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Title: ‘Unprecedented’: A Study of the National Football League’s Regulation of Labor Through Punishment.
Creator: Lovich, Justin M., Newman, Joshua I., Chiricos, Theodore G. (Theodore George), Giardina, Michael D., Rodenberg, Ryan M., Florida State University, College of Education,...
Show moreLovich, Justin M., Newman, Joshua I., Chiricos, Theodore G. (Theodore George), Giardina, Michael D., Rodenberg, Ryan M., Florida State University, College of Education, Department of Sport Management
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Abstract/Description: The contemporary National Football League (NFL) now sits atop the zenith of American sport business, with unmatched economic growth and popularity. Its success can be measured in terms of revenues, in high television ratings, and in live attendance for its games each week. This dissertation looks into the extent to which the NFL's success--in maintaining a marketable brand image and spectacular corporeal commodity form--is attributable to its distinctive three-pronged system of player...
Show moreThe contemporary National Football League (NFL) now sits atop the zenith of American sport business, with unmatched economic growth and popularity. Its success can be measured in terms of revenues, in high television ratings, and in live attendance for its games each week. This dissertation looks into the extent to which the NFL's success--in maintaining a marketable brand image and spectacular corporeal commodity form--is attributable to its distinctive three-pronged system of player governance and punishment: mechanisms for the adjudication of off-field player behavior; mechanisms for the adjudication of on-field player behavior; and mechanisms for the adjudication of player use of proscribed substances. This study will incorporate juridical policy analysis to understand the mechanisms through which such punishment is enacted and enforced, and Foucauldian discourse analysis to disciplinary power imbedded within, and activated by, popular governance rhetoric. It is concluded herein that the NFL's success is attributed to a paradox of liberal economic governance--cartel-structured laissez-faire economic relations--and authoritarian governance of labor activity (on and off the field).
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Date Issued: 2014
Identifier: FSU_migr_etd-9211
Format: Thesis

Title: Affective Labor Power in Sport Management: A Political Economic Analysis of Internships in the Sports Industry.
Creator: Hawzen, Matthew G., Newman, Joshua I., Giardina, Michael D., Xue, Hanhan, Florida State University, College of Education, Department of Sport Management
Abstract/Description: Internships are an integral part of the job-training regimen for college students in the United States today. The prevalence of internships in higher education and the U.S. economy is often justified by the compelling idea that internships provide mutual value to universities, students, and employers (Becker, 1962; Coco, 2000). The internship system, however, has become the subject of litigation in court, politicized as a regime of wage theft, and critiqued for its contribution to the...
Show moreInternships are an integral part of the job-training regimen for college students in the United States today. The prevalence of internships in higher education and the U.S. economy is often justified by the compelling idea that internships provide mutual value to universities, students, and employers (Becker, 1962; Coco, 2000). The internship system, however, has become the subject of litigation in court, politicized as a regime of wage theft, and critiqued for its contribution to the widening gulf between rich and poor in the United States (Perlin, 2011b). It is within this context that internships have become a core component of the academic field of sport management. Sport management has used internships as a preparatory practice since its inception in the late 1960s. Founded on the idea of training a managerial class of workers for the sports industry, sport management has grown from one program in 1966 to over 400 today. Sport management scholars argue that such growth comes from 1) the burgeoning sports industry’s demand for a trained workforce and 2) from the more and more students who want to enroll in the degree programs (Chelladurai, 2017; Masteralexis, Barr, & Hums, 2011). Despite the effective demand amongst students and the labor demand from the industry, scholars are describing the labor market as over-saturated and highly competitive (DeLuca & Braunstein-Minkove, 2016). The major consequences are an uncertain job market and suboptimal labor conditions for interns and graduates. This dissertation examines the political economy of internships within and between sport management and the sports industry and explores in this context the labor power, or productive subjectivities, of sport management majors going through the internship process. I performed in-depth semi-structured to unstructured interviews with 33 sport management majors who were at three different points in the internship process (before, during, and after). The interviews were conducted to understand the production of motivations and capacities to work in sport (or the demand for sport management); the experience of being entangled in labor market competition; the expectations for, and experiences of, interning; and the formative, and ongoing, role that sport (fandom and athletic participation) plays in the lives and labor of interns jockeying for positions in the sports industry. In my analysis, I discuss the ways in which my respondents became subjects of social reproduction between sport and capitalism and subjected to affective conditions of exploitation. I provide a critique of dominant internship orthodoxy, the function of internships in the sports industry, and the active role sport management plays in reproducing conditions of exploitation. And I illustrate how the contradictions of internships under capital give rise to passion, love, hope, and optimism as irrational yet core characteristics of the sport management workforce. After having fleshed out myriad issues with internships, I conclude with a discussion about what we can do about internships in sport management to improve the labor conditions for future interns.
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Date Issued: 2018
Identifier: 2018_Su_Hawzen_fsu_0071E_14636
Format: Thesis

Title: African American and Latino Student Enrollment Trends Following the College Cost Reduction and Access Act of 2007.
Creator: Snead, John T., Jones, Tamara Bertrand, Berry, William Dale, Tandberg, David A., Perez-Felkner, Lara, Park, Toby J., Florida State University, College of Education, Department...
Show moreSnead, John T., Jones, Tamara Bertrand, Berry, William Dale, Tandberg, David A., Perez-Felkner, Lara, Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: According to the 2010 census, the number of African Americans rose from 34.7 million in 2000 to 38.9 million in 2010; this represented a 12% increase in ten years. Similarly during the same time period, Latinos accounted for more than 50 percent of the nation's total population growth (Flores & Oseguera, 2011; U. S. Census Bureau, 2010; U. S. Census Bureau, 2010). Yet, both groups remain underrepresented in higher education. A major determinant of college participation for underrepresented...
Show moreAccording to the 2010 census, the number of African Americans rose from 34.7 million in 2000 to 38.9 million in 2010; this represented a 12% increase in ten years. Similarly during the same time period, Latinos accounted for more than 50 percent of the nation's total population growth (Flores & Oseguera, 2011; U. S. Census Bureau, 2010; U. S. Census Bureau, 2010). Yet, both groups remain underrepresented in higher education. A major determinant of college participation for underrepresented racial minorities is the availability of funding. While individual states and institutions provide financial resources, via various measures, the federal government provides a substantial amount of need based funding in the form of Pell Grants. The College Cost Reduction and Access Act of 2007 (CCRAA) mandates yearly increases to Pell Grant starting in 2008 and continuing until 2017. The main purpose of CCRAA is to reduce college costs and increase access. However, there is no preliminary evidence that this was accomplished for students once CCRAA was enacted, particularly those who are underrepresented and depend most on Pell Grant funding. With this in mind, the purpose of this study is to investigate the enrollment patterns of African American and Latino students after the enactment of the CCRAA. Multiple regression and fixed effects models were used to examine the enrollment of both minority groups using an institutional level analysis of four-year, degree granting postsecondary institutions. Findings from this study provided a first glimpse into the effectiveness of CCRAA in increasing first-time full time enrollment. Pell Grant increases were found to have a positive effect on Latino student enrollment at four-year institutions, both public and private. These findings have implications, particularly for policy makers and potential students, but also for higher education research.
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Date Issued: 2014
Identifier: FSU_migr_etd-9249
Format: Thesis

Title: Aid and College Success: The Effect of a Grant-Filled Financial Aid Package on the Academic Performance and Persistence of Traditionally Underrepresented Students in an Academic Support Program.
Creator: Starke, Tadarrayl M., Jones, Maxine Deloris, Jones, Tamara Bertrand, Hu, Shouping, Park, Toby J., Florida State University, College of Education, Department of Educational...
Show moreStarke, Tadarrayl M., Jones, Maxine Deloris, Jones, Tamara Bertrand, Hu, Shouping, Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: First-generation college students face unique challenges in higher education compared to students whose parents are college graduates. These students tend to come from lower socioeconomic backgrounds and face difficulty enrolling and persisting in higher education (Horn, 1998; Ishitani, 2003; Latino et al., 2018; Nunez & Cuccaro-Alamin, 1998; Warburton, Bugarin, & Nunez, 2001). They rely more on financial aid and employment to pay for college (Choy, 2001; Pratt, Harwood, Cavazos, & Ditzfeld,...
Show moreFirst-generation college students face unique challenges in higher education compared to students whose parents are college graduates. These students tend to come from lower socioeconomic backgrounds and face difficulty enrolling and persisting in higher education (Horn, 1998; Ishitani, 2003; Latino et al., 2018; Nunez & Cuccaro-Alamin, 1998; Warburton, Bugarin, & Nunez, 2001). They rely more on financial aid and employment to pay for college (Choy, 2001; Pratt, Harwood, Cavazos, & Ditzfeld, 2017), and are highly susceptible to attrition as a result of lacking the financial means to pay for college (Eitel & Martin, 2009). Postsecondary transition and academic support programs were designed to address factors affecting first-generation college student success, postsecondary transition and academic support programs (Almaraz et al., 2010; Kezar, 2000; Tate et al., 2015; Thayer, 2000; Walpole et al., 2008). Effective programs target students with the greatest financial need, assist students with navigating college, and adapt programming to student characteristics (Perna, 2015). Participants of these programs tend to have greater levels of student success compared to first-generation college students who do not participate (Ackermann, 1991; Almaraz et al., 2010; Carey, 2008; Garcia, 1991; McGlynn, 2009). At Florida State University (FSU), the Center for Academic Retention and Enhancement (CARE) is a comprehensive transition and academic support program designed to increase access and student success for first-generation college students. In 2015, FSU developed the CARE Grant to provide a minimum of 75% of the cost of attendance to CARE students in an effort to reduce the level of unmet financial need and increase student success. The purpose of the study was to explore the effects of awarding the grant-filled financial aid package on the persistence and academic achievement of first-generation college students enrolled in an academic support program. CARE provided a unique context to explore the effects of financial aid on academic performance and retention of students in an academic support program. This study is grounded in research relating to retention, first-generation college students, factors relating to their postsecondary persistence and academic success, transitional and academic support programs, financial aid and college costs, and relevant theories relating to the impact of financial aid and college costs on student retention. The research framework is influenced by Reason (2009), who developed a conceptual framework that included organizational context as an element contributing to retention. In the conceptual framework of this study, student demographics and pre-college characteristics contribute to a student’s persistence at FSU through the context of CARE participation. Financial aid and college costs variables are additional influences to a student’s persistence through to graduation. Through linear and binary logistic regression, the study analyzed the effects of multiple background, academic, and financial variables on FSU GPA, Overall GPA, and first-to-second year retention. The sample consisted of 1,425 students enrolled in CARE between summer 2013-2016 who reenrolled and received financial aid for the subsequent first term. The control group was students who enrolled in CARE in 2013 and 2014 who did not receive the CARE Grant. The study collected data on student GPAs and first-year retention to analyze the effects of the awarding the CARE Grant using data collection procedures native to FSU. The study’s findings suggested the grant had no statistically significant effect on academic performance and retention when controlling for other variables. Only high school GPA was statistically significant and positive for both FSU GPA and Overall GPA. High school GPA and Black/African American classification were statistically significant and positively related to retention. The findings are significant in advancing knowledge of first-generation student success, financial aid, and postsecondary academic support programming. Recommendations for future research include examining graduation rates for the population studied, adding additional variables to better explore what elements contribute to academic performance and retention for CARE students, and using mixed methods research to capture additional qualitative factors influencing academic performance and retention.
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Date Issued: 2019
Identifier: 2019_Spring_Starke_fsu_0071E_15069
Format: Thesis

Title: All Together Now: Barriers and Aids to Creating and Sustaining State College-University Partnerships.
Creator: Edel, Sharon, Hu, Shouping, Ferris, Gerald R., Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
Abstract/Description: All 28 colleges of the Florida College System (FCS) have made space in their budgets and on their campuses in order to attract upper-division partners, colleges and universities that represent the State University System (SUS), Independent Colleges and Schools of Florida, and other higher education institutions nationwide. Partnership relationships such as the ones negotiated between FCS institutions and upper division schools are defined as academic strategic alliances in higher education...
Show moreAll 28 colleges of the Florida College System (FCS) have made space in their budgets and on their campuses in order to attract upper-division partners, colleges and universities that represent the State University System (SUS), Independent Colleges and Schools of Florida, and other higher education institutions nationwide. Partnership relationships such as the ones negotiated between FCS institutions and upper division schools are defined as academic strategic alliances in higher education literature. Scholars have taken this terminology from business management lexicon wherein organizations respond to a competitive market by joining forces (Das & Teng, 1997). Accordingly, scholars from both fields emphasize the concept of collaboration packed inside the strategic decision of campus leaders to pool their resources partnerships (Adegbesan & Higgins, 2011; Eckel, Hartley, & Affolter-Caine, 2004). This study explored both sides of the state college-university partnership dynamic through the eyes of the administrators using themes from Gulati’s (1998) network embeddedness framework. I employed a qualitative research design to determine the influence of alliance initiatives on the social networks involved in their implementation. I used a collective-case study approach employing data triangulation (interviews, documents, and observation) to seek out any emerging themes. I also sought out institutional data to support this study. A majority of these FCS concurrent-use arrangements have persisted while others have failed. This study contributes to higher education literature by offering a means to expand the scope of previous academic strategic alliance studies. Instead of focusing on partnership dyads, this study explored how host and partner institution administrators operate within a social network embedded at the study sites. I propose fresh perspectives to explain how each member involved within a state college’s university partnership program can assert its own needs while working in concert to define common goals and objectives. My two key findings identified the perception of lack as the primary barrier and effective communication as the most influential aid to partnership creation and maintenance.
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Date Issued: 2016
Identifier: FSU_FA2016_Edel_fsu_0071E_13539
Format: Thesis

