Search results

Title: "Teach the Children Well": A Case Study of Service-Learning in the Preschool Classroom.
Creator: Adinolfi, Suzanne, Rice, Diana, Lake, Vickie, Schwartz, Robert A., Jones, Ithel, Davis, Angie, School of Teacher Education, Florida State University
Abstract/Description: ABSTRACT Service-learning is a pedagogy that challenges students to create important connections between curricular content and their community. Experts in the field of early childhood education enthusiastically support learning opportunities and activities that underscore meaningful student involvement; purposeful collaboration; experiential learning; and socially constructed knowledge. Although service-learning provides a means by which to address these constructivist goals, there exists...
Show moreABSTRACT Service-learning is a pedagogy that challenges students to create important connections between curricular content and their community. Experts in the field of early childhood education enthusiastically support learning opportunities and activities that underscore meaningful student involvement; purposeful collaboration; experiential learning; and socially constructed knowledge. Although service-learning provides a means by which to address these constructivist goals, there exists little research on the practice with preschool aged children. This qualitative case study investigates the practice of service-learning in the preschool classroom, how it can be implemented, how young children respond to it, and whether or not it adequately addresses the learning and developmental needs of this age group. The study chronicles the story of nineteen Voluntary Pre-Kindergarten students and their teacher as they experienced the practice of service-learning for the first time. Data was collected and analyzed over a ten week period in the fall of 2011. The data suggests that service-learning provides a valuable means to address the learning and developmental needs of preschool aged children. Additionally, it was discovered that the children in this study received the greatest benefit from service activities that provided high levels of community involvement and a great deal of exposure to the physical aspects of the projects. Moreover, the data provided evidence to support the notion that preschool aged children require frequent and intentional scaffolding from more competent others in order to make meaningful connections between curricular goals and service projects.
Show less
Date Issued: 2012
Identifier: FSU_migr_etd-4681
Format: Thesis

Title: African American Students' Graphic Understanding of the Derivative: Critical Case Studies.
Creator: Stringer, Eddy W., Aspinwall, Leslie N., Shaw, Kenneth, Easton, Peter, Jakubowski, Elizabeth, School of Teacher Education, Florida State University
Abstract/Description: Data suggests that a significant loss of African American students from STEM majors occur between their freshmen and sophomore year. This attrition corresponds to the time period when students encounter the calculus sequence. For this reason, calculus persists as a serious barrier preventing African American students from entering STEM fields. There has been a dearth of research studies on how African American students learn or engage in the learning of calculus. In this study, I developed...
Show moreData suggests that a significant loss of African American students from STEM majors occur between their freshmen and sophomore year. This attrition corresponds to the time period when students encounter the calculus sequence. For this reason, calculus persists as a serious barrier preventing African American students from entering STEM fields. There has been a dearth of research studies on how African American students learn or engage in the learning of calculus. In this study, I developed cases describing two African American participants – Matt and Danny- and their methods used to complete tasks and create meaning for the graphs of functions and their derivatives. Three research questions were investigated: 1. What is the role of graphic representations in African American male community college students' construction of the derivative in calculus? 2. How do African American male community college students synthesize graphic and analytic meaning of the derivative in calculus? 3. What pedagogical approaches are the most effective in assisting African American students with visual understanding of derivative graphs? During the task-based clinical interviews, the participants were presented with both analytic tasks and graphic tasks and asked to calculate derivatives when presented with analytic tasks (symbols) and to draw derivative when presented with the graphs as I sought to gain understanding of the mathematical processes. The participants' understanding of the derivative was different because of their preference for mathematical processing. Matt relied on analytic processing and symbolic representation. His understanding of the derivative merely involved the manipulation of formulas, which is dominated by most college mathematics examination. Danny relied on a combination of analytic processing and geometric processing and preferred to primarily operate on graphic representations. His understanding of the derivative was associated with both analytic representations (formulas) and graphic representation. This study found that the participants' knowledge was strongly associated with their mathematical processing capabilities. Matt's overreliance on his memory and analytic thinking impeded his understanding of derivative graphs. This one-sided thinking caused Matt's knowledge (procedural and conceptual) to be disconnected and only understood how to complete tasks when asked questions in the right context. Danny's harmonic thinking enabled him to complete tasks with much less difficulty than Danny. Danny's flexibility with his thinking allowed him to understand the changes in the slope of the tangents of graph when he was not presented with a formula to associate with the graphs. Both participants would frequently use verbal –description to aid their understanding of the behavior of derivative graphs when their analytic and visual thinking would fail. The study demonstrates that using graphical representation for functions and their derivative have the potential for producing richer understanding of the concept of the derivative. It also demonstrates that some African American students need further understanding of graphs with a cusp, a sharp corner, a vertical line, vertical asymptotes, or any other discontinuity. It also shows that students are able to connect their procedural knowledge with their conceptual knowledge when students are able to work between both graphic representation and analytic representations.
Show less
Date Issued: 2011
Identifier: FSU_migr_etd-0397
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
Show less
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.
Show less
Date Issued: 2017
Identifier: FSU_2017SP_Strimaitis_fsu_0071E_13831
Format: Thesis

Title: Argumentation in Undergraduate Chemistry Laboratories.
Creator: Walker, Joi Phelps, Sampson, Victor, Goldsby, Kenneth, Gilmer, Penny, Southerland, Sherry, School of Teacher Education, Florida State University
Abstract/Description: To address the need for reform in undergraduate science education a new instructional model called Argument-Driven Inquiry (ADI) was developed and then implemented in a undergraduate chemistry course at a community college in the southeastern United States (Sampson, Walker, & Grooms, 2009; Walker, Sampson, & Zimmerman, in press). The ADI instructional model is designed to give a more central place to argumentation and the role of argument in the social construction of scientific knowledge....
Show moreTo address the need for reform in undergraduate science education a new instructional model called Argument-Driven Inquiry (ADI) was developed and then implemented in a undergraduate chemistry course at a community college in the southeastern United States (Sampson, Walker, & Grooms, 2009; Walker, Sampson, & Zimmerman, in press). The ADI instructional model is designed to give a more central place to argumentation and the role of argument in the social construction of scientific knowledge. This research investigated the growth in the quality of the student generated arguments and the scientific argumentation that took place over the course of a semester. Students enrolled in two sections of General Chemistry I laboratory at the community college participated in this study. The students worked in collaborative groups of three or four. The students were given a variation of the same performance task three times during the semester in order to measure individual ability to use evidence and justify their choice of evidence with appropriate rationale. Five ADI investigations took place during the semester and the laboratory reports for each were collected from each student and the argument section of each report was scored. All the student groups were video recorded five times during the semester as they generated and evaluated arguments and the quality of the group argumentation was assessed using an instrument called the Assessment of Scientific Argumentation in the Classroom (ASAC) observation protocol. As time was the independent variable in this study a repeated measure ANOVA was used to evaluate the significance of student improvement in each area (argumentation, written argument and performance task) over the course of the semester (Trochim, 1999). In addition, a multiple regression analysis was conducted to evaluate how well the ASAC scores predicted individual scores on both the performance task and the written arguments (Green & Salkind, 2005). There was significant growth over the course of the semester in all three measures, performance-based assessment, written argument and oral argumentation. There also was a significant correlation between written and oral arguments that was used to generate a linear model using oral argumentation as a predictor of written argument. The results of this suggest that the use of an integrated instructional model such as ADI can have a positive impact on the quality of the arguments students include in their investigation reports, the argumentation they engage in during lab activities, and their overall performance on tasks that require them to develop and support a valid conclusion with genuine evidence.
Show less
Date Issued: 2011
Identifier: FSU_migr_etd-1363
Format: Thesis

Title: The Art and Science of Teaching Literacy: Empowering the Literacy Leaders of Tomorrow a Study of Pre-Service Teachers' Beliefs, Self-Efficacy, and Knowledge of Literacy Instruction.
Creator: Densmore-James, Susan, Hanline, Mary Frances, Proctor, Briley, Witte, Shelbie, Wanzek, Jeanne A., School of Teacher Education, Florida State University
Abstract/Description: The purpose of this experimental study was two-fold. The first purpose was to explore the levels of self-efficacy of pre-service teachers regarding their own reading and writing processes and their abilities to be effective literacy leaders. The second purpose was to implement two different interventions in literacy instruction for pre-service teachers: an innovative Reflections Interactive Notebook and a traditional Reader's Response Journal. The differences between outcomes of the two...
Show moreThe purpose of this experimental study was two-fold. The first purpose was to explore the levels of self-efficacy of pre-service teachers regarding their own reading and writing processes and their abilities to be effective literacy leaders. The second purpose was to implement two different interventions in literacy instruction for pre-service teachers: an innovative Reflections Interactive Notebook and a traditional Reader's Response Journal. The differences between outcomes of the two interventions were analyzed. Pre-service teachers from Florida State University (N =65) were randomly assigned from 3 beginning reading methods courses to receive a 6-week intervention utilizing the Reflections Interactive Notebook or Reader's Response Journals. Before intervention began, students were given a pre-test in the form of open-ended and Likert scale questions to determine their beliefs, self-efficacy, and knowledge of the content area of literacy. In addition to descriptive statistics for the open-ended portion of the survey, a Multivariate Analysis of Variance (MANOVA) was used to examine the effects of the two interventions. After determining a significant effect in MANOVA, Wilks's λ= .896, F (3,124)=4.811, p
Show less
Date Issued: 2011
Identifier: FSU_migr_etd-3632
Format: Thesis

Title: Beliefs and Practices of Anti‐Bias Curriculum in Early Childhood Settings by.
Creator: Lin, Yenlin Miranda, Lake, Vickie E., Readdick, Christine, Wolfgang, Charles, Jones, Ithel, School of Teacher Education, Florida State University
Abstract/Description: The ever-changing composition of early childhood classrooms brings many challenges as well as chances for teachers to be more responsive to the needs of children from different backgrounds. In order to better prepare early childhood teachers to meet the challenges presented by an increasingly diverse student body, this case study explored teachers' beliefs and practices of anti-bias curriculum in stated funded preschool, kindergarten, and 2-3 grade settings. Data of this study were collected...
Show moreThe ever-changing composition of early childhood classrooms brings many challenges as well as chances for teachers to be more responsive to the needs of children from different backgrounds. In order to better prepare early childhood teachers to meet the challenges presented by an increasingly diverse student body, this case study explored teachers' beliefs and practices of anti-bias curriculum in stated funded preschool, kindergarten, and 2-3 grade settings. Data of this study were collected through document analysis, interviews, observations, and surveys. Qualitative analysis of the data revealed the factors that challenged teachers' practices of anti-bias teaching as well as the aspects that contributed to their continuous efforts to implement an anti-bias curriculum with the regular curriculum. The results of the study indicate teachers' classroom practice was strongly influenced by their beliefs as suggested by the belief systems theory (Rokeach, 1968) and their beliefs and practices were congruent across the three settings. The results of this study ought to be considered to be the thinking tool for future discussion and research. This study seeks to support the need for better teacher preparation in the area of diversity education and multicultural studies. Additionally, the need for collaboration among colleagues, children's families, and support from the administration is called for. The results of the study also led to recommendations for future research in the areas of anti-bias teaching and early childhood education.
Show less
Date Issued: 2008
Identifier: FSU_migr_etd-1338
Format: Thesis

