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Examining the governance and administration of public higher education in Florida: An exploratory study of organizational elite theory
Title
Examining the governance and administration of public higher education in Florida: An exploratory study of organizational elite theory.
Creator
O'Flannery, Jennifer Lunardini, Florida Atlantic University, Farazmand, Ali
Abstract/Description
Who has power and control over education, one of the most treasured and significant values of American society? This study examines the presence of the elite power structure in higher education and how organizations are used as instruments of institutional power. The research questions consider the manner in which elites are involved in the policy process and governance, the reasons why elites are so involved in Florida's public higher education, and how elites convey and implement their...
Show moreWho has power and control over education, one of the most treasured and significant values of American society? This study examines the presence of the elite power structure in higher education and how organizations are used as instruments of institutional power. The research questions consider the manner in which elites are involved in the policy process and governance, the reasons why elites are so involved in Florida's public higher education, and how elites convey and implement their priorities and values. An exploratory research approach examines the presence of Farazmand's (1994, 1999) concept of organizational elites by combining qualitative and quantitative methods of data collection. The findings support the research propositions. The reason for governance change builds on three factors throughout which power and control persist, a change in membership of the State Cabinet, the Governor's desire to be accountable for education policy, and a lack of confidence in the existing governance system. Trustees advocate for their university and education in general through alumni programs, fundraising, political affiliations, business and research partnerships, and other university and community college boards. Trustees are successful business people, savvy politicians, and well connected to state political leaders. They recognize their collective assets as influence with the Florida legislature, bringing financial order and accountability, and increasing funding and resources. The existence of organizational elites and their effect are seen in several areas: lack of knowledge of trustee meetings and decisions; limited communications, a perceived disconnect between faculty and trustees, a budget process perceived as not being transparent, and a level of decision making at which most staff members are not participants. This study suggests boards work to enhance and improve their communication, outreach, professionalism, and faculty relations. Trustees, elected officials and state leaders must work to resolve the power and organization of the Board of Governors.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12145
Subject Headings
Elite (Social sciences)--Florida, Educational sociology--Florida, Power (Social sciences)--Florida, School management and organization--Florida
Format
Document (PDF)
Advanced Placement (AP) social studies teachers' use of academic course blogs as a supplemental resource for student learning
Title
Advanced Placement (AP) social studies teachers' use of academic course blogs as a supplemental resource for student learning.
Creator
Alper, Seth., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The study further explored a possible moderating effect of the social studies subject on student achievement and a possible moderating effect of students'...
Show moreThis mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The study further explored a possible moderating effect of the social studies subject on student achievement and a possible moderating effect of students' previous academic blog usage on student achievement within the study. Quantitative data were collected from students' pre-tests and unit tests scores and analyzed for statistical significance. Qualitative data were collected through teacher-generated notes during the blogs, individual interviews, and a follow-up focus group interview. The results of this study indicated that there was no overall significant difference in student achievement between the blogging and non-blogging groups. On the contrary , a significant interaction between the social studies subject area and the use of academic course blogs was found when examining student achievement. However, this practical interaction was revealed to be a weak one. Further findings indicated that there was no significant interaction between students' previous blog usage and academic achievement during the study. From the qualitative data, participating teachers perceived the course blogs to be potentially advantageous for students and themselves, yet expressed frustration when implementing the course blogs with their students. Instead, they endorsed the academic use of Facebook, a resource that some students from two participating courses separately utilized instead of (or in addition to) the course blogs during the study. Teachers further expressed concern about relinquishing their subject knowledge and AP expertise to readily available course content on the Internet. Implications and suggestions for future f or AP social studi, teachers' promising use of Facebook and for researchers investigating the use of socail media at the high school level.
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Date Issued
2013
PURL
http://purl.flvc.org/FAU/3360744
Subject Headings
Social sciences, Study and teaching (Secondary), Methodology, Information resources, Evaluation, Internet in education, Social aspects, Constructivism (Education)
Format
Document (PDF)
EXPLORING TEACHERS’ PERCEPTIONS OF THE IMPACT OF DIGITAL GAME-BASED LEARNING ON STUDENT ENGAGEMENT, MOTIVATION, AND LEARNING OUTCOMES IN K-12 SOCIAL STUDIES
Title
EXPLORING TEACHERS’ PERCEPTIONS OF THE IMPACT OF DIGITAL GAME-BASED LEARNING ON STUDENT ENGAGEMENT, MOTIVATION, AND LEARNING OUTCOMES IN K-12 SOCIAL STUDIES.
