This study examined why some low-income families in the Central Florida area made particular school choices for their children. Specifically, this study aimed to understand why families living in poverty selected their zoned public school as their first choice as an educational pathway for their children. This study is significant because understanding how and why families make school choices allows educational stakeholders to provide more equitable circumstances for students and families living in poverty. Qualitative data collection methods revealed that families recognized the advantages and disadvantages of their choices, but ultimately selected a zoned public school for their children as the best option. A primary finding from this study revealed that families valued teachers over any other resource available in the school. This study is unique because families living in poverty are often under-represented in studies involving school choice. Recommendations that could improve upon this study may include the involvement of more participants from different regions.

The purpose of this study was to explore how elementary education teacher candidates (TCs) engage with simulated English learners (ELs) at different English proficiency levels though instructional conversations (e.g., Leveled Questioning) and how coaching and simulation can help shape their developing competence with this skill. Instructional conversation plays a vital role in increasing the language proficiency and complex academic thinking of ELs. This study focused on a dialogic experience based on the TC's performance in a coaching session within a simulated classroom. Conversation analysis (CA) was conducted among a triad of participants including teacher candidates, experienced coaches, and simulated ELs within an Elementary Education teacher preparation program at a large university. Data was collected during virtual Skype sessions. The study recruited 20 TCs for participation for this simulated experience. As themes emerged TCs' interactions were examined for a deep analysis of their interactions. The research questions investigated the verbal and non-verbal moves TCs used while interacting with simulated English learners; as well as the verbal and non-verbal moves coaches used when guiding TCs during a simulated experience with EL avatars. CA revealed details of talk-in-interaction between the triad of participants which included a focus on 3 main organizations of CA (turn-taking, sequence, repair). The results showed varied verbal and non-verbal interactions between a triad of participants which demonstrated how the interactions occurred during simulated events and shaped the TC's ability to adjust their questioning for simulated ELs at different levels of English proficiency. Informed by Socio-cultural Theory regarding teacher formation, this study used descriptive methodology in a new forum by using CA while not contributing directly to CA. In other words, CA was the methodology used for this study and is interpreted using a socio-cultural perspective. Implications for practice and future research are discussed.

Background: Qualitative syntheses have the potential to offer a great deal of insight into complex problems of practice. However, their methods often appear unclear and warrant ongoing scrutiny by the research community. Aim: This study introduces a novel combination of methods for synthesizing qualitative literature and explores the utility of these methods through a worked example of a real-world problem of practice. Methods: Qualitative studies that investigated barriers to adoption of wellness programs through the perspectives of key informants were systematically collected for synthesis. Key informants were identified as decision makers at small- to medium-sized businesses. The primary method used in this study was the Best-Fit Framework Synthesis (BFS). The BFS was augmented with Alignment Scores, CERQual Analysis, and a novel Saturation of Inquisition Test. Dedoose software was used to support data analysis. Results: The systematic search returned 4 studies that met the inclusion criteria. Diffusion Theory was systematically selected to develop a framework for analyzing qualitative findings. The synthesis generated four analytical themes and led to the development of a contextually rich conceptual framework. Analytical themes deeply informed the research questions while the framework offered a broader view of the overall problem. CERQual Analysis provided an added dimension of ranking amongst findings based on their level of confidence. The Saturation of Inquisition Test identified gaps in current research and validated decisions made during the synthesis. Alignment Scores identified specific points of misalignment and supported decision-making during the synthesis. Conclusion: The augmented BFS was a valuable method for synthesizing qualitative findings in a manner that informs practitioners and builds on relevant theory. The additional methods integrated seamlessly with the original BFS while enhancing transparency, reliability, and practical value of the synthesis. Further replication and critical evaluation of the overall methodology and its individual components is warranted.

This mixed methods study explored the relationship between emotional intelligence (EI), traits of personality, and performance on occupational therapy (OT) fieldwork. The purpose of this study was to determine whether EI or personality was predictive of student performance during the clinical portion of the academic program. In the first phase of this two-part study, 42 students enrolled in an OT program participated in two measures: The Genos EI (short form), and the Big Five Inventory. Student scores on these two measures were correlated with scoring on the AOTA Level II Fieldwork Performance Evaluation (FWPE) form. In the second phase of the study, 20 Clinical Fieldwork Educators (CFE's) were interviewed to determine their perception of the importance of EI and personality traits in regard to fieldwork performance. An analysis of the quantitative data was conducted using hierarchical linear regression, and a positive significant relationship was found between EI and fieldwork performance. Further analysis using partial correlation was conducted on each of the Big Five domains of personality, and no significant relationship was found between personality and fieldwork performance. An analysis of the qualitative data found multiple themes highlighting the importance of EI and traits of personality when communicating and collaborating with patients and their families, working as part of a team, and demonstrating empathy and compassion for others. This study adds additional information to the limited evidence on the key factors to fieldwork success in an OT program. The evidence presented here has practical and theoretical implications for OT admissions committees to consider when selecting candidates who will not only be successful academically, but clinically as well.