Title: Calculus III Students' Analytic and Visual Understanding of Surface Areas of Spheres, Cylinders, Pyramids and Prisms.
Creator: Meadows, Yelena A., Shaw, Kenneth, Huckaba, Sam, Aspinwall, Leslie, Jakubowski, Elizabeth, School of Teacher Education, Florida State University
Abstract/Description: Calculus is often viewed as a gateway to more technical college majors, such as engineering, computer science and teaching of mathematics. The majority of existing research in college calculus classes has been focused on reports and studies that were conducted within the single-variate calculus content. Some researchers explain the high rate of students changing their majors from science-oriented to less mathematically rigorous majors due to students' struggles with passing multivariate...
Show moreCalculus is often viewed as a gateway to more technical college majors, such as engineering, computer science and teaching of mathematics. The majority of existing research in college calculus classes has been focused on reports and studies that were conducted within the single-variate calculus content. Some researchers explain the high rate of students changing their majors from science-oriented to less mathematically rigorous majors due to students' struggles with passing multivariate content of the calculus college sequence (calculus I, II, and III). A qualitative case study of one section of a calculus III class was undertaken in order to obtain descriptive data on students' visual and analytical understanding of surface areas of familiar shapes of spheres, cylinders, prisms, and pyramids in the context of multivariate calculus. Specifically, this research focused on application of the surface area formula of surfaces described by a function of two variables. In the course of semester-long study, observed students divided into three distinct groups according to their mathematical visualization preference and mathematical accuracy characteristics. The three cases are: (1) students who prefer analytical method of solving mathematical problems with above average mathematical accuracy; (2) students who prefer visual method in solving mathematical problems with above average mathematical accuracy; and (3) students who prefer visual method of solving mathematical problems with below average mathematical accuracy. There was no group of students with below average mathematical accuracy preferring analytical methods of solving mathematical proeblems. The results were analyzed through the theoretical frame of Krutetskii (1976); Presmeg's (1985) mathematical visualization instrument and types of imagery, Guzman's (2002) types of visualization; and Donaldson's (1963) classification of errors. In short, the best demonstrated understanding was observed in the case of mathematical visualization preference and above average mathematical accuracy. Observed finding of the other two cases provide evidence of limitations in understanding surface areas. Students preferring analytical solutions struggled with graphing, students who preferred visual mathematical solutions with below average mathematical accuracy showed deviations from traditional understanding of basic shapes. A "left" cylinder and a star-shaped prism are examples of such discrepancy. This study is the beginning of research of how students learn multivariate calculus and what specific struggles they encounter. More research is encouraged to follow up on trends that emerged in this study.
Show less
Date Issued: 2008
Identifier: FSU_migr_etd-2512
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
Show less
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.
Show less
Date Issued: 2017
Identifier: FSU_SUMMER2017_Wawire_fsu_0071E_13755
Format: Thesis

Title: Challenges and Curricular Innovations for Chinese English Learners in Acquiring English Tense and Aspect: Simple Present, Present Perfect, Simple Past, and Past Perfect.
Creator: Kung, Jiunn-Ying, Galeano, Rebecca, Scharmann, Lawrence, Jakubowski, Elizabeth, School of Teacher Education, Florida State University
Abstract/Description: The learning of past tenses and aspects in English is difficult for Chinese learners due to the fact that there is no past tense in the Chinese language (Chiswick & Miller, 2004). This difference creates a learning obstacle in Chinese people achieving communicative competence in English, because grammatical competence is an essential component in achieving communicative competence. Communicative competence is the ability to (a) use grammar and vocabulary, (b) speak for longer periods of time...
Show moreThe learning of past tenses and aspects in English is difficult for Chinese learners due to the fact that there is no past tense in the Chinese language (Chiswick & Miller, 2004). This difference creates a learning obstacle in Chinese people achieving communicative competence in English, because grammatical competence is an essential component in achieving communicative competence. Communicative competence is the ability to (a) use grammar and vocabulary, (b) speak for longer periods of time yet retains coherence, (c) use and respond to language under certain settings in communication, and (d) repair communication breakdown (Hymes, 1972; Lund, 1996). However, without a sufficient knowledge base of English grammar, Chinese learners find it more difficult to construct the components required in communicative competence, which impedes the English learning and affects the lives of the learners if they live in the country of the target language. According to related studies, the learners have difficulties acquiring particular basic linguistic structures in English, which relatively impedes their development of English proficiency and communicative competence (Chen, 2009; Lim, 2007). Also, as shown on the score of the TOEFL (test of English as a Foreign Language) exanimation in 2012, the Chinese learners scored lower when compared to examinees of other nationalities. The present thesis is a review of pedagogical literature that focuses on constructing a framework of effective instruction, which based on previous studies and theories in the field of foreign and second language education. The focus of this research is on how learners can acquire the ability to use English to locate and describe events in time. Specifically, the study will be on particular tenses and aspects in English. Among the twelve tenses and aspects, the ones to be focused on are simple present, present perfect, simple past, and past perfect. Those target tenses and aspects usually create problems for the Chinese learners, and also often are the last ones to be acquired by most learners. The ways of expressing time in English and Chinese are first introduced and compared, so that positive and negative influences resulting from the differences and similarities between the two languages can be explained. The result from the comparison could be used to track sources of error made in learning in order to develop an accurate instruction that deuces learners more effectively.
Show less
Date Issued: 2013
Identifier: FSU_migr_etd-7456
Format: Thesis

Title: Characteristics of Adequate and Inadequate Responders in a Multi Tiered Model.
Creator: Greulich, Luana L., Al Otaiba, Stephanie Dent, Schatschneider, Christopher, Wanzek, Jeanne, Connor, Carol, School of Teacher Education, Florida State University
Abstract/Description: This study is a secondary analysis on a larger study that was conducted by Al Otaiba and colleagues (2011). The participants include 170 students that participated in Tier 2 and 3 intervention during a school year. The primary purpose of this mixed methods study was to determine accuracy for group membership for adequate and inadequate responders using initial language and literacy skills or initial language and literacy skills plus child characteristics. In a Discriminant Function Analysis...
Show moreThis study is a secondary analysis on a larger study that was conducted by Al Otaiba and colleagues (2011). The participants include 170 students that participated in Tier 2 and 3 intervention during a school year. The primary purpose of this mixed methods study was to determine accuracy for group membership for adequate and inadequate responders using initial language and literacy skills or initial language and literacy skills plus child characteristics. In a Discriminant Function Analysis group membership was able to be determined by initial skills plus child characteristics. Additionally, reviewing the instructional and intervention context inadequate responders exhibit behaviors positive and negative avoidance behaviors and emotions that can be divided into categories of responsiveness. Keywords: Response to Intervention, adequate responders, inadequate responders, responsiveness, reading intervention, at-risk
Show less
Date Issued: 2012
Identifier: FSU_migr_etd-4878
Format: Thesis

Title: Classification of Language and Literacy Skills in First Grade: Latent Profiles, Class Membership Stability, and Underlying Predictors.
Creator: Lee, Julia Ai Cheng, Foorman, Barbara R., Al Otaiba, Stephanie Dent, Wagner, Richard K., Kim, Young-Suk, Wanzek, Jeannie, School of Teacher Education, Florida State University
Abstract/Description: This study was conducted to examine the: (a) heterogeneity and prevalence of the language and literacy profiles among first grade students, (b) predictors that optimize the classification of language and literacy profiles, (c) latent transitions comprising students assigned to the mover latent class and students assigned to the stayer latent class across fall and spring and the prevalence of these latent classes, and (d) predictors that significantly characterized the transition of class...
Show moreThis study was conducted to examine the: (a) heterogeneity and prevalence of the language and literacy profiles among first grade students, (b) predictors that optimize the classification of language and literacy profiles, (c) latent transitions comprising students assigned to the mover latent class and students assigned to the stayer latent class across fall and spring and the prevalence of these latent classes, and (d) predictors that significantly characterized the transition of class membership. Mixture modeling was used to address these aims. A sample of 521 first-grade students was drawn from seven schools. As hypothesized using the Simple View of Reading as a theoretical framework, five language and literacy profiles were identified. These were students with: a) the weakest performance on average in literacy but slightly higher language skills (13%), b) weak performance in both language and literacy (31%), c) average performance in language and literacy (27%), d) good (above average) performance on language and literacy (21%), and e) the strongest performance in language and literacy (8%). Unique predictors of class membership differentiation for all groups were phonological awareness, teacher judgment on academic performance, and socioeconomic status. Measures of letter sound fluency and oral language uniquely predicted group differentiation for some groups. There were proportionately more students who were assigned to the mover latent class (higher overall means) than students who were assigned to the stayer latent class (lower overall means). The mover latent class had some probability of moving classes while the stayer latent class had zero probability of moving classes. The mover latent class and stayer latent class were uniquely differentiated by letter sound fluency, phonological awareness, socioeconomic status, and participation in tiered conditions. The policy and practical implications of these results are discussed.
Show less
Date Issued: 2012
Identifier: FSU_migr_etd-4966
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.
Show less
Date Issued: 2016
Identifier: FSU_2016SP_Pilcher_fsu_0071E_13101
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.
Show less
Date Issued: 2015
Identifier: FSU_migr_etd-9546
Format: Thesis

Title: A Comparison of Reading Growth and Outcomes of Kindergarten Students with Cognitive Impairments to Their Typical Peers: The Impact of Instruction.
Creator: Folsom, Jessica Sidler, Al Otaiba, Stephanie Dent, Schatschneider, Christopher, Connor, Carol McDonald, Foorman, Barbara, School of Teacher Education, Florida State University
Abstract/Description: This research addressed the early reading instruction of students with cognitive impairments included in general education kindergarten classrooms. Research from 2002 to 2011 on early reading instruction for students with mental retardation were reviewed and current trends in measurement, typical instruction, intervention, and achievement were discussed. Seven limitations in the research base were identified, suggesting a large gap between policy, research, and practice. Extant data from a...
Show moreThis research addressed the early reading instruction of students with cognitive impairments included in general education kindergarten classrooms. Research from 2002 to 2011 on early reading instruction for students with mental retardation were reviewed and current trends in measurement, typical instruction, intervention, and achievement were discussed. Seven limitations in the research base were identified, suggesting a large gap between policy, research, and practice. Extant data from a larger study on individualizing kindergarten Tier 1 literacy instruction was used to answer questions related to the reading growth and achievement of students with cognitive impairments compared to their typical peers. Hierarchical Linear Modeling was used to evaluate reading growth and achievement as a function of the differential influences of initial skills and Tier 1 Instruction. Results suggested that students with cognitive impairments in this study performed higher than students with mental retardation in previous studies, but poorer than their typical peers. However, when initial skills were accounted for, there were no significant differences between groups. There was relatively strong evidence that teachers individualized kindergarten Tier 1 instruction. Further, there were indications that typical students and students with cognitive impairments had differential response to certain types of instruction. While this study was able to address some of the gaps identified in the literature review, there continue to be significant knowledge and practice gaps that warrant further research with this population in this setting.
Show less
Date Issued: 2012
Identifier: FSU_migr_etd-4833
Format: Thesis