Title: Amateurism, Player Compensation, and College Sports an Analysis of the Perceived Effects of a Free Market Model on the National Collegiate Athletic Association and Three Stakeholders of Division I Athletics.
Creator: Hart, Steven, Kim, Amy C. H. (Amy Chan Hyung), James, Jeffrey D. (Jeffrey Dalton), Xue, Hanhan, Florida State University, College of Education, Department of Sport Management
Abstract/Description: The debate about student-athlete compensation in college athletics has received increased media attention in the past decade. As many parties continue to call for the National Collegiate Athletic Association (the NCAA) to reform its organizational model and rulebook, commentators have proposed several alternatives to the current amateurism model. Among the most commonly discussed is a free market model. This model, arguably, would have the most significant impact on the NCAA and its...
Show moreThe debate about student-athlete compensation in college athletics has received increased media attention in the past decade. As many parties continue to call for the National Collegiate Athletic Association (the NCAA) to reform its organizational model and rulebook, commentators have proposed several alternatives to the current amateurism model. Among the most commonly discussed is a free market model. This model, arguably, would have the most significant impact on the NCAA and its stakeholders. Critics and proponents of such a model disagree as to what the impacts would be on the NCAA and its ability to achieve its organizational purposes, including governing the fairness of competition and establishing rules defining the amateur status of student-athletes (Beggs et. al., 2004). The purpose of this study was to investigate managers and stakeholder groups' perceptions of a free market system on the organizational structure and the ability of the NCAA to achieve its organizational goals, and the impact on three key stakeholders: Division I athletic departments, Division I student-athletes, and sports law attorneys. Since much of the current discussion about the future of the NCAA is proffered by industry commentators, celebrities, and sports writers, there is a need to identify and gain perspective from key stakeholders who would directly affect and be affected by a change to the current student-athlete compensation model. Stakeholder theory was used as a framework for substantiating the importance of key stakeholders in college athletics. Stakeholder theory helps an organization explore the interests, expectations and perspectives of those who affect and are affected by its actions insomuch a decision maker can accordingly develop appropriate strategies and policies for responding to both internal and external influences (Hester, Bradley, & Adams, 2012). The three stakeholder groups chosen for this study included division I intercollegiate athletic administrators, division I student-athletes, and sports law attorneys. These stakeholder groups were selected because of their potential to be impacted by the implementation of a free market model. By way of understanding the importance of the three key stakeholders, this thesis focuses on exploring their perception of: 1) what a free market model is for intercollegiate athletics, and 2) how such a free market model would potentially impact the development of the NCAA and stakeholders themselves. To facilitate the study, semi-structured interviews with eight participants were conducted. The participants included two members from each of the above-mentioned stakeholder groups (i.e. two division I student-athletes, two sports law attorneys and two division I athletic administrators) as well as two NCAA committee members. Those participants were chosen through a process of purposive sampling created through a set of specific criteria (e.g. only student athletes who played football or basketball were selected to participate). Semi-structured interview questions were developed based on the research questions listed in this study. All interviews were recorded and participants' answers were transcribed. The transcribed interviews were reviewed and key words and themes emerging from the interviews were identified. The data was then analyzed using conventional qualitative content analysis. Results of the study revealed that stakeholders of the NCAA have varying ideas of what a free market model is for intercollegiate athletics. Both NCAA committee members described a free market for intercollegiate athletics as a pay-for-play model. The attorneys' perceptions were related to a traditional economic definition of a free market. Other ideas were similar to a professional model where salary caps are negotiated through a process of collective bargaining. A key finding from this study is that there are differences in stakeholder perceptions of how a free market model would potentially impact the development of the NCAA and stakeholders. Many of the perceptions identified amongst all or most of the stakeholders interviewed are uncommon in the media narratives about the future of the NCAA. Future implications of the findings on stakeholder theory were discussed.
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Date Issued: 2019
Identifier: 2019_Summer_Hart_fsu_0071N_15451
Format: Thesis

Title: Ambitious Instruction in Undergraduate Biology Laboratories.
Creator: Strimaitis, Anna Margaret, Southerland, Sherry A., Underwood, Nora, Andrews-Larson, Christine J., Winn, Alice A., Florida State University, College of Education, School of...
Show moreStrimaitis, Anna Margaret, Southerland, Sherry A., Underwood, Nora, Andrews-Larson, Christine J., Winn, Alice A., Florida State University, College of Education, School of Teacher Education
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Abstract/Description: National recommendations for undergraduate biology education call for orchestrating opportunities for students to "figure out" scientific explanations in the classroom setting by engaging in similar disciplinary practices and discourses as scientists. One approach to realize this vision, ambitious science teaching, describes four essential practices, each of which emphasizes classroom talk as an essential feature of student understanding. However, a critical element of reform is the...
Show moreNational recommendations for undergraduate biology education call for orchestrating opportunities for students to "figure out" scientific explanations in the classroom setting by engaging in similar disciplinary practices and discourses as scientists. One approach to realize this vision, ambitious science teaching, describes four essential practices, each of which emphasizes classroom talk as an essential feature of student understanding. However, a critical element of reform is the instructor, who translates and enacts recommended practices in the classroom. This dissertation examines three specific aspects of ambitious science teaching in the context of an undergraduate biology laboratory course: how teaching assistants (TAs) take up the ambitious science teaching practice of eliciting and responding to student ideas, how TAs use positioning acts to support or constrain students' opportunities to engage in rigorous scientific discourse, and how engaging students in ambitious science teaching practices is mutually supportive for both the TAs develop as a professional scientist and the students' development of proficiency in science. The first study described how thirteen undergraduate biology TAs enacted one ambitious practice, eliciting and responding to students' initial and unfolding ideas, in a general biology laboratory course for nonscience majors before and after one semester of targeted professional development. Each participant was videotaped teaching the same lesson at the beginning of his or her first and second semesters as a TA. These videos were transcribed and coded for ambitious and conservative discursive moves. The findings describe four common profiles for how TAs changed in their practice of eliciting and responding to student ideas after one semester, with one profile eliciting more rigorous student discourse, one profile eliciting less rigorous student discourse, and two profiles fall in the middle of the spectrum. Implications for TA professional development are discussed. The next study was based on the premise that classrooms are complex systems, with a variety of factors influencing the teaching and learning that takes place within the system, including how teachers enact instructional practices. Teachers may translate and enact the same instructional practice differently, which could have important consequences for student learning opportunities. This study examined TA views about the role of the TA and the role of the students in classroom conversations and how these views supported or constrained opportunities for students to engage in scientific discourse. Using qualitative case study methodology, I examined how five TAs enacted whole class conversations in four different lab investigations over two different semesters. Using positioning acts as an analytical lens, the data were analyzed to develop themes describing how the role of the TA and the students was signaled in these five classrooms. The findings illustrated how TAs who positioned students as critical contributors to scientific conversations created opportunities for students to engage in scientific discourse while TAs who self-positioned as the authority on biology knowledge limited opportunities for students to engage in scientific discourse. Implications for classroom practice are discussed. The final study is based on the premise that, due to the calls for reforming undergraduate biology education, biology TAs are increasingly responsible for enacting student-centered instruction. However, TAs must balance coursework, research and teaching responsibilities, and teaching responsibilities are seldom considered opportunities to develop biology expertise needed as a professional scientist. However, some evidence suggests that using ambitious science teaching practices that engage students in the practices and discourses of science actually supports the TA in developing scientific expertise. This research investigated this link by examining how TAs organize biological knowledge before and after teaching a general biology lab curriculum that supported ambitious pedagogy. It also examined the relationship between knowledge organization and instructional practices. To capture changes in TA's knowledge organization, they completed a card-sorting task at the start and end of the semester. To capture instructional practices, TAs were videotaped teaching the same lab at the beginning of two consecutive semesters. The conversations in these teaching episodes were transcribed and TA talk was coded for ambitious discourse moves. TA knowledge organization was significantly more sophisticated after one semester of teaching experience. The sophistication of TA's knowledge organization was also positively related to their use of ambitious discourse moves to elicit and respond to student contributions. This relationship suggests a mutually supportive connection between ambitious teaching practice and disciplinary expertise. Implications for TA professional development are discussed.
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Date Issued: 2017
Identifier: FSU_2017SP_Strimaitis_fsu_0071E_13831
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: An Analysis of Performance-Based Funding Policies and Recommendations for the Florida College System.
Creator: Balog, Scott Evans, Wetherell, T. K. (Thomas Kent), Prevatt, Frances F., Tandberg, David A., Cox, Bradley E., Florida State University, College of Education, Department of...
Show moreBalog, Scott Evans, Wetherell, T. K. (Thomas Kent), Prevatt, Frances F., Tandberg, David A., Cox, Bradley E., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Nearly 30 states have adopted or are transitioning to performance-based funding programs for community colleges that allocate funding based on institutional performance according to defined metrics. While embraced by state lawmakers and promoted by outside advocacy groups as a method to improve student outcomes, enhance accountability and ensure return on investment of public resources in higher education, limited research exists confirming the effectiveness of performance-based funding in...
Show moreNearly 30 states have adopted or are transitioning to performance-based funding programs for community colleges that allocate funding based on institutional performance according to defined metrics. While embraced by state lawmakers and promoted by outside advocacy groups as a method to improve student outcomes, enhance accountability and ensure return on investment of public resources in higher education, limited research exists confirming the effectiveness of performance-based funding in meeting intended policy goals. The policy analysis examined performance-based funding programs administered in Florida as the status quo and Ohio as the policy alternative. Prompted by their Governors, both states recently developed new approaches to performance-based funding that move funding away from enrollment and tie substantial amounts to student outcomes. To provide a context for the policy analysis, the study chronicled the history of performance-based funding and accountability programs for higher education enacted by states and reviewed policymaking processes and influences. The study applied a multi-goal approach to compare the policy alternatives applied in each state. Although it is still too early to assess the effectiveness of the performance-based funding programs in both states, the review of both system and institutional level performance data and interviews with stakeholders in Ohio revealed little to no connection between the intended program goals and behaviors exhibited by colleges. Based on the study findings, policy recommendations were proposed to enhance the effectiveness of the performance-based funding program for the Florida College System.
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Date Issued: 2016
Identifier: FSU_2016SP_Balog_fsu_0071E_13303
Format: Thesis

Title: Antecendents to Parent Emotion-Related Socialization Behaviors.
Creator: Harvey, Kirsten L., Phillips, Beth M., Roehrig, Alysia D., Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department of Educational...
Show moreHarvey, Kirsten L., Phillips, Beth M., Roehrig, Alysia D., Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This study examined the association between a parent’s socioeconomic status, stress, and emotion regulation abilities (i.e., cognitive reappraisal and expressive suppression) and that parent’s emotion-related socialization behaviors (ERSBs) in a sample of 192 primary caregivers using self-report, cross-sectional data. A local and an online (Amazon Mechanical Turk), sample were combined and analyzed. The findings varied slightly by sample. Cognitive reappraisal and a composite variable of SES...
Show moreThis study examined the association between a parent’s socioeconomic status, stress, and emotion regulation abilities (i.e., cognitive reappraisal and expressive suppression) and that parent’s emotion-related socialization behaviors (ERSBs) in a sample of 192 primary caregivers using self-report, cross-sectional data. A local and an online (Amazon Mechanical Turk), sample were combined and analyzed. The findings varied slightly by sample. Cognitive reappraisal and a composite variable of SES were significant predictors of supportive ERSB use. Stress and expressive suppression were significant predictors of unsupportive ERSBB use. Exploratory analyses indicated that stress moderated the association between cognitive reappraisal and the use of both supportive and unsupportive ERSBs. Future directions in this area of research are discussed and a multi-generational perspective on emotion-related socialization is suggested.
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Date Issued: 2016
Identifier: FSU_FA2016_Harvey_fsu_0071N_13629
Format: Thesis

Title: Art Integration and Reading Achievement.
Creator: Cannon Wilson, Iris Chloris, Iatarola, Patrice, Jakubowski, Elizabeth M., Herrington, Carolyn D., Rutledge, Stacy A., Florida State University, College of Education, Department...
Show moreCannon Wilson, Iris Chloris, Iatarola, Patrice, Jakubowski, Elizabeth M., Herrington, Carolyn D., Rutledge, Stacy A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Accountability pressures have impacted pedagogy in many K-12 schools in the United States. Low achievement on standardized assessments may be attributed to many factors, including instructional strategies. Differentiated instruction has been identified as an instructional method that meets the diverse needs, interests, and strengths. The purpose of this quantitative comparative study analyzes the effectiveness of arts integration on reading achievement of fourth and fifth grade students who...
Show moreAccountability pressures have impacted pedagogy in many K-12 schools in the United States. Low achievement on standardized assessments may be attributed to many factors, including instructional strategies. Differentiated instruction has been identified as an instructional method that meets the diverse needs, interests, and strengths. The purpose of this quantitative comparative study analyzes the effectiveness of arts integration on reading achievement of fourth and fifth grade students who participate in an arts integration program in a Title I school as compared to fourth and fifth grade students attending a Title I school without an arts integration program. A framework of constructivism guided the study. The study was designed to answer the research question of "To what extent, if any, does arts integration in a Title 1 school improve students reading achievement?" Using student and school level data from the 2013 – 2014 academic year, this study used regression analyses to estimate the difference in reading achievement between the two schools, controlling for a number of factors that include school, student, and teacher characteristics. This study indicated some effect on reading achievement of fourth and fifth grade students in two elementary schools, more studies need to be conducted to add to the field of arts integration. Further research is needed to explore and confirm the impact of arts integration as an instructional strategy in other schools.
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Date Issued: 2016
Identifier: FSU_2016SP_CannonWilson_fsu_0071E_13113
Format: Thesis

Title: The Art of Testing: How Local Assessment Instruments Are Linked to Statewide Standardized Tests.
Creator: Stefancik, Christopher D. (Christopher Douglas), Preston, Courtney, Ke, Fengfeng, Akiba, Motoko, Rutledge, Stacey A., Florida State University, College of Education, Department...
Show moreStefancik, Christopher D. (Christopher Douglas), Preston, Courtney, Ke, Fengfeng, Akiba, Motoko, Rutledge, Stacey A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: There is an ongoing debate among instructional personnel, parents, legislators, and the community at large about the nature and purpose of testing in the educational system. State and district-based testing programs have been criticized as “over-testing” policies. The result of the criticism culminates in a reduction of assessment program implementations – either being removed or significantly scaled back with a corresponding decrease in available student information used to lead instruction,...
Show moreThere is an ongoing debate among instructional personnel, parents, legislators, and the community at large about the nature and purpose of testing in the educational system. State and district-based testing programs have been criticized as “over-testing” policies. The result of the criticism culminates in a reduction of assessment program implementations – either being removed or significantly scaled back with a corresponding decrease in available student information used to lead instruction, evaluate district initiatives, or predict future student performance. This study shows progress monitoring, or interim, test usefulness and appropriateness by examining student performance scores on locally-created interim tests for middle school science courses and compare them to student performance scores on the state-wide standardized summative test to determine the predictive validity while controlling for student, class, and school characteristics. The result is a statistically significant model that predicts student success on the state science exam based on aggregated student progress monitor scores.
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Date Issued: 2019
Identifier: 2019_Spring_Stefancik_fsu_0071E_15015
Format: Thesis

Title: Assessing Job Negotiation Competencies of College Students Using Evidence-Centered Design and Branching Simulations.
Creator: Masduki, Iskandaria, Shute, Valerie J. (Valerie Jean), Marty, Paul F., Reiser, Robert A., Klein, James D., Florida State University, College of Education, Department of...
Show moreMasduki, Iskandaria, Shute, Valerie J. (Valerie Jean), Marty, Paul F., Reiser, Robert A., Klein, James D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: The study explored the development of a valid assessment tool for job negotiation competencies using the Evidence Centered Design framework. It involved the creation of a competency model, evidence models, and task models that guided the development of a branching simulation tool to quickly diagnose college students' knowledge and skills in job negotiation. The online tool utilized three scenarios where students play the role of job seekers negotiating with their potential future employers....
Show moreThe study explored the development of a valid assessment tool for job negotiation competencies using the Evidence Centered Design framework. It involved the creation of a competency model, evidence models, and task models that guided the development of a branching simulation tool to quickly diagnose college students' knowledge and skills in job negotiation. The online tool utilized three scenarios where students play the role of job seekers negotiating with their potential future employers. This study focused on two key behaviors in negotiation – making counteroffers and making reasonable concessions. A preliminary competency model was first developed based on a literature review of negotiation research. This model was then validated by a panel of experts. The experts also validated the evidence model (how to score performance on the simulation) and the task model (what tasks should be performed to elicit evidence of performance). These activities and the experts' feedback for improving the prototype simulation provided content validity for the tool. A total of 86 undergraduate and 51 graduate students participated in the study. The students completed an online tutorial, the scenarios in the simulation, a demographics survey, and two other survey instruments that provided alternative measures of negotiation abilities. Their performance on the assessment simulation was determined by their overall competency score and value of the negotiated outcome. Students were classified as experts or novices based on their negotiation experience and knowledge of negotiation strategies. Results from the study indicated that experts performed better than novices in terms of overall competency and negotiated outcome. The study also compared the outcomes of the assessment tool with outcomes from the alternative measures of negotiation ability (a survey on preference for competing, collaborating, compromising, and accommodating negotiation strategies and a survey to determine self-confidence in using distributive and integrative negotiation tactics). I hypothesized that students with a high preference for competing and collaborating strategies would also have higher scores from the assessment tool. On the other hand, students who indicated a high preference for accommodating and compromising strategies would have lower scores. The results from the Preferred Negotiation Strategies survey supported my hypothesis that students who highly prefer accommodating and compromising strategies would have lower scores on overall competency and negotiated outcome. But the mixed findings for competing and collaborating preferences only partially supported my hypotheses. I also hypothesized that students who were highly confident in the use of distributive and integrative negotiation tactics would have higher scores on the assessment compared to those who have low self-confidence. The results did not support my hypotheses because there were no significant relationships between confidence and the assessment outcomes. Finally, the study also found that gender, expertise, and negotiation training have an effect on overall competency score and the negotiated outcome. This dissertation provided a case study on how to develop an assessment tool that diagnoses negotiation competencies using the ECD framework. It also provided evidence of validity for the tool by demonstrating its ability to distinguish different levels of performance by expert and novice negotiators.
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Date Issued: 2015
Identifier: FSU_2015fall_Masduki_fsu_0071E_12914
Format: Thesis

