Current Search: Education -- Research (x)
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(1 - 32 of 32)
- Title
- The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework.
- Creator
-
Petscher, Yaacov M., Kim, Young-Suk, Foorman, Barbara R.
- Abstract/Description
-
As schools implement Response-to-Intervention (RTI) to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, DIBELS oral reading fluency was used to compare the differential decisions that might occur in screening accuracy when predicting two reading comprehension measures (i.e., Stanford Achievement Test – 10th Edition [SAT10] & Gates-McGinitie Reading Test -4th Edition [GMRT]) at the end of...
Show moreAs schools implement Response-to-Intervention (RTI) to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, DIBELS oral reading fluency was used to compare the differential decisions that might occur in screening accuracy when predicting two reading comprehension measures (i.e., Stanford Achievement Test – 10th Edition [SAT10] & Gates-McGinitie Reading Test -4th Edition [GMRT]) at the end of second grade. The results showed that the DIBELS oral reading fluency tended to have higher sensitivity and negative predictive power for SAT10, and higher specificity and positive predictive power for GMRT. Furthermore, attempting to achieve a criterion of positive predictive power for a given reading comprehension outcome (SAT10 in this study) appears to render a favorable balance compared to other indices of diagnostic accuracy. These results are discussed in light of trade-offs and a need for considering specific contexts of schools and districts.
Show less - Date Issued
- 2011
- Identifier
- FSU_migr_fcrr-pubs-0004, 10.1177/1534508410396698
- Format
- Citation
- Title
- An Applied Examination of Methods for Detecting Differential Distractor Functioning.
- Creator
-
Koon, Sharon, Kamata, Akihito
- Abstract/Description
-
This study applied the odds-ratio (Penfield, 2008), the multinomial logistic regression (Kato et al., 2009), and the standardised distractor analysis (Schmitt and Bleistein, 1987) methods in the examination of differential distractor functioning (DDF) effects. Using data from the administration of one statewide mathematics assessment, these methods were applied to provide insight into two research questions; 1) whether the magnitude and pattern of the DDF effect is constant across all methods...
Show moreThis study applied the odds-ratio (Penfield, 2008), the multinomial logistic regression (Kato et al., 2009), and the standardised distractor analysis (Schmitt and Bleistein, 1987) methods in the examination of differential distractor functioning (DDF) effects. Using data from the administration of one statewide mathematics assessment, these methods were applied to provide insight into two research questions; 1) whether the magnitude and pattern of the DDF effect is constant across all methods; 2) whether the pattern of DDF effects supports differential item functioning (DIF) findings. While some differences in results were found, all three methods present a viable option for use in improving test items included in statewide assessment programmes.
Show less - Date Issued
- 2013
- Identifier
- FSU_migr_fcrr-pubs-0005
- Format
- Citation
- Title
- Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment.
- Creator
-
Petscher, Yaacov M., Connor, Carol McDonald, Al Otaiba, Stephanie Dent
- Abstract/Description
-
This study investigated the psychometrics of the Diagnostic Evaluation of Language Variation Screening (DELV-S) Assessment using confirmatory factor analysis, item response theory, and differential item functioning (DIF). Responses from 1,764 students in kindergarten through second grade were used in the study, with results indicating that the DELVS is multidimensional and measures syntactic skills and non-word repetition ability. Item response theory suggested that most items were easy and...
Show moreThis study investigated the psychometrics of the Diagnostic Evaluation of Language Variation Screening (DELV-S) Assessment using confirmatory factor analysis, item response theory, and differential item functioning (DIF). Responses from 1,764 students in kindergarten through second grade were used in the study, with results indicating that the DELVS is multidimensional and measures syntactic skills and non-word repetition ability. Item response theory suggested that most items were easy and that the measured skills were most reliable for students who had low language abilities. Standardized effect sizes for DIF suggested small differences existed on syntactic skills between white and minority students. Scores were vertically scaled to produce reference tables to assess performance at specific points in time, as well as growth over time.
Show less - Date Issued
- 2012
- Identifier
- FSU_migr_fcrr-pubs-0002, 10.1177/1534508411413760
- Format
- Citation
- Title
- Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.
- Creator
-
Petscher, Yaacov M., Kim, Young-Suk
- Abstract/Description
-
Letter name identification has been widely used as part of early screening to identify children who might be at risk for future word reading difficulty. The goal of the present study was to examine whether a reduced set of letters could have similar diagnostic accuracy rather than a full set (i.e., 26 letters) when used as a screen. First, we examined whether a hierarchical scale existed among letters by using a Mokken scale analysis. Then, we contrasted diagnostic accuracy among the 5, 10,...
Show moreLetter name identification has been widely used as part of early screening to identify children who might be at risk for future word reading difficulty. The goal of the present study was to examine whether a reduced set of letters could have similar diagnostic accuracy rather than a full set (i.e., 26 letters) when used as a screen. First, we examined whether a hierarchical scale existed among letters by using a Mokken scale analysis. Then, we contrasted diagnostic accuracy among the 5, 10, 15, and 20 easiest letters, with all 26 letters by using Receiver Operating Characteristic (ROC) curves and indices of sensitivity, specificity, positive predictive power, and negative predictive power. Results demonstrated a hierarchical scale existed among items in the letter-name knowledge test. Additionally, assessing students, on the easiest 15 letters was not statistically distinguished from all 26 letters in diagnostic accuracy. The implications of the results for the use of a Mokken scale analysis in educational research are discussed.
Show less - Date Issued
- 2011
- Identifier
- FSU_migr_fcrr-pubs-0003, 10.1177/1534508411407761
- Format
- Citation
- Title
- Predicting Student-Athlete Success: An Analysis of Graduation Using Precollege and College Experience Variables.
- Creator
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Autry, Shanna Lei, Beckham, Joseph, Berry, Frances, Wetherell, Thomas, Hu, Shouping, Department of Educational Leadership and Policy Studies, Florida State University
- Abstract/Description
-
Student-athletes are a highly visible subgroup of students whose performance and visibility can influence the formation of an institution's image (Zimbalist, 1999). Research must continue to advance understanding of the variables that lead to student-athlete academic success in order to enhance opportunities for student-athletes, improve institutional performance, and address important national priorities for intercollegiate athletics and higher education. The purpose of this study is to...
