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Teachers And Administrators Explain How And Why Teachers Change Instructional Methods In A Pre-K Through Eight Catholic School, Judith A. Deeley

USF Tampa Graduate Theses and Dissertations

This qualitative exploratory study explored how and why teachers at four small Catholic schools in the state of Florida transformed by changing instructional methods to offer full integration of science, technology, religion, engineering, arts and mathematics (STREAM) approaches into learning experiences for grades pre-k through eight. There was a time up until the early 2000s that Catholic school enrollment was at capacity and did not require differentiation based upon unique student learning needs. However, students of current times reflect a higher need for educational approaches that are both differentiated and engaging.

“Teachers are required to teach more content and subjects …

Perceptions Of The Effectiveness Of Food Policy Coalitions In Strengthening Community Food Security In The United States., Joseph G. England Iii

USF Tampa Graduate Theses and Dissertations

Food insecurity is experienced most acutely and addressed most innovatively at the community level to which the concept of community food security (CFS) finds purchase (Hamm and Bellows, 2003). In recognition of the many varying dynamics embedded in the CFS concept, Food Policy Coalitions have become an organizational model adapted by communities across the United States. While FPCs have grown in number considerably over the last decade, there remains a considerable lack of empirical research documenting evaluation and engagement methods, as well as strategies used to address community food security. This research, framed by the Community Coalition Action Theory, draws …

Investigating The Effects Of Motivational Interviewing Compared To Action Planning On Supporting The Emotional And Academic Success Of Ninth Grade Students In Advanced Placement Classes, Kai Zhuang Shum

USF Tampa Graduate Theses and Dissertations

High school students in accelerated curricula (i.e., Advanced Placement classes or pre-International Baccalaureate program) tend to report higher level of perceived stress compared to general education students due to additional academic demands that stemmed from accelerated courses (Suldo & Shaunessy-Dedrick, 2013). However, this group of students often receives limited if any targeted supports in schools because they tend to perform well academically (Suldo, O'Brennan, Storey, & Shaunessy-Dedrick, 2018). To address this gap in literature, this study investigated the efficacy of a targeted intervention in development to support academic and emotional success among students in accelerated curricula, namely the Motivation, Assessment, …