Section I: Institutional setting; Background Information about the School

Document detailing the Institutional Setting of the FLorida International University College of Medicine. Part of the Medical Education Database for Preliminary Accreditation, 2006-2007.

A comparison of a distance education and locally based course in an urban university setting

The purpose of this research was to compare the academic performance and attitudes of students at the instructor-based site of a televised course and the distant site. An earlier pilot program indicated the need for certain technical and structural interventions at the distant site such as multiple "press-to-touch" microphones, a site-administrator and participative seating arrangements. At the beginning of the class, demographic data were collected from the students at both sites through a questionnaire and supplemented with information from students' records. Factors such as age, gender, ethnicity, marital status, number of children, current class status, major, work status and CLAST scores (achievement tests) were examined. There were no significant differences between the students at the sites except ethnicity and reading CLAST scores. The instructor-based site had a higher percentage of Hispanic students and the distant site had a larger percentage of Caucasian and Black Americans. The distant site scored significantly better on the reading section of the CLAST achievement test. An evaluation instrument was distributed to both sites, at the midpoint of the semester, measuring their attitude toward the organizational, technical, and pedagogical factors of the course. A second evaluation instrument, measuring similar factors, but more in-depth, was distributed to both sites near the end of the term. Nine students at the distant site were interviewed along with the site administrator to collect additional information.^ Course completion rates, dropout rates, pass rates and final grades of students at both sites were compared. There were no significant differences in academic performance between the students at both sites, however, there were significant differences in their attitudes. Those at the instructor-based site gave better ratings to most of items in the evaluation instruments. Problems at the distant site included audio and visual clarity, lack of available assistance, too much nonrelated talking, not enough opportunities to ask questions or to interact with the instructor during class. ^

Predictors of developmental gains in children enrolled in an early intervention setting

The purpose of this research was to determine whether initial developmental delay, site of intervention, frequency of intervention, age of the child, socio-economic status (SES), gender and ethnicity significantly predict developmental gains in a group of children enrolled in an early intervention setting. The records of 134 children enrolled in an inner-city program in Miami, Florida were reviewed for inclusion in this study. ^ Demographic variables, site placement and treatment frequencies were collected during a retrospective chart review. Level of delay was expressed using the developmental quotient and developmental gain was calculated using the mean gain on age equivalent scores or developmental tests. A multiple regression analysis was performed to determine which of the above variables significantly predicted developmental gains. Multivariate analysis compared developmental gains for all the developmental domains based on intervention site (center versus home-based) while controlling for developmental delay. ^ Children made greater developmental gains if they had higher developmental quotients and if they were younger at the time services were initiated. Frequency of intervention significantly improved developmental outcomes in children attending center-based programs. Children attending center-based programs also made significantly greater gains in gross motor skills compared to children attending home-based programs. ^ These findings emphasize the importance of early screening and referral of children with developmental delay and adjusting intervention for the child's developmental quotient. Children should receive intense treatment to maximize results. Decisions regarding program placement should be individualized according to the child's unique developmental pattern. Policy and program decisions affecting the curriculum of a child in early intervention need to reflect these multivariate considerations. ^

Extending the Theory of Planned Behavior in the exercise domain: A study of community college students in an urban multicultural setting

The purpose of this study was to assess the intention to exercise among ethnically and racially diverse community college students using the Theory of Planned Behavior (TPB). In addition to identifying the variables associated with motivation or intention of college students to engage in physical activity, this study tested the model of the Theory of Planned Behavior, asking: Does the TPB model explain intention to exercise among a racially/ethnically diverse group of college students? ^ The relevant variables were the TPB constructs (behavioral beliefs, normative beliefs, and control beliefs), which combined to form a measure of intention to exercise. Structural Equation Modeling was used to test the predictive power of the TPB constructs for predicting intention to exercise. Following procedures described by Ajzen (2002), the researcher developed a questionnaire encompassing the external variables of student demographics (age, gender, work status, student status, socio-economic status, access to exercise facilities, and past behavior), major constructs of the TPB, and two questions from the Godin Leisure Time Questionnaire (GLTQ; Godin & Shephard, 1985). Participants were students (N = 255) who enrolled in an on-campus wellness course at an urban community college. ^ The demographic profile of the sample revealed a racially/ethnically diverse study population. The original model that was used to reflect the TPB as developed by Ajzen was not supported by the data analyzed using SEM; however, a revised model that the researcher thought was theoretically a more accurate reflection of the causal relations between the TPB constructs was supported. The GLTQ questions were problematic for some students; those data could not be used in the modeling efforts. The GLTQ measure, however, revealed a significant correlation with intention to exercise (r = .27, p = .001). Post-hoc comparisons revealed significant differences in normative beliefs and attitude toward exercising behavior between Black students and Hispanic students. Compared to Black students, Hispanic students were more likely to (a) perceive “friends” as approving of them being physically active and (b) rate being physically active for 30 minutes per day as “beneficial”. No statistically significant difference was found among groups on overall intention to exercise. ^