Show moreStudent-athletes are a highly visible subgroup of students whose performance and visibility can influence the formation of an institution's image (Zimbalist, 1999). Research must continue to advance understanding of the variables that lead to student-athlete academic success in order to enhance opportunities for student-athletes, improve institutional performance, and address important national priorities for intercollegiate athletics and higher education. The purpose of this study is to identify those precollege and college experience variables that influence student-athlete success at a major Division I institution in the Southeastern United States during a three year period from 2000 to 2003. Study variables included: race; gender; residency; high school grade point average; SAT composite score; scholarship amount; classification; major; Pell Grant eligibility; GPA for each of the first three semesters; number of degree hours each of the first three semesters; number of withdrawals for each of the first three semesters; and participation in an enrichment program. Logistic regression analyses were used to test the data. The precollege variables related to residency and SES were significant predicting variables of student-athlete graduation or non-graduation within six years. Student-athletes from out-of-state were less likely to graduate than in-state student-athletes. Student-athletes from low SES backgrounds, as determined by Pell Grant eligibility, were less likely to graduate than those from higher SES backgrounds. In regard to the college experience variables, sport, more specifically golf, was a positive and significant predictor of graduation within six years. Student-athletes who declared math and science majors at enrollment were significantly less likely to graduate. Higher GPA the second term of enrollment was negatively related to student-athlete graduation within six years. Finally, the number of degree hours student-athletes enrolled in the first, second, and third term was a significant predictor of student-athlete graduation. The overall conclusion of this study is that selected precollege and college experience variables appear to influence six year graduation among student-athletes.
Show less - Date Issued
- 2010
- Identifier
- FSU_migr_etd-0262
- Format
- Thesis
- Title
- Educating for Democratic Citizenship: An Analysis of the Role of Teachers in Implementing Civic Education Policy in Madagascar.
- Creator
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Antal, Carrie Kristin, Easton, Peter, Cobbe, Jim, Milton, Sande, Milligan, Jeff, Department of Educational Leadership and Policy Studies, Florida State University
- Abstract/Description
-
In democratizing states around the world, civic education programs have long formed a critical component of government and donor strategy to support the development of civil society and strengthen citizens' democratic competencies, encompassing the knowledge, attitudes and skills required for them to become informed and actively engaged participants in the economic and social development of their country. Such programs, however, have had limited success. Despite research that has identified...
Show moreIn democratizing states around the world, civic education programs have long formed a critical component of government and donor strategy to support the development of civil society and strengthen citizens' democratic competencies, encompassing the knowledge, attitudes and skills required for them to become informed and actively engaged participants in the economic and social development of their country. Such programs, however, have had limited success. Despite research that has identified critical components of successful democratic civic education programs, including the use of learner-centered methods and experiential civic learning opportunities rooted in real-world contexts, these programs continue to produce weak results. This study targets an under-examined link in the policy-to-practice chain: the teachers themselves. By applying a qualitative, grounded theory approach to analyze interview and observation data collected from public primary schools, teacher training institutes and other key sites in Madagascar where best practices in civic education have recently been adopted, this research presents original insight into the ways in which teachers conceptualize and execute their role as civic educator in a democratizing state. The impact of training and the diverse obstacles emerging from political and economic underdevelopment are examined and analyzed. Emerging from this analysis, a new approach to conceptualizing civic education programs is proposed in which a direct ('front-door') and an indirect ('back-door') approach to the development of democracy through civic education are assigned equal credence as legitimate, situationally-appropriate alternatives to utilize in the effort to strengthen political institutions, civil society and citizen participation in developing democracies around the world.
Show less - Date Issued
- 2010
- Identifier
- FSU_migr_etd-0220
- Format
- Thesis
- Title
- Authentic Assessment: Establishing a Clear Foundation for Instructional Practices.
- Creator
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Dennis, Lindsay, Rueter, Jessica A., Simpson, Cynthia G.
- Abstract/Description
-
As children transition from Early Childhood Intervention Services to public education, it is critical that the results from the assessment practices used to identify children for services in public education are translated into instructional techniques that early childhood educators are able to implement in the classroom setting. This article aims to describe best practices in assessment of young children who are transitioning from Early Childhood Intervention Services to public school...
Show moreAs children transition from Early Childhood Intervention Services to public education, it is critical that the results from the assessment practices used to identify children for services in public education are translated into instructional techniques that early childhood educators are able to implement in the classroom setting. This article aims to describe best practices in assessment of young children who are transitioning from Early Childhood Intervention Services to public school services with specific emphasis placed on authentic assessment, and the potential benefits of this type of assessment as compared with traditional standardized assessment practices.
Show less - Date Issued
- 2013
- Identifier
- FSU_migr_ste_faculty_publications-0019, 10.1080/1045988X.2012.681715
- Format
- Citation
- Title
- A Guide to Quantitative and Qualitative Dissertation Research.
- Creator
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Sampson, James P.
- Abstract/Description
-
This book begins with an explanation of the nature and characteristics of successful dissertation research. An approach to organizing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript is then described. The specific elements of the dissertation are described in detail. The book continues with an example of dissertation headings for a specific research question. The book ends with a dissertation research bibliography and four...
Show moreThis book begins with an explanation of the nature and characteristics of successful dissertation research. An approach to organizing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript is then described. The specific elements of the dissertation are described in detail. The book continues with an example of dissertation headings for a specific research question. The book ends with a dissertation research bibliography and four checklists for completing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript.
Show less - Date Issued
- 2012
- Identifier
- FSU_migr_edpsy_faculty_publications-0001-c
- Format
- Set of related objects
- Title
- The Effects of College Career Courses on Learner Outputs and Outcomes: Technical Report No. 53.