This mixed methods study was conducted to examine University of Central Florida (UCF) graduate student use and perceptions of usefulness of Web resources and tools that may support academic work, research, and academic goals. The frameworks of Connectivism and Personal Learning Networks (PLN) were used as a foundation to support the importance of Web resources and tools in relation to student learning, academic support, and progression. Qualitative and quantitative data was collected from active UCF graduate students using an electronic survey, with 998 participants completing the survey. Data analysis was conducted using an ANOVA one-way test to compare program mode types and the frequency of use with Web resources and tools. Participants that reported enrollment in face-to-face programs identified a higher frequency of use for Web resources and tools than participants in online programs. File-sharing tools and telecommunications applications were reported as used most frequently among the resources and tools identified on the survey, and these were also found as Web resources and tools perceived as the most useful. The examination of qualitative data showed that Zoom and Google Docs were reported most often by the participants as beneficial for use, which is consistent with the frequency of use and perceptions of usefulness data. The qualitative data also showed that participants are using the Web resources and tools the most to support course work, but they are also using these tools and resources for collaboration, research support, and cloud support. Further research would need to be conducted to help understand the factors that may contribute to the statistical difference from these groups. Overall, the reported data supports that the graduate student study participants were using several collaborative tools regularly and they were also identified as useful in support of academic course work, research, and academic goals. Further research could help to provide additional understanding related to the factors behind reported usage frequency and how Web resources and tools are identified for use.

Despite best efforts to fully prepare pre-service teachers (PSTs) with the knowledge and skills they will need as educators, many universities nationwide fall short of doing so. Poor or unrelated pre-service preparation of education majors prior to graduation creates disconnects between college coursework requirements and real-world expectations of educators, which decreases the value of these education programs. It also leaves many PSTs entering internship and subsequent first-year employment ill-prepared to handle all of the classroom responsibilities expected of them, which contributes to another nationwide problem: low retention of novice teachers. To address comprehensive preparation of PSTs, professors at one large metropolitan university in the southeastern United States initiated the Boots on the Ground (BotG) program, which exposes PSTs to direct instructional opportunities with K-12 students concurrently with early coursework. Multiple studies have found that closely integrating field experience with coursework is highly influential in increasing both the preparedness of PSTs and their self-efficacy as educators. This study is a mixed methods, participant-oriented program evaluation of the BotG program, meant to explore stakeholders' perspectives on the program's influence and inform improvement. It looks at the affect the BotG program has on perceived preparedness and self-efficacy of PSTs as well as its impact on different stakeholder groups. Study findings indicate that the early exposure to the profession and experience working with K-12 students provided to pre-service teachers who participated in the Boots on the Ground program may provide them with a means to increase perceptions of preparedness and self-efficacy for teaching. Findings also detail the program's influence on other stakeholders, including provision of extra support for the academic and behavioral support of K-12 students. The researcher also suggests implications for education and recommendations for further research.

Little is known about the social capital of adults in after-school settings or the ways in which they use social contacts to support youth success, particularly for at-risk youth. Their effectiveness as brokers for learning opportunities may depend on aspects of their social capital: both the quantity and quality of their social networks as well as their attitudes and beliefs related to seeking help from social contacts. This mixed-methods study surveyed 50 after-school program staff serving teens in high-poverty neighborhoods to examine the characteristics of adult social capital and to explore attitudes towards mobilizing social resources to support youth. Surveys measured social network size (total contacts), network social status (average prestige of known occupations), and network orientations, as well as social resource mobilization (brokering). The results of an initial logistic regression found that only total known contacts was a significant predictor of resource mobilization. Six participants were identified for follow-up interviews. Exposing youth to novel experiences emerged as a critical theme related to youth interest development and adult brokering action. Interviews also indicated that structural elements of youth programs might influence the need for staff to draw on personal connections, suggesting possible targets for intervention. This study provides novel insight into the characteristics of the social networks held by adults working in after-school programs, as well as into the attitudes and beliefs held by these individuals towards brokering learning opportunities for youth.