Title: Athlete Coping and the Influence of Coach Leadership Behaviors in Elite Figure Skaters.
Creator: Allen, Taylor Sonia, Chow, Graig Michael, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreAllen, Taylor Sonia, Chow, Graig Michael, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Athletes experience and cope with stressful performance situations throughout their careers. Many coping studies examine athletes’ self-reported coping strategies in past stressful events or ask athletes to report the types of coping strategies they utilized during non-specific stressful events (Crocker & Graham, 1995; Gould et al., 1993b; Gould et al., 1993c; Madden et al., 1989). Coping research is limited in that previous studies examined participants’ competitive stressor and reported...
Show moreAthletes experience and cope with stressful performance situations throughout their careers. Many coping studies examine athletes’ self-reported coping strategies in past stressful events or ask athletes to report the types of coping strategies they utilized during non-specific stressful events (Crocker & Graham, 1995; Gould et al., 1993b; Gould et al., 1993c; Madden et al., 1989). Coping research is limited in that previous studies examined participants’ competitive stressor and reported coping strategies in incomparable situations (Gaudreau et al., 2002; Gaudreau et al., 2001). Research demonstrates the importance of athlete perception of coach leadership behaviors on athlete outcomes in general, but is limited when specifically related to athlete coping (Chelladurai, 1984; Chelladurai, 1990; Chelladurai, 2007; Garland & Barry, 1988; Poczwardowski et al., 2002; Schliesman, 1987; Vallerand & Losier, 1999; Weiss & Friedrichs, 1986). The purpose of the proposed study was to examine the extent to which perceived coach leadership behaviors contributed to athlete coping strategies in sport-specific, stressful performance situations. Current and former senior level pairs and singles figure skaters completed the Multifactor Leadership Questionnaire to report perceived coach leadership behaviors (MLQ; Bass & Avolio, 2004). Each participant then read two sport-specific, stressful coping scenarios and completed the Modified COPE for each coping scenario, respectively, in order to examine the relationship between perceived coach leadership behaviors and athlete coping (MCOPE; Crocker, 1992). Findings from this study indicate that active leadership positively predicted problem-focused coping for scenario I, transactional and active leadership positively predicted problem-focused coping for scenario II, active and passive/avoidant leadership positively predicted emotion-focused coping for scenario II, and passive/avoidant leadership positively predicted avoidance coping for scenario II.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Allen_fsu_0071N_14106
Format: Thesis

Title: Athlete Transition: Effects of Coping on Self-Concept Clarity of NCAA Athletes.
Creator: Cologgi, Kimberly A. (Kimberly Ann), Chow, Graig Michael, Newman, Joshua I., Tenenbaum, Gershon, Conway, P. (Paul), Florida State University, College of Education, Department of...
Show moreCologgi, Kimberly A. (Kimberly Ann), Chow, Graig Michael, Newman, Joshua I., Tenenbaum, Gershon, Conway, P. (Paul), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Understanding athlete transition is a complex process which involves many subjective pieces. A review of previous literature on athletic career termination has shown that two of the most highly debated topics include athletes' specific reason for retirement (Cockerill 2004; Orlick & Sinclair 1993; Webb, Nasco, Riley, & Headrick 1998), and the coping techniques employed by athletes during their transition period (Coakley 1983; Grove, Lavallee, & Gordon, 1997; Lavallee 2005; Sinclair & Orlick,...
Show moreUnderstanding athlete transition is a complex process which involves many subjective pieces. A review of previous literature on athletic career termination has shown that two of the most highly debated topics include athletes' specific reason for retirement (Cockerill 2004; Orlick & Sinclair 1993; Webb, Nasco, Riley, & Headrick 1998), and the coping techniques employed by athletes during their transition period (Coakley 1983; Grove, Lavallee, & Gordon, 1997; Lavallee 2005; Sinclair & Orlick, 1993; Reynolds 1981). The purpose of this study was to examine important components involved in retirement from National Collegiate Athletic Association (NCAA) competitive athletics: self-concept clarity, athletic identity, willingness to retire, coping and overall life satisfaction. Self-concept clarity was conceptualized as the primary variable of focus because it tends to be internally consistent over time (Lodi-Smith & Roberts, 2010), and previous studies have shown that the effect of role exits and entries negatively predicts one's perceived self-concept clarity (Light & Visser, 2013). Participants were female (n=148) and male (n=89) former NCAA athletes from over 75 different Division I colleges and universities across the United States, ranging in age from 20 to 27 years old (M=22.47, SD=.837). They were to be no more than 12 months removed from their last NCAA game or practice, and the total number of months they were retired ranged from 1 to 12 months (M=7.77, SD= 2.1). Path analyses were used to determine which factors significantly contributed to self-concept clarity, and overall life satisfaction. Results revealed coping style, significantly mediated the relationship between athletic identity, willingness to retire, and self-concept clarity. Most importantly, emotion-focused coping lead to higher self-concept clarity for athletes during the transition process, and avoidance coping lead to a negative effect on athlete self-concept clarity.
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Date Issued: 2017
Identifier: FSU_2017SP_Cologgi_fsu_0071E_13694
Format: Thesis

Title: Bayesian Model Checking in Cognitive Diagnostic Models.
Creator: Wang, Nan, Almond, Russell G., Almond, Russell G., Huffer, Fred W. (Fred William), Becker, Betsy Jane, Paek, Insu, Florida State University, College of Education, Department of...
Show moreWang, Nan, Almond, Russell G., Almond, Russell G., Huffer, Fred W. (Fred William), Becker, Betsy Jane, Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Science
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Abstract/Description: Checking that models adequately present data is an essential component of applied statistical inference. Psychometricans increasingly use complex models to analyze test takers responses. The appeal of using complex cognitive diagnostic models (CDMs) is undeniable, as psychometricians can fit and build models that represent complex cognitive processes in the test while simultaneously controlling observation errors. With a trend toward diagnosing fine-grained skills that are responsible for...
Show moreChecking that models adequately present data is an essential component of applied statistical inference. Psychometricans increasingly use complex models to analyze test takers responses. The appeal of using complex cognitive diagnostic models (CDMs) is undeniable, as psychometricians can fit and build models that represent complex cognitive processes in the test while simultaneously controlling observation errors. With a trend toward diagnosing fine-grained skills that are responsible for test performance, both new methods and extensions of existing methods of assessing person fit in CDMs are required. Posterior predictive method (PP) is the most commonly used method in evaluating the effectiveness of person fit statistics in detecting aberrant response patterns in CDMs. It has been shown to be effective in detecting aberrant responses in IRT models but it is seldom implemented in cognitive diagnostic model. Additionally, two less known Bayesian model checking methods, prior predictive posterior simulation method (PPPS), pivotal discrepancy measure (PDM) will also be used to investigate the effectiveness of chosen person fit statistics. Three person fit statistics, log-likelihood statistic (l_z), un-weighted between-set index (UB) and response conformity index (RCI) are chosen in this study. In this study, I investigated the effectiveness of different Bayesian model checking methods in detecting aberrant response patterns with chosen discrepancy measures. The results from this study might help researchers answer the following two questions: (1) which discrepancy measure is more effective in detecting the aberrant response patterns under different model checking methods? (2) how well do the chosen discrepancy measures detect outlying response pattern? A simulate study was conducted to answer the above two questions. In terms of the data generation, it consists of two parts. One is for aberrant response pattern and the other is for normal response pattern. The normal response pattern is simulated from the DINA model with designated attribute parameters and each of four different aberrant response patterns was simulated by using binomial distribution with different assigned probabilities. The data was simulated and analyzed in R programming language and with Rjags package. Several interesting results can be drawn from my study: (1) increasing the test length did not improve the detection rates for each kind of aberrant response pattern. (2) Q-matrix complexity did not decrease the detection rate too much. (3) Generally speaking, loglikelihood statistic is the best measure in detecting each of different response pattern, especially for the cheating responses. (4) there isn’t too much performance difference of discrepancy measures under the PP and PPPS method. (5) Although the discrepancy measure RCI was developed in the context of cognitive diagnostic model (CDM), it had a poor performance in detecting each of the different aberrant responses.
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Date Issued: 2019
Identifier: 2019_Fall_Wang_fsu_0071E_15366
Format: Thesis

Title: Black Students from At-Risk to Thriving At-Possibility: An Exploration of Multi-Systemic Ecological Factors Associated with the Academic Resilience of Black Male High School Students.
Creator: Turner, Lynn Bowens, Roehrig, Alysia D., Jones, Tamara Bertrand, Beatty, Cameron C., Turner, Jeannine E., Florida State University, College of Education, Department of...
Show moreTurner, Lynn Bowens, Roehrig, Alysia D., Jones, Tamara Bertrand, Beatty, Cameron C., Turner, Jeannine E., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: America’s problem with high school students discontinuing enrollment or dropping out of school still persists despite reported increases in the nation’s graduation rates over the past few years. Black males have statistically had the lowest rankings in most educational indicators, including high school completion. The goal of this study was to gain insight from Black male students that experienced academic struggles, including school dropout, and were successful in re-engaging in education...
Show moreAmerica’s problem with high school students discontinuing enrollment or dropping out of school still persists despite reported increases in the nation’s graduation rates over the past few years. Black males have statistically had the lowest rankings in most educational indicators, including high school completion. The goal of this study was to gain insight from Black male students that experienced academic struggles, including school dropout, and were successful in re-engaging in education and completing high school. These students exhibited a manifestation of academic resilience as they initially succumbed to academic challenges and then bounced back by re-engaging or re-enrolling in education. This phenomenological qualitative research study gives voice to academically resilient Black males (N=8), and from an ecological perspective it provides a better understanding on how they experienced academic resilience. Their collective experiences are illustrated in a heuristic that maps out an eight-step process of academic resilience. Qualitative analysis of the interview data also revealed what specific personal and external factors, including motivations, strategies and supports, were associated with the students’ academic resilience. All study participants indicated that their journey through the academic resilience process was aided by key sources of support in their microsystems – community, family, friends, and school personnel. However, the impetus for their turnaround was their own acknowledgement that they needed to change to ensure a better future for themselves. The findings from this study have the potential to inform educational policy makers, program administrators in schools and the community, as well as social networks, including families and friends, on ways to foster and support academic resilience and to mitigate the permanency of negative outcomes associated with academic failure.
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Date Issued: 2019
Identifier: 2019_Fall_Turner_fsu_0071E_15567
Format: Thesis

Title: Black Students' Experiences and Motivation to Pursue Foreign Language Study at an HBCU: A Holistic Single Case Study.
Creator: Pollock, Derrick, Jakubowski, Elizabeth M., Turner, Jeannine E, Jaber, Lama, Florida State University, College of Education, School of Teacher Education
Abstract/Description: The purpose of this study was to contribute to the research on Black students in higher education situated in the foreign language context and understanding low enrollment of Black students in foreign language courses. This study employed a qualitative research design, chronicling the experiences of 10 Black college aged junior and senior standing students at a Historically Black College and University (HBCU) in the southeastern region of the United States. This research explored the former...
Show moreThe purpose of this study was to contribute to the research on Black students in higher education situated in the foreign language context and understanding low enrollment of Black students in foreign language courses. This study employed a qualitative research design, chronicling the experiences of 10 Black college aged junior and senior standing students at a Historically Black College and University (HBCU) in the southeastern region of the United States. This research explored the former and current experiences of Black students with foreign language and the influence of these experiences on students’ motivation to pursue foreign language study, utilizing a situative theoretical approach. Further, this dissertation examined the role of situative motivation in relation to students’ sociocultural and educational experiences. The findings revealed that there were multiple factors, such as, experiences with pre-collegiate instruction, instructors’ attention to African cultural information, and aggressive proactive communication of foreign language importance from family and instructors that influence Black students’ motivation to pursue foreign language studies at the collegiate level. The findings of this study indicated several implications for practice, policy, and future research at the K-12 and university level. This included professional development opportunities that assist educators with evolving their teaching styles, ensuring there is a fully developed foreign language curriculum at the university level, and also better marketing of the benefits of pursuing foreign language in college to K-12 and students who are attending post-secondary institutions.
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Date Issued: 2018
Identifier: 2018_Sp_Pollock_fsu_0071E_14318
Format: Thesis

Title: Black Women in White Coats: Science Identity Construction in Anglophone Afro-Caribbean Women.
Creator: Rahming, Sophia G. (Sophia Glenyse), Jones, Tamara Bertrand, Lathan, Rhea Estelle, Perez-Felkner, Lara, Khurshid, Ayesha, Florida State University, College of Education,...
Show moreRahming, Sophia G. (Sophia Glenyse), Jones, Tamara Bertrand, Lathan, Rhea Estelle, Perez-Felkner, Lara, Khurshid, Ayesha, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Forty-three percent of all international college students in the United States enroll in science, technology, engineering and mathematics (STEM) programs. In 2014, the Caribbean sent the highest proportion of female students (44%) to study STEM in the United States. Even though minority women in STEM must construct science identities to persist in STEM, Afro-Caribbean women tend not to be featured in research on STEM diversity and participation. Afro-Caribbean women have constructed personal...
Show moreForty-three percent of all international college students in the United States enroll in science, technology, engineering and mathematics (STEM) programs. In 2014, the Caribbean sent the highest proportion of female students (44%) to study STEM in the United States. Even though minority women in STEM must construct science identities to persist in STEM, Afro-Caribbean women tend not to be featured in research on STEM diversity and participation. Afro-Caribbean women have constructed personal and collective identities crucial to science identity construction outside of the U.S. in unique sociocultural contexts where Black is dominant and British-styled instruction remains intact. As a result, Afro-Caribbean women in STEM, while existing in a unique bifurcation of hypervisibility and invisibility resulting from multiple and intersecting identities, experience for the first time the "triple threat" minoritizing effects of being Black, female, and international/non-immigrant both in predominantly White institutions and the wider U.S. society. This research examines how triple threat experiences might facilitate or constrain science identity construction for Afro-Caribbean women in STEM. Using grounded theory, this dissertation proposes a model of science identity construction that attends to the intersectionality of Afro-Caribbean women's experiences in STEM.
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Date Issued: 2019
Identifier: 2019_Summer_Rahming_fsu_0071E_15240
Format: Thesis

