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Title: Guidelines for the design and development of consumer performance assessments relevant to social service environments.
Creator: Schrader, Linda Bethe., Florida State University
Abstract/Description: The purpose of this study was to correct certain deficiencies in performance assessment as currently practiced in social service programs by providing measurement and evaluation specialists with guidelines for designing and developing sound performance assessment instruments tailored to the requirements of social service program evaluations. Such guidelines serve two purposes--as a process for planning and developing consumer performance assessment systems and as a set of criteria for...
Show moreThe purpose of this study was to correct certain deficiencies in performance assessment as currently practiced in social service programs by providing measurement and evaluation specialists with guidelines for designing and developing sound performance assessment instruments tailored to the requirements of social service program evaluations. Such guidelines serve two purposes--as a process for planning and developing consumer performance assessment systems and as a set of criteria for evaluating the utility of performance assessments currently employed in social service programs., Two activities were conducted to meet these purposes. First, a set of design and construction consumer performance assessment guidelines that embodied the characteristics of the assessment process in social service agencies were developed. As part of the development process, guidelines were revised on the basis of a formative evaluation conducted with experienced evaluators. Second, the consumer performance assessment guidelines were field tested on an assessment instrument used by a state agency. These guidelines were judged by agency personnel to be a valid framework for evaluating existing performance assessment instruments and for developing more valid performance assessments applicable to social service contexts., The conceptualization of the guidelines was based on a grounded theory approach to the assessment development process and a review of the characteristics and assumptions of performance assessments conducted in educational and social service settings. These field based analyses revealed major differences between the education and social service context with respect to the contextual components of the assessment process, the roles of participants in the testing process, and the utility of assessment results. A review of current testing and program evaluation standards also pointed to the need for consumer performance assessment guidelines for social service programs., A professionally defined basis for judging performance assessment instruments from the consumer's perspective has not been available to evaluators. By providing a concise set of professional guidelines, this study constitutes a first step in filling that void.
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Date Issued: 1992, 1992
Identifier: AAI9222418, 3087798, FSDT3087798, fsu:76608
Format: Document (PDF)

Title: Making Symbolic Meaning Through the Engagement of Intercultural Exchanges: The Relationship Between Intercultural Communication and Global Competnecy on a U.S. University Campus.
Creator: Evenson, Melissa L., Luschei, Thomas, Rutledge, Stacey, Schrader, Linda, Iatarola, Patrice, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: This study reveals how participants in cross-cultural programs engage in intercultural communication with one another and reflect on global competency. Researchers agree that many U.S. students graduating from universities today are not receiving the necessary tools to successfully work abroad. This study has two major research objectives: to examine the engagement of intercultural communication between two people from different cultures and their reflections on global competency. Data were...
Show moreThis study reveals how participants in cross-cultural programs engage in intercultural communication with one another and reflect on global competency. Researchers agree that many U.S. students graduating from universities today are not receiving the necessary tools to successfully work abroad. This study has two major research objectives: to examine the engagement of intercultural communication between two people from different cultures and their reflections on global competency. Data were collected from 10 participants who were paired up with a person(s) of a different culture in conversation partner programs. Semi-structured interviews, qualitative analysis, and software were other methods used. I use the symbolic interaction approach to examine the engagement of intercultural communication and how that relates to the global competency of students and community members participating in cross-cultural programs on a U.S. university campus. The symbolic interaction approach examines the symbols and meanings people have for things. Findings show that participants--U.S. and international students, scholars, and community members--engage in intercultural communication by two key methods: the initial cultural philosophy and the stating of cultural differences. Findings from the second research question, examining how global competency relates to intercultural communication, indicates that according to participants, self-awareness and cultural awareness are readily apparent.
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Date Issued: 2009
Identifier: FSU_migr_etd-0434
Format: Thesis

Title: A Phenomenological Examination of an Intensive Art Education and Cultural Learning Program for South Korean Teachers at Florida State University.
Creator: Bae, Jaehan, Anderson, Tom, Milligan, Jeff, Schrader, Linda, Villeneuve, Pat, Department of Art Education, Florida State University
Abstract/Description: The guiding question of this study was: What were the perceptions of the participants about their experience in the intensive art education program at Florida State University and what do these perceptions suggest about this program and other programs of this type There are two related purposes of this study. One purpose is to determine the perceptions of the participants about their experience of the program. The second related purpose is to evaluate the program qualitatively though their...
Show moreThe guiding question of this study was: What were the perceptions of the participants about their experience in the intensive art education program at Florida State University and what do these perceptions suggest about this program and other programs of this type There are two related purposes of this study. One purpose is to determine the perceptions of the participants about their experience of the program. The second related purpose is to evaluate the program qualitatively though their perceptions to see what they suggest for two and related programs. Based on a phenomenological study, data sources included in-depth interviews with six Korean teachers, the FSU program coordinator, the FSU program administrator, the Korean program coordinator at the teacher participants' home university, and two program assistants from FSU, intensive observations of whole events and activities, and review of the teacher participants' research journal notebooks, materials and documents. The intensive, Florida-based, one-month art education and cultural learning program that took place in January and February 2005, was intended to broaden the cultural understanding of the six participating Korean elementary school art teachers and enhance their professional lives. The program's content – units/modules consisting of extensive field trips, coursework, and schools visits – created an umbrella under which the teachers could investigate theories and practices in the field of art education within the diverse cultures of Florida. As both a participant observer and an assistant to the program, I observed all aspects of the program, conducted interviews with the primary stakeholders and read their research journal notebooks after the program was completed. Through these interviews and the analysis of the participants' journals, I was able to conclude that this program gave the teachers a valuable opportunity to understand differences in societies and cultures, and to some extent integrate their resulting insights into their classroom instruction at home. The significance of this program is that it can encourage the teacher participants and other primary stakeholders to understand people in different cultures, provide students who are interested in studying abroad with a beginning experience, and begin, through firsthand experience, to adjust their fixed or stereotypical views of cultures other than their own through the construction of new cultural perspectives. This is especially valuable for people from ethnically homogenous countries such as Japan and Korea who have a particular need for understanding other people and their cultures. One small piece of the solution to this problem may be education emphasizing cross-cultural understandings, such as that which occurred in this program. But the benefits seem to go both ways. From the analysis of the interviews I conducted with the American stakeholders in the program (who are members of a multicultural society, and were not traveling beyond their home borders) there was something to be learned about cultural understanding from the teacher participants. Clearly, such a program benefits both parties, and both have to work hard and stretch to understand other in the exchange. The implication and recommendation that derives from this study is that this program and others like it should be fostered and developed for both art teachers/educators and students in both homogenous countries, and others. While the benefits of this program, designed as it was to immerse Korean teacher participants in the culture of American art and education, are not measurable, this study offers strong evidence that one important outcome is increased cross-cultural understanding and recognition of the value of cross-cultural tolerance and respect from all parties involved. The implication of this insight is that this program should be further developed and fostered, and like programs should be implemented in other venues. Such programs as the one in which the Korean teachers participated may help to correct the inaccurate views that many international students have of the United States, and test the cultural understandings of such students against those of others, toward a better understanding of both.
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Date Issued: 2007
Identifier: FSU_migr_etd-0877
Format: Thesis

Title: A Case Study of a Summer Music Camp and the Impact of Participation on Perceptions of the College of Music and the Hosting University.
Creator: Hampton, Chris, Rosal, Marcia, Gertz, Marc, Schrader, Linda, Gussak, David, Department of Art Education, Florida State University
Abstract/Description: This study focuses on a group of students participating in a summer music camp on a large public university's main campus. The study investigates their characteristics and illuminates some of the influences and important factors within their college choice process. Ultimately, the study is intended to increase the knowledge about potential students within the fine arts so that more of the best, brightest and most prepared can be matched with institutions of higher education. The study began...
Show moreThis study focuses on a group of students participating in a summer music camp on a large public university's main campus. The study investigates their characteristics and illuminates some of the influences and important factors within their college choice process. Ultimately, the study is intended to increase the knowledge about potential students within the fine arts so that more of the best, brightest and most prepared can be matched with institutions of higher education. The study began with an observation of the demographic and biographic characteristics within a sample of music campers enrolled in a summer program for high school students at the hosting university. The analysis of this data was used to uncover the type of students interested in pursuing further education in the fine arts. In addition, the study examined student perceptions of the College of Music and the hosting university during and after participation in the program as related to four selected college choice factors identified in the literature on academic marketing. Furthermore, an aim of the research was to observe the importance of college choice factors for these individuals. The study involved quantitative and qualitative analysis including pre and post-camp surveys and focus groups, a t test along with means and standard deviation were conducted. Four focus groups were conducted with campers to augment the pre and post-survey data. Questions asked in the groups mirrored the survey's focus on perceptions of the four college choice factors: faculty, facilities, social atmosphere and academics. The focus group results were intended to offer insight into perceptions of College of Music and the hosting university's qualities, but delve much deeper into the camper's experience, their feelings, thoughts, and priorities regarding the four college choice factors. A descriptive narrative was created from the transcriptions and two camper profiles were also created to further understanding of the college choice dynamic among fine arts students in the music camp at the hosting university.
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Date Issued: 2008
Identifier: FSU_migr_etd-4299
Format: Thesis

Title: Charter School Board Characteristics, Composition and Practices and Charter School Outcomes: An Organizational Effectiveness Approach to Evaluating and Understanding Charter Schools.
Creator: Frazier, Bernita Maria, Schrader, Linda, Driscoll, Marcy, Berry, Francis, Turner, Jeanine, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Charter schools are "autonomous, publicly funded entities that operate on the basis of a contract between the individual and/or group (e.g., teachers, parents, others) which organizes the school and a sponsor (typically local or state education boards or districts)" (Lavine, 1994, p. 8). Charter schools are responsible to sponsors for their performance, and organizers are held accountable if the specified outcomes are not achieved. However, charter school board accountability continues to be...
Show moreCharter schools are "autonomous, publicly funded entities that operate on the basis of a contract between the individual and/or group (e.g., teachers, parents, others) which organizes the school and a sponsor (typically local or state education boards or districts)" (Lavine, 1994, p. 8). Charter schools are responsible to sponsors for their performance, and organizers are held accountable if the specified outcomes are not achieved. However, charter school board accountability continues to be a problem in charter schools in part because sponsors and boards are making up the rules as they go along. Since their inception in 1991, many charter schools have closed due to administrative and fiscal oversights (Center for Education Reform, 2002). These oversights have focused attention on the capacity of charter school boards to successfully govern their schools. This focus is important because boards have been generally overlooked in charter school research. The primary focus of charter school research over the years has been on the academic achievement of students attending charter schools. However, research indicates charter school students perform no better academically than their public school counterparts (Nelson, Rosenberg & Van Meter, 2004). The acute attention on academic achievement in charter schools misses an opportunity to examine charter school inputs and processes that produce outcomes. As nonprofit organizations, charter school boards are ultimately responsible for outcomes, and as an important input into charter schools, new attention to who they are and what they do is both important and timely. This research describes the characteristics, composition and practices of charter school boards. It also examines the relationships among the characteristics, composition, and practices of charter school boards of directors and the general success of charter schools achieving academic performance. The findings reveal that age and professional diversity of charter school board members positively impact charter schools' effectiveness achieving academic outcomes. However, the communication skills of charter school boards are poor. Charter school boards are also participating in activities and practices, such as education and training and the use of agendas and committees, generally associated with effective board governance. Overall, examining charter school boards provides much needed insight into charter school governance and presents an opportunity to improve charter school accountability.
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Date Issued: 2011
Identifier: FSU_migr_etd-4842
Format: Thesis

