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Title: Sizing up the principalship: the relationship between school size and principal leadership in elementary and middle schools.
Creator: Kaplan, Mark J., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined the issue of school size and the potential impact that school size has on the leadership behaviors of principals. Contextual factors were also considered as potential moderators of the relationship between transformational/ transactional/laissez-faire leadership behavior and school size. Data were collected and analyzed using quantitative methods. A survey was conducted based on a chosen model to gather the data. Multi-factor Leadership Questionnaire (MLQ) surveys were...
Show moreThis study examined the issue of school size and the potential impact that school size has on the leadership behaviors of principals. Contextual factors were also considered as potential moderators of the relationship between transformational/ transactional/laissez-faire leadership behavior and school size. Data were collected and analyzed using quantitative methods. A survey was conducted based on a chosen model to gather the data. Multi-factor Leadership Questionnaire (MLQ) surveys were distributed electronically to school staff in elementary and middle schools in Sunshine County, Florida for input regarding their principal's behavior. Using one-way and two-way analysis of variance tests for the main and moderating factors, the survey results indicated that while the main effect of size has no direct impact on principal leadership behavior, contextual factors (socio-economics, principal gender, and principal experience) do moderate the relationship between specific transformational principal leadership behaviors and school size.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3171397
Subject Headings: School management and organization, Educational leadership, School principals, Action research in education
Format: Document (PDF)

Title: Mentoring as an educative function: professional development experiences that influence mentor teachers' beliefs.
Creator: Bresnahan, Tammy L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigated the self-reported frequency of professional development experiences mentors have had with their mentees and with other mentors and identified the self-reported beliefs they hold about mentoring. Quantitative data were collected through an online survey of teachers from one school district that had mentored at least one time within the past 2 years. Specifically, mentors were asked to report how often they engaged in specific activities with their mentees...
Show moreThis mixed methods study investigated the self-reported frequency of professional development experiences mentors have had with their mentees and with other mentors and identified the self-reported beliefs they hold about mentoring. Quantitative data were collected through an online survey of teachers from one school district that had mentored at least one time within the past 2 years. Specifically, mentors were asked to report how often they engaged in specific activities with their mentees and with other mentors. Mentors were also asked to report the degree to which they believed given statements were true about mentoring (a) as a professional development experience for the mentors themselves; (b) as a way to improve mentors' own classroom teaching practice; and (c) as an avenue for leadership roles in schools. Qualitative data were collected through face-to-face interviews with mentors to better understand the quality of their experiences and to identify those experiences that were more powerful in terms of shaping their beliefs. In addition, data were analyzed to determine the relationship between the frequency of mentors' experiences and their beliefs. The results show that the frequency of experiences mentors have had with their mentees and with other mentors was positively and significantly related to their beliefs in 5 out of 6 cases. Mentors reported strong beliefs about mentoring as professional development for themselves, as a way to improve their own classroom teaching practice, and as a vehicle for leadership in schools. This study sought to put mentors in the forefront by exploring their experiences and their beliefs about mentoring. This focus on the mentor teacher and not just the mentee places this research at the core of improving teaching practice and viewing mentoring as an educative experience for veteran and novice alike.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332186
Subject Headings: Mentoring in education, Teachers, In-service training, Teacher effectiveness, Educational leadership
Format: Document (PDF)

Title: Teacher quality and teaching quality of 7th-grade Algebra 1 Honors teachers.
Creator: Perez, Barbara., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: With more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality...
Show moreWith more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to teacher effectiveness in 7th-grade Algebra I Honors. This study examined two aspects of teachers, teacher quality and teaching quality. Teacher quality refers to the characteristics that teachers possess and teaching quality refers to what teachers do in the classroom to foster student learning. For this study, teacher quality included teacher professional preparation characteristics and teacher knowledge. Also, aspects of teaching quality that promote conceptual understanding in Algebra were examined. The difference between more and less effective teachers in this study lies in teaching quality, what teachers do in the classroom, as opposed to teacher quality, what those teachers bring with them to the classroom. The findings of this study indicate that elements of teaching quality are more indicative of teacher effectiveness than elements of teacher quality among teachers in the study. Although there was some evidence of a relationship between elements of teacher quality and teacher effectiveness, there were clear differences in teaching quality among more effective and less effective teachers in this study.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360970
Subject Headings: Mathematics, Study and teaching (Middle school), Educational tests and measurements, Teachers, Training of, Communication in mathematics
Format: Document (PDF)

