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- Title
- A COMPARATIVE STUDY OF LOCUS OF CONTROL BETWEEN REGULAR CLASS STUDENTS AND EMOTIONALLY HANDICAPPED STUDENTS WITHIN SELF-CONTAINED CLASSES IN ELEMENTARY, MIDDLE AND HIGH SCHOOL.
- Creator
- CARLTON, ROBERT JAY, Florida Atlantic University, Rothberg, Robert A., Wiegman, Robert R.
- Abstract/Description
-
The purpose of this study was to compare the locus of control orientation between regular class and selfcontained emotionally handicapped students within the elementary, middle and high school settings. Two samples of students were selected from the third through eleventh grades of the Seminole County school system using a randomized block design . One group consisted of sixty students enrolled within the self- contained program for the emotionally handicapped from elementary, middle and high...
Show moreThe purpose of this study was to compare the locus of control orientation between regular class and selfcontained emotionally handicapped students within the elementary, middle and high school settings. Two samples of students were selected from the third through eleventh grades of the Seminole County school system using a randomized block design . One group consisted of sixty students enrolled within the self- contained program for the emotionally handicapped from elementary, middle and high school classes. A second group of sixty regular class students were selected from the same schools. The Nowicki- Strickland Locus of Control Scale was administered to small groups of subjects, out of the classroom, but within the school setting . The mean scores for each group were analyzed using a 2x3 analysis of variance with the effects tested at the .05 level of significance across all levels. The emotionally handicapped students were found to be significantly more external than the regular class students. In addition, both groups exhibited a shift in locus of control orientation, becoming significantly more internal as they progressed from elementary to high school. No significant interaction was found to exist between regular class and emotionally handicapped students in elementary, middle and high school. It was concluded that although the emotionally handicapped students maintained a more external orientation than the regular class students, as both groups approached adolescence and experienced an increased mastery of the environment, there was a shift towards a more internal locus of control. However, regardless of the school level involved, the emotionally handicapped students maintained a more external orientation. Since behavior modification procedures have been shown to foster an internal locus of control orientation, it was concluded that behavioral techniques would be effective in the education and treatment of self-contained emotionally handicapped students. It was further concluded that the locus of control construct could provide both teachers and administrators of programs for the emotionally handicapped with valuable information and insight into the dynamics of the disability. This knowledge combined with an understanding of behavior modification principles could prove to be a viable means of altering unacceptable behavioral patterns, improving academic performance levels and ultimately result in a more productive life style for their students.
Show less - Date Issued
- 1979
- PURL
- http://purl.flvc.org/fcla/dt/11726
- Format
- Document (PDF)
- Title
- THE DEVELOPMENT AND VALIDATION OF A TEACHER EDUCATION CENTER EVALUATION INSTRUMENT.
- Creator
- HUTCHINSON, CYNTHIA JANKO., Florida Atlantic University, Rothberg, Robert A., Wiegman, Robert R.
- Abstract/Description
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The purpose of this study was the development of a teacher education center evaluation instrument. Items for the instrument were drawn from the literature related to effective inservice education. This item pool was refined and validated using two sequential juries of experts consisting of Florida teacher education center directors, university contact persons, Florida Department of Education personnel and members of the State Council for Teacher Education Centers. The evaluation instrument...
Show moreThe purpose of this study was the development of a teacher education center evaluation instrument. Items for the instrument were drawn from the literature related to effective inservice education. This item pool was refined and validated using two sequential juries of experts consisting of Florida teacher education center directors, university contact persons, Florida Department of Education personnel and members of the State Council for Teacher Education Centers. The evaluation instrument was designed using a four point Likert type rating scale. The instrument was distributed to 500 school personnel in three Florida county school districts by the On-Site Review of Master Inservice Plan Visiting Teams. The three counties were selected to provide a cross section of teacher education center counties in Florida. There were 335 respondents, or a 67 percent return. The following conclusions were based upon the analysis of data: 1. The teacher education center evaluation instrument proved to be reliable, the alpha coefficients for the field testing being acceptable 2. The teacher education center evaluation instrument proved to have construct validity, the components being easily interpreted using the principal components evaluation 3. The teacher education center evaluation instrument proved to have content validity, having a positive judgmental rating by the respondents 4. The four major components of teacher education center evaluation--decision-making, relationship to the program of the school, commitment to teacher education, resources--proved to be easily interpreted in each county of the field testing. In summary, this study provided statistical data which indicated that the teacher education center evaluation instrument developed was reliable, as noted within the limitations of the study, and that it had content and construct validity. Possibilities for future research were outlined.
