View All Items

Title: A DESCRIPTIVE STUDY OF THE SELF-CONCEPTS OF SELECTED URBAN GERIATRIC POPULATIONS.
Creator: ANDERSON, CHRISTINE ELEANOR, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: An investigation was made of the relationship between personal factors of selected urban geriatric populations in Dade and Broward Counties, Florida and t he self concepts of the subjects as measured by scores on the Tennessee Self Concept Scale. Subjects under study were one hundred fifty-nine men and women volunteers over the age of sixty who were participants at the eight Senior Centers of Dade County, Ida Fisher Junior High's Community School, or Broward Community College's Services for...
Show moreAn investigation was made of the relationship between personal factors of selected urban geriatric populations in Dade and Broward Counties, Florida and t he self concepts of the subjects as measured by scores on the Tennessee Self Concept Scale. Subjects under study were one hundred fifty-nine men and women volunteers over the age of sixty who were participants at the eight Senior Centers of Dade County, Ida Fisher Junior High's Community School, or Broward Community College's Services for the Elderly Program. The instrument used to obtain the personal factors information (senior center, birthplace, ethnic group, sex, marital status, age, religious preferernce, number of children, income, former occupation, education) was a questionnaire devised by the investigator consisting of nineteen questions. The self concept assessments were obtained by using the Tennessee Self Concept Scale. The self concept scores which were used in this study were Total Positive, Self Criticism, Physical Self, Moral-Ethical Self, Personal Self, Family Self, and Social Self. The responses on the Tennessee Self Concept Scale and questionnaire were compared using a univariate analysis of variance for each personal factor as compared with each of the seven scores on the Tennessee Self Concept Scale for each subject. The results of this comparison were in terms of an F-test of analysis of variance, and the results were considered significant if they exceeded the .05 level. Additionally, data were graphed by senior center. Of the eleven personal factors which were investigated, six bore some significant relationship (at the .05 level) to one or more self concept scores of the subjects under investigation. These factors were senior center, sex, birthplace, educational level, ethnic group, and religious preference. When the data were graphed by senior center, it was found that Claude Pepper, Edison Courts, James Scott, Metropolitan, Smathers, and Ida Fisher senior centers had a similar Tennessee Self Concept Scale profile and similarities in the personal factors of birthplace, ethnic group, sex, marital status, religious preference, number of children, income, and education. Myers, Jollivette, and Malcolm Ross Senior Centers had similar Tennessee Self Concept Scale profiles and similarities in the personal factors of sex, marital status, number of children, income, and education. Broward Community College's Services for the Elderly Center had a unique profile and was exceptional in that its attendants had been professionals and had attended graduate school.
Show less
Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11671
Subject Headings: Education, Curriculum and Instruction
Format: Document (PDF)

Title: The junior naturalist program.
Creator: Powell, Courtney, Meltzer, Carol, Graduate College
Date Issued: 2011-04-08
PURL: http://purl.flvc.org/fcla/dt/3164681
Subject Headings: Environmental education, Education, Elementary, Curriculum planning
Format: Document (PDF)

Title: An Introductory Calculus Course for Management Majors.
Creator: Young, Raymond Brandon, Brumbaugh, Douglas K., Burgess, Ernest E., Florida Atlantic University
Abstract/Description: The purpose of this study was the development of a one trimester calculus course to meet the special needs of management majors at Embry-Riddle Aeronautical University. A traditional calculus course was previously required of these students and the traditional course provided subjects for the control group in a pretestposttest quasi-experimental design. The experimental course that was developed was different from the traditional course that it was designed to replace in several major...
Show moreThe purpose of this study was the development of a one trimester calculus course to meet the special needs of management majors at Embry-Riddle Aeronautical University. A traditional calculus course was previously required of these students and the traditional course provided subjects for the control group in a pretestposttest quasi-experimental design. The experimental course that was developed was different from the traditional course that it was designed to replace in several major respects. The slope of a tangent line and the area under a curve as motivation for the derivative and definite integral, respectively, in the traditional course were replaced with examples that seem more relevant to management students. The concept of a limit is nearly eliminated from the experimental course. Intuitive arguments are used instead of formal proofs as are given or cited in a traditional course. The achievement of an experimental group who took the experimental course was compared with the achievement of a control group who took the traditional calculus course offered for management majors. Achievement was measured by final examination scores and course grades. When these measures of achievement were statistically adjusted for initial differences in the control and experimental groups, using prerequisite course grades, the experimental group was significantly above (p < .01) the control group.
Show less
Date Issued: 1984
PURL: http://purl.flvc.org/fau/fd/FA00000717
Subject Headings: Curriculum planning, Calculus--Study and teaching
Format: Document (PDF)

