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Title: Exploring alternative screening models for identifying intern administrators.
Creator: Whiting, Susan Lynn Trinka, Florida Atlantic University, Weppner, Daniel B., Morris, John D.
Abstract/Description: Predictive discriminant analysis model testing was used to test alternative screening models for selecting administrative interns for the School Board of Broward County, Florida. The current screening process includes 43 scores based on job dimensions that are gathered from performance ratings and evaluations of written behavioral examples. The job dimensions include the 19 Florida Principal Competencies. The 273 subjects (171 females and 102 males) included all applicants for the...
Show morePredictive discriminant analysis model testing was used to test alternative screening models for selecting administrative interns for the School Board of Broward County, Florida. The current screening process includes 43 scores based on job dimensions that are gathered from performance ratings and evaluations of written behavioral examples. The job dimensions include the 19 Florida Principal Competencies. The 273 subjects (171 females and 102 males) included all applicants for the administrative intern program at the elementary (121), middle (81) and high (71) school levels. Minorities comprised 36.6% of the sample. Clusters of scores were examined to determine which, if any, could be eliminated without significantly reducing the classification accuracy of the model for elementary, middle and high school intern administrator candidates. McNemar's test statistic was used to compare the difference in classification accuracy between the full and various reduced models for both calibration and leave-one-out cross-validation accuracy estimates as recommended by Morris and Huberty (1991). Model performance relative to proportional and maximum chance expectations also was examined. Analyses revealed that at some school levels as many as three of the five score clusters could be eliminated without significantly (p <.05) reducing classification accuracy. These analyses, as well as parallel analyses of reduction possibilities of other selection strategies, could save significant resources devoted to collecting statistically redundant, therefore unnecessary, information. Estimates of resulting cost reductions are included.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12287
Subject Headings: School administrators--Selection and appointment--Florida--Broward County, School administrators--Selection and appointment, School administrators--In-service training--Florida--Broward County
Format: Document (PDF)

Title: FIELD DEPENDENCE/INDEPENDENCE AS A PREDICTOR OF INFERENCING AND PROBLEM SOLVING ABILITIES IN COMMUNITY COLLEGE STUDENTS (READING, COGNITIVE STYLE).
Creator: CAGLEY, CONSTANCE ELAINE, Florida Atlantic University, Childrey, John
Abstract/Description: Community college students are frequently characterized as students who were previously under-represented in higher education. That characterization implies an approach to education that molds curriculum to the needs of these students. The problem addressed in this study was the lack of fit between traditional standardized testing to determine abilities in specific areas of reading comprehension and the nontraditional community college student population to whom the testing is directed. The...
Show moreCommunity college students are frequently characterized as students who were previously under-represented in higher education. That characterization implies an approach to education that molds curriculum to the needs of these students. The problem addressed in this study was the lack of fit between traditional standardized testing to determine abilities in specific areas of reading comprehension and the nontraditional community college student population to whom the testing is directed. The purpose of this study was to determine if a measure of the cognitive style dimension of field dependence/independence could predict community college students' ability to: (1) make inferences in reading; and (2) solve problems. The sample consisted of 132 students from two campuses of Broward Community College in South Florida. The Group Embedded Figures Test (GEFT) was used to determine student cognitive style. Inferencing ability was determined using the Nelson-Denny Reading Test. Problem solving ability was assessed through the Problem Solving subtest of the McGraw-Hill Basic Study System Study Skills Test. Pearson Product Moment Correlations were obtained using GEFT score and corresponding problem solving and inferencing scores. The predictive equations, which were cross validated, indicated that the GEFT was a minimal predictor of both problem solving and inferencing abilities. However, further analysis was performed using Analyses of Variance after dividing the sample into high and low scoring students (field independents and field dependents, respectively). Results of the ANOVAs indicated significance (p .05) regarding inferencing ability among these same students. Demographic information revealed other findings: (1) Non-Caucasians were more highly represented in the field dependent category; (2) Males were more highly represented in the field independent category, whereas females dominated the field dependent category; and (3) females tended to be older than males, with the largest age disparity existing between female and male Caucasian students. The study gives evidence that the GEFT is an effective predictor of problem solving ability among community college students identified as highly field dependent or field independent. Implications and recommendations for instruction, counseling and curriculum design are presented.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11840
Subject Headings: Cognitive styles, Field dependence (Psychology), Reading--Ability testing, Problem solving--Ability testing
Format: Document (PDF)

Title: THE HISTORY OF THE SURVIVAL OF AN ELITIST BLACK HIGH SCHOOL IN SOUTH FLORIDA FROM 1907-1981.
Creator: CEROS-LIVINGSTON, JOSEPH JAMES, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: The purpose of this study was to trace the historical events that influenced the retention of Dillard High school as a functioning four-year comprehensive educational center during the desegregation process in Broward County, Florida. Individuals, organizations and procedures were identified that permitted Dillard to survive as the only original black high school in the county. Nine black community leaders closely identified with Dillard were interviewed and their responses summarized. Much...
Show moreThe purpose of this study was to trace the historical events that influenced the retention of Dillard High school as a functioning four-year comprehensive educational center during the desegregation process in Broward County, Florida. Individuals, organizations and procedures were identified that permitted Dillard to survive as the only original black high school in the county. Nine black community leaders closely identified with Dillard were interviewed and their responses summarized. Much of the black history was of an oral nature since most original documents about Dillard are not now in existence. Desegregation in the 1970s saw the closing of most predominantly black education facilities. The main issue in Broward County was then, and remains today, "where the school bus stops." As a result of this study, it was concluded that: (1) Black citizens of Broward County believed in neighborhood schools in black areas; (2) Busing in Broward County must involve whites and blacks; (3) Dillard was a symbol of black pride; (4) The Dillard alumni, area residents plus important segments of the white community combined efforts to save the school; (5) W. George Allen's lawsuit was a major factor in saving the school; (6) Federal Judge Cabot's decision saved Dillard; (7) Dillard's principal, Mr. Charles B. Morton, provided the leadership to insure racial harmony from 1964 to 1973; (8) A school center that does not actively relate to its community does not grow in excellence and may even cease to exist.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11814
Format: Document (PDF)