An Exploratory Qualitative Study of the Proximal Goal Setting of Two Introductory Modeling Physics Students

A qualitative investigation on the impact of goal-setting strategies on self-efficacy of two students taking Introductory Modeling Physics was conducted. The study found that the problem solving process can be divided into two main themes: goal-setting and self-efficacy. Self-efficacy plays a role in the goal setting process of these two students, and may be linked to the retention of students in physics.

Improving Student Mathematics Achievement through Self Regulation and Goal Setting

As middle school students’ mathematic scores decline in comparison to other countries, researchers have found self-regulation to be a tool to improve students’ mathematics achievement. The following is an action research project conducted in a middle school where result showed an increase in students’ mathematics achievement.

Characteristics of Small Hospitality Businesses:A Study in an Urban Setting in Turkey

The aim of this study was to contribute to the growing body of knowledge concerning small hospitality businesses (SHBs) through an analysis of selected aspects of SHBs in an urban setting, namely Akcakoca, Turkey. Particular attention was given to the characteristics of businesses, finance, marketing, human resource management, involvement of residents in the industry, and management of SHBs. A sample of 72 businesses in Akcakoca was examined and their role in tourism was evaluated. The findings of this study reveal that SHBs carry significant deficiencies and inadequacies and face a common set of problems.

The Lived Experiences of African American Males in an Urban University Setting

The purpose of this phenomenological study was to explore lived experiences of African American males who have advanced into higher education. The goal of the study was to identify reasons African American males attend college so higher education institutions can work toward increasing the number of African American males in higher education.

Increasing Informal Learning Opportunities for Teachers in the School Setting

This paper comprehensively defines how to implement informal learning strategies into the classroom setting using Marsick and Watkins’s Incidental Learning Model (2001). Existing barriers that stand between educators and informal learning in the school setting are explained. Implications for removing said inhibitors while increasing learning are explicated.

Children with special health care needs: Comparison of the effects of home care setting, prescribed pediatric extended care setting, and long-term care setting on child and family health outcomes and health care service use

Technological advances during the past 30 years have dramatically improved survival rates for children with life-threatening conditions (preterm births, congenital anomalies, disease, or injury) resulting in children with special health care needs (CSHCN), children who have or are at increased risk for a chronic physical, developmental, behavioral, or emotional condition and who require health and related services beyond that required by children generally. There are approximately 10.2 million of these children in the United States or one in five households with a child with special health care needs. Care for these children is limited to home care, medical day care (Prescribed Pediatric Extended Care; P-PEC) or a long term care (LTC) facility. There is very limited research examining health outcomes of CSHCN and their families. The purpose of this research was to compare the effects of home care settings, P-PEC settings, and LTC settings on child health and functioning, family health and function, and health care service use of families with CSHCN. Eighty four CSHCN ages 2 to 21 years having a medically fragile or complex medical condition that required continual monitoring were enrolled with their parents/guardians. Interviews were conducted monthly for five months using the PedsQL™ Generic Core Module for child health and functioning, PedsQL™ Family Impact Module for family health and functioning, and Access to Care from the NS-CSHCN survey for health care services. Descriptive statistics, chi square, and ANCOVA were conducted to determine differences across care settings. Children in the P-PEC settings had a highest health care quality of life (HRQL) overall including physical and psychosocial functioning. Parents/guardians with CSHCN in LTC had the highest HRQL including having time and energy for a social life and employment. Parents/guardians with CSHCN in home care settings had the poorest HRQL including physical and psychosocial functioning with cognitive difficulties, difficulties with worry, communication, and daily activities. They had the fewest hours of employment and the most hours providing direct care for their children. Overall health care service use was the same across the care settings.