Title: Comparison of Textbook Passages, Nonfiction Trade Book Passages and Fiction Trade Book Passages as Instructional Tools for Learning Science.
Creator: Kelly, Cynthia, Rice, Diana, Hu, Shouping, Jones, Ithel, Davis, Angie, School of Teacher Education, Florida State University
Abstract/Description: This study examined the impact of different types of text on student achievement in elementary school science. Gender was also examined to see if the type of text passage read had any differential effect on boys' and girls' achievement. This study was a pretest/posttest/retention test design. Eighty-four fourth grade students from a public charter elementary school in South Florida were randomly assigned a passage from a physical science textbook, a physical science nonfiction trade book, a...
Show moreThis study examined the impact of different types of text on student achievement in elementary school science. Gender was also examined to see if the type of text passage read had any differential effect on boys' and girls' achievement. This study was a pretest/posttest/retention test design. Eighty-four fourth grade students from a public charter elementary school in South Florida were randomly assigned a passage from a physical science textbook, a physical science nonfiction trade book, a physical science fiction trade book, a biological science textbook or a biological science nonfiction trade book. Results in the physical science content area revealed that students in the textbook passage group had higher posttest and retention test results than students in the nonfiction and fiction trade book passage groups. There was no difference on the posttest results of students in the biological science textbook and nonfiction trade book passage groups. Students in the biological science textbook passage group had higher retention results than students in the biological science nonfiction passage group. Gender results in the physical science content area revealed that boys had a higher retention score than girls in the fiction trade book passage group. There were no gender achievement differences as a result of the text passage read in the biological science content area. It was concluded that no definitive answer as to the efficacy of textbooks versus trade books was possible based upon results of the study. Recommendations for future research include examining the effects of different types of texts in conjunction with other authentic teaching methods.
Show less
Date Issued: 2008
Identifier: FSU_migr_etd-3229
Format: Thesis

Title: Competing Discourses in Science Education Policy: A Discourse Analysis of the Tensions Surrounding Biological Evolution in Florida's Science Standards.
Creator: King, Lance E., Southerland, Sherry A., Cottle, Paul, Sampson, Victor, School of Teacher Education, Florida State University
Abstract/Description: This thesis presents a critical discourse analysis of the February 19, 2008 meeting of Florida's State Board of Education in which Florida's Next Generation Sunshine State Standards for Science were adopted. The role of various discourses that were evidenced in the discussion of the topic of biological evolution was evaluated and the impact of these discourses on the adoption process was assessed to determine which discourses were relevant in the board's final decision.
Date Issued: 2009
Identifier: FSU_migr_etd-2908
Format: Thesis

Title: Content Area Teachers' Perceptions of the Factors That Promote or Inhibit Infusion of Content Area Reading Strategies into Instruction.
Creator: Nahmias, Cheryl Kopec, Wood, Susan Nelson, Carroll, Pamela "Sissi", Roehrig, Alysia, Irvin, Judith, Witte, Shelbie, School of Teacher Education, Florida State University
Abstract/Description: This interpretive case study took place in an urban middle school where content area—math, science, social studies and English language arts—teachers engaged in school-wide initiatives designed to promote students' reading development in their content area classes. Participants were twenty teachers across grade levels six, seven and eight. Teachers participated in an online survey designed to capture key variables related to their experiences, literacy beliefs and literacy practices; focus...
Show moreThis interpretive case study took place in an urban middle school where content area—math, science, social studies and English language arts—teachers engaged in school-wide initiatives designed to promote students' reading development in their content area classes. Participants were twenty teachers across grade levels six, seven and eight. Teachers participated in an online survey designed to capture key variables related to their experiences, literacy beliefs and literacy practices; focus group interviews designed to investigate their perceptions related to key themes in the literature on content area reading instruction; structured one-on-one interviews to validate researcher interpretations of early data analysis and to collect individual teacher data on key themes generated in focus group interviews; and finally, an anonymous online survey designed to verify key findings. Key findings indicate that teachers in this school held content area reading support as a goal for their students but felt a tension between their responsibility to students' academic literacy learning and their own responsibility to teach content area standards. Students' vocabulary knowledge emerged as a major theme in terms of its perceived impact on student's ability to learn from content area texts and content area vocabulary strategies were the most often used and deemed most efficacious by teachers. Factors that teachers perceived as most helpful in promoting their teaching of content area reading included instructional factors (student motivation, using diverse texts, relevant/engaging reading materials, and teaching reading strategies) and infrastructural factors (school-wide focus on literacy, access to leveled text resources, support from instructional coach/media specialist, collaboration with peers, and help supporting individual students). Teacher-perceived obstacles to providing effective reading instruction included infrastructural factors (lack of sufficient instructional and planning time and pressure to "cover" content) and instructional factors (student ability, differentiating for student needs, and student motivation). Implications for schools and districts as well as possibilities for future research are discussed.
Show less
Date Issued: 2010
Identifier: FSU_migr_etd-2801
Format: Thesis

Title: The Development and Validation of the Teachers Goals for Science Education Scale.
Creator: Hutner, Todd L., Southerland, Sherry, Gallard, Alejandro, Sampson, Victor, Davis, Frederick, School of Teacher Education, Florida State University
Abstract/Description: Throughout the history of American public education, three competing goals have exerted their influence over the course of educational reform. The goal of democratic equality promotes education for civic participation and the creation of intellectually competent citizens. Social efficiency promotes education for a productive economy and the production of laborers to fill structurally necessary market roles. Social mobility promotes the creation of academic elites who can trade their...
Show moreThroughout the history of American public education, three competing goals have exerted their influence over the course of educational reform. The goal of democratic equality promotes education for civic participation and the creation of intellectually competent citizens. Social efficiency promotes education for a productive economy and the production of laborers to fill structurally necessary market roles. Social mobility promotes the creation of academic elites who can trade their educational credentials in later in life for desired social positions. The influence of these goals can also be seen during the continued calls for the reform of science education. Social mobility was the dominant goal during the National Science Foundation funded reforms of the 1950s. Social efficiency came to dominate reform discourse in the 1980s and early 1990s, stemming from the recommendations contained within the A Nation at Risk report. Lastly, democratic equality has come to dominate the current discourse of science for all, particularly through the emphasis on equity. Furthermore, each of the three goals produces a very different approach in how to most effectively teach science. Research findings indicate that teacher beliefs heavily influence teacher actions with regards to teaching science. As teachers are still implementing traditional forms of teaching (an approach that is easily aligned with social efficiency and social mobility, but not with democratic equality) it becomes important to find out which of the three goals are supported by science teachers. A scale was developed and validated in order to ascertain which goal—democratic equality, social efficiency, or social mobility—teachers favor and how teachers who believe in these goals react to the leading reform documents Science for All Americans and the National Science Education Standards. Two pilot studies with teachers in Texas and a final administration with teachers in Florida provided evidence for internal consistency reliability. A focus group with experts in science education provided evidence for construct and content validity. Two focus groups with practicing science teachers ensured the meaning of each item was interpreted in a similar fashion by both the researcher and the participants. Lastly, comparisons of teachers' qualitative comments regarding these three goals and their scores on the scale were used to provide evidence for convergent validity. It has been determined by the researcher that sufficient evidence for reliability and validity exists for the portion of the scale that measures which goals of education teachers believe in. However, not enough teachers indicated having familiarity with the reform documents to answer questions regarding the effectiveness of the recommendations put forth within these documents. Consequently, the section on the reform documents has not been validated. Upon the validation of the scale, it was found that the majority of science teachers in Florida believe in democratic equality, either solely or in conjunction with one of the other two goals. Implications arising from this research indicate that teachers may be receptive to the reform documents, but other pressures within the greater educational system prevent their contact with or enactment of reform-based methodologies. In order to enact the vision contained within the reform documents, a concerted effort must be made to bring about policy changes that promote an educational climate friendlier to democratic equality. Finally, it may also be necessary to modify the message contained within these documents so they are more compatible with social efficiency or social mobility belief systems.
Show less
Date Issued: 2009
Identifier: FSU_migr_etd-3382
Format: Thesis

Title: Development of the Early Childhood Curricular Beliefs Inventory: An Instrument to Identify Preservice Teachers' Early Childhood Curricular Orientation.
Creator: Jensen, Melanie Kannwischer, Wolfgang, Charles, Jakubowski, Elizabeth, Jones, Ithel, Lake, Vickie, School of Teacher Education, Florida State University
Abstract/Description: The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review,...
Show moreThe aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. A panel of experts classified and sorted a total of 182 statements, and 72 items were subsequently organized into an instrument consisting of four subtests corresponding to the identified curricular models. Scoring of the instrument included recording Likert-scale responses for each statement to a score key divided into four sections, or subtests, representing each curricular model. Scores for each section were added and compared. The subtest with the lowest score was deemed most representative of a respondent's curricular beliefs. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument.
Show less
Date Issued: 2004
Identifier: FSU_migr_etd-3530
Format: Thesis

Title: The Diffusion of Innovations in Education: A Study of Secondary English Language Arts Teachers' Classroom Technology Integration.
Creator: Thayer, Kelly Keener, Witte, Shelbie, Gross, Melissa, Scharmann, Lawrence, Froelich, Kathy, Carroll, Pamela Sissi, Latham, Don, School of Teacher Education, Florida State...
Show moreThayer, Kelly Keener, Witte, Shelbie, Gross, Melissa, Scharmann, Lawrence, Froelich, Kathy, Carroll, Pamela Sissi, Latham, Don, School of Teacher Education, Florida State University
Show less
Abstract/Description: This study explored secondary English Language Arts teachers' experiences using digital technologies in their classrooms, as presented in two key journals in the English Education field: the Journal of Adolescent and Adult Literacy (JAAL), sponsored by the International Reading Association, and English Journal, sponsored by the National Council of Teachers of English. Specifically, this study examined and analyzed the published narratives of teachers who had written about their experiences...
Show moreThis study explored secondary English Language Arts teachers' experiences using digital technologies in their classrooms, as presented in two key journals in the English Education field: the Journal of Adolescent and Adult Literacy (JAAL), sponsored by the International Reading Association, and English Journal, sponsored by the National Council of Teachers of English. Specifically, this study examined and analyzed the published narratives of teachers who had written about their experiences integrating digital technologies into their curriculum. These teachers were defined as the "early adopters" of digital technology use in the secondary English Education discipline in that they played an integral role in the diffusion of innovative teaching practices regarding classroom digital technology use through the writing and publishing of their experiences in the field's major journals. This study utilized a textual analysis of the articles published in the two key journals from 2008-2012, a time period selected due to NCTE's formal position on 21st century literacies published in 2008. One issue per journal per year was randomly selected for analysis, as well as any special editions focused on secondary ELA teachers' experiences with digital technology use in the classroom. All articles were coded using an open coding scheme to allow themes to emerge from the data. Next, an inter-coder agreement session consisting of four outside coders was conducted to ensure the researcher's developed coding scheme accurately reflected the data. Furthermore, grounded theory was used to construct a theory of how narratives of teachers' experiences with technology contribute to the diffusion of technological innovations in the 21st century classroom. Four themes emerged from the data in this study: Power Dynamics, Interconnectedness, Shifting Perspectives, and Challenges. These themes illustrated the purposes as well as challenges for secondary ELA teachers' integration of digital technologies into their classrooms. Combined, these themes depicted the current trends regarding secondary ELA teachers' digital technology integration efforts in their classrooms.
Show less
Date Issued: 2013
Identifier: FSU_migr_etd-7627
Format: Thesis

Title: A Disposition to Write: Relationships with Writing Performance.
Creator: McClenny, Carolyn Sipe, Piazza, Carolyn L., Thyer, Bruce A., Palmer, Barbara C., Roehrig-Bice, Alysia D., Witte, Shelbie, School of Teacher Education, Florida State University
Abstract/Description: Disposition has been defined as a scheme of behavior, or script, that a student employs given a particular set of circumstances. This study investigated the dispositions of student writers in the context of developmental and core curriculum English composition classes. Participants responded to two survey instruments, one designed to delineate writing disposition in particular, and the other to delineate disposition for the critical thinking inherent in college level writing. Participants...
Show moreDisposition has been defined as a scheme of behavior, or script, that a student employs given a particular set of circumstances. This study investigated the dispositions of student writers in the context of developmental and core curriculum English composition classes. Participants responded to two survey instruments, one designed to delineate writing disposition in particular, and the other to delineate disposition for the critical thinking inherent in college level writing. Participants also responded to essay prompts. The survey results were correlated with computer-generated scores for the essays, in order to better understand the dispositions successful student writers employ. Results suggested critical thinking disposition was moderately related to writing performance for a timed, persuasive essay writing task. Writing disposition was mildly related to writing performance on the same timed persuasive essay writing task. In particular, Cognitive Maturity and Writing Confidence contributed to the variability seen in the scores for the persuasive essay. These results will better inform teachers as to the dispositions that support strong college writing. They are limited by the sampling of the participants and the available methods of assessing both dispositions and writing performance. However, this study provides groundwork for future investigations of the impact of student writers' dispositions on writing performance.
Show less
Date Issued: 2010
Identifier: FSU_migr_etd-2607
Format: Thesis