Title: Inclusive Curatorial Practices: Facilitating Team Exhibition Planning in the Art Mueum Using Evaluative Inquiry for Learning in Organizations.
Creator: Love, Ann Rowson, Villeneuve, Pat, Marty, Paul, Anderson, Tom, Broome, Jeff, Schrader, Linda, Department of Art Education, Florida State University
Abstract/Description: This dissertation study examines the growing art museum practice of using exhibition development teams, where cross-departmental staff members and community members collaborate throughout the planning and implementation of an exhibition. Although this practice continues to gain momentum, few research or evaluation studies report on exhibition team facilitation, the process of collaborative curating, and resulting exhibitions. In this qualitative investigation, the author uses an evaluation...
Show moreThis dissertation study examines the growing art museum practice of using exhibition development teams, where cross-departmental staff members and community members collaborate throughout the planning and implementation of an exhibition. Although this practice continues to gain momentum, few research or evaluation studies report on exhibition team facilitation, the process of collaborative curating, and resulting exhibitions. In this qualitative investigation, the author uses an evaluation frame, evaluative inquiry for learning in organizations articulated by Preskill and Torres in 1999, in order to study one exhibition team that incorporated staff and community members at a mid-size art museum in New Orleans. A purposeful sampling method contributed to a six-member exhibition team, including the author, who participated as facilitator, co-curator, and co-learner. Evaluative inquiry uses a constructivist approach to learning as an iterative process that includes individual, team, and organizational learning. As applied in this study, the inquiry cycles guided exhibition development. The author paired evaluative inquiry with grounded theory to analyze collected data across team and exhibition artifacts including audio transcripts of team meetings, blog entries, and the exhibition itself, among others. Results led to the development of the focused exhibition model, which may lead to continued organizational learning at the art museum site where the study took place, or potentially for other small to mid-size museums interested in collaborative exhibition development. The focused exhibition model recommends approaches regarding defining exhibition team curatorial roles, facilitator roles, and a flexible exhibition process.
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Date Issued: 2013
Identifier: FSU_migr_etd-7586
Format: Thesis

Title: Teacher Knowledge of Students and Enactment of Motivational Strategies in Teaching the Concept of Function.
Creator: Nguyen, Giang-Nguyen T., Clark, Kathleen M., Chicken, Eric, Aspinwall, Leslie, Jakubowski, Elizabeth, Schrader, Linda, School of Teacher Education, Florida State University
Abstract/Description: This research linked educational psychology and mathematics education to investigate how a teacher used his knowledge of students in designing and implementing mathematical tasks related to piecewise function and composition of functions. The study revealed that the teacher ("Mr. Algebra") faced many challenges in the implementation of mathematical tasks because students had not mastered early algebra concepts. Additionally, students carried with them some incomplete formal learning about...
Show moreThis research linked educational psychology and mathematics education to investigate how a teacher used his knowledge of students in designing and implementing mathematical tasks related to piecewise function and composition of functions. The study revealed that the teacher ("Mr. Algebra") faced many challenges in the implementation of mathematical tasks because students had not mastered early algebra concepts. Additionally, students carried with them some incomplete formal learning about function evaluation, constant functions, and domain and range, which made learning piecewise functions and composition of functions more difficult. The study employed various frameworks of mathematical tasks, Self-Determination Theory, and motivational design approaches. Additionally, this research employed Keller's (2010) ARCS Instruments, Course Interest Survey and the Instructional Materials Motivation Survey. On these instruments, students were asked to give their teacher a score based on how the teacher: (1) captured and maintained student attention; (2) established that material is relevant to their lives; (3) built their confidence using such strategies as scaffolding and feedback; and (4) provided satisfaction for students to know that the material will be useful to their lives after the course ends. The analysis based on these ARCS Instruments showed that students were not fully motivated to learn mathematics because they perceived the course material irrelevant to their lives. Moreover, the analysis of student motivation based on Self-Determination Theory showed that there were differences in student motivation that required flexibility in teaching strategies. Even though students had lost their motivation to learn mathematics at an earlier grade the teacher played a role in renewing their motivation. Also, the study revealed that mathematical tasks the teacher created were of high cognitive demand but students were willing to perform their best because they felt the teacher related to them. However, they did not perform well because they had not mastered previous course materials. Students at the college level continue to encounter difficulties with the concept of function such as those documented in earlier research. Therefore, intervention in Algebra (pre-function concepts) in teaching and learning is beneficial to help students be success at that level and move students to learning and application within and beyond Algebra.
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Date Issued: 2011
Identifier: FSU_migr_etd-2614
Format: Thesis

Title: The Relationships of Life Stressors and Perceptions About Tutorial Services in Student-Athletes.
Creator: Thorburn, Stephanie, Pargman, David, Tenenbaum, Gershon, Schrader, Linda, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Many college athletes continue to demonstrate low levels of motivation and achievement in the classroom (Simons, Van Rheenen, & Covington, 1999). Institutions of higher learning do not seem to be able to devise effective strategies that would resolve this situation. Collegiate athletes present a "motivational contradiction," in that many are motivated to succeed in the athletic domain yet, seem to lack the motivation to learn and achieve at high levels in the classroom. Perhaps this is due to...
Show moreMany college athletes continue to demonstrate low levels of motivation and achievement in the classroom (Simons, Van Rheenen, & Covington, 1999). Institutions of higher learning do not seem to be able to devise effective strategies that would resolve this situation. Collegiate athletes present a "motivational contradiction," in that many are motivated to succeed in the athletic domain yet, seem to lack the motivation to learn and achieve at high levels in the classroom. Perhaps this is due to the arrival of many athletes at college campuses in a state of low readiness for academic challenge. Mitchell and Piatrowka's (1974) research indicates that under-prepared students are likely to have deficits in motivation and are more likely to be distracted in their academic tasks than their successful peers. Although all students should be beneficiaries of academic support, campus athletes may comprise a group of clients that are in particular need of such assistance. The role of a collegiate student-athlete entails a variety of expectations as well as special challenges (Ervin, Saunders, Gillis, & Hoprabo, 1985; Parham, 1993). As the term suggests, student-athletes are expected to fulfill a dual role, that of student as well as athlete (Adler & Adler, 1987; Parham, 1993). Many athletes entering collegiate sport are academically and socially unprepared (Bruno, Holland, & Ward, 1988; Staurt 1985). If proper services are not provided to guide them, many succumb to a multitude of powerful stressors on the playing field, in the classroom, and in their social lives (Felston & Wilcox, 1993). Results of this thesis research should be helpful to those who counsel and advise student-athletes. Therefore one purpose of this study was is to provide information, which should help clarify the perceived intensity, frequency and nature of stressors encountered by university student-athletes. A second purpose of equal importance was to determine perceptions held by the study's athlete participants about the university provided support services designed to help the manage their stressors. Results of this research indicate that athletes at Florida State University view support service as comprehensive and helpful. The staff members who provide services are perceived as being well prepared. In response to the first hypothesis GPA was not found to correlate with student-athlete's overall perception of effectiveness about the academic services. The study also discovered that there were no statistically significant correlation between high school GPA and perceptions about effectiveness of academic support services and only a slight low and negative correlation between high school GPA and amount of study hall hours attended per week. Contrary to what hypothesis four predicted there was no difference in perceptions between race, sport, gender, and revenue and non-revenue sports. The result of the last hypothesis stated that regardless of gender, stress appraisal was not significantly correlated with amount of study hall hours or perceptions about the services. Studies such as this one should be conducted every few years to make sure that the service effectiveness is being maintained.
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Date Issued: 2003
Identifier: FSU_migr_etd-1422
Format: Thesis

Title: Women's Voices on College Drinking: The First-Year College Experience.
Creator: Leiva, Diane Marie, Brooks, Jeffrey, Wilke, Dina, Schrader, Linda, Rutledge, Stacey, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: Over the last 30 years, college women's drinking has steadily increased from 6% to 49%. While colleges across the country have attempted to deal with alcohol-related issues by implementing a multitude of programs and policies, the data guiding their efforts fail to address the gender-specific reasons that motivate women to drink. The success of college alcohol programs and policies rely on a clear understanding of the factors that motivate drinking behavior and what factors may causes this...
Show moreOver the last 30 years, college women's drinking has steadily increased from 6% to 49%. While colleges across the country have attempted to deal with alcohol-related issues by implementing a multitude of programs and policies, the data guiding their efforts fail to address the gender-specific reasons that motivate women to drink. The success of college alcohol programs and policies rely on a clear understanding of the factors that motivate drinking behavior and what factors may causes this behavior to change. The purpose of this qualitative study is to understand women's social and drinking behavior in college. Drawing from Feminist Standpoint Theory that posits the need and urgency to use women's voices when collecting and analyzing data on and about women's experiences, this research employs ethnographic methods that seeks to describe the culture and life experience of 15 third and fourth year undergraduate college women. In addition, the research includes observation of key events, activities and nightspots where college students gather to socialize, and document analysis in the form of flyers and ads during the period in which the informants were freshmen. Research findings highlight that factors such as strong personal and social skills and organizations play a key role in how women experience the transition between adolescence and adulthood and adjust to a new environment. However, women continue to see themselves and define success and/or failure based on social expectations defined and determined by a male dominated social structure. Changes to women's behavior must be preceded by women's understanding of their current role within the social structure followed by broader changes to women's role and participation in society.
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Date Issued: 2007
Identifier: FSU_migr_etd-3132
Format: Thesis

Title: Toward an Understanding of the Needs of Sport Spectators with Disabilities.
Creator: Grady, John M., James, Jeffrey, Cronin, Joseph, Fletcher, Donna, Schrader, Linda, Department of Sport Management, Florida State University
Abstract/Description: The purpose of this study was to assess the needs of sport consumers with disabilities attending live sporting events. Three research questions guided this exploratory study. The first research question sought to identify the physical and service needs of sport consumers with mobility impairments attending a live sporting event. The second research question investigated whether the needs of sport consumers with mobility impairments attending a live sporting event were being met. The third...
Show moreThe purpose of this study was to assess the needs of sport consumers with disabilities attending live sporting events. Three research questions guided this exploratory study. The first research question sought to identify the physical and service needs of sport consumers with mobility impairments attending a live sporting event. The second research question investigated whether the needs of sport consumers with mobility impairments attending a live sporting event were being met. The third research question examined what could be done differently by a service provider in order to enhance the experience of a consumer with a mobility impairment. A grounded theory methodology was used in order to develop an understanding of the needs of people with disabilities in stadia. Through the use of focus group and in-depth interviews with six male sport consumers with mobility impairments, as well as observations at sports venues and in-depth interviews with facility personnel, an understanding of the needs of people with disabilities attending live sporting events emerged. The findings from the study suggest that it is the interaction of the physical and service needs which combine to produce a service experience that meets the needs of patrons with mobility impairments. Furthermore, the set of needs can be conceptualized as a hierarchy whereby certain needs become salient at different stages of the service delivery. The findings also indicate that a particular need may become salient when it is not met. Based on the findings of this study, venue managers should focus their efforts on identifying the salience of certain needs at different stages of the service experience in order to meet the physical and service needs of patrons with mobility impairments attending live sporting events.
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Date Issued: 2006
Identifier: FSU_migr_etd-4078
Format: Thesis