Creator
Brown, Danielle R., Powers, Jillian, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description
This systematic literature review investigates K-12 social studies educators' perspectives on digital game-based learning (DGBL) from 2015 to 2024, focusing on its impact on student engagement, motivation, and learning outcomes. Using Braun and Clarke’s (2006) reflexive thematic analysis, data from 10 studies were synthesized. Four main themes emerged regarding engagement and motivation, and three concerning learning outcomes. Findings indicate that while teachers recognize DGBL's potential...
Show moreThis systematic literature review investigates K-12 social studies educators' perspectives on digital game-based learning (DGBL) from 2015 to 2024, focusing on its impact on student engagement, motivation, and learning outcomes. Using Braun and Clarke’s (2006) reflexive thematic analysis, data from 10 studies were synthesized. Four main themes emerged regarding engagement and motivation, and three concerning learning outcomes. Findings indicate that while teachers recognize DGBL's potential benefits, they prioritize meeting learning objectives over new instructional strategies due to teaching demands and limited suitable digital games. Barriers such as time constraints and resource limitations hinder broader DGBL implementation. Overcoming these challenges requires collaboration among educators, administrators, and policymakers to leverage DGBL in K-12 social studies education fully.
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Date Issued
2024
PURL
http://purl.flvc.org/fau/fd/FA00014449
Subject Headings
Educational technology, Teachers--Training of, Instructional systems, Social Sciences--education
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)
Fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices
Title
Fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices.
Creator
Harcarik, Michele., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge,...
Show moreThis mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. Additionally, qualitative data were collected through individual and focus group interviews. These data were used to provide an in-depth look that expanded on fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. The findings of this study indicate that there is a relationship between teachers' beliefs and their self-reported classroom practices in the areas of resources, best practice, time, the Sunshine State Standards, and personal interest. While there were no significant relationships between teachers' knowledge of social studies as a whole and their self-reported classroom practices, there were several significant correlations found in the areas of American History and Political Philosophy and American Government. Further findings indicate that teaching experience and demographic variables, such as age, gender, and education level moderate some of these relationships. Implications and suggestions for further research are offered for elementary education, teacher education, and the field of social studies.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/369195
Subject Headings
Classroom management, Social sciences, Study and teaching (Elementary), Effective teaching, Educational accountability, Teacher effectiveness
Format
Document (PDF)
Quality children's literature that supports fifth-grade state standards in United States history: A content analysis of historical fiction, biography, and informational tradebooks
Title
Quality children's literature that supports fifth-grade state standards in United States history: A content analysis of historical fiction, biography, and informational tradebooks.
Creator
Baxley, Traci P., Florida Atlantic University, Matanzo, Jane Brady
Abstract/Description
This study sought to investigate the benefits of using children's literature in fifth grade classrooms in order to promote greater student interest, engagement, and understanding of key grade level history standards. Instruments were created by the researcher to examine the criteria expected for both standards and literary quality in history-related historical fiction, biography, and informational tradebooks. Children's literature was selected based on expert's recommendations and award...
Show moreThis study sought to investigate the benefits of using children's literature in fifth grade classrooms in order to promote greater student interest, engagement, and understanding of key grade level history standards. Instruments were created by the researcher to examine the criteria expected for both standards and literary quality in history-related historical fiction, biography, and informational tradebooks. Children's literature was selected based on expert's recommendations and award winning and honor books from 1970 to present. Four sets of content-analyzed Historical Literary Triads, one historical fiction, one biography, and one informational tradebook, for three United States Historical Eras most frequently addressed by 48 states and the District of Columbia's fifth grade standards were analyzed. Using a content analysis approach, data concerning the representation of fifth grade United States history state standards in select children's books were compiled. The literature was analyzed for the frequency with which the United States history standards were met and for its ability to support and/or reinforce the standards. Data concerning the presence of criteria designated for quality in children's literature were compiled. The degree of the presence of both quality and standards criteria was calculated both within an Era and among the three Historical Eras. The researcher then compared the comments and examples of individual genres with degrees of standards presented in the completed Historical Literary Triads used within a Historical Era. A discussion of content comparisons, reinforcements, and extensions presented or not presented by the Historical Literary Triads was discussed. These analyses assisted the researcher in determining the degree of quality and supportive content that was contained in the recommended and/or award winning books and the degree to which the Historical Literacy Triads created complemented United States history state standards. The content analysis concluded that while each children's literature book had some merit in terms of literary quality and/or addressing United States history standards, the Historical Literary Triads was overwhelmingly more inclusive, assuring breadth and depth of the materials needed for fostering historical learning and historical inquiry.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12140
Format
Document (PDF)