Title: Bridge Inspection: Predicting the Retention of Academically Prepared First-Generation, Low-Income Students Participating in a Summer Bridge Program.
Creator: Anthony, Marshall Cedric, Schwartz, Robert A., Berry, Frances Stokes, Guthrie, Kathy L., Perez-Felkner, Lara, Florida State University, College of Education, Department of...
Show moreAnthony, Marshall Cedric, Schwartz, Robert A., Berry, Frances Stokes, Guthrie, Kathy L., Perez-Felkner, Lara, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The narrative of first-generation, low-income students (FGLI) has a long, and often complicated tradition in the history of American higher education. FGLI students experience challenges in postsecondary retention. FGLI students are rapidly enrolling in higher education, but they are dropping out of college at alarming rates. Over 4.5 million FGLI students enroll in higher education, but 46.8% of FGLI students drop out of college and 90% fail to graduate within six years. For the past decade,...
Show moreThe narrative of first-generation, low-income students (FGLI) has a long, and often complicated tradition in the history of American higher education. FGLI students experience challenges in postsecondary retention. FGLI students are rapidly enrolling in higher education, but they are dropping out of college at alarming rates. Over 4.5 million FGLI students enroll in higher education, but 46.8% of FGLI students drop out of college and 90% fail to graduate within six years. For the past decade, a growing number of postsecondary institutions have attempted to increase their commitment to serve FGLI students through targeted pipeline interventions, such as summer bridge programs (SBP). Summer bridge programs occur during the summer before incoming college students’ first Fall semester, and last four to six weeks. The majority of older and more recent studies have found positive relationships between developmental SBPs and the retention of academically underprepared and economically disadvantaged students attending community colleges and open-admissions four-year postsecondary institutions. However, fewer empirical studies have been useful predicting the retention of academically prepared FGLI students who participate in non-developmental SBPs at selective institutions. The present study expands our empirical understanding about the relationship between non-developmental SBPs and the retention of academically prepared FGLI undergraduate students attending selective four-year institutions. Specifically, this study focuses on academically prepared FGLI undergraduate students attending Excel State University (ESU), a public, four-year university located in the Southeast. Developmental SBPs are predictive of the retention of academically underprepared FGLI students, but the findings in this present study reveal contrasting results for academically prepared FGLI students in non-developmental SBPs.
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Date Issued: 2019
Identifier: 2019_Spring_AnthonyJr_fsu_0071E_15066
Format: Thesis

Title: Bridging the Medical Pipeline: An Examination of a Medical Pipeline Program to Assess Student Perceptions and Benefits.
Creator: Collins, Rhonda, Park, Toby J., Glueckauf, Robert L., Jones, Tamara Bertrand, Schwartz, Robert A., Florida State University, College of Education, Department of Educational...
Show moreCollins, Rhonda, Park, Toby J., Glueckauf, Robert L., Jones, Tamara Bertrand, Schwartz, Robert A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Healthcare professions are faced with a problem, a shortage of underrepresented minorities (URM) who resemble the racial, ethnic, and gender structure of the community that they will one day serve. Further impacting this problem is the fact that fewer URMs are entering medical schools. Pipeline programs have been identified as one possible solution to increasing URM matriculation into medicals schools. This study aimed to determine the effectiveness of one medical pipeline program, the...
Show moreHealthcare professions are faced with a problem, a shortage of underrepresented minorities (URM) who resemble the racial, ethnic, and gender structure of the community that they will one day serve. Further impacting this problem is the fact that fewer URMs are entering medical schools. Pipeline programs have been identified as one possible solution to increasing URM matriculation into medicals schools. This study aimed to determine the effectiveness of one medical pipeline program, the Florida State University College of Medicine's Bridge to Clinical Medicine Program, in attaining student goals. Building on existing research about pipeline programs, the research asked about the pre-medical school characteristics of Bridge Program students, their academic outcomes, and perceptions about the program. Based on a review of pipeline program literature, an online survey was developed and distributed to all former Bridge Program students, approximately 150 students. Student academic data was obtained to include all 18 years of the Bridge Program to compare student performance. An analysis of the data and survey responses indicated the Bridge Program is meeting the student focused short and intermediate goals. Long-term goals were not addressed due to the small number of Bridge students that have graduated the program, medical school, and completed residency programs. Data and survey responses provided a better understanding of how Bridge students compared to other students admitted directly into the medical school program. Survey responses offered former Bridge student perceptions about their experiences and impact of the program. Based on the findings, the main recommendations include enhancement of existing mentoring and research activities, more high-stakes examination preparations, moving to a pass/fail grading system, as well as making the Bridge Program more visible through publicity, recognition, and additional research. Overall, the Bridge Program has met the student focused goals and could benefit from enhancements to current activities and continued research.
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Date Issued: 2019
Identifier: 2019_Summer_Collins_fsu_0071E_15356
Format: Thesis

Title: The Business of Informal Learning: A Survey of Instructional Design and Performance Improvement Practitioners.
Creator: Moore, Alison L. (Alison Lindsey), Klein, James D., McDowell, Stephen D., Dennen, Vanessa P., Reiser, Robert A., Florida State University, College of Education, Department of...
Show moreMoore, Alison L. (Alison Lindsey), Klein, James D., McDowell, Stephen D., Dennen, Vanessa P., Reiser, Robert A., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Professionals engaged in work continuously confront situations and tasks that require the acquisition of new knowledge and skills. The workplace has been acknowledged as an environment rife with learning opportunities; employees continually construct and apply knowledge within an authentic context (Billet, 1995). Both formal and informal learning contribute to workplace learning (Brockman & Dirkx, 2006; Choi & Jacobs, 2011; Ellinger, 2005). Frequently required, devised, and implemented by...
Show moreProfessionals engaged in work continuously confront situations and tasks that require the acquisition of new knowledge and skills. The workplace has been acknowledged as an environment rife with learning opportunities; employees continually construct and apply knowledge within an authentic context (Billet, 1995). Both formal and informal learning contribute to workplace learning (Brockman & Dirkx, 2006; Choi & Jacobs, 2011; Ellinger, 2005). Frequently required, devised, and implemented by organizations, formal training programs involve structured and intentional learning. Informal learning, however, entails individuals seeking and engaging in unstructured, learner-directed, and sometimes spontaneous activities to gain tacit or explicit knowledge and experience (Dennen & Wang, 2002; Jacobs & Park, 2009; Marsick & Volpe, 1999). Although workplace learning consists of both formal and informal learning, the majority of learning that occurs in the workplace is informal, rather than formal (Ellinger, 2005; Lohman, 2000; Marsick & Watkins, 2001). Informal learning is so prevalent in the workplace that the reported ratio of formal to informal learning highly favors informal, sometimes as steeply at 10 to 90 percent (Cross, 2013; Lohman, 2003; Marsick & Watkins, 1990). Within the workplace, the discipline of instructional design and performance improvement (ID/PI) focuses on supporting professionals’ learning and performance needs. As a result, the majority of organizational resources devoted to learning are allocated to more formal means, such as training and workshops (Ellinger, 2005; Lohman, 2000; Marsick & Watkins, 2001). Given that the majority of learning among employees is more informal than formal in nature, and also that the role of ID/PI practitioners is to ensure support of those employees, an interesting connection between ID/PI and informal workplace learning appears (Klein & Moore, 2016). However, despite the exciting potential of this intersection, the connection between ID/PI practitioners and informal learning has not received much attention from researchers. Only two empirical studies have intersected the fields of ID/PI and informal learning, and both have done so by addressing the informal workplace learning of ID/PI practitioners. Berg and Chyung (2008) focused on the informal workplace learning of performance improvement professionals, but did not explain why they chose this population or how this group of practitioners may utilize informal learning strategies to support their clients. More recently, Yanchar and Hawkley (2014) explored the informal learning that occurred during design work among an ID/PI team, but again did not explore if the team incorporated informal learning into the services provided to clients. The purpose of this study was to investigate the perception of informal learning strategies among ID/PI practitioners on two levels: the practitioner (professionals facilitating informal learning) and the organization (an entity supporting informal learning among employees). Four research questions, aligning with the two levels of inquiry, guided this study: A. The practitioner: Research Question 1: What types of informal learning activities do ID/PI practitioners facilitate in their organization? Research Question 2: How do ID/PI practitioners facilitate informal learning in their organization? B. The organization: Research Question 3: What environmental factors do organizations provide to facilitate informal learning? Research Question 4: How do organizations facilitate informal learning among their employees? The two-part study consisted of an online survey and follow-up interviews with current ID/PI practitioners. Respondents to the survey included 385 practitioners (37% men, n=143; 64% women, n=241), of which 20 volunteers participated in 1-on-1 interviews. The results indicated that ID/PI practitioners predominantly engage in informal learning activities in order to facilitate informal learning among others. More specifically, both survey and interview data revealed that practitioners often share knowledge to do so (e.g., read a useful article online and forward the link via email to others). Results also indicated that organizations facilitate informal learning among employees through the internal culture, physical workspace, and resources and tools. For example, regarding the physical workspace, a workplace with open architectural features that encourage employee interaction (shared desks, low cubicle partitions, or common lounge areas) is conducive to informal learning. As proponents of learning, ID/PI practitioners may leverage organizations’ environmental factors to facilitate informal learning among employees, thus increasing performance.
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Date Issued: 2016
Identifier: FSU_FA2016_Moore_fsu_0071E_13493
Format: Thesis

Title: Can Playing a Video Game Foster Computational Thinking Skills?.
Creator: Zhao, Weinan, Shute, Valerie J. (Valerie Jean), Dennis, Lawrence Carl, Reiser, Robert A., Ke, Fengfeng, Almond, Russell G., Florida State University, College of Education,...
Show moreZhao, Weinan, Shute, Valerie J. (Valerie Jean), Dennis, Lawrence Carl, Reiser, Robert A., Ke, Fengfeng, Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Computational thinking is increasingly recognized as an important skill set to learn for people living in the 21st century, and the middle school years comprise a critical stage to introduce children to computational thinking. Video game based learning is a promising way to foster computational thinking among middle school students, however, it is relatively less researched compared to other methods. In this dissertation study, I evaluated the effectiveness of a video game Penguin Go on...
Show moreComputational thinking is increasingly recognized as an important skill set to learn for people living in the 21st century, and the middle school years comprise a critical stage to introduce children to computational thinking. Video game based learning is a promising way to foster computational thinking among middle school students, however, it is relatively less researched compared to other methods. In this dissertation study, I evaluated the effectiveness of a video game Penguin Go on developing middle school students’ computational thinking skills, as well as on improving their attitudes toward computer science. I designed Penguin Go to cover the core components of computational thinking, including problem decomposition, abstraction, algorithmic thinking, conditional logic, iterative thinking, and debugging. I implemented the game based on Blockly, a block-based programming language. The game was evaluated with 43 middle school students during two weeks. In addition to the overall effectiveness of the game, I aimed to investigate the impact of a specific game feature—constraints on the number of blocks in a solution—on both students’ computational thinking skills and their attitudes toward computer science. Results showed that after playing Penguin Go for less than two hours, students’ computational thinking skills improved significantly, however, the additional constraints did not generate a significant impact on learning gains. Also, the game did not bring about significant attitudinal changes among students. The additional constraints, however, resulted in a significant negative change in students attitudes toward computer science. Implications of the findings and possible directions for future research regarding using these types of games to foster computational thinking are discussed.
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Date Issued: 2017
Identifier: FSU_FALL2017_Zhao_fsu_0071E_14222
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

Title: Career Pathways to School Leadership: A Case of Florida State University Educational Leadership Program Completers.
Creator: Sampson, Erin M., Akiba, Motoko, Ke, Fengfeng, Preston, Courtney, Rutledge, Stacey A., Florida State University, College of Education, Department of Educational Leadership and...
Show moreSampson, Erin M., Akiba, Motoko, Ke, Fengfeng, Preston, Courtney, Rutledge, Stacey A., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Despite the critical role of school leaders in supporting teachers and improving student learning and the importance of ensuring qualified candidates to enter school leadership positions, perceptions and experiences of related to the career pathways of leadership preparation program completers into leadership are not yet fully understood. This mixed-methods study conducted a survey of 36 graduates and interviews of 9 graduates who graduated from the Florida State University's Educational...
Show moreDespite the critical role of school leaders in supporting teachers and improving student learning and the importance of ensuring qualified candidates to enter school leadership positions, perceptions and experiences of related to the career pathways of leadership preparation program completers into leadership are not yet fully understood. This mixed-methods study conducted a survey of 36 graduates and interviews of 9 graduates who graduated from the Florida State University's Educational Leadership and Administration (EDA) master's, specialist, and modified certificate programs between fall 2012 and summer 2018 to examine their career decision and experience with seeking and securing an assistant principal (AP) position. The study identified three career pathways—pathway 1: the graduates who have never applied for an AP position (17 or 47%), pathway 2: the graduates who have applied and secured an AP position (11 or 31%), and pathway 3: the graduates who have applied but not secured an AP position (8 or 22%). The main reasons for not applying for an AP position included: 1) Less time at home with family members (2.0); 2) Difficulty maintaining work-life balance (2.0); and 3) Less personal time (1.8). . Interview data revealed the differences between the graduates in pathways 2 and 3 were the availability and the use of positive relationship with school leaders and district leaders to build their reputation. While both groups were aware of the district eligibility requirements to apply for an AP position, group 2's ability to capitalize on those established relationships to gain feedback and clear guidance on how to secure an AP position was a difference between the two groups. Another difference identified was group 2's perception of their district's hiring process, which included multiple rejections similar to group 3, was one of understanding while group 3's perception was one of discouragement and skepticism of the process. An important implication of this study is for program completers to understand impactful factors that could potentially affect their career decisions upon completion of their EDA program, the research to support the job searching experiences to secure an AP position, and the necessary support to gain a comprehensive understanding of best practices to support their efforts to secure an AP position. An additional implication of this study is for program faculty to have an understanding of extenuating factors that could affect the career decisions of their students and to integrate evidence based methods of support to ensure students are leaving the program with realistic expectations to successfully secure an AP position, how to capitalize on available resources to fully understand the path to apply and secure an AP position, and knowledge of what they may encounter in the application and interview process to build resiliency and perseverance in the midst of possible rejections. KEY TERMS: Career Pathways, Assistant Principal (AP), Principal, Educational Leader, Leadership Preparation, Florida State University (FSU), Educational Leadership and Administration (EDA) Program, Florida Department of Education (FDOE)
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Date Issued: 2019
Identifier: 2019_Summer_Sampson_fsu_0071E_15380
Format: Thesis