Title: HUMAN GENETICS LABORATORY MANUAL.
Creator: BUTLER, CAROL S., Florida Atlantic University, Stewart, Herbert H.
Abstract/Description: The author prepared a college sophomore level genetics laboratory manual. The laboratory exercises are unique in that the student studies human organisms instead of the usual non-human plants and animal specimens. The one exception is "Polytene Chromosomes," in which the student studies Drosouhila. Most of the exercises are original; "Polymorphonuclear Leucocytes" and "Polytene Chromosomes," however, are revisions of portions of existing laboratory experiments. The manual should appeal to...
Show moreThe author prepared a college sophomore level genetics laboratory manual. The laboratory exercises are unique in that the student studies human organisms instead of the usual non-human plants and animal specimens. The one exception is "Polytene Chromosomes," in which the student studies Drosouhila. Most of the exercises are original; "Polymorphonuclear Leucocytes" and "Polytene Chromosomes," however, are revisions of portions of existing laboratory experiments. The manual should appeal to biology, physical anthropology, physical education, and psychology majors, and should be especially helpful to students planning careers in the medical professions. A knowledge of first year biology, elementary chemistry and mathematics including basic probability and statistics should be prerequisites. The twelve laboratory exercises assume that the student has had little exposure to genetics in the first year general biology course. The first three exercises, "The Physical Basis of Heredity," "Phenotypic Observations, Genotypic Deductions, Inheritance Predictions," and "Pedigree Chart in Genetic Analysis" are interesting, uncomplicated sessions which should give the students an anticipation of the semester's work. The fourth and fifth experiments are methods of determining femaleness in epithelial mucosal cells and in polymorphonuclear leucocytes. Exercise six, "A General Approach to Genetic Counseling," is not usually included in Human Genetics texts. It gives the student opportunity for personal growth and for professional consideration. The seventh exercise, "Lymphocyte Cultures," is divided into two sessions. Although the two parts are long, they are worth doing for the experience in exact timing and measurements, sterile techniques, proper dehydration, staining, and mounting that produce very fine permanent slides of the students' own chromosomes. For more detail of chromosomes, "Polytene Chromosomes" is included. Although prosophila is substituted for Homo sapiens in this laboratory session, the exercise is worthy of inclusion to provide additional experience in microtechnique and histological procedures as added knowledge for the second year student. The following exercise, "Human Chromosomes," properly is for two sessions. The student may go through the procedures of preparing his own karyotype, or he may prepare a karyotype of an unknown individual. The student learns the human chromosomes as defined by arm length and centromere position. "Dermatoglyphics" is interesting in that it shows sexual dimorphisms. Students so inclined may go on with the genetic similarities of races and of geographical areas as evidencep by dermatoglyphics. By the time the last two exercises are to be performed, the students are prepared for the complexity of "Hemoglobin Polymorphism in Selected Human Populations" and "Specific Genomes and the Degree of Relatedness." With the continuation of genetic research, the possibilities for additional exercises are almost limitless.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11642
Subject Headings: Human genetics--Study and teaching
Format: Document (PDF)

Title: IDENTIFICATION AND EVALUATION OF COMPETENCIES OF HEALTH PROFESSIONALS IN THE HOSPITAL EMERGENCY MANAGEMENT OF THE RADIATION ACCIDENT VICTIM.
Creator: BERGER, MARY ELLEN, Florida Atlantic University, Weppner, Daniel B.
Abstract/Description: A preliminary list of ten competency and forty-six sub-competency statements derived from literature and consultation with experts and based on the general areas of clinical performance defined by the National Board of Medical Examiners were the concern of Phase I of this study. Forty-eight experts in nuclear medicine, radiology, radiotherapy, health physics, medical physics, radiation biology, public and occupational health, surgery, and emergency medicine and nursing considered this...
Show moreA preliminary list of ten competency and forty-six sub-competency statements derived from literature and consultation with experts and based on the general areas of clinical performance defined by the National Board of Medical Examiners were the concern of Phase I of this study. Forty-eight experts in nuclear medicine, radiology, radiotherapy, health physics, medical physics, radiation biology, public and occupational health, surgery, and emergency medicine and nursing considered this preliminary list of competencies and sub-competencies to determine which were essential for health professionals who may be caring for radiation accident victims in hospital emergency departments. These experts responded to a questionnaire on which they rated each competency and sub-competency as Essential, Supplemental, or Non-essential for emergency care of the radiation accident victim. A scoring system was utilized that facilitated consideration of each consultant's rating. Eight competencies and thirty-three sub-competencies were rated as Essential competencies. Competencies dealing with establishing priorities in patient care and initiating treatment, assessment, contamination control, and decontamination were highly rated. They were followed closely by competencies in referral, psychological care and legal, ethical and public health responsibilities. Competencies in health physics vocabulary and background knowledge of radiation biology were given lower ratings and were placed on a list of Supplemental competencies. In the second part of this study, the Essential competencies were utilized in the development of an original evaluation instrument designed to identify deficiencies and continuing education needs during radiation accident drills or exercises. Evaluation criteria based on the Essential competencies were divided into three time frames: the preparatory period, the treatment period, and the post-emergency period. Criteria adaptations were used to evaluate competence during the treatment period in order to facilitate a more objective evaluation. The instrument was designed for use in sixteen possible patient care situations in which the radiation accident victims have varying medical and radiological conditions. Development of the evaluation instrument was described.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11797
Subject Headings: Emergency medical services, Hospitals--Emergency services
Format: Document (PDF)