Title: Distances Between Word Reading and Comprehension: Do They Make a Difference?.
Creator: Metcalf, Alison, Kim, Young-Suk, Foorman, Barbara, Connor, Carol, School of Teacher Education, Florida State University
Abstract/Description: This thesis presents and examines the relation of word reading to reading comprehension in first and second grades. The relationship between these two skills is explored and an examination of the discrepancy between these skills among first and second graders is also executed. The examination results in the relationship between word reading and reading comprehension being established. This study also reveals the predictive nature of the discrepancy and its impact on later reading...
Show moreThis thesis presents and examines the relation of word reading to reading comprehension in first and second grades. The relationship between these two skills is explored and an examination of the discrepancy between these skills among first and second graders is also executed. The examination results in the relationship between word reading and reading comprehension being established. This study also reveals the predictive nature of the discrepancy and its impact on later reading comprehension. Finally, limitations of the study and future research and instructional implications are discussed.
Show less
Date Issued: 2011
Identifier: FSU_migr_etd-2472
Format: Thesis

Title: Does the Nature of Science Influence College Students' Learning of Biological Evolution?.
Creator: Butler, Wilbert, Southerland, Sherry, Davis, Frederick, Gallard, Alejandro, Stallins, Jon, School of Teacher Education, Florida State University
Abstract/Description: Evolutionary theory is considered by many to be an important cornerstone to the entire discipline to biology. Despite its recognized importance by biologists, public understanding of evolution is considered to be woefully lacking. There is a robust and diverse research literature that addresses teaching and learning issues in evolution education. This research has been reviewed and summarized several times highlighting important insights gained from existing work (see for example Alters &...
Show moreEvolutionary theory is considered by many to be an important cornerstone to the entire discipline to biology. Despite its recognized importance by biologists, public understanding of evolution is considered to be woefully lacking. There is a robust and diverse research literature that addresses teaching and learning issues in evolution education. This research has been reviewed and summarized several times highlighting important insights gained from existing work (see for example Alters & Nelson, 2002; Demastes-Southerland, Trowbridge, & Cummins, 1992; Rowe, 1998; Smith, Siegel, & McInerney, 1995). Despite the volume of research on evolution education and the progress that has been made in describing some of the barriers to effectively teaching and learning it, evolutionary biology remains a problematic area for science education (Hammer & Polnick, 2007; Wenglinsky & Silverstein, 2007). This quasi-experimental, mixed-methods study assessed the influence of the nature of science (NOS) instruction on college students' learning of biological evolution. In this research, conducted in two introductory biology courses, in each course the same instruction was employed, with one important exception: in the experimental section students were involved in an explicit, reflective treatment of the nature of science (Explicit, reflective NOS), in the traditional treatment section, NOS was implicitly addressed (traditional treatment). In both sections, NOS aspects of science addressed included is tentative, empirically based, subjective, inferential, and based on relationship between scientific theories and laws. Students understanding of evolution, acceptance of evolution, and understanding of the nature of science were assessed before, during and after instruction. Data collection entailed qualitative and quantitative methods including Concept Inventory for Natural Selection (CINS), Measure of Acceptance of the Theory of Evolution (MATE) survey, Views of nature of Science (VNOS-B survey), as well as interviews, classroom observations, and journal writing to address understand students' views of science and understanding and acceptance of evolution. The quantitative data were analyzed via inferential statistics and the qualitative data were analyzed using grounded theory. The data analysis allowed for the construction and support for four assertions: Assertion 1: Students engaged in explicit and reflective NOS specific instruction significantly improved their understanding of the nature of science concepts. Alternatively, students engaged in instruction using an implicit approach to the nature of science did not improve their understanding of the nature of science to the same degree. The VNOS-B results indicated that students in the explicit, reflective NOS class showed the better understanding of the NOS after the course than students in the implicit NOS class. The increased understanding of NOS demonstrated by students in the explicit, reflective NOS class compared to students in the implicit NOS class can be attributed to the students' engagement in explicit and reflective NOS instruction that was absent in the implicit NOS class. Post VNOS results from students in the explicit, reflective NOS class showed marked improvement in the targeted aspects of NOS (empirical nature of scientific knowledge, inferential nature of scientific knowledge, subjective nature of scientific knowledge, the distinction between scientific law and theory, and the tentative nature of scientific knowledge) compared to the result of the pretest while the scores of students in the implicit NOS class demonstrated little change. Assertion 2: Students in the explicit, reflective NOS class section made greater gains in their understanding of evolution than students in the traditional class. The explicit, reflective NOS class demonstrated a statistically significant improvement in their understanding of biological evolution after the course, while the changes observed in the implicit NOS group were not found to be statistically significant--this despite that the manner in which evolution was taught was held constant across the two sections. Thus, the explicit, reflective NOS approach to the teaching of biological evolution seems to be more effective than many discussed in the literature in supporting student learning about evolution. Assertion 3: The conceptual gains by students in the explicit, reflective NOS course section were allowed by the affective "room" that a sophisticated understanding of the nature of the nature of science provides in a classroom. The data collected from this study collectively indicate that a sophisticated understanding of NOS allows students to recognize the boundaries of science. We argue that an explicit and reflective engagement of the NOS aspects helps the students understand the defining aspects of science better. Assertion #4: A change in students' understanding of evolution does not necessitate a change in students' acceptance of evolution. The results showed that students engaged in explicit and reflective NOS specific instruction significantly improved their understanding of NOS concepts and the understanding of evolution. However, there was not a significant change in acceptance of evolution related to the change in understanding These results demonstrate that the nature of science instruction plays an important role in the teaching and learning of biological evolution. Nevertheless, this NOS instruction must be explicit and reflective in nature. Students that engage explicitly and reflectively on specific tenets of NOS not only developed a better understanding of the NOS aspects but also a better understanding of biological evolution. Therefore, science teachers in elementary, middle, secondary and post-secondary education should consider implementing an explicit, reflective approach to the nature of science into their science curriculum not only for teaching evolution but for other controversial topics as well.
Show less
Date Issued: 2009
Identifier: FSU_migr_etd-2415
Format: Thesis

Title: Early Childhood Developmental Screenings: Predictors of Screening Referral Completion.
Creator: Jennings, Danielle J., Hanline, Mary Frances, Woods, Juliann, Jones, Ithel, Wanzek, Jeanne, School of Teacher Education, Florida State University
Abstract/Description: ABSTRACT Developmental screening programs identify young children with delayed skill growth or challenging behaviors and refer them to community agencies for evaluation or other services. This research studied the predictive impact of developmental screening results and child and family characteristics on the completion of these referrals for evaluation. A retrospective review of records tracked the status of a cross-section of children receiving referrals to determine which types of...
Show moreABSTRACT Developmental screening programs identify young children with delayed skill growth or challenging behaviors and refer them to community agencies for evaluation or other services. This research studied the predictive impact of developmental screening results and child and family characteristics on the completion of these referrals for evaluation. A retrospective review of records tracked the status of a cross-section of children receiving referrals to determine which types of screening results and child and family characteristics lead to children receiving recommended evaluations. Records of 138 young children up to five years old who received a referral for evaluation from the community developmental screening program held in Tallahassee, Florida, between April, 2010, and April, 2011, were reviewed for inclusion in this study. Demographic variables, screening results and referral completion rates were collected during a retrospective review of child screening records and agency client records. Data from child records and referral agencies were used to examine statistical relationships between child screening results, child and family characteristics, and referral completion using logistical and hierarchical logistic regression analysis to determine the significance of variables to predict referral completion. Number of concerns was most significant in predicting referral completion outcomes. Referrals with health concerns or social-emotional concerns in screening results were predictive of no completion. The most significant child and family factors related to referral completion were child gender and race. White females completed significantly more screening referrals than other child demographic profiles.
Show less
Date Issued: 2012
Identifier: FSU_migr_etd-4928
Format: Thesis

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

Title: The Effect of Background Knowledge and Previews on Elementary Native Mandarin-Speaking English Language Learners' Reading Comprehension.
Creator: Chen, Chia-I, Jones, Ithel, Hu, Shouping, Piazza, Carolyn, Rice, Diana, School of Teacher Education, Florida State University
Abstract/Description: The purpose of this study was to explore the effects of background knowledge and previewing texts on the reading comprehension of native Mandarin-speaking English Language Learners (ELLs). Participating in the study were 20 3rd-5th grade ELL students whose first language is Mandarin. Using a within-subjects design, the participants' reading comprehension was measured after reading culturally familiar and culturally unfamiliar texts, both before and after participating in previewing...
Show moreThe purpose of this study was to explore the effects of background knowledge and previewing texts on the reading comprehension of native Mandarin-speaking English Language Learners (ELLs). Participating in the study were 20 3rd-5th grade ELL students whose first language is Mandarin. Using a within-subjects design, the participants' reading comprehension was measured after reading culturally familiar and culturally unfamiliar texts, both before and after participating in previewing instructional activities. The previewing activities were designed to provide the students with relevant background knowledge to help them comprehend the texts. The results indicated that there was a statistically significant interaction between the type of book (familiar vs. unfamiliar) and the preview intervention (preview vs no preview). The students had significantly higher reading comprehension scores when they were provided a previewing text before reading a culturally unfamiliar text. The results are discussed in terms of the facilitative effects of previews and culturally familiar texts on ELL students' reading comprehension.
Show less
Date Issued: 2008
Identifier: FSU_migr_etd-3840
Format: Thesis

Title: The Effect of Peer and Teacher Feedback during A Mini Unit About Natural Selection on Student Learning Gains: A Comparison Study.
Creator: Gleim, Leeanne K., Sampson, Victor, Southerland, Sherry, Davis, Nancy, School of Teacher Education, Florida State University
Abstract/Description: The main objective of this study was to compare the impact of two different continuous written feedback methods—teacher initiated or peer initiated—on student learning gains. In this study, feedback is defined as written information provided by an agent (e.g., teacher, peer, self) about how one did in light of what he or she attempted (Hattie & Timperley, 2007; Wiggins, 1998). This study utilized a pre-post quasi-experimental design and both quantitative and qualitative data analysis...
Show moreThe main objective of this study was to compare the impact of two different continuous written feedback methods—teacher initiated or peer initiated—on student learning gains. In this study, feedback is defined as written information provided by an agent (e.g., teacher, peer, self) about how one did in light of what he or she attempted (Hattie & Timperley, 2007; Wiggins, 1998). This study utilized a pre-post quasi-experimental design and both quantitative and qualitative data analysis techniques to answer the research questions. Data were collected from ninth and tenth grade Biology students from a southeast United States charter school (n= ~148) during a mini-unit on natural selection. Measures included conceptual pre-/posttests, students' written work, written feedback given by peer reviewers and the teacher and researcher field notes. Results of this study suggest that students showed similar learning gain scores after the mini-unit regardless of the method of feedback they received. However, further analyses identified the type of written feedback, corrective, given by peer reviewers and the teacher reviewer most often, 57% and 37% respectively. Other types of written feedback given by reviewers, examples, and the inclusion of written feedback in subsequent assessments are discussed and implications are presented, as well as limitations of the study and areas for future research.
Show less
Date Issued: 2011
Identifier: FSU_migr_etd-4243
Format: Thesis