Title: The Cascading Effect: Mitigating the Effects of Choking under Pressure in Dancers.
Creator: Fryer, Ashley Marie, Tenenbaum, Gershon, Blessing, Susan K., Chow, Graig Michael, Welsh, Thomas M., Florida State University, College of Education, Department of Educational...
Show moreFryer, Ashley Marie, Tenenbaum, Gershon, Blessing, Susan K., Chow, Graig Michael, Welsh, Thomas M., 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 explore the cascading mechanism of choking under pressure in dance, validate an integrated-perceptual model of choking, and examine the effectiveness of a 7-week combined self-talk and progressive muscle relaxation (ST-PMR) training program in alleviating the effects of self-consciousness in choking under pressure in dance. The proposed model aimed to determine the performance decline-choking incidence by evaluating the appraisal processes that contribute to...
Show moreThe purpose of this study was to explore the cascading mechanism of choking under pressure in dance, validate an integrated-perceptual model of choking, and examine the effectiveness of a 7-week combined self-talk and progressive muscle relaxation (ST-PMR) training program in alleviating the effects of self-consciousness in choking under pressure in dance. The proposed model aimed to determine the performance decline-choking incidence by evaluating the appraisal processes that contribute to the domino effect of choking under pressure prior to, during, and after a performance error occurs. The model additionally included self-presentational concerns on anxiety and performance decline. The study examined 23 dancers using a mixed method approach which consisted of a randomized pretest-posttest control group experiment and semi-structured interviews. Overall, the ST-PMR training program was effective in increasing self-confidence, self-efficacy, and overall performance rating in comparison to dancers in the control condition. In addition, the ST-PMR training decreased somatic and cognitive anxieties significantly for dancers in that condition in comparison to dancers in the control condition. However, the results failed to show a decrease in self-consciousness as expected. The integrated-perceptual model was also partially substantiated; pre-intervention data suggested that the dancers’ initial appraisals of their performance led to increased cognitive anxiety and emotional arousal which preceded initial error occurrence. The dancers’ ability to utilize coping skills contributed to the likelihood that they experienced subsequent errors, which is consistent with the integrated conceptual model of choking under pressure. However, the post-intervention data failed to support the study’s hypotheses as all dancers in the ST-PMR and control conditions did not experience the cascade effect. Additional implications for this study and future research are discussed in detail.
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Date Issued: 2018
Identifier: 2018_Su_Fryer_fsu_0071E_14627
Format: Thesis

Title: A Case Study Exploration of First-Generation and Low-Income College Students Facing Academic Distress Decision-Making in Regards to Financing Their Education.
Creator: Felix, Jovany M., Iatarola, Patrice, Rice, Diana Claries, Hu, Shouping, Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and...
Show moreFelix, Jovany M., Iatarola, Patrice, Rice, Diana Claries, Hu, Shouping, Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: During the past 20 years, there has been a change in the higher educational landscape. As federal financial assistance to students has increased in form of increased educational loans, state educational funding to higher educational institutions has decreased. To make up the shortfall and to address rising operational costs, institutions have increased student tuition. These changes underlie a continuing discussion as to whether society or the individual benefit from higher educational...
Show moreDuring the past 20 years, there has been a change in the higher educational landscape. As federal financial assistance to students has increased in form of increased educational loans, state educational funding to higher educational institutions has decreased. To make up the shortfall and to address rising operational costs, institutions have increased student tuition. These changes underlie a continuing discussion as to whether society or the individual benefit from higher educational attainment. Part of that discussion is if one particular entity benefits the most from a higher educational degree, then they should be responsible for the majority of the cost of higher education. With shifts in funding from society to the individual, it then becomes important to explore what the effects of those costs are, what effect costs have on decision-making in the college-going process, and who is affected by the costs the most. This study focuses on first-generation and low-income college students facing academic distress and the factors that affect their decision-making in regards to financing their education. This qualitative case study takes place at Florida Agricultural and Mechanical University and employs a two-stage process that includes document analysis and interviews. The theoretical framework that is used in this study is based on Perna's (2006) conceptual model about college-choice. The findings from the research are then used to modify the conceptual model to create a theoretical model. The theoretical model can be summarized by stating: first-generation and low-income students who are facing academic distress are influenced by family characteristics, access to educational finance information, and transitional issues when deciding how to finance their college education. While we do not know their decision-making process, we know that their decisions result in them paying for their college-related costs and financially supporting their families by using financial aid and by working.
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Date Issued: 2018
Identifier: 2018_Fall_Felix_fsu_0071E_14898
Format: Thesis

Title: Causal-Effect of Cross-Language Transfer of Phonological Awareness: A Randomized Control Trial.
Creator: Wawire, Brenda A. (Brenda Aromu), Kim, Young-Suk, Southerland, Sherry A., Sunderman, Gretchen L., Myers, John P. (John Patrick), Zuilkowski, Stephanie S. (Stephanie Simmons),...
Show moreWawire, Brenda A. (Brenda Aromu), Kim, Young-Suk, Southerland, Sherry A., Sunderman, Gretchen L., Myers, John P. (John Patrick), Zuilkowski, Stephanie S. (Stephanie Simmons), Florida State University, College of Education, School of Teacher Education
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Abstract/Description: Research investigating the causal effect of cross language transfer of phonological awareness is limited. Using a randomized control trial, this study examined the causal effect of cross-language transfer of phonological awareness using data from multilingual first-grade children from Kenya. The sample comprised of (N = 300) children whose mother tongue (L1) was a local ethnic dialect of Kenya (i.e. Lunyala); who also speak the dominant language Swahili, the East African Lingua Franca; and...
Show moreResearch investigating the causal effect of cross language transfer of phonological awareness is limited. Using a randomized control trial, this study examined the causal effect of cross-language transfer of phonological awareness using data from multilingual first-grade children from Kenya. The sample comprised of (N = 300) children whose mother tongue (L1) was a local ethnic dialect of Kenya (i.e. Lunyala); who also speak the dominant language Swahili, the East African Lingua Franca; and are learning English in school through immersion. They were drawn from four public schools. Children from each school randomly assigned to a treatment and a control group. Participants in the treatment group received an eight-week letter knowledge and phonological awareness training that entailed metalinguistic games and exercises in Swahili in addition to their regular classroom instruction. The program was delivered three times a week in 20 minute sessions to small groups (N = 3 children per group). The control group received no treatment. The children were assessed on their letter knowledge, phonological awareness, word reading, oral reading fluency and receptive vocabulary in Swahili and English. The results revealed that children in the treatment group showed greater improvement in Swahili skills such as letter knowledge, phonological awareness, and word reading ability. Importantly, these children also showed statistically significant improvement in English letter sound knowledge and phonological awareness, indicating cross-language transfer. The outcomes between the two treatment conditions did not differ as function of vocabulary, language spoken at home, socio-economic status or absence from school. This study provides causal evidence about cross-language transfer of phonological awareness. High quality phonological and letter knowledge training in familiar language is important for classroom practioners in multilingual settings.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Wawire_fsu_0071E_13755
Format: Thesis

Title: Challenging Legitimacy Gaps: Using Organizational Culture to Defend the Value of Outdoor Recreation Programming in Higher Education.
Creator: Gerbers, Kellie Elizabeth, Schwartz, Robert A., James, Jeffrey D. (Jeffrey Dalton), Guthrie, Kathy L., Cox, Bradley E., Florida State University, College of Education,...
Show moreGerbers, Kellie Elizabeth, Schwartz, Robert A., James, Jeffrey D. (Jeffrey Dalton), Guthrie, Kathy L., Cox, Bradley E., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: As college costs continue to rise, critics question why institutions are investing funds in “unimaginable college experiences” that include climbing walls, leisure pools, and state-of-the-art wellness centers (Martin, 2012; Yu & Effron, 2014; McNutt, 2014). The recent discontinuation of several dozen college outdoor recreation degrees and outdoor orientation programs suggests that the value of outdoor recreation has diminished on the modern college campus. The public challenge to such...
Show moreAs college costs continue to rise, critics question why institutions are investing funds in “unimaginable college experiences” that include climbing walls, leisure pools, and state-of-the-art wellness centers (Martin, 2012; Yu & Effron, 2014; McNutt, 2014). The recent discontinuation of several dozen college outdoor recreation degrees and outdoor orientation programs suggests that the value of outdoor recreation has diminished on the modern college campus. The public challenge to such organizations occurs because of “legitimacy gaps” (Sethi, 2005, as cited in Brummette, 2015). Organizational legitimacy hinges on public acceptance of an organization’s actions within a socially constructed system of norms, values, beliefs, and definitions (Suchman, 1995). The same components that create the basis for organizational legitimacy also comprise the foundations for organizational culture. To survive in the modern system, college outdoor recreation programs must be able to articulate how their mission, behaviors, and decisions add value to their campus community and to institutional goals. This study explored how successful college outdoor recreation programs leverage the outcomes of effective organizational culture-building to maintain organizational legitimacy using data from three nationally-recognized college outdoor programs. The primary research questions were: 1) how does a college outdoor recreation program create a “cultural fit” within the mission and strategic plan of its institution, and 2) how does the program articulate goal congruence with institutional stakeholders? The researcher conducted interviews with 18 participants and conducted a document analysis to explore how programs shared their value with stakeholders. Findings suggest that successful programs 1) garner support when their organizational culture reinforces the institution’s organizational culture, 2) establish value by being the sole provider of specific experiences in support of the institution’s strategic priorities 3) can best maintain and extend legitimacy by cultivating a web of strategic, collaborative partnerships.
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Date Issued: 2017
Identifier: FSU_FALL2017_Gerbers_fsu_0071E_13991
Format: Thesis

Title: Change Management in Business: An Empirical Investigation of Practitioner Competencies.
Creator: Jun, Hye in, Klein, James D., Lamont, Bruce T., Driscoll, Marcy Perkins, Sampson, James P., Florida State University, College of Education, Department of Educational Psychology...
Show moreJun, Hye in, Klein, James D., Lamont, Bruce T., Driscoll, Marcy Perkins, Sampson, James P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: We live in a world that requires us to adapt to change rapidly in both professional and personal settings (Lorenzi & Riley, 2000; Murthy, 2007). For many businesses, change is a way to survive in a competitive market. Businesses must react quickly in order to remain competitive and overcome challenges in a volatile environment. One way to react effectively is to engage Change Management methodology in the organization. The purpose of the study was to help strengthen and validate competencies...
Show moreWe live in a world that requires us to adapt to change rapidly in both professional and personal settings (Lorenzi & Riley, 2000; Murthy, 2007). For many businesses, change is a way to survive in a competitive market. Businesses must react quickly in order to remain competitive and overcome challenges in a volatile environment. One way to react effectively is to engage Change Management methodology in the organization. The purpose of the study was to help strengthen and validate competencies developed by ACMP and determine which ones are most critical by collecting survey responses from Change Management practitioners. These members helped to identify the five most critical competencies that employers should actively seek among candidates and for colleges to better prepare students for the job market. The five competencies were Identify sponsors supporting and accountable for the change, Define the change, Determine why the change is required, Identify stakeholders affected by the change, and Execute, manage, and monitor implementation of change management plan. Findings revealed that four out of five top rated competencies were from the first category Evaluate change impact and organizational readiness. One explanation is that the vast majority of the top competencies found in the first category determine the likelihood of success of a project, therefore Change Management practitioners placed importance towards the first category.
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Date Issued: 2017
Identifier: FSU_2017SP_Jun_fsu_0071E_13710
Format: Thesis

Title: The Circuit of Legacy Discourse: Mega-Events, Political Economy and the Beijing Olympic Games.
Creator: Pu, Haozhou, Giardina, Michael D., Proffitt, Jennifer M., Newman, Joshua I., James, Jeffrey D. (Jeffrey Dalton), Florida State University, College of Education, Department of...
Show morePu, Haozhou, Giardina, Michael D., Proffitt, Jennifer M., Newman, Joshua I., James, Jeffrey D. (Jeffrey Dalton), Florida State University, College of Education, Department of Sport Management
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Abstract/Description: The mega-event, or large-scale mass event, has held an enduring level of popular and political support in modern society since their creation in the late 19th century. In the current period of intense globalization, the importance placed on mega-events by national governments and global corporations has increased considerably—with hundreds of millions of dollars spent on both the bid process and the marketing, advertising, and branding of a given event. Mega-events also provide people with...
Show moreThe mega-event, or large-scale mass event, has held an enduring level of popular and political support in modern society since their creation in the late 19th century. In the current period of intense globalization, the importance placed on mega-events by national governments and global corporations has increased considerably—with hundreds of millions of dollars spent on both the bid process and the marketing, advertising, and branding of a given event. Mega-events also provide people with unique opportunities to participate in collective projects of urban regeneration, identity formation, and conspicuous consumption. This dissertation is situated within a focal area on the global phenomenon of sport mega-event. Here I draw from an interdisciplinary perspective to demystify the popular discourse on the even legacy and its related political economy implications associated with the two Olympic Games in Beijing. So far, legacy has been gaining wider currency vis-à-vis the hosting of mega-events, and there has been increased scholarly focus on related topics such as the governance, evaluation, and leveraging of legacy. In this dissertation, I examine legacy as both substantive element (e.g., urban renewal project & facility construction) and discursive discourse (e.g., the public pedagogy underpinning the circulation of certain ideological values and meanings). Being the first city ever to host both the Summer and Winter Olympics, the idea of fully capitalizing on the legacy of the previous 2008 Olympics for the future 2022 Winter Olympics has been repeatedly addressed by Beijing throughout the bidding and planning process thus far. A comprehensive evaluation of the legacy of the 2008 Olympics is beyond the remit of this project; however, by attending to the primary, publicly-promised legacies of the 2008 Olympics, an important context for post-2008 mega-events can be revealed. Thus, in this study, I consider numerous features of legacy discourse of the Olympic Games as sensitive indicators of shifting interests, power relations and ideologies at micro, meso, and macro levels in contemporary China. To do this, I structure my project within a modified “circuit of culture” model, which focuses on the articulations of interrelated moments of production, representation, and consumption (Hall, 1980; Johnson, 1986; du Gay et al., 1997). Such a framework thus provides a heuristic model to stress the situational particularities inscribing and deriving meanings and values in and through legacy discourse. As such, the analysis of each moment will be situated within a broader context of the post-2008 Olympics era and the correlative political economic landscape. In this project, I find legacy discourse as an evolving and dynamic concept that is both context-specific and influenced by multiple social actors. It is simultaneously ascribed with a variety of explicit or implicit political and economic interests. Grounded on qualitative analysis at the three moments of the circuit—representation, production and consumption—both commonalities and contradictions of the legacy discourse encountered and understood by different social groups (e.g., residents, government, and corporate) are identified. With regard to the popular legacy discourse of the 2022 Winter Olympics, an emerging neoliberal paradigm is further unveiled, which provides a viable arena to examine the political economy of sport mega-events in a post-2008 era and the associated interplays of market capitalism and state socialism in contemporary China, which have been in a state of transition. Based on the findings of this study, the appeal of mega-events to the state of China is not only underpinned by the pursuit of symbolic politics, it further entails a form of shock of spectacle that relies on the “dramatological” and “exceptional” features of modern mega-events to legitimate and further a broad spectrum of state agendas and policies (e.g., urban regeneration, economic growth, & environmental governance). Compared to the identity-politics-driven 2008 Summer Games, the legacy discourse surrounding the 2022 Winter Games is also found to be embodied with more complicated while explicit economic interests. And such economic interests are situated within an intimate interaction with consumerism, developmentalism, commercialism, with an emphasis on the rule of market. This marks a significant transition, as the previous nation-building function of the Olympic Games, appears to be complemented by, if not replaced by, a new market-building goal in the case of the 2022 Beijing Winter Olympics. This study therefore contributes to an indigenous and more comprehensive understanding of sport mega-events in China, particularly the interactions between the global capitalism and local politics as manifest in the dynamic legacy discourse.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Pu_fsu_0071E_14041
Format: Thesis