Title: CONSTRUCTING CRITICAL HISTORICAL ANALYSES TO CULTIVATE CRITICAL HISTORICAL LITERACY: COLLEGE STUDENTS’ PERCEPTIONS.
Creator: Dockswell, Jeffrey S., Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: To address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses...
Show moreTo address learning needs and learning interests among college level history students, a curriculum reliant on critical pedagogical and critical thinking and historical thinking exercises was explored. These exercises combined to form critical historical analyses. Critical historical analyses are reports on current and relevant sociological problems influenced from historical factors. Such reports reflect developed historical literacy. In this research, six critical historical analyses exercises were combined into a curriculum and instructional toolbox that was utilized to strengthen the historical literacy of two groups of college students enrolled in separate sections of an American history course. Once students engaged with critical pedagogical and critical thinking and historical thinking exercises featured in the critical historical analyses exercise toolbox, new learning emerged that gave students opportunities to develop critiques and conduct dialogic and writing activities using history content. Pedagogical exercises involved the history instructor engaging students initially in dialogic exercises and then moved to writing content. The history curriculum prompted non-history major college students, divided into advanced dual enrolled high school students and traditional state college students, to learn how to think in depth about societal issues linking the past and the present. Students then strengthened habits in how to identify relevant problems rooted from history and how to practice constructing modern solutions to problems. The aim was to help students establish their critical voices and enhance their historical literacy to ultimately cultivate critical historical literacy. Critical historical literacy among these students reflected abilities to interpret historical data through critiquing lenses that focused on social justice and societal progression while developing skills to construct defensible critical narratives with historical evidence. In the process, students cultivated critical historical literacy on the foundation of engaging with the six critical historical analyses toolbox exercises on which this study centered.
Show less
Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013842
Subject Headings: College students, Critical pedagogy, Curriculum planning
Format: Document (PDF)

Title: “Panyard” Steelpan Experiences Impact on Secondary Teachers’ Pedagogical Practices: A Case Study.
Creator: Massy, Paul, Nightengale-Lee, Bianca, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This study investigates the impact of the Trinidad and Tobago Panyard steelpan experiences on the development of the secondary school, forms one to three (middle school), music teachers’ pedagogical implementation, and how these pedagogical practices are represented in today’s classroom or not. The case study exploration acknowledges that while the instrument was being developed in formal educational systems, there was already a history of teaching and learning of the steelpan in the...
Show moreThis study investigates the impact of the Trinidad and Tobago Panyard steelpan experiences on the development of the secondary school, forms one to three (middle school), music teachers’ pedagogical implementation, and how these pedagogical practices are represented in today’s classroom or not. The case study exploration acknowledges that while the instrument was being developed in formal educational systems, there was already a history of teaching and learning of the steelpan in the community Panyard contributing to its global growth. The symbiosis among instructional practices in the Panyard, the K-12 system, and postsecondary institutions continues to be the fertile space for understanding steelpan curriculum and instruction. Using the lenses of Culturally Sustaining Pedagogy, Decoloniality and Legitimation Code theory I analyzed these Panyard steelpan experiences and their impact on teachers’ pedagogical practice. I used some of the data to map the observed integrative knowledge building using the Autonomy dimension of Legitimation Code Theory. “Within-group cultural practices” and “common, across-group cultural practices” (Paris, 2012, p. 95) were also analyzed iteratively, contributing to the growth of both the researcher and participants. This study intentionally provided opportunities to understand Steelpan's histories and social constructs better. Moreover, participants’ backgrounds, biographies and experiences also provided contextual evidence for their pedagogical perspectives (Greene, 2001).
Show less
Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014332
Subject Headings: Pedagogy, Teachers—Training of, Curriculum planning
Format: Document (PDF)