Show less - Date Issued
- 1979
- PURL
- http://purl.flvc.org/fcla/dt/11732
- Subject Headings
- Teacher centers, Teachers--In-service training
- Format
- Document (PDF)
- Title
- ASSESSING THE EDUCATIONALLY RELATED NEEDS OF ADULTS: A PRACTICAL, LOW COST APPROACH BY A COMMUNITY COLLEGE IN COOPERATION WITH THE PUBLIC SCHOOL SYSTEM.
- Creator
- GRADY, SANDRA COLE., Florida Atlantic University, Wiegman, Robert R., MacKenzie, Donald G.
- Abstract/Description
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The purpose of this study was to develop and test a practical, low cost approach to the needs assessment process, that would produce data to assist in planning programs and services for adults living in a newly established service area of a community college. Designed to encourage agency participation, the assessment was conducted in cooperation with Broward County's community college, and public school system. Methodology: A trained team of 25 community college and public school employees,...
Show moreThe purpose of this study was to develop and test a practical, low cost approach to the needs assessment process, that would produce data to assist in planning programs and services for adults living in a newly established service area of a community college. Designed to encourage agency participation, the assessment was conducted in cooperation with Broward County's community college, and public school system. Methodology: A trained team of 25 community college and public school employees, and volunteers from the community completed the survey process within a two-week period. Respondents were interviewed by telephone, through the use of a questionnaire form designed to enable interviewers to: (1) read questions and record responses with speed and ease, and (2) code directly for data processing. Supportive materials were developed to assist the survey team. Results: The 385 survey interviews were most often conducted on weekdays, 5 P.M. to 9 P.M., with half (50.9 percent) of the respondents indicating educational interests and preferences. Selected data were presented by frequency distribution percentages, and cross-tabulations, according to five required information areas: 1. Personal Background Information. The sex and race of respondents were pre-determined according to quota sampling criteria. The age composition was comparable to data from 1970 U.S. Census Bureau reports, with the exception of the 60 and over age category which represented a 10 percent increase, or 36.9 percent of all respondents. 2. Current Occupational and Educational Status. Of those persons employed (46.5 percent), the services and retail trade areas were most evident. Over half the adults (53.5 percent), were not employed, and consisted primarily of retired persons and housewives. 3. Educational Program Interest and Goals. Interest centered in the non-credit, continuing education program area (29.6 percent), with emphasis on cultural enrichment, recreation and leisure time, or two-year college transfer program (10.9 percent) in the areas of liberal arts, law, art, and engineering. 4. Preferred Conditions for Learning. Respondents preferred programs and services that employed a lecture or group discussion method held in the morning, 9 A.M. to noon, or evening, 5 P.M. to 9 P.M., for two hours, twice a week, for eight weeks, at a community college, or an adult or vocational center. 5. Perceived Barriers to Programs and Services. Nearly four out of ten adults reported barriers. The most significant problems expressed were job responsibilities, lack of time, child care, poor health, and lack of transportation.
Show less - Date Issued
- 1978
- PURL
- http://purl.flvc.org/fcla/dt/11709
- Subject Headings
- Community and college--Florida--Broward County, Adult education--Florida--Broward County, Broward Community College
- Format
- Document (PDF)
- Title
- AN EXAMINATION OF STUDENT, TEACHER, AND PARENT PERCEPTIONS OF A JUNIOR HIGH SCHOOL'S MOST PRESSING DISCIPLINE PROBLEMS.
- Creator
- CHANEY, JANE ELLIOTT, Florida Atlantic University, Wiegman, Robert R.
- Abstract/Description
-
The purpose of the study was to examine the perceptions of students, parents, and teachers relative to a junior high school's most pressing discipline problems and to determine whether these three groups shared a common perception of the problems. The "most pressing discipline problems" were defined as the problems which needed the greatest and most immediate attention. A random sample of students and parents and all classroom teachers from one junior high school responded to a questionnaire....
