. I found six categories from the questionnaire and the focus group interviews: before interpretation, initial interpretation, abstract interpretation, ultimate interpretation, prior experience, and viewpoint of interpretation. On further analysis of my data I found the relationships among these categories. Contrary to my expectations that Korean and U.S. pre-service teachers would interpret the advertisements similarly, participants' personal life experiences and cultural narratives influenced their interpretations of the advertisements and led to differences in interpretations by the two groups. I concluded that considering cultural narratives may increase the efficiency of intercultural communication through visual images.
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Date Issued: 2006
Identifier: FSU_migr_etd-3057
Format: Thesis

Title: Exploration of Metacognition and Non-Routine Problem Based Mathematics Instruction on Undergraduate Student Problem Solving Success.
Creator: Nancarrow, Michael, Jakubowski, Elizabeth, Milton, Sande, Aspinwall, Leslie, Fernandez, Maria L., Department of Middle and Secondary Education, Florida State University
Abstract/Description: The purpose of this research was to examine and attempt to influence the problem solving processes used by typical undergraduate mathematics students. A structured problem solving methodology designed to foster a heuristic way of reasoning was introduced and a study of how this treatment affected the participants' non-routine problem solving styles and abilities was performed. An approximately equal mix of male and female student participants self-selected into three sections of precalculus...
Show moreThe purpose of this research was to examine and attempt to influence the problem solving processes used by typical undergraduate mathematics students. A structured problem solving methodology designed to foster a heuristic way of reasoning was introduced and a study of how this treatment affected the participants' non-routine problem solving styles and abilities was performed. An approximately equal mix of male and female student participants self-selected into three sections of precalculus algebra at a private southeastern institution. Each section consisted of approximately 15 students. The researcher and one other professor instructed the three sections. All sections were instructed using the same set of notes, were given the same assignments, and covered the same mathematical topics in the same order. The research model consisted of the following elements. 1. Testing students in treatment and control sections for routine algebra skills necessary to successfully find solutions to specific non-routine problems. 2. Testing students in treatment and control sections for ability to solve non-routine problems that can be handled using the routine algebra skills on which they had previously been tested. 3. Providing metacognive control practice and instruction in the treatment section using a combination of weekly homework and in-class assignments. 4. Conducting pre- and post-treatment videotaped interviews of four treatment section students engaged in non-routine problem solving. 5. Analyzing interview records in an attempt to determine if any changes in metacognitive control occurred. 6. Examining statistical evidence gathered from the pre- and post-treatment examinations. Results of the study were mixed. A significant increase in the statistical correlation between resources (mathematical facts and procedures) and non-routine problem solving success indicated that students may have benefited from the treatment by improving their metacognitive control of resources. However, analysis of the videotaped interviews did not reveal any significant change in the way students approached non-routine problems. Group statistical evidence comparing treatment to control sections seemed to substantiate most of what was observed during the interviews
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Date Issued: 2004
Identifier: FSU_migr_etd-2772
Format: Thesis

Title: An Investigation of College Students' Covariational Reasonings.
Creator: Koklu, Onder, Jakubowski, Elizabeth, Milton, Sande, Aspinwall, Leslie, Shaw, Kenneth, Department of Middle and Secondary Education, Florida State University
Abstract/Description: Present study investigates college students' covariational reasoning in light of five mental actions described in covariation framework introduced by Marilyn P. Carlson. More specifically, this study focuses on college students' understanding and reasoning about simultaneous changes of two variables when they interpret a functional situation and use their interpretations to demonstrate simultaneous changes of two variables in graphical representations. Two high performing college students'...
Show morePresent study investigates college students' covariational reasoning in light of five mental actions described in covariation framework introduced by Marilyn P. Carlson. More specifically, this study focuses on college students' understanding and reasoning about simultaneous changes of two variables when they interpret a functional situation and use their interpretations to demonstrate simultaneous changes of two variables in graphical representations. Two high performing college students' reasoning was investigated in a multiple case study design. Data was obtained from a detailed examination of students' thinking and reasoning processes through the task based in-depth clinical interviews. Data obtained from students' verbal expressions and graphical representations were analyzed in light of the theoretical lens. Carlson et al.'s (2002) covariation framework provided a skeletal structure for the description and interpretation of findings in each case. Specifically, five mental actions defined in the framework were used to describe each student's covariational reasoning. Analysis of data disclosed that functional situations are conceived as static rather than dynamic. This static approach prevents students from evaluating the whole process as it is happening at once. In other words, students have difficulties to represent continues changes of two variables in a functional situation and coordinate the simultaneous changes of two variables on entire domain. In addition, students' difficulties in graphical representations produce inconsistencies between interpretations and representations of simultaneous changes of two variables. It is also revealed that Students' strong procedural tendency hinders reasoning and meaningful interpretations about change in functional situations.
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Date Issued: 2007
Identifier: FSU_migr_etd-2848
Format: Thesis

Title: The Teachers' Process of Change Through Action Research.
Creator: Bilgili, Yakup, Hansen, John, Milton, Sande, Jones, Ithel, Rice, Diana, Department of Childhood Education, Reading and Disability Services, Florida State University
Abstract/Description: The purpose of the study was to explore the process of conducting action research and to describe how two groups of teachers came to understand, account for and apply their own action research plans. The processes involved in conducting action research and the degree to which teachers conducting action research can bring effective change in their own classrooms are described. The study analyzed the path of four teacher researchers conducting action research and provided insights into their...
Show moreThe purpose of the study was to explore the process of conducting action research and to describe how two groups of teachers came to understand, account for and apply their own action research plans. The processes involved in conducting action research and the degree to which teachers conducting action research can bring effective change in their own classrooms are described. The study analyzed the path of four teacher researchers conducting action research and provided insights into their understanding of the process of implementing their own action research plans. The primary research question addressed in this qualitative study during the fourteen-week period was: What is the difference in the process of conducting action research between those teachers whose action research plans were evaluated to have modeled appropriately the action research process taught to them and those teachers whose action research plans were evaluated to be divergent from the guidelines taught to them? The methods employed in this study involved the collection of qualitative data through observations, interviews, field notes, personal journals, reflections, document analysis and questionnaires. The analysis techniques included analytic induction and the constant comparative method. Using the constant comparative method together with triangulation revealed ten themes with supporting assertions that explicated the research questions. The four cases in this study demonstrated that conducting action research helped the teacher researchers provide personal and professional growth that brought effective and meaningful change in their teaching practices. This study also confirmed the findings of previous research indicating that action research contributes to the knowledge base of teaching, improves teachers' individual practice, changes their teaching and helps teachers become more reflective about their instructional practices during the inquiry. Although there were various degrees of differences between the two participant groups of teachers in the study, these differences were not extreme. Overall, it was evident that the process of action research enabled each of the participant teachers to bring about change in areas that they believed needed improvement. In this manner, action research was used as a school improvement tool and as an individual professional development alternative to bring about change and improvement.
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Date Issued: 2005
Identifier: FSU_migr_etd-3763
Format: Thesis