Title: THE EFFECTS OF END-OF-COURSE EXAMINATIONS ON TEACHERS’ LIVED EXPERIENCES.
Creator: Infanzón, Jatiel, Schoorman, Dilys, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This phenomenological study explored the role of end-of-course examinations on teachers’ decision-making on curriculum and instruction through a comparative analysis of teachers who taught courses with end-of-course examinations and teachers who taught courses with locally created assessments (LCA). This study examined the experiences of nine teachers in a small school district located on the east-central coast of Florida. The study’s theoretical framework drew on Bourdieu’s (1972/1977) tools...
Show moreThis phenomenological study explored the role of end-of-course examinations on teachers’ decision-making on curriculum and instruction through a comparative analysis of teachers who taught courses with end-of-course examinations and teachers who taught courses with locally created assessments (LCA). This study examined the experiences of nine teachers in a small school district located on the east-central coast of Florida. The study’s theoretical framework drew on Bourdieu’s (1972/1977) tools of habitus, capital, practice, and fields to explain the role of education in the reproduction of social system. The study examined how standardized testing shaped teachers’ use of habitus and capital to determine their practice in their curriculum, instruction, relationships in different educational fields, morale, and perspectives on teacher evaluation.
Show less
Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013523
Subject Headings: Teachers--Decision making, Curriculum, Instruction, Phenomenology, Examinations
Format: Document (PDF)

Title: Perceptions of virtual learning teams at the university level.
Creator: Oliver, Abigail Jean, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research study was to measure perceptions of the teaming process in distance learning courses. A survey instrument was adapted and developed based on the benchmarks found in a research study by the Institute of Higher Education Policy. Data was gathered from 100 students enrolled in an Internet-based (web-assisted, web-enhanced, or online) course in the College of Education at Florida Atlantic University. Results showed that the majority of respondents (n = 75 or 75%) were...
Show moreThe purpose of this research study was to measure perceptions of the teaming process in distance learning courses. A survey instrument was adapted and developed based on the benchmarks found in a research study by the Institute of Higher Education Policy. Data was gathered from 100 students enrolled in an Internet-based (web-assisted, web-enhanced, or online) course in the College of Education at Florida Atlantic University. Results showed that the majority of respondents (n = 75 or 75%) were female, in the age range of 18--30 (n = 48 or 48%), were Caucasian American (n = 74 or 74%), were graduate students (n = 68 or 68%), had been using computers for 5+ years (n = 84 or 84%), had taken 1--2 Internet-based courses (n = 38 or 38%), and were taking the current course as an elective, as a requirement, and/or because it was convenient (n = 49 or 49%). A thematic analysis yielded three subscales, collaborative process, instructional design, and learning team process, for data analysis. The results of the study indicated that there are significant relationships between and among the subscales. Highly correlated variables in each of the subscales included the perception that communication with the professor should be facilitated through a variety of ways (M = 5.02), the perception that course materials should promote collaboration among class members (M = 4.56), and the perception that group work should include problem-solving activities to facilitate topic understanding (M = 4.66). Results from the survey questionnaire indicated that communication is crucial between professors and students. Course materials should be structured to promote collaboration among class participants, which in turn indicates how critical good instructional design is in the delivery of distance education courses. Activities that promote collaboration among students, such as problem-solving activities, should be considered in the course design and delivery so that teaming and collaboration occur. Research, interviews, and data analysis of the pilot study (field test) and final research study provided information for the development of the Virtual Learning Team Survey. This survey is designed to help develop effective and efficient distance education courses.
Show less
Date Issued: 2002
PURL: http://purl.flvc.org/fau/fd/FADT12003
Subject Headings: Education, Adult and Continuing, Education, Technology, Education, Curriculum and Instruction
Format: Document (PDF)