Show moreThe purpose of the study was to examine the perceptions of students, parents, and teachers relative to a junior high school's most pressing discipline problems and to determine whether these three groups shared a common perception of the problems. The "most pressing discipline problems" were defined as the problems which needed the greatest and most immediate attention. A random sample of students and parents and all classroom teachers from one junior high school responded to a questionnaire. Participants were asked to review a list of student behaviors for which referrals to the administration were commonly made and to indicate whether they agreed or disagreed that the specified behavior warranted referral. They were then asked to go through the list a second time and to rank order the behaviors which they agreed warranted referral in terms of their perceptions of the school's most pressing problems. Participants were instructed to assign a "1" to the most pressing problem from their perspective, "2" to the next most pressing, and so on until all the behaviors which warranted referral to the administration had been assigned a rank. Based on the data collected and statistical analysis, the following conclusions were reached: (1) Students, parents, and teachers did not share a common perception about which behaviors warranted referral to the administration. Parents and teachers did share a common perception, but student responses indicated a different perception. (2) Students, parents, and teachers did not share a common perception of the school's most pressing discipline problem. Students and parents ranked drug or alcohol possession or use on school grounds as the most pressing problem; teachers ranked impertinence and discourtesy to teachers or administrators as "most pressing." (3) The problems which are perceived as representing the most pressing discipline problems in the school are not the same as those which are most frequently reflected on actual referrals to the administration. (4) Teachers within some subject areas have a common perception of which discipline problems are most pressing (specifically, physical education, science, and mathematics). Teachers within the other subject areas do not share a common perception. (5) Students who had been referred to the administration for disciplinary reasons and those who had not been referred shared a common perception of the school's most pressing problems. (6) Teachers from different subject areas did not refer, proportionately, the same number of students to the administration for disciplinary reasons. Physical education teachers referred a statistically significant greater number of students than did other teachers; social studies teachers referred a statistically significant smaller number than other teachers.
Show less - Date Issued
- 1981
- PURL
- http://purl.flvc.org/fcla/dt/11786
- Subject Headings
- School discipline
- Format
- Document (PDF)
- Title
- A COMPENSATORY READING PROGRAM FOR THE COMMUNITY JUNIOR COLLEGE.
- Creator
- WEISS, LUCILE S., Florida Atlantic University, Wiegman, Robert R.
- Abstract/Description
-
The purpose of this study was to determine if a compensatory reading program based on the language experience approach could raise the reading level o f underachieving disadvantaged students in the community junior colleges to a level commensurate with their ability and high enough for subsequent success in college level academic courses. The literature indicates that this student has special needs which must be met if he is to succeed in college level work. Programs which meet these needs...
Show moreThe purpose of this study was to determine if a compensatory reading program based on the language experience approach could raise the reading level o f underachieving disadvantaged students in the community junior colleges to a level commensurate with their ability and high enough for subsequent success in college level academic courses. The literature indicates that this student has special needs which must be met if he is to succeed in college level work. Programs which meet these needs must be developed to implement the open door policy and the concept of universal higher education. The community colleges actively recruit students who would not attend college if such programs were not promised. Statistics indicate, however, that only a small percentage of these students succeed in college level courses. It is suggested by this fact that the programs offered arc inadequate. The failure of these students imposes a great burden on the students and on the colleges. The program which is the subject of this study was implemented during the fall quarter, 1974, at Broward Community College, Broward County, Florida, as part of its Special Services Program. Ninety four entering freshmen needed compensatory reading instruction. Forty two of these were enrolled in the Special Services Reading Component, SRD 999. Fifty two were enrolled in the experimental program. All Ss were administered the Nelson Denny Reading Test, form A, during the first week of the quarter. They were also administered the Revised Beta Examination and produced a projective drawing of a person. The potential reading level of each student was calculated from the IQ score of the Beta Examination. The drawings were evaluated on five criteria as a measure of self concept. During the final week of the quarter the students produced a second drawing and were administered the Nelson Denny Reading Test, form B. Thirty six of the experimental group and twenty six of the control group remained to complete the post tests and earn a grade. An analysis of covariance showed there was no statistically significant difference between the groups for the vocabulary subtest of the Nelson Denny Reading Test. There was statistically significant difference, at the .5% level of confidence, for both paragraph comprehension and total reading. Difference in persistence between the groups was tested by the z-test of correlated proportions. It was not statistically significant. The test of chi square, corrected for continuity, was applied to the changes in self concept as measured by the projective drawings. There was statistically significant difference between the groups for only one of five criteria. The study was limited both in number of subjects and in time allowed. The fifteen week quarter was further shortened by the necessity of administering pre and post tests. Two weeks at the beginning of the quarter and one week at the end of the quarter were used for testing. The students met for threa hours a week. It was concluded that replication of the study for a longer period of time would be worthwhile. The students enrolled in the experimental program were also enrolled in at least one other compensatory course and in some cases in college level courses. Success in academic courses, however, depends largely upon reading ability. It is suggested that this program be implemented as a pre-college enrollment course.