Title: The Role of Systems Design and Educational Informatics in Educational Reform: The Story of the Central Educational Center.
Creator: Chow, Anthony Shong-yu, Driscoll, Marcy, Dennis, Larry, Olina, Zane, Schrader, Linda, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of this study was to determine the impact the use of a systems approach and educational informatics has had on a public charter high school and overall student performance. The Central Educational Center represents an ideal opportunity to conduct such a study since it was founded by Dr. Joe Harless, considered one of the forefathers of human performance technologist (HPT), to address specifically the problem of poor student preparation by the public schools to enter the work force...
Show moreThe purpose of this study was to determine the impact the use of a systems approach and educational informatics has had on a public charter high school and overall student performance. The Central Educational Center represents an ideal opportunity to conduct such a study since it was founded by Dr. Joe Harless, considered one of the forefathers of human performance technologist (HPT), to address specifically the problem of poor student preparation by the public schools to enter the work force upon leaving high school. The study used a mixed-method approach and its results suggest the modest use of systems principles in the planning, design, and implementation of CEC. The school's use of educational informatics or the use of information and computing technologies in learning, instruction, and improving educational performance (Levy, et al., 2003) was also examined and found to have been applied in classroom instruction and for use in administrative purposes (i.e. attendance) but not effectively utilized in the collection and use of data in measuring and attaining the school's organizational objectives as an educational system. In addition, CEC appears to possess school dimensions consistent with successful educational reform efforts and school processes identified with positive student achievement. A post-hoc analysis of three year's worth of data contrasting CEC and non-CEC students suggested that CEC is having an impact on students in two primary soft-skill areas – school absences and tardiness. The CEC group (n=27) showed a reduction in instances of unexcused tardiness from 10th to 12th grade by 40% (a 5.48 average to 3.3 average, respectively) while the non-CEC group (n=27) in contrast experienced a 38% increase (a 7.0 average to a 9.3 average, respectively) in unexcused tardiness over the same time period. The mean between group differences at the 12th grade level for unexcused tardiness of the two groups were found to be statistically significant (t(52) = -2.71, p The implications of the study suggest that the use of systems design and educational informatics has been partially implemented at CEC leading to a positive impact on student work ethic and overall stakeholder satisfaction levels. CEC represents a positive example of how a charter school can serve as a source of collaboration and partnership between major stakeholders working towards the common goal of preparing students for future careers and postsecondary education. Furthermore, CEC appears to reflect the overall intent of career and technical education (CTE), which is to prepare students for positive and integrated career, social, and academic outcomes. CEC is currently being replicated formally in three Georgia counties and a major topic for future study is to explore to what extent this model can be replicated and generalized to other schools.
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Date Issued: 2008
Identifier: FSU_migr_etd-3631
Format: Thesis

Title: Developing and Experiencing Visitor-Centered Exhibitions with the Supported Interpretation (SI) Model: A Double Case Study.
Creator: Viera, Alicia, Villeneuve, Pat, Henne, Carolyn, Broome, Jeffrey L. (Jeffrey Lynn), Love, Ann Rowson, Schrader, Linda B., Florida State University, College of Fine Arts,...
Show moreViera, Alicia, Villeneuve, Pat, Henne, Carolyn, Broome, Jeffrey L. (Jeffrey Lynn), Love, Ann Rowson, Schrader, Linda B., Florida State University, College of Fine Arts, Department of Art Education
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Abstract/Description: As museums continue to shift from being object-centered to visitor-centered, they also need to reconsider their exhibition development practices to become more relevant to their communities. In alignment with this premise, this double case study investigates two exhibitions that were curated using the supported interpretation (SI) model for visitor-centered exhibitions. They were the Mixing It Up: Building an Identity exhibition, taking place at the gallery of the Tempe Center for the Arts in...
Show moreAs museums continue to shift from being object-centered to visitor-centered, they also need to reconsider their exhibition development practices to become more relevant to their communities. In alignment with this premise, this double case study investigates two exhibitions that were curated using the supported interpretation (SI) model for visitor-centered exhibitions. They were the Mixing It Up: Building an Identity exhibition, taking place at the gallery of the Tempe Center for the Arts in Arizona, and Contemporary Latino Art: El Corazón de San Antonio, an exhibition that took place at the former Texas A&M University-San Antonio’s Educational & Cultural Arts Center. In this dissertation, I examine how SI was implemented at these two exhibitions and how it can be implemented at future ones in other art centers or similar venues. Supporting questions explore the strategies and processes that were used at Mixing It Up and El Corazón, and insights on how the model worked in these two instances. This study was informed by the constructivist paradigm of inquiry. In it, I used a hermeneutic/dialectic methodology and qualitative methods of data collection. At the Mixing It Up exhibition, I conducted observations and unstructured interviews using a maximum variation sampling strategy, and I also analyzed secondary data gathered through one of the interactive components of the exhibition. At El Corazón, I worked exclusively with secondary data gathered through the visitors’ participatory opportunities embedded in the exhibition interface. Moreover, I used self-reflection and Serrell’s (2006) Framework for Assessing Excellence in Exhibitions from a Visitor-Centered Perspective as a professional development tool to go deeper into an understanding of SI and its implementation at these two exhibitions. The findings of this study reveal that both exhibitions included interpretive elements that encouraged visitor participation and validated a multiplicity of voices. But they also show that those components made the exhibitions more meaningful for visitors allowing them to make personal connections with the art on display by themselves or with others. Additionally, as this study investigates how SI worked at these two exhibitions, it also sheds light into possible ways in which it can be implemented at other institutions in the future, and provides recommendations for future applications of it as well as areas for further research.
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Date Issued: 2017
Identifier: FSU_FALL2017_Viera_fsu_0071E_14156
Format: Thesis

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

Title: An Exploration of the Underrepresented Minority Medical Student Experience.
Creator: Gadson, Leekemase, Park, Toby J., Jakubowski, Elizabeth M., Iatarola, Patrice, Schrader, Linda B., Schwartz, Robert A., Florida State University, College of Education,...
Show moreGadson, Leekemase, Park, Toby J., Jakubowski, Elizabeth M., Iatarola, Patrice, Schrader, Linda B., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The medical school learning environment can be an emotionally and academically demanding environment that impacts the student experience. These experiences may cause distress that can lead to overall mental health concerns. Research suggests that underrepresented minority medical students are more vulnerable than their non-minority counterparts when experiencing the medical school learning environment and are more likely to be at risk of delayed graduation or withdrawal. Students that have...
Show moreThe medical school learning environment can be an emotionally and academically demanding environment that impacts the student experience. These experiences may cause distress that can lead to overall mental health concerns. Research suggests that underrepresented minority medical students are more vulnerable than their non-minority counterparts when experiencing the medical school learning environment and are more likely to be at risk of delayed graduation or withdrawal. Students that have adverse experiences related to race are more likely to have high emotional exhaustion and screen positive for depression, which can be troublesome for medical schools that are hoping to increase their enrollment and graduation rate of underrepresented minority students. The purpose of this study was to understand how the medical school learning environment impacts the experience of underrepresented minority medical students, particularly their mental health and their knowledge and use of support services. A case study method was used to gather information from 10 underrepresented minority students along with a descriptive analysis of the Association of American Medical Colleges Year-Two Questionnaire. The findings of this study indicate that underrepresented minority students do experience medical school differently and have a less positive perception of the learning environment than their non-minority peers. Factors such as prior experiences, knowledge gaps, cultural experiences, access to resources and support systems along with differences in lived experiences create disparities in experiences for underrepresented minority medical students. These factors often lead to social isolation and stereotype threats that impact students’ mental health and help-seeking behaviors which impacts there academic success. This study seeks to encourage medical school administrators and educators to adjust current practices and gain new knowledge and practices to develop a learning environment with educational programs and support systems that promote a culture of openness, cultural awareness, and a culturally competent administration that retains and graduates confident and competent underrepresented minority students.
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Date Issued: 2018
Identifier: 2018_Sp_Gadson_fsu_0071E_14443
Format: Thesis

Title: Graduation Caps for All: A Case for Cross-Curricular Reading Instruction in High Schools.
Creator: Stanford, Laura, Iatarola, Patrice, Jakubowski, Elizabeth M., Schwartz, Robert A., Schrader, Linda B., Park, Toby J., Florida State University, College of Education, Department...
Show moreStanford, Laura, Iatarola, Patrice, Jakubowski, Elizabeth M., Schwartz, Robert A., Schrader, Linda B., Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This study investigates one school’s approach to increasing high school graduation rates through the use of a school-wide support model. The leadership team at the study site sought to identify and address the primary barriers to graduation at that school. An assistant principal at the study site conducted an independent analysis of student-level data and determined that the primary barrier to graduation was students’ inability to pass the state reading assessment. One subgroup in particular...
Show moreThis study investigates one school’s approach to increasing high school graduation rates through the use of a school-wide support model. The leadership team at the study site sought to identify and address the primary barriers to graduation at that school. An assistant principal at the study site conducted an independent analysis of student-level data and determined that the primary barrier to graduation was students’ inability to pass the state reading assessment. One subgroup in particular who seemed to struggle with the reading requirement were those identified by the Florida Department of Education as being At Risk (AR). AR students are defined by the FLDOE as being individuals who failed both the reading and math assessments in Grade 8 and they carry that designation throughout high school, regardless of performance on subsequent test administrations. In order to improve graduation rates, the leadership team at the study site conceptualized and implemented a Cross-Curricular Reading Program (CCRP) to provide necessary reading interventions in all core classes to assist all students in reaching their academic goals. The purpose of this quantitative research study was to perform a program evaluation on the CCRP at the study site using the regression model difference-in-differences to answer two primary research questions: (1) did the CCRP increase the overall 4-year graduation rate for All Students at the study site and (2) did the CCRP increase the graduation rates of At-Risk and/or Not At-Risk students at the study site? The findings of this study indicate that after controlling for school, teacher, and study characteristics, graduation rates increased for Black At-Risk students. Other findings from the model show increases, but lack statistical significance.
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Date Issued: 2018
Identifier: 2018_Sp_Stanford_fsu_0071E_14498
Format: Thesis