Title: Artistically Serving: A Study of Lake County's Arts-Based Service-Learning Program.
Creator: Cho, Min, Villeneuve, Pat, Milton, Sande, Rosal, Marcia, Bruno, John, Department of Art Education, Florida State University
Abstract/Description: This study explored the usage of service learning with visual art teachers in Lake County, Florida, and used the Concerns-Based Adoption Model (CBAM) as the conceptual framework. Data were gathered using CBAM's three diagnostic tools: the Stages of Concern, Levels of Use, and Innovation Configuration to understand teachers' concerns of, usage levels with, and curricular configurations of service learning. The findings indicated that visual art teachers in Lake County are at various stages of...
Show moreThis study explored the usage of service learning with visual art teachers in Lake County, Florida, and used the Concerns-Based Adoption Model (CBAM) as the conceptual framework. Data were gathered using CBAM's three diagnostic tools: the Stages of Concern, Levels of Use, and Innovation Configuration to understand teachers' concerns of, usage levels with, and curricular configurations of service learning. The findings indicated that visual art teachers in Lake County are at various stages of concern and usage levels of service learning. Their project profiles also varied, depending on their participation in the district-wide project or school-specific projects. The District's unique service-learning delivery method, which relied on students in service-learning classes to act as service-learning coordinators, can be seen as one of the underlying reasons for the fluctuation in teacher concerns, usage levels, and project profiles.
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Date Issued: 2006
Identifier: FSU_migr_etd-3797
Format: Thesis

Title: Socialization of U.S. Doctoral-Degree Students into Evaluation Professionals: The Use of Evaluator Competencies and Experiential Learning Strategies in Selected Programs.
Creator: Chandrasekhar, Michelle Minear, Schrader, Linda B., Schwartz, Robert A., Dennen, Vanessa Paz, Kunkel, Richard C., Milton, Sande D., Department of Educational Leadership and...
Show moreChandrasekhar, Michelle Minear, Schrader, Linda B., Schwartz, Robert A., Dennen, Vanessa Paz, Kunkel, Richard C., Milton, Sande D., Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: Recent conversations in the field of evaluation concern the number of graduate degree evaluation programs (LaVelle & Donaldson, 2010), a high job-market demand for trained evaluators (Stufflebeam, 2001), and a call to meet that demand using evaluator competencies (Stevahn, King, Ghere, & Minnema, 2005; Russ-Eft, Bober, de la Teja, Foxon, & Kosxalka, 2008). There has also been an increase in the promotion of practice-based instructional strategies for the teaching of evaluation (Alkin &...
Show moreRecent conversations in the field of evaluation concern the number of graduate degree evaluation programs (LaVelle & Donaldson, 2010), a high job-market demand for trained evaluators (Stufflebeam, 2001), and a call to meet that demand using evaluator competencies (Stevahn, King, Ghere, & Minnema, 2005; Russ-Eft, Bober, de la Teja, Foxon, & Kosxalka, 2008). There has also been an increase in the promotion of practice-based instructional strategies for the teaching of evaluation (Alkin & Christie, 2002; Kelly & Kaczynski, 2008; Oliver, Casiraghi, Henderson, Brooks, & Muslow, 2008; Patton & Patrizi, 2005; Skolits, 2009; Trevisan, 2004). This study examined six evaluation degree programs in the United States to describe the knowledge, skills, abilities, and values reflected in the program structure (course work and student experiences). This study utilized a purposeful sampling strategy to identify doctoral programs that had been sustained over time. Practices programs used to develop evaluation professionals were identified from material used to describe programs in terms of evaluator competencies, the program structure used to promote student achievement of those competencies, and the socialization experiences that prepared students for careers in evaluation. Data was collected from interviews with prominent theorists in the field and program-informants, program web-based documents, and evaluation-specific course syllabi. The practices for Developing Evaluation Professionals can be described in two dimensions: Socialization of Students and Individualized Career Preparation. Critical elements include (a) use of evaluator competencies to guide and inform student learning goals, (b) use of experiential learning strategies to facilitate learning, (c) fostering flexible coursework options in designing a program of studies that meets student career goals, and (d) creating tailored practica experiences that engage students with skill sets matched to their career goals. Programs framed these dimensions with two faculty approaches important to supporting, guiding, and enhancing the process of developing evaluation professionals: extensive faculty mentoring and practica experiences culminating in leadership roles. Like the Carnegie Initiate on the Doctorate, discussion addresses opportunities and challenges in identifying "the desired core ingredients of an enriched form" (Golde & Walker, 2002, p. 2) of university-based evaluation training for doctoral students.
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Date Issued: 2012
Identifier: FSU_migr_etd-4601
Format: Thesis