- Creator
-
Reardon, Robert C., Folsom, Bryan, Lee, Donghyuck, Clark, Jennifer
- Abstract/Description
-
This review of career course literature in 147 documents traces the history of career courses in colleges and universities and reviews 74 reports or articles of the effectiveness of the various career courses offered in institutions of higher education, primarily in the U.S. More than 21,829 participants were involved in these studies from 1976 to 2011. This review of 82 results or findings has been framed in terms of the outputs and outcomes of career course interventions. We reviewed 61...
Show moreThis review of career course literature in 147 documents traces the history of career courses in colleges and universities and reviews 74 reports or articles of the effectiveness of the various career courses offered in institutions of higher education, primarily in the U.S. More than 21,829 participants were involved in these studies from 1976 to 2011. This review of 82 results or findings has been framed in terms of the outputs and outcomes of career course interventions. We reviewed 61 results of career course outputs, such as career thoughts, career decision-making skills, career decidedness, and vocational identity, which are theoretically related to outcomes of career interventions, such as persistence (retention) in college, and job satisfaction or satisfaction with field of study. In this analysis, we found 55 (90%) reporting positive gains in measured output variables, and 6 (10%) reporting no changes in output variables. We reviewed 21 results or findings of career course outcomes and found 19 (91%) reporting positive gains in measured outcome variables, and two (9%) reporting no changes in outcome variables. These findings are similar to the studies regarding output variables and the effects of career courses. The paper concludes with an analysis of this body of research and implications for further research in this area.
Show less - Date Issued
- 2011
- Identifier
- FSU_migr_techcenter_publications-0001
- Format
- Citation
- Title
- Socialization of U.S. Doctoral-Degree Students into Evaluation Professionals: The Use of Evaluator Competencies and Experiential Learning Strategies in Selected Programs.
- Creator
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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
Show less - Abstract/Description
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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.
Show less - Date Issued
- 2012
- Identifier
- FSU_migr_etd-4601
- Format
- Thesis
- Title
- Bibliography: a Cognitive Information Processing (CIP) Approach to Career Development and Services.
- Creator
-
Sampson, James P., Peterson, Gary, Reardon, Robert C., Lenz, Janet G.
- Abstract/Description
-
This version is Out Of Date. Please see new 2020 edition http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1597415022_543a38b8. This bibliography contains citations about the cognitive information processing (CIP) approach to career development and career services developed at Florida State University. This application of cognitive information processing theory attempts to integrate theory and practice in order to improve the design and delivery of career services for...
Show moreThis version is Out Of Date. Please see new 2020 edition http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1597415022_543a38b8. This bibliography contains citations about the cognitive information processing (CIP) approach to career development and career services developed at Florida State University. This application of cognitive information processing theory attempts to integrate theory and practice in order to improve the design and delivery of career services for individuals in educational and related human service settings. The bibliography is organized in terms of general principles, foundations of the CIP approach, comparative theoretical perspectives, CIP research, dysfunctional career thoughts research, CIP applications, Career Thoughts Inventory, additional assessment and intervention resources, materials for client use, training materials, CIP reviews, CTI reviews, and CTI on the Internet. For additional information, contact any of the authors at the address listed above.
Show less - Date Issued
- 2016
- Identifier
- FSU_migr_techcenter_biblio-0001
- Format
- Citation
- Title
- A Bibliography of CIP Theory, Research, and Practice.
- Creator
-
Sampson, James P., Lenz, Janet G., Dozier, V. Casey, Osborn, Debra S., Peterson, Gary W., Reardon, Robert C.
- Abstract/Description
-
This bibliography contains citations from publications or papers presented at professional meetings concerning CIP theory, research, and practice based on work completed at Florida State University and other organizations in various locations.
- Date Issued
- 2020-08-03
- Identifier
- FSU_libsubv1_scholarship_submission_1597415022_543a38b8, 10.33009/fsu.1597415022
- Format
- Citation
- Title
- Comparing Reading Skills and Eye Movement Behavior of Low-Skilled Adult Readers and Typically Developing Child Readers.
- Creator
-
Barnes, Adrienne Elissa, Kim, Young-Suk, Wood, Carla, Foorman, Barbara R., Wanzek, Jeanne A., Florida State University, College of Education, School of Teacher Education
- Abstract/Description
-
Adults enrolled in basic education exhibit poor academic performance, often reading at elementary and middle-school levels. The current study investigated the similarities and differences of reading skills and eye movement behavior between a sample of low-skilled adult readers and first grade students matched on word reading skill. T-tests for matched pairs found no significant differences on language comprehension, reading comprehension, or eye movement variables. Regression analyses...
Show moreAdults enrolled in basic education exhibit poor academic performance, often reading at elementary and middle-school levels. The current study investigated the similarities and differences of reading skills and eye movement behavior between a sample of low-skilled adult readers and first grade students matched on word reading skill. T-tests for matched pairs found no significant differences on language comprehension, reading comprehension, or eye movement variables. Regression analyses revealed that language comprehension made greater contributions to reading comprehension for adults (verses children) in the simple view of reading model. Processing time (gaze duration) was found to account for unique variance in both passage reading comprehension and sentence comprehension efficiency after controlling for word reading and language skills for adults. For children, processing time was only a significant predictor for sentence comprehension efficiency.
Show less - Date Issued
- 2015
- Identifier
- FSU_migr_etd-9546
- Format
- Thesis
- Title
- The Teachers' Process of Change Through Action Research.
- Creator
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Bilgili, Yakup, Hansen, John, Milton, Sande, Jones, Ithel, Rice, Diana, Department of Childhood Education, Reading and Disability Services, Florida State University
- Abstract/Description
-
The purpose of the study was to explore the process of conducting action research and to describe how two groups of teachers came to understand, account for and apply their own action research plans. The processes involved in conducting action research and the degree to which teachers conducting action research can bring effective change in their own classrooms are described. The study analyzed the path of four teacher researchers conducting action research and provided insights into their...