The effects of goal setting and attributional feedback on self -efficacy for writing and writing achievement

This study investigated the effectiveness of goal setting and attributional feedback on self-efficacy for writing and writing achievement of students who are gifted underachievers. Students in grades 3, 4 and 5 participated. Five dependent measures were investigated: fluency, syntax, range, diversity and organization. The results indicated that a systematic writing instruction program increased self-efficacy for writing. In addition the self-efficacy strategies of goal setting and attributional feedback improve self-efficacy and increased some areas of writing achievement. The dependent measures most affected were fluency, syntax and organization. The students in this study did not improve their levels of vocabulary. This study included many practical applications for teachers to use in a classroom setting. ^

A comparative study of high -achieving and low -achieving African -American students in an urban setting

The purpose of this study was to delineate which demographic and school variables were important for predicting the achievement of 10th grade African-American students. The sample population was divided into two groups: high-achievers, students with GPAs of 3.5 or higher, and low-achievers, students with GPAs of 1.5 or lower. Variables examined in the study included: gender; birth place; student's native language; exceptionality (ESE); history of English proficiency (LEP); SES (lunch status) in elementary and high school; the percentage of the Black student population in high school; and suspensions, absences, tardies, and the Stanford Achievement Test (SAT) scores in reading comprehension, mathematics computation, and mathematics applications in elementary and middle school. Two separate logistic regression analyses were conducted to determine which variables were influential in predicting achievement.^ Analysis 1 (N = 366), which included all the variables, except the SAT percentile scores, correctly classified 87% of the students as high-achievers or low-achievers. The results from Analysis 1 revealed that students who--were female; spoke a language other than English as their first language; did not apply for free or reduced lunch in elementary school; were in the gifted program; had no absences or tardies in elementary school; had no suspensions or tardies in middle school; and attended a high school with a lower percentage of Black students--were more likely to be high-achieving than low-achieving.^ Analysis 2 (N = 274) included all the variables and resulted in 94% of the students being correctly classified. It was found that students who--were female; were currently or previously classified as Limited English Proficient (LEP); did not apply for free or reduced lunch in elementary school; had no suspensions or tardies in middle school; and had higher percentile scores in reading comprehension and mathematics computation on the SAT in middle school--were more likely to high-achieving than low-achieving.^ The quantitative analyses were coupled with interviews from a purposeful sample of the population (N = 12) to gain additional insight about why some African-American students are succeeding in our schools and others are not. This study provides a viable means for assessing African-American students' achievement patterns in our schools. ^

A comparison of academic achievement of Montessori and non -Montessori students in a public school setting

Relationships between academic achievement and type of curriculum delivery system, Montessori or traditional, in a diverse group of learners from a public school district were examined in this study. In a repeated measures, within subjects design, students from an elementary Montessori program were paired with agemates from a traditional group on the basis of similar Stanford Achievement Test Scores in reading or math during the baseline year. Two subsequent administrations of the Stanford were observed for each subject to elucidate possible differences which might emerge based on program affiliation over the three year duration of the study. ^ Mathematics scores for both groups were not observed to be significantly different, although following the initial observation, the Montessori group continued to produce higher mean scores than did the traditional students. Marginal significance between the groups suggests that the data analysis should continue in an effort to elucidate a possible trend toward significance at the .05 level. ^ Reading scores for the groups demonstrated marginally significant differences by one analytical method, and significant differences when analyzed with a second method. In the second and third years of the study, Montessori students produced means which consistently outperformed the traditional group. ^ Recommendations included tracking subsequent administrations of the Stanford Achievement Test for all pairs of subjects in order to evaluate emerging trends in both subject areas. ^

Effects of Family, Child, and Teacher Demographics on Prekindergarten Children's Access to and Use of Numeracy and Spatial Materials in the Early Education Setting

Florida’s Voluntary Pre-Kindergarten program (VPK) aims to ensure that all 4-year-olds are prepared to excel in K-12 mathematics. Early numeracy/spatial skills are predictive of success in K–12 mathematics. No research has examined whether VPK classrooms are equipped with the materials necessary to teach numeracy/spatial skill. The Pre-Kindergarten Numeracy and Spatial Environment Survey was created to examine the frequency of access to and use of numeracy/spatial materials in VPK classrooms. The 69-item survey was completed by the lead educator from a sample of 62 pre-kindergarten classrooms in Miami-Dade County. Regression analysis results suggest the location of the pre-kindergarten center, the sex distribution of the children in the classrooms or the number of years of experience that the educator has as a lead teacher along with the extra training courses undertaken by the teachers does not affect the access to or the use of, numeracy and spatial materials in the classrooms.