Title: Sunshine, or Twilight?: School Administration Interpretation of Florida's Multicultural Education Standards.
Creator: Lehman, Thomas E. (Thomas Earl), Brooks, Jeffrey S., Eberstein, Isaac, Milligan, Jeffrey, Milton, Sande, Department of Educational Leadership and Policy Studies, Florida State...
Show moreLehman, Thomas E. (Thomas Earl), Brooks, Jeffrey S., Eberstein, Isaac, Milligan, Jeffrey, Milton, Sande, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: This study involves an analysis of policy interpretation at the level of local schools, regarding Florida's multicultural education standards. Such middle-level analysis is new; most prior work examined (state) governmental drafting of multicultural policy, or classroom activities by individual teachers. This study is timely, because diversity is growing in U.S. schools, and because this area may soon be added to Florida's standard exam, the FCAT.
Date Issued: 2008
Identifier: FSU_migr_etd-4523
Format: Thesis

Title: An Application of the Teddlie and Stringfield School Effectiveness Model: A Case Study of How A High-Poverty Elementary School Became A High-Performing Elementary School.
Creator: Walker, Ida Denise, Schrader, Linda, Irvin, Judith, Eklund, Robert, Milton, Sande, Herrington, Carolyn, Department of Educational Leadership and Policy Studies, Florida State...
Show moreWalker, Ida Denise, Schrader, Linda, Irvin, Judith, Eklund, Robert, Milton, Sande, Herrington, Carolyn, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: ABSTRACT The purpose of this descriptive, post hoc single case study was to understand how the five components of Teddlie and Stringfield`s (1993) school effectiveness model manifested themselves in school improvements efforts. This study used Teddlie and Stringfield (1993) five component school effectiveness conceptual model (focus on academics, orderly environment, monitoring of student academic profiles, supportive and persistent teachers, and dynamic leadership). I conducted semi...
Show moreABSTRACT The purpose of this descriptive, post hoc single case study was to understand how the five components of Teddlie and Stringfield`s (1993) school effectiveness model manifested themselves in school improvements efforts. This study used Teddlie and Stringfield (1993) five component school effectiveness conceptual model (focus on academics, orderly environment, monitoring of student academic profiles, supportive and persistent teachers, and dynamic leadership). I conducted semi-structured interviews with teachers, administrators, instructional coaches and students, produced several trend analyses, and analyzed school documents and academic records. From the information I collected at the site, I tested Teddlie and Stringfield`s (1993) school effectiveness model`s applicability to a school seeking transformation and identified other factors that may have contributed to the increase in student performance. The primary research question was &hibar;How did the five components of the Teddlie and Stringfield`s (1993) school effectiveness study manifest themselves in the school improvement efforts of This Is It Elementary School? Two sub-questions were: (1) What additional factors contributed to facilitating and sustaining school improvement efforts in this case? (2) In an effort to increase student academic achievement represented by the FCAT, (a) what challenges were encountered by students, teachers, instructional support staff and administrators and (b) how did the students, teachers, instructional support staff, and administrators overcome the challenges? This single case study investigated a high-performing elementary public school that served predominately African American students in a poor neighborhood and achieved impressive academic results in 2008-2009 and maintained similar levels of academic excellence in subsequent years. More specifically, this study documented the manifestation and maintenance of school improvement efforts at This Is it Elementary School covering the 2007-2008, 2008-2009, 2009-2010, 2010-2011 school years. The five components of Teddlie and Stringfield`s (1993) School Effectiveness Model (a focus on academics, supportive and persistent teachers, continuous monitoring of academic profiles, an orderly environment, and dynamic leadership) were evident at This is It Elementary School. The school`s focus on academics involved the restructuring of instructional time, curriculum alignment, and additional instruction. Their acquisition supportive and persistent teachers that were caring and demanding resulted in high expectations for student achievement. In addition, This Is It Elementary School used frequent assessments to drive instruction and they created a structured environment that was conducive to learning. The student`s appreciation for teachers was a by-product of the establishment of relationships. Dynamic leadership was also present. Dynamic leadership took the form of differentiated and instructional leadership. Administration mediated and buffered the staff from external district and federal mandates. Administration also monitored the fidelity of instructional practices. Before, during, and after the academic transformation, the staff at This Is It Elementary School faced the challenge of maintaining the pace of the district mandated curriculum map, an area where buffering was more evident. Administration revamped the district`s mandated curriculum map and customized the pacing of the standards to match the learning progression of their students. The findings in this case revealed two additional characteristics that proved instrumental in improving and maintaining student achievement: (1) rewards for high academic performance and (2) creative test preparation activities. Therefore, the school effectiveness model implemented at This Is Elementary School that led to the improvement in and maintenance of student achievement as represented by FCAT scores consisted of seven school improvement components: (1) focus on academics, (2) orderly environment, (3) monitoring of student academic profiles, (4) supportive and persistent teachers, (5) dynamic leadership, (6) rewards for high academic performance, and (7) test preparation activities.
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Date Issued: 2011
Identifier: FSU_migr_etd-5253
Format: Thesis

Title: Student Engagement and Achievement of Middle School Black Males in Single-Gender and Co-Educational Reading Classes.
Creator: Small, Christopher Lee, Irvin, Judith, Klay, Earl, Iatarola, Patrice, Milton, Sande, Blackwell-Flanagan, Rhonda, Department of Educational Leadership and Policy Studies, Florida...
Show moreSmall, Christopher Lee, Irvin, Judith, Klay, Earl, Iatarola, Patrice, Milton, Sande, Blackwell-Flanagan, Rhonda, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: This dissertation presents an historical overview of the systematic educational limitations that have been faced by African-American's in the United States and then considers issues facing contemporary educational leaders in the context of current educational policy and institutional inequality. A portrait of the Black male in the United States, the developmental process that is often experienced by young adolescent Black males, and the cultural collision with traditional Anglo-American...
Show moreThis dissertation presents an historical overview of the systematic educational limitations that have been faced by African-American's in the United States and then considers issues facing contemporary educational leaders in the context of current educational policy and institutional inequality. A portrait of the Black male in the United States, the developmental process that is often experienced by young adolescent Black males, and the cultural collision with traditional Anglo-American approaches to instructional leadership is then discussed as a foundation for this mixed-method study. The purpose of this research was to analyze the academic achievement and level of engagement of adolescent Black males participating in single-gender and co-educational reading classes utilizing culturally relevant pedagogy. The findings of this study reveled that while student engagement for both groups on average remained about the same, student achievement for the single-gender reading class showed statistically significant gains in comparison to the co-educational reading class. The research also revealed that three specific themes were found to be instrumental as it relates to factors that impacted student engagement: (1) Cultural Understanding; (2) Community and Family Structure; and (3) Psychosocial Needs. Based upon these findings, the dissertation concludes with a series of recommendations for school sites, district administrators, and future researchers in hopes of facilitating changes to our educational processes and approaches.
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Date Issued: 2012
Identifier: FSU_migr_etd-5188
Format: Thesis

