This dissertation was motivated by an observed incongruity between the methodology employed in current second language teaching—the communicative approach—and the pedagogical orientation found in the majority of Spanish placement tests—the form-focused methods that characterize traditional language teaching. Two main aspects were identified as particularly needing attention: the general absence of a listening comprehension measure and the persisting presence of features from pre-communicative days. The first goal of this study was to determine whether adding a listening comprehension measure to a test of vocabulary, grammar, and reading comprehension has an effect on its accuracy to assess Spanish proficiency. The second goal was to determine whether there are any significant differences in the performance of a subset of items written in accordance to communicative guidelines (experimental items) and another subset of items that follow a more form-based approach (control items), taken from existing exams. A review of the literature on the communicative approach to language teaching and testing from the 1970s until present provided the necessary guidelines for the writing of the experimental items and the selection of the control items. An analysis of the most salient features found in Spanish placement exams, as well as a review of the latest research on computer-based language testing are also included. The research instrument was a computer-based, multiple-choice, self-scoring test, specifically designed for this study. The test was administered during the 2001 Spring semester to a total of 233 students enrolled in elementary and intermediate Spanish language classes at two universities. The analyses of the data confirmed that there is a significant effect associated with the methodology reflected in the items on a test. The listening section was found to accurately discriminate among levels of skill. The study also demonstrated that it is possible to develop a test that: (1) has the advantages of delivery by computer, (2) has features that are in accordance with the communicative approach employed in second language instruction, and (3) is a valid measure of Spanish ability. More importantly, the test demonstrated the feasibility of including a component for the assessment of listening skills.

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"The study of recent trends in elementary school evaluation, reported in the following pages, was made because the writer felt the need for further knowledge of the endeavors being made in the field of elementary school evaluations"--Introduction. / "August, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in Partial Fulfillment of the Requirements for the Degree of Master of Education under Plan II." / Advisor: Edna Parker, Professor Directing Paper. / Includes bibliographical references (leaves 43-46).

The low quality of educational services in the favelas (slums) of Rio de Janeiro is well documented (e.g., Abramo, 2003; Alves, Franco & Ribeiro, 2008; Cano, 2012; Cavallieri e Coelho, 2003; Frigotto, 2004; Henriques, 2000; Henrique & Ramos, 2011; Machado, 2002 & 2008; Valladares, 2010). In 2010, the average twenty-five year-old living in a favela would not have completed primary school. The adult illiteracy rate is almost three times higher in the favelas as compared to the population that does not live in Rio's slums (Rocha & Carusi, 2012). Alves and Ribeiro (2008) showed that children and teenagers that live in favelas are 51 times less likely to be in the appropriate grade given their age compared to a similar population that does not live in the favelas. The achievement gap between high and low-income children is widely discussed in the literature (see, for example, Bowles, 2014; Caldas & Bankston, 1997; Clark, 1984; Heyneman & Loxley, 1983; Lee & Burkam, 2002; Reardon, 2011). I was interested in exploring to what extent educational policies that target low-income students were contributing to reducing the achievement gap between poor and non-poor children. To study this topic, I investigated a specific educational initiative implemented in the city of Rio de Janeiro, called Escolas do Amanhã (EDA), and its potential effects on student learning outcomes, as proxied by average test scores in math and Portuguese, and by average dropout rates of EDA schools compared to non-EDA schools. Given the lack of random selection, a simple comparison between outcomes achieved at schools within and outside of the program would threaten to bias estimates of the program's effect. To address the sample selection bias, I employed the propensity score matching technique to build similar treatment and comparison groups such that the only observed difference could be attributed to program differences. The assumption is that the schools would have the same disposition to receive the treatment (propensity score), but one group would receive the treatment and the other would not. In the analysis of 4th grade Prova Brasil scores and drop out rates, one hundred and forty-one control units have been matched to one hundred and forty-seven Escolas do Amanhã schools. For the outcomes related to 8th grade standardized assessment score, one hundred and seven control units have been matched to one hundred and forty-seven Escolas do Amanhã. Although EDA schools underperform in mathematics and Portuguese test scores compared to non-EDA schools, the differences were not significant. Therefore, based on my findings, there is no credible evidence as to whether the Escolas do Amanhã program improves students test score or the likelihood of completing elementary education. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2016. / March 14, 2016. / education policy and evaluation, elementary education, favelas of Rio de Janeiro, propensity score matching, quasi-experimental design / Includes bibliographical references. / Carolyn D. Herrington, Professor Directing Dissertation; Thomas Blomberg, University Representative; Patrice Iatarola, Committee Member; Flavia Ramos-Mattoussi, Committee Member; Stephanie Zuilkowski, Committee Member.

Autism spectrum disorder (ASD) can be defined as group of complex disorders of brain development that includes difficulties with social interaction, verbal and nonverbal communication, and repetitive behaviors (Autism Speaks, n.d.). It is estimated that roughly one in every 68 children has been identified as being on the autism spectrum (Center for Disease Control and Prevention, 2014). This number has increased since the first epidemiologic research was conducted in the late 1960s, in which only one in every 2500 children were identified, and researchers suppose this increase is due to better awareness and recognition in diagnostic practices (Blumberg et al., 2013; Schieve et al., 2011). The greater number of children identified with autism spectrum disorder (ASD) has led to more services available to help, including music therapy. As ASD has developed clearer definitions and information, music therapists have begun to expand their interventional approach (Reschke-Hernández, 2011). However, to date, no study has examined what types of interventions are being used. Therefore, the purpose of this study was to investigate the types of professional collaborations, use of non-musical technology, and music therapy interventions that are incorporated by music therapists when working with children in the ASD population. Participants (N= 582) for this study were board-certified music therapists in the United States that were contacted through The Certification Board for Music Therapists (CBMT) organization and held at least a Bachelor's degree in music therapy. After giving consent, each participant completed a survey created by the researcher. This survey contained single answer, multiple choice answer, and fill-in-the-blank questions. Data was analyzed to create sums, percentages, and means for each research question. The data revealed that of the music therapists who participated in this study, they indicated always collaborating with other professionals and therapists when working a client with ASD. Furthermore, this collaboration happened regardless of environment or length of time working in a particular environment, and sometimes happened multiple times a week. Data also found that music therapists altered their therapy approach to some capacity while collaborating with other professionals. Finally, participants relied heavily upon non-musical equipment as a supplement, especially technology, and used it regularly during therapy sessions. / A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree of Master of Music. / Spring Semester 2016. / March 2, 2016. / ASD, collaboration, intervention, Music therapy, technology / Includes bibliographical references. / Kimberly VanWeelden, Professor Directing Thesis; Clifford Madsen, Committee Member; Alice-Ann Darrow, Committee Member.

Scaffolding is a type of instructional support that helps students to complete a learning task that exceeds their current ability. Scaffolding plays an important role in augmenting other instructional approaches, such as problem-based learning, and facilitates gradual shifts of responsibility from the more advanced others to the learner (Belland, et al., 2015). The process through which the scaffolding support shifts and eventually is removed is called fading. How to properly fade the scaffolds in order to better prepare students for a real world application task has not been extensively examined, especially with regard to computer-based instruction (CBI), when there is minimal or no instructor assistance. This study examined the effects of different fading approaches in CBI on students' post-test performance, cognitive load, and test anxiety. The study population was pre-service teachers who practiced constructing concept maps based on real instructional scenarios. Two different fading approaches were compared: gradual fading of scaffolds and sudden fading of scaffolds before an application task. The gradual fading condition presented the students with the fully scaffolded instruction during the first class session, less scaffolded instruction during the second class session, and no scaffold in their instruction during the third class session. Students took a post-test with no scaffold during their fourth class session. The sudden fading condition presented the students with fully scaffolded instruction for class sessions one to three, and removed the scaffolds entirely during their post-test class session four. It was hypothesized that students who received gradual fading would receive higher post-test scores, and report lower cognitive load and test anxiety levels during the post-test compared to students who received sudden fading. One hundred and four students enrolled in six sections of an undergraduate technology course agreed to participate in this study. Class sections were randomly assigned to either the gradual fading or the sudden fading condition. Data from 58 participants, who attended all four class sessions and experienced the entire fading progress, were used in the statistical analysis. Students of both conditions received the same direct instruction and pre-survey before the intervention, and repeated cognitive load surveys and test anxiety surveys during the four class sessions. Students' post-test scores were recorded to reflect their performance. No significant differences were found between the gradual and the sudden fading conditions in students' post-test performance, cognitive load levels, and test anxiety levels in each of the four different class sessions. Additional analyses yielded three findings. First, students in both conditions reported relatively high cognitive load and test anxiety from their learning experiences. Second, students who received sudden fading reported a significantly lower cognitive load in class session two compared to that in class session one. Third, students who received sudden fading reported significantly lower test anxiety during the post-test compared to their previous practice session. The results of the study suggest that students who received gradual fading did not outperform students who received sudden fading. Fixed scaffolds, in general, do not support individualized learning and ill-structured problem-solving in CBI. In practice, if fixed scaffolds must be used, sudden fading may be superior to gradual fading condition in supporting students' access of learning support in complex problem-solving, and in alleviating their test anxiety through fully scaffolded practices. These results contribute to the understanding and improvement of scaffolding design in CBI. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Spring Semester 2016. / April 05, 2016. / Includes bibliographical references. / Vanessa Dennen, Professor Directing Dissertation; Jonathan Adams, University Representative; Fengfeng Ke, Committee Member; James Klein, Committee Member.

In November 2002, Florida voters approved a class size reduction (CSR) amendment to the state constitution that required the State to lower class sizes to specified cap amounts in pre-kindergarten through twelfth grade by the beginning of the 2010-2011 school year. Increasing the demand for highly skilled teachers and producing a shift in teacher assignment, the potential impact of smaller classes on the equitable distribution of teacher quality resources is significant. Using 13 years of longitudinal data, this paper provides a longitudinal descriptive analysis of the impact of this CSR legislation on the distribution of teacher resources across all elementary schools in Florida. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2017. / April 4, 2017. / Includes bibliographical references. / Patrice Iatarola, Professor Directing Dissertation; Diana Rice, University Representative; Stacey A. Rutledge, Committee Member; Carolyn Herrington, Committee Member.

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