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Title: The development of global-mindedness: school leadership perspectives.
Creator: Hersey, Maria., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel...
Show moreThe purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel experience, second language ability, and years of teaching experience. The findings also reported positive relationships between the subscales of Hett's (1993) Global-Mindedness Scale and the attributes of international-mindedness as defined by the International Baccalaureate's learner profile. The results of this study are intended to advance knowledge of the development of global-mindedness for school leaders around the world.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3342108
Subject Headings: Education and globalization, Educational leadership, Critical pedagogy, School improvement programs, Education, Primary, Aims and objectives
Format: Document (PDF)

Title: The development of emotional intelligence in at-risk female adolescents.
Creator: Nicoll, Monica., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to investigate the hypothesis that a cognitivebehavioral based psycho-educational group counseling program would increase at-risk female adolescent emotional intelligence (EI). The EI research reviewed and discussed entailed a competency building program composed of affirmations, meditation guided imagery, individual therapy sessions, group therapy, psychodrama, journaling, and parent handouts. The study was based upon theories related to the development of EI in...
Show moreThe purpose of this study was to investigate the hypothesis that a cognitivebehavioral based psycho-educational group counseling program would increase at-risk female adolescent emotional intelligence (EI). The EI research reviewed and discussed entailed a competency building program composed of affirmations, meditation guided imagery, individual therapy sessions, group therapy, psychodrama, journaling, and parent handouts. The study was based upon theories related to the development of EI in at-risk youth, and the outcome research related to the effectiveness of emotional interventions for enhancing positive social-emotional development of at-risk adolescents. ...T his study investigated whether a group therapy process that encompasses programmatic components fostering self-regulation, self-awareness, empathy, and positive social skills, could effectively increase the EI and social adjustment of a target group of at-risk female adolescents.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362581
Subject Headings: Emotional intelligence, Emotions in adolescence, Social intelligence, Emotional maturity, Interpersonal communication, Success, Psychological aspects
Format: Document (PDF)

Title: A comparative analysis of the success of students placed in the lowest level of remedial coursework taken through CAI versus a traditional remedial education mode of instruction: implications for success, retention and costs.
Creator: Vassiliou, John., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERª mean scores for CAI participants...
Show moreThe purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERª mean scores for CAI participants increase based on pre and post measures, (b) investigate the pros and cons fiscally of each method of delivery (CAI vs. Traditional), respectively, (c) examine whether CAI participants are more likely to enroll during the immediately following semester compared to students enrolled in a Traditional course, and (d) investigate the extent to which CAI participants are equally or more likely to complete successfully the course taken during the immediately following semester compared to students enroll ed in a Traditional course. The study consisted of a two-group design (CAI and Traditional), and four dependent variables. All CAI participants (N = 129) were self-selected to participate in the study. A dependent t-test found that CAI participants increased their ACCUPLACER mean scores significantly over time by 22.74 points or 72.6%. A frequency count found that retention rates were slightly higher for the Traditional group (82.3%) in comparison to the CAI group (76.6%), however, chi-square tests did not reveal a statistical significance. Chi-squares found significant increase in success rates for the CAI group as 86% passed their initial course, in comparison to 59.8% of students taught in the Traditional format. CAI participants were found to have greater success (74.1%) in subsequent classes than students taught via the Traditional instructional method (51.9%)., In addition, a straightforward comparison of expense totals between the two groups was conducted to estimate the differences in cost between the groups. The Cost-Effectiveness Analysis (CEA) model used, indicated that CAI is less expensive and more effective than Traditional instruction. The cost per credit analysis projected 54.6% savings if CAI is used as the alternative instructional modality.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3322520
Subject Headings: Computer-assisted instruction, Evaluation, Academic achievement, Educational tests and measurements, School improvement programs, Student assistance programs, Educational accountability
Format: Document (PDF)