Title: The Effects of a Transition Planning Intervention on Career Choices of High School Students with Disabilities.
Creator: Halliday, Kimberli L. D., Menchetti, Bruce, Schatschneider, Chris, McKenzie, Amy, Hanline, Mary Francis, School of Teacher Education, Florida State University
Abstract/Description: Federal and state mandates require all high school students to select a high school major area of interest. This includes students with disabilities, regardless of the type of diploma they are seeking or what is being taught in the Exceptional Student Education programs in which they are participating. These mandates present a challenge to educational programs that do not include transition planning in the students with disabilities coursework. To assist students with disabilities being...
Show moreFederal and state mandates require all high school students to select a high school major area of interest. This includes students with disabilities, regardless of the type of diploma they are seeking or what is being taught in the Exceptional Student Education programs in which they are participating. These mandates present a challenge to educational programs that do not include transition planning in the students with disabilities coursework. To assist students with disabilities being served in special diploma settings in determining a high school major area of interest along with implementing self-determination strategies, a career counseling intervention was warranted in "Eastcoast," Florida. This study investigated the implementation of a transition portfolio intervention on students with disabilities making informed choices of high school majors and career choices. The study utilized a nonequivalent group's pretest and posttest design to assess between-group and within-group changes in career choices. The study used the Holland Self-Directed Search to determine students' areas of career interest and whether these scores compared to the students' high school major choice. Participants in both the intervention and comparison groups completed activities. In addition, as a social validation measure, students in both groups were asked about their perceptions in their self-determination skills at the end of the study by completing the American Institutes for Research Self-Determination Assessment. To determine if any change occurred in high school major choices for students with disabilities, how aligned their career choices were as compared to their chosen major, and their perceived level of self determination; data were collected from a sample of 43 students. All selected students were 18 years or older, working toward a Special Option One diploma, and receiving instruction in high school settings that offered similar Exceptional Student Education programs. The treatment group, 26 participants, was served at High School I, and the control group, 17 participants, received services from High School C. The intervention lasted one semester. The findings from the ANOVA related to congruence measures for students with disabilities choosing a high school major, congruence measures on the Self-Directed Search, consistency levels on the Self-Directed Search, differentiation scores on the Self-Directed Search, and self-reported feelings of empowerment were insignificant. Upon looking further within the separate groups, there were several trends that showed the treatment group's mean scores on the research questions were moving in the expected way. Also, many students reported high levels of self determination, meaning they knew what they liked and what they were good at. Limitations of the study were reviewed, including the low number of participating students and short period of time the intervention took place. Recommendations were made for consideration in encouraging students with disabilities to be included actively in decision making related to their education. Further research considerations were reviewed. Although the overall findings of this research were not statistically significant, schools, teachers, and administrative teams should respect the career choices of students and use these choices to plan transition services that match the preferences and interests of these students. This study demonstrated that students know themselves better than anyone else and should be actively included in selecting educational programs that will enhance their education.
Show less
Date Issued: 2010
Identifier: FSU_migr_etd-4314
Format: Thesis

Title: Effects of an iPad-Based Augmentative and Alternative Communication Intervention on Wh-Question Answering Skills of an Adolescent with Autism Spectrum Disorders.
Creator: Canpolat-Cig, Neslihan, Hanline, Mary Frances, Menchetti, Bruce, Dennis, Lindsay, School of Teacher Education, Florida State University
Abstract/Description: A multiple baseline design across three types of wh- questions was used to examine the effects of an intervention package in teaching wh- question answering skills to an adolescent with ASD. The intervention package consisted of a combination of (1) an iPad-based augmentative and alternative communication (AAC) application, Proloquo2Go; (2) a least-to-most prompting hierarchy; (3) interval reinforcement; (4) cue cards; and (5) question related visuals. The results of this study showed that...
Show moreA multiple baseline design across three types of wh- questions was used to examine the effects of an intervention package in teaching wh- question answering skills to an adolescent with ASD. The intervention package consisted of a combination of (1) an iPad-based augmentative and alternative communication (AAC) application, Proloquo2Go; (2) a least-to-most prompting hierarchy; (3) interval reinforcement; (4) cue cards; and (5) question related visuals. The results of this study showed that using the intervention package is an effective way to teach wh- question answering skills to an adolescent with autism.
Show less
Date Issued: 2013
Identifier: FSU_migr_etd-7741
Format: Thesis

Title: Effects of Culturally-Responsive Teaching Practices on First Grade Students' Reading Comprehension and Vocabulary Gains.
Creator: Underwood, Phyllis Swann, Palmer, Barbara C., Connor, Carol McDonald, Doerner, William, Piazza, Carolyn, Lake, Vickie, School of Teacher Education, Florida State University
Abstract/Description: Accumulating research reveals that children's reading comprehension is influenced by a reader's experiences, knowledge, language structure, and vocabulary. Thus, this researcher investigated the construct, culturally-responsive practice, as a way to provide effective learning opportunities for children from non-mainstream cultures, including children living in poverty. Evidence from this study suggests that the most critical component of culturally-responsive practice on students' reading...
Show moreAccumulating research reveals that children's reading comprehension is influenced by a reader's experiences, knowledge, language structure, and vocabulary. Thus, this researcher investigated the construct, culturally-responsive practice, as a way to provide effective learning opportunities for children from non-mainstream cultures, including children living in poverty. Evidence from this study suggests that the most critical component of culturally-responsive practice on students' reading comprehension is the development and implementation of reading comprehension strategies. While this is an important finding, a notable word of caution is that the practices considered to be important for honoring students' cultural backgrounds are also considered to be effective reading comprehension strategies in general. Study results reflect the successful development and implementation of a first grade vocabulary intervention that supported students' reading skill growth. This was the case even though one of the participating schools served many children living in poverty. While the intervention offers a promising approach to support children's vocabulary and reading comprehension more generally, additional research is essential. Exploration of students' language use during language arts instruction in general, and vocabulary instruction in particular may provide answers. At the same time, it should be recognized that as a self-standing construct, culturally-responsive practice may be too limited. Thus, absent effective teaching overall, these results suggest that focus solely on instilling culturally-responsive practices in the classroom will likely fail to lead to stronger student achievement. Many questions remain unanswered, supporting the need for well designed randomized control field trials that incorporate complementary methods – both experimental and observational, examining teachers' culturally-responsive practices (or lack thereof) in the classroom, evidence-based reading comprehension instruction, students' reaction to this practice, and how these practices relate to students' reading skill growth. It may be that culturally-responsive practices enhance other student outcomes, such as social skills and behavior, which were beyond the scope of this study. Implications also exist for pre-service teacher education programs and teacher professional development efforts as well. While training in culturally-responsive practices has a long history, classroom-based research to support these practices has been limited.
Show less
Date Issued: 2009
Identifier: FSU_migr_etd-1457
Format: Thesis

Title: The Effects of Dialogic Reading on the Expressive Vocabulary of Children with Autism Characteristics.
Creator: Plattos, Gina, Menchetti, Bruce M., Schatschneider, Chris, Al Otaiba, Stephanie Dent, Phillips, Beth, School of Teacher Education, Florida State University
Abstract/Description: Delayed language development is often the primary concern for parents of children with autism. It is this delay that initially provokes parents to have children evaluated for this disorder. Delayed oral language affects an array of important life skills such as social communication and emergent literacy. This study has been designed to target expressive vocabulary, a fundamental aspect of language, using a storybook reading intervention based on dialogic reading. The differential effects of...
Show moreDelayed language development is often the primary concern for parents of children with autism. It is this delay that initially provokes parents to have children evaluated for this disorder. Delayed oral language affects an array of important life skills such as social communication and emergent literacy. This study has been designed to target expressive vocabulary, a fundamental aspect of language, using a storybook reading intervention based on dialogic reading. The differential effects of dialogic reading enhanced with attention cues compared to dialogic reading alone on expressive language behaviors were measured using an alternating treatment design. The results of this study indicate that the participants with autism spectrum characteristics benefited from dialogic reading with or without attention cues. All the children with autism were able to increase their vocabulary use by the completion of the intervention regardless of the treatment condition. Additionally, positive gains were noticed on the standardized assessments related to vocabulary acquisition. The teachers of the children with autism reported the interventions resulted in favorable changes in their students' vocabulary use during storybook reading sessions and in spontaneous language use within the classroom.
Show less
Date Issued: 2011
Identifier: FSU_migr_etd-0644
Format: Thesis

Title: Effects of Pacing Contingencies in a PSI-Taught College-Level Golf Course.
Creator: Leech, James R., Ratliffe, Thomas, Reiser, Robert, Mondello, Michael, James, Jeffrey, School of Teacher Education, Florida State University
Abstract/Description: College-level physical education programs address the demand for physical activities through the use of Instructional Physical Activity Programs (IPAPs) which are still sometimes referred to as Basic Instructional Programs (BIPs). Currently, physical education is in an emerging new stage of instruction focused on model-based instruction (Metzler, 2005). One model, Personalized System of Instruction (Keller, 1968), also known as PSI, is centered on several key features: an emphasis on the...
Show moreCollege-level physical education programs address the demand for physical activities through the use of Instructional Physical Activity Programs (IPAPs) which are still sometimes referred to as Basic Instructional Programs (BIPs). Currently, physical education is in an emerging new stage of instruction focused on model-based instruction (Metzler, 2005). One model, Personalized System of Instruction (Keller, 1968), also known as PSI, is centered on several key features: an emphasis on the written word, the teacher acting as a motivator, the use of student self-pacing, mastery-based learning, and the use of student proctors. Within physical education settings, the use of proctors is not emphasized however the remaining key features are emphasized. Fox (2004) suggests that several key features of PSI need to be redefined for the 21st century since they are not as necessary as once perceived. The most widely mentioned key feature seen as being problematic and recommended for change is an emphasis on self-pacing since students have been shown to struggle and procrastinate when no pacing contingencies have been set for students to use (Eyre, 2007). Using a quasi-experimental mixed-method design, the purpose of this study was to investigate the use of flexible-pacing vs. self-pacing by incorporating classroom-based pacing contingencies such as instructor-recommended deadlines and student-set deadlines on students' pacing rate, course completion rate, withdrawal rate, student achievement measures (golf-skills & golf-knowledge), and attitudes. Three PSI-taught, IPAP golf course sections consisting of 22 days of a PSI unit were used. Each course section represented a different pacing condition group. The three pacing condition groups used in this study included: SP = Self-pacing only group (n = 23); IRD = Instructor-recommended deadlines group (n = 24); SSD = Student-set deadlines group (n = 24). Within each of these pacing condition groups, a sub-group based on golf-skill ability-level was created from golf-skill pre-test results to determine lower-skilled, moderate-skilled, and higher-skilled golf students. Preliminary measures taken for each pacing condition group included PSI model fidelity being met along with other preliminary measures indicating no differences among the three pacing condition groups on students' initial golf-skill and golf-knowledge, students' outside-of-class golf participation and instructor's teaching behaviors. These preliminary measures were used to conclude that any differences based on pacing rate, course completion rate, withdrawal rate, attitudes, and achievement were a result of the pacing contingencies groups and not due to other extraneous variables such as prior golf-skill or golf-knowledge, outside-of-class golf participation, instructor's teaching behaviors or due to the PSI model not being faithfully implemented. The quantitative results from this study indicated that flexible-pacing is advantageous for increasing lower- and moderate-skilled pacing rates as well as increasing students' overall perception of a PSI-taught IPAP golf course. Flexible-pacing is particularly advantageous for increasing course completion rates for lower-skilled students. However, for higher-skilled students, flexible-pacing provides little advantages. Additionally, while differences were significantly different within each pacing condition group from pre- to post-test for both golf-skill and golf-knowledge achievement measures, no differences were found among the pacing condition groups for the post-test measurement. A student attitudes survey revealed that while all three pacing condition groups rated aspects of the course very highly, the two flexible-pacing contingency groups (IRD and SSD) rated aspects of the course significantly greater than the SP group on several measures such as effectiveness of the course at increasing students' golf-skill ability and overall rating of the course. Since no students withdrew from the course, this was not tested. The qualitative results indicated several key differences between students who were able to complete all course workbook tasks versus students who were unable to complete all course workbook tasks. Themes present among students who were able to complete all tasks included: able to successfully pace themselves; learned specific skills/concepts; increased preference for course workbook; used the instructor-recommended deadlines and found them helpful; and had a motivation to learn. Themes present among students were unable to complete all course workbook tasks included: decreased ability to pace themselves; misperception of golf & no mention of learning specific golf skills/concepts; decreased preference for course workbook; thought that pacing contingencies could have helped if used; and indicated no mention of motivation or determinism. These results support the use of flexible-pacing over self-pacing in PSI-taught courses in physical education settings due to significant improvements on several key measurements especially for lower- and moderate-skilled students. However, caution should be used if pacing contingencies are to be used for higher-skilled students. Future research should continue to examine flexible-pacing with different physical education content and different age levels.
Show less
Date Issued: 2011
Identifier: FSU_migr_etd-3142
Format: Thesis

Title: The Effects of Social Relationships and Temperament on Kindergarten Students' Use of Literate Language.
Creator: Atay-Turhan, Tulay, Jones, Ithel, Hanline, Mary Frances, Wolfgang, Charles H., Lake, Vickie E., School of Teacher Education, Florida State University
Abstract/Description: This study examined the effects of social relationships and individual differences in the forms of gender and temperament on kindergarten students' use of literate language. Literate language is defined as a specific oral language register. It was hypothesized that friend compared to non-friend context would elicit more literate language, or verbalizations indicative of reflection upon cognitive and linguistic processes. Same gender dyads of 64 kindergarteners were observed during their...
Show moreThis study examined the effects of social relationships and individual differences in the forms of gender and temperament on kindergarten students' use of literate language. Literate language is defined as a specific oral language register. It was hypothesized that friend compared to non-friend context would elicit more literate language, or verbalizations indicative of reflection upon cognitive and linguistic processes. Same gender dyads of 64 kindergarteners were observed during their interactions about a story in friend and non-friend dyads, and measures of oral language were collected. The effects of peer relationships, gender, and temperament were analyzed on the measures of oral language including literate language, linguistic terms, cognitive terms, emotion terms, conflicts, and resolutions. By using within-subjects design, the same students were observed both in friends and nonfriends conditions. Children's oral language derived from their interactions during literacy writing sessions and play episodes. Furthermore, children's oral language measures were examined to determine the correlation between them and literacy measures. The research findings suggested that different peer relationships differentially affect children's interactions and early literacy. The differences were mostly favorable to the friends group as predicted. Both male and female students generated more linguistic terms and resolved more conflicts while interacting with friends. Furthermore, female friends used more emotion terms in friends condition than they did in nonfriends condition. Interestingly, however, male nonfriends outperformed male friends in the literate language measure, which is opposite to the prediction. Even though the literate language scores of children with inhibited temperament were higher in friends condition than that of in nonfriends condition, it was statistically not significant. It was concluded that interacting with friends facilitated the oral language use of kindergarten students. Interpretation of the results of the study was provided in light of previous research and theory. Implications of the study were also discussed along with suggestions for future research.
Show less
Date Issued: 2004
Identifier: FSU_migr_etd-0036
Format: Thesis

Title: The Effects of Student-Level and Classroom-Level Factors on Elementary Students' Science Achievement in Five Countries.
Creator: Kaya, Sibel, Rice, Diana C., Schwartz, Robert A., Jones, Ithel, Connor, Carol, School of Teacher Education, Florida State University
Abstract/Description: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the...
Show moreThe interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the elements of students' science learning were categorized as student-level and classroom-level factors. The student-level factors included gender, self-confidence in science, and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the United States and four other countries, Singapore, Japan, Australia, and Scotland were reported. Multilevel effects of student and classroom variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS 2003 science score. Overall, the results of this study showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student-level, higher levels of home resources and self-confidence and at the classroom-level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the U.S. and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the U.S. and Australia. Experimental studies that investigate the impacts of teacher and instructional factors on elementary science achievement are needed. For all the countries investigated, with the exception of Singapore, the between-class variance was much smaller than the within-class variance. Japan had the smallest variation in science achievement among classrooms which indicates the homogeneity across classrooms in Japan. Increasing awareness and knowledge of gender neutral instructional techniques, providing a non-threatening, rich and supportive environment for both genders in classrooms by elementary teachers are to be encouraged. To improve students' self beliefs about science, it is recommended that teachers model science activities and accommodate students' needs and abilities (Bandura, 1997; Britner & Pajares, 2006). Schools and teachers are recommended to develop a successful home-school partnership for improved student learning and positive attitudes toward science (Eccles & Harold, 1996; Epstein & Salinas, 2004). Furthermore, developing a knowledge base for teachers regarding the influences of classroom and school composition is highlighted (Honig, Kahne, & McLaughlin, 2001; Murrel, 2001). At the classroom- and school-level, policy efforts could focus on the distribution of educational resources (Condron & Roscigno, 2003; Goesling, 2003) to compensate for poor family background.
Show less
Date Issued: 2008
Identifier: FSU_migr_etd-3281
Format: Thesis

Title: The Effects of the Delivery Style of Teacher Feedback on the Writing Self-Efficacy and Dispositions of Young Students.
Creator: Hawthorne, Jennifer, Rice, Diana, Schwartz, Robert A., Piazza, Carolyn, Davis, Angie, Witte, Shelbie, School of Teacher Education, Florida State University
Abstract/Description: The purpose of this research was to examine the effect of the delivery method of teacher feedback on elementary students' writings upon the writing self-efficacy and dispositions of young students. The participants in the study were third grade students from a public elementary school in the Southeastern United States. Using Bandura's social learning theory (1977) which holds that personality differences are acquired through the learning process, especially through the process of modeling,...
Show moreThe purpose of this research was to examine the effect of the delivery method of teacher feedback on elementary students' writings upon the writing self-efficacy and dispositions of young students. The participants in the study were third grade students from a public elementary school in the Southeastern United States. Using Bandura's social learning theory (1977) which holds that personality differences are acquired through the learning process, especially through the process of modeling, data were collected to measure two affective domains of writing, self-efficacy and dispositions. During a nine-week study in which a comparison group had teacher feedback written on a separate rubric sheet and a treatment group had feedback written directly on their papers both based on the Six Traits of Writing, students were given a pre-test and post-test Writing Self-Efficacy Scale (Shell, Colvin, & Bruning, 1995) and a Writing Dispositions Scale (Piazza & Siebert, 2008). Analysis of Covariance and Multivariate Analysis of Covariance were used in the evaluation of hypotheses related to self-efficacy, dispositions, gender, and skill level. No significant differences were found between the comparison and treatment groups, by gender, or by skill level; however, significant differences by teacher were observed on the Writing Self-Efficacy Scale. The results of this study provide teachers with practical applications for the classroom as well as address gaps in current writing research.
Show less
Date Issued: 2010
Identifier: FSU_migr_etd-4196
Format: Thesis

Title: English Education: A Multi-Case Study of Three University Programs in Florida Responsible for Initial Teacher Preparation.
Creator: Rentz, Pamela R., Witte, Shelbie, Yancey, Kathleen Blake, Carroll, Pamela, Froelich, Kathy, Jakubowski, Elizabeth, Rice, Diana C., School of Teacher Education, Florida State...
Show moreRentz, Pamela R., Witte, Shelbie, Yancey, Kathleen Blake, Carroll, Pamela, Froelich, Kathy, Jakubowski, Elizabeth, Rice, Diana C., School of Teacher Education, Florida State University
Show less
Abstract/Description: This study explores the critical issue of teacher preparation in university-based English education programs in the state of Florida. Numerous training programs and certification avenues currently exist in response to the growing concentration on teacher training, teacher quality, induction and retention, and teacher shortages. This study, an exploration of Florida's State University System undergraduate programs of initial English teacher preparation, examines how Florida universities are...
Show moreThis study explores the critical issue of teacher preparation in university-based English education programs in the state of Florida. Numerous training programs and certification avenues currently exist in response to the growing concentration on teacher training, teacher quality, induction and retention, and teacher shortages. This study, an exploration of Florida's State University System undergraduate programs of initial English teacher preparation, examines how Florida universities are preparing pre-service middle and high school English teachers for induction into the profession. Of specific interest is the incorporation of the state-mandated Florida Educator Accomplished Practices into the programs preparing novice teachers for the classroom. Following a collaborative case study design, data were collected from three university-based English education programs in Florida. Interviews and focus groups targeted stakeholders from each baccalaureate program including faculty and administration at the university, current students, and recent graduates. Textual analyses were used to determine trends in course offerings, sequencing, requirements, and standards infusion. Findings from this study address the issues of the Florida Educator Accomplished Practices, professional identity formation, field experience, induction support, and professional collaborations - all relevant components in the preparation of Florida's middle/secondary English language arts teacher preparation.
Show less
Date Issued: 2013
Identifier: FSU_migr_etd-8627
Format: Thesis

Title: English Language Instructors’ Perceptions of Their Professional Development and Teaching at King Abdulaziz University.
Creator: Almuhammadi, Anas Hamed, Myers, John P. (John Patrick), Galeano, Rebecca A., Cappuccio, Brenda L., Jakubowski, Elizabeth M., Florida State University, College of Education,...
Show moreAlmuhammadi, Anas Hamed, Myers, John P. (John Patrick), Galeano, Rebecca A., Cappuccio, Brenda L., Jakubowski, Elizabeth M., Florida State University, College of Education, School of Teacher Education
Show less
Abstract/Description: This study focuses on how instructors at the English Language Institute, ELI, at King Abdulaziz University, Saudi Arabia, perceive the programs of professional development programs and how do they perceive those programs' value on their teaching. This qualitative study uses an interview protocol to explore participants' opinions to reach thematic findings. Findings discuss the importance of communication between providers of professional development and beneficiaries. There is also a...
Show moreThis study focuses on how instructors at the English Language Institute, ELI, at King Abdulaziz University, Saudi Arabia, perceive the programs of professional development programs and how do they perceive those programs' value on their teaching. This qualitative study uses an interview protocol to explore participants' opinions to reach thematic findings. Findings discuss the importance of communication between providers of professional development and beneficiaries. There is also a discussion on the necessity of building professional development programs on instructors' needs. Findings also show how professional development programs should focus on reform teaching approaches to help EFL instructors. While the ELI strives to make excellent professional development plans, instructors think that the ELI should communicate better with instructors and reach to them with their programs' offerings. Instructors also think that the ELI should focus on their instructors' needs to help them in overcoming challenges of daily teaching such as the focus on the progression of students and the need to focus on reform-teaching practices.
Show less
Date Issued: 2015
Identifier: FSU_2015fall_Almuhammadi_fsu_0071E_12912
Format: Thesis