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

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

Title: Policymaking in Florida's Juvenile Justice Education: An Analysis of Three Policy Frameworks.
Creator: Oakley, Catherine A., Schrader, Linda B., Iatarola, Patrice, Blomberg, Thomas G., Bales, William D., Schwartz, Robert A., Florida State University, College of Education,...
Show moreOakley, Catherine A., Schrader, Linda B., Iatarola, Patrice, Blomberg, Thomas G., Bales, William D., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The purpose of this dissertation is to provide a better understanding of the policy making process by developing a policy model and a Blended Framework to apply to the Juvenile Justice Educational Enhancement Program policy. Three substantive policy frameworks that are applied to the Juvenile Justice Educational Enhancement Program in Florida, which was in existence from 1998-2010, include the Multiple Streams Framework, Advocacy Coalition Framework, and a Blended Framework. Analyses of the...
Show moreThe purpose of this dissertation is to provide a better understanding of the policy making process by developing a policy model and a Blended Framework to apply to the Juvenile Justice Educational Enhancement Program policy. Three substantive policy frameworks that are applied to the Juvenile Justice Educational Enhancement Program in Florida, which was in existence from 1998-2010, include the Multiple Streams Framework, Advocacy Coalition Framework, and a Blended Framework. Analyses of the frameworks and policy model are provided.
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Date Issued: 2017
Identifier: 2018_Sp_Oakley_fsu_0071E_14300
Format: Thesis

Title: Perceptions of Personalization for Academic and Social-Emotional Learning in High Schools: Social Cognitive and Ecological Perspectives.
Creator: Roberts, Ronnie Linley, Rutledge, Stacy A., Reynolds, John R., Iatarola, Patrice, Schrader, Linda B., Perez-Felkner, Lara, Florida State University, College of Education,...
Show moreRoberts, Ronnie Linley, Rutledge, Stacy A., Reynolds, John R., Iatarola, Patrice, Schrader, Linda B., Perez-Felkner, Lara, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This dissertation highlights the experience of personalization in schools in the context of high-stakes test-based education accountability policy. Historically, personalization has been understood to be essential to the teaching-learning enterprise. However, there have been variable understandings and applications of personalization in schools. Given education policy and core school activities, personalization tends to be slanted toward an academic focus and, consequently, its social...
Show moreThis dissertation highlights the experience of personalization in schools in the context of high-stakes test-based education accountability policy. Historically, personalization has been understood to be essential to the teaching-learning enterprise. However, there have been variable understandings and applications of personalization in schools. Given education policy and core school activities, personalization tends to be slanted toward an academic focus and, consequently, its social-emotional core—social support based on adult-student relationships—tends to be downplayed. Also, students are usually viewed as passive recipients of school-related social support, rather than active agents in the shaping of their own school experiences. There is also a failure to adequately acknowledge the influence of external environments. This study subscribes to an expansive, yet integrative view of personalization, as it considers multiple interrelated concerns/facets and goals of education and development. The twin goals of this study are to explore students’ and school personnel’s perceptions of high school students’ personalization experiences in a high stakes accountability context and to understand how social-cognitive factors and ecological conditions might shape adults’ personalization practices and students’ personalization experiences. For this study, I adopted a relational-developmental systems framework, particularly as it is represented in Bandura’s social cognitive theory and Bronfenbrenner’s bioecological systems theory. Applying elements of this Bandura-Bronfenbrenner lens and related literature, I advanced the assumption that the reciprocal interplay among student characteristics (viz., self-concept, agentic beliefs/actions, future aspirations, engagement, sense of belonging), interpersonal processes (viz., adult-student relationships, social support, adult/teacher expectations), and sociostructural factors (viz., school-home interactions, accountability policy/demands) informs students’ personalization experiences and academic and social-emotional development. Working through a critical realist lens, I interrogated qualitative data drawn from the dataset of the National Center on Scaling up Effective Schools’ work in two higher-performing and two lower-performing Florida high schools with specific performance and accountability statuses. I used a qualitative multiple-case study approach. I conducted three forms of qualitative content analysis (directed, conventional, summative) to recode a subset of data from semi-structured interviews with 23 students, 48 teachers, and 12 guidance counselors across the four participating high schools. Findings are discussed in terms of the literature and limitations of the data. The study uncovered several consequential personalization practices, structures, and related experiences across the four case study schools. Most of these aspects were more evident in the higher-performing schools, with variations between schools of similar performance statuses. Important personalization structures included small learning communities (SLCs), looping, and extracurriculars; salient personalization practices involved reciprocal sharing and club sponsorship. The study demonstrates the personal-structural nature of personalization and the centrality of intentional social-emotional connections. However, further research is needed to understand the extent to which particular social support classifications reflect the emotional core of personalization. The findings in this study also indicate the presence of several notable student characteristics and experiences: universalized, positive academic self-conceptions; mastery experiences and social models as major sources of self-concept formation; widespread college-going aspirations; and differences in behavioral engagement and agency. These findings underscore students’ personal contributions to their school experiences and development in concert with their interactions with school personnel and other significant others. Schools and school personnel are therefore encouraged to provide needed “external assets” to foster students “self-concept formation,” enhance self-regulatory strategies, and establish structures geared toward the development of student agency. The study also found that patterns of school-home interactions/parental involvement were demarcated by the schools’ performance statuses. How and what schools communicate with families are likely issues that need to be addressed, particularly as it involves parental role constructions and academic socialization. Lastly, the findings identified consistently strong perceptions of pervasiveness in accountability demands with some variability in negative affect. Relatedly, evidence of accountability effects on teachers’ personalization practices was limited. The findings suggest that schools can transpose the experience of external accountability—through shared norms, values, and expectations—to high internal accountability reflective of school personnel’s strong sense of personal accountability. However, this study also highlights the need to consider the potential for “depersonalization” associated with the impingement of teachers’ professional integrity and identity due to high stress accountability demands. Limitations in the data suggest that more research is needed to clarify the accountability-personalization linkage. Other implications for practice, research, and policy are also discussed in terms of a relational-developmental perspective on personalization in high schools. Overall, this study adds to the resurgent set of research that examines students’ nonacademic skills and needs and contributes significantly to the theoretical and empirical foundations of Personalization for Academic and Social Learning (PASL).
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Date Issued: 2017
Identifier: FSU_FALL2017_Roberts_fsu_0071E_14239
Format: Thesis

Title: Development of Student Skill, Will, and Self-Regulation through Participation in a First-Year Seminar Course.
Creator: Cavanah, Megan, Park, Toby J., Jakubowski, Elizabeth M., Iatarola, Patrice, Schrader, Linda B., Schwartz, Robert A., Florida State University, College of Education, Department...
Show moreCavanah, Megan, Park, Toby J., Jakubowski, Elizabeth M., Iatarola, Patrice, Schrader, Linda B., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: One issue that continues to impact higher education is students entering college without the skills and dispositions necessary for success at the postsecondary level. While instructors and educational leaders and often pay significant attention to addressing students’ lack of the prerequisite content knowledge in mathematics, reading, and writing, students are often also in need of information and skills for strategic learning. With the current emphasis on student retention and completion,...
Show moreOne issue that continues to impact higher education is students entering college without the skills and dispositions necessary for success at the postsecondary level. While instructors and educational leaders and often pay significant attention to addressing students’ lack of the prerequisite content knowledge in mathematics, reading, and writing, students are often also in need of information and skills for strategic learning. With the current emphasis on student retention and completion, institutions are using high-impact interventions, such as first-year seminar courses, to equip students with these attributes early on in their academic careers. This study examined the relationship between participation in a compulsory first-year experience course and students’ skill, will, and self-regulation using regression methods.
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Date Issued: 2019
Identifier: 2019_Spring_Cavanah_fsu_0071E_14976
Format: Thesis

Title: Understanding the Transition Experience of Students Transferring from a Latin American International Branch Campus to Its Us Main Campus.
Creator: Anyfanti, Alexandra, Schrader, Linda B., Schwartz, Robert A., Jakubowski, Elizabeth M., Iatarola, Patrice, Park, Toby J., Florida State University, College of Education,...
Show moreAnyfanti, Alexandra, Schrader, Linda B., Schwartz, Robert A., Jakubowski, Elizabeth M., Iatarola, Patrice, Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Students are in constant transition as they move from one academic institution to another, from one academic level to another, from one major to another, or from college to the world of the work (Killam & Degges-White, 2017). While all of those stages of transition have been the focus of numerous studies, the increasing diversity of student mobility requires additional attention to cover non-traditional or international transitions. With a growing attention on the internationalization of...
Show moreStudents are in constant transition as they move from one academic institution to another, from one academic level to another, from one major to another, or from college to the world of the work (Killam & Degges-White, 2017). While all of those stages of transition have been the focus of numerous studies, the increasing diversity of student mobility requires additional attention to cover non-traditional or international transitions. With a growing attention on the internationalization of education and cross-border education, International Branch Campuses (IBCs) have expanded in number and significance. The transition of students that transfer from a Latin American IBC to its US main campus offers the opportunity to draw attention to a unique group of students. This study used a sequential mixed methods research design in order to explore the transition experience of the students that transfer from a Latin American IBC to its US main campus upon completing their sophomore year. Most feedback about their experience so far has been anecdotal, and there has not been an empirical study to reveal how these students—mostly international--experience the transition and how they handle the changes. Schlossberg’s (1981) Transition Theory provides a relevant theoretical framework to delineate the transition from the international branch campus to the main campus, and to capture the developmental stages that the transfer students experience. The results of this study can have practical implications for the administrators in both locations. Understanding this transition experience from the vantage point of the students can pave the way for informed changes, additional support mechanisms, and tailored resources. Key words: student transition, international branch campus, Schlossberg, transition theory, mixed methods.
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Date Issued: 2019
Identifier: 2019_Spring_Anyfanti_fsu_0071E_15061
Format: Thesis

Title: An Investigation of a College Freshmen Study Abroad Program: Academic and Intercultural Communication Outcomes.
Creator: Carroll, Christina P., Schrader, Linda B., Schwartz, Robert A., Jakubowski, Elizabeth M., Iatarola, Patrice, Park, Toby J., Florida State University, College of Education,...
Show moreCarroll, Christina P., Schrader, Linda B., Schwartz, Robert A., Jakubowski, Elizabeth M., Iatarola, Patrice, Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Participation in study abroad has tripled in the last two decades, with over 332,000 U.S. undergraduate students studying overseas for academic credit in the 2016/2017 school year (Institute of International Education, 2018). Programs aimed at freshman students are a popular new trend in education abroad. As freshman program offerings increase, so does the urgency to assess the merits and effectiveness of these programs. Existing literature illustrates benefits of the study abroad experience...
Show moreParticipation in study abroad has tripled in the last two decades, with over 332,000 U.S. undergraduate students studying overseas for academic credit in the 2016/2017 school year (Institute of International Education, 2018). Programs aimed at freshman students are a popular new trend in education abroad. As freshman program offerings increase, so does the urgency to assess the merits and effectiveness of these programs. Existing literature illustrates benefits of the study abroad experience in general, but provides little insight on outcomes for freshman students participating in first-year programs. Through a mixed methods approach, this study seeks to investigate academic and intercultural communication program outcomes of a full, first-year study abroad experience for a single freshman cohort. This study will provide institutional stakeholders their first outcomes assessment of a new and increasingly popular type of educational program. Additionally, the study will inform the field of study abroad through a descriptive analysis of participant data and their perceptions. The results have the potential to serve as a foundation for future research and the development of best practices.
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Date Issued: 2019
Identifier: 2019_Spring_Carroll_fsu_0071E_15094
Format: Thesis