Title: The effect of the student success skills small group counseling intervention on factors associated with dropout potential in high school.
Creator: Weinstein, Jodie, Villares, Elizabeth, College of Education, Department of Counselor Education
Abstract/Description: The focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable student data (N = 167) collected by school counselors at one high school in South Florida. An Analysis of Covariance (ANCOVA) was used to determine...
Show moreThe focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable student data (N = 167) collected by school counselors at one high school in South Florida. An Analysis of Covariance (ANCOVA) was used to determine differences in academic grades, standardized test scores, and absences between the students who did participate in the SSS small group intervention when compared to those students who did not participate. Statistically significant differences were found between groups in all three dropout potential factors (GPA, test scores, and absences) supporting the use of SSS small group school counseling intervention with students at risk for dropping out. Effect size estimates were reported for each of the measures.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004070
Subject Headings: Achievement in education, Adolescent psychopathology, Dropout behavior, Prediction of, Educational counseling -- Psycological aspects, Group counseling, High school dropouts -- Counseling, Small groups, Student assistance programs
Format: Document (PDF)

Title: The impact of stress on elementary school principals and their effective coping mechanisms.
Creator: Krzemienski, Joyce., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: In today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014...
Show moreIn today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014 federal objective of the No Child Left Behind Act of 2001 rapidly draws closer for the majority of states, this federal legislation has created increasingly high stress levels, potentially the highest ever, for principals across the country. ... The proposed study is significant to the field of education because this study provides the most current research regarding the mental and physical effects of work-related stress on elementary school principals in an era of increased accountability and the impact stress has on the school climate. Further, this study offers school principals a repertoire of effective coping mechanisms that can be utilized to help reduce their perceived stress levels. Over the time of the study, it was repeatedly reported by the principal participants that their work stress had increased, which was found to have impacted their health as well as the school climate.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358601
Subject Headings: Elementary school principals, Job stress, Stress management, Stress (Psychology), Burn out (Psychology), Educational leadership, Psychological aspects
Format: Document (PDF)

Title: The vestiges of Brown: an analysis of the placements of African American principals in Florida public schools (2010-2011).
Creator: Nesmith, Leo, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district...
Show moreThe purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district superintendent. Lastly, the relationship between each moderator variable and the placement of African American principals was examined. The ultimate objective was to determine if limited opportunities still widely exist in the placement of African American principals throughout Florida. ... From a legal perspective, although Brown and its progeny of civil rights laws valiantly set out to eliminate race and racism from schools and in the workplace, the findings revealed that race continues to be a factor in determining inequity in principal placements.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362578
Subject Headings: Racism in education, Discrimination in education, Law and legislation, African American educators, Faculty integration, Education, Urban, Political aspects
Format: Document (PDF)

Title: Integration of geospatial technologies into K-12 curriculum: an investigation of teacher and student perceptions and student academic achievement.
Creator: Goldstein, Donna L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development for teachers, and (d) evaluate teacher perceptions of the value of integrating GIS into their existing curricula. This study was quantitative and...
Show moreThe purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development for teachers, and (d) evaluate teacher perceptions of the value of integrating GIS into their existing curricula. This study was quantitative and quasi-experimental in design. The samples consisted of 1,425 students from one middle school and 62 teachers from Palm Beach County School District. Two instruments were used in this study: student surveys and teacher feedback forms. Data from the student surveys indicated that students perceive their learning is enhanced by inclusion of GIS and GPS. Data from the teacher feedback forms revealed positive perceptions of the GIS/GPS program as an integrative tool for their existing curricula and a positive assessment of the GIS professional development training. The relationship between GIS instruction and student academic achievement was evaluated, measured by FCAT reading scores and final grades in science and social studies. The findings support the constructivist theory that students learn best when actively engaged in the process. In this study standardized FCAT reading test results and science and social studies grades corroborate the students' perceptions that GIS and GPS integration enhances their learning. Study results show FCAT reading scores were higher for GIS students than for non-GIS students. The research further indicated a significant increase in FCAT reading scores for non-native English speaking GIS students and a significantly higher average science grade for non-White GIS students., The findings also show that students who had a greater frequency of GIS instruction had higher averages in science and social studies grades. Education reform requires bold initiatives and an organizational culture supportive of innovative ideas. The structured model for development and implementation of GIS in the K-12 public school system presented at the end of this study includes collaboration between district leadership, administrators and teachers, and a comprehensive approach to professional development.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1927302
Subject Headings: Geographic information systems, Global Positioning System, Florida Comprehensive Assessment Test, Curriculum planning, Achievement in education
Format: Document (PDF)

Title: Investigation of instructional strategies designed to promote achievement and retention in online mathematics classes.
Creator: Porro, Ana M., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to investigate the effect of using learner self-assessment and multifaceted instructional strategies on student achievement and retention in online mathematics classes. The study used a quasi-experimental design. The study sample consisted of 35 students who were enrolled during the fall term 2010 in online Precalculus or Trigonometry classes at Palm Beach State College. Both treatment and comparison groups were taught by the researcher. Since the subjects in the...
Show moreThe purpose of this study was to investigate the effect of using learner self-assessment and multifaceted instructional strategies on student achievement and retention in online mathematics classes. The study used a quasi-experimental design. The study sample consisted of 35 students who were enrolled during the fall term 2010 in online Precalculus or Trigonometry classes at Palm Beach State College. Both treatment and comparison groups were taught by the researcher. Since the subjects in the study were not randomly assigned, the design was one of nonequivalent groups where the treatment group was compared to a similar group from the previous year. To limit researcher bias, the course exams were the same for both treatment and comparison groups. Five hypotheses were developed to examine the relationships between preferred learning strategies, the use of online tools, and achievement and retention. The five hypotheses were investigated with the following procedures respectively: ANOVA, linear regression, Pearson correlations, t-test and chi-square, and linear regression analysis with dichotomously coded variables. The findings indicated that the ATLAS groups did not show a preference for online tools, except for ebook. In addition, the use of most tools predicts achievement. The ebook is the only tool that is not significantly related to all the other tools. Achievement was not significantly different among treatment and comparison groups, but retention was. Retention for the treatment group surpassed retention for the comparison group by 15%. Results also pointed out that the ATLAS groups moderate the relationship between some of the online tools predicting achievement.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333313
Subject Headings: Computer-assisted instruction, Achievement in education, Distance education, Education, Effect of technological innovations on
Format: Document (PDF)

Title: School construction: meeting the classroom building needs of Florida's growing student population.
Creator: Miller, Tracey., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Schools must have adequate classroom space available in order to educate the growing population of school age students in Florida. School concurrency is one method used to attempt to have seats available in schools as the need arises. Two Florida counties that have attempted to implement school concurrency are presented in a case study format as well as a Nevada county that has taken a different approach to managing the same issue. Through an analysis of documents, interviews and district...
Show moreSchools must have adequate classroom space available in order to educate the growing population of school age students in Florida. School concurrency is one method used to attempt to have seats available in schools as the need arises. Two Florida counties that have attempted to implement school concurrency are presented in a case study format as well as a Nevada county that has taken a different approach to managing the same issue. Through an analysis of documents, interviews and district data, a hypothesized model is tested and modified to present one method of providing adequate classroom space in Florida schools.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186693
Subject Headings: School buildings, Design and construction, School facilities, School management and organization, Decision making
Format: Document (PDF)

Title: Students' preference for online versus face-to-face academic advising based on individual learning styles.
Creator: Tuck, Jess Everet., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred...
Show moreThe purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred methods of academic advising. Additionally, the moderating effect of gender, ethnicity, college major, high school grade point average (GPA), location, and employment on the relationship was considered. Students' learning styles were measured by the Barsch Learning Style Inventory (BLSI). Academic advising preference and demographic information were gathered through a researcher-designed questionnaire. All students (N=1,184) who completed the Online Advising & Registration System (OARS) were cont acted via e-mail and received a web link to the BLSI and student questionnaire. Data from the students (n=172) who completed the BLSI and student questionnaire were analyzed. Correlation and multiple regression analysis were used to analyze the quantitative data. A qualitative analysis of four open-ended survey questions was completed. The results found no relationship between participants' learning styles and their preferred methods of academic advising services. Additionally, gender, ethnicity, college major, high school GPA, location, and employment did not moderate the relationship between participants' learning styles and their preferred methods of academic advising services. The findings suggest that a student's learning style is not associated with his or her preference for type of advising., Furthermore, this lack of relationship did not change as a function of gender, ethnicity, college major, high school GPA, location, and employment.Recommedatations are provided for researchers and practitioners to further contribute to the literature and practice concerning academic advising preference and learning style.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/216409
Subject Headings: Educational change, Education, Higher, Effect of technological innovations on, Counseling in higher education, Computer network resources, Faculty advisors, Computer network resources, Student-administrator relationships, Evaluation
Format: Document (PDF)

