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DESCRIPTIVE STUDY OF THE SELF-CONCEPTS OF SELECTED URBAN GERIATRIC POPULATIONS
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.
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Date Issued
1976
PURL
http://purl.flvc.org/fcla/dt/11671
Subject Headings
Education, Curriculum and Instruction
Format
Document (PDF)
Perceptions of virtual learning teams at the university level
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.
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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)
effect of ethics instruction on the moral development of adult real estate students
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.
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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)
step toward violence prevention: "Non-Violent Communication" as part of a college curriculum
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.
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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)
Using the "We the People...The Citizen and the Constitution" curriculum to improve middle school minority student knowledge and understanding of the United States Constitution and perception of their rights and responsibilities in American society
Title
Using the "We the People...The Citizen and the Constitution" curriculum to improve middle school minority student knowledge and understanding of the United States Constitution and perception of their rights and responsibilities in American society.
Creator
Shreffler, Michael R., Florida Atlantic University, College of Education, Department of Teaching and Learning
Abstract/Description
The focus of this study was to determine whether the We the People...The Citizen and the Constitution curriculum improved knowledge and understanding of the U.S. Constitution of middle school minority students. A second focus of this study was to determine if the same curriculum improved student perception of their rights and responsibilities in American society. The Test on the History and Principles of the United States Constitution Level II was used to determine whether there existed a...
Show moreThe focus of this study was to determine whether the We the People...The Citizen and the Constitution curriculum improved knowledge and understanding of the U.S. Constitution of middle school minority students. A second focus of this study was to determine if the same curriculum improved student perception of their rights and responsibilities in American society. The Test on the History and Principles of the United States Constitution Level II was used to determine whether there existed a difference between middle school minority students participating in the We the People...The Citizen and the Constitution curriculum and middle school minority students enrolled in the traditional textbook-driven civics education program. The second instrument, Student Perception Questionnaire, measured perception of the rights and responsibilities of middle school minority students who participated in the We the People...The Citizen and the Constitution curriculum and students enrolled in the traditional textbook-driven civics education curriculum. The instruments were administered to a total of 247 8th grade middle school students. The inquiry found significant differences in knowledge and understanding between 8th grade students who used the We the People...The Citizen and the Constitution curriculum and students who used the traditional textbook-driven civics education curriculum. Independent sample t tests revealed mean pretest values to be nearly identical but posttest values to be higher among students using the We the People...The Citizen and the Constitution curriculum. The results demonstrated that the We the People...The Citizen and the Constitution curriculum had a greater impact on the knowledge and understanding of the U.S. Constitution of middle school minority students participating in the We the People...The Citizen and the Constitution curriculum compared to students enrolled in the traditional textbook-driven civics education program. The study also found that there was only a marginally improved student perception between those students who participated in the We the People...The Citizen and the Constitution curriculum and students enrolled in the traditional textbook-driven curriculum. Independent sample tests revealed that the change was insignificant. Research on effective citizenship education programs in American schools can play a significant role in the continuous efforts of social studies educators in promoting political participation among minority populations.
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Date Issued
2003
PURL
http://purl.flvc.org/fcla/dt/12058
Subject Headings
Education, Bilingual and Multicultural, Education, Secondary, Education, Social Sciences, Sociology, Ethnic and Racial Studies, Education, Curriculum and Instruction
Format
Document (PDF)