Title: Educating Children with down Syndrome in Lebanon: An Exploratory Study of Urban Mothers' Perspective.
Creator: Hatoum, Rima J., Hanline, Mary Frances, Milton, Sande, Jones, Gideon R., Menchetti, Bruce M., Smedema, Susan Miller, School of Teacher Education, Florida State University
Abstract/Description: In view of the fact that Lebanon does not currently have a special education infrastructure, the purpose of this exploratory qualitative study was to understand the phenomenon of educating children with Down syndrome (DS) in Lebanon in terms of the meanings mothers ascribe to it and their description of their experience. The intent was to develop a conceptual ordering of the dynamics of the process that explains their experience and to identify critical factors that surround their quest for...
Show moreIn view of the fact that Lebanon does not currently have a special education infrastructure, the purpose of this exploratory qualitative study was to understand the phenomenon of educating children with Down syndrome (DS) in Lebanon in terms of the meanings mothers ascribe to it and their description of their experience. The intent was to develop a conceptual ordering of the dynamics of the process that explains their experience and to identify critical factors that surround their quest for educational and related services for their children with DS. Empirical materials were collected through individual, face to face, semi-structured, long, qualitative interviews with 12 urban mothers of children with DS who are in the elementary school age range. Analysis of the empirical materials revealed that mothers are the vital and driving force behind securing programs for their children with DS and that they go through the following four related processes: (1) adapting to a new reality, (2) pursuing educational programs and related services, (3) accommodating to uncertainty, and (4) preserving self. In addition, four key factors in educating children with DS in Lebanon were identified: (1) financial resources, (2) mother's background and characteristics, (3) support, and (4) religion. After discussing these empirical findings and comparing them with extant literature, recommendations for research, practice, and policy development are provided
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Date Issued: 2010
Identifier: FSU_migr_etd-4208
Format: Thesis

Title: A Statewide Impact Study of 21st Century Community Learning Center Programs in Florida.
Creator: Nguyen, Dinh H. (Huu), Irvin, Judith L., Milton, Sande, Gutierrez, Robert, Beckham, Joseph, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: This study examined the impacts of the after school programs on the academic, motivational, behavior/social development of the students who attended the 21st Century Community Learning Center (21st CCLC) programs. The following overarching research questions guided this study: (a) What are the academic impacts of after school programs on participating students, as measured by mathematics grades, reading grades, and grade point averages measured at four points during the academic year; (b)...
Show moreThis study examined the impacts of the after school programs on the academic, motivational, behavior/social development of the students who attended the 21st Century Community Learning Center (21st CCLC) programs. The following overarching research questions guided this study: (a) What are the academic impacts of after school programs on participating students, as measured by mathematics grades, reading grades, and grade point averages measured at four points during the academic year; (b) What are the motivational impacts of after school programs on participating students, as measured by number of school absences, number of school tardies, and teacher ratings of student dedication towards completing assigned work measured at four points during the academic year; and (c) What are the behavioral and social impacts of after school programs on participating students, as measured by number of disciplinary referrals, number of suspensions from school, and teacher ratings of student activities to get along with others measured at four points during the academic year? Since this study sought to understand the impact of the after school program on the academic, motivation, and behavioral/social development of students who attended the 21st CCLC programs in Florida, an intervention group (i.e., students attended at least 30 days of programming) and control group (i.e., students attended fewer than the requisite 30 days of programming) were compared. Results in academic gains indicated that there was no significant difference in estimated marginal means of math grades between the control and intervention groups at the initial performance period. However, control group students were significantly lower than intervention group students at the remaining performance periods. Although all students had decreases in mathematics grades across time, students who attended the 21st CCLC programs for more than 30 days had significantly lower levels of decline than did students who did not attend the programs for at least 30 days. There was no significant difference in estimated marginal means of reading grades between the control and intervention groups at the initial performance period. However, as with mathematics, control group students were significantly lower than intervention group students at the remaining performance periods. Although all students demonstrated decreases in reading grades over the course of the academic year, students who attended the 21st CCLC programs for more than 30 days had significantly lower levels of decline than did students who did not attend the programs for at least 30 days. There was so significant difference in estimated marginal means of grade point averages between the control and intervention groups at the initial performance period. However, as with mathematics and reading grades, control group students were significantly lower than intervention group students at the remaining performance periods. Although all students demonstrated an overall reduction in overall GPA over the course of the academic year, students in the control group initially had increases in GPA during the second performance period, but then demonstrated significant declines in the third and fourth performance periods, during which time students who attended the 21st CCLC programs for more than 30 days had significantly higher GPAs than did students who did not attend the programs for at least 30 days. Results in dedication and motivation indicated that there were significant differences between estimated marginal means of in-school absences between the control and intervention groups at all four performance periods, with students in the intervention group having fewer absences across the year. Students who attended the 21st CCLC programs for more than 30 days had significantly lower levels of absences across the year, with the final performance period having the greatest difference between the two groups of students. There was no significant difference in estimated marginal means of number of regular-school tardies between the control and intervention groups at the initial or second performance periods. However, control group students had significantly fewer tardies than did intervention group students during period 3, while intervention group students had significantly fewer tardies during the final performance period of the academic year. Although both control group and intervention group students demonstrated similar trends in the number of tardies, students who attended the 21st CCLC programs for more than 30 days eventually had significantly lower level of tardiness than did students who did not attend the programs for at least 30 days. There were no significant differences in estimated marginal means of teacher ratings of academic work completion between the control and intervention groups at the initial performance period. However, intervention group students received significantly higher ratings than control group students at the remaining performance periods. Although all students demonstrated an overall improvement in teacher ratings of academic work completion, students who attended the 21st CCLC programs for more than 30 days had significantly greater increases in teacher ratings of work completion than did students who did not attend the programs for at least 30 days. Results in in-school behavior indicated that there were significant differences in estimated marginal means of periodic school suspensions between the control and intervention groups at all four performance periods. Ultimately, students who attended the 21st CCLC programs for more than 30 days had significantly lower rates of disciplinary referrals throughout the four performance periods than those students who did not attend the programs for at least 30 days. It should be noted that the discrepancy between student groups was greater in the fourth period than in the initial two performance periods. There were significant differences in estimated marginal means of teacher ratings of students' ability to get along with others between the control and intervention groups at all four performance periods. Ultimately, although there were significant differences at each performance period, students who attended the 21st CCLC programs for more than 30 days maintained significantly higher ratings of ability to get along with others throughout the four performance periods than those students who did not attend the programs for at least 30 days.
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Date Issued: 2007
Identifier: FSU_migr_etd-2626
Format: Thesis