Title: AN IDENTIFICATION OF COMPETENCIES FOR EDUCATIONAL ADMINISTRATORS TO CONDUCT ASSESSMENTS OF THE LEARNING NEEDS OF ADULTS.
Creator: GARDNER, DANIEL LEE, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: This study addressed the problem of identifying competencies needed by educational administrators in order to assess the learning needs of adults in a community. The study identified thirty-two competencies which may be appropriate for inclusion in professional development programs or literature for educational administrators. Educational administrators who were known to design and implement adult education programs based on assessed learning needs of adults in their communities were selected...
Show moreThis study addressed the problem of identifying competencies needed by educational administrators in order to assess the learning needs of adults in a community. The study identified thirty-two competencies which may be appropriate for inclusion in professional development programs or literature for educational administrators. Educational administrators who were known to design and implement adult education programs based on assessed learning needs of adults in their communities were selected to provide data for this study . Eighty-eight of Florida's educational administrators were invited to participate by completing two questionnaires mailed to them on two occasions. They were selected by thirty educators who were knowledgeable of these programs from a regional or state- wide perspective. Two conclusions were drawn from the results of this study. It was concluded that competencies needed by educational administrators to assess the learning needs of adults in a community were identified. This conclusion was drawn and evidenced by the list of competencies developed through the application of the proposed research method. Secondly, it was concluded there was consensus regarding the competencies among the group of educational administrators participating in this study.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11734
Subject Headings: Adult education--Research, Adult education--Evaluation
Format: Document (PDF)

Title: LEVELS OF SATISFACTION AMONG PRINCIPALS IN SELECTED FLORIDA SCHOOL DISTRICTS (JOB DESCRIPTIVE INDEX).
Creator: CALLARMAN, MARY HELEN, Florida Atlantic University, Rothberg, Robert A., Weppner, Daniel B.
Abstract/Description: This study examined job satisfaction as it affected principals of large and small high schools and middle/junior high schools on the dimensions of work, pay, promotion, supervision, and co-workers. More specifically, 125 principals in selected school districts of Central Florida were asked to complete the Job Descriptive Index (JDI) to determine if there is a difference in the levels of satisfaction among and between the levels of principalship and size of school. The statistically...
Show moreThis study examined job satisfaction as it affected principals of large and small high schools and middle/junior high schools on the dimensions of work, pay, promotion, supervision, and co-workers. More specifically, 125 principals in selected school districts of Central Florida were asked to complete the Job Descriptive Index (JDI) to determine if there is a difference in the levels of satisfaction among and between the levels of principalship and size of school. The statistically significant conclusions drawn from the data were: (1) Principals of large schools were more satisfied than principals of small schools on the dimension of promotion. (2) Principals of large middle/junior high schools were more satisfied on the dimensions of promotion, supervision, and co-workers than principals of small middle/junior high schools. (3) Principals of large middle/junior high schools were more satisfied on the supervision dimension than those of large high schools. (4) Principals of small high schools were more satisfied than principals of small middle/junior high schools on the promotion and co-worker dimensions. Perhaps the most important conclusion drawn from this research is that principals at all levels in large and small schools alike are more satisfied with those dimensions of the job over which they have some control and that pertain to interpersonal relations--co-workers, supervision, and the work itself--and are least satisfied with those dimensions over which they have little or no control--pay and promotion.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11851
Subject Headings: Job satisfaction--Testing
Format: Document (PDF)

