Walkability research has broadened in the past few years, being performed by researchers in different fields such as urban planning, public health, and transportation planning. Definitions of walkability and methods of operationalizing the concept vary widely. Since the results of studies that incorporate walkability may well have policy implications, it is important to consider the potential impacts of different definitions and methods of measurement. This thesis investigates to what extent walkability indices may differ when either the composition of the indices is changed or when different quantitative methods of standardization are used to summarize their component measures. The association of these different walkability indices with socio-demographic variables is also investigated to determine the variability in such associations. The thesis also investigates to what extent changing the spatial extent of a study area, in this case the definition of an urbanized area, may also lead to differences in how walkability measures may be associated with socio-demographic variables. In the analysis process, several methodological innovations were developed such as applying new detailed GIS analysis, developing two accessibility measures and two accessibility indices, creating a comprehensive walkability index, and applying the latest methods from spatial econometrics. The results from investigating the research questions showed that even though walkability scores across the study area are different based on index compositions or index standardization methods, their association with socio-demographics is fairly consistent. When investigated for areas with different extents, the association between walkability and socio-demographics differed more.

The purpose of this study was to describe and explain participants’ perceptions of Tampa Bay Area Writing Project (TBAWP) influence on professional learning over time. This study explored Writing Project impact on professional learning by accessing the oral histories of three educators who were involved in TBAWP between 1998 and 2004. The research question was: • In what ways, if any, has long-term involvement in the Tampa Bay Area Writing Project impacted the teaching practice, career growth, and professional learning of participating educators? This qualitative study employed constructivism as the theoretical framework. Analysis of study data resulted in specific findings. Educators’ stories revealed Writing Project participation significantly impacted their teaching practice, career growth, and professional learning. The lasting impact of Writing Project involvement was seen in the ways in which educators infused the concept of community into their teaching practice, accepted leadership positions within the profession, and ultimately went on to conduct professional learning experiences for educators. Data analysis generated a conceptual model that examines the lasting impact of educator professional learning. Implications of this finding are significant for longitudinal inquiry of educator professional learning and for impact studies of long-term Writing Project involvement. In addition to providing exemplars of educator stories of practice over time, the study contributed to development of a fuller understanding of effective professional development, educator professional learning, and the lasting impact of Writing Project involvement.