College of Education

For nearly 60 years, politicians and policymakers have sought to improve the educational outcomes of students across their states and the country through legislated policies and programs. Despite their efforts, little progress has been made in improving the outcomes of the nation’s most vulnerable students. The achievement gap persists, and poverty divides the haves from the have-nots, especially in reading achievement.
This study was designed to explore the impact of increasing time allocated for reading instruction on student achievement in English Language Arts (ELA). Additional research questions were also included to determine if other factors impacted student achievement in ELA. The objective of this study was to determine if adding instructional time for any number of years improved student outcomes in reading.

This study addressed gaps in research on understanding the preparedness status of emergency management programs within Florida College System (FCS) and State University System (SUS) institutions. The quantitative assessment involved 21 institutions (51% response rate).
A survey instrument was developed from prior studies and measured programmatic factors. These questions explored the current preparedness level regarding emergency management programs within Florida’s FCS and SUS institutions, the involvement of stakeholders in these programs, the perceived preparedness to respond to various hazards, the extent of institutional investment in emergency management efforts, and the organizational frameworks characterizing the emergency management departments or units within these institutions.
Findings revealed that FCS institutions generally have needs, particularly in exercises and financial resources, suggesting foundational elements are present but highlighting opportunities to advance their preparedness. In contrast, SUS institutions report needs in planning and financial support, emphasizing the necessity of comprehensive and updated emergency strategies and plans and sufficient funding as programs advance. Both systems displayed strong leadership commitment that supported their levels of preparedness.

There is a growing interest and attention for organizations to move from a shareholder capitalist to stakeholder capitalist business model, in which delivering environmental, social, and governance (ESG) performance is becoming more pronounced. Because of this transition, there is growing pressure for managers at all levels to act in sustainable, socially responsible, and ethical (SRE) ways; yet the current management models are based on maximizing economic value and scientific management. Therefore, the attempts to try and manage 21st century organizations with 20th century management practices and the aspirations of responsible management education have not demonstrated the desired effect (Laasch & Gherardi, 2019), as seen by continued business failures. It is not yet understood whether it is possible for the everyday manager to effectively navigate the tensions and contradictions of trying to deliver economic value to shareholders, social and ecological value to other stakeholders, while simultaneously attending to regulatory policies and, in the process, avoiding burnout for overtasked managers. Conducted in a debt remediation call center in the Dominican Republic, this study used an eclectic design integrating abductive analysis with a cultural-historical activity theory methodology to explore responsible management practices at the lowest levels of management. The findings describe responsible managers as pressure moderators enacting four primary elements: 1) embracing a pluralistic logic of responsibility, 2) accepting tensions with resilience, 3) engaging practices dynamically to moderate pressures, and 4) learning primarily on the job amid real work. In this organization, moderating the pressures of emotional labor was the primary object of their attention.

Sound health is critical to quality of life (Skevington, 2007). Acquisition of skills in self-determination and independence are integral to quality of life. Two facets that engender self-determination and independence for an individual are healthy food choice and food preparation (Koponen et al., 2019; Yaddaden et al., 2019). However, healthy food choice and food preparation have received scant attention as individuals with intellectual and developmental disabilities (IDD) continue to face health disparities and poor health status. The purpose of this dissertation was to explore single subject experimental studies conducted on healthy food choice and food preparation from 2005 to 2022 in peer-reviewed journals. The methodology utilized a journal hand search, database search, and ancestral search. The results indicate that of the combined search of over 75,000 articles, less than 1% involved healthy food choice and/or food preparation. The results also illuminate the paucity of the research on healthy food choice and reveal that food preparation is gaining more attention in the empirical literature. The limitations of the study and implications for practice and research are also discussed.

In this narrative study, the racial socialization experiences of six Black women college students enrolled at predominantly white institutions (PWIs) will be explored. The purpose of this study is to understand the racial socialization experiences of Black women college students and how these experiences impact how they engage in private and public spaces. The following research questions will guide this study:
1. How are Black women college students racially socialized at PWIs?
2. How do Black women college students enrolled at PWIs engage in private and public spaces?
Gaps in the literature focus on how Black women in college engage in spaces where they are the minority and how these experiences impact their overall matriculation into higher education (Porter et al., 2020). Intersectionality (Collins, 2019; Crenshaw, 1989; Porter et al., 2020) were used to guide this dissertation study of how Black women college students experience racial socialization and engage in spaces at PWIs. This study is a significant contribution to the literature as one of the few studies that seek to understand the complexity of intersecting systems of society that impact the experiences and lives of Black women at PWIs. The findings of this study showed that Black women college students experience racism and microaggressions that impact the way in which they engage private and public spaces at PWIs.