Title: THE LIFE AND WORKS OF BERTITA CARLA CAMILLE LEONARZ HARDING.
Creator: WOCKLEY, KATHY KIRRY., Florida Atlantic University, Cook, Joseph B., Kolinski, Charles J.
Abstract/Description: The purpose of this study was to assemble the facts, synthesize the elements -- personal, literary, and cultural -- and evaluate the significance of these related factors as they pertain to the life and works of Bertita Carla Camille Leonarz Harding. The study followed the career of Bert ita Harding from birth to death, demonstrating how the American author distinguished herself in the literary field with her romantic historical biographies, autobiography, and travelogues, thus indicating how...
Show moreThe purpose of this study was to assemble the facts, synthesize the elements -- personal, literary, and cultural -- and evaluate the significance of these related factors as they pertain to the life and works of Bertita Carla Camille Leonarz Harding. The study followed the career of Bert ita Harding from birth to death, demonstrating how the American author distinguished herself in the literary field with her romantic historical biographies, autobiography, and travelogues, thus indicating how her works contribute to the world's literary history. The facts on which this writer has relied were obtained from a number of interviews in Mexico City, Mexico, Indianapolis and Bloomington, Indiana; from newspaper articles throughout the United States, Mexico, Cuba, England, and Germany; from the author's books as follows: Phantom Crown: The Story of Maximilian and Carlota of Mexico, Amazon Throne: The Story of the Braganzas of Brazil, Age Cannot Wither: The Story of Duse and D'Annunzio, Concerto: The Glowing Story of Clara Schumann, Farewell 'Toinette: The Story of Marie Antoinette, Golden Fleece: The Story of Franz Joseph and Elizabeth of Austria, Hungarian Rhapsody: The Portrait of an Actress, Imperial Twilight: The Story of Karl and Zita of Hungary, The Land Columbus Loved: The Dominican Republic, Lost Waltz: A Story of Exile, Magic Fire: Scenes Around Richard Wagner, Mosaic in the Fountain, Royal Purple: The Story of Alexander and Drag a of Serbia, and Southern Empire: Brazil; from memoirs and manuscripts generously supplied by Pedro Leonarz, nephew of Bertita Harding; from papers and letters in the Bobbs-Merrill Company files, Indiana University Lilly Library files, and Indiana State Library files; and through telephone conversations and letters from individuals who knew Bertita Harding personally and had recollections and reactions relating to pertinent factors. The writer categorizes Bertita Harding's fourteen books and harmonizes the relative subject matter. Further, she relates the author to the time in which she lived and her works to her culture. Since Bertita Harding's life was so related to the subject matter of her works, the writer reveals those elements in her writing that were pertinent in her life, which encompassed the years 1902 through 1971. The works of Bertita Harding are listed in the following categories: (1) biographies -- eleven chronicles of persons -- Phantom Crown, Amazon Throne, Age Cannot Wither, Concerto, Farewell 'Toinette, Golden Fleece, Hungarian Rhapsody, Imperial Twilight, Lost Waltz, Magic Fire, and Royal Purple; (2) autobiography -- Mosaic in the Fountain -- an analysis of nine years of the author's childhood; and (3) non-fiction -- two travelogues -- The Land Columbus Loved and Southern Empire: Brazil -- written in a style combining history, economics, politics, geography, guidebook, and interpretation. The study specifically supports the hypothesis that the life and works of Bertita Harding are highly integrated. The subject matter, style, and final product of these biographies, autobiography, and travelogues were a composite from the pen of a talented woman -- a unique socialite, world traveler, lecturer, historian, and linguist. She applied these elements as a catalyst to authorship and through a body of literary works reflected her predilection for nineteenth century subject matter and projected them into the twentieth century culture. In that context the writer concludes that there is more than ample evidence that Bertita Harding's books offer the potential of some very "rich" historical material to help history "live" for students.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11690
Subject Headings: Harding, Bertita--Criticism and interpretation
Format: Document (PDF)

Title: Language and leadership: Exploring the relationship between critical theories and the hegemonic construction of student achievement.
Creator: McClean, Marva., Florida Atlantic University, Bogotch, Ira
Abstract/Description: This study explored the relationship between critical theories and student achievement. The study applied the principles of Critical Discourse Analysis and Critical Pedagogy in studying the impact of artistic and hegemonic communication on student achievement. The purpose of the study was to critically analyze the language discourse of educational leaders and to determine the extent to which the language discourse contributes to the persistence of the achievement gap and the continuing...
Show moreThis study explored the relationship between critical theories and student achievement. The study applied the principles of Critical Discourse Analysis and Critical Pedagogy in studying the impact of artistic and hegemonic communication on student achievement. The purpose of the study was to critically analyze the language discourse of educational leaders and to determine the extent to which the language discourse contributes to the persistence of the achievement gap and the continuing marginalization of diverse groups of children. This research study offers a practical set of recommendations on how to use the process of critical discourse analysis to arrive at more adequate solutions to the problems that contribute to the achievement gap. It demonstrates how an uncritical acceptance of textual communication from powerful sources such as state departments of education makes educational leaders responsible for the academic failure of children. This study was therefore concerned with finding a process to interrupt hegemonic communication and allow for more democratic use of language that accommodates the multiple realities of the school system. The Research Design used in this research process incorporated data analysis at the state, district and school site levels. The processes of critical discourse analyses were used to scrutinize the language of verbal and written texts and observation data for socio-political relations and ideology embedded in the language. The study found that at the federal, state and district levels hegemonic language was used to assert the worldview of educational accountability and standardization. In contrast to the federal, state and district data, the school site data revealed the use of critical discourse to counteract hegemonic communication and give voice to the multiple realities that exist. This study highlights the fact that educational leaders, including the crafters of educational policies and related documents, skillfully use language to advance their particular perspective. The study demonstrates how educational leaders can implement artistic leadership to open up the spaces in the discourse to interrupt hegemonic communication and eventually close the achievement gap.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12099
Subject Headings: Academic achievement, Multicultural education, Curriculum planning--Cross-cultural studies, Education--Research--Methodology
Format: Document (PDF)

