Graduate Schoolhttps://hdl.handle.net/10428/7092024-03-29T01:34:35Z2024-03-29T01:34:35ZHow Female Educators with Attention-deficit/Hyperactivity Disorder Experience the Teaching ProfessionColgrove, Mary, Annhttps://hdl.handle.net/10428/68162023-08-03T15:19:42Z2023-07-28T00:00:00ZHow Female Educators with Attention-deficit/Hyperactivity Disorder Experience the Teaching Profession
Colgrove, Mary, Ann
This study examined how female educators with AD/HD experience teaching, specifically managing their classroom, interacting with colleagues, administrators, and parents, and interact socially with colleagues. Brock (2008) is the only study that specifically researching teachers with AD/HD, but her study does not investigate how female educators changed after being diagnosed with AD/HD.
I performed a hybrid study using a basic descriptive study and autoethnography. For this study, I posed three research questions: (1) how does a diagnosis of AD/HD as an adult impact a female educator’s perception of her ability to manage a classroom learning environment, (2) how does a diagnosis of AD/HD as an adult impact a female educator’s perception of her ability to professionally communicate student progress to colleagues, administrators, and parents, and (3) how does a diagnosis of AD/HD as an adult effect a female educator’s perception of her ability to interact socially with colleagues and support personnel? To answer these questions, I conducted a three-part life story interview (Atkinson, 2002). The first round of coding was performed using Emotion coding and the second round of coding was performed using Pattern coding (Saldana, 2016). I used these coding methods to analyze my participants’ interview data and answer my research questions.
After analyzing the data, I found multiple ranges of emotions and patterns of behavior. The ranges of emotions included positive, negative, and neutral. The patterns of behavior I identified were resilience and leveraging AD/HD. After performing a comparative analysis, I found that my participants had similar experiences.
2023-07-28T00:00:00ZPublic Understanding of Native American History: Silver Springs State Park and the Glass Bottom BoatsMoats, Bryan Cordellhttps://hdl.handle.net/10428/68152023-09-12T14:16:54Z2023-08-01T00:00:00ZPublic Understanding of Native American History: Silver Springs State Park and the Glass Bottom Boats
Moats, Bryan Cordell
Historical tourism is a major industry around the world. However, some locations that utilize history have not typically been considered part of this industry. Such places include Silver Springs State Park, located in Ocala, Florida. The purpose of this study is to explore how Silver Springs impacts public knowledge of Native American history. The first tourist activities began at the springhead of the Silver River in the post-Civil War era. By the 1930s, Silver Springs had become a fully developed amusement park. Most of the current boat fleet was built in the mid to late 1960s and named after historical Native American figures: for example, boats running today include the “Chief Neamathla,” “Chief Micanopy,” “Chief Emathla” and “Chief Charly Cypress.” Western cultural concepts have shaped Native American portrayals at Silver Springs, evidenced by the site’s limited expression of Indigenous facts despite their extensive use of namesakes and history. The Indigenous people of Florida have played a dynamic and important role in the history of the region around Silver Springs and deserve to be recognized properly at the tourist site. While Silver Springs has made an attempt at this recognition, the site has not done so with respect to Indigenous people and cultures. Further efforts to present Native American history need to avoid the tendencies to represent Native Americans with outdated tropes and stereotypes. A focus on historical tourism will increase the authenticity of Native representation at Silver Springs and similar tourist sites.
2023-08-01T00:00:00Z"I Dare You to Underestimate Me": A Narrative Inquiry of Women Student Veterans’ Transition into Higher Education InstitutionsRoss, Patriciahttps://hdl.handle.net/10428/68102023-08-02T20:21:39Z2023-07-24T00:00:00Z"I Dare You to Underestimate Me": A Narrative Inquiry of Women Student Veterans’ Transition into Higher Education Institutions
Ross, Patricia
Women are the fastest growing population of veterans in the United States. When asked why they joined the military, women have overwhelming indicated they were seeking educational benefits; as such, the number of women veterans attending higher education has risen. While women veterans face many challenges, including physical and mental health challenges, at a greater proportion than male veterans, they also struggle when they return to the classroom. Previous research has shown that in higher education institutions, women student veterans often feel marginalized and invisible as a group and struggle with who they are due to identity dissonance. However, when transitioning into higher education, they tend to excel within their respective institutions.
Though research has focused on the challenges women veterans face, few studies have sought to identify the attributes that help women student veterans succeed—more so than male veterans or their female non-veteran peers. In this study, the researcher conducted semi-structured interviews with five diverse women veterans who attended higher education institutions, creating an overarching narrative of their time in the military, their transitions to higher education, and their beliefs about their futures after graduation. Participants’ stories identified the challenges, support strategies, and factors related to their military service and their successful college persistence and graduation. The findings from this research may help administrators better understand the needs of this growing population of women student veterans and the practical steps higher education institutions can take to assist in their success.
2023-07-24T00:00:00ZComparing Nothopassalora personata Pre-Infection Development, Colonization, and Haustorial Characteristics Between Susceptible and Resistant Peanut GenotypesCastellano, Damionhttps://hdl.handle.net/10428/68092023-08-02T19:49:01Z2023-07-07T00:00:00ZComparing Nothopassalora personata Pre-Infection Development, Colonization, and Haustorial Characteristics Between Susceptible and Resistant Peanut Genotypes
Castellano, Damion
Castellano, Damion. "Comparing Nothopassalora personata Pre-Infection Development, Colonization, and Haustorial Characteristics Between Susceptible and Resistant Peanut Genotypes", M.S., Valdosta State University, 2023.
2023-07-07T00:00:00Z