Title: The Unexamined Element of Election Administration: Why Citizens Choose to Serve as Poll Workers on Election Day.
Creator: McAuliffe, Elizabeth W. (Elizabeth Winslow), Guy, Mary E., deHaven-Smith, Lance, Milton, Sande, Yang, Kaifeng, School of Public Administration and Policy, Florida State University
Abstract/Description: With the approach of the 2008 presidential election, there is both hopeful anticipation and trepidation over how electoral processes will fare on Election Day. Yet the conversation, to this point, has been limited. Most discussion focuses on election technology, which is ever-changing. When attention turns to poll workers, it most often relates to that technology: Will a continually-graying semi-volunteer contingent of poll workers be able to successfully administer use of touch-screen...
Show moreWith the approach of the 2008 presidential election, there is both hopeful anticipation and trepidation over how electoral processes will fare on Election Day. Yet the conversation, to this point, has been limited. Most discussion focuses on election technology, which is ever-changing. When attention turns to poll workers, it most often relates to that technology: Will a continually-graying semi-volunteer contingent of poll workers be able to successfully administer use of touch-screen machines, Scantron ballots, or other machinery? That question is not addressed in this research. Instead, poll workers are given voice as singular entities. They are given the credit they deserve as a primary component of democracy in the U.S. Over 800,000 poll workers staffed more than 100,000 polling places during the 2004 presidential election (EAC, 2005). Even higher staffing levels and turnout are expected for 2008. Poll workers work as many as 14 consecutive hours for pay approximating minimum wage. What motivates them to do so is the subject of this research. There is very little existing research on poll workers, and none on their motivation. It is becoming more and more difficult for elections offices to staff polling precincts, given the graying of the polls and the increasingly sophisticated technology used there. This research is important because it can contribute both theoretically and practically to recruitment and staffing strategies. Several bodies of literature are drawn from for this research: social capital and democratic theory, public service and volunteer motivation, coproduction, and principal-agent theory. Prior to this research, of these theoretical frameworks, only principal-agent addressed poll workers specifically (and then, in only one study; Alvarez & Hall, 2006). These theories were synthesized to generate 18 hypotheses and to create a 35-question survey instrument that was distributed and collected on-site at poll worker training sessions in Leon County, Florida. A total of 845 completed surveys were returned. Analytic techniques included factor analysis, ordinary least squares (OLS), and bivariate correlation. Findings reveal the connections between public service motivation (PSM) and various characteristics of the polls, between PSM and principal-agent theory, and between PSM and demographic and attitudinal variables of poll workers. The result is a unique contribution to both theory and practice, with acknowledgement of poll workers as a singular hybrid of volunteer and public servant.
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Date Issued: 2009
Identifier: FSU_migr_etd-2623
Format: Thesis

Title: Parenting Among Women Sexually Abused in Childhood: Child Temperament as an Additional Variable in a Regression Model.
Creator: McKay, Katrina Ervin, Mullis, Ann K., Milton, Sande D., Iatarola, Patrice M., Readdick, Christine A., Rehm, Marsha L., Department of Family and Child Sciences, Florida State...
Show moreMcKay, Katrina Ervin, Mullis, Ann K., Milton, Sande D., Iatarola, Patrice M., Readdick, Christine A., Rehm, Marsha L., Department of Family and Child Sciences, Florida State University
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Abstract/Description: Parenting can be difficult when parents are dealing with their own childhood issues such as childhood sexual abuse. Cohen (1995) stated that a possible long-term consequence of child sexual abuse is its effect on the survivor's future ideas about parenting, as well as her functioning in this role. "Parenting is a challenging process made complicated by the interaction of individual characteristics and perceptions of parents with the behavior and development of the child" (Crnic & Booth, 1991,...
Show moreParenting can be difficult when parents are dealing with their own childhood issues such as childhood sexual abuse. Cohen (1995) stated that a possible long-term consequence of child sexual abuse is its effect on the survivor's future ideas about parenting, as well as her functioning in this role. "Parenting is a challenging process made complicated by the interaction of individual characteristics and perceptions of parents with the behavior and development of the child" (Crnic & Booth, 1991, p. 1042). This study built on previous research in the area of parenting efficacy of women who were sexually abused in childhood by attempting to improve the regression model found in the original study entitled, Parenting among women sexually abused in childhood conducted by Benedict (1998) by adding child temperament to the model. In order to fulfill the purpose of the study, the secondary dataset consisting of 265 women sexually abused and not sexually abused in childhood from a prenatal clinic at The Johns Hopkins Hospital were examine using a two-stage least squares regression. The theoretical framework that guided this study is attachment theory, because it helped to explain the connections between parenting attachment and behaviors and their offspring's attachment and behaviors. The findings were that payment source, hassles, current violence, and child temperament were all statistically significant to parenting efficacy. In conclusion, there is a relationship between how mothers' view their children's temperament and their view of their parenting efficacy.
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Date Issued: 2006
Identifier: FSU_migr_etd-2540
Format: Thesis