Title: ESOL Endorsed Teacher Candidates' Undergraduate Academic Performance as a Possible Predictor for Their ESOL Performance on the Professional Education (PEd) Test within the Context of Florida.
Creator: Olwi, Abdulrahman, Jakubowski, Elizabeth M., Galeano, Rebecca A., Turner, Jeannine E. (Jeannine Ellen), Myers, John P. (John Patrick), Florida State University, College of...
Show moreOlwi, Abdulrahman, Jakubowski, Elizabeth M., Galeano, Rebecca A., Turner, Jeannine E. (Jeannine Ellen), Myers, John P. (John Patrick), Florida State University, College of Education, School of Teacher Education
Show less
Abstract/Description: This quantitative research study investigated the ESOL (English to Speakers of Other Languages) academic performance of teacher candidates (n=632) at a large educational institution in Florida, USA, who majored in Elementary Education, Early Childhood Education, Exceptional Student Education, and English Education with an ESOL endorsement. Three research questions guided the study. A secondary data analysis was conducted to examine the relationship among the teacher candidates’ ESOL course...
Show moreThis quantitative research study investigated the ESOL (English to Speakers of Other Languages) academic performance of teacher candidates (n=632) at a large educational institution in Florida, USA, who majored in Elementary Education, Early Childhood Education, Exceptional Student Education, and English Education with an ESOL endorsement. Three research questions guided the study. A secondary data analysis was conducted to examine the relationship among the teacher candidates’ ESOL course grades and test scores as well as the academic majors of study. Investigation of "Knowledge of ESOL" as stated in the Professional Education competencies and skills (i.e., Competency #7) was the goal of this analysis. The results showed that the means of the ESOL PEd Test scores of Elementary Education, Early Childhood Education, Exceptional Student Education, and English Education were respectively 80, 79, 76, and 73 out of 100; while the overall mean across all academic majors was 78. Also, the overall MANOVA investigating the mean differences across academic majors for all variables was significant, and follow-up ANOVAs indicated that teacher candidates’ academic performances were statistically different across the academic majors of study. Tukey statistical tests showed that teacher candidates in the academic major of Elementary Education tended to have higher TSL4080 grades and Exceptional Students Education tended to have lower TSL4080 grades compared to teacher candidates in the other academic majors. With respect to TSL4081 grades, teacher candidates in the academic major of English Education tended to have higher grades than teacher candidates in Elementary Education and Exceptional Students Education. With respect to overall GPAs, teacher candidates in the academic major of Exceptional Students Education tended to have higher overall GPAs compared to teacher candidates in the academic major of Elementary Education and English Education. Finally, with respect to ESOL PEd Test scores, teacher candidates in the academic major of Elementary Education tended to have higher scores than English Education. Last, to determine the extent to which TSL4080 grades, TSL4081 grades, and overall GPAs predict teacher candidates’ ESOL PEd Test scores, an overall regression analysis was conducted. The results showed that the relationship was significant, but small. With respect to the individual predictor variables, the strongest predictor of teacher candidates’ ESOL PEd Test scores was their overall GPAs. The next strongest predictor of teacher candidates’ ESOL PEd Test scores was their TSL4080 grades. Finally, teacher candidates’ TSL4081 grades did not significantly add to the prediction of their ESOL PEd Test scores. Overall, the standardized coefficients of overall GPAs and TSL4080 grades were significant. However, it was found that the standardized coefficient for TSL4081 grades was not significant. Therefore, while overall GPAs and TSL4080 grades predict ESOL PEd Test scores, TSL4081 grades do not predict ESOL PEd Test scores.
Show less
Date Issued: 2016
Identifier: FSU_FA2016_Olwi_fsu_0071E_13446
Format: Thesis

Title: An Examination of School Choice and Fifth Grade Science Achievement in Florida.
Creator: McLarnon, Tara Lynn, Rice, Diana Claries, Iatarola, Patrice, Davis, Angela F., Jakubowski, Elizabeth M., Florida State University, College of Education, School of Teacher Education
Abstract/Description: Over the past 20 years, a movement to offer greater access and choice in public education has begun to challenge the traditional attendance boundary school system. Public school choice provides an opportunity for parents who do not have the resources to change attendance boundaries but who want additional public school options. Proponents argue that increased competition incentivizes all schools to improve performance. The purpose of this study was to determine whether there were any...
Show moreOver the past 20 years, a movement to offer greater access and choice in public education has begun to challenge the traditional attendance boundary school system. Public school choice provides an opportunity for parents who do not have the resources to change attendance boundaries but who want additional public school options. Proponents argue that increased competition incentivizes all schools to improve performance. The purpose of this study was to determine whether there were any potential relationships among school choice options and other inputs such as student characteristics when looking at student science achievement. Based on an education production function model, the study focused on the specific output of performance. A conceptual model looking at common inputs related to the outcome of student performance, identified five groups of inputs: school type, student characteristics, learning needs, school characteristics, and teacher quality. Rather than look across states, where policies affecting student performance differ, this study looked exclusively at one large state population. Subjects of the study were fifth grade students in the state of Florida. Utilizing three years of state science assessment data, the roles of school type, selected student demographics, and ELL status were examined using logistic regression and ordinary least squares analysis. Results indicated that, while some subpopulations of students performed better in different school types, school type alone was not a strong predictor of student science achievement.
Show less
Date Issued: 2017
Identifier: FSU_SUMMER2017_McLarnon_fsu_0071E_14011
Format: Thesis

Title: An Examination of the Challenges Influencing Science Instruction in Florida Elementary Classrooms.
Creator: North, Stephanie Gwinn, Rice, Diana, Schwartz, Robert A., Jakubowski, Elizabeth, Davis, Angie, School of Teacher Education, Florida State University
Abstract/Description: This paper describes a qualitative case study designed to examine the challenges to effective science instruction faced by elementary teachers and examine the influence those challenges have on teachers' science teaching practices. Data were gathered through a questionnaire administered to over 240 teachers in a northern Florida school district including six teachers who were further interviewed and observed in their teaching setting. These six teachers, ranging from third to fifth grade...
Show moreThis paper describes a qualitative case study designed to examine the challenges to effective science instruction faced by elementary teachers and examine the influence those challenges have on teachers' science teaching practices. Data were gathered through a questionnaire administered to over 240 teachers in a northern Florida school district including six teachers who were further interviewed and observed in their teaching setting. These six teachers, ranging from third to fifth grade shared their perceptions of the challenges to effective science instruction and opened their classrooms to allow the researcher to discover how much time was being spent teaching science and the methods of science instruction. Results showed that several factors governed the amount of time teachers in the study were able to devote to science and the method of science instruction. Eighty-two percent of teachers reported lack of time to teach science. Sixty-eight percent reported lack of teacher planning time. Sixty-four percent reported insufficient funding for purchasing materials and supplies. As a result, teachers reported using most of their science time teaching through traditional methods instead of innovative hands-on and inquiry methods.
Show less
Date Issued: 2013
Identifier: FSU_migr_etd-8613
Format: Thesis

Title: Examining the Sustainability of Research-Based Practices in Rural Elementary Schools after Program Funding Ends: A Case Study of Four First Grade Teachers.
Creator: Jay, Sandy, Rice, Diana, Schwartz, Robert A., Al Otaiba, Stephanie Dent, Davis, Angie, Jones, Ithel, School of Teacher Education, Florida State University
Abstract/Description: This paper describes a qualitative case study designed to investigate research-based practices as a contemporary phenomenon within the real-life context of schools. Selected first grade teacher perceptions of research based practices and sustainability of research-based practices in rural, low-income schools that are no longer receiving funding were participants. Data were gathered through a questionnaire administered to 97 elementary teachers at six sites as well as observations and...
Show moreThis paper describes a qualitative case study designed to investigate research-based practices as a contemporary phenomenon within the real-life context of schools. Selected first grade teacher perceptions of research based practices and sustainability of research-based practices in rural, low-income schools that are no longer receiving funding were participants. Data were gathered through a questionnaire administered to 97 elementary teachers at six sites as well as observations and interviews of four teachers at four different sites. Results showed that several factors affected sustainability of research-based practices such as: lack of continual training, teacher expertise, professional classroom help and time restraints.
Show less
Date Issued: 2011
Identifier: FSU_migr_etd-3543
Format: Thesis

Title: An Exploration of Equitable Science Teaching Practices for Students with Learning Disabilities.
Creator: Morales, Marlene, Martínez, Alejandro J. Gallard, Carroll, Pamela S., Scharmann, Lawrence C., Lewis, Sandra, School of Teacher Education, Florida State University
Abstract/Description: In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's...
Show moreIn this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007-2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The Teaching Science to Students with Learning Disabilities Inventory, the case study teachers demonstrated characteristics of successful teachers of diverse learners developed by Lynch (2000). Overall, the qualitative findings revealed that the case study teachers were unsure how to provide equitable science teaching practices to all students, particularly to students with learning disabilities. They provided students with a variety of learning experiences that entailed high expectations for all; however, these experiences were similar for all students. Had the teachers fully implemented equitable science teaching practices, students would have had multiple options for taking in the information and making sense of it in each lesson. Teaching that includes using a variety of validated practices that take into account students' individualized learning needs can promote aspects of equitable science teaching practices. Finally, this study provides implications for teacher education programs and professional development programs. As teachers implement science education reform efforts related to equitable science teaching practices, both teacher education programs and professional development programs should include opportunities for teachers to reflect on their beliefs about how students with learning disabilities learn and provide them with a variety of validated teaching practices that will assist them in teaching students with learning disabilities in the general education classroom while implementing science reform efforts.
Show less
Date Issued: 2011
Identifier: FSU_migr_etd-5051
Format: Thesis

Title: An Exploration of Teacher-Child Relationships and Interactions in Elementary Science Lessons.
Creator: Kocyigit, Bulent, Jones, Ithel, Schwartz, Robert A., Rice, Diana Claries, Jakubowski, Elizabeth M., Florida State University, College of Education, School of Teacher Education
Abstract/Description: This study examined the nature and quality of teacher-student interactions in a third grade science classroom and investigated how interactions and teacher-child relationships relate to the learning of science concepts. The relationships between the three dimensions of teacher-student relationships (Closeness, Conflict, and Dependency) and teacher-student interactions including the dimensions explaining the nature and the quality of teacher-student interactions were examined. The study also...
Show moreThis study examined the nature and quality of teacher-student interactions in a third grade science classroom and investigated how interactions and teacher-child relationships relate to the learning of science concepts. The relationships between the three dimensions of teacher-student relationships (Closeness, Conflict, and Dependency) and teacher-student interactions including the dimensions explaining the nature and the quality of teacher-student interactions were examined. The study also determined whether there was a relationship between students' conceptual understanding of science and all variables of teacher-student interactions and the teacher-student relationships. First, data from the videotape and audiotape recordings were transcribed, coded and analyzed to determine the appropriateness of the proposed interaction-types and their classification into the categories. The twelve teacher-student interaction categories used in this study were able to capture all verbal teacher-student interactions in the classroom. Second, each teacher-student interaction was placed into the respective dimension and group explaining the nature and quality of the interaction. Finally, Pearson Product Moment Correlations were computed to explore the possible relationships between the teacher-student interactions and relationships and students' conceptual understanding of science. Teacher-student interaction scores were obtained through natural observations of eight- to nine-year-old children. Students were rated by their teachers using the STRS in order to obtain teacher child relationship scores. Similarly, conceptual science understanding scores were obtained through pre- and post-tests delivered at the beginning and end of the science unit. The findings of the study suggested a strong relationship between teacher's perception of her relationships with the students and the teacher-student interactions in the classroom. It appears that classroom conversations mostly take place between the teacher and the students whom the teacher perceived to have better relationships. However, it was clear from the observations that positive teacher-student relationships did not necessarily warrant for high quality teacher-student interactions in the classroom. The quality of the teacher-student interactions during the science lessons appeared to be more moderate than high in quality. Students' improvement in conceptual understanding of science was rather related to the positive classroom environment and the friendly classroom atmosphere created by the teacher and did not significantly correlate with the student's individual interaction or relationship with the teacher.
Show less
Date Issued: 2015
Identifier: FSU_2015fall_Kocyigit_fsu_0071E_12932
Format: Thesis