Title: Reading strategies in secondary social studies: teacher reported practice and professional development.
Creator: Newstreet, Carmen L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active...
Show moreThis quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active prereading, during-reading, and postreading strategies. Additionally, the survey asked teachers to self-report their observations of student independent implementation of the same active reading strategies. These data were used to provide an in-depth look that expanded on high school social studies teachers' self-reported classroom practices relating to reading. The results of this study indicated that there was no significant relationship between teachers' reading professional development through CRISS and their self-reported classroom practices in the implementation of active pre-, during, and postreading strategies. Further findings indicated no significant relationship between teachers' reading professional development through CRISS and their self-reported observations of student independent implementation of the same active reading strategies. Lastly, there were no correlations that indicated that years teaching in the classroom moderated these relationships. Implications and suggestions for future research were offered for future reading professional development for secondary teachers and educational researchers who intend to utilize survey instruments.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333061
Subject Headings: Social studies, Study and teaching (Secondary), Reading, Psychology of, Teacher effectiveness, Achievement in education, Content area reading, Reading comprehension, Reading (Secondary)
Format: Document (PDF)

Title: Regenerative leadership : an integral theory for transforming people and organizations for sustainability in business, education, and community.
Creator: Hardman, Guillermo [John], College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined and compared the developmental experiences of leaders who have successfully developed their capacities to engage in and maintain a vision and practice for sustainability over time in themselves and others in business, education and community. Through the application of grounded theory as a systematic comparative method for the analysis of qualitative data, the study generated a substantive theory of leadership called regenerative leadership. This leadership approach is...
Show moreThis study examined and compared the developmental experiences of leaders who have successfully developed their capacities to engage in and maintain a vision and practice for sustainability over time in themselves and others in business, education and community. Through the application of grounded theory as a systematic comparative method for the analysis of qualitative data, the study generated a substantive theory of leadership called regenerative leadership. This leadership approach is especially relevant at a time when humankind is faced with accelerating change and increasing evidence that numerous natural and social systems at the global level have reached or are rapidly approaching points of overshoot and collapse. Among the major findings, the study revealed that the more evolved sustainability leaders are becoming increasingly dissatisfied with the construct of sustainability, and indicate the need for a profound cultural shift towards regenerative human systems. In this framework, regenerative organizations are driven by a sense higher purpose, and leadership is exercised heterarchically. Leaders and followers engage in generative conversations to create desirable futures which are then backcasted to eliminate unanticipated consequences. Throughout, participants emphasized the critical importance of engaging in personal and collective consciousness development or "inner work" in order to make regenerative practices possible.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187212
Subject Headings: Reengineering (Management), Sustainable development, School management and organization, Organizational effectiveness, Social ecology
Format: Document (PDF)

Title: Principal leadership: the missing link in teacher retention.
Creator: Cornella, Janet A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the...
Show moreThe purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the principals' role in teacher retention and their perceptions of the most important strategies utilized to stimulate high teacher retention. Qualitative research methods including individual interviews, open-ended questionnaires, and focus groups enabled the researcher to identify, compare, and contrast the perceptions, beliefs, and practices used by the nine study participants. The research design produced interviews filled with rich narratives describing the practices used by principals at schools with high teacher retention. The focus group discussion elucidated the common behaviors that were perceived to support teacher retention. The study yielded evidence that high-performing principals with high teacher retention rates clearly and consistently identified specific practices they believe support teacher retention; that principals play a vital role in teacher retention and that their leadership, support, and daily practices influence a teacher's decision to remain in teaching. The data collected indicates the centrality of creating a positive school culture and a sense of belonging. All the other identified principal practices are intertwined with and contribute to this outcome., Choosing, supporting, and valuing faculty and encouraging shared decision-making appear to be the central practices in building teacher retention; and these practices are supported by and integrated with principals' modeling of positive personal characteristics, exercising fairness and equity, being visible and approachable, and communicating in an open two-way manner. Congruence of findings from all data collection methods provided an updated list of common practices identified by these highly successful principals that may inform principal preparation and a professional development model for present and future educational leaders interested in maintaining a stable teaching faculty.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2683125
Subject Headings: Teacher turnover, School prinicipals, Training of, Teachers, Recruiting, School management and organization, Educational leadership
Format: Document (PDF)