Title: Elementary Teachers' Perceptions of Gender Bias.
Creator: Barrows, Joyce A., McLaughlin, H. James, Florida Atlantic University
Abstract/Description: The purpose of this study was to determine elementary teachers' perceptions of gender bias and further, to determine if additional information on gender bias might have an effect on how elementary teachers interact with their students. This study is valuable because gender bias situations can have a profound influence on how boys and girls view themselves in the world. Additionally, gender bias has been linked to a technological gap between males and females. The subjects for this study were...
Show moreThe purpose of this study was to determine elementary teachers' perceptions of gender bias and further, to determine if additional information on gender bias might have an effect on how elementary teachers interact with their students. This study is valuable because gender bias situations can have a profound influence on how boys and girls view themselves in the world. Additionally, gender bias has been linked to a technological gap between males and females. The subjects for this study were 12 elementary teachers from a large metropolitan school district who participated in three different activities. The purpose of these activities was to determine the teachers' general perceptions of gender bias, their perceptions of gender bias related to curriculum, the origins of these perceptions, and finally, how this process might affect their current educational practices. The results of this study indicate that these elementary teachers placed a low priority on gender bias as a consideration for evaluating software or as an educational issue. The participants felt that their parents, their upbringing, and their environment were responsible for their perceptions of gender bias. Also, while the participants expressed a belief that the activities involved in the study would cause them to scrutinize software and other materials more carefully, they would not necessarily focus on gender issues. They also believed that these activities would have a limited influence on their current teaching practices. As a result of the study, I feel there is a need for pre-service teacher education and professional development for current teachers regarding what constitutes gender bias and the difference between bias and stereotypes. l also would recommend training to assist teachers in treating both male and female students equitably. Finally, since this study only involved three software titles, I would recommend additional research on the amount of gender bias content in educational software.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000648
Subject Headings: Early childhood education--Social aspects, Educational equalization--United States, Sex differences in education, Interaction analysis in education
Format: Document (PDF)

Title: ARCHITECTURAL ANALYSIS OF SELECTED COMMUNITY COLLEGE THEATRES.
Creator: KAHLE, CAROL LEE., Florida Atlantic University, Kite, Robert H.
Abstract/Description: The purpose of this analysis was to obtain architectural dimensions from selected community college theatres. A survey was sent to 315 community college theatre departments requesting information in 17 categories: stage dimensions, proscenium arch, grid, loading doors, rigging, stage floor, pit, storage areas, building shop, costume shop, dressing rooms, rehearsal rooms, green room, lights, light booth, control booth, auditorium, and colors. There was a 25% survey return rate. Results from...
Show moreThe purpose of this analysis was to obtain architectural dimensions from selected community college theatres. A survey was sent to 315 community college theatre departments requesting information in 17 categories: stage dimensions, proscenium arch, grid, loading doors, rigging, stage floor, pit, storage areas, building shop, costume shop, dressing rooms, rehearsal rooms, green room, lights, light booth, control booth, auditorium, and colors. There was a 25% survey return rate. Results from the survey are reported in 5 tables: Mean, Median and Range of Survey Topics, Maximum and Minimum Responses for Survey Questions, Room Measurements, Adequacy Ratings, and Topics and Quantities. Appendices include a copy of the survey, mailing list, and comments from the respondents. The analysis shows that workshops and storage areas had the lowest adequacy rating. In addition, comments from respondents provided recommendations for future community college theatre designers. These include: (1) Determine needs and role of the college and theatre before a consultant or architect is hired and plans are drawn. (2) Determine instructional need in terms of current and future course offerings. (3) Provide concessions if the facility will host touring productions or community activities. (4) Theatre staff should have an active part in determining the needs and design. (5) The college should hire the theatre consultant. (6) Choose an architect with theatre experience.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11896
Subject Headings: Theater architecture, Community colleges
Format: Document (PDF)

Title: AN ANALYSIS OF STUDENT PERSONNEL SERVICES AT SEMINOLE COMMUNITY COLLEGE, SANFORD, FLORIDA.
Creator: CULP, MARGUERITE MCGANN., Florida Atlantic University, Kite, Robert H.
Abstract/Description: The problem addressed by this study was the lack of data to document the need for--or effectiveness of--the student personnel program at Seminole Community College. A literature review supported the need for continued evaluation of student personnel services at the local level. Four questions were generated as a result of this literature review: (1)Which student personnel services were considered essential by new students, by students who had completed at least one semester at the college,...
Show moreThe problem addressed by this study was the lack of data to document the need for--or effectiveness of--the student personnel program at Seminole Community College. A literature review supported the need for continued evaluation of student personnel services at the local level. Four questions were generated as a result of this literature review: (1)Which student personnel services were considered essential by new students, by students who had completed at least one semester at the college, and by faculty members? (2)Which services were new students actually intending to use? (3)How did faculty members and students who had used specific student personnel services rate them? (4)Did significant differences exist in the services needed by new students in relation to the variables of age, sex, enrollment status, and area of college enrollment? A study was designed to answer these questions. Survey instruments were constructed and distributed to a random sample of new students, currently enrolled students, and faculty members in the adult high school, college credit, and vocational-technical portions of the college. The instruments were returned by 87.9 percent of new students, 93.5 percent of currently enrolled students, and 88.1 percent of the faculty. Examination of the data, calculated in percentages, from new students, currently enrolled students, and faculty revealed that: (1)services defined as necessary were those related to admissions, testing and placement, academic and career counseling, and orientation; (2)new students intended to use services related to registration, academic and career counseling, orientation, and study techniques; (3)over 10 percent of new students who defined a service as essential indicated they would never use the service; (4)over 30 percent of the faculty and 60 percent of currently enrolled students were unable to evaluate student personnel services except for those services related to admissions, orientation, academic advisement, and registration; (5)faculty tended to rate as inadequate services connected to the placement of students in courses, academic advisement, and recruitment; and (6)the majority of students, both new and currently enrolled, indicated a lack of interest in personal or social counseling.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11779
Subject Headings: Counseling in adult education--Florida--Evaluation
Format: Document (PDF)