Title: OPERATIONALIZING ACCREDITATION STANDARDS FOR SELF-DIRECTED LEARNING: EXPLORING THE IMPACT OF CONTEXTUAL FACTORS AND CAPACITY ON UNDERGRADUATE MEDICAL EDUCATION.
Creator: Chiplock, Amanda M., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: The purposes of this sequential, mixed-methods, multiple-case study were to understand how fully-accredited medical schools in the United States operationalize the accreditation standard for self-directed learning (SDL), and to recommend an innovative framework for guiding SDL implementation across the continuum of medical education programs. The main investigation relied on a survey in Phase 1 to collect quantitative and qualitative data, followed by a multiple-case study in Phase 2 to...
Show moreThe purposes of this sequential, mixed-methods, multiple-case study were to understand how fully-accredited medical schools in the United States operationalize the accreditation standard for self-directed learning (SDL), and to recommend an innovative framework for guiding SDL implementation across the continuum of medical education programs. The main investigation relied on a survey in Phase 1 to collect quantitative and qualitative data, followed by a multiple-case study in Phase 2 to collect qualitative data to gain deeper insights into the overall organizational context and capacity for SDL implementation at the local level. Two cases for Phase 2 were identified through analysis of the quantitative data collected with the survey instrument in Phase 1. A low survey response rate of 10% in Phase 1, and an unexpected high number of declined invitations to participate in Phase 2 (n = 6), were the most significant limitations to this study. However, considering the totality of the findings for this study, there are salient commonalities among the schools for implementing SDL across the continuum of medical education, which may be helpful for many programs struggling to meet LCME expectations for SDL. Commonalities included (a) definitions of SDL aligned or closely with the LCME’s definition; (b) explicit statements of where, when, and how SDL skills are implemented and experienced throughout the curriculum; (c) specific activities implemented to facilitate SDL objectives using clinically-relevant, active learning pedagogy with vertical and horizontal integration; and (d) evaluating implementation and identifying barriers that may impede SDL experiences for all stakeholders. The findings highlight the need for medical schools to increase capacity for SDL implementation at all levels of the organization including optimizing experiential learning opportunities, scaffolding and spiraling SDL throughout the curriculum, and investing time and resources for continuous SDL faculty development. Planning for SDL implementation across the continuum of medical education will be different for each year or phase of a program, and unique for each medical school. It is recommended SDL implementation be explicit and strategic, integrating SDL skills acquisition, development, and refinement throughout the medical education program.
Show less
Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013864
Subject Headings: Medical education, Self-managed learning, Accreditation, Curriculum development
Format: Document (PDF)

Title: The contributions of a Holocaust and human rights education program to teacher learning.
Creator: Shah, Rachayita, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Drawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the Holocaust and Human Rights Education Program - HEP) to teacher's knowledge, attitudes, and practices, and the role of contextual factors such as school support, HEP support, years of teaching experience, and grade levels in mediating teachers' practices concerning Holocaust and human rights education...The findings...
Show moreDrawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the Holocaust and Human Rights Education Program - HEP) to teacher's knowledge, attitudes, and practices, and the role of contextual factors such as school support, HEP support, years of teaching experience, and grade levels in mediating teachers' practices concerning Holocaust and human rights education...The findings revealed that from the participants' perspectives, the HEP contributed to their content knowledge, pedagogical knowledge, attitudes, and classroom practices. ... Participants also reported learning about age appropriate curriculum resources and about useful pedagogical approaches such as personalization, discussions, and analysis. The participants reported developing a sense of efficacy and positive attitudes towards Holocaust and human rights education, and also designing curriculum with integration of diverse perspectives and various instructional strategies. Regression analysis did not reveal any significant variance in teachers' practices based on the above mentioned contextual factors ; however, the interview data revealed the HEP's collaboration after professional development, school and community support, and teachers' own dispositions toward Holocaust and human rights education as additional contextual factors that influences teachers' practices.
Show less
Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356014
Subject Headings: Holocaust, Jewish (1939-1945), Study and teaching, Curriculum planning, Multicultural education, Teachers, Training of
Format: Document (PDF)

Title: Cognitive styles and concept mapping dimensions of hypermedia computer users.
Creator: Kessler, Rohn., Florida Atlantic University, Morris, John D., Hunt, John J.
Abstract/Description: Computers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept...
Show moreComputers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept map scores has not been reported previously in the literature. Results in this study concerning the reliability of concept map scoring procedures indicated that the continued improvement of inter-rater reliability is desirable if concept mapping is to actualize its potential as a practical, useful, and unique learning tool. Results suggest that concept mapping appears capable of assessing: (a) baseline knowledge, (b) meaningful learning, (c) the construction of new knowledge, and (d) knowledge change. Its usefulness in these areas and as an alternative or addition to standardized assessment is contingent, however, upon demonstrations of validity and reliability. Suggestions for further concept map research included: (a) replicating the present study with other measures of cognitive style across a wide variety of interactive hypermedia software applications, (b) doing longitudinal studies of concept mapping, (c) improving the reliablity of concept map scoring and evaluation, (d) looking at other aspects of cognition and information processing related to concept mapping, (e) using computer-based concept mapping tools, and (f) using concept maps as templates for the organization and integration of hypermedia elements.
Show less
Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12404
Subject Headings: Hypertext systems, Interactive multimedia, Concept learning, Computer-assisted instruction, Curriculum planning, Human-computer interaction
Format: Document (PDF)

