Corine Fitzpatrick | Manhattan College (original) (raw)
Papers by Corine Fitzpatrick
Routledge eBooks, Jan 18, 2022
Routledge eBooks, Jan 18, 2022
Routledge eBooks, Jan 18, 2022
Society for Information Technology & Teacher Education International Conference, Mar 2, 2009
Routledge eBooks, Jan 18, 2022
Metropolitan universities, 2014
This study examined college adjustment between athletes and non-athletes at Manhattan College, a ... more This study examined college adjustment between athletes and non-athletes at Manhattan College, a medium-sized college participating in NCAA Division I athletics located in the Bronx, New York. Groups included a total of fifty-two athletes, fifty-six non-athletes, twenty-five female athletes, twenty-seven male athletes, twenty-six female non-athletes, and thirty male non-athletes, totaling one hundred and eight students completing the College Adjustment Scale (CAS) and a demographic questionnaire. Results indicate when comparing athletes to non-athletes, significant differences emerged on the subscales of interpersonal problems (IP), suicidal ideation (SI), substance abuse (SA), and family problems (FP). This group of non-athletes had more challenges adjusting to college than their athlete peers. There were no significant differences when comparing other groups other than male athletes to male nonathletes. In this comparison, male non-athletes had significantly more challenges in adjusting to college indicated with a significance at the <.006 level with the substance abuse (SA) subscale and just missing significance with the suicidal ideation (SJ) subscale (. 008). The transition for students from high school to college can be challenging. This research study focused on how students who graduate from high school and enter college adjust to this transition. Psychological developmental theory identifies this period as demanding with students living away from home for the first time and establishing independence from parents. At this stage in life, the traditional college-age adult (eighteen to twenty-two years of age) may be faced with one or a combination of developmental issues, which may include achieving competence, managing emotions, becoming autonomous, and establishing identity (Davis and Humphrey 2000). In addition, external stressors such as athletic and academic performance, roommate challenges, and family struggles also can impact the college student (Levine and Cureton 1998). Levine and Cureton (1998) describe college students today as diverse and divided, heavy users of alcohol, tired, and frightened. It is important to continue to gain greater understanding of this transition and for college services to be better prepared to aid the student to positively work through these issues resulting in maximizing the college experience. Through this research by examining the college adjustment period, specific challenges can be more understood and services identified to assist in meeting these needs. Few research studies have focused specifically on student athlete college 39 40 adjustment. This study contributes to our knowledge about student athlete and college adjustment. While the general student is faced with academic and social stressors, the college athlete has additional challenges related to her/his sport. Along with the honor and prestige of being a collegiate student-athlete come stressors that the non-athlete does not have to deal with. For example, it is quite an awakening for a student-athlete who has excelled at the high school level and is now faced with the pressure and stress of having to prove one's ability all over again with the college team. The athlete has the pressure to not only perform in the classroom but also on the playing field and, in many cases, to maintain scholarship monies. Research (Durm 1999; Jean-Van-Hell 2001) was available on different populations of college students and adjustment. For example, these researchers located studies about African American, Asian, community college, freshman, Hispanic, older students, and international students and adjustment. In contrast, limited research related to athletes and adjustment was located. Ridinger (1998) conducted a study focusing on international student-athletes and adjustment while Jackson and Krane (1993) examined freshmen male basketball players and adjustment. This applied research project helps to contribute to the understanding of college athlete adjustment, through the use of the College Adjustment Scale (CAS), which has nine subscales (anxiety, depression, suicidal ideation, substance abuse, self-esteem problems, interpersonal problems, family problems, academic problems, and career problems). Along with administering the CAS, the subjects completed a demographic questionnaire to gain further insight into college adjustment. More awareness of student needs related to adjustment will benefit the college environment as a whole including faculty, athletic staff, students, and student-athletes.