Show moreThe purpose of the study was to explore the process of conducting action research and to describe how two groups of teachers came to understand, account for and apply their own action research plans. The processes involved in conducting action research and the degree to which teachers conducting action research can bring effective change in their own classrooms are described. The study analyzed the path of four teacher researchers conducting action research and provided insights into their understanding of the process of implementing their own action research plans. The primary research question addressed in this qualitative study during the fourteen-week period was: What is the difference in the process of conducting action research between those teachers whose action research plans were evaluated to have modeled appropriately the action research process taught to them and those teachers whose action research plans were evaluated to be divergent from the guidelines taught to them? The methods employed in this study involved the collection of qualitative data through observations, interviews, field notes, personal journals, reflections, document analysis and questionnaires. The analysis techniques included analytic induction and the constant comparative method. Using the constant comparative method together with triangulation revealed ten themes with supporting assertions that explicated the research questions. The four cases in this study demonstrated that conducting action research helped the teacher researchers provide personal and professional growth that brought effective and meaningful change in their teaching practices. This study also confirmed the findings of previous research indicating that action research contributes to the knowledge base of teaching, improves teachers' individual practice, changes their teaching and helps teachers become more reflective about their instructional practices during the inquiry. Although there were various degrees of differences between the two participant groups of teachers in the study, these differences were not extreme. Overall, it was evident that the process of action research enabled each of the participant teachers to bring about change in areas that they believed needed improvement. In this manner, action research was used as a school improvement tool and as an individual professional development alternative to bring about change and improvement.
Show less - Date Issued
- 2005
- Identifier
- FSU_migr_etd-3763
- Format
- Thesis
- Title
- State Postsecondary Education Profiles Handbook: 1981 edition.
- Creator
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McGuiness, Aims C., Education Commission of the States, National Center for Higher Education Management Systems, State Higher Education Executive Officers (U.S.)
- Abstract/Description
-
The sixth edition of the State Postsecondary Education Profiles Handbook presents information about postsecondary education in the 50 states and the District of Columbia.
- Date Issued
- 1981
- Identifier
- FSU_migr_ecs-0009
- Format
- Document (PDF)
- Title
- State Postsecondary Education Structures Handbook: State Coordinating and Governing Boards.
- Creator
-
McGuiness, Aims C., Education Commission of the States
- Abstract/Description
-
Summary data and narrative profiles are provided on state postsecondary education structures (governing boards, coordinating boards and agencies). Following an overview of the status of state coordination and governance of higher education in 1987, tabular data on state boards and agencies are provided, including: (1) structure of statewide/coordination/governing boards; (2) agency responsibility; (3) state basic legal structures; (4) membership--central state coordinating and/or governing...
Show moreSummary data and narrative profiles are provided on state postsecondary education structures (governing boards, coordinating boards and agencies). Following an overview of the status of state coordination and governance of higher education in 1987, tabular data on state boards and agencies are provided, including: (1) structure of statewide/coordination/governing boards; (2) agency responsibility; (3) state basic legal structures; (4) membership--central state coordinating and/or governing boards and public institutional and multicampus governing boards; (5) student and faculty membership--central state coordinating and/or governing boards and public institutional and multicampus governing boards; and (6) state-level agencies and committees. Part 2 consists of a narrative profile of the state postsecondary education structures in each state. Each narrative profile includes information on the coordinating and/or governing agency, institutional governing boards, master planning, state student assistance and loan agencies, the state board of vocational education, the state-level organization of private colleges and universities, licensure/approval agencies, and statutory and other committees. A listing of addresses and phone numbers of state higher education executive officers is appended.
Show less - Date Issued
- 1987
- Identifier
- FSU_migr_ecs-0002
- Format
- Document (PDF)
- Title
- State Postsecondary Education Structures Handbook: State Coordinating and Governing Boards.
- Creator
-
McGuiness, Aims C., Paulson, Christine, Education Commission of the States
- Date Issued
- 1991
- Identifier
- FSU_migr_ecs-0003
- Format
- Document (PDF)
- Title
- State Governance of Education: 1983.
- Creator
-
Burns, Donald W., Palaich, Robert M., McGuiness, Aims C., Flakus-Mosqueda, Patrcia, Education Commission of the States
- Abstract/Description
-
The authors report on major trends and emerging issues in state education policy-making. Two parts cover, first, the history, status, and future of educational governance and, second, the alternatives open to state leaders in structuring and using education commissions. In accounting for trends in educational governance, the authors consider such influences as teacher recruitment, the impact of technology, the needs of special students, and changing administrative practices. The governing...
Show moreThe authors report on major trends and emerging issues in state education policy-making. Two parts cover, first, the history, status, and future of educational governance and, second, the alternatives open to state leaders in structuring and using education commissions. In accounting for trends in educational governance, the authors consider such influences as teacher recruitment, the impact of technology, the needs of special students, and changing administrative practices. The governing structures of elementary/secondary education are classified in four models, emphasizing the differing roles of governors, legislatures, state school officers, and boards and departments of education. The present structures and issues in state governance of higher education are also identified. The second section reports the findings of two studies conducted by the Educational Governance Center. In the first study, interviews with participants in seven states from nine educational commissions provided information on the selection of commission members, their specific duties, the logistics of their meetings, the political climates, the specifying of goals, and comparative commission structures. Another study on the influences on legislative voting analyzed votes on school finance reform to discover legislators' priorities in votes on educational funding.
Show less - Date Issued
- 1983
- Identifier
- FSU_migr_ecs-0001
- Format
- Document (PDF)
- Title
- State Postsecondary Education Structures Sourcebook: 1997.
- Creator
-
McGuiness, Aims C., Education Commission of the States
- Date Issued
- 1997
- Identifier
- FSU_migr_ecs-0005
- Format
- Document (PDF)
- Title
- State Postsecondary Education Structures Handbook: 1994.
- Creator
-
McGuiness, Aims C., Epper, Rhonda Martin, Arredondo, Shelia, Education Commission of the States
- Abstract/Description
-
This new edition provides a basic reference document for those interested in the historical background, current status, and emerging patterns of state higher education structures. The document begins with an introductory essay and overview of the changing structure of state higher education leadership. This includes an explanation of the functions of coordination and governance, a description of the evolution and current status of state structures, an overview of trends and issues, and...