Title: Effects of curriculum course modifications on the science achievement of at-risk science students.
Creator: Matamoros, Angelica Llopiz., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: The purpose of this research study was to explore the academic effectiveness of a dropout prevention science course code modification (Environmental Earth Science) when compared with the regular dropout prevention course (Fundamental Earth/Space Science). Academic achievement of at-risk students enrolled in both the regular and the course modification class was measured by their performance on two subscales (process and recall skills) of the district's achievement test in Fundamental Earth...
Show moreThe purpose of this research study was to explore the academic effectiveness of a dropout prevention science course code modification (Environmental Earth Science) when compared with the regular dropout prevention course (Fundamental Earth/Space Science). Academic achievement of at-risk students enrolled in both the regular and the course modification class was measured by their performance on two subscales (process and recall skills) of the district's achievement test in Fundamental Earth/Space and Fundamental Environmental Science. The modified curriculum integrated the curriculum frameworks and performance standards of Fundamental Earth/Space Science and those of Fundamental Environmental Science to produce an interdisciplinary unit of instruction that enabled students to earn two credits (Earth/Space and Environmental Science) in one year of study. The course featured an integrated approach to instruction with emphasis on hands-on and process skills. The 274 subjects of this study represented the entire population of dropout prevention students in the Broward County School System enrolled in both dropout prevention Fundamental Earth/Space Science and Fundamental Environmental Earth Science for the 1990-91 school year. A 3 x 2 x 2 factorial analysis of variance (ANOVA) design was used to examine main effects due to type of curriculum, gender, and race as well as all possible interactions among these independent variables. Analyses revealed that there was a significant difference in student academic performance for each of the independent variables that was not moderated by the interactions of these variables. Students in the course modification curriculum of either gender and of all race/ethnicity groups performed significantly better (p <.05) on both subscales (process and recall) of the district's achievement examinations than students in the regular dropout prevention curriculum.
Show less
Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12314
Subject Headings: Dropout behavior, Prediction of, Science--Study and teaching, Curriculum change
Format: Document (PDF)

Title: Does evaluation make a difference? The effect of evaluation on remedial education in Florida's community colleges.
Creator: Lyes-MacLachlan, Shari., Florida Atlantic University, Leip, Leslie A., Nyhan, Ronald C., Holden, Eileen
Abstract/Description: Throughout the nation, many community college students arrive at the doors of public higher education without college-level skills. As the need for remediation over the years has grown, the controversy over who should be responsible for it---and whether it should be provided at all---has also grown. In Florida, more than 60 percent of all incoming college students must enroll in one or more remediation courses in the areas of reading, writing, or mathematics. Florida law requires students to...
Show moreThroughout the nation, many community college students arrive at the doors of public higher education without college-level skills. As the need for remediation over the years has grown, the controversy over who should be responsible for it---and whether it should be provided at all---has also grown. In Florida, more than 60 percent of all incoming college students must enroll in one or more remediation courses in the areas of reading, writing, or mathematics. Florida law requires students to take non-credit "College-Preparatory" classes if they score below mandated cut-off scores on state-approved placement tests. The central theory of this study is that ongoing, comprehensive and systematic evaluation that is effectively communicated and utilized in Florida's colleges can make a significant contribution to the College Preparatory program. While this study examines budgetary factors and student achievement rates, it focuses particularly on evaluation, the extent to which evaluation is being performed in the College Preparatory program, and how that evaluation throughout the state has changed over a five-year period. The study identifies four general areas of evaluation: (1) student-level evaluation, (2) program-level evaluation, (3) evaluation via communication in the organization and (4) utilization of evaluation in the organization. It analyzes the relationship between each area and the perceptions that faculty, administrators and staff have of remedial program success, and it distinguishes among faculty, administrator and staff perceptions of evaluation and preparatory program success. In the end, it is the synthesis of the four general areas of evaluation, along with input from its various stakeholders, which result in effects on remedial education.
Show less
Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12105
Subject Headings: Curriculum evaluation, Community colleges--Evaluation, Education--Research--Methodology, Remedial teaching--Evaluation
Format: Document (PDF)