Title: Examining the Effectiveness of the American Association of Community Colleges' Pathways Project in the Florida College System.
Creator: Pakowski, Lawrence Paul, Iatarola, Patrice, Klein, James D., Hu, Shouping, Park, Toby J., Schrader, Linda B., Florida State University, College of Education, Department of...
Show morePakowski, Lawrence Paul, Iatarola, Patrice, Klein, James D., Hu, Shouping, Park, Toby J., Schrader, Linda B., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This study investigated the effectiveness of the American Association of Community Colleges (AACC) Pathways Project in the Florida College System. The project, devised as a means of turning a new corner in community college success, sought to improve lackluster persistence, retention, completion, and success rates in America’s community colleges. The AACC Pathways Project has provided an evidence- and research-based roadmap that can adapted to a variety of institutional settings and scaled up...
Show moreThis study investigated the effectiveness of the American Association of Community Colleges (AACC) Pathways Project in the Florida College System. The project, devised as a means of turning a new corner in community college success, sought to improve lackluster persistence, retention, completion, and success rates in America’s community colleges. The AACC Pathways Project has provided an evidence- and research-based roadmap that can adapted to a variety of institutional settings and scaled up to impact all students. The theoretical framework for this study was two-fold. First, behavioral economics and the Paradox of Choice helped to explain the decisions students make (or sometimes fail to make) and helped to define “maps” for every program of study, which aimed to get students on a path, keep them on a path, and ensure that they are learning. Second, learning theory informed our understanding of how motivation and goal-setting further clarified the supports and guardrails in these “maps” by creating and fostering student self-esteem, self-efficacy, and self-determination. This study compared one participating institution with two non-participating peer institutions in the Florida College System. A robust difference-in-differences analysis was employed to both compare treatment vs. control institutions as well as pre- and post-treatment periods in the AACC Pathways Project. The outcomes of interest represented the same “Key Performance Indicators” in the AACC Pathways Project: the number of college-level credits completed in the first term and first year, gateway college-level mathematics and English completion in year one, fall-to-spring persistence, and overall college-level course completion rates in the first year. To better explore the impacts of the project in the local context, a secondary analysis investigated differential rates of change based on race/ethnicity, gender, and enrollment status (full-time or part-time)—all key demographics of interest to community colleges given their greater enrollments of underrepresented, underserved, and part-time students when compared to universities. Ultimately, this study sought to answer if guided pathways, as implemented via the AACC Pathways Project, improved student outcomes as measured by key performance indicators relating to persistence, college-level credits earned, and college-level course completion. The study was also charged with answering if the impact of the AACC Pathways Project differed for any subgroups of students at the treatment institution. The results were mixed—in some instances there were no differential changes, while in others there were higher or lower odds of measured outcomes. However, results for racial/ethnic minority groups, males, and part-time students in the treatment institution showed significant promise for the guided pathways movement. Indeed, early studies on the AACC Pathways Project have found positive changes in these outcomes. Thus, the most meaningful implication of this study is that this is provides a basis of knowledge of what is happening at one institution. Far more research and time is needed to have a better sense of the broader impacts of the guided pathways movement.
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Date Issued: 2019
Identifier: 2019_Spring_PakowskiIII_fsu_0071E_14990
Format: Thesis

Title: An Examination of Stressors Experienced by Second-Year Students in an Online Medical Education Program.
Creator: Dexter, Nadine Doty, Schrader, Linda B., Iatarola, Patrice, Jakubowski, Elizabeth M., Park, Toby J., Schwartz, Robert A., Florida State University, College of Education,...
Show moreDexter, Nadine Doty, Schrader, Linda B., Iatarola, Patrice, Jakubowski, Elizabeth M., Park, Toby J., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Medical students enrolled in medical schools around the nation today are a vital part of continuing to provide quality health care services to patients. The success of these students in their educational endeavors is important to the health and well-being of future patients that they will serve. These students first become exposed to immense stress while in medical school, which will follow them into their residencies and into their medical practices. This will impact patient care and the...
Show moreMedical students enrolled in medical schools around the nation today are a vital part of continuing to provide quality health care services to patients. The success of these students in their educational endeavors is important to the health and well-being of future patients that they will serve. These students first become exposed to immense stress while in medical school, which will follow them into their residencies and into their medical practices. This will impact patient care and the quality of care for years to come. This study examines stressors experienced by medical students who are in their second year of medical education. This study also explores which coping strategies for managing stress were utilized by medical students. Finally, this study investigates which coping strategies succeeded for students and if those strategies were provided by their educational institution or were provided outside of the medical education environment.
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Date Issued: 2019
Identifier: 2019_Spring_Dexter_fsu_0071E_15089
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: 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: The Middle School Reading Coach: Exploring the Coaching Role and Understanding the Role of the Principal in Supporting Coaching Efforts.
Creator: Young, Mia L. (Mia Latasha), Irvin, Judith, Carroll, Pamela, Rutledge, Stacey, Bertrand-Jones, Tamara, Schrader, Linda, Department of Educational Leadership and Policy Studies,...
Show moreYoung, Mia L. (Mia Latasha), Irvin, Judith, Carroll, Pamela, Rutledge, Stacey, Bertrand-Jones, Tamara, Schrader, Linda, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: The purpose of this qualitative study was twofold. First, using a qualitative, single case study design, I explored the roles and responsibilities of a middle school reading coach to understand how the coach distributed her time to support content area teachers in improving literacy instruction within their content areas. In addition to understanding her role, I examined contextual factors at the middle school level that may have shaped her work and how she spent her time. Secondly, in this...
Show moreThe purpose of this qualitative study was twofold. First, using a qualitative, single case study design, I explored the roles and responsibilities of a middle school reading coach to understand how the coach distributed her time to support content area teachers in improving literacy instruction within their content areas. In addition to understanding her role, I examined contextual factors at the middle school level that may have shaped her work and how she spent her time. Secondly, in this study I sought to examine the instructional leadership role of the principal to understand how the principal supported or impeded the success of the coach. One reading coach situated in an urban middle school located in Florida was purposefully selected to participate in this study. Formal and informal interviews were conducted with the reading coach to understand how she viewed her role and what conditions she believed enabled or impeded her success in fulfilling her role in supporting classroom teachers. Approximately 134 hours of direct observations of the coach's work were documented along with detailed analysis of her coaching log, all which was reviewed to understand how she distributed her time. Using semi- structured protocols, interviews, and a survey with the principal were conducted as well as a focus group discussion with the eight reading teachers to learn from their perspectives the role of the reading coach and how she supported them in incorporating reading and literacy strategies in their content areas. Implications from this study can be used in assisting district and school leaders in better understanding the roles and work of secondary reading coaches as well as the instructional leadership support needed for their success. Findings from this study can also be used to help district and school leaders develop policies, procedures, and adequate training necessary for successful implementation of literacy coaching within their schools in order to ensure coaches are performing the most important tasks--providing training and instructional support for teachers.
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Date Issued: 2012
Identifier: FSU_migr_etd-5294
Format: Thesis

Title: Effects of Process-Oriented and Product-Oriented Worked Examples and Prior Knowledge on Learner Problem Solving and Attitude: A Study in the Domain of Microeconomics.
Creator: Brooks, Christopher Darren, Darabi, A. Aubteen, Ferris, Gerald R., Schrader, Linda B., Reiser, Robert A., Department of Educational Psychology and Learning Systems, Florida...
Show moreBrooks, Christopher Darren, Darabi, A. Aubteen, Ferris, Gerald R., Schrader, Linda B., Reiser, Robert A., Department of Educational Psychology and Learning Systems, Florida State University
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Abstract/Description: The purpose of this study was to investigate the effectiveness of process-oriented and product-oriented worked example strategies and the mediating effect of prior knowledge (high versus low) on problem solving and learner attitude in the domain of microeconomics. In addition, the effect of these variables on learning efficiency as well as the influence of learner attitude on mental effort was explored as part of a secondary analysis. Four-hundred fifteen undergraduate students enrolled in an...
Show moreThe purpose of this study was to investigate the effectiveness of process-oriented and product-oriented worked example strategies and the mediating effect of prior knowledge (high versus low) on problem solving and learner attitude in the domain of microeconomics. In addition, the effect of these variables on learning efficiency as well as the influence of learner attitude on mental effort was explored as part of a secondary analysis. Four-hundred fifteen undergraduate students enrolled in an introductory microeconomics course participated in the study. Participants were randomly assigned to one of three instructional strategies (process-oriented, product-oriented, or conventional problem solving) developed for this study. In addition, participants' were classified during the analysis phase as either low prior knowledge or high prior knowledge groups based on scores from a prior knowledge assessment. In the process-oriented strategy condition, participants were exposed to a fully worked out example that presented both procedural "how" and strategic (principle-based) "why" information underlying the solution. Participants in the product-oriented strategy condition were presented a worked out example with procedural information showing the steps necessary to solve a problem. In both worked example strategy conditions, participants completed a series of four process-oriented worked examples and three practice problems. Participants assigned to the conventional problem solving condition were asked to complete seven practice-problems. Regardless of the instructional condition, all participants received immediate feedback (i.e., correct answer) after the completion of a practice problem. The study included two instructional components: (1) a common lecture, and (2) completion of a print-based instructional activity. The twenty-minute lecture provided a conceptual overview of the impact of taxes on market activity. Two days later participants were assigned to one of the three instructional conditions and given fifty-minutes to complete the instructional activity. A performance assessment was administered four-days later to measure learning and transfer. Results suggested that instructional strategy had a minimal affect on participant learning and transfer performance, mental effort, and attitude toward the instruction. However, mean scores on the achievement test assessing student learning were found to be slightly higher for participants in either one of the worked example instructional strategies when compared to conventional problem solving. For mental effort, the findings indicated that participants, regardless of instructional strategy, invested a low amount of mental effort during the instructional tasks. Similarly, participants reported a relatively high (i.e., positive) attitude toward the instruction. In a post hoc analysis, participants in both the product-oriented worked example and the conventional problem solving groups that self-reported a higher level of confidence toward the instruction also invested a higher degree of mental effort during the instructional task. The study did support the mediating effect of prior knowledge on each dependent measure. The results of the present study have implications for the design of example-based instruction and for further research exploration of instructional task sequencing. Based on the findings of the present study, it is recommended that instructional designers consider participants' level of knowledge when designing learning strategies to teach complex problem solving skills. Furthermore, developing instructional methods or systems that adapt to a learner's cognitive and motivational differences has implications for the measurement of mental efficiency and the design of instructional and feedback protocols. Consequently, the implications for the design and utilization of process-oriented worked examples as a component of a sequenced instructional strategy are discussed further.
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Date Issued: 2009
Identifier: FSU_migr_etd-2979
Format: Thesis

