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This descriptive study examined turnover intention for wait staff working at independent and regional chain restaurants in central Florida. The purpose of this dissertation in practice was to understand the role that stress, Person-Environment Fit, and demographics play in turnover intention. A self-report questionnaire was distributed to wait staff in central Florida via social media websites. The self-report questionnaire consisted of the Perceived Person-Environment Fit Scale (PPEFS), the General Workplace Stress Scale (GWSS), and the Turnover Intention Scale (TIS-6). A total of 265 responses were collected from participants and the responses were analyzed using a stepwise regression and two multilinear regressions. The analysis of the data revealed that stress and Person-Supervisor Fit were the two strongest predictors of turnover intention. The data revealed that demographics, particularly age and gender, did not influence turnover intention. This study provides unique insights on the central Florida restaurant industry, particularly when examining how stress and Person-Environment Fit influence turnover intention. The findings of this study indicate a need for further investigation on how to decrease stress and improve employee-manager relationships for servers at central Florida restaurants.

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The purpose of this interdisciplinary project on human impacts on the environment was threefold. First, I sought to deepen students’ three-dimensional science learning by purposefully integrating related English Language Arts (ELA) standards. The reading and writing standards reinforced the science and engineering practice of obtaining, evaluating, and communicating information and the crosscutting concept of cause and effect (NRC 2012) within the context of Earth science. Second, I wanted to broaden students’ understanding of human impacts on the environment; this is important not only from an academic learning standpoint but also from a global citizenship standpoint. Finally, I wanted students to engage in a meaningful opportunity to use coding to demonstrate their science and ELA learning.

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College faculty are recognized as experts in their academic disciplines with a wide range of knowledge about their disciplines. As a manifestation of their academic freedom, they have assumed responsibility for folding that discipline knowledge into course design. Generally untrained as teachers, however, they have followed circuitous routes into the realm of course design. While scholars, peers, administrators, legislators, and the public have examined their delivery strategies in the classroom, little consideration has been given to the processes faculty use to select appropriate course content for their students. Focusing on those selection processes, this study sought to describe (1) how faculty learn to choose content, (2) the place of students among the influences on their content selection, and (3) the processes they undertake in their decision-making about course content. The study involved a questionnaire and interviews. The results of this study indicate that some faculty, albeit a minority, do focus on students as they choose content. They consider students to be a primary influence, and they collect data in an informal, intuitive manner about students. They may not know current principles of learning theory, but they seem to have a sense of what works for students. This sense has led to a practice of course design which is unique to individual professors, fluid, and isolated. The majority of faculty are concerned with students, but are discipline-centered in their content selection. Across types of institutions and disciplines, their first loyalty is to the furtherance of the academic discipline. They do report an interest in learning about topics related to students, especially learning theory. Faculty and administrators who are interested in enhancing the focus on students in higher education should find the study useful. They will want to search out those student-centered planners and begin to document their processes as a first step in identifying and transmitting effective steps in the content selection practice. They will want to plan development activities, perhaps rooted in the disciplines, and find ways to support faculty as they learn and practice relating needs assessments to content selection for their courses. / Ph. D.

Abstract Because the Internet reaches beyond borders and the World Wide Web (WWW) blossoms everywhere, taking such convenience, instructors and students may participate teaching and learning activities anytime in anyplace. Thus, the traditional instruction has been changed tremendously, not only in the way that knowledge is presented, but also in the way that instructions and feedbacks are exchanged, as well as in the environment that has been changed from concrete classrooms to the virtual world. Instruction via the Internet, or the Web-based Instruction, has been a trend. This new instruction has impacts the traditional instruction a lot. Therefore, we¡¦d like to discuss whether the Web-based instruction could replace the traditional instruction. This research refers the comparison method from Bereday, George Z.F. 1920-1983, also makes documents analysis to compare and evaluate the characteristics between the traditional instruction and the Web-based instruction in teaching media, class management and assessment. We expect this research and its suggestions may provide a reference for the development of the Web-based instruction and for the improvement of the traditional instruction in Taiwan. Thus, our future instruction may take advantages from both the Web-based instruction and the traditional way.

This study was undertaken to investigate how program sequencing would effect a sixth-grade group of Ss. A linear program of 111 frames that taught base five arithmetic was chosen for the study. The program presented in its original order was called the logically sequenced program. The program whose frame sequence was determined by a table of random numbers was called the scrambled sequenced program. On the basis of IQ scores, two groups of students were formed. Equal numbers from each of these two groups were then assigned at random to one of the two programs of instruction. The two programs of instruction were presented to the Ss by means of computer terminals. A posttest was then administered to test the effect of program sequencing on learning facts and skills that were taken directly from the program. Also tested was the effect of program sequencing on the student's ability to use the principles developed in the program to solve problems that are an extension of these principles. There was found to be a significant increase in the program error rate and program completion time for the scrambled sequenced program when compared to the logically sequenced program, implying that the program chosen for the study contained dependency among the frames. The results of the posttest indicated that there was no significant difference between the mean scores of the two groups although in each case the logically sequenced group did achieve a higher mean score. It was also found that there was no significant interaction between sequence of instruction and ability level. Many previous studies in program sequencing have dealt with an older population in comparison to the population chosen for this study. The conclusions from these studies have generally been that sequence of instruction has been overemphasized as a variable for consideration in program construction. While the results of this study indicate that sequence of instruction may be more important for a younger population, some doubt is raised as to the importance of attempting to obtain a carefully sequenced, small error rate program. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate