Gina M. Hufty
AD Henderson University School/FAU High School

Abstract

Reading is a complex process that requires many skills in order to make meaning of text. Therefore, when children struggle to read, it is not a simple fix. This study examined what impact an incentive program had on third- through fifth-grade struggling readers’ motivation to participate in reading interventions and their perceptions of themselves as readers with the hope of increasing achievement and students’ motivation to read. The findings of this study showedbthat the incentive program increased students’ motivation to participate in the reading interventions but did not show significant improvement in students’ self-perception as readers. A third unexpected finding came about as a result of analyzing the pre-survey data. Struggling readers’ negative attitudes toward participating in a reading intervention were not communicated through responses on the pre-survey or were not as negative as initially believed to be by the teacher.

Citation

Hufty, G.M. (2020). Impacts of Incentives on Struggling Readers. Florida Journal of Educational Research, 58(7), 84-92.

Download: 8Hufty.587.pdf (2207 downloads )

Tara Palmer
P.K. Yonge Developmental Research School

Abstract

I am a fourth- and fifth-grade teacher at a K–12 developmental research school in which I conducted action research examining how instruction impacted student confidence during a mathematics block. I conducted anonymous surveys and student interviews and studied how instructional strategies used for math support positively affect student math confidence and selfperception. The students offered insights into their experiences and suggestions for future implementation. This work developed a unique homework set-up to personalize and support students at their level while targeting specific skills. I will continue to work to increase student self-efficacy.

Citation

Palmer, T. (2020). Math Confidence in an Elementary Mathematics
Classroom. Florida Journal of Educational Research, 58(7), 75-83.

Download: 7Palmer.587.pdf (1210 downloads )

Carla-Ann Brown
P.K. Yonge Developmental Research School

Abstract

A sixth-grade World Cultures teacher created a system of dialogue where students reflected on their growth throughout a unit/semester and passed ownership from parents/teachers taking responsibility for assessment of student growth to students taking ownership of their reflection in the Project-Based Learning (PBL) process. The teacher wanted to understand the relationship between participation in student-led conferences/conversations and student agency in the reflection of individual progress. Data included student/family pre-conference notes, conference videos, and student/parent surveys. She found that having the student-led conference transferred ownership of personal habits of work to the students, and the structure of a student-led conference was an effective way for families to connect with their students.

Citation

Brown, C.A. (2020). The Influence of Student-Led Conferences on Communication and Dialogue with Parents. Florida Journal of Educational Research, 58(7), 58-74.

Download: 6Brown.587.pdf (989 downloads )

Joann Farmer
Florida Gulf Coast University

Jingshun Zhang
Florida Gulf Coast University

Abstract

The purpose of this study is to investigate students’ gain in self-protection efficacy after participating in face-to-face active shooter training. Research was conducted at a state level university to determine if face-to-face active shooter training for undergraduates was more effective than online training. Face-to-face training was administered to 170 undergraduates in five different classrooms over a 10-day period. Pre- and post-surveys were administered to the participants to determine differences in their understanding of active shooter protocol and confidence in their abilities to execute protocol if needed. Paired sample t tests revealed there were significant differences in the pre- and post-training surveys. ANOVA tests were conducted to determine how much online active shooter training enriched students’ feelings of safety on campus and the degree to which face-to-face active shooter training influenced students’ knowledge of protocol and feelings of being able to protect themselves in an active shooter situation.

Citation

Farmer, J., & Zhang, J. (2020). Run, Hide, and Fight to Save Your Life. Florida Journal of Educational Research, 58(7), 44-57.

Download: 5Farmer.587.pdf (1023 downloads )

María D. Vásquez-Colina
Florida Atlantic University

Leisha Cali
Hodges University

Bret Danilowicz
Florida Atlantic University

Sunem Beaton-Garcia
Broward College

S. Kent Butler
University of Central Florida

Joaquin Martinez
Miami Dade College

Jeremy Moreland
St. Thomas University

Meline Kevorkian
Nova Southeastern University

Abstract

In this article, a panel of administrators and faculty describe and analyze their institutional experiences across seven Hispanic-serving institutions (HSI). While there is growing research on HSIs in the United States, there is limited published evidence of HSIs discussing their identity. As the Hispanic population increases, scholarly initiatives and student services have an opportunity to focus on Hispanic college enrollment and retention, as well as on fostering cultures representative of Hispanic students’ cultures. The question that guided this panel discussion was: How has HSI status shaped your institution’s organizational identity and initiatives? The inquiry revealed five interrelated elements that compose an HSI identity: institutional aims, student body, campus culture, community connections, and faculty and staff initiatives. A discussion on HSI literacy is offered as a notion to include in the HSI research literature.

Citation

Vásquez-Colina, M.D., Cali, L., Danilowicz, B., Beaton-Garcia, S., Butler, S.K., Martinez, J., Moreland, J., & Kevorkian, M. (2020).  An Inquiry to Discover Hispanic ServingInstitution Experiences on Serving Hispanic Students. Florida Journal of Educational Research, 58(7), 34-43.

Download: 4Vasquez.587.pdf (1014 downloads )