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 (998 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 (989 downloads )

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 (866 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 (1025 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 (1800 downloads )