Title: 2009-2010 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2009-2010
PURL: http://purl.flvc.org/fau/fd/FA00007907
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2013-2014 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2013-2014
PURL: http://purl.flvc.org/fau/fd/FA00007910
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2013-2014 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2013-2014
PURL: http://purl.flvc.org/fau/fd/FA00007931
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2012-2013 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2012-2013
PURL: http://purl.flvc.org/fau/fd/FA00007909
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2012-2013 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2012-2013
PURL: http://purl.flvc.org/fau/fd/FA00007930
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2010-2011 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2010-2011
PURL: http://purl.flvc.org/fau/fd/FA00007929
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2010-2011 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2010-2011
PURL: http://purl.flvc.org/fau/fd/FA00007908
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2009-2010 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2009-2010
PURL: http://purl.flvc.org/fau/fd/FA00007928
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2014-2015 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2014-2015
PURL: http://purl.flvc.org/fau/fd/FA00007932
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2015-2016 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2015-2016
PURL: http://purl.flvc.org/fau/fd/FA00007912
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2016-2017 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2016-2017
PURL: http://purl.flvc.org/fau/fd/FA00007934
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2016-2017 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2016-2017
PURL: http://purl.flvc.org/fau/fd/FA00007913
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2015-2016 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2015-2016
PURL: http://purl.flvc.org/fau/fd/FA00007933
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2014-2015 Program Review Counselor Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Counselor Education, College of Education
Date Issued: 2014-2015
PURL: http://purl.flvc.org/fau/fd/FA00007911
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: THE USE OF VIDEOTAPE MODULES TO IMPROVE TEACHING METHODS AND TECHNIQUES OF COMMUNITY COLLEGE ART TEACHERS.
Creator: ANDERSON, GEORGE S., JR., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to develop effective means of teaching certain fundamental concepts in art to community college art teachers and to community college art students. The study was limited to community college art teachers and art students with emphasis on the problems of teaching a diverse art student population. A review of the literature provided information that community college art teachers are confronted with a diverse student body having varied learning styles and art...
Show moreThe purpose of this study was to develop effective means of teaching certain fundamental concepts in art to community college art teachers and to community college art students. The study was limited to community college art teachers and art students with emphasis on the problems of teaching a diverse art student population. A review of the literature provided information that community college art teachers are confronted with a diverse student body having varied learning styles and art experiences. The art teacher does need different instructional methods in order to effectively present the subject matter. The literature was also a source of information that was used in the development of two instructional videotape modules.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11742
Subject Headings: Education, Art
Format: Document (PDF)