Title: Class Size and Student Achievement: Evidence from Florida.
Creator: Blakely, Jonathan K., Herrington, Carolyn D., Berry, Frances Stokes, Gawlik, Marytza A., Park, Toby J., Florida State University, College of Education, Department of Educational...
Show moreBlakely, Jonathan K., Herrington, Carolyn D., Berry, Frances Stokes, Gawlik, Marytza A., Park, Toby J., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Reforms and interventions in education attempt to address a wide number of educational inequities and inequalities. One method of improving educational outcomes for all students in Florida included a policy that reduced class sizes for all grade levels. Using a non-experimental approach, this dissertation studied whether class size in Florida had an effect on student achievement in grade levels 4 through 8. This study asked if there was an association between class size and student...
Show moreReforms and interventions in education attempt to address a wide number of educational inequities and inequalities. One method of improving educational outcomes for all students in Florida included a policy that reduced class sizes for all grade levels. Using a non-experimental approach, this dissertation studied whether class size in Florida had an effect on student achievement in grade levels 4 through 8. This study asked if there was an association between class size and student achievement by subject areas of reading and math for student subgroups as specified by gender, minority status, English language learner status, exceptional student education status, or socio-economic status. Hierarchical linear modeling was used to statistically analyze a nested data structure consisting of students within classrooms. The first research question determined whether or not an association existed between class size and student achievement by subject areas of reading and math and found that yes, an association does exist between class size and student achievement for both reading and math. The second research question determined whether or not an association existed between student achievement and class size by subject area and student subgroups and found that yes, an association exists between class size and student achievement in both reading and math for most subgroups. The primary result of this study was the statistically significant association between student achievement and class size, with all models showing positive effects (0.07 to 1.92) on student achievement as average class size increased. This was true for both reading and math subject areas, with patterns holding true for students in all subgroups except ELL. Effect sizes for class size were typically very small (0.07 to 0.25), with larger effect sizes of 1.59 to 1.92 seen only for students with disabilities in both reading and math. Recommendations for further research include analyzing class size and student achievement at more granular levels within a single school district to account for additional educational interventions and using more advanced forms of hierarchical linear modeling to examine growth in student achievement over time. A final recommendation is for policy makers to consider alternative reforms or strategies to improve student achievement that are more cost-effective or have been proven to result in larger impacts on student learning than class size reduction.
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Date Issued: 2019
Identifier: 2019_Spring_Blakely_fsu_0071E_15022
Format: Thesis

Title: Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement.
Creator: Pilcher, Heather, Kim, Young-Suk, Wood, Carla, Foorman, Barbara R., Roehrig, Alysia D., Florida State University, College of Education, School of Teacher Education
Abstract/Description: Teachers' interactions with children represent an important source of influence in children's learning and development. Classroom organization, or the way the teacher manages the physical and behavioral aspects of the classroom environment, is one way that teachers can provide needed support to students who might otherwise struggle to be successful in the classroom environment. It is hypothesized to facilitate more time spent working productively on academic tasks which, in turn, is...
Show moreTeachers' interactions with children represent an important source of influence in children's learning and development. Classroom organization, or the way the teacher manages the physical and behavioral aspects of the classroom environment, is one way that teachers can provide needed support to students who might otherwise struggle to be successful in the classroom environment. It is hypothesized to facilitate more time spent working productively on academic tasks which, in turn, is associated with higher academic achievement. In this study, teachers' classroom organization was observed and rated in the first, second, and third grades, and students' word reading, reading comprehension, and listening comprehension were measured each year. Cross-sectional analyses of the second and third grade data were conducted in order to replicate the findings of a previous study using the first grade data from the same data set (Pilcher & Kim, 2015). The relations of ratings of classroom organization and the interactions of classroom organization with children's prior performance (measured in the fall of first grade) in each year were also examined longitudinally. The sample included 264 students and 29 teachers in year one, 36 teachers in year two, and 35 teachers in year three. In the second and third grade cross-sectional analyses, classroom organization was not associated with student outcomes, and no significant interactions of classroom organization with prior achievement were detected. No significant longitudinal relations of classroom organization with student achievement were detected, but there were two significant interaction effects. Second grade teachers' classroom organization interacted with prior performance to predict students' third grade word reading and reading comprehension such that students whose scores were below the mean in the fall of the first grade had third grade scores that were very similar or only slightly higher when their second grade teachers provided higher levels of classroom organization. Students who began first grade with word reading and/or reading comprehension scores that were above the mean had third grade scores that were much higher when their teachers provided high levels of classroom organization in the second grade. The most likely explanation for these findings seems to be that children who leave first grade without the prerequisite skills for engaging in meaning-based instruction in second grade are unable to benefit from having a second grade teacher who provides a high level of classroom organization.
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Date Issued: 2016
Identifier: FSU_2016SP_Pilcher_fsu_0071E_13101
Format: Thesis

Title: The Coaching Experience in Charitable Cause-Based Endurance Training Programs: A Self-Determination Theory Perspective.
Creator: Jeffery, Karin Ann, Becker, Betsy Jane, Eklund, Robert C. (Robert Charles), Kelley, Colleen M., Tenenbaum, Gershon, Almond, Russell G., Florida State University, College of...
Show moreJeffery, Karin Ann, Becker, Betsy Jane, Eklund, Robert C. (Robert Charles), Kelley, Colleen M., Tenenbaum, Gershon, Almond, Russell G., 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 examine the coaching experience in charitable cause-based endurance training programs, in which participants receive coaching to complete a marathon or similar endurance athletic event in return for raising funds for a charitable cause. In particular, the purpose of this study was to investigate the nature and extent of coach burnout in this setting, and their correlated factors. Male and female coaches (n = 150) from six different endurance sports...
Show moreThe purpose of this study was to examine the coaching experience in charitable cause-based endurance training programs, in which participants receive coaching to complete a marathon or similar endurance athletic event in return for raising funds for a charitable cause. In particular, the purpose of this study was to investigate the nature and extent of coach burnout in this setting, and their correlated factors. Male and female coaches (n = 150) from six different endurance sports participated in this study. Their average reported age was 50.94 years (SD = 10.01) and their average years of coaching in the charitable setting was 6.76 (SD = 4.77). They completed four questionnaires: a demographic questionnaire, the Areas of Worklife Survey (Leiter & Maslach, 1999), the Basic Psychological Need Satisfaction scale (Deci & Ryan, 2000; Deci, Ryan, Gagné, Leone, Usunov, & Kornazheva, 2001), and the Maslach Burnout Inventory (Maslach, Jackson, & Leiter, 1996). Items in these last three questionnaires were modified, with permission, to more specifically reflect the charitable coaching setting. Path analyses indicated that basic needs played a relatively minor mediating role between worklife satisfaction and burnout, compared with the direct effects of both the AWS and BPN dimensions. In particular, BPN emerged as an important direct predictor of burnout rather than a mediator. This study was, to my knowledge, the first to examine the coaching experience in the charitable setting. It was also the first to present a model of the coaching experience that combined two separate lines of research: worklife satisfaction in relation to burnout, and the satisfaction of basic psychological needs as presented in self-determination theory. It is hoped that this model will have applications to coaching in other settings, as well as to other areas in sport and exercise psychology. In addition, this is one of the few studies to examine any aspect of the charitable cause-based endurance training phenomenon, despite the fact that this phenomenon has now been in existence for over 30 years, and has successfully induced millions of beginner athletes around the world to complete long-distance endurance events such as marathons. Therefore, this study helps to address a research gap regarding the success of these programs in motivating individuals to pursue large-scale fitness goals.
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Date Issued: 2015
Identifier: FSU_2016SP_Jeffery_fsu_0071E_13014
Format: Thesis

Title: Color of Discipline: Reducing Discipline Disparities through the Use of School-Wide Discipline Programs.
Creator: Toll, Ashley D., Rutledge, Stacy A., Jones, Ithel, Boyle, Helen N., Akiba, Motoko, Florida State University, College of Education, Department of Educational Leadership and...
Show moreToll, Ashley D., Rutledge, Stacy A., Jones, Ithel, Boyle, Helen N., Akiba, Motoko, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Disparities in school discipline for Black students has been a problem for decades. The negative effects of exclusionary discipline have been well-documented. This problem must be addressed by educational stakeholders in order to take steps to reduce the issue and provide interventions to reduce the disproportionality. Disproportionality in discipline prevents schools from achieving the ultimate goal of fostering positive outcomes for all students. School-Wide Positive Behavioral...
Show moreDisparities in school discipline for Black students has been a problem for decades. The negative effects of exclusionary discipline have been well-documented. This problem must be addressed by educational stakeholders in order to take steps to reduce the issue and provide interventions to reduce the disproportionality. Disproportionality in discipline prevents schools from achieving the ultimate goal of fostering positive outcomes for all students. School-Wide Positive Behavioral Interventions and Support Programs have created a systems-level approach to reducing overall school discipline issues. Some studies have identified SW-PBIS programs that have been able to reduce disparities in secondary schools and increase graduation rates, however, studies of SW-PBIS and disproportionality have overlooked disparities in elementary schools. The present study contributed to the current research base by investigating elementary disparity rates and how schools are using a SW-PBIS system to lower those rates. It also identifies factors that create strong programs successful in reducing disparity rates as well as factors that hinder the success of schools with disparity problems. This qualitative analysis revealed four themes that are critical to the success of a SW-PBIS system in lowering disparity rates: training, finding the root of the negative behavior, high expectations, and support for teachers. Implications for professional development, data tracking, and measuring disproportionality in schools are discussed.
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Date Issued: 2018
Identifier: 2018_Su_Toll_fsu_0071E_14763
Format: Thesis

Title: Combining Regression Slopes from Studies with Different Models in Meta-Analysis.
Creator: Jeon, Sanghyun, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Yang, Yanyun, Paek, Insu, Florida State University, College of Education, Department of Educational...
Show moreJeon, Sanghyun, Becker, Betsy Jane, Huffer, Fred W. (Fred William), Yang, Yanyun, Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Primary studies are using complex models more and more. Slopes from multiple regression analyses are reported in primary studies, but few scholars have dealt with how to combine multiple regression slopes. One of the problems in combining multiple regression slopes is that each study may use a different regression model. The purpose of this research is to propose a method for combining partial regression slopes from studies with different regression models. The method combines comparable...
Show morePrimary studies are using complex models more and more. Slopes from multiple regression analyses are reported in primary studies, but few scholars have dealt with how to combine multiple regression slopes. One of the problems in combining multiple regression slopes is that each study may use a different regression model. The purpose of this research is to propose a method for combining partial regression slopes from studies with different regression models. The method combines comparable covariance matrices to obtain a synthetic partial slope. The proposed method assumes the population is homogeneous, and that the different regression models are nested. Elements in the sample covariance matrix are not independent of each other, so missing elements should be imputed using conditional expectations. The Bartlett decomposition is used to decompose the sample covariance matrix into a parameter component and a sampling error component. The proposed method treats the sample-size weighted average as a parameter matrix and applies Bartlett’s decomposition to the sample covariance matrices to get their respective error matrices. Since missing elements in the error matrix are not correlated, missing elements can be estimated in the error matrices and hence in the parameter matrices. Finally the partial slopes can be computed from the combined matrices. Simulation shows the suggested method gives smaller standard errors than the listwise-deletion method and the pairwise-deletion method. An empirical examination shows the suggested method can be applied to heterogeneous populations.
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Date Issued: 2017
Identifier: FSU_FALL2017_Jeon_fsu_0071E_14179
Format: Thesis

Title: Community College Development in India: Variations in the Reception and Translation of the U.S. Community College Model by Indian Administrators to Suit Indian Contexts.
Creator: Jerry, Mary Priya, Milligan, Jeffrey Ayala, Miles, Rebecca, Schwartz, Robert A., Boyle, Helen N., Florida State University, College of Education, Department of Educational...
Show moreJerry, Mary Priya, Milligan, Jeffrey Ayala, Miles, Rebecca, Schwartz, Robert A., Boyle, Helen N., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: The educational system in India is ready for a revamp and community colleges have been identified by policy makers as a vehicle for that change. Although they have existed since the 1990’s, the urgent focus of the Indian government in providing skills to its burgeoning youth population has resulted in a number of community colleges being granted permission to begin functioning as part of existing universities, colleges and polytechnics. The government has special interest in U.S. community...
Show moreThe educational system in India is ready for a revamp and community colleges have been identified by policy makers as a vehicle for that change. Although they have existed since the 1990’s, the urgent focus of the Indian government in providing skills to its burgeoning youth population has resulted in a number of community colleges being granted permission to begin functioning as part of existing universities, colleges and polytechnics. The government has special interest in U.S. community college models for its features like open access and industrial partnerships. However, it is not clear whether implementers faced with running the new community colleges have a clear understanding of the borrowed model or whether they are adequately supported. The literature review indicated that global movements of policy borrowing can be manifested in the adoption of foreign educational models. The literature on policy borrowing offered some popular models with which to interpret these national processes (Phillips & Ochs, 2004; Steiner-Khamsi, 2014). However, they do not seem to account for decision making processes at the strategic actors’ or stakeholder’s level. For now, what is apparent is the stance of the implementer after the decision has been made. Problems with this conception would be that decision - making appears to be rigid, linear, one- time processes. It also ignores the aspect of learning that implementers may find inherent in policy adaptation to suit the contexts. It appears that the current theoretical frameworks overlook the black box of decision making which influence an implementer to manifest resistance, non-decision or support. They suggest that internalization or indigenization are distinct processes removed from implementation (Phillips and Ochs, 2004; Steiner- Khamsi, 2014). Also, implementers of the policy may experience recontextualizing simultaneously with decisions on the suitability of a feature in the borrowed model. The literature also seems to overlook nuances in decision making that may result in changing stances. Experts have suggested that globalization trends can help understand how context affects development of the global educational policies (Robertson, 2012; Verger et al 2012). This study adds to the literature on community college development in India with a specific focus on how individual implementers approached translating a foreign educational model, and broadly adds to the literature on policy borrowing in education. The variations in the thought processes of implementers from India looking at community college models in the U.S. were studied using phenomenographical methods. The study involved 13 participants from all over India yielded five categories of description namely; ‘Conceptualizing community colleges’, ‘Assimilation of the new ideas afforded by the learning opportunity in the U.S’, ‘Discerning similarity or difference in the home country and target country’, ‘Identifying obstacles or constraints in implementation’ and ‘Finding solutions for implementation of selected ideas’. These findings indicate that 1. Community colleges are still a very fluid notion 2. New ideas are selectively filtered 3. Context plays a great role in determining what is perceived as constraints of implementation and 4. perhaps the most important finding, that stances assumed by participants can change when faced with new insights or through collaboration with peers. Decision (or non-decision) does not appear to be constant. This finding is significant because it would prevent non - decision or rejection of policy that is not properly understood. The study also revealed immense differences in context where the community college scheme is being implemented in India. As such this study provides insights for policy makers to avoid making one size fits all guidelines for implementation.
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Date Issued: 2016
Identifier: FSU_FA2016_Jerry_fsu_0071E_13623
Format: Thesis

