Daniel Lee
University of Tasmania

William Baker
University of Tasmania

Nick Haywood
University of Tasmania

Abstract

Twenty-first century telecommunications have spawned new developments in anthropological research. Researchers now utilize online tools and investigate virtual social phenomena. A research project at the University of Tasmania required the development of a tailored methodology to investigate real-world activities across multiple education institutions and associated online communities. The study employed a blend of traditional and contemporary approaches assembled from established methodologies. Considerations influencing the development of the methodology are presented with the intention of informing future researchers of valid methodological design. Ontological and epistemological concerns are addressed to establish a framework for 21st century ethnographical methodologies.

Citation

Lee, D., Baker, W., & Haywood, N. (2020).  Engaging with 21st Century Methodologies in Contemporary Education Research: Developing a Multi-sited, Distance, Online Ethnography. Florida Journal of Educational Research, 58(7), 20-33.

Download: 3Lee.587.pdf (811 downloads )

Nirmal Ghimire
University of Central Florida

Sushila Regmi
Oslo Metropolitan University

Abstract

This study examined the influence of school and school district variables on schools’ average results for the civics end-of-course (EOC) assessment. A two-level hierarchical analysis was conducted using the percentage of students from low-SES per school, school size, and school type as Level 1 predictors and the average district poverty ratio and non-Hispanic White population as Level 2 moderators. The results showed that a higher percentage of poor students, district poverty level, and the district non-Hispanic White population had a negative impact on the average number of students who score proficient on civics EOC assessments. Similarly, school size and school type were significant predictors of the average school civics EOC proficiency rate.

Citation

Ghimire, N., & Regmi, S. (2020).  Do School and School District Influence Students’ Performance on Civics End-of-Course Assessment? A Multilevel Analysis. Florida Journal of Educational Research, 58(7), 3-19.

Download: 2Ghimire.587.pdf (974 downloads )

Jennifer R. Wolgemuth
University of South Florida

Alyson Adams
University of Florida

Maria D. Vasquez
Florida Atlantic University

Lodi Rohrer
University of South Florida

Deb Christie
University of South Florida

Abstract

The FJER Editorial Team is excited to announce publication of the first annual FERA Special Issue! The FERA 2019 Special Issue is a collection of manuscripts and brief reports featuring important work presented at the 64th Florida Educational Research Association’s Annual Meeting (FERA 2019). The special issue includes 9 thoughtful contributions from university faculty and graduate students, school district administrators and teachers who submitted their work in response to our call for papers. Collectively, these contribution foster thinking and dialogue in the Florida educational research community that informs education policy, practice, pedagogy, and inquiry in schools, districts, universities, and other educational contexts. We thank our authors for their roles in stimulating these important conversations!

Citation

Wolgemuth, J.R., Adams, A., Vasquez, M.D., Roher, L., & Christie, D. (2020). Florida Educational Research Association 2019 Annual Meeting Special Issue. Florida Journal of Educational Research, 58(7), 1-2.

Download: 1Wolgemuth.587.pdf (1670 downloads )

Ann Perko
Florida State University

Karen Oehme
Florida State University

Elizabeth C. Ray
Florida State University

Laura Arpan
Florida State University

James J. Clark
Florida State University

Abstract

Colleges are increasingly seeking ways to promote the behavioral health and wellbeing of their students. The current study conducted at a large public university in Florida identified a significant relationship between students’ (N = 1,043) adverse childhood experiences (ACEs) and their self-reported resilience. Across the entire sample, as the number of reported ACEs increased, resilience scores, an indicator of wellbeing, decreased. Group comparisons revealed that women, non-whites, and non-heterosexual students reported significantly more ACEs and less resilience than their male, white, and heterosexual peers, respectively. A linear regression analysis revealed that the relationship between ACEs and resilience is moderated by gender, such that for women—who make up a majority of college students in the U.S.—an increase in the number of ACEs predicted a decrease in reported resilience. Others have emphasized the need for the K–12 system to be “trauma-informed.” This study reveals the need for Florida’s institutions of higher learning to be aware of the prevalence and impact of ACEs to better serve students. Campus strategies and targeted intervention efforts are discussed.

Citation

Perko, A., Oehme, K., Ray, E.C., Arpan, L., & Clark, J.J. (2020).  The Vulnerability Gap: Group Differences in Childhood Trauma and Resilience
on a Florida College Campus. Florida Journal of Educational Research, 58(6), 1-19.

Download: Perko.586.pdf (1019 downloads )