Title: From "Silence and Darkness": Historical Origins of the Florida School for the Deaf and Blind, 1883 to 1917.
Creator: Mikutel, Douglas W., MacDonald, Victoria-Maria, Beckham, Joseph, Shargel, Emanuel, Milton, Sande, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: From "Silence and Darkness:" Historical Origins of the Florida School for the Deaf and Blind, 1883 to 1917 is an early institutional history of the Florida School for the Deaf and Blind (FSDB) covering the first 34 years of the school's existence. The study examines three areas for discreet spans of time: 1) external forces influencing institutional creation and operation, 2) institutional administrative and academic structure, and 3) institutional student life and instruction. To uncover the...
Show moreFrom "Silence and Darkness:" Historical Origins of the Florida School for the Deaf and Blind, 1883 to 1917 is an early institutional history of the Florida School for the Deaf and Blind (FSDB) covering the first 34 years of the school's existence. The study examines three areas for discreet spans of time: 1) external forces influencing institutional creation and operation, 2) institutional administrative and academic structure, and 3) institutional student life and instruction. To uncover the history of the school, the study considers Florida educational records, newspaper archives, historical articles from professional journals from organizations of deaf education, materials printed by the school as well as secondary sources among the body of special education literature. This study illuminates areas of the history of education that have been largely ignored and adds to the body of the few institutional histories of deaf and blind institutions that exist. This study reveals that FSDB began under the protective governorship of William Bloxham as Thomas Hines Coleman sought his goal of founding a deaf and blind school, muddling through subsequent gubernatorial administrations, navigating its way through allegations of mismanagement and cruelty, learning to operate effectively in a political environment, and finally beginning to flourish under the leadership of school President Walker. Throughout the unfolding of the history, this work shows differences between the treatment of the races, genders, and disabilities. Some difference may be attributed to direct and intentional actions while others are coincidental.
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Date Issued: 2004
Identifier: FSU_migr_etd-2440
Format: Thesis

Title: Developmental Changes in Preservice Teachers' Mental Models of Learning and Instruction.
Creator: Wilke, Ryan Alton, Losh, Susan Carol, Milton, Sande D., Roehrig, Alysia, Turner, Jeannine E., Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: An important goal of teacher education programs is to encourage preservice teachers to develop their understanding of student learning and instruction. One way to determine the possible impact of teacher education programs on preservice teachers' understanding of student learning and instruction is to pay attention to preservice teachers' mental models of learning and instruction. Here, I define preservice teachers' mental models as a set of conceptions about learning that represent how...
Show moreAn important goal of teacher education programs is to encourage preservice teachers to develop their understanding of student learning and instruction. One way to determine the possible impact of teacher education programs on preservice teachers' understanding of student learning and instruction is to pay attention to preservice teachers' mental models of learning and instruction. Here, I define preservice teachers' mental models as a set of conceptions about learning that represent how students' minds work and how teachers can influence students' minds through instruction (Strauss, 2001). In this study, I qualitatively examined how the mental models of eight preservice, social science teachers developed over a period of one year in a teacher education program. To investigate change over time, I collected three types of data: lesson plans, written rationales, and interviews. I qualitatively analyzed the data and derived a set of relationships among the major categories of instruction, student learning, and learning outcomes. Results were graphically displayed in tables and as consensus models for the group of eight preservice teachers. Findings from this study inform teacher education in several ways. First preservice teachers' mental model development was both incremental and sustained over time. Secondly, preservice teachers' mental models became more complex over time, but many of their earlier conceptions did not disappear as a result of learning. Thirdly, preservice teachers added domain-specific pedagogical knowledge to their mental models as they progressed through their teacher education program. Finally, the development of their mental models occurred in conjunction with their acquisition of a professional vocabulary as well as an increased understanding of lesson planning and assessment. I discuss the findings of this study with respect to teacher education. Specifically, I address mental models and their relationship to instructional planning, role development, and the nature of conceptual change over time. Limitations of this study and directions for future research are described.
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Date Issued: 2008
Identifier: FSU_migr_etd-1005
Format: Thesis