Show moreThis new edition provides a basic reference document for those interested in the historical background, current status, and emerging patterns of state higher education structures. The document begins with an introductory essay and overview of the changing structure of state higher education leadership. This includes an explanation of the functions of coordination and governance, a description of the evolution and current status of state structures, an overview of trends and issues, and guidelines for evaluation and reorganization. Tables then display, state-by-state, the legal status, responsibilities, membership, and staffing of state coordinating and governing boards and agencies. Narrative profiles of each state's higher education structure are also provided. The document concludes with addresses and telephone numbers of higher education executive officers in each state. Information was obtained primarily from state higher education executives and their staffs in each state.
Show less - Date Issued
- 1994
- Identifier
- FSU_migr_ecs-0004
- Format
- Document (PDF)
- Title
- Higher Education in the States.
- Creator
-
Berve, Nancy M., Education Commission of the States
- Abstract/Description
-
In 1971, ECS did a survey of the basic legal structures and responsibilities of state coordinating or governing agencies and public institutional governing boards. In response to requests from the states and from individuals, the survey was updated and expanded in November - December 1974, in spring 1979 and again in late fall 1982, and includes all 50 states and the District of Columbia. The areas covered in the survery, with page references, are summarized in this issue. This updated survey...
Show moreIn 1971, ECS did a survey of the basic legal structures and responsibilities of state coordinating or governing agencies and public institutional governing boards. In response to requests from the states and from individuals, the survey was updated and expanded in November - December 1974, in spring 1979 and again in late fall 1982, and includes all 50 states and the District of Columbia. The areas covered in the survery, with page references, are summarized in this issue. This updated survey is intended to be used as a companion to the State Postsecondary Profiles Handbook (published by ECS, 1982-83 Edition).
Show less - Date Issued
- 1983
- Identifier
- FSU_migr_ecs-0007
- Format
- Document (PDF)
- Title
- Educational Structures of the 50 States.
- Creator
-
Maryland. Governor's Study Commission on Structure and Governance of Education, Maryland. State Department of Education
- Abstract/Description
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This paper is part of a substantial amount of research work which was defined and solicited by the Governors Commission on the Structure and Governance of Education in Maryland (the Rosenberg Commission) from many scholarly people working throughout the Maryland system of education. This publication briefly outlines the educational structures in all 50 states and the District of Columbia. The Organizational chart form restricted the amount of information that could be used. Also, because...
Show moreThis paper is part of a substantial amount of research work which was defined and solicited by the Governors Commission on the Structure and Governance of Education in Maryland (the Rosenberg Commission) from many scholarly people working throughout the Maryland system of education. This publication briefly outlines the educational structures in all 50 states and the District of Columbia. The Organizational chart form restricted the amount of information that could be used. Also, because changes in educational structure are constantly being made, some information may be obsolete.
Show less - Date Issued
- 1974
- Identifier
- FSU_migr_ecs-0006
- Format
- Document (PDF)
- Title
- State Postsecondary Education Profiles Handbook: [1976].
- Creator
-
Millard, Richard M., Education Commission of the States, National Center for Higher Education Management Systems, State Higher Education Executive Officers (U.S.)
- Abstract/Description
-
This profiles handbook presents in narrative form a statement about the statewide postsecondary agencies that administer statewide programs, coordinate and plan for postsecondary education.
- Date Issued
- 1976
- Identifier
- FSU_migr_ecs-0010
- Format
- Document (PDF)
- Title
- State Postsecondary Education Profiles Handbook.
- Creator
-
Berve, Nancy M., Education Commission of the States, National Center for Higher Education Management Systems, State Higher Education Executive Officers (U.S.)
- Date Issued
- 1978
- Identifier
- FSU_migr_ecs-0011
- Format
- Document (PDF)
- Title
- Advanced (Measurement) Applications of Curriculum-based Measurement in Reading.
- Creator
-
Petscher, Yaacov M., Cummings, Kelli, Biancarosa, Gina, Fien, Hank
- Abstract/Description
-
The purpose of this article is to provide a commentary on the current state of several measurement issues pertaining to curriculum-based measures of reading (R-CBM1). We begin by providing an overview of the utility of R-CBM, followed by a presentation of five specific measurements considerations: 1) the reliability of R-CBM oral reading fluency, 2) issues pertaining to form effects, 3) the generalizability of scores from R-CBM, 4) measurement error, and 5) linearity of growth in R-CBM. We...
Show moreThe purpose of this article is to provide a commentary on the current state of several measurement issues pertaining to curriculum-based measures of reading (R-CBM1). We begin by providing an overview of the utility of R-CBM, followed by a presentation of five specific measurements considerations: 1) the reliability of R-CBM oral reading fluency, 2) issues pertaining to form effects, 3) the generalizability of scores from R-CBM, 4) measurement error, and 5) linearity of growth in R-CBM. We then conclude with a presentation of the purpose for this issue and broadly introduce the articles in the special issue. Because oral reading fluency is one of the most common measures of R-CBM, much of the review is focused on this particular type of assessment; however, the issues presented extend to other assessments of R-CBM.
Show less - Date Issued
- 2013
- Identifier
- FSU_migr_fcrr-pubs-0001, 10.1177/1534508412461434
- Format
- Citation
- Title
- Constructing School Organization Through Metaphor: Making Sense of School Reform.
- Creator
-
Brandt, Nolia C., Herrington, Carolyn D., Laughlin, Karen L., Milton, Sande D., Russell, Terrence R., Osteryoung, Jerome S., Iatarola, Patrice M., Department of Educational...
