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Full-Text Articles in Education
Do We Belong? Understanding How Program Directors Perceive The Role Of The Intensive English Programs On University Campuses, Irene Silas
UNF Graduate Theses and Dissertations
This qualitative case study examines the perspectives of leaders of five intensive English programs (IEPs) about their departments’ positions at U.S. public universities as well as their perceptions of the directors’ roles in developing visibility on campuses. The data was collected through interviewing and analyzed using the Constant Comparative Method which produced five distinctive themes: planned happenstance; belonging; funding; work with university; director’s role. The cross-case findings presented similar ideas from all of the participants – intensive English program legitimacy and visibility on campuses have still not been achieved. The findings from the study can aid IEP directors, and especially …
Effects Of Online Aba Training On Stress Levels Of Parents With A Child With Autism, Kristen Duffney
Effects Of Online Aba Training On Stress Levels Of Parents With A Child With Autism, Kristen Duffney
UNF Graduate Theses and Dissertations
This quantitative study investigated the effects of an online training program in applied behavior analysis (ABA) on stress levels of parents that have a child with autism spectrum disorder (ASD). The online ABA training program is comprised of 22 videos which take a total of 4½ hours to complete. Parenting stress levels were assessed using the Parenting Stress Inventory Short Form (PSI-SF, Abidin, 1995) and general stress levels were self-reported scores immediately before and after the training. The assessment and questionnaire were completed online immediately before the ABA training was made available and immediately after the ABA training was completed. …
Changing Negative Attitudes Of Elementary Children Toward The Aged Through Positive Interaction And Aging Education Within The School Curriculum, Mary Emily King
Changing Negative Attitudes Of Elementary Children Toward The Aged Through Positive Interaction And Aging Education Within The School Curriculum, Mary Emily King
UNF Graduate Theses and Dissertations
Children develop attitudes at an early age, both positive and negative. Negative attitudes toward the aged can be changed through direct contact between the elderly and through aging education within the curriculum. Children have negative attitudes toward the elderly and the aging process. Direct contact can change these views by providing interaction between children and the elderly while aging education can bring about an awareness of the aging process and of the aged. With aging being an inevitable and important part of being human, it is necessary as well as important for educators to help children develop positive attitudes toward …
Technology And Its Implications For Early Childhood Educators: Considering The Microcomputer In The Kindergarten, Linda Lasalle Campbell
Technology And Its Implications For Early Childhood Educators: Considering The Microcomputer In The Kindergarten, Linda Lasalle Campbell
UNF Graduate Theses and Dissertations
Kindergarten teachers can effectively and sensitively integrate the microcomputer into a curriculum which strives to meet the needs of the total child. This study indicates, through a review of professional journals and current books on the microcomputer in education, the need for technological skills. It demonstrates the presence of microcomputers in today's schools, even in the early years. Uses of the microcomputer in the kindergarten classroom are presented for consideration. Recommendations are included which call for informed and caring teachers to use the microcomputer to meet the social, emotional, and cognitive needs of the individual child.
Interpersonal Interactions In Student-Teacher Relationships: Types And Effect On Student Achievememt, Cheryl S. Spivey
Interpersonal Interactions In Student-Teacher Relationships: Types And Effect On Student Achievememt, Cheryl S. Spivey
UNF Graduate Theses and Dissertations
The purpose of this study was to identify the types of interpersonal interactions, in student-teacher relationships, that have an effect on student achievement. These essential conditions of communication have been labeled: warmth, empathy, respect, genuineness, concreteness, self-disclosure, immediacy, and confrontation. Communication of these conditions, by teachers to students, shows a significant effect on student achievement when observed by classroom researchers. This investigation has also addressed the efficiency of training procedures used with groups of teachers who participated in the research studies, the results of which support the increasing awareness of human-relations development.