Title: Comparing Early Father-Daughter, Father-Son, Mother-Daughter, and Mother-Son Verbal Interactions in Low-SES Families.
Creator: Ingrole, Smriti A. (Smriti Aniket), Phillips, Beth M., Jones, Ithel, Roehrig, Alysia D., Yang, Yanyun, Florida State University, College of Education, Department of Educational...
Show moreIngrole, Smriti A. (Smriti Aniket), Phillips, Beth M., Jones, Ithel, Roehrig, Alysia D., Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: SES related differences in children’s early language skills influence their later language development. Parent-child verbal interactions during the initial years of children’s life play an important role in children’s early language development. Although both mothers’ and fathers’ early language input contributes to children’s language skills, until recently mothers were considered as the only primary caregivers of children and thus have been the focus of majority of the research in this area...
Show moreSES related differences in children’s early language skills influence their later language development. Parent-child verbal interactions during the initial years of children’s life play an important role in children’s early language development. Although both mothers’ and fathers’ early language input contributes to children’s language skills, until recently mothers were considered as the only primary caregivers of children and thus have been the focus of majority of the research in this area. The father’s role in a family has evolved in the past three decades meaning that fathers are increasingly spending more time with their children and contributing to their overall development. The evidence from limited research comparing mothers’ and fathers’ early speech with their preschool aged children is mixed. Also, some findings, mainly derived from research on mothers, suggest that parents socialize their sons and daughters differently, which reflects in early parent-child verbal interactions. In contrast, some research suggests that children, by the function of their own gender, elicit speech differently from their parents. Furthermore, there is an indication of differences in mother-son, mother-daughter, father-son, and father-daughter early talk. Considering the important role of parent and child gender in early parent-child verbal interactions, the current study aimed to compare parental quantity/quality and children’s quantity of language among the four independent groups of father-daughter, father-son, mother-daughter, and mother-son. A total of 112, mainly African-American, parent-child dyads were recruited for this study. Specifically, the sample included 32 father-daughter, 28 father-son, 26 mother-daughter, and 25 mother-son dyads. The convenience sample of children (37-60 months of age) and their respective mother or father were recruited from preschools known to serve a socio-economically disadvantaged population in the southeastern US. Semi-structured parent-child play sessions were videotaped at the child’s child-care facility for approximately 15-minutes. The videotapes were coded for parents’ quantity and quality of language and children’s quantity of language. The results indicated no differences among father-daughter, father-son, mother-daughter, and mother-son groups in terms of parental quantity/quality of language and children’s quantity of language. Suggesting the bi-directional nature of early parent-child interaction process, the exploratory analysis revealed significant differences in correlations among parental quantity/quality and child quantity of language across the four groups of this study.
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Date Issued: 2017
Identifier: FSU_SUMMER2017_Ingrole_fsu_0071E_14116
Format: Thesis

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.
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Date Issued: 2015
Identifier: FSU_migr_etd-9546
Format: Thesis

Title: The Comparison of Standard Error Methods in the Marginal Maximum Likelihood Estimation of the Two-Parameter Logistic Item Response Model When the Distribution of the Latent Trait Is Nonnormal.
Creator: Lin, Zhongtian, Paek, Insu, Huffer, Fred W., Becker, Betsy Jane, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreLin, Zhongtian, Paek, Insu, Huffer, Fred W., Becker, Betsy Jane, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: A Monte Carlo simulation study was conducted to investigate the accuracy of several item parameter standard error (SE) estimation methods in item response theory (IRT) when the marginal maximum likelihood (MML) estimation method was used and the distribution of the underlying latent trait was nonnormal in the two-parameter logistic (2PL) model. The manipulated between-subject factors were sample size (N), test length (TL), and the shape of the latent trait distribution (Shape). The within...
Show moreA Monte Carlo simulation study was conducted to investigate the accuracy of several item parameter standard error (SE) estimation methods in item response theory (IRT) when the marginal maximum likelihood (MML) estimation method was used and the distribution of the underlying latent trait was nonnormal in the two-parameter logistic (2PL) model. The manipulated between-subject factors were sample size (N), test length (TL), and the shape of the latent trait distribution (Shape). The within-subject factor was the SE estimation method, which includes the expected Fisher information method (FIS), the empirical cross-product method (XPD), the supplemented-EM method (SEM), the forward difference method (FDM), the Richardson extrapolation method (REM), and the sandwich-type covariance method (SW). The commercial IRT software flexMIRT was used for item parameter estimation and SE estimation. Results showed that when other factors were hold equal, all of the SE methods studied were apt to produce less accurate SE estimates when the distribution of the underlying trait was positively skewed or positively skewed-bimodal, as compared to what they would produce when the distribution was normal. The degree of inaccuracy of each method for an individual item parameter depended on the magnitude of the relevant a and b parameter, and were affected more by the magnitude of the b parameter. On the test level, the overall average performance of the SE methods interact with N, TL, and Shape. The FIS was not viable when TL=40 and was only run when TL=15. For such a short test, it remained to be the “gold standard” as it estimated the SEs most accurately among all the methods, although it requires relatively longer time to run. The XPD method was the least time-consuming option and it generally performed very well when Shape is normal. However, it tended to produce positively biased results when a short test was paired with a small sample. The SW did not outperform other SE methods when Shape is nonnormal as the theory suggests. The FDM had somewhat larger variations when TL=1500 and TL=3000. The SEM and REM were most accurate among the SE methods in this study and appeared to be a good choice both for normal or non-normal cases. For each simulated condition, the average shape of the raw-score distribution was presented to help practitioners better infer the shape of the underlying distribution of latent trait when the truth about the latent trait distribution shape is unknown, thereby leading to more informed decisions of SE methods using the results of this study. Implications, limitations and future directions were discussed.
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Date Issued: 2018
Identifier: 2018_Sp_Lin_fsu_0071E_14423
Format: Thesis

Title: A Comparison of Three Approaches to Confidence Interval Estimation for Coefficient Omega.
Creator: Xu, Jie, Yang, Yanyun, Becker, Betsy Jane, Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: Coefficient Omega was introduced by McDonald (1978) as a reliability coefficient of composite scores for the congeneric model. Interval estimation (Neyman, 1937) on coefficient Omega provides a range of plausible values which is likely to capture the population reliability of composite scores. The Wald method, likelihood method, and bias-corrected and accelerated bootstrap method are three methods to construct confidence interval for coefficient Omega (e.g., Cheung, 2009b; Kelley & Cheng,...
Show moreCoefficient Omega was introduced by McDonald (1978) as a reliability coefficient of composite scores for the congeneric model. Interval estimation (Neyman, 1937) on coefficient Omega provides a range of plausible values which is likely to capture the population reliability of composite scores. The Wald method, likelihood method, and bias-corrected and accelerated bootstrap method are three methods to construct confidence interval for coefficient Omega (e.g., Cheung, 2009b; Kelley & Cheng, 2012; Raykov, 2002, 2004, 2009; Raykov & Marcoulides, 2004; Padilla & Divers, 2013). Very limited number of studies on the evaluation of these three methods can be found in the literature (e.g., Cheung, 2007, 2009a, 2009b; Kelley & Cheng, 2012; Padilla & Divers, 2013). No simulation study has been conducted to evaluate the performance of these three methods for interval construction on coefficient Omega. In the current simulation study, I assessed these three methods by comparing their empirical performance on interval estimation for coefficient Omega. Four factors were included in the simulation design: sample size, number of items, factor loading, and degree of nonnormality. Two thousands datasets were generated in R 2.15.0 (R Core Team, 2012) for each condition. For each generated dataset, three approaches (i.e., the Wald method, likelihood method, and bias-corrected and accelerated bootstrap method) were used to construct 95% confidence interval of coefficient Omega in R 2.15.0. The results showed that when the data were multivariate normally distributed, three methods performed equally well and coverage probabilities were very close to the prespecified .95 confidence level. When the data were multivariate nonnormally distributed, coverage probabilities decreased and interval widths became wider for all three methods as the degree of nonnormality increased. In general, when the data departed from the multivariate normality, the BCa bootstrap method performed better than the other two methods, with relatively higher coverage probabilities, while the Wald and likelihood methods were comparable and yielded narrower interval width than the BCa bootstrap method.
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Date Issued: 2014
Identifier: FSU_migr_etd-9269
Format: Thesis

Title: Competencies for Instructional Designers: A View from Employers.
Creator: Kelly, Wei Qiang, Klein, James D., Adams, Jonathan L., Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and...
Show moreKelly, Wei Qiang, Klein, James D., Adams, Jonathan L., Dennen, Vanessa P., Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Instructional design and technology (IDT) professionals work in various environments with numerous job roles. Despite differences in work settings and job functions, there are many well-documented competency standards for all IDT professionals. This study analyzed approximately 400 job announcements and 20 interviews with ID project managers. The purpose of the study was to determine instructional designers’ competency requirements from employers’ prospective in hope to align their needs with...
Show moreInstructional design and technology (IDT) professionals work in various environments with numerous job roles. Despite differences in work settings and job functions, there are many well-documented competency standards for all IDT professionals. This study analyzed approximately 400 job announcements and 20 interviews with ID project managers. The purpose of the study was to determine instructional designers’ competency requirements from employers’ prospective in hope to align their needs with the IDT academic programs to prepare the future instructional designers. Content analysis was used to analyze the job announcements and interviews. Frequencies of competencies in both job announcements and interviews were calculated in this study. The study listed the top 25 most required competencies from job announcements and the top 25 most desired competencies from interviews. The results were clustered into five competency categories: instructional design, instructional technology, communication, management, and other foundational competencies. This current study also listed the different competency requirements for hiring instructional designers in four different industry sectors. In addition, the current study indicated that both entry-level and experienced designers should have skills in the five major competency categories, but experienced instructional designers are required to have higher proficiency, especially in the management and communication and interpersonal categories.
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Date Issued: 2016
Identifier: FSU_FA2016_Kelly_fsu_0071E_13412
Format: Thesis

Title: Complexities of Integrating Science and Engineering in Elementary School Science.
Creator: Schellinger, Jennifer, Southerland, Sherry A., Jaber, Lama, Winn, Alice A., Boggs, George L., Florida State University, College of Education, School of Teacher Education
Abstract/Description: The Next Generation Science Standards present an integrated approach to science and engineering education in which science is foundational to engineering and engineering contextualizes and reinforces science ideas. The research presented here explores how one elementary school teacher and her students came to understand what is expected of them when asked to engage in an integrated science and engineering unit on simple circuits. Analysis of whole class and small group video transcripts and...
Show moreThe Next Generation Science Standards present an integrated approach to science and engineering education in which science is foundational to engineering and engineering contextualizes and reinforces science ideas. The research presented here explores how one elementary school teacher and her students came to understand what is expected of them when asked to engage in an integrated science and engineering unit on simple circuits. Analysis of whole class and small group video transcripts and artifacts revealed that an integrated approach may be more problematic that promising for teachers and students. We discuss these findings and what they might mean when engineering is seen as an avenue for applying science knowledge in classrooms.
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Date Issued: 2018
Identifier: 2019_Spring_Schellinger_fsu_0071E_14874
Format: Thesis

Title: The Concept of Quality in Cambodian Teacher Training: A Philosophical Ethnography.
Creator: Stanfill, Enoch M., Milligan, Jeffrey Ayala, Ruse, Michael, Rutledge, Stacy A., Perez-Felkner, Lara, Florida State University, College of Education, Department of Educational...
Show moreStanfill, Enoch M., Milligan, Jeffrey Ayala, Ruse, Michael, Rutledge, Stacy A., Perez-Felkner, Lara, Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Research shows that quality teachers are the single most significant influence on the quality of education available to students. This recognition of the importance of quality teachers on quality education is reflected in goal 6 of the EFA: Quality Education. EFA proxies for quality, however, are dubious measures of the concept......What does the concept quality mean when applied to the work of teaching or to the business of education? How do we know quality when we see it? Is it the same...
Show moreResearch shows that quality teachers are the single most significant influence on the quality of education available to students. This recognition of the importance of quality teachers on quality education is reflected in goal 6 of the EFA: Quality Education. EFA proxies for quality, however, are dubious measures of the concept......What does the concept quality mean when applied to the work of teaching or to the business of education? How do we know quality when we see it? Is it the same from culture to culture or does it differ based on the educational aims of different societies? Despite EFA's emphasis on improving the quality of education, quality education remains elusive in many developing countries. Cambodia, for instance, has enjoyed considerable international assistance for more than four decades, yet the quality of Cambodian education remains low by both Cambodian and international standards. What might explain the failure of decades of assistance to improve education in Cambodia? This study argues that before this question can be answered and more effective steps taken in the development of Cambodian education we must have a clearer understanding of the conceptualization and operationalization of the concept "quality" in the constructs "quality teachers" and "quality education" in the Cambodian context to understand whether and how it differs from that implied in the theory and practice of Cambodia's international donors. Differences may help explain the difficulty encountered in improving the quality of education in Cambodia and point to more effective strategies to achieve this elusive goal. To this end, this inquiry deployed a hybrid methodology called philosophical ethnography to discover the conceptions of quality held by Khmer teacher training instructors and administrators. This discovery is guided by the idea of dialogue expressed by Jürgen Habermas and implemented by Paolo Freire. Findings indicate that there is a tension between traditional Khmer conceptions of quality and those emphasized in modern conceptions of quality education. Traditional Cambodian conceptions of quality reflect Buddhist social virtues including of ទាន (tian, generosity), មេត្តា (mey-ta, generosity), ករុណា (garunna, compassion), មូទិតា (mutita, empathetic joy), and ឧបេក្ខា (upeka, equanimity) to be a good person in a moral sense. This differs from modern conceptions of quality that emphasize equality, individual achievement, and economic drive for education to produce a person with the knowledge, skills, and abilities to do some job that supports the growth of the economic machine. The results of this study suggest that the introduction of modern ideas of quality in education beginning with the French in the 19th century and continuing today through foreign aid donations have permeated the education sector in Cambodia influence how Cambodian teacher trainers perceive quality education with respect to how day to day operations of education should function and influence contemporary policy decisions. Despite the push to change reform Cambodian education, participants indicate that being a good person (in the Buddhist sense) is still how quality should be measured and should be the primary objective of Cambodian education.
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Date Issued: 2016
Identifier: FSU_2016SP_Stanfill_fsu_0071E_12853
Format: Thesis