Show moreBrandt, Nolia C., Herrington, Carolyn D., Laughlin, Karen L., Milton, Sande D., Russell, Terrence R., Osteryoung, Jerome S., Iatarola, Patrice M., Department of Educational Leadership and Policy Studies, Florida State University
Show less - Abstract/Description
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Constructing School Organization Through Metaphor: Making Sense of School Reform is an in-depth case study of a K-12 laboratory school affiliated with a major state university. The school was undergoing a series of significant changes, mainly due to mandates brought about through educational reform policy and the upcoming loss and replacement of their school facilities. The study was of a particular period in time, and spanned approximately one year. The directed, open-ended questions asked...
Show moreConstructing School Organization Through Metaphor: Making Sense of School Reform is an in-depth case study of a K-12 laboratory school affiliated with a major state university. The school was undergoing a series of significant changes, mainly due to mandates brought about through educational reform policy and the upcoming loss and replacement of their school facilities. The study was of a particular period in time, and spanned approximately one year. The directed, open-ended questions asked during interviews with adults in the school were related to changes the school was undergoing, how these changes were being implemented, and how these were affecting teachers in relation to their teaching. Insights about the organization were in part gained by the use of metaphor as a tool for looking at organizational structure, and for viewing and describing the meanings that educators created around their roles, professions, and organization. Qualitative research was chosen as the best method for studying these research questions: 1) What understandings about the organization and the changes exist? A) What organizational metaphors are played out in this school undergoing rapid change? B) Are multiple metaphors conflicting or complementary? 2) What are the consequences of competing metaphors on educators and the organization? During times of change, an organization's metaphors are more readily apparent as the actors respond to the pressures of change: this was true at the lab school. Metaphors helped expose how individuals constructed shared meanings about their school, the changes impacting the school, and themselves as members of the organization. The study provides insights into how metaphor and rhetoric were used by educators and others to help construct the social reality of their school, a reality played out through the school's culture. Great concerns surfaced during the interviews about the role of the teacher, the needs of students, the purposes of education, and issues about reform. At the same time, holding the culture together were certain underlying values, characteristics, and expectations—mainly a commitment to student learning and the best interests of the students. The shared metaphor of "teacher" allowed the culture of the school to survive with some strength, even while co-existing with the dissonance caused by other, competing metaphors. However, the shared metaphor of "teacher" did not reduce the school's struggle with change, and the socializing aspects of the culture did not appear to be contributing to an overall understanding or acceptance of the proposed new school and new metaphors necessary to implement the changes and mandates. The research is descriptive in nature, and data (observations, interviews, and study of artifacts inside and outside of the setting) were inductively analyzed. The narratives of the people interviewed are the primary data. Aggregated data reported in this study are excerpts from the interviews with forty-seven adults within the school setting, compiled in such a way as to represent the repeated issues and mix of "voices" of those interviewed. The thick data collected provides information on how educators within the school were making sense and meaning of themselves and their organization as the school underwent great change. The events that took place were observed, recorded, and analyzed through open coding into themes that described the changes, metaphors, negotiations, and processes taking place: these constructed the realities within the school. Metaphors were seen to effect and be affected by a series of changes within the school and by the rhetoric of school members. The researcher's intention was accomplished--i.e., to examine and consider how the institutional arguments, as reported by stakeholders in the organization, were negotiated through a complex, interactive process. The examination was fundamentally based on the metaphors used by the participants, which both revealed and helped to create their views of the reality of the organization. Metaphors were also used in the production of the study as a means of helping the reader understand what was taking place in this school. As a way of looking at people's behavior, organizations, and life constructs, metaphors serve as tools for understanding, identifying, and describing how educators within the school perceive and construct their organization and manage their work lives. Educators use metaphor to construct their realities of themselves as professionals and of their school as an organization, to share beliefs and realities with others, and to influence decisions. Some of the metaphors found and used in the lab school had to do with organizational issues, others with individual issues, including identity. Understanding the dynamics between the existence and use of metaphors, organization structure, and the people who work in the organization is important to educators and policy makers as schools re-create themselves to meet new mandates. The narratives describe and give insights into how people in the organization used metaphors to organize their structures and work, and to negotiate, manage, construct, and deal with their realities and relationships with each other. The narratives and descriptions of the research also use metaphors to facilitate readers' understanding of this study and to link the narratives of those interviewed back to the literature review. The narrative data reveals that mandated changes were affecting the identity of teachers as professionals. Educators' typifications of themselves as teachers, with the best interests of students at heart, allowed the educators to function as a school that enjoyed some measure of success, even when their was no consensus around changes in the organization. Paradoxes existed in the form of opposing beliefs and realities of what was happening in the school, and educators talked about the school and its changes in ways that were contradictory to how they behaved as members of the school. Some educators talked about the organization as a dictatorship or other type of organization, while almost all of them behaved in ways consistent with a learning organization. On occasion, educators talked about competing realities within the school. Consternation about changes in the school and individual realities caused a variety of reactions, including fight-flight, avoidance, and engagement. The use of rhetoric to inform, build, or eliminate metaphors was in evidence, and members of the school tended to group with "like minded" people who reinforced their existing beliefs. People in the school interacted with others based on each person's own stock of knowledge, which was informed, enlarged, reinforced, and changed through metaphor: realities were a constant work in progress. These sets of old assumptions and beliefs helped create paradoxes: the teachers who were interviewed focused on their stressors and distress about the changes in the school, versus the way they interacted as a learning organization with the students and each other in positive and supportive ways. This focus on the negative aspects of changes in the school appeared to be in large part due to the probe questions with which the researcher began the interviews. While the school's Director focused on organizational metaphors, the teachers were focused on person-centered metaphors. There was no metaphor being promoted by the leaders in the school that was more attractive than the metaphors and identities members of the school were losing, particularly those of "lab" school, "professor," and "families." Organizational literature mainly deals with organization-centered metaphors, whereas the person-centered ones that teachers related to most point to a gap in the organizational literature. The metaphor of democracy, which is important to site-based management such as the school had, was jeopardized by a lack of participation across stakeholders such as parents, teachers, and students. There were many valid reasons for this lack of participation, as reflected in the study and which were in agreement with findings of other researchers. School members struggled with issues unique to their school, but also those faced by other lab and site-managed schools and the U.S. workforce in general. Communications appeared to be one of the biggest barriers to effecting change, and the reasons for communication breakdowns were varied. In addition, the school was undergoing a transformation from lab school to professional development school (PDS), yet forty-five of the forty-seven people interviewed seemed unaware of this. The transformation to a PDS reflected the trend of other lab schools in the U.S. that had managed to survive by changing their organizations and identities. Change brought on other challenges as well: those who taught core or state-tested disciplines were challenged to cover all of the requirements and still keep their teaching engaging, up-to-date, and meaningful. Most of the excitement and innovation in the middle and high schools seemed to come from "elective" courses, with the exception of an integrative arts-based program that included core courses, such as math and science. Although educators focused mainly on the stressors caused by change when questioned about change during the interviews, the majority of them behaved in the sharing and interactive ways of a learning organization. At the same time that the school had most of the attributes of a learning organization, most of the educators did not appear to understand key points of this type organization, particularly that chaos is real and embraceable, that change is constant, quick, and part of an everyday process.