Colección Digital Eudoxus, Apr 1, 1994
Mathematical problem solving has been the focus of much concern. This study investigated the rela... more Mathematical problem solving has been the focus of much concern. This study investigated the relationship of various cognitive factors, attributions, and gender to the solution of mathematics problems by 100 high school seniors. The independent variables examined in this study included: (1) mathematics knowledge as measured by a score on the mathematics section of the Preliminary Scholastic Aptitude Test (PSAT); (2) metacognicive regulation as measured by a score on the Assessment of Individual Mathematical Metacognition (AIMM); (3) beliefs, including attributions and Leneralized beliefs, as measured by scores on selected questions from the Inventory of Students' Mathematical Beliefs and Behavior (ISMBB); (4) metacognitive awareness as measured by a score on the Mctacognitive Awareness Assessment (MAA); and (5) gender. No gender differences were found in any of the variables except in the high knowledge group: (1) high knowledge boys outperformed high knowledge girls on one problem, and (2) high knowledge girls were less likely to attribute their success in mathematics to effort than were high knowledge boys. Contains 53 references. (MKR)
Routledge eBooks, Mar 27, 2012
Routledge eBooks, Jan 18, 2022
Routledge eBooks, Jan 18, 2022
Routledge eBooks, Jan 18, 2022
This paper describes an effort by Manhattan College, New York, and its consortium of partners (a ... more This paper describes an effort by Manhattan College, New York, and its consortium of partners (a local school district, the Archdiocese of New York, Apple Computer, and Educational Video Conferencing) to ensure the availability of technology-proficient educators in the area's inner city schools, where the digital divide is most prominent. A TITAN (Transforming Instruction through Technology and Networking) technology grant is facilitating this effort to educate teachers for New York's inner city schools. Goals include curriculum redesign, faculty development, infrastructure development (including human resources), and dissemination. This paper focuses on: (1) curriculum redesign teams, which revised undergraduate and graduate courses to reflect technology infusion as a teaching and learning tool, developed individual technology skills, and modeled technology use in K-12 settings; (2) faculty development, which links with curriculum development; and (3) the technology support team, which is made up of students from the School of Education graduate and undergraduate programs and from the Schools of Science, Engineering, and Business. The appendix presents data on Manhattan College faculty members' technology skills and attitudes about technology, survey instruments, information on TITAN grant workshops, a general preparation performance profile, and available TITAN resources. (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
Routledge eBooks, Jan 18, 2022
Routledge eBooks, Jan 18, 2022
Routledge eBooks, Jan 18, 2022
Society for Information Technology & Teacher Education International Conference, Mar 2, 2009
Routledge eBooks, Jan 18, 2022
Metropolitan universities, 2014
This study examined college adjustment between athletes and non-athletes at Manhattan College, a ... more This study examined college adjustment between athletes and non-athletes at Manhattan College, a medium-sized college participating in NCAA Division I athletics located in the Bronx, New York. Groups included a total of fifty-two athletes, fifty-six non-athletes, twenty-five female athletes, twenty-seven male athletes, twenty-six female non-athletes, and thirty male non-athletes, totaling one hundred and eight students completing the College Adjustment Scale (CAS) and a demographic questionnaire. Results indicate when comparing athletes to non-athletes, significant differences emerged on the subscales of interpersonal problems (IP), suicidal ideation (SI), substance abuse (SA), and family problems (FP). This group of non-athletes had more challenges adjusting to college than their athlete peers. There were no significant differences when comparing other groups other than male athletes to male nonathletes. In this comparison, male non-athletes had significantly more challenges in adjusting to college indicated with a significance at the <.006 level with the substance abuse (SA) subscale and just missing significance with the suicidal ideation (SJ) subscale (. 008). The transition for students from high school to college can be challenging. This research study focused on how students who graduate from high school and enter college adjust to this transition. Psychological developmental theory identifies this period as demanding with students living away from home for the first time and establishing independence from parents. At this stage in life, the traditional college-age adult (eighteen to twenty-two years of age) may be faced with one or a combination of developmental issues, which may include achieving competence, managing emotions, becoming autonomous, and establishing identity (Davis and Humphrey 2000). In addition, external stressors such as athletic and academic performance, roommate challenges, and family struggles also can impact the college student (Levine and Cureton 1998). Levine and Cureton (1998) describe college students today as diverse and divided, heavy users of