Title: Constructing School Organization Through Metaphor: Making Sense of School Reform.
Creator: Brandt, Nolia C., Herrington, Carolyn D., Laughlin, Karen L., Milton, Sande D., Russell, Terrence R., Osteryoung, Jerome S., Iatarola, Patrice M., Department of Educational...
Show moreBrandt, Nolia C., Herrington, Carolyn D., Laughlin, Karen L., Milton, Sande D., Russell, Terrence R., Osteryoung, Jerome S., Iatarola, Patrice M., Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: Constructing School Organization Through Metaphor: Making Sense of School Reform is an in-depth case study of a K-12 laboratory school affiliated with a major state university. The school was undergoing a series of significant changes, mainly due to mandates brought about through educational reform policy and the upcoming loss and replacement of their school facilities. The study was of a particular period in time, and spanned approximately one year. The directed, open-ended questions asked...
Show moreConstructing School Organization Through Metaphor: Making Sense of School Reform is an in-depth case study of a K-12 laboratory school affiliated with a major state university. The school was undergoing a series of significant changes, mainly due to mandates brought about through educational reform policy and the upcoming loss and replacement of their school facilities. The study was of a particular period in time, and spanned approximately one year. The directed, open-ended questions asked during interviews with adults in the school were related to changes the school was undergoing, how these changes were being implemented, and how these were affecting teachers in relation to their teaching. Insights about the organization were in part gained by the use of metaphor as a tool for looking at organizational structure, and for viewing and describing the meanings that educators created around their roles, professions, and organization. Qualitative research was chosen as the best method for studying these research questions: 1) What understandings about the organization and the changes exist? A) What organizational metaphors are played out in this school undergoing rapid change? B) Are multiple metaphors conflicting or complementary? 2) What are the consequences of competing metaphors on educators and the organization? During times of change, an organization's metaphors are more readily apparent as the actors respond to the pressures of change: this was true at the lab school. Metaphors helped expose how individuals constructed shared meanings about their school, the changes impacting the school, and themselves as members of the organization. The study provides insights into how metaphor and rhetoric were used by educators and others to help construct the social reality of their school, a reality played out through the school's culture. Great concerns surfaced during the interviews about the role of the teacher, the needs of students, the purposes of education, and issues about reform. At the same time, holding the culture together were certain underlying values, characteristics, and expectations—mainly a commitment to student learning and the best interests of the students. The shared metaphor of "teacher" allowed the culture of the school to survive with some strength, even while co-existing with the dissonance caused by other, competing metaphors. However, the shared metaphor of "teacher" did not reduce the school's struggle with change, and the socializing aspects of the culture did not appear to be contributing to an overall understanding or acceptance of the proposed new school and new metaphors necessary to implement the changes and mandates. The research is descriptive in nature, and data (observations, interviews, and study of artifacts inside and outside of the setting) were inductively analyzed. The narratives of the people interviewed are the primary data. Aggregated data reported in this study are excerpts from the interviews with forty-seven adults within the school setting, compiled in such a way as to represent the repeated issues and mix of "voices" of those interviewed. The thick data collected provides information on how educators within the school were making sense and meaning of themselves and their organization as the school underwent great change. The events that took place were observed, recorded, and analyzed through open coding into themes that described the changes, metaphors, negotiations, and processes taking place: these constructed the realities within the school. Metaphors were seen to effect and be affected by a series of changes within the school and by the rhetoric of school members. The researcher's intention was accomplished--i.e., to examine and consider how the institutional arguments, as reported by stakeholders in the organization, were negotiated through a complex, interactive process. The examination was fundamentally based on the metaphors used by the participants, which both revealed and helped to create their views of the reality of the organization. Metaphors were also used in the production of the study as a means of helping the reader understand what was taking place in this school. As a way of looking at people's behavior, organizations, and life constructs, metaphors serve as tools for understanding, identifying, and describing how educators within the school perceive and construct their organization and manage their work lives. Educators use metaphor to construct their realities of themselves as professionals and of their school as an organization, to share beliefs and realities with others, and to influence decisions. Some of the metaphors found and used in the lab school had to do with organizational issues, others with individual issues, including identity. Understanding the dynamics between the existence and use of metaphors, organization structure, and the people who work in the organization is important to educators and policy makers as schools re-create themselves to meet new mandates. The narratives describe and give insights into how people in the organization used metaphors to organize their structures and work, and to negotiate, manage, construct, and deal with their realities and relationships with each other. The narratives and descriptions of the research also use metaphors to facilitate readers' understanding of this study and to link the narratives of those interviewed back to the literature review. The narrative data reveals that mandated changes were affecting the identity of teachers as professionals. Educators' typifications of themselves as teachers, with the best interests of students at heart, allowed the educators to function as a school that enjoyed some measure of success, even when their was no consensus around changes in the organization. Paradoxes existed in the form of opposing beliefs and realities of what was happening in the school, and educators talked about the school and its changes in ways that were contradictory to how they behaved as members of the school. Some educators talked about the organization as a dictatorship or other type of organization, while almost all of them behaved in ways consistent with a learning organization. On occasion, educators talked about competing realities within the school. Consternation about changes in the school and individual realities caused a variety of reactions, including fight-flight, avoidance, and engagement. The use of rhetoric to inform, build, or eliminate metaphors was in evidence, and members of the school tended to group with "like minded" people who reinforced their existing beliefs. People in the school interacted with others based on each person's own stock of knowledge, which was informed, enlarged, reinforced, and changed through metaphor: realities were a constant work in progress. These sets of old assumptions and beliefs helped create paradoxes: the teachers who were interviewed focused on their stressors and distress about the changes in the school, versus the way they interacted as a learning organization with the students and each other in positive and supportive ways. This focus on the negative aspects of changes in the school appeared to be in large part due to the probe questions with which the researcher began the interviews. While the school's Director focused on organizational metaphors, the teachers were focused on person-centered metaphors. There was no metaphor being promoted by the leaders in the school that was more attractive than the metaphors and identities members of the school were losing, particularly those of "lab" school, "professor," and "families." Organizational literature mainly deals with organization-centered metaphors, whereas the person-centered ones that teachers related to most point to a gap in the organizational literature. The metaphor of democracy, which is important to site-based management such as the school had, was jeopardized by a lack of participation across stakeholders such as parents, teachers, and students. There were many valid reasons for this lack of participation, as reflected in the study and which were in agreement with findings of other researchers. School members struggled with issues unique to their school, but also those faced by other lab and site-managed schools and the U.S. workforce in general. Communications appeared to be one of the biggest barriers to effecting change, and the reasons for communication breakdowns were varied. In addition, the school was undergoing a transformation from lab school to professional development school (PDS), yet forty-five of the forty-seven people interviewed seemed unaware of this. The transformation to a PDS reflected the trend of other lab schools in the U.S. that had managed to survive by changing their organizations and identities. Change brought on other challenges as well: those who taught core or state-tested disciplines were challenged to cover all of the requirements and still keep their teaching engaging, up-to-date, and meaningful. Most of the excitement and innovation in the middle and high schools seemed to come from "elective" courses, with the exception of an integrative arts-based program that included core courses, such as math and science. Although educators focused mainly on the stressors caused by change when questioned about change during the interviews, the majority of them behaved in the sharing and interactive ways of a learning organization. At the same time that the school had most of the attributes of a learning organization, most of the educators did not appear to understand key points of this type organization, particularly that chaos is real and embraceable, that change is constant, quick, and part of an everyday process.
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Date Issued: 2004
Identifier: FSU_migr_etd-3130
Format: Thesis