Title: An Exploration of the Impact of Reform-Based Science Instruction on Second Graders' Academic Achievement.
Creator: Ellis, Valeisha Michelle, Rice, Diana, Schwartz, Robert A., Jones, Ithel, Davis, Angie, School of Teacher Education, Florida State University
Abstract/Description: The purpose of this study was to examine whether possible relationships might exist between the quality of reform-based science instruction and science and reading achievement in second grade. The study also examined separately possible interactions between quality of instruction and gender and race. The study involved an analysis of data previously collected in a larger one-group pre/post test study of a science instructional intervention (ISI Science) (Connor et al., 2010). In the original...
Show moreThe purpose of this study was to examine whether possible relationships might exist between the quality of reform-based science instruction and science and reading achievement in second grade. The study also examined separately possible interactions between quality of instruction and gender and race. The study involved an analysis of data previously collected in a larger one-group pre/post test study of a science instructional intervention (ISI Science) (Connor et al., 2010). In the original study, six teachers and two graduate assistants taught two science units designed based upon constructivist principles and reform-based practices. Using the 5-E Learning Cycle (Bybee, 1997), reading and science were integrated into each lesson. Videotapes were made of all lessons and science and reading achievement data were collected. For the current study, dependent achievement variables were science achievement measured by the Iowa Science Test; reading comprehension, by the Woodcock Passage Comprehension; and vocabulary, by the Iowa Vocabulary. Pre- and post-tests scores on the dependent measures were available for 96 children from the original study. Quality of instruction was measured using the Reformed Teaching Observation Protocol (RTOP) (Sawanda & Piburn, 2000). Videotapes of 24 science lessons from the larger study were analyzed using the RTOP. Reliability of ratings for the RTOP in the study was determined to be .96. No significant results were found for relations between instructional quality (RTOP) and any of the achievement variables although significant pre to post increases on all three measures were observed. No differences by race or gender were found. This latter finding was noteworthy given the research in science identifying both gender and race differences in science achievement. Recommendations for future research and teacher education are discussed.
Show less
Date Issued: 2013
Identifier: FSU_migr_etd-7367
Format: Thesis

Title: An Exploratory Study of Child Care Center Directors' Response to Young Children's Challenging Behaviors and the Impact on Preschool Expulsion.
Creator: Bee, Dawn Noelle, Jones, Ithel, Rutledge, Stacey, Hanline, Mary Frances, Ratliffe, Thomas, School of Teacher Education, Florida State University
Abstract/Description: During the first five years of life, many young children engage in behaviors that can be considered challenging by the adults who care for them. Child care, or out of home care, is an important resource that can have a tremendous effect on a family (Buck & Ambrosino, 2004). Child care can also cause turmoil and stress for a family whose child has exhibited challenging behavior and is no longer welcome in the program (Buck & Ambrosino, 2004). The consequences of young children's behavioral...
Show moreDuring the first five years of life, many young children engage in behaviors that can be considered challenging by the adults who care for them. Child care, or out of home care, is an important resource that can have a tremendous effect on a family (Buck & Ambrosino, 2004). Child care can also cause turmoil and stress for a family whose child has exhibited challenging behavior and is no longer welcome in the program (Buck & Ambrosino, 2004). The consequences of young children's behavioral problems are reflected in the high rates of preschool expulsions across the United States (Whitted, 2011). Preschool expulsion is related to a variety of factors within the child care center such as program characteristics, characteristics of children in the class, and factors associated with the family (Gilliam & Shahar, 2006). Only a few empirical studies focus on expulsion or suspension at any grade level and researchers have largely ignored expulsion and suspension during the preschool years (Gilliam and Shahar, 2006). The purpose of this exploratory study is to examine challenging behavior and the role it plays in child care center directors' decision making process regarding whether or not to expel a child from their center.
Show less
Date Issued: 2012
Identifier: FSU_migr_etd-5320
Format: Thesis

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

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

Title: An Exploratory Study of Turkish Fathers' Involvement in the Lives of Their Preschool Aged Children.
Creator: Izci, Burcu, Jones, Ithel, Rice, Diana, Dennis, Lindsay, School of Teacher Education, Florida State University
Abstract/Description: During the past few decades, there have been significant social changes affecting children and their families. Fathers are assuming a more active role in child rearing, primarily as a result of increases in the numbers of women in the work force, and numbers of children in non-parental care. Fathers as well as mothers play a significant role in young children's development. Findings from research studies conducted in North America suggest that there are several positive effects of father...
Show moreDuring the past few decades, there have been significant social changes affecting children and their families. Fathers are assuming a more active role in child rearing, primarily as a result of increases in the numbers of women in the work force, and numbers of children in non-parental care. Fathers as well as mothers play a significant role in young children's development. Findings from research studies conducted in North America suggest that there are several positive effects of father involvement on young children. However, father involvement is a relatively recent topic in early childhood education in Turkey, and little is known about the extent of Turkish fathers' involvement. The present study examined Turkish fathers' involvement in the lives of their preschool aged children. The amount of time that fathers and children spend together, the types of activities they engage in, and factors that could be related to father involvement (e.g., age, education, income, working hours) were investigated. Participating in the study were 84 fathers of 3-6 year old children enrolled in four public early childhood education settings in Istanbul, Turkey. An instrument titled, "Father Involvement Questionnaire", was used to measure father involvement. Findings indicated that father's occupation type, monthly income, number of marriage years, numbers of children in the family, and fathers' work hours affected their involvement. Findings are discussed with reference to fathers' accessibility, responsibility and engagement.
Show less
Date Issued: 2013
Identifier: FSU_migr_etd-8572
Format: Thesis

Title: Exploring Parents' Understanding and Application of Dialogic Reading While Teaching Their Preschoolers the Social Skills Associated with Courage, Empathy, and Love.
Creator: McMonigle, Tiffany, Jones, Ithel, Rutledge, Stacey, Lake, Vickie, Rice, Diana, Hanline, Mary Frances, School of Teacher Education, Florida State University
Abstract/Description: The development of morality in children has been deemed one of the most important endeavors of parenting (Klein, 2002; Lickona, 1983). Being that children first learn about moral elements from their parents (Lickona, 1992), it is necessary to understand how parents approach teaching the social skills associated with moral elements. As such, the purpose of this study was to explore parents' understanding and application of dialogic reading while teaching their preschoolers the social skills...
Show moreThe development of morality in children has been deemed one of the most important endeavors of parenting (Klein, 2002; Lickona, 1983). Being that children first learn about moral elements from their parents (Lickona, 1992), it is necessary to understand how parents approach teaching the social skills associated with moral elements. As such, the purpose of this study was to explore parents' understanding and application of dialogic reading while teaching their preschoolers the social skills associated with courage, empathy, and love. Literature pertaining to moral development, children's literature and moral development, parents and shared book experiences, the connection between social skills and literacy, and dialogic reading was reviewed in order to inform this study. Three middle class mothers and their five-year-old children participated. Using a qualitative, case study research design, multiple forms of data were collected. All data collected were analyzed using Vygotsky's (1978) Zone of Proximal Development (ZPD) in order to make sense of the social interactions, which took place between the three mothers and their children during shared book experiences. The findings reveal all participating mothers and their children moved from their initial development level to a more advanced developmental understanding of the social skills associated with courage, empathy, and love in collaboration with more knowledgeable others. Each of the participants demonstrated differences in both cognitive and affective behaviors during shared book experiences from the initial observation to the post dialogic reading training observations. Recommendations for future research are offered.
Show less
Date Issued: 2012
Identifier: FSU_migr_etd-5031
Format: Thesis

Title: Exploring Phonemic Awareness in Preschool English Language Learners.
Creator: Bell, Douglas D., Jones, Ithel, Mullis, Ronald, Wolfgang, Charles, Lake, Vickie, School of Teacher Education, Florida State University
Abstract/Description: The importance of early literacy has been supported by research for many years. Children that are English language learners are at particular risk for literacy difficulties. Phonemic awareness, particularly segmentation and blending, is accepted as being an important factor in literacy ability. There are very few studies that explore phonemic awareness as early as preschool. The present study explored the facilitation of phonemic awareness with preschool English language learners....
Show moreThe importance of early literacy has been supported by research for many years. Children that are English language learners are at particular risk for literacy difficulties. Phonemic awareness, particularly segmentation and blending, is accepted as being an important factor in literacy ability. There are very few studies that explore phonemic awareness as early as preschool. The present study explored the facilitation of phonemic awareness with preschool English language learners. Developmentally appropriate play based activities were used to scaffold phonemic awareness in the treatment group. The teachers were scaffolded in the ability to provide this instruction either by training or coaching. The results indicated a significant change in phonemic segmentation ability from the pretest to the post test.
Show less
Date Issued: 2010
Identifier: FSU_migr_etd-1308
Format: Thesis

Teachers (60)	+ -
Training of (60)	+ -
Education (45)	+ -
Early childhood education (8)	+ -
Study and teaching (6)	+ -

Special Education (4)	+ -
Education, elementary (3)	+ -
Language and languages (3)	+ -
Science (3)	+ -
Special education (3)	+ -
Education (Secondary) (2)	+ -
Education, Higher (2)	+ -
English language (2)	+ -
Foreign speakers (2)	+ -
Multicultural education (2)	+ -
Reading (2)	+ -
School management and organization (2)	+ -
Adult education (1)	+ -
Early childhood teachers (1)	+ -
Education, Bilingual (1)	+ -
Language arts (1)	+ -
Mathematics (1)	+ -
Multilingual education (1)	+ -
People with disabilities (1)	+ -
Psychometrics (1)	+ -
Quantitative research (1)	+ -
Sports sciences (1)	+ -

text (123)	+ -
doctoral thesis (7)	+ -

Florida State University (123)	+ -
Jones, Ithel (32)	+ -
College of Education (27)	+ -
Rice, Diana (22)	+ -
Jakubowski, Elizabeth (15)	+ -

Hanline, Mary Frances (14)	+ -
Witte, Shelbie (14)	+ -
Kim, Young-Suk (13)	+ -
Schwartz, Robert A. (13)	+ -
Al Otaiba, Stephanie Dent (10)	+ -
Jakubowski, Elizabeth M. (10)	+ -
Sampson, Victor (9)	+ -
Southerland, Sherry (9)	+ -
Southerland, Sherry A. (9)	+ -
Schatschneider, Christopher (8)	+ -
Lake, Vickie (7)	+ -
Lewis, Sandra (7)	+ -
Milton, Sande (7)	+ -
Rice, Diana Claries (7)	+ -
Connor, Carol (6)	+ -
Davis, Angie (6)	+ -
Foorman, Barbara R. (6)	+ -
Connor, Carol McDonald (5)	+ -
Foorman, Barbara (5)	+ -
Gallard, Alejandro (5)	+ -
Menchetti, Bruce (5)	+ -
Myers, John P. (John Patrick) (5)	+ -
Piazza, Carolyn (5)	+ -
Ratliffe, Thomas (5)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Topical Subject

Genre

Type of Resource

Language

Creator

Format

Owner