Title: The effects of a community language learning/comprehension processing strategies model on second language reading comprehension.
Creator: Shames, Roberta., Florida Atlantic University, Messmore, Peter
Abstract/Description: The purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of...
Show moreThe purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of students taught by traditional ESOL strategies with those taught by a Community Language Learning/Comprehension Processing Strategies Model. Results were measured by the IDEA IPT Reading/Writing Test, Level 3. A summary of the data gathered in the study indicated that Level 1 LEP students could significantly increase their English language reading comprehension through the use of the same comprehension processing strategies taught to native English-speaking students. A slightly better result was obtained when these comprehension processing strategies were taught in conjunction with Community Language Learning strategies. The results of the study suggest the need for further investigation in this area in order to determine the best path of English reading instruction for LEP students.
Show less
Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12575
Subject Headings: English language--Study and teaching--Foreign speakers, Community education--Evaluation, Curriculum evaluation
Format: Document (PDF)

Title: An exploratory study of the perceptions and experiences of selected educators on the infusion of multicultural education into the language arts curriculum in Broward County, Florida, public schools.
Creator: Lawrence, Audrey Elaine., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of this study was to investigate and to explore the perceptions and experiences of selected educators on the infusion of multicultural education into the language arts curriculum in Broward County, Florida, Public Schools. This study also sought to discover the best practices of those language arts teachers who did infuse multicultural education into their curriculum. Little empirical data exists which elicits the views of language arts teachers about the infusion of multicultural...
Show moreThe purpose of this study was to investigate and to explore the perceptions and experiences of selected educators on the infusion of multicultural education into the language arts curriculum in Broward County, Florida, Public Schools. This study also sought to discover the best practices of those language arts teachers who did infuse multicultural education into their curriculum. Little empirical data exists which elicits the views of language arts teachers about the infusion of multicultural education into the curriculum. Limited research on the middle school level is available. A qualitative single-case study design was used. The study was conducted at multiple sites; and the primary sources of data were interviews, document analyses, and researcher participant and nonparticipant observations. The sample of 48 participants was selected from 9 Broward County, Florida, Public Schools, including 6 middle schools. The sample included middle school language arts teachers, as well as principals, assistant principals, media specialists, teachers of English for Speakers of Other Languages (ESOL), directors of multicultural education, and multicultural resource teachers. Based on the analysis of data, the perspectives and experiences of most teachers were multidimensional. Eight categories of findings relating to the perspectives of language arts teachers on the impact of multicultural education into the curriculum emerged: (a) multicultural education implementation; (b) the theoretical approaches used by language arts teachers to infuse multicultural education into the curriculum; (c) the impact of multicultural education on students, teachers, and the instructional process; (d) social and organizational factors that impact the infusion process; (e) the availability of resources, the authenticity of materials, and challenges encountered in the infusion process; (f) teacher needs; (g) the significance of the affective domain factors that teachers bring to the experience; (h) and standards and matrices. Overall, the participants in this study felt that the experience of teaching and learning from a multicultural perspective was enormously valuable to the self-concept, academic achievement, and the cultural appreciation among their students. The findings indicate that the curriculum that is presented or practiced is gradually moving beyond the lowest level of the additive approach toward a multicultural approach to infusion as suggested in the literature. Most practitioners are at Grant and Sleeter's (1999) single-group studies approach to multicultural education infusion which looks at the infusion of a single ethnic group.
Show less
Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12607
Subject Headings: Language arts (Middle school)--Curricula, Multicultural education, Middle school teachers--Florida--Attitudes, Curriculum change
Format: Document (PDF)