Title: Florida Certified Minority Business Enterprise Adoption and Utilization of Electronic Commerce.
Creator: Lee, Bridget S., Easton, Peter B., Klay, Earle, Milligan, Jeffrey A., Milton, Sande, Schrader, Linda, Department of Educational Leadership and Policy Studies, Florida State...
Show moreLee, Bridget S., Easton, Peter B., Klay, Earle, Milligan, Jeffrey A., Milton, Sande, Schrader, Linda, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: African and Hispanic American businesses lag behind in the utilization of electronic commerce. As the global market expands, electronic commerce utilization will be important to the survival of these businesses. This research sought to identify the factors that motivate, as well as, the obstacles that hinder the adoption and utilization of electronic commerce among African-American and Hispanic-American certified minority business enterprises (CMBEs) in the state of Florida. Rogers (2003)...
Show moreAfrican and Hispanic American businesses lag behind in the utilization of electronic commerce. As the global market expands, electronic commerce utilization will be important to the survival of these businesses. This research sought to identify the factors that motivate, as well as, the obstacles that hinder the adoption and utilization of electronic commerce among African-American and Hispanic-American certified minority business enterprises (CMBEs) in the state of Florida. Rogers (2003) innovation characteristics were used to measure the perceptions of electronic commerce. The conceptual model used in this study consisted of several independent variables: the characteristics of the owner; characteristics of the business; the owner's exposure to electronic commerce; and the owner's utilization of electronic commerce which were shown to have some influence in the use of electronic commerce. The level of electronic commerce utilization was thought to be dependent on the independent variables. Theories of adult learning were also used to further identify factors that may motivate and/or hinder the learning and skills that are a prerequisite for electronic commerce adoption and develop learning strategies to promote the adoption and utilization of electronic commerce. Two research strategies were used: (1) a quantitative analysis of survey data, and (2) a qualitative analysis with interview data. Findings from the surveys and interviews identified the business environment, capital to implement and the lack of technical knowledge as major factors influencing the use of electronic commerce.
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Date Issued: 2011
Identifier: FSU_migr_etd-3151
Format: Thesis

Title: Assessing the Post-Secondary Early Childhood Teacher Preparation Programs in Florida.
Creator: Birken, Brittany Olivieri, Mullis, Ann K., Milton, Sande D., Mullis, Ronald L., Readdick, Christine A., Department of Family and Child Sciences, Florida State University
Abstract/Description: Professional development of early childhood teachers is a topic with tangible meaning for children birth through five and their families who are served through early care and education services. This study was conducted to assess the availability and accessibility of formal professional development programs that offer college credit and to identify strengths and weaknesses in faculty dynamics, the provision of curricula, and articulation of credit among institutions of higher education in...
Show moreProfessional development of early childhood teachers is a topic with tangible meaning for children birth through five and their families who are served through early care and education services. This study was conducted to assess the availability and accessibility of formal professional development programs that offer college credit and to identify strengths and weaknesses in faculty dynamics, the provision of curricula, and articulation of credit among institutions of higher education in Florida. The education of early childhood teachers has been identified in previous research as having positive effects on child outcomes, particularly for children who are from low-income families. Research on professional development was necessary to determine if quality educational opportunities are available and accessible for early childhood teachers seeking higher education. Research included examination of formal systems of early childhood education. Faculty representatives from 34 of 38 institutions of higher education in Florida that offer early childhood or child development degrees comprised the sample members for assessment. This was accomplished through replication of research, first conducted by Early and Winton (2001) with a national sample. The purpose of the current research was to provide accurate baseline data about the number of programs in Florida offering early childhood degrees, the characteristics of faculty in those programs and the kinds of coursework and practica experiences provided to students; and to describe the challenges faced by faculty members in meeting the professional development needs of the early childhood workforce. Findings included descriptive information on curricular content and coverage for early childhood or child development programs in Florida, comparisons of 2-year versus 4-year programs, and comparisons to findings in the national sample. Results are presented in terms of the early childhood student and implications for accessibility, availability, and comprehensibility of the early childhood or child development programs within Florida IHEs.
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Date Issued: 2004
Identifier: FSU_migr_etd-3744
Format: Thesis

Education (21)	+ -
Education and state (11)	+ -
Educational leadership (6)	+ -
Teachers (6)	+ -
Training of (6)	+ -

Arts (5)	+ -
Sports sciences (5)	+ -
Educational evaluation (4)	+ -
Research (4)	+ -
Special Education (3)	+ -
Study and teaching (3)	+ -
Educational psychology (2)	+ -
Humanities (2)	+ -
Public administration (2)	+ -
Public policy (2)	+ -
School management and organization (2)	+ -
Social service (2)	+ -
Children (1)	+ -
Early childhood teachers (1)	+ -
Education, Bilingual (1)	+ -
Exercise (1)	+ -
Families (1)	+ -
Languages, Modern (1)	+ -
Life cycle, Human (1)	+ -
Linguistics (1)	+ -
Multicultural education (1)	+ -
Multilingual education (1)	+ -
Social sciences (1)	+ -

Florida State University (53)	+ -
Milton, Sande (47)	+ -
Department of Educational Leadership and Policy Studies (22)	+ -
Schwartz, Robert A. (8)	+ -
School of Teacher Education (7)	+ -

Jakubowski, Elizabeth (6)	+ -
Milton, Sande D. (6)	+ -
Department of Art Education (5)	+ -
Department of Middle and Secondary Education (5)	+ -
Department of Sport Management (5)	+ -
Aspinwall, Leslie (4)	+ -
Iatarola, Patrice (4)	+ -
Jones, Ithel (4)	+ -
Anderson, Tom (3)	+ -
Department of Family and Child Sciences (3)	+ -
Iatarola, Patrice M. (3)	+ -
Imwold, Charles (3)	+ -
Lynn, Susan (3)	+ -
Mullis, Ann K. (3)	+ -
Rice, Diana (3)	+ -
Rosal, Marcia (3)	+ -
Shargel, Emanuel (3)	+ -
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