Title: Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools.
Creator: Weaver, Tressey., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote...
Show moreThe purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote culturally relevant pedagogy and utilize culturally responsive leadership? The sample for this mixed methods study was secondary school principals and teachers in predominately African American schools. Seven principals and 43 teachers participated in the study. The research methods used were vignettes, interviews, surveys, content analysis, and document analysis. Vignettes containing 10 scenarios of principals performing culturally responsive leadership practices were distributed to principals who were asked to rate them with a Likert scale. In addition, principals were asked 13 open ended questions about culturally relevant pedagogy and culturally responsive leadership in an interview. Teachers were asked to complete a 10 question on-line survey about their principals' leadership from a culturally responsive perspective. Reviews of school improvement plans, principals' messages, and mission and vision statements were also conducted., The study found that (a) principals admitted that they had a limited knowledge of the concepts of culturally relevant pedagogy and culturally responsive leadership, (b) principals theoretically viewed culturally relevant pedagogy and culturally responsive leadership as useful tools in educating African American student populations as evidenced by their responses to the vignettes, (c) principals had a general understanding of African American culture and exhibited sensitivity to the cultural needs of African American students, (d) stressed the managing of difficult students or the diffusing of problematic situations as a benefit of having teachers trained in culturally relevant pedagogy and (e) principals in the study did not actively encourage teachers to utilize culturally relevant pedagogy as a means to improve the academic achievement of African American students.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/215296
Subject Headings: Educational leadership, Critical pedagogy, African American children, Education, Afrocentrism, Study and teaching, Educational equalization
Format: Document (PDF)

Title: Principals' knowledge of special education policies and procedures: does it matter in leadership?.
Creator: Jesteadt, Lindsay., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held...
Show moreResearch has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3355571
Subject Headings: School improvement programs, Educational leadership, Learning disabled children, Education, School principals, In-service training, Response to intervention (Learning disabled children)
Format: Document (PDF)

Title: Outcomes of student participation in college freshman learning communities.
Creator: Koerner, Jodie Jae., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Growing out of the college retention research of Alexander Astin (1993) and Vincent Tinto (1975), this study examined differences in academic achievement and persistence of first-semester college freshmen who participated in Freshman Learning Communities (FLC), including a Living-Learning Community (LLC), and students who did not participate in a university-sponsored learning community. This study also explored variables that may moderate the relationship of learning community participation...
Show moreGrowing out of the college retention research of Alexander Astin (1993) and Vincent Tinto (1975), this study examined differences in academic achievement and persistence of first-semester college freshmen who participated in Freshman Learning Communities (FLC), including a Living-Learning Community (LLC), and students who did not participate in a university-sponsored learning community. This study also explored variables that may moderate the relationship of learning community participation with academic achievement and persistence. Variables explored included: entry-level readiness for self-directed learning, gender, ethnicity, high school GPA, and SAT or equivalent ACT scores. Data was collected from 544 students at XYZ University using a pre/post university-developed instrument, the College Assessment of Readiness for Entering Students Intended (CARES-I), College Assessment of Readiness for Entering Students- Actual (CARES-A) and the Self-Directed Learning Readiness Scale/Learning Preference Assessment. Demographic and academic data were collected through the institution's Office of Institutional Effectiveness and Analysis. There was a statistically significant difference in academic achievement for students enrolled in either a Freshman Learning Community or a Living Learning Community (df = 424, t = 2.32, p < .05) as compared to students not part of a freshman learning community. The learning community students had higher end-of-semester grades. Multiple regression analysis was used to explore the moderating variables that may influence the learning community effect on academic achievement. Only the pre-academic characteristic of students' entering high school GPA moderated the relationship of learning community participation and academic achievement (p < .05)., Chi-square analysis showed there was no relationship between participation in a learning community and enrollment in the second semester (p > .05).Logistic regression of variable relations determined that the variables of high school GPA and ethnicity were significant. In addition, there was an association between the variables of SDLRS scores, high school GPA, and end-of-semester GPA for students not part of a learning community. Finally, results from a paired samples t-test determined that there was a difference in the intended and actual social involvement for students enrolled in a learning community.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/165674
Subject Headings: Group work in education, Interdisciplinary approach in education, College environment, Experiential learning, Educational change
Format: Document (PDF)