Show less - Date Issued
- 2004
- Identifier
- FSU_migr_etd-3130
- Format
- Thesis
- Title
- The Effects of Universal Preschool on Second Grade Standardized Test Scores in California.
- Creator
-
McElroy, Katherine A., Department of Economics
- Abstract/Description
-
The purpose of this study was to determine if economically integrated preschool, denoted as universal preschool, has a significant effect on the test scores of second grade students in California. Previous studies have shown conclusive results on the positive effect that general preschool has on children's success in school and later in life. This study compared preschool enrollments and standardized test scores across counties in California. Due to the novelty of universal preschool programs...
Show moreThe purpose of this study was to determine if economically integrated preschool, denoted as universal preschool, has a significant effect on the test scores of second grade students in California. Previous studies have shown conclusive results on the positive effect that general preschool has on children's success in school and later in life. This study compared preschool enrollments and standardized test scores across counties in California. Due to the novelty of universal preschool programs, long term and accessible data is rare. This project focused specifically on preschool in counties in California due to the availability of data. The study looks at Los Angeles County because it implemented a universal preschool program, where no other counties in California have. I collected second grade California Standardized Test (CST) score data from the California Department of Education, and I collected county level preschool enrollment data from the United States Census Bureau. To control for differences between counties, the study used a fixed effects model. The study concluded that general preschool has a positive effect on test scores, and negative effect on the percentage of students scoring below basic and far below basic on the CST. The study found trends in the difference between Los Angeles County and the rest of California for the preschool enrollment rates over time, and CST scores over time. Further research could provide cost benefit analyses of universal preschool programs. Such studies could influence education policies regarding preschool to increase education equality.
Show less - Date Issued
- 2015
- Identifier
- FSU_migr_uhm-0555
- Format
- Thesis
- Title
- Reading Comprehension in Grade Three as a Function of Child, Item, and Passage Characteristics.
- Creator
-
McIlraith, Autumn Lorayne, Catts, Hugh W. (Hugh William), Schatschneider, Christopher, Wood, Carla, Compton, Donald L., Florida State University, College of Communication and...
Show moreMcIlraith, Autumn Lorayne, Catts, Hugh W. (Hugh William), Schatschneider, Christopher, Wood, Carla, Compton, Donald L., Florida State University, College of Communication and Information, School of Communication Science and Disorders
Show less - Abstract/Description
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Reading comprehension emerges as an important skill set in the early elementary grades. It is supported by component skills including decoding, linguistic knowledge including vocabulary and syntactic knowledge, as well as more complex, higher-level components such as inference making and comprehension monitoring. Theoretical understanding of reading comprehension has historically included reader-focused models, as well as models that include reader-text interaction and text-task interaction....
Show moreReading comprehension emerges as an important skill set in the early elementary grades. It is supported by component skills including decoding, linguistic knowledge including vocabulary and syntactic knowledge, as well as more complex, higher-level components such as inference making and comprehension monitoring. Theoretical understanding of reading comprehension has historically included reader-focused models, as well as models that include reader-text interaction and text-task interaction. Together, the dimensions of reader, text, and task represent the conceptual space in which comprehension can occur. Using a crossed random-effects model, the probability of a correct item response can be modeled as a function of reader, text, and item characteristics. This approach has been used in several studies of reading comprehension, with informative results. However, to date this work has focused on older readers, or has used relatively small samples of readers. In this study, a crossed random-effects modeling approach was used to analyze a large data set consisting of item response data from a sample of 2,723 Grade 3 students. Student-level predictors of vocabulary knowledge, syntactic knowledge, and word recognition, as well as several categorizations of item type, and passage-level predictors of lexile and several indices of passage complexity were found to be significant predictors of reading comprehension. Cross-level interactions were investigated, and significant interactions were found between student and item predictors, and between student and passage predictors. Approximately 50% of variance in reading comprehension across students was explained by the student-level predictors, but only 18-22% of variance across items was explained by the passage-level and item-level predictors. Results from this study suggest that for Grade 3 readers, the strong predictive relations between student predictors of syntactic and vocabulary knowledge to reading comprehension may be moderated by some aspects of item and task demands. However, for this large-scale, multiple choice assessment of reading comprehension, variability in items and passages was largely unexplained. Results are discussed in the context of theoretical accounts of reading comprehension, from which the item and passage predictors are derived.
Show less - Date Issued
- 2017
- Identifier
- FSU_FALL2017_McIlraith_fsu_0071E_14147
- Format
- Thesis
- Title
- The Validation of the English Language Version of the Teacher Self-Regulation Scale for U.S. K-12 Teachers.
- Creator
-
Arrastia, Meagan Caridad, Roehrig, Alysia D., Jakubowski, Elizabeth M., Turner, Jeannine E. (Jeannine Ellen), Paek, Insu, Florida State University, College of Education,...