Title: VALIDATING THE EFFECTIVENESS OF A GOTTMAN METHOD COUPLES THERAPY INTERVENTION, THE TRUST REVIVAL METHOD, FOR AFFAIR RECOVERY: A RANDOMIZED CONTROL TRIAL.
Creator: Irvine, Taylor J., Peluso, Paul, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: The present study applies a Gottman Method Couples Therapy (GMCT) intervention, the Trust Revival Method (TRM), to couples' relationships following an affair, using a randomized control waitlist design. Couples (n= 84) were recruited nationally and internationally and subsequently randomized to either an immediate treatment group or a 3-week waitlist group. A 6-month post-trial follow-up was conducted for couples that completed treatment. The revised Specific Affect Coding System (Coan &...
Show moreThe present study applies a Gottman Method Couples Therapy (GMCT) intervention, the Trust Revival Method (TRM), to couples' relationships following an affair, using a randomized control waitlist design. Couples (n= 84) were recruited nationally and internationally and subsequently randomized to either an immediate treatment group or a 3-week waitlist group. A 6-month post-trial follow-up was conducted for couples that completed treatment. The revised Specific Affect Coding System (Coan & Gottman, 2007) was used to code couples' interactions during a 10–15-minute conflict discussion. Significant effects were found when comparing couples' codes against treatment retention and later relationship functioning. Couples also completed various assessments three times during the study, including the 480-question Gottman Connect (GC) assessment tool. Couples on the 3-week waitlist completed one additional pre-treatment assessment before their 3-week wait commenced. Multivariate statistics with appropriate univariate follow-up procedures were employed to determine group differences between the control and experimental groups. Follow-up procedures were also conducted to investigate any differential rates of symptom reduction or treatment success. The researcher used path analysis procedures following Actor Partner Interdependence Model (APIM- Kenny et al., 2020) assumptions to examine the effects of the intervention on overall relationship satisfaction and subsequent affair recovery, revealing significant effects between assessment scores and coded behaviors. Clinical significance testing also showed significant effects in specific relationship domains. The results add to the current research literature, validating GMCT as an effective broad-based couple therapy approach to repair relationships following infidelity. Implications for clinical practice, graduate training, and research are discussed.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013994
Subject Headings: Couples therapy, Extramarital Relations, Adultery, Couples Therapy--methods
Format: Document (PDF)

Title: THE EFFECTS OF CBT ON PERFECTIONISM, HELP-SEEKING, NEGATIVE AFFECTIVITY, AND SOCIAL-EMOTIONAL WELL-BEING ON EARLY COLLEGE HIGH SCHOOL STUDENTS.
Creator: Bendit, Arielle L., Mariani, Melissa, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: The purpose of the current study was to examine differences in multidimensional perfectionism, help-seeking, negative affectivity, and social-emotional well-being between grade 9 to 12 early college high school students who received the modified version of Cognitive Behavioral Therapy for Perfectionism (CBT-P) small group counseling intervention (Egan et al., 2014a) and grade 9 to 12 early college high school students in the comparison group who did not receive the intervention. Masters-level...
Show moreThe purpose of the current study was to examine differences in multidimensional perfectionism, help-seeking, negative affectivity, and social-emotional well-being between grade 9 to 12 early college high school students who received the modified version of Cognitive Behavioral Therapy for Perfectionism (CBT-P) small group counseling intervention (Egan et al., 2014a) and grade 9 to 12 early college high school students in the comparison group who did not receive the intervention. Masters-level counselors in training (CIT) implemented CBT-P with early college high school students after being trained in the use of the program and other study-related procedures. The study followed a quasi-experimental, non-equivalent pre-post design and employed various self-report measures (DASS-21, SEHS-S, CAPS, and GHSQ). A series of ANCOVA analyses were conducted to determine statistically significant differences between the treatment and comparison groups. The researcher reported partial eta squared ŋp2 effect size for each independent variable. Results of the study revealed a statistically significant difference in negative affectivity and self-oriented perfectionism between the treatment and the comparison group. However, no statistically significant difference, by treatment condition, was found regarding participants’ socially prescribed perfectionism, help-seeking intentions, or social-emotional well-being. The modified CBT-P treatment has found large effects (ŋp2 = .219) in reducing negative affectivity as measured by the DASS-21 and medium to large effects (ŋp2 = .115) in reducing self-oriented perfectionism. This study provided clinical support for using the modified CBT-P small group intervention (Shafran et al., 2002) in early college high schools to decrease negative affectivity and perfectionism in students. Furthermore, the study further supports the importance of building social-emotional wellness to improve students’ mental health. Finally, it highlights the need for future research to determine the impact of perfectionism and small group interventions on early college high school students’ mental health, wellbeing, and help-seeking behaviors.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013980
Subject Headings: Cognitive Behavioral Therapy, High school students, Perfectionism, Educational counseling
Format: Document (PDF)

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