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Title: AN EVERGLADES LITERACY WORKSHOP FOR ELEMENTARY SCHOOL TEACHERS: A CASE STUDY OF ITS EFFECTIVENESS AND EDUCATOR TEACHING EXPERIENCES.
Creator: Mitchell, Erin, Bhagwanji, Yashwant, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: Environmental Education (EE) has an overall goal of fostering eco-literate citizens who are capable of building a more sustainable planet (North American Association for Environmental Education, 2019). While EE is associated with a plethora of benefits, it is still not widely implemented in the field of education due to the many types of barriers as well as the complexity of EE content knowledge and skills. Professional Development (PD) in EE may be a viable way to increase effective...
Show moreEnvironmental Education (EE) has an overall goal of fostering eco-literate citizens who are capable of building a more sustainable planet (North American Association for Environmental Education, 2019). While EE is associated with a plethora of benefits, it is still not widely implemented in the field of education due to the many types of barriers as well as the complexity of EE content knowledge and skills. Professional Development (PD) in EE may be a viable way to increase effective implementation of EE, yet PD in EE is not widely attended or offered. It is, therefore, imperative that PD programs are designed in a way that will maximize the benefits for participants. This mixed methods case study examined the experiences of K-5 educators who attended a one-day, Everglades Literacy Teacher Training Workshop in order to