Intervention packages combing behavioral interventions (e.g., time delay, physical prompting, or prompt fading) and Augmentative and Alternative Communication (AAC) systems have proven to be effective in developing communication skills for children with autism spectrum disorder (ASD) (Charlop-Christy et al., 2002; Greenberg et al., 2014). However, both preservice and in-service speech language pathologists have limited exposure to the benefits of using behavioral interventions to teach non-vocal functional communication skills (King et al., 2014; Muharib et al., 2019). This study used a multiple probe design across participants design to examine the effects of an online training package to teach speech-language pathologists (SLP) to use a behavioral intervention that combines backward chaining and AAC systems to increase non-vocal requesting of children with autism spectrum disorder (ASD). Two preservice SLPs completed three self-guided video modules on backward chaining and augmentative and alternative communication, engaged in role plays with an adult confederate, and participated in live feedback sessions. Once completed, preservice SLPs learned to use a backward chaining procedure with a communication board to teach children with ASD non-vocal requesting. Results showed that the online training package was effective in increasing the knowledge and skills of the preservice SLPs in using backward chaining to support AAC use and increase the child’s non-vocal requesting.

There is increasing reliance on STEM higher education as a source of innovation, and on faculty as knowledge producers. Simultaneously, universities are systemically changing internal structures to increase equity and inclusivity to attract and retain more STEM women. Women remain underrepresented in specific STEM disciplines and are missing from upper faculty ranks. The research corpus on STEM women lacks studies on women on tenure tracks, and on the relationships among climate, fit, and job satisfaction, and the extent to which job satisfaction aids retention of STEM women. Also sparse is research on leadership’s roles in women’s advancement and retention at the departmental level. The purpose of this study was to understand how the climate within a STEM college contributed to the professional development and sense of belonging of women faculty at a research institution with a National Science Foundation (NSF) ADVANCE grant. This study also explored leadership’s role in fostering a climate of support toward women’s advancement. NSF ADVANCE funds institutions working toward systemic change, but even with an ADVANCE grant, it can be difficult to make climate changes in academic departments where women are historically underrepresented. Thus, we don’t know, a priori, what we might find in such a setting. Gendering organization theory guided this study. Two overarching questions were formulated to address the problems associated with low numbers of women in STEM departments. The methodology utilized a qualitative single instrumental case. The sampling plan included leaders, faculty, and documents; and data sources included interviews and document review.

Online shopping is a common feature of modern adult life and is made easy with targeted advertisements, a large buy now button, and pre-entered credit card information. However, these features do not support making purchasing decisions based on what is best for the individual. Decision making about buying items requires an understanding of basic mathematics, one’s current finances and circumstances, and information about the product, then choosing whether to purchase the item. Adults with intellectual and developmental disabilities (IDD) need explicit instruction on how to make informed decisions regarding online purchases.
The current study sought to evaluate the effectiveness of an intervention package consisting of a mnemonic and behavior skills training (BST) delivered remotely to improve the decision making of three adults with IDD when shopping online through a multiple probe across participants design. Inter-observer agreement and procedural fidelity was assessed throughout each phase of the study and social validity interviews were conducted to measure perceptions of participants, parents, and professionals on the importance of the goals, procedures, and outcomes of the study.

This study aimed to understand the relationship between School Counseling Site Supervisors’ (SCSS) characteristics, Social Determinants of Health (SDOH) training, cultural humility, advocacy competency, and SDOH competency (n = 69). SDOH refers to the factors that inform an individual’s physical and mental health. Cultural humility refers to an innate openness and curiosity about individual experiences, perspectives, and culture. Advocacy competency refers to the ability to implement advocacy efforts within an individual’s community. Having competency with addressing SDOH in schools, practicing cultural humility, and advocacy competency can help SCSS improve supervision practice within school communities.
This study followed a non-experimental, correlational survey research design. Multiple linear regression analyses were conducted to measure the strength of the relationships between the variables. The data supported statistically significant relationships between SDOH-based supervision training (F(12,51) = 2.59, p < .05, R2 = .38), cultural humility (F(1,67) = 6.17, p < .015, R2 = .08), and advocacy competency (F(1,67) = 9.7, p < .003, R2 = .13) as predictors of SDOH competency.

This systematic literature review investigates K-12 social studies educators' perspectives on digital game-based learning (DGBL) from 2015 to 2024, focusing on its impact on student engagement, motivation, and learning outcomes. Using Braun and Clarke’s (2006) reflexive thematic analysis, data from 10 studies were synthesized. Four main themes emerged regarding engagement and motivation, and three concerning learning outcomes. Findings indicate that while teachers recognize DGBL's potential benefits, they prioritize meeting learning objectives over new instructional strategies due to teaching demands and limited suitable digital games. Barriers such as time constraints and resource limitations hinder broader DGBL implementation. Overcoming these challenges requires collaboration among educators, administrators, and policymakers to leverage DGBL in K-12 social studies education fully.