alcohol, tired, and frightened. It is important to continue to gain greater understanding of this transition and for college services to be better prepared to aid the student to positively work through these issues resulting in maximizing the college experience. Through this research by examining the college adjustment period, specific challenges can be more understood and services identified to assist in meeting these needs. Few research studies have focused specifically on student athlete college 39 40 adjustment. This study contributes to our knowledge about student athlete and college adjustment. While the general student is faced with academic and social stressors, the college athlete has additional challenges related to her/his sport. Along with the honor and prestige of being a collegiate student-athlete come stressors that the non-athlete does not have to deal with. For example, it is quite an awakening for a student-athlete who has excelled at the high school level and is now faced with the pressure and stress of having to prove one's ability all over again with the college team. The athlete has the pressure to not only perform in the classroom but also on the playing field and, in many cases, to maintain scholarship monies. Research (Durm 1999; Jean-Van-Hell 2001) was available on different populations of college students and adjustment. For example, these researchers located studies about African American, Asian, community college, freshman, Hispanic, older students, and international students and adjustment. In contrast, limited research related to athletes and adjustment was located. Ridinger (1998) conducted a study focusing on international student-athletes and adjustment while Jackson and Krane (1993) examined freshmen male basketball players and adjustment. This applied research project helps to contribute to the understanding of college athlete adjustment, through the use of the College Adjustment Scale (CAS), which has nine subscales (anxiety, depression, suicidal ideation, substance abuse, self-esteem problems, interpersonal problems, family problems, academic problems, and career problems). Along with administering the CAS, the subjects completed a demographic questionnaire to gain further insight into college adjustment. More awareness of student needs related to adjustment will benefit the college environment as a whole including faculty, athletic staff, students, and student-athletes.
Colección Digital Eudoxus, Apr 1, 1994
Mathematical problem solving has been the focus of much concern. This study investigated the rela... more Mathematical problem solving has been the focus of much concern. This study investigated the relationship of various cognitive factors, attributions, and gender to the solution of mathematics problems by 100 high school seniors. The independent variables examined in this study included: (1) mathematics knowledge as measured by a score on the mathematics section of the Preliminary Scholastic Aptitude Test (PSAT); (2) metacognicive regulation as measured by a score on the Assessment of Individual Mathematical Metacognition (AIMM); (3) beliefs, including attributions and Leneralized beliefs, as measured by scores on selected questions from the Inventory of Students' Mathematical Beliefs and Behavior (ISMBB); (4) metacognitive awareness as measured by a score on the Mctacognitive Awareness Assessment (MAA); and (5) gender. No gender differences were found in any of the variables except in the high knowledge group: (1) high knowledge boys outperformed high knowledge girls on one problem, and (2) high knowledge girls were less likely to attribute their success in mathematics to effort than were high knowledge boys. Contains 53 references. (MKR)
Routledge eBooks, Mar 27, 2012
Routledge eBooks, Jan 18, 2022
Routledge eBooks, Jan 18, 2022
Routledge eBooks, Jan 18, 2022
This paper describes an effort by Manhattan College, New York, and its consortium of partners (a ... more This paper describes an effort by Manhattan College, New York, and its consortium of partners (a local school district, the Archdiocese of New York, Apple Computer, and Educational Video Conferencing) to ensure the availability of technology-proficient educators in the area's inner city schools, where the digital divide is most prominent. A TITAN (Transforming Instruction through Technology and Networking) technology grant is facilitating this effort to educate teachers for New York's inner city schools. Goals include curriculum redesign, faculty development, infrastructure development (including human resources), and dissemination. This paper focuses on: (1) curriculum redesign teams, which revised undergraduate and graduate courses to reflect technology infusion as a teaching and learning tool, developed individual technology skills, and modeled technology use in K-12 settings; (2) faculty development, which links with curriculum development; and (3) the technology support team, which is made up of students from the School of Education graduate and undergraduate programs and from the Schools of Science, Engineering, and Business. The appendix presents data on Manhattan College faculty members' technology skills and attitudes about technology, survey instruments, information on TITAN grant workshops, a general preparation performance profile, and available TITAN resources. (SM) Reproductions supplied by EDRS are the best that can be made from the original document.