Title: The effect of ethics instruction on the moral development of adult real estate students.
Creator: Long, Deborah H., Florida Atlantic University, Guglielmino, Lucy M., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: A baseline examination of real estate licensees' ethical reasoning abilities implemented by this researcher in 1993 indicated that the subjects (n = 82) were ethically immature compared to adults in general. The purpose of this study was to test the effect of ethics instruction upon the moral reasoning ability of adult real estate students. The subjects were drawn from two real estate post-licensing classes offered at a private vocational school: one class (n = 14) served as the experimental...
Show moreA baseline examination of real estate licensees' ethical reasoning abilities implemented by this researcher in 1993 indicated that the subjects (n = 82) were ethically immature compared to adults in general. The purpose of this study was to test the effect of ethics instruction upon the moral reasoning ability of adult real estate students. The subjects were drawn from two real estate post-licensing classes offered at a private vocational school: one class (n = 14) served as the experimental group and received the traditional curriculum without ethics instruction; the other class (n = 21) served as the treatment group and received a 15 hour ethics program as part or their 45 hour program. The ethics program used in this study incorporated the best teaching practices described in research literature, including small group discussion, role play and teacher- and peer-led activities designed to simulate the reality of the real estate business. Subjects were administered the Defining Issues Test (DIT), a measure of moral reasoning, as a pre- and post-test. ANOVA and ANCOVA indicated that students in the treatment group experienced the Blatt Effect, a one-developmental stage increase in their moral reasoning abilities: the mean P-score at the beginning of the program was 27.07; at the end of the program, the mean P-score was 41.24. Students in the control group did not experience significant change in their scores. Further analysis indicated that gender was significant: female licensees scored higher on the DIT than did males. Those licensees who were members of the National Association of Realtors, a professional society with its own code of ethics, also scored higher than did non-members. No significant relationships were found between DIT scores and the licensees' age, license status, sales experience, real estate income, or level of formal education. The overall results of this study indicate that the ethics intervention program was effective in improving DIT scores. The probability exists that this program might have a similar effect on a larger sample of licensees as well as on other professionals.
Show less
Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12375
Subject Headings: Education, Adult and Continuing, Education, Business, Education, Curriculum and Instruction, Education, Vocational
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.
Show less
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: A step toward violence prevention: "Non-Violent Communication" as part of a college curriculum.
Creator: Blake, Susan M., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, School of Communication and Multimedia Studies
Abstract/Description: Structural hierarchies are deeply embedded in institutions such as our educational system. It can be argued that this type of model reinforces an aggressive worldview and fosters an atmosphere of violence. Teaching students to communicate compassionately should promote empathy, discourage verbal aggression and reinforce a more peaceful worldview. To accomplish this, educators need a means of replacing hegemony that assumes hierarchy and aggressive conflict are inevitable. Marshall Rosenberg's...
Show moreStructural hierarchies are deeply embedded in institutions such as our educational system. It can be argued that this type of model reinforces an aggressive worldview and fosters an atmosphere of violence. Teaching students to communicate compassionately should promote empathy, discourage verbal aggression and reinforce a more peaceful worldview. To accomplish this, educators need a means of replacing hegemony that assumes hierarchy and aggressive conflict are inevitable. Marshall Rosenberg's (2001) Nonviolent Communication (NVC) may provide educators with an appropriate tool. Rosenberg's model counters the prevailing hegemony making it an ideal candidate to explore in relation to these issues. This paper examines the impact of adding an NVC workshop to two types of communication courses and whether Rosenberg's model would be a useful addition to a college curriculum.
Show less
Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/12877
Subject Headings: Speech Communication, Education, Guidance and Counseling, Sociology, General, Education, Curriculum and Instruction
Format: Document (PDF)

Title: CONSIDERING THE AFFECTIVE POTENTIALS OF THE EMOTIONAL APPEAL IN PERSUASIVE DISCOURSE THROUGH MULTIMODALITY IN THE FIRST-YEAR COMPOSITION CLASSROOM.
Creator: Bain, Kimberly A., Barrios, Barclay, Florida Atlantic University, Department of English, Dorothy F. Schmidt College of Arts and Letters
Abstract/Description: In identifying ways to create inclusive spaces in the classroom, instructors should not be limited by singular modes of discourse to engage students. Particularly when teaching first-year students who seek to invent the university and claim their intellectual space within it, these considerations must be deeply integrated into the course curriculum and not seen as an extended project to be optional or added at the end of a semester. Rather, instructors must find ways to integrate multimodal...
Show moreIn identifying ways to create inclusive spaces in the classroom, instructors should not be limited by singular modes of discourse to engage students. Particularly when teaching first-year students who seek to invent the university and claim their intellectual space within it, these considerations must be deeply integrated into the course curriculum and not seen as an extended project to be optional or added at the end of a semester. Rather, instructors must find ways to integrate multimodal discourses in the first-year composition course as a foundation of learning. One way to do this is to engage students in multimodal practices of rhetorical appeals. This dissertation examines the theories and practices of emotional appeal, namely pathos, to construct meaning-making opportunities that transcend gatekeeping endeavors of singular modes of persuasion. Through the transmission of affect, students can be given the opportunity to affectively respond through various modes of discourse in applying emotional appeal to practices of persuasion.
Show less
Date Issued: 2024
PURL: http://purl.flvc.org/fau/fd/FA00014381
Subject Headings: Education, Composition (Language arts)--Study and teaching (Higher), Curriculum change
Format: Document (PDF)