Show less - Date Issued
- 1974
- PURL
- http://purl.flvc.org/fcla/dt/11634
- Subject Headings
- Reading--Remedial teaching, Compensatory education, Community colleges--Curricula
- Format
- Document (PDF)
- Title
- A COMPARISON OF SELECTED STUDENT SUCCESS CRITERIA FOR FULL-TIME DEGREE SEEKING MIAMI-DADE COMMUNITY COLLEGE, NORTH CAMPUS STUDENTS WHO WERE PROFESSIONALLY ADVISED AS OPPOSED TO THOSE STUDENTS WHO WERE SELF-ADVISED.
- Creator
- DERRICO, DANIEL RALPH., Florida Atlantic University, Wiegman, Robert R.
- Abstract/Description
-
This dissertation has been an attempt to measure the relative effectiveness of professional academic advisement to full-time degree seeking students of Miami-Dade Community College, North Campus. The independent variables were treatment (advisement or self-advisement), sex (male or female), and age (under 26 years or 26 years and older). The criterion variables were grade point average, withdrawal rate (within term), retention rate (term to term), graduation rate, number of course drops, and...
Show moreThis dissertation has been an attempt to measure the relative effectiveness of professional academic advisement to full-time degree seeking students of Miami-Dade Community College, North Campus. The independent variables were treatment (advisement or self-advisement), sex (male or female), and age (under 26 years or 26 years and older). The criterion variables were grade point average, withdrawal rate (within term), retention rate (term to term), graduation rate, number of course drops, and frequency of schedule changes. To summarize the major conclusions drawn by this researcher: 1. Advised students, regardless of sex or age, drop fewer courses than do self-advised students. 2. There is no difference between advised and self-advised students in terms of the frequency of class schedule changes. 3. Differences in sex or age do not interact significantly with the academic advisement treatment in terms of the student success criteria of grade point average, withdrawal rate, retention rate, graduation rate, frequency of course drops, or frequency of schedule changes. 4. The relationships between the academic advisement treatment and the student success criteria of grade point average, withdrawal rate, retention rate, and graduation rate are inconclusive and merit further research.
Show less - Date Issued
- 1979
- PURL
- http://purl.flvc.org/fcla/dt/11728
- Subject Headings
- Counseling in adult education--Florida, Prediction of scholastic success
- Format
- Document (PDF)
- Title
- A STUDY TO DETERMINE THE EXTENT TO WHICH SELECTED FLORIDA EDUCATORS, COMMUNITY LEADERS, AND LEGISLATORS AGREE ON WHAT SHOULD CONSTITUTE MINIMUM BASIC AND FUNCTIONAL SKILLS REQUIRED FOR SECONDARY SCHOOL GRADUATION.
- Creator
- COLMAN, CHARLES KINGSBURY, Florida Atlantic University, Wiegman, Robert R.
- Abstract/Description
-
The purpose of this study was to determine the extent to which selected Florida Secondary School Principals, Minority Educators and Community Leaders, and Members of the Legislative Education Committees, agree on what should constitute minimum basic and functional skills required for secondary school graduation. Questions to be answered and explored in this study were: 1. What minimum basic and functional skills should constitute the graduation requirement for all students graduating from...
Show moreThe purpose of this study was to determine the extent to which selected Florida Secondary School Principals, Minority Educators and Community Leaders, and Members of the Legislative Education Committees, agree on what should constitute minimum basic and functional skills required for secondary school graduation. Questions to be answered and explored in this study were: 1. What minimum basic and functional skills should constitute the graduation requirement for all students graduating from public secondary schools? 2. Does or should the curriculum of the public secondary school provide for the transference of basic skills in mathematics and language to their practical application as a functional skill? 3. What readability level should be required of all students graduating from public secondary schools? 4. Are there or should there be remediation programs included in the curriculum of public secondary schools for those students who have been unable to achieve satisfactory progress? 5. How are or should existing or proposed basic skills and functional skills instructional programs be evaluated? 6. Are current Florida Secondary School Graduation Standards as outlined in Section 232.245 of the Florida Statute, titled "Pupil Progression," adequate?
Show less - Date Issued
- 1978
- PURL
- http://purl.flvc.org/fcla/dt/11708
- Format
- Document (PDF)