Title: Connecting Disciplinary and Pedagogical Spaces in Statistics: Perspectives from Graduate Teaching Assistants.
Creator: Findley, Kelly P., Whitacre, Ian Michael, Jakubowski, Elizabeth M., Chicken, Eric, Jaber, Lama, Forman, Jennifer Kaplan, Florida State University, College of Education, School...
Show moreFindley, Kelly P., Whitacre, Ian Michael, Jakubowski, Elizabeth M., Chicken, Eric, Jaber, Lama, Forman, Jennifer Kaplan, Florida State University, College of Education, School of Teacher Education
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Abstract/Description: As a young and dynamically evolving discipline, statistics evokes many conceptions about its purpose, the nature of its development, and the tools and mindset needed to engage in statistical work. While much research documents the perceptions of statisticians and experts on these matters, little is known about how the disciplinary perspectives of statistics instructors may interact with the work of teaching. Such connections are likely relevant since research has shown that teachers’ and...
Show moreAs a young and dynamically evolving discipline, statistics evokes many conceptions about its purpose, the nature of its development, and the tools and mindset needed to engage in statistical work. While much research documents the perceptions of statisticians and experts on these matters, little is known about how the disciplinary perspectives of statistics instructors may interact with the work of teaching. Such connections are likely relevant since research has shown that teachers’ and instructors’ views about the discipline they teach inform their instructional approaches. This work specifically focuses on the disciplinary views of graduate teaching assistants (GTAs), who continue to serve a critical role in undergraduate instruction. Using multiple case study design, I document the views, experiences, and teaching practices of four statistics GTAs over the course of a full year—from their induction into the department in the fall, until their first solo-teaching opportunity the following summer. From the literature, I organized important disciplinary themes in statistics, including disciplinary purpose, epistemology, and disciplinary engagement. Targeting issues and questions stemming from these areas, I documented the various perspectives, models, and tensions that characterized the disciplinary views of the participants. I also documented the relevant experiences and influences that motivated these views. Additionally, I explored the GTAs’ pedagogical views and vision for teaching introductory statistics while looking for possible connections (and glaring disconnects) between these views and their disciplinary views. Finally, I observed their instruction and considered the participants’ teaching reflections as I looked for alignment between their expressed views and actual instructional decisions. From the data, I found that several of the GTAs expressed sophisticated views and expert notions about the discipline. There was a clear disconnect, however, between their perceptions of disciplinary work and the work of students in an introductory statistics course. Despite recognition that statistical questions typically do not have right answers, that statistical methods are often quite flexible and contextually-driven, or that many disciplinary elements developed through community negotiation rather than discovery, the GTAs struggled to bridge these considerations to the tasks being posed and the practices being emphasized in introductory courses. The participants also expressed a basic desire to engage students in practice problems and activities, yet their instructional visions were not specific and well-grounded in rich classroom experiences that modeled student-centered pedagogy. As a result, all four GTAs converged on a singular vision for introductory statistics. This vision involved focusing on “the basics,” acquainting students with a wide array of procedures, honing students’ computational abilities, and emphasizing statistical problem-solving as a pursuit for right answers. This dissertation study provides insights into disciplinary tensions that may be of value in developing an instrument for assessing the disciplinary views of instructors and students alike. GTAs without well-developed views may need opportunity to engage in rich, open-ended tasks that serve to develop their disciplinary perspectives. Additionally, this work reveals how GTAs may struggle to bridge their perceptions of advanced disciplinary work to the work of their own students. Acquaintance and experience engaging in tasks that promote informal inferential reasoning or exploratory data analysis, coupled with connections to situated and constructivist learning theories, may enrich GTAs’ instructional visions as they see how disciplinary and instructional spaces may interact and inform one another.
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Date Issued: 2019
Identifier: 2019_Spring_Findley_fsu_0071E_15023
Format: Thesis

Title: The Connection Between Psychopathology and Dysfunctional Career Thoughts.
Creator: Finklea, Jane Tyler, Osborn, Debra S., Reynolds, John R., Sampson, James P., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology...
Show moreFinklea, Jane Tyler, Osborn, Debra S., Reynolds, John R., Sampson, James P., Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: This purpose of the present study was to explore the relationship between psychopathology and dysfunctional career thoughts, as little research has combined the two constructs. The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) was used as a measure of participants’ psychopathology, and the Career Thoughts Inventory (CTI) was used as a measure of participants’ dysfunctional career thoughts. Cognitive Information Processing (CIP) was employed to provide theoretical underpinnings to the...
Show moreThis purpose of the present study was to explore the relationship between psychopathology and dysfunctional career thoughts, as little research has combined the two constructs. The Minnesota Multiphasic Personality Inventory-2 (MMPI-2) was used as a measure of participants’ psychopathology, and the Career Thoughts Inventory (CTI) was used as a measure of participants’ dysfunctional career thoughts. Cognitive Information Processing (CIP) was employed to provide theoretical underpinnings to the study. Five case were chosen from an archival database, and all participants had CTI Total Scale T-scores ≥ 65. Each case contained an MMPI-2 Extended Report which was used to determine findings of psychopathology. Alongside the primary researcher’s interpretations, four Experts in the use of the MMPI/MMPI-2 agreed to interpret the Extended Reports and provide thoughts about symptoms and diagnoses of psychopathology were present. Data were analyzed by the primary researcher and findings were determined based on endorsement across cases. Results of this study indicated that individuals with high levels of dysfunctional career thoughts might also be experiencing psychopathologies and diagnoses of depression, anxiety, somatic concerns, obsessional-compulsive concerns, personality disorders, and gender and culturally based concerns. Implications include a strong need for additional training for practitioners at the intersection of mental health and career concerns and awareness to suicidal ideation in those with dysfunctional career thoughts.
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Date Issued: 2016
Identifier: FSU_2016SU_Finklea_fsu_0071E_13426
Format: Thesis

Title: Consumer Perceptions of a Sponsor’s Corporate Social Responsibility Activities.
Creator: Mamo, Yoseph, James, Jeffrey D. (Jeffrey Dalton), Newman, Joshua I., Rodenberg, Ryan M., Florida State University, College of Education, Department of Sport Management
Abstract/Description: ABSTRACT Sponsorship of sport properties accounts for approximately two-thirds of all sponsorship expenditures ("IEG Sponsorship Report," 2014). The global sponsorship sector increased from $48 billion dollars to $51 billion from 2011 to 2012 ("IEG Sponsorship Report," 2014). Organizations have increasingly shifted to sponsorship as a marketing communications vehicle in the hopes that the goodwill that consumers feel toward the cause will transfer to their image (Madrigal, 2001). With the...
Show moreABSTRACT Sponsorship of sport properties accounts for approximately two-thirds of all sponsorship expenditures ("IEG Sponsorship Report," 2014). The global sponsorship sector increased from $48 billion dollars to $51 billion from 2011 to 2012 ("IEG Sponsorship Report," 2014). Organizations have increasingly shifted to sponsorship as a marketing communications vehicle in the hopes that the goodwill that consumers feel toward the cause will transfer to their image (Madrigal, 2001). With the same token, many researchers suggest there is a link between social initiatives and an organization's improved financial performance (e.g., Davis, 1960; Arlow and Gannon. 1982; Ullmann, 1985; McGuire et al., 1988; Waddock and Graves, 1997; Margolis et al., 2003). The main purpose of the proposed research is to better understand stakeholder perceptions of sponsors, specifically perceptions about the sponsors' CSR activities, and the potential impact of such perceptions on sponsors' image. The current study was quantitative in nature; using a quasi-experimental pre- and post –test control group design. The questionnaire was completed by FSU Sport Management students in three different sessions. The instruments for study were paper based questionnaires, which participants filled out between viewing two short video clips. Three different groups were participate in the study at three different times; each group received a different scenario pertaining to the sponsor's information and CSR activities; this study consisted of two experimental groups and one control group. All the groups followed the same procedure except the manipulation of the independent variable. Those in Group 2 read about the company's sponsorship activity, and those in Group 1 read information about the sponsorship activity and the company's CSR activity, and those in Group 3 read about the company's information. The measures in this study were adapted from existing literatures. The participants were 98 students. A descriptive analysis was conducted to assess the frequency of age (based on date of birth), gender, race and year in school. I analyzed the data to assess evidence of reliability pertaining to the constructs of interest: attitude toward the sponsor, sponsor's image, and attitude toward the sport property. Univariate analysis of variance (ANOVA) was used to test, and the result revealed that there were no significant differences between groups at the pre-test stage for all the dependent variables. While in the post-test there was a significant difference between groups were found regarding on attitude toward the sponsor and sponsor's image where p [less than] .05. Regarding attitude toward the sport property there was no significance difference both at the pre-test and post-test stages. Overall, group 1 (CSR and sponsorship) had a higher mean score of all dependent variables than group 2 (sponsorship) and group 3 (company information). Group 2 (sponsorship) had a higher mean score of all dependent variables than group 3 (company information).
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Date Issued: 2015
Identifier: FSU_2015fall_Mamo_fsu_0071N_12791
Format: Thesis

Title: A Content Analysis of Parental Outreach and Assistance within English Language Learner Plans by School Districts in Florida.
Creator: Garris, Carol Y. (Carol Yanira), Rutledge, Stacey A., Lewis, Sandra, Park, Toby J., Herrington, Carolyn D., Florida State University, College of Education, Department of...
Show moreGarris, Carol Y. (Carol Yanira), Rutledge, Stacey A., Lewis, Sandra, Park, Toby J., Herrington, Carolyn D., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Over the last several decades, Florida has been a destination for immigrants from ¬¬around the world, many for whom English is not their first language. In 1990, diverse groups of community leaders and activists came together to file a lawsuit against the Florida Department of Education (FLDOE) to address the need of programs for English language learner (ELL) students. As a result of the lawsuit, Florida's Multicultural Education Training and Advocacy (META) Consent Decree provided a...
Show moreOver the last several decades, Florida has been a destination for immigrants from ¬¬around the world, many for whom English is not their first language. In 1990, diverse groups of community leaders and activists came together to file a lawsuit against the Florida Department of Education (FLDOE) to address the need of programs for English language learner (ELL) students. As a result of the lawsuit, Florida's Multicultural Education Training and Advocacy (META) Consent Decree provided a framework for compliance with federal and state laws and jurisprudence, mandating all districts to ensure ELL students are provided with equal access to programming appropriate to their level of English proficiency, academic achievement, and special needs. In this dissertation, I used a content analysis to systematically investigate the contents of District ELL Plans from all 67 school districts in Florida related to their reports regarding their engagement in communication and outreach to ELL parents, the functions and composition of PLCs and to understand, using Epstein's Parent Involvement Framework, the nature of services to parents. The study focused on the following two sections of the META Consent Decree: Section 8 (Parent, Guardian, Student Notification and Rights), and Section 9 (The Parent Leadership Council). In my analysis of Section 8, I found that districts relied mostly on translated school-to-home communication documents and bilingual professionals to communicate with ELL parents. Also, the data showed that districts collaborated with various community stakeholders to expand ELL parent and student services. As for Section 9, I found that 37% of 67 PLCs (n=25) across the state only used PLCs to develop, revise and approve the District ELL Plan while 36% of districts used PLCs to provide ELL parents with an opportunity to have a voice and share their concerns and needs. In general, 69% of districts implemented their PLCs only at the local education agency level, rather than at the school level. Lastly, 100% of the districts reported at least one sample practice for Epstein et al.'s (2018) Parent Involvement Framework's through parenting, communicating, volunteering, and decision-making. In contrast, 49% of districts did not report a practice for the involvement of families through learning at home and 34% of districts did not report a practice deriving from the involvement collaborating with the community.
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Date Issued: 2019
Identifier: 2019_Summer_Garris_fsu_0071E_15391
Format: Thesis

Title: The Contributions of Psychological Skills and Mindfulness to NCAA Student-Athlete Well-Being.
Creator: Foster, Brian Joseph, Chow, Graig Michael, Newman, Joshua I., Tenenbaum, Gershon, Dong, Shengli, Florida State University, College of Education, Department of Educational...
Show moreFoster, Brian Joseph, Chow, Graig Michael, Newman, Joshua I., Tenenbaum, Gershon, Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
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Abstract/Description: Participation in elite level sport requires being subjected to considerably stressful training and competition environments. Psychological skills and mindfulness have been demonstrated to enhance performance in sport, but less is known regarding how they impact an athlete's well-being in their sport and in their life. Greater knowledge of this relationship would aid practitioners in developing holistic, more psychologically well-adjusted student-athletes. To meet this end, 222 current NCAA...
Show moreParticipation in elite level sport requires being subjected to considerably stressful training and competition environments. Psychological skills and mindfulness have been demonstrated to enhance performance in sport, but less is known regarding how they impact an athlete's well-being in their sport and in their life. Greater knowledge of this relationship would aid practitioners in developing holistic, more psychologically well-adjusted student-athletes. To meet this end, 222 current NCAA Division I fall and winter sport athletes representing six different sports completed the Mental Health Continuum –Short Form (Keyes et al., 2008), Sport Mental Health Continuum –Short Form (Foster & Chow, 2016), Ottawa Mental Skills Assessment Tool-3 (Durand-Bush et al., 2001), Mindfulness Inventory for Sport (Thienot et al., 2014), and the Athletic Identity Measurement Scale (Brewer et al., 1993). Path analysis indicated that both psychological skills and mindfulness had significant moderate direct effects on sport well-being; however, only mindfulness was shown to have a significant moderate direct effect on global well-being. Correlational data indicated foundational skills and somatic skills, specifically self-confidence, relaxation, and activation, to be the most salient psychological skills for sport well-being and global-well. Nonjudgmental acceptance was the most salient mindfulness skill, as it had a moderate causal path to sport well-being and a strong causal path to global well-being. The practical implications of the findings include evidence for the importance of developing these skills in college athletes to enhance their sport well-being and global well-being.
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Date Issued: 2017
Identifier: FSU_2017SP_Foster_fsu_0071E_13758
Format: Thesis

Title: Contributions of Student Affairs Professional Organizations to Collegiate Student Leadership Programs in the Late Twentieth Century.
Creator: Watkins, Sally R., Schwartz, Robert A., Jones, Maxine Deloris, Guthrie, Kathy L., Florida State University, College of Education, Department of Educational Leadership and Policy...
Show moreWatkins, Sally R., Schwartz, Robert A., Jones, Maxine Deloris, Guthrie, Kathy L., Florida State University, College of Education, Department of Educational Leadership and Policy Studies
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Abstract/Description: Some 300 years after the founding of the first American institution of higher education, developing students into future leaders remains a central objective of contemporary colleges and universities (Astin, 1993; Johnson, 2000; Komives, Lucas, & McMahon, 2007). In the modern university setting, a significant amount of leadership training and development is accomplished outside the classroom in the co-curricular arena; much of this work is now in the province of student affairs professionals...
Show moreSome 300 years after the founding of the first American institution of higher education, developing students into future leaders remains a central objective of contemporary colleges and universities (Astin, 1993; Johnson, 2000; Komives, Lucas, & McMahon, 2007). In the modern university setting, a significant amount of leadership training and development is accomplished outside the classroom in the co-curricular arena; much of this work is now in the province of student affairs professionals who teach leadership training and development. Many of these professionals prepared for this aspect of their roles while on the job via campus-based professional education and development and at conferences hosted by professional organizations. Historically, these professional associations have played a key role in establishing leadership education as a priority in student affairs, informing professionals' knowledge and understanding of leadership concepts and theories, and advancing the emerging profession of leadership education. The purpose of this study is to document the role student affairs professional organizations played in the latter half of the 20th century to advance collegiate student leadership education programs. The historical narrative relies on sources from the National Student Affairs Archives located in Bowling Green, Ohio and interviews with key individuals active during the timeframe investigated. Understanding the formalization of student affairs practitioner as leadership educators offers the opportunity to recognize individuals and organizations significant in the process, to identify gaps in the scholarship, inform academic preparation programs, shape the efforts of professional organizations, and mold the programmatic efforts facilitated daily on college campuses. This historical investigation attempts to demonstrate how student affairs professional organizations and key individuals across the profession shaped student leadership training, education, and development in higher education in the late twentieth century.
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Date Issued: 2018
Identifier: 2018_Su_Watkins_fsu_0071E_14360
Format: Thesis

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School of Teacher Education (51)	+ -

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