Title: An Examination of Self-Regulated Learning and Professional Growth within Online, Informal Communities of Practice.
Creator: Myers, Jennifer B., Dennen, Vanessa P., Rutledge, Stacey, Reiser, Robert, Schrader, Linda, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: The purpose of this study was to determine how self-regulated learning within an informal blogging community supports professional growth for the tenure-track professors that participate in the community. Using a naturalistic case study design, six tenure-track bloggers were interviewed and their blogs and corresponding comments were examined in order to develop an understanding of the bloggers and their professional growth experiences and opportunities. Findings indicate that these...
Show moreThe purpose of this study was to determine how self-regulated learning within an informal blogging community supports professional growth for the tenure-track professors that participate in the community. Using a naturalistic case study design, six tenure-track bloggers were interviewed and their blogs and corresponding comments were examined in order to develop an understanding of the bloggers and their professional growth experiences and opportunities. Findings indicate that these professors were creating their own personalized professional growth opportunities within this blogging community of practice. Four conditions that fostered self-regulated learning in this community emerged: trust, support, reciprocity, and identity. The most common self-regulated learning strategies and processes that occurred in this study among these bloggers were goal setting, performance monitoring, and self-reflection. The bloggers actively engaged and participated in the community of practice and in activities such as knowledge brokering and sharing of advice, experiences, and support, which led to an increase in professional knowledge for each of the bloggers. As members of this community, the bloggers also gained new and valuable perspectives on the tenure process, often outside of their disciplines and universities, and it provided them with a unique way to participate in professional growth. These findings provide evidence that a subset of some tenure-track professors is finding just-in-time support, knowledge, and professional growth opportunities via this community-driven yet individualized approach. Although this study focused on individual bloggers rather than on the community of practice, the bloggers were examined within the context of the community, and it was because of their community involvement that learning occurred. The outcome of engaging in self-regulated learning and participating in this blogging community of practice was personalized professional growth opportunities for these bloggers. Tenure-track professors must seek and choose the professional growth opportunities that best meet their needs, and highly personalized professional growth can work in certain instances such as this.
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Date Issued: 2013
Identifier: FSU_migr_etd-7522
Format: Thesis

Title: An Evaluation of an International Service Experience and Students' Intercultural Competence.
Creator: Grass, Saralyn, Schrader, Linda Bethe, Herrington, Carolyn D., Readdick, Christine A., Schwartz, Robert A., Jones, Tamara Bertrand, Florida State University, College of...
Show moreGrass, Saralyn, Schrader, Linda Bethe, Herrington, Carolyn D., Readdick, Christine A., Schwartz, Robert A., Jones, Tamara Bertrand, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: In 2011, President Obama called upon the education system to prepare students to be competitive in today's global workforce in order to regain the United States' position as the international leader in business, politics, and education. In response, colleges and universities have begun to internationalize their curriculum and introduce more cross-cultural experiences for students such as study abroad and international service learning programs. The intention of this study was to understand...
Show moreIn 2011, President Obama called upon the education system to prepare students to be competitive in today's global workforce in order to regain the United States' position as the international leader in business, politics, and education. In response, colleges and universities have begun to internationalize their curriculum and introduce more cross-cultural experiences for students such as study abroad and international service learning programs. The intention of this study was to understand how intercultural competence was developed in students participating in three international service projects approximately one and a half years after their return, understand students' attitudes about their experiences, and propose suggestions for program improvements into future planning. Using a logic model as the conceptual framework for understanding program theory, this study addressed the following questions: 1. To what extent are intercultural competence outcomes realized by students approximately one and a half years after their return from participating in one of UHP's three international service projects? 2. What program elements facilitate or impede students' acquisition of intercultural competence? 3. What program elements can be expanded upon or changed to improve the program? The study was conducted with mixed methods and incorporated both qualitative and quantitative data. Surveys were conducted using the Intercultural Effectiveness Scale (IES) and the Intercultural Sensitivity Inventory (ICSI), which were designed to identify students' intercultural competence outcomes. The IES measures three dimensions: continuous learning, interpersonal engagement, and hardiness. Based on the dimensions of the IES, interviews were completed with each student approximately one and a half years post-project trip. The two student program directors also participated in a separate, second interview process seeking input on proposed changes both for the organization and the future design of international service projects. Sixteen students participated in one of UHP's three international service trips. Fifteen responded to the surveys and 14 made themselves available for an individual interview. Results were based on the subsequent analyses and triangulation of these data sources. The data showed all but one student scored in the 'high' range of the IES. The interview responses supported these scores and showed that students developed not only intercultural competence through their experience on the trip, but other skills including project management and evaluation. The data collected via the Intercultural Sensitivity Inventory suggested that students appeared to be flexible and open, however, the scores on the adaptability section suggested participants' misunderstanding of the objective of the measurement tool itself. Program elements which facilitated students' development of intercultural competence were identified. These included their involvement in the management of day-to-day activities while in-country, integration into the community and the culture, participation in community development activities, and extensive intercultural interactions. Because students were able to work and live alongside local community members, they seemed to gain a greater empathy for the culture and truly valued providing services to them. Survey data showed that students scored highest in the Interpersonal Engagement dimension, and this was supported by the interviews. A lack of planning was identified by many as a factor undermining the effectiveness of the program. All participants commented that they felt some of the elements were not planned well enough and that this had negative effects on the program outcomes. Although the change of plans seemed to upset students and distracted them from their goal of helping the host community, it all also gave them opportunities to develop other important skills like problem solving and team work. A number of important recommendations to enhance the program surfaced in the interviews, including: having experienced directors stay with the program for a long period of time; pre-trip opportunities to learn more about the culture, the host country, and the work to be expected upon arrival; recording and passing on lessons learned, policies, and practices; recruiting students earlier for participation in projects; delegating some of the planning work to students; recruiting from a greater range of academic disciplines; more pre-trip time to get to know other students; and having a liaison in the U.S. for the students abroad. The implementation of these recommendations will provide UHP with a stronger foundation and ensure a more sustainable organization. Overall, all participants found the experience to be life changing and expressed the desire to have more such organizations on campus. Recommendations for future research include comparisons between a control group and the intervention group as well as comparisons within group from before, immediately after, and sometime after in order to understand the impact of the trip over time. It is also recommended that UHP conduct more internal evaluations so that they can compare data across years.
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Date Issued: 2014
Identifier: FSU_migr_etd-9181
Format: Thesis

Title: Demystifying the Advisor’s Role in Doctoral Students’ Persistence during the Dissertation Stage.
Creator: Willett, Brantley Paige, Jones, Tamara Bertrand, Roehrig, Alysia D., Guthrie, Kathy L., Schrader, Linda Bethe, Schwartz, Robert A., Florida State University, College of...
Show moreWillett, Brantley Paige, Jones, Tamara Bertrand, Roehrig, Alysia D., Guthrie, Kathy L., Schrader, Linda Bethe, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The dissertation stage, a time of independent research for doctoral students, is characterized by a lack of interactions with peers and faculty members, including the faculty dissertation advisor, that are typically present during earlier stages of doctoral programs (Ali & Kohun, 2006; Gardner, 2008b, 2009). As a result, students in the dissertation stage may experience isolation. This isolation, a result of a lack of interactions with faculty and peers, can lead to dropout from the doctoral...
Show moreThe dissertation stage, a time of independent research for doctoral students, is characterized by a lack of interactions with peers and faculty members, including the faculty dissertation advisor, that are typically present during earlier stages of doctoral programs (Ali & Kohun, 2006; Gardner, 2008b, 2009). As a result, students in the dissertation stage may experience isolation. This isolation, a result of a lack of interactions with faculty and peers, can lead to dropout from the doctoral program (Ali & Kohun, 2006). Given that students have the most frequent interactions with the dissertation advisor during the dissertation stage (i.e., Ali & Kohun, 2006), this study aimed to understand how faculty dissertation advisors aid in students' persistence during the dissertation stage. Specifically, the study answered (1) how faculty dissertation advisors define their role during the dissertation stage, (2) general strategies advisors use during the dissertation stage to help students persist, (3) strategies used by advisors to assist different types of students during the dissertation stage, and (4) how advisors facilitate academic and social integration at the dissertation stage. This study utilized a mixed methods research design to understand dissertation advisors' role in students' persistence during the dissertation stage (Fraenkel & Wallen, 2009). Specifically, faculty dissertation advisors from one college of education at a research university in the southeastern region completed a questionnaire and a subset of these faculty participated in a follow-up interview. Consistent with Barnes and Austin's (2009) findings, results showed that participants utilized several functions, including collaborating, mentoring, advocating, and chastising to perform their role during the dissertation stage. Participants also valued several characteristics, friendly/professional, collegial, supportive/caring, accessible, and honest, when performing their role as dissertation advisor. Additionally, participants indicated they use a series of general strategies, which Barnes and Austin termed as helping advisees be successful. Interview findings also identified five categories of threats to students' persistence during the dissertation stage, as well as corresponding strategies participants used to help advisees maneuver these threats to persistence. The themes included advisees' personal responsibilities, psychological concerns, time, dissertation project hurdles, and isolation. While Tinto's (1993) model of doctoral student persistence failed to elaborate on how the dissertation advisor facilitates academic and social integration during the dissertation stage, results indicated that, in general, faculty dissertation advisors do at least encourage advisees' academic integration by helping advisees plan and conduct research, aiding in their professional and workforce development, and encouraging them to publish articles and/or publishing articles with advisees. Additionally, dissertation advisors encourage advisees to connect with their peers and with faculty members inside and outside the academic department. However, less than half of participants encouraged advisees to connect with staff and administrators in the campus-wide community. Results of this study can be used to further research on the doctoral student experience and the advisor's role in that experience. Additionally, findings from this study can be used by dissertation advisors, academic departments, and university administrators in policy and standards of practice to help ensure students' persistence during doctoral programs, especially during the dissertation stage.
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Date Issued: 2014
Identifier: FSU_migr_etd-9266
Format: Thesis

Title: Getting Kids Ready to Read: A Case Study of Early Head Start Pre- Literacy Practices.
Creator: Martin, Samanthia D., Herrington, Carolyn D., Rice, Diana Claries, Easton, Peter B., Schrader, Linda Bethe, Iatarola, Patrice, Florida State University, College of Education,...
Show moreMartin, Samanthia D., Herrington, Carolyn D., Rice, Diana Claries, Easton, Peter B., Schrader, Linda Bethe, Iatarola, Patrice, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: This evaluation assessed the Curving Cliffs Program (a pseudonym) and how well it reflected the framework for Effective Everyday Practice Supporting School Readiness for All Children in the domain of pre-literacy. The program was a national school readiness program that was designed to provide services in the form of education, nutrition, and health to low-income families, children, and prenatal women. Families were required to meet Federal Poverty Levels to qualify for the program. This...
Show moreThis evaluation assessed the Curving Cliffs Program (a pseudonym) and how well it reflected the framework for Effective Everyday Practice Supporting School Readiness for All Children in the domain of pre-literacy. The program was a national school readiness program that was designed to provide services in the form of education, nutrition, and health to low-income families, children, and prenatal women. Families were required to meet Federal Poverty Levels to qualify for the program. This program was important because it provided skill development and interventions for children who may be at risk for learning and skill development in later years. The program's central office was located in the southeastern region and served three counties. All six centers were designed to offer children opportunities to learn and to aid in skill development. Centers were designed to provide children with structured environments that promote pre-literacy development. The purpose of this study was to explore pre-literacy practices in Curving Cliffs and assess their alignment with best practices necessary for school readiness. Specifically, six centers were explored to ascertain pre-literacy practices that were used to promote school readiness in the domain of pre-literacy. Data were collected using document reviews, observational data, and semi-structured interviews. Center directors and the Education Coordinator were interviewed to collect data to better understand pre-literacy practices that were used to prepare children for kindergarten. The study documented key information pertaining to practices used in all six centers to promote pre-literacy. Respondents explained activities that were used at their centers to promote pre-literacy, curriculum used to promote pre-literacy, as well as how environments were structured, tools used to analyze pre-literacy development, and challenges with promoting pre-literacy. The findings showed that program practices aligned with the framework for Effective Everyday Practice Supporting School Readiness for All Children promoted by the federal government and developed by a consortia of research universities. However, the study also indicated that there were some variations in pre-literacy practices and resources across the centers.
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Date Issued: 2014
Identifier: FSU_migr_etd-9213
Format: Thesis