Show moreArrastia, Meagan Caridad, Roehrig, Alysia D., Jakubowski, Elizabeth M., Turner, Jeannine E. (Jeannine Ellen), Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less - Abstract/Description
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Although self-regulated learning has been identified as important for students in academic settings, the construct of teacher self-regulation is less well understood. The literature on teacher self-regulation is reviewed in this dissertation, identifying the weaknesses of studies to date and gaps in the literature. The largest gap is the existence of a valid measure of teacher self-regulation that can be used in the U.S. K-12 teacher population. Without such a measure, the possible...
Show moreAlthough self-regulated learning has been identified as important for students in academic settings, the construct of teacher self-regulation is less well understood. The literature on teacher self-regulation is reviewed in this dissertation, identifying the weaknesses of studies to date and gaps in the literature. The largest gap is the existence of a valid measure of teacher self-regulation that can be used in the U.S. K-12 teacher population. Without such a measure, the possible relationships between teacher self-regulation and important outcomes like teacher learning, student self-regulation, and student achievement cannot be examined. By collecting evidence from various sources (i.e., expert review, teacher review, teacher responses, factor structure, etc.), this dissertation evaluated the reliability and validity of the English-version of the Teacher Self-regulation Scale (TSRS), which was originally developed and validated in Turkey and has since been validated in the Iranian English-as-Foreign-Language (EFL) teacher population. The TSRS, consisting of 40 items, is based on a theoretical model of self-regulation proposed by Zimmerman (2000) and captures nine factors. A series of confirmatory factor analyses (CFA) were conducted to test the factor structure using responses collected via an anonymous online survey from 923 U.S. K-12 teachers recruited from teacher professional organizations. In addition, the internal consistency of the nine subscales were assessed. In this sample, the nine-factor model did not fit the data well suggesting possible cross-cultural differences. Furthermore, unidimensionality was confirmed for only eight of the nine subscales: emotional control, goal setting, help seeking, intrinsic interest, mastery goal orientation, performance goal orientation, self-evaluation, and self-instruction. Theoretical relationships between teacher self-regulation subscales and another measure of teacher self-regulation, teacher sense of responsibility and teacher self-efficacy were also tested using a series of path analyses. A series of multiple regression analyses identified a number of demographic variables as significant predictors of teacher self-regulation subscales. Across the eight subscales, being a teacher of English/Language Arts and a female were significant predictors of higher TSRS responses, whereas being a native English speaker significantly predicted lower TSRS responses. There was also a significant positive relationship between years of teaching experience and TSRS responses for a number of subscales. Further research is needed to better represent the construct of teacher self-regulation.
Show less - Date Issued
- 2015
- Identifier
- FSU_migr_etd-9541
- Format
- Thesis
- Title
- The sight saving program in the public schools of Florida -- problems and recommendations for a sight saving program based on the cooperative plan involving the sight saving class at the Demonstration School, Florida State University.
- Creator
-
Pickle, Louise
- Identifier
- akw1777, 164602, fsu:14698
- Format
- Document (PDF)
- Title
- Background characteristics of enrollees in clothing construction classes in the Pinellas County, Florida adult home economics program.
- Creator
-
Parvin, Marjorie Allen, Hurt, Mary Lee, Florida State University
- Abstract/Description
-
"What were the backgrounds of the people who enrolled in clothing construction classes in the adult home economics program in Pinellas County, Florida, in 1974-75? In more detail, what was their marital status? What were their age ranges? How many children under 18 did they have living at home? What was their employment status? What were their educational and economic levels? Were they United States citizens? How long had they lived in the State of Florida and in Pinellas County? Were they...
Show more"What were the backgrounds of the people who enrolled in clothing construction classes in the adult home economics program in Pinellas County, Florida, in 1974-75? In more detail, what was their marital status? What were their age ranges? How many children under 18 did they have living at home? What was their employment status? What were their educational and economic levels? Were they United States citizens? How long had they lived in the State of Florida and in Pinellas County? Were they year-round residents? How did they learn about the clothing construction class?"--Introduction.
Show less - Date Issued
- 1975
- Identifier
- FSU_historic_AKP2718
- Format
- Thesis
- Title
- Impact of a low-intensity pedagogical model for integrating MedlinePlus exercises into middle school nutrition lessons.
- Creator
-
Rankins, Jenice, Kirksey, Otis, Bogan, Yolanda, Brown, Betty
- Abstract/Description
-
The research developed and pilot-tested MedlinePlus exercises in a diet-related chronic disease prevention (DCDP) middle school lesson unit called "Live." MedlinePlus exercises were jointly developed by two middle school family and consumer sciences (FCS) teachers and integrated into the "Live" DCDP lesson unit. FCS classes (n = 4) who had participated in a prior "Live" study were chosen to pilot-test the MedlinePlus-supplemented exercises. Evaluation measures included student satisfaction ...
Show moreThe research developed and pilot-tested MedlinePlus exercises in a diet-related chronic disease prevention (DCDP) middle school lesson unit called "Live." MedlinePlus exercises were jointly developed by two middle school family and consumer sciences (FCS) teachers and integrated into the "Live" DCDP lesson unit. FCS classes (n = 4) who had participated in a prior "Live" study were chosen to pilot-test the MedlinePlus-supplemented exercises. Evaluation measures included student satisfaction (assessed using an 8-item pre- and posttest questionnaire), knowledge gained, and attitudinal changes (assessed with an abridged version of a previously developed "Live" questionnaire). Statistical analyses were performed using SPSS. Of 62 total study participants, 56 (92.3%) said that they were either "somewhat" or "clearly": (a) more likely to use MedlinePlus as a future source for answering questions about their personal health and (b) more knowledgeable about how eating habits can help prevent disease. Selected parameters were improved for nutrition knowledge (P < 0.01) and attitudes (P < 0.01) related to healthy eating. MedlinePlus has good potential for efficiently communicating trustworthy diet-related disease-prevention behaviors to adolescents in an existing classroom curriculum.
Show less - Date Issued
- 2007-10-01
- Identifier
- FSU_pmch_17971886, 10.3163/1536-5050.95.4.388, PMC2000791, 17971886, 17971886
- Format
- Citation