Title: AN AWARENESS MODEL OF INTERPERSONAL BEHAVIOR IN EDUCATIONAL LEADERSHIP TRAINING.
Creator: BATTS, LESLIE DAVIS, Florida Atlantic University, Logsdon, James D.
Abstract/Description: The problem of this study was threefold: (1) To explore the availability of instruments that will increase student awarenesses on interpersonal and intrapersonal behavior. (2) To design or modify an instrument to be used as part of an awareness model in educational leadership training. (3) To survey awareness changes in a sample of the student population when the model is used in educational leadership training. A pilot study was conducted on a group of students enrolled in a Middle School...
Show moreThe problem of this study was threefold: (1) To explore the availability of instruments that will increase student awarenesses on interpersonal and intrapersonal behavior. (2) To design or modify an instrument to be used as part of an awareness model in educational leadership training. (3) To survey awareness changes in a sample of the student population when the model is used in educational leadership training. A pilot study was conducted on a group of students enrolled in a Middle School Leadership Sequence during the summer of 1973. This initial effort resulted in several training instruments, among them the Personnel Relations Survey, that were effective in the area of behavioral awareness. Of the instruments used in the pilot study, The Personnel Relations Survey was selected and modified for use in educational leadership training. Since the survey was designed to be used originally by manager trainees in an industrial setting, the nonsignificant modification was, for the most part, the substitution of educational personnel for employees, managers, and supervisors. The survey instrument which was a part of the model was used with a sample of students in an experimental and a control group to measure the dependent variables of exposure and feedback in relationships with teachers, principals, and superintendents. The participant was provided with a graphic analysis of his interaction and awareness by using the Johari Window that was a part of the model. Results were treated statistically with multivariate analysis of variance. Of the three hypotheses treated, there was insufficient evidence to reject the two following: 1. There is no significant difference between the experimental and control treatment effect when one is considering the dependent measures of exposure and feedback relevant to feelings. 2. There is no significant difference among the interaction effect of treatment with personnel when one is con~idering the dependent measures of exposure and feedback relative to feelings. No significant difference was noted in the treatment main effect when comparing the performance of the experimental and control groups on the dependent measures. The interaction effect of treatment, personnel, and treatment with personnel was nonsignificant. was: One hypothesis that was rejected at the .05 level of significance There is no significant difference between the personnel relationships main effect when one is considering the dependent measures of exposure and feedback relevant to feelings. A significant difference in the main effect of personnel was investigated with a multiple comparison test and the results showed that relationships with superintendents were significantly different from the relationships with the two other groups of educational personnel when considering the dependent measure of exposure. The model was not designed to produce change but to produce an awareness of one's interaction style and more desirable styles to which the participant could change if he so desired. Recommendations were made for more effective use of awareness training in educational leadership.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11632
Subject Headings: Interaction analysis in education, Interpersonal relations
Format: Document (PDF)

Title: Academic performance and demographic variables in predicting success in college algebra and graduation rates in an urban multi-campus community college.
Creator: Pedersen, Ginger Lee., Florida Atlantic University, Decker, Larry E.
Abstract/Description: The purpose of this study was to develop a model to predict success in college algebra and in Associate in Arts graduation, and to examine the relationship between placing in one or more developmental education courses and Associate in Arts graduation. The study was conducted at a large urban community college in Palm Beach County, Florida with 1,142 first-time-in-college students who took the College Placement Test (CPT) as their entrance examination. The study was designed to determine...
Show moreThe purpose of this study was to develop a model to predict success in college algebra and in Associate in Arts graduation, and to examine the relationship between placing in one or more developmental education courses and Associate in Arts graduation. The study was conducted at a large urban community college in Palm Beach County, Florida with 1,142 first-time-in-college students who took the College Placement Test (CPT) as their entrance examination. The study was designed to determine whether students' gender, age, ethnicity, grade point average (GPA), English language proficiency, nontraditional status, placement scores and number of developmental courses could predict a students' success in college algebra and graduating with the Associate in Arts degree, and how placing in one or more developmental course was correlated with graduating with the Associate in Arts degree. Three research hypotheses were developed to determine any significant predictive ability among the variables studied. Hypotheses 1 and 2 used discriminant analysis to determine the predicative ability of identified variables and hypothesis 3 used a Pearson product-moment correlation coefficient to assess the relationship of placing into one or more developmental courses on graduating with the Associate in Arts degree. All hypotheses were tested at the .05 level of significance. The results of the study indicated that for hypothesis 1 the variables of GPA, number of developmental courses, level of mathematics courses and mathematics placement score were all significant predictors. For hypothesis 2, the variables of GPA, placement scores in reading and writing, and the number of developmental courses were all significant predictors. For hypothesis 3, the number of developmental courses that a student tested into did have a significant relationship with the student's receiving an Associate in Arts degree. The results are discussed in relation to ensuring that students are better prepared for college-level work by a series of recommendations relating to collaborative efforts between community colleges and local high school districts. In addition, recommendations are made to re-align the developmental mathematics curriculum to effectively prepare students for subsequent college-level mathematics courses.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12083
Subject Headings: Community colleges--Florida--Palm Beach County--Sociological aspects, Community college students--Florida--Palm Beach County--Statistics, Academic achievement--Florida--Palm Beach County, Postsecondary education--Research--Florida--Palm Beach County, Algebra
Format: Document (PDF)