Title: Cultural Competency in Evaluation: A Black Perspective.
Creator: Jones, Tamara Bertrand, Driscoll, Marcy, Schrader, Linda, Schwartz, Robert A., Gaston-Gayles, Joy, Department of Educational Leadership and Policy Studies, Florida State University
Abstract/Description: Cultural competence in evaluation has different meanings for different evaluators. As evidenced by the literature the term "cultural competence" in itself conjures various definitions and implies certain assumptions. Given the elusiveness of an agreed upon definition, or even consistent terminology in evaluation, this research sought to understand cultural competence from a Black perspective. The goal of understanding cultural competence in evaluation from a Black perspective led to the use...
Show moreCultural competence in evaluation has different meanings for different evaluators. As evidenced by the literature the term "cultural competence" in itself conjures various definitions and implies certain assumptions. Given the elusiveness of an agreed upon definition, or even consistent terminology in evaluation, this research sought to understand cultural competence from a Black perspective. The goal of understanding cultural competence in evaluation from a Black perspective led to the use of a phenomenological research framework. While this research is not reflective of the collective perspectives and opinions of all Black evaluators, this exploration does attempt to provide information about the specific issues covered in this study. The purpose of this research is (1) to assess key characteristics about Black evaluators, (2) to identify the defining characteristics of cultural competence in evaluation, as identified by Black evaluators, and (3) to identify the skills one needs to become a culturally competent evaluator. A mixed-method approach, employing both qualitative and quantitative methods was used for data collection and analysis. For this study, quantitative data were collected through questionnaires and qualitative data were collected through interviews. These methods were chosen to help support the research purpose of better understanding the population of Black evaluators as identified in the Directory of Evaluators of Color and interviewing a sample of those evaluators. A questionnaire was developed using yes-no dichotomous responses, structured response items, and open-ended questions. In-depth interviews were also conducted during and after the administration of the questionnaire. The use of both survey data and in-depth interviews allowed the researcher to gain access to more descriptive information and thus provided more insight into the perspectives of Black evaluators. A review of the recent evaluation literature discloses several terms used when discussing the role of culture in evaluation. Despite the field's lack of agreement on the terms used to identify the role of culture in evaluation, the researcher adopted the use of cultural competence. In all survey and interview materials, cultural competence was the chosen terminology. The agreement of both the survey respondents and the interviewees in identifying essential components of cultural responsiveness and cultural competence, despite the use of different terms, indicates the impact of the interchangeable nature of the two terms. The inconsistency in the field signals not only the lack of consistency among evaluators and researchers, but also serves to weaken the overarching argument of the importance of culture in evaluation. This research contends that the terms cultural responsive evaluation and cultural responsiveness be adopted and used when referencing the incorporation of cultural context in evaluation. Clear distinctions between cultural competence and responsiveness should be used and enforced. The survey respondents and interviewees both included the knowledge of the evaluator (personal and cultural), as well as technical evaluation skills, in identifying the defining principles of culturally responsive evaluation. These principles overlap with and help to support the existing literature on culturally responsive evaluation. Blacks in evaluation have been an untapped research resource. Their professional and personal experiences help to add another dimension to the evaluation field. Their educational experiences show that they are credentialed and experienced in a variety of areas, including education and psychology. Their voices on cultural competence/responsiveness in evaluation are those that seem to lead the discussion in the field. Their scholarship creates a base from which to draw what we know about culture in evaluation.
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Date Issued: 2006
Identifier: FSU_migr_etd-1389
Format: Thesis

Title: Flipped Learning and 21st Century Literacies: Constructing Preservice Secondary English Teachers' TPACK.
Creator: Piotrowski, Amy, Witte, Shelbie, Jakubowski, Elizabeth M., Neal, Michael R., Davis, Angela F., Schrader, Linda Bethe, Southerland, Sherry A., Florida State University, College...
Show morePiotrowski, Amy, Witte, Shelbie, Jakubowski, Elizabeth M., Neal, Michael R., Davis, Angela F., Schrader, Linda Bethe, Southerland, Sherry A., Florida State University, College of Education, School of Teacher Education
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Abstract/Description: This study examined how preservice English Language Arts teachers learn to teach and use their knowledge of content, pedagogy, and technology during an English education course focused on technology. Seeking to address a gap in the research, this study utilized a case study methodology to look at preservice teachers’ learning about the flipped classroom and designing lessons integrating technology as a way for a teacher education course to facilitate preservice teachers’ construction of their...
Show moreThis study examined how preservice English Language Arts teachers learn to teach and use their knowledge of content, pedagogy, and technology during an English education course focused on technology. Seeking to address a gap in the research, this study utilized a case study methodology to look at preservice teachers’ learning about the flipped classroom and designing lessons integrating technology as a way for a teacher education course to facilitate preservice teachers’ construction of their Technological Pedagogical Content Knowledge. The participants were preservice English teachers taking an online English education course during Summer 2015. The researcher used a survey to purposefully select nine individuals with a range of self reported knowledge. Participants were then interviewed twice, had their course assignments collected and analyzed, and submitted three written reflections. The course that the participants took challenged preservice teachers to bring together their content knowledge, pedagogical knowledge, and technological knowledge to create flipped lessons videos and a series of lesson plans. The data showed that there was no pattern or stages of TPACK development. Participants saw potential for flipped learning to be useful in secondary English classes and that while participants wanted to use technology and teach digital literacies in their future classrooms, they also wanted their students to engage in traditional print literacy.
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Date Issued: 2016
Identifier: FSU_2016SU_Piotrowski_fsu_0071E_13158
Format: Thesis

Title: An Analysis of FEMA Curricular Outcomes in an Emergency Management and Homeland Security Certificate Program— a Case Study Exploring Instructional Practice.
Creator: Samples, Malaika Catherine, Schrader, Linda B., Brower, Ralph S., Gawlik, Marytza, Akiba, Motoko, Florida State University, College of Education, Department of Educational...
Show moreSamples, Malaika Catherine, Schrader, Linda B., Brower, Ralph S., Gawlik, Marytza, Akiba, Motoko, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: In the United States, the higher education community is charged with the academic education of emergency management professionals. The present rate of natural disasters as well as the evolving threat of terrorist attacks have created a demand for practitioners who are solidly educated in emergency management knowledge, skills, and abilities. These conditions have in turn precipitated the aggressive growth of emergency management and homeland security academic programs in higher education,...
Show moreIn the United States, the higher education community is charged with the academic education of emergency management professionals. The present rate of natural disasters as well as the evolving threat of terrorist attacks have created a demand for practitioners who are solidly educated in emergency management knowledge, skills, and abilities. These conditions have in turn precipitated the aggressive growth of emergency management and homeland security academic programs in higher education, characterized as the most relevant development in the field of emergency management (Darlington, 2008). With the goal of accelerating professionalization of emergency management occupations through higher education, the Federal Emergency Management Agency’s (FEMA) Higher Education Program’s research efforts focused on developing a set of evidence-based competencies for academic programs. These were outlined in FEMA’s Curricular Outcomes (2011). This study explored how these evidence-based competencies are manifested in emergency management and homeland security academic programs and contributes to filling the gap in the literature on the implementation of FEMA’s professional competencies in academic programs, a consequence of legal constraints prohibiting the direct collection of implementation data by federal agencies. The results indicated a wide range of competencies were represented in program coursework with gaps in alignment identified in the five competency areas. The analysis also revealed the exclusion of homeland security topics in Curricular Outcomes (2011) which led to issues of operationalization. Lastly, instructors shared feedback to improve alignment while the researcher discusses key conditions for similar use of a responsive evaluation framework in academic programs.
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Date Issued: 2018
Identifier: 2018_Sp_Samples_fsu_0071E_14432
Format: Thesis