Title: Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.
Creator: Stephens, Eudora A., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated...
Show moreThe qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated that effective teachers supported their students organizationally through well-organized learning environments ; instructionally by using a variety of instructional scaffolds, strategies and materials while holding students accountable for their learning ; and emotionally by meeting students' needs for belonging and safety. Student-student instructinal and emotional supports reflected most of the elements of teacher-student organizational, instructional and emotional supports but also included some negative interactions not present in teacher-student interactions. Implications for classroom practice, public policy and further research in classroom interactions are given.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3359155
Subject Headings: Classroom environment, Effective teaching, Communication in education, Teacher-student relationships, Interaction analysis in education, Social interaction in children
Format: Document (PDF)

Title: Mobbing, burnout, and religious coping styles among Protestant clergy: a structural equation model and its implications for counselors.
Creator: Vensel, Steven R., College of Education, Department of Counselor Education
Abstract/Description: This study investigates the relationship between mobbing, burnout, and religious coping styles among Protestant clergy. Mobbing is an emotionally abusive workplace behavior and is defined as the prolonged malacious harassment of a coworker by a group of other members of an organization to secure the removal from the organization of the one who is targeted. Mobbing has only recently become a focus of attention in the US. To date, there are no known studies investigating mobbing in the...
Show moreThis study investigates the relationship between mobbing, burnout, and religious coping styles among Protestant clergy. Mobbing is an emotionally abusive workplace behavior and is defined as the prolonged malacious harassment of a coworker by a group of other members of an organization to secure the removal from the organization of the one who is targeted. Mobbing has only recently become a focus of attention in the US. To date, there are no known studies investigating mobbing in the workplace setting of the church. The broad purpose of this study is to determine if Protestant pastors experience mobbing, how they are affected by it, and how they cope with it. Four religious coping styles - Self-directing, Collaborative, Deferring, and Surrender to God - are investigated to determine how coping styles of religious individuals function in mediating the effect of mobbing or burnout. Burnout is assessed throught he Maslach Burnout Inventory and measures emotional exhaustion, depersonalization, and reduced personal accomplishment. This study utilizes Structural Equation Modeling (SEM) and presents two models of mediational analysis.... The results of analysis indicate that Protestant clergy do experience being mobbed which results in emotional exhaustion and depersonalization. Clergy with a self-directing coping style experience more burnout than do those who utilize a surrender to God style. Differences in indirect effects between models were noted. The implications to theory and practice are discussed.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356893
Subject Headings: Psychologists of religion, Stress management, Pastoral counseling, Stress (Psychology), Burn out (Psychology), Clergy, Job stress, Work environment, Psychological aspects, Violence in the workplace
Format: Document (PDF)

Title: Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools.
Creator: Escuder, Ana, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns...
Show moreThis study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns of teachers; their beliefs about technology, mathematics as a subject, math teaching, and learning; external factors such as resources and school support; their TPACK development; and their instrumental orchestration approach through classroom observations. Among the major findings, the study revealed that the personal concerns of the teacher users of GeoGebra included the desire to continue learning the new features of the software, as well as the desire to connect themselves with others in common endeavors for the benefit of other teachers and, ultimately, the students... There was a consensus among the teacher users that they had to strike a balance between their professional goals and the available resources.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362325
Subject Headings: Mathematics, Study and teaching (Middle school), Mathematics, Study and teaching, Computer-assisted instruction, Educational technology, Educational innovations, Educational change
Format: Document (PDF)

Title: Technology and fifth grade teaching: a study of teacher reported classroom practice, professional development, access, and support.
Creator: Beaudry, Debbie., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how...
Show moreThis mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development., The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3329831
Subject Headings: Classroom management, Internet in education, Education, Elementary, Computer-assisted instruction, Curriculum planning, Teachers, Training of, Evaluation, Active learning, Evaluation
Format: Document (PDF)

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