Title: Academic achievement of students with disabilities in co-teaching, resource room, and support facilitation models.
Creator: Shaw, Frances Rene., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: Since the passage of Public Law 94-142 (The Education of All Handicapped Children Act) which is currently called the Individuals with Disabilities Act (IDEA), there has been a movement to service students with disabilities in more inclusive environments. The Broward County School District had been involved in the State of Florida's effort to reform the special education funding model and the delivery of services to students in more inclusive environments since 1994. The purpose of this study...
Show moreSince the passage of Public Law 94-142 (The Education of All Handicapped Children Act) which is currently called the Individuals with Disabilities Act (IDEA), there has been a movement to service students with disabilities in more inclusive environments. The Broward County School District had been involved in the State of Florida's effort to reform the special education funding model and the delivery of services to students in more inclusive environments since 1994. The purpose of this study was to determine the effects of three delivery models, resource room, co-teaching, and support facilitation, on the reading and math achievement of students with mild to moderate disabilities. The subjects of this study consisted of 231 students with mild to moderate disabilities enrolled in 29 schools and serviced in one of these three delivery models. Their achievement was measured during the 1998--1999 school year based upon the results of a nationally normed achievement test. An Analysis of Variance (ANOVA) as well as an Analysis of Covariance (ANCOVA) was performed using the spring of 1998 test scores as baseline data or covariates and the spring of 1999 scores as dependent or criterion variables. The independent variable was the type of delivery model. The results did not reveal any statistically significant differences in the achievement of the students in any of the three models thus indicating that in this study, the type of model did not have a significant impact on the achievement of these students. Implications based upon limitations as well as recommendations for further study are presented.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/12014
Subject Headings: Students with disabilities--Education, Inclusive education, Academic achievement
Format: Document (PDF)

Title: Academic and demographic variables as predictors of gang activity in school.
Creator: Thornton, Linda H., Florida Atlantic University, Morris, John D., Gray, Mary B.
Abstract/Description: A two-group predictive discriminant analysis was used to develop a model to predict youth gang activity among students in an urban school district in south central United States. The predictors were selected from age, race, gender, grade repeats, reading comprehension achievement test scores, and changes in school and school district (uprootedness). Data were obtained from elementary school records of 285 grade nine students (151 male and 134 female) in two junior high schools. Ethnic...
Show moreA two-group predictive discriminant analysis was used to develop a model to predict youth gang activity among students in an urban school district in south central United States. The predictors were selected from age, race, gender, grade repeats, reading comprehension achievement test scores, and changes in school and school district (uprootedness). Data were obtained from elementary school records of 285 grade nine students (151 male and 134 female) in two junior high schools. Ethnic minorities comprised 75.4% of the sample. Gang involvement data were provided by the school district security department. Data were analyzed using SPSS-X and a FORTRAN computer program by Morris and Meshbane (1995). All possible subsets of predictor variables were examined using leave-one-out cross-validation accuracy estimates. Although no models classified both gang and nongang students with greater accuracy than proportional chance expectations, a model consisting of gender, grade repeats, and school and school district changes (uprootedness) yielded significant classification accuracy for gang students, (z = 12.07, p <.05).
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12429
Subject Headings: Gangs--United States, Juvenile delinquency, School violence
Format: Document (PDF)

Title: THE DEVELOPMENT OF ADMINISTRATIVE CONSIDERATIONS FOR THE PLACEMENT OF STAFF NURSES IN REFERENCE TO DEATH AND THE DYING PATIENT.
Creator: DURKIS, JOAN MICHELE., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to develop a set of considerations that administrators could use in placing nurses who dealt with dying patients. An attempt was made to determine whether nurses who reflected certain personal backgrounds would have an attitude about death and the dying patient that would subsequently predispose them to giving inadequate nursing care to these patients. To determine which items needed to be considered by nursing administrators in the placement of staff nurses, a...
Show moreThe purpose of this study was to develop a set of considerations that administrators could use in placing nurses who dealt with dying patients. An attempt was made to determine whether nurses who reflected certain personal backgrounds would have an attitude about death and the dying patient that would subsequently predispose them to giving inadequate nursing care to these patients. To determine which items needed to be considered by nursing administrators in the placement of staff nurses, a questionnaire was completed by 248 senior medical-surgical nursing students at five college campuses in three counties in the State of Florida. It was shown that there was a significant relationship between the student nurses' attitudes toward death and dying (increased fear), their anticipated response patterns to death-related situations in the hospital work setting (inadequate care) and the thirteen background variables. More specifically, those student nurses with an increased fear of death and dying were more inclined to give inadequate care to the dying patient. Those student nurses with specific background characteristics were also more apt to give inadequate nursing care to their patients in such situations that dealt with suicide, abortion, euthansia or death in general.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11800
Subject Headings: Terminal care, Nursing students--Attitudes
Format: Document (PDF)

Title: DEVELOPMENT OF PROGRAMS FOR THE TRAINING OF COMMUNITY JUNIOR COLLEGE ADMINISTRATORS AND STAFF TO ASSIST THE DISADVANTAGED STUDENT: MOTEC-JC AT FLORIDA ATLANTIC UNIVERSITY.
Creator: COLLIER, LEON ALPHONSO, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: This study is directed at the compilation of materials, ideals, and developments which resulted from the federally funded program entitled, "Moving On to Enrollment and Completion of Junior College" (MOTEC-JC). The purpose of this investigation is to identify specific aspects of raw data obtained through the research and training program of MOTEC-JC and to analyze through descriptive procedures such selected evidence with the intention of providing a complete history of the origin,...
Show moreThis study is directed at the compilation of materials, ideals, and developments which resulted from the federally funded program entitled, "Moving On to Enrollment and Completion of Junior College" (MOTEC-JC). The purpose of this investigation is to identify specific aspects of raw data obtained through the research and training program of MOTEC-JC and to analyze through descriptive procedures such selected evidence with the intention of providing a complete history of the origin, development, and administrative instructional purpose of MOTEC-JC at Florida Atlantic University. The significance of this study lies in the inherent value of the compilation of a single historical journal as the record of a movement which may be used to generate interest and guidance in the future development of programs for low-income and minority students at community junior colleges. Long-range research beyond the limits of the present investigation may finally answer general questions of future program initiation and survival. Of primary concern here is the evident need for the documentation of the materials, ideas, and developments which resulted from the federally funded research-action project designed to recruit, enroll, and educate low-income and minority groups in community colleges. Consequently, the formation of a plan proposing a number of follow-up studies should serve as a model for measuring the impact of MOTEC-JC's activities on community junior colleges projected for a twenty-five year period. The present study projects a five year model which should be revised and amplified at succeeding intervals. The twenty-five year projection is necessary because by that time MOTEC-JC participants will either have made their major contribution or completed their professional careers. Such long-range evaluation has been noticeably lacking in American education. This dissertation is a first step toward implementing this logical and needed approach to action research.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11647
Format: Document (PDF)

