Education Commons^™

Making The Grade: Do Teacher-Created Grading Systems Result In Disparate Outcomes For High School Students?, Laura L. Mayberry

UNF Graduate Theses and Dissertations

The lack of formal grading policies within individual schools and school districts results in differential grading across classrooms. In many secondary schools, an individual course may be taught by multiple teachers. This study aimed to determine if the existence of differential grading results in disparate outcomes for students based on their assigned teacher. Data about students (demographics, teacher-issued grades, and standardized test scores) was collected from four core content classes at one high school. Regression analysis was used to isolate the impact of students’ assigned teacher on their course grade after controlling for demographics and academic performance as measured by …

Teachers’ Perceptions Of Inclusive Classrooms, Tamara Ann Lipson

UNF Graduate Theses and Dissertations

This study examined teachers’ perceptions of inclusive classrooms. The specific areas of focus were analyzed by comparing demographic characteristics of the responding teachers to survey questions from the adapted Teachers Attitude towards Inclusive Education (TAIS) in order to determine how teachers perceive inclusive classrooms, how prepared they feel to teach in inclusive classrooms, and if there is any correlation between the workload of the teachers and their perception of inclusive classrooms. Data was collected through a survey completed by 480 teachers from a large, diverse, public school district in Northeast Florida. The findings of this study indicate that these teachers …

Are High Levels Of Educator Bias Associated With The Disproportionate Discipline Of Black Students?, Melissa Ann Ramos

UNF Graduate Theses and Dissertations

Data on school discipline inequities have shown disproportionate numbers of Black students suspended and expelled compared to their non-Black counterparts. Despite the implementation of evidence-based solutions such as positive behavior supports and intervention, educator professional development, and restorative practices aimed at closing the racial discipline gap, little to no change has occurred. Critical Race Theory is used as a lens for viewing racial hierarchies as a socially constructed tool to oppress people of color. This oppression can be seen in various aspects of society and in education, especially in school discipline. It is fueled by biases, both implicit and explicit. …

Ethnic Differences In Alcohol Use: A Comparison Of Black And White College Students In A Small Private University Setting, Kristie S. Gover

UNF Graduate Theses and Dissertations

An identified gap in the literature associated with college student alcohol use is the exploration of the problem based on ethnicity, specifically possible differences in use between Black and White college students. The purpose of the present study was to examine differences in alcohol use for Black and White college students at a small private university in the southeast United States. The study was conducted using the Core Alcohol and Drug Survey Long Form, which is designed to collect data related to self reported use of alcohol and perceptions of alcohol use among college students. A quantitative methodology was employed …

Non-Sexist Language Curriculum Guidebook, Maureen Parrella Steiner

UNF Graduate Theses and Dissertations

Included is a skills development curriculum unit for secondary English students which encourages the use of non-sexist language with creativity within the content area. The study contains lists of objectives, writing, reading and group activities, an attitude survey for students and an evaluation checklist for teachers. Classroom discussions, films, fairy tales and skills development exercises are used to help students recognize and find alternatives to sexist language. The rationale for the teaching of non-sexist language is based on the theory that how we speak stems from how we think, and visa-versa. If sexism in reading and writing is identified and …

Activities In World History For Artistically Talented Students, Brenda Peck Oliver

UNF Graduate Theses and Dissertations

The unique characteristics and needs of artistically talented students were explored. World history students at the Douglas Anderson School of the Arts were used as a test group for the utilization of a variety of art forms in teaching world history. Lesson plans using art media for each unit of study in world history were constructed. Students responded to each lesson by completing an attitude survey. The conclusion was that the use of a variety of art in world history increased student interest and motivation. The increased student motivation resulted in a failure rate of approximately 5%, significantly lower than …

Nuclear Armament/Disarmament As A Topic In Decision-Making Models In Secondary Social Studies Classrooms, Karen Holman Reeves

UNF Graduate Theses and Dissertations

This study sought to determine the current status of the nuclear armament/disarmament issue as a topic for the moral decision-making model in secondary social studies curriculums and to establish guidelines for its inclusion in future lessons. A review of the relevant literature provided the basis for a questionnaire mailed to four hundred, randomly selected social studies department chairpersons. Their attitudes regarding the legitimacy of the topic and methods employed in instructional lessons were addressed. Survey results were categorized according to respondents' incorporation of the topic into their curriculum and whether they taught in public or private institutions. A majority of …

The Cloze Procedure: A Measure Of Reading Comprehension Ability, Theresa Lorene Donaldson

UNF Graduate Theses and Dissertations

The present study was conducted in order to determine if a relationship exists between those comprehension processes measured by the Paragraph Comprehension subtest of the McGraw-Hill Basic Skills System Reading Test and the cloze test developed for this project. Two classes of undergraduate education majors enrolled in “Foundations of Performance-Based Education” were administered both the cloze test and the multiple choice comprehension test.

A correlation coefficient was computed between the summary scores on the McGraw-Hill and the summary scores on the cloze test. The results yielded a correlation of .021. These results did not support the research hypothesis.

The Integration Of Reading And Science To Aid Problem Readers, Genevieve J. Minge

UNF Graduate Theses and Dissertations

The purpose of this paper is to explain a curriculum package which was designed for science students at Orange Park IX, ninth grade center, Clay County, Florida. The target population consists of those students who read below the sixth-grade level according to the Stanford Achievement Test (SAT) scores and who are enrolled in a general science class. These students are also enrolled in a Reading Skills class and some are in the SLD and ED programs as well. Although there will be interaction with the reading, SLD, and ED teachers, the classes will not be team taught. Therefore, the science …