Title: Exploring the impact of electronic textbook tools on student achievement in world history.
Creator: Bonner, Cathy E., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension...
Show moreThis mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension World History pretest and posttest that were administered. A Factorial ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the influence of the Scholastic Reading Inventory (SRI) moderator. Using the eEdition World History textbook tools of highlight and animation did not significantly impact the World History knowledge and comprehension scores achieved by participants and the participant's SRI level did not significantly moderate the relative effectiveness of the conditions. Interview data from 3 Student Focus groups and 1 Teacher Focus group were analyzed with an open exploratory coding strategy. The resulting classification code of "ease of use" was characterized by: (a) time required to learn to use the tools, and (b) time to complete the tasks. A second code, "choice" was characterized by: (a) choice of instruction tools, and (b) choice in monitoring and assessing student activity. The focus groups indicated that they would use the tools in the future due to benefits such as the ability to modify the information to match their learning and instructional preferences. They also stressed that more instruction on the use of eEdition tools was needed.
Show less
Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3329829
Subject Headings: Achievement in education, History, Study and teaching (Secondary), Curriculum planning, Internet in education, Effective teaching, Educational technology
Format: Document (PDF)

Title: Elementary school teachers’ perceptions of bullying and antibullying curriculum: a qualitative case study.
Creator: Moosai, Vikaash, Hyslop-Margison, Emery, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Numerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and...
Show moreNumerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and the antibullying curriculum implemented during the 2011 school year. The data collected included approximately 50 hours of interviews and the disaggregation of each school’s discipline summary report. There were two major themes that emerged from the study. The first theme (elementary school bullying) addressed the individuals responsible for addressing bullying, the outcomes of bullying, the characterisitcs of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school anti-bullying curriculua) addressed the professional development offered and what is needed, the components within an anti-bullying curriculum and what is needed, and the ways in which special needs students are addressed through an anti-bullying curriculum.
Show less
Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004310
Subject Headings: Aggressiveness in children -- Prevention, Bullying in schools -- Prevention -- Case studies, Curriculum planning, School violence -- Study and teaching (Elementary)
Format: Document (PDF)

FAU Theses and Dissertations (35)	+ -
FAU Graduate Student Research (1)	+ -

Curriculum planning (18)	+ -
Education, Curriculum and Instruction (5)	+ -
Multicultural education (4)	+ -
Achievement in education (3)	+ -
Curriculum change (3)	+ -

Academic achievement (2)	+ -
Computer-assisted instruction (2)	+ -
Curriculum evaluation (2)	+ -
Education (2)	+ -
Education, Adult and Continuing (2)	+ -
Education, Elementary (2)	+ -
Education, Secondary (2)	+ -
Education--Research--Methodology (2)	+ -
English language--Study and teaching--Foreign speakers (2)	+ -
Internet in education (2)	+ -
Study and teaching (2)	+ -
Study and teaching (Secondary) (2)	+ -
Teachers (2)	+ -
Teachers, Training of (2)	+ -
Academic achievement--Psychological aspects (1)	+ -
Accreditation (1)	+ -
Active learning (1)	+ -
Aggressiveness in children -- Prevention (1)	+ -
Aims and objectives (1)	+ -
Arts -- Study and teaching (Elementary) -- Case studies (1)	+ -
Bilingual method (1)	+ -
Bullying in schools -- Prevention -- Case studies (1)	+ -
Calculus--Study and teaching (1)	+ -
Classroom environment (1)	+ -
Classroom management (1)	+ -

United States (3)	+ -
Florida (2)	+ -
Block scheduling (Education)--Florida (1)	+ -
Curriculum planning--Florida (1)	+ -
Curriculum planning--United States (1)	+ -

Education--Curricula--Standards--United States (1)	+ -
High schools--Florida--Palm Beach County (1)	+ -
Interdisciplinary approach in education--United States (1)	+ -
Palm Beach County (1)	+ -
Schedules, School--Florida--Palm Beach County (1)	+ -
Social sciences--Study and teaching (Elementary)--United States (1)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Collection

Topical Subject

Geographic Subject

Genre

Type of Resource

Language

Creator

Format

Owner