Title: THE DEVELOPMENT OF A MODEL ADMINISTRATION SYSTEM FOR A PRIMARY READING PROGRAM.
Creator: DAMEN, BEVERLY JANE, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: Purpose. The purpose of this study was to develop a model administration system for a primary reading program. The development of this model was based on identified practices common to successful primary school reading programs. Procedure. The school community included four elementary principals, twenty-six primary teachers, six elementary reading consultants, and two directors of reading. The instrument used in collecting the data for this study was a questionnaire composed of thirty-six...
Show morePurpose. The purpose of this study was to develop a model administration system for a primary reading program. The development of this model was based on identified practices common to successful primary school reading programs. Procedure. The school community included four elementary principals, twenty-six primary teachers, six elementary reading consultants, and two directors of reading. The instrument used in collecting the data for this study was a questionnaire composed of thirty-six items measuring distinct and basic concepts of organizational structure of design, namely, decision making/leadership, evaluation, communication, conflict, problem solving, motivation, and control. Also, information was gathered on the size and composition of an instructional reading group, hours of reading instruction per week, source(s) of reading instruction, parent involvement, and experience of primary reading teachers. In addition to the questionnaire, observations and interviews were made in order to gather more in-depth research and confirm that data received by the questionnaire to be reasonably accurate. The study was conducted in four Connecticut towns, cities, and/or individual schools where a reading program was said to be effective according to Right to Read, Educational Programs That Work, Connecticut Association of Reading Research, and/or the International Reading Association. The data were collected, collated, and converted into percentages for and against a process or program idea in order to develop the organizational model. Frequencies of responses dictated whether or not the process or program idea was included in the model. More than a 50 percent response was accepted as significant. The organizational design of effective reading programs was made and the organizational model was built on the significant responses, a review of the related literature, observations, and interviews.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11781
Subject Headings: Reading (Primary)--Administration
Format: Document (PDF)

Title: Comparison of perceptions of private school administrators and teachers on selected methods of teacher evaluation.
Creator: Manasseh, Nancy Marie., Florida Atlantic University, Gray, Mary B.
Abstract/Description: Sound evaluation of education personnel is linked to effective teacher practices. Private schools are taking an increasing responsibility for schooling the nation's youth. Presently, there is no formal statewide teacher evaluation program in the private school sector. To assist in the development of an evaluation program, this study investigated the perceptions of private school administrators and teachers on selected methods of teacher evaluation. Private school administrators' perceptions...
Show moreSound evaluation of education personnel is linked to effective teacher practices. Private schools are taking an increasing responsibility for schooling the nation's youth. Presently, there is no formal statewide teacher evaluation program in the private school sector. To assist in the development of an evaluation program, this study investigated the perceptions of private school administrators and teachers on selected methods of teacher evaluation. Private school administrators' perceptions of evaluation methods are important since their views can influence the methods they accept. Teachers' perceptions of evaluation methods are important since their views influence their levels of support for the total system. The sample of this study consisted of personnel from private schools in Broward and Palm Beach Counties accredited by the Florida Council of Independent Schools. These educators expressed their opinion of nine selected methods of assessment of teaching effectiveness. A survey was taken of the perceptions of the two groups. Each administrator and teacher was asked to rate the level of agreement of how accurate she/he believed the method of evaluation was in assessing the effectiveness of teaching. Teachers and administrators were divided into independent groups by the variable "position." Data analysis was done to reflect differences in the attitudes of teachers and administrators toward certain methods of evaluation. A.05 alpha level of significance was used. Responses to the survey indicated that respondents were essentially neutral. The average response among the administrators and teachers tended to be close to three on a 1 (strongly agree) to 5 (strongly disagree) scale. This reflected the level of agreement or disagreement on the accuracy of each method as an assessment tool of effective teaching for all items on the questionnaire. An independent samples t-test was used to compare means of each variable across the independent groups. Results indicated that the null hypotheses, which stated that there were no significant differences in the way each group perceived nine selected methods of teacher evaluation (p >.05), could not be rejected. Suggestions for future research include a replication of this study using a larger sample as well as including the variables of gender, experience, and grade level. Implementation of inservice workshops that prepare private school administrators to evaluate teachers is also recommended. Such programs would improve the evaluation skills of administrators. Teacher participation in the development of an evaluation program in the private school system is also recommended. This study also showed that 5.9% of the teacher sample were never evaluated. Another 28.4% were evaluated only once a year. This investigation further demonstrated the fact that 17.6% of the teacher sample were not certified to teach and 1% did not have a college degree.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12460
Subject Headings: Teachers--Rating of--Florida, Teaching--Florida--Evaluation, Teacher-administrator relationships, Private schools--Florida
Format: Document (PDF)

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