College students enrolled in an online introductory engineering course are not completing their homework assignments at an acceptable rate which impacts them, the instructor, and the college. This research study employed a quasi-experimental evaluation model to assess the effectiveness of two pedagogical methods designed to positively influence student homework completion rates and student attitudes toward homework. Despite evidence that grading penalties encourage students to submit their homework assignments, such strategies have historically been unsuccessful for the course used in this study. The researcher designed two pedagogical interventions, along with a survey instrument, to measure the impact of the interventions on completion rates and student attitudes toward homework, using a combination of inferential and descriptive statistics. Ideally, the findings of this study would be generalizable to subsequent offerings of the course used in this study, as well as other courses taught by the investigator, and potentially other faculty at the college. Although both interventions did not produce statistically significant results on impacting student homework completion rates, or improve student attitudes toward homework, the results of the study did indicate a positive correlation between student self-assessed knowledge gains attributed to the course and its homework. One intervention did improve homework completion rates, but the results only marginally improved final course grades, which does not fully align with prior research studies. In addition, this study provided the researcher an opportunity to study their own practice and the importance of homework and its effectiveness for student learning.

The purpose of this study was to develop and validate a needs assessment matrix for secondary specialized literacy professionals that identified the professional learning needs of literacy coaches. This tool was developed in order to inform school districts and secondary specialized literacy professionals about the types of professional learning support they will need for them to effectively meet the literacy needs of teachers in secondary schools. The Secondary Literacy Professionals Needs Assessment Matrix (SLPNAM) was created using a variety of methods. A synthesis of literature regarding school improvement, adolescent literacy, 21st century skills, adult learning, literacy coaching and the 2017 International Literacy Association's Standards for Specialized Literacy Professionals was used to provide the conceptual framework for the SLPNAM. The SLPNAM items were developed by interviewing coaching and content experts, going through several iterations before the final instrument was developed. Construct validity was established through exploratory factor analysis, and internal reliability was determined through Cronbach's Alpha. Sixty-four participants from 18 school districts in Florida responded to the SLPNAM. Data analysis indicated that the SLPNAM had a high level of internal reliability, and data reduction was used to ensure that items correlated with constructs it was intended to correlate with. Data from the exploratory factor analysis of the SLPNAM confirmed that construct validity was established. The results from this study provide opportunities for school districts to differentiate professional learning for literacy professionals. It also provides data for school administrators to define the role of the coach and assists secondary literacy professionals in setting professional learning goals specific to their roles.

A nonrandomized quasi-experimental, mixed-method double pretest-posttest design was used to compare the effects of a multilinguistic word study model of instruction –RAVE-O program (Wolf, Miller, & Donnelly, 2000) — in comparison with a phonics word study model of instruction — Fountas and Pinnell Phonics Lessons — Letters, words, and how they work (Pinnell & Fountas, 2003). Repeated measures data were collected over 12 weeks, reflecting three points in time (i.e., Time 1: Fall pretest – baseline to Time 2: April pretest to Time 3: June posttest) to examine 50 first-grade students' growth in word reading and spelling. Additionally, the linguistic patterns of spelling errors were examined across approaches. It was hypothesized that first-grade students who received explicit multilinguistic word study instruction would demonstrate greater literacy achievement (i.e., word reading and spelling) than first-grade students receiving traditional phonics word study instruction. It was also hypothesized that the linguistic pattern of spelling errors (i.e., phonological, orthographic, transpositions, and morphological) would differ as a function of the instructional approach. Neither proposed hypothesis was confirmed in this study. Data showed an overarching pattern of achievement in which, for most outcomes, children demonstrated growth in word reading and spelling skills regardless of the word study approach. More extensive examination of spelling (i.e., correct words, feature points, and inflected endings) revealed significant growth over time for all spelling outcome measures — including morphological comprehension and use, regardless of the word study approach. The linguistic categories of spelling error types on multimorphemic words from least to most were transposition, orthographic image, phonological, orthographic, with the most frequent errors being morphological errors. Students in both groups demonstrated significant growth from pre- to post-testing on their ability to provide the correct affix (i.e., prefix or suffix) when spelling multimorphemic words (i.e., unable, return, giving) — even if they were unable to spell the word correctly. While neither proposed hypothesis was confirmed in this study, the results showed that multilinguistic word study instruction could produce comparable results to traditional phonics word study instruction. This study also reinforced that children in the primary grades can access and use varying linguistic resources and processes, including higher-level morphological knowledge in their reading and spelling development. Furthermore, this study supported the position that examining instruction in the primary grades that incorporates metalinguistic information and a greater understanding of oral and written language versus waiting until the upper grades warrant further examination.