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You searched for +publisher:"Florida State University" +contributor:("Angela F. Davis"). Showing records 1 – 2 of 2 total matches.

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Florida State University

1. McLarnon, Tara Lynn. An Examination of School Choice and Fifth Grade Science Achievement in Florida.

Degree: PhD, Teacher Education, 2017, Florida State University

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 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.

A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Summer Semester 2017.

July 10, 2017.

Diana Rice, Professor Directing Dissertation; Patrice Iatarola, University Representative; Angela Davis, Committee Member; Elizabeth Jakubowski, Committee Member.

Advisors/Committee Members: Diana Claries Rice (professor directing dissertation), Patrice Iatarola (university representative), Angela F. Davis (committee member), Elizabeth M. Jakubowski (committee member).

Subjects/Keywords: Education; elementary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McLarnon, T. L. (2017). An Examination of School Choice and Fifth Grade Science Achievement in Florida. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_McLarnon_fsu_0071E_14011 ;

Chicago Manual of Style (16th Edition):

McLarnon, Tara Lynn. “An Examination of School Choice and Fifth Grade Science Achievement in Florida.” 2017. Doctoral Dissertation, Florida State University. Accessed June 16, 2019. http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_McLarnon_fsu_0071E_14011 ;.

MLA Handbook (7th Edition):

McLarnon, Tara Lynn. “An Examination of School Choice and Fifth Grade Science Achievement in Florida.” 2017. Web. 16 Jun 2019.

Vancouver:

McLarnon TL. An Examination of School Choice and Fifth Grade Science Achievement in Florida. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2019 Jun 16]. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_McLarnon_fsu_0071E_14011 ;.

Council of Science Editors:

McLarnon TL. An Examination of School Choice and Fifth Grade Science Achievement in Florida. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_McLarnon_fsu_0071E_14011 ;


Florida State University

2. Piotrowski, Amy. Flipped Learning and 21st Century Literacies: Constructing Preservice Secondary English Teachers' TPACK.

Degree: PhD, Teacher Education, 2016, Florida State University

This study examined how preservice English Language Arts teachers learn to teach and use their knowledge of content, pedagogy, and technology during an English education course focused on technology. Seeking to address a gap in the research, this study utilized a case study methodology to look at preservice teachers’ learning about the flipped classroom and designing lessons integrating technology as a way for a teacher education course to facilitate preservice teachers’ construction of their Technological Pedagogical Content Knowledge. The participants were preservice English teachers taking an online English education course during Summer 2015. The researcher used a survey to purposefully select nine individuals with a range of self reported knowledge. Participants were then interviewed twice, had their course assignments collected and analyzed, and submitted three written reflections. The course that the participants took challenged preservice teachers to bring together their content knowledge, pedagogical knowledge, and technological knowledge to create flipped lessons videos and a series of lesson plans. The data showed that there was no pattern or stages of TPACK development. Participants saw potential for flipped learning to be useful in secondary English classes and that while participants wanted to use technology and teach digital literacies in their future classrooms, they also wanted their students to engage in traditional print literacy.

A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Spring Semester 2016.

April 13, 2016.

21st century literacies, flipped learning, teacher education, TPACK

Shelbie Witte, Professor Co-Directing Dissertation; Elizabeth Jakubowski, Professor Co-Directing Dissertation; Michael Neal, University Representative; Angela Davis, Committee Member; Linda Schrader, Committee Member; Sherry Southerland, Committee Member.

Advisors/Committee Members: Shelbie Witte (professor co-directing dissertation), Elizabeth M. Jakubowski (professor co-directing dissertation), Michael R. Neal (university representative), Angela F. Davis (committee member), Linda Bethe Schrader (committee member), Sherry A. Southerland (committee member).

Subjects/Keywords: Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Piotrowski, A. (2016). Flipped Learning and 21st Century Literacies: Constructing Preservice Secondary English Teachers' TPACK. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SU_Piotrowski_fsu_0071E_13158 ;

Chicago Manual of Style (16th Edition):

Piotrowski, Amy. “Flipped Learning and 21st Century Literacies: Constructing Preservice Secondary English Teachers' TPACK.” 2016. Doctoral Dissertation, Florida State University. Accessed June 16, 2019. http://purl.flvc.org/fsu/fd/FSU_2016SU_Piotrowski_fsu_0071E_13158 ;.

MLA Handbook (7th Edition):

Piotrowski, Amy. “Flipped Learning and 21st Century Literacies: Constructing Preservice Secondary English Teachers' TPACK.” 2016. Web. 16 Jun 2019.

Vancouver:

Piotrowski A. Flipped Learning and 21st Century Literacies: Constructing Preservice Secondary English Teachers' TPACK. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2019 Jun 16]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Piotrowski_fsu_0071E_13158 ;.

Council of Science Editors:

Piotrowski A. Flipped Learning and 21st Century Literacies: Constructing Preservice Secondary English Teachers' TPACK. [Doctoral Dissertation]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Piotrowski_fsu_0071E_13158 ;

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