Title: Deciphering the Meaning of Puns in Learning English as a Second Language: A Study of Triadic Interaction.
Creator: Lucas, Teresa, Brooks, Frank B., Piazza, Carolyn L., Schrader, Linda, Platt, Elizabeth, Pappamihiel, Eleni, Department of Middle and Secondary Education, Florida State University
Abstract/Description: Recent research (Tarone 2001; Broner & Tarone (2001); Cook 2000; Lantolf 1997) in second language acquisition notes the importance of language play (LP) in the development of competence in the target language. This study investigated how five pairs of advanced proficiency adult English as second language (ESL) learners helped each other to decipher the double meaning of a series of phonological, morphological, syntactical, and lexical puns that appeared in common comic strips. Grounded in...
Show moreRecent research (Tarone 2001; Broner & Tarone (2001); Cook 2000; Lantolf 1997) in second language acquisition notes the importance of language play (LP) in the development of competence in the target language. This study investigated how five pairs of advanced proficiency adult English as second language (ESL) learners helped each other to decipher the double meaning of a series of phonological, morphological, syntactical, and lexical puns that appeared in common comic strips. Grounded in sociocultural theory (Vygotsky 1978), the study used microgenetic analysis of the collaborative dialogue between the participants to determine the patterns of assistance the learners employed to reach comprehension. Microgenetic analysis also revealed evidence of learner-generated attention to the aspects of language that created the ambiguity in the puns. Analysis of the results indicated that the dialogues developed differently according to the relative expertise of the participants at the beginning of each triadic interaction. If both participants understood, they offered a joint explanation. When one understood, that participant explained while the other gave listening signals. The final scenario was that of neither understanding, in which event the pa pants worked together to comprehend the double meaning. In all cases, there was evidence of joint construction of meaning through such strategies as completing each other's thoughts, supplying synonyms, asking questions, paraphrasing and using gestures. The task of deciphering the double meaning of the puns also prompted attention to the aspect of language that created the ambiguity in 35 of the 40 PRDs. Although the aim of the study was to investigate the interaction between the participants, analysis of the transcripts revealed that the researcher played a more prominent role than anticipated. The interventions of the researcher in keeping the participants on task and providing assistance were a factor in an increased comprehension rate from 28.75% at the beginning of the dialogues to 91.25% in follow-up interviews. The importance of attending to the linguistic element that created the ambiguity in the pun was underscored by the result that the participants achieved understanding in only one of the PRDs that did not contain a language focused episode (LFE).
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Date Issued: 2004
Identifier: FSU_migr_etd-1016
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: Effects of Model-Centered Instruction and Levels of Learner Expertise on Effectiveness, Efficiency, and Engagement with Ill-Structured Problem Solving: An Exploratory Study of Ethical Decision Making in Program Evaluation.
Creator: Lee, Jeongmin, Spector, J. Michael, Lang, Laura, Johnson, Tristan, Schrader, Linda, Department of Educational Psychology and Learning Systems, Florida State University
Abstract/Description: Since many of the problems we face every day are ill-structured, educators and researchers agree that it is important to develop skills for solving ill-structured, everyday problems. In many such ill-structured and complex problem-solving tasks, a critical objective for the problem solver is to develop a useful mental model of the situation. To this end, model-centered Instruction (MCI) environments provide opportunities for students to construct mental models and then transfer their...
Show moreSince many of the problems we face every day are ill-structured, educators and researchers agree that it is important to develop skills for solving ill-structured, everyday problems. In many such ill-structured and complex problem-solving tasks, a critical objective for the problem solver is to develop a useful mental model of the situation. To this end, model-centered Instruction (MCI) environments provide opportunities for students to construct mental models and then transfer their knowledge and skills into real contexts. However, very few empirical studies have demonstrated how model-centered instruction affects ill-structured problem solving. Therefore, the purposes of this exploratory study were to investigate the effects of model-centered instruction, and to develop a basis on which one could suggest whether expert modeling or self-guided modeling is more appropriate for learning in a particular ill-structured problem-solving situation: ethical decision making in program evaluation. In addition, this study examined how the two levels of the learners' initial status (inexperienced and experienced) interact with the two types of model-centered instruction, an issue that has not previously been addressed in this context. As a result, this study contributes to the knowledge of when and how expert modeling and self-guided modeling might be effective, efficient, and engaging, for learners with different levels of expertise. Sixty two pre-service and in-service evaluators participated in this study. Those participants were classified as inexperienced or experienced learners, based on: their work experiences in evaluation and ethics; courses taken in evaluation and ethics; and pretest results. Participants were randomly assigned to each of the two types of model-centered instruction: expert modeling or self-guided modeling. In the expert modeling instruction, participants were provided with the conceptual models of experts on how to solve ethical conflicts within program evaluation. In the self-guided modeling instruction, participants received no guidance in developing their own mental models. The results of this study indicated that, during instruction, inexperienced learners in the expert modeling group invested less mental effort and time than those in the self-guided modeling group. In addition, inexperienced learners in the expert modeling group also exhibited more engagement than those in the self-guided modeling group. Therefore, it seems reasonable to conclude that expert modeling instruction is likely to be the more appropriate instructional design for inexperienced learners. Experienced learners in the self-guided modeling group invested less mental effort during instruction than those in the expert modeling group. In this study, expert modeling required experienced learners to invest more mental effort, because if the conceptual model of the expert was redundant for them, they had to integrate previous schema and overload their working memory. However, the experienced learners in the self-guided modeling group did not show more engagement than those in the expert modeling group. They exhibited less confidence and satisfaction about their self-guided modeling instruction. Since experienced learners might have believed that they could achieve the required learning when supplied with a full instructional guidance format, such as expert modeling, they exhibited more confidence and satisfaction in expert modeling than in self-guided modeling. Regardless of the types of model-centered instruction employed, the inexperienced participants expressed significantly higher levels of attention and satisfaction than did the experienced participants. It seems that the inexperienced participants were fascinated by the use of model-centered instruction. This dissertation confirms the expertise reversal effect. The study also suggests that, in the future, instructional designers should carefully consider learner expertise when they design model-centered instruction for ill-structured problem solving, particularly ethical decision making in program evaluation.
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Date Issued: 2009
Identifier: FSU_migr_etd-3170
Format: Thesis

Title: The Implications of Sexuality Education in Florida 1990-2007.
Creator: Hernandez, Leticia E. (Leticia Esther), Schrader, Linda, Iatarola, Patrice, Roehrig, Alysia, Zeni, Mary Beth, Milligan, Jeffrey, Department of Educational Leadership and Policy...
Show moreHernandez, Leticia E. (Leticia Esther), Schrader, Linda, Iatarola, Patrice, Roehrig, Alysia, Zeni, Mary Beth, Milligan, Jeffrey, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: Two research questions are examined in this study. First, is there a relationship between the type of sexuality education policy (comprehensive vs. abstinence only) and adolescent outcomes (teen births, STDs, HIV in Florida)? The study compared two periods each with different approaches to sexuality education: 1990-1999 when a comprehensive sexuality education policy including abstinence-only was in place, and 2000-2007 during which federal requirements limited sexuality education to the...
Show moreTwo research questions are examined in this study. First, is there a relationship between the type of sexuality education policy (comprehensive vs. abstinence only) and adolescent outcomes (teen births, STDs, HIV in Florida)? The study compared two periods each with different approaches to sexuality education: 1990-1999 when a comprehensive sexuality education policy including abstinence-only was in place, and 2000-2007 during which federal requirements limited sexuality education to the abstinence-only-until-marriage program. Specifically, did sexuality education in Florida reduce the outcomes of teen births during the period 1990-2007, gonorrhea and syphilis during 1990-2007, chlamydia during 1994-2007 and HIV during1998-2007? The second research question examined which risk factors, such as age, race, health, drugs, and violence, explain the sub-population differences, if any, in adolescent pregnancy during the years 2001, 2003, 2005, and 2007. Trend analysis was used to evaluate the first research question. Under a comprehensive sexuality education policy, there was a greater reduction of the teen birth rate than during the period of federal support for only abstinence-only-until- marriage programs. The rate of chlamydia increased across both periods and did not appear to be affected by the policy shift. The rate of gonorrhea and syphilis showed a greater decrease during the first period of analysis than the second period, a time of federal support for only abstinence-only-until-marriage programs. There were insufficient data to test the HIV rates for differences between the two time periods. Descriptive statistics and logistic regression were used to answer the second research question. Non-Hispanic blacks and Hispanics overall showed significantly increased odds of becoming pregnant or causing a pregnancy than non-Hispanic whites. Students who reported depression, did not use condoms the last time they had sex, and who were not taught about HIV/AIDS were more likely to be involved in a pregnancy than students who were not depressed, who used condoms, or who were taught about HIV/AIDS. Students who had violent encounters, smoked, used drugs, had multiple partners, or initiated sex before age 13 were more likely to become pregnant or cause a pregnancy than students who did not. These findings were consistent across race, ethnicity, and age.
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Date Issued: 2009
Identifier: FSU_migr_etd-4089
Format: Thesis

Title: Measuring Mathematics and Science Teacher Effectiveness Using Advanced Course-Taking in High School.
Creator: Oz, Elif, Preston, Courtney, Schrader, Linda B., Southerland, Sherry A., Iatarola, Patrice, Perez-Felkner, Lara, Florida State University, College of Education, Department of...
Show moreOz, Elif, Preston, Courtney, Schrader, Linda B., Southerland, Sherry A., Iatarola, Patrice, Perez-Felkner, Lara, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The purpose of this dissertation is to investigate any variation in the level of mathematics and science courses that students take in high school that can be attributable to the mathematics and science teachers they had in previous grades and explore the relationship between teacher effects on the level of mathematics and science courses that students take and teacher effects on students’ test scores. Using value-added models, I investigated mathematics and science teacher effects on the...
Show moreThe purpose of this dissertation is to investigate any variation in the level of mathematics and science courses that students take in high school that can be attributable to the mathematics and science teachers they had in previous grades and explore the relationship between teacher effects on the level of mathematics and science courses that students take and teacher effects on students’ test scores. Using value-added models, I investigated mathematics and science teacher effects on the level of mathematics and science courses their students take in upper grades in high school. I also compared the estimated teacher effects on course levels with the estimated teacher effects on students test scores. The findings showed that both mathematics and science teachers vary in terms of their students taking higher level, more advanced mathematics and science courses in high school. These teacher effects are persistent across classrooms of teachers and the variation of teacher effects is between 0.11 and 0.15 standard deviation. These variations are more than or equal to the variation of teacher effects on students’ test scores. Moreover, mathematics and science teacher effects on the level of mathematics and science courses their students take in upper grades vary by student characteristics. The largest difference in teacher effects was found between students who receive exceptional education and students who do not receive exceptional education. Finally, this study also showed weak relationships between the estimated teacher effects on the level of mathematics and science courses taken and teacher effects on test scores. This suggests that teachers who increase students’ test scores are not necessarily the ones who also increase their students’ course-level outcomes. Further research is needed to investigate teacher effects on the level of future mathematics and science courses students take in experimental settings. Exploring the mechanism that show the relationship between teachers and the level of courses students is also another area for future research.
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Date Issued: 2019
Identifier: 2019_Fall_Oz_fsu_0071E_15426
Format: Thesis

Title: Can Self-Esteem Protect Against Negative Ramifications of Self-Objectification in Men and Women?.
Creator: Dobersek, Urska, Turner, Jeannine Ellen, Eklund, Robert C. (Robert Charles), Hull, Elaine M., Yang, Yanyun, Schrader, Linda Bethe, Paek, Insu, Florida State University, College...
Show moreDobersek, Urska, Turner, Jeannine Ellen, Eklund, Robert C. (Robert Charles), Hull, Elaine M., Yang, Yanyun, Schrader, Linda Bethe, Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The purpose of this study was to test whether or not increased self-esteem can protect against negative consequences of self-objectification. Specifically, a quasi-experimental design, utilizing self-esteem and self-objectification manipulation, was employed to test the extent to which self-esteem can serve as a buffer against negative emotions (e.g., shame), negative appearance evaluation, an appearance orientation, and decreased cognitive performance among males (n = 138) and females (n =...
Show moreThe purpose of this study was to test whether or not increased self-esteem can protect against negative consequences of self-objectification. Specifically, a quasi-experimental design, utilizing self-esteem and self-objectification manipulation, was employed to test the extent to which self-esteem can serve as a buffer against negative emotions (e.g., shame), negative appearance evaluation, an appearance orientation, and decreased cognitive performance among males (n = 138) and females (n = 132). Participants (n = 270) were physically active individuals with a mean age of 24.22 years (SD = 8). State self-esteem was manipulated by providing false feedback about their facial appearance and having students write a short essay about their favorite or least favorite body parts. State self-objectification was manipulated by having participants wear tight or baggy clothes, while looking at themselves in a mirror. Findings showed main effects for appearance evaluation and appearance orientation, such that females were more satisfied with their appearance than males, and males placed more importance on their physical appearance compared to females. Although none of the interaction effects for state self-objectification were significant, some approached statistical significance. The interactions for state self-objectification included (1) gender and self-esteem manipulation, and (2) gender and self-esteem manipulation and state self-objectification manipulation. Interaction effects of state shame and appearance evaluation of gender and self-objectification were also significant. Although the findings of the present study are mixed on many accounts, they present numerous venues for future research to examine the nature of self-objectification experiences within/between males and females.
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Date Issued: 2014
Identifier: FSU_migr_etd-9167
Format: Thesis

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