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Full-Text Articles in Education

Suspicion, Suspicion: Police Perceptions Of Juveniles As The “Symbolic Assailant”, Andrea R. Coleman Jan 2018

Suspicion, Suspicion: Police Perceptions Of Juveniles As The “Symbolic Assailant”, Andrea R. Coleman

School of Criminal Justice Theses and Dissertations

Jerome Skolnick’s (2011) "symbolic assailant" is a result of police attributing particular demeanor, gestures, language, and a style of dress to people they believed were most likely to commit violent crimes. The challenge became when police applied these characteristics to specific groups such as juveniles. Literature published before and after Skolnick (2011) indicated police were more likely to stop, arrest, interrogate, or surveille juveniles based on their demeanor, gestures, style of dress, lack of respect, deference to authority, the severity, and remorse for their offenses in addition to race. However, current research indicated race, gender, and Socioeconomic Status (SES ...


From School To Prison: Assessing The Impact Of Non-Systemic Contributors To The School-To-Prison Pipeline, Jonathan W. Glenn Jan 2018

From School To Prison: Assessing The Impact Of Non-Systemic Contributors To The School-To-Prison Pipeline, Jonathan W. Glenn

School of Criminal Justice Theses and Dissertations

The school-to-prison pipeline is an expansive issue that impacts the educational and criminal justice systems in the United States. Traditionally, the research has linked the prevalence of the pipeline to factors based within school systems. These systemic factors include the use of zero tolerance policies, exclusionary disciplinary practices, and the presence of school resource officers. The proposed study aims to assess the impact of factors that perpetuate the school-to-prison pipeline that are non-systemic in nature.

For the purposes of this study, the non-systemic contributors to the school-to-prison pipeline to be assessed are parental socialization, child self-control, learned noncompliance, child resilience ...


Flipping Online Instruction, Julie G. Alemany Sep 2016

Flipping Online Instruction, Julie G. Alemany

FDLA Conference

Flipped model of instruction for online instruction is effectively being used by faculty in higher education. What is the flipped classroom? The flipped classroom is a pedagogical model in which the typical lecture elements of a course are reversed. Short video or recorded lectures are viewed by students before the online session. The online session is devoted to facilitating the knowledge, understanding, and discussion of the content. During online class sessions, instructors function as facilitators, encouraging students in individual inquiry. The online session time is focused on exercises, projects, and/or discussion.

Flipped classroom draws on such concepts as active ...


Frozen Brain Atlas, Natalie Andrea Builes, Dominick Joseph Casciato, Samantha Taylor Bergoine, Robert Speth Sep 2016

Frozen Brain Atlas, Natalie Andrea Builes, Dominick Joseph Casciato, Samantha Taylor Bergoine, Robert Speth

Frozen Brain Atlas

The Frozen Brain Atlas provides students, educators, and scientists with a tool to further explore the architecture of the brain. Current brain atlases allow users to navigate sectioned brain tissue using histological staining; however, they fail to capture naturally visible structures post sectioning. Through immediate post sectioning image collection, the natural contrast of the brain reveals unique structural details that are rarely seen by traditional staining procedures. By utilizing indexing and interactive labeling, the Nova Southeastern University Frozen Brain Atlas will allow identification of brain regions when used as a correlative tool for modalities including receptor autoradiography, immunofluorescence, and other ...


The Efficacy Of Repeated Reading For Building Reading Fluency Of Fourth-Grade Students At A Rural Elementary School In South Carolina, Clarice B'Yonca Norman Jan 2010

The Efficacy Of Repeated Reading For Building Reading Fluency Of Fourth-Grade Students At A Rural Elementary School In South Carolina, Clarice B'Yonca Norman

Fischler College of Education: Theses and Dissertations

The Efficacy of Repeated Reading for Building Reading Fluency of Fourth-Grade Students at a Rural Elementary School in South Carolina. Clarice B. Norman, 2010: Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services. ERIC Descriptors: Reading Fluency, Reading Comprehension, Reading Instruction, Curriculum Based Measurement, Rural Schools.

This applied dissertation study was designed to examine the effects of a repeated reading strategy on the oral reading fluency and reading comprehension of fourth-grade students in a rural South Carolina school. In addition, it examined the hypothesis that repeated reading of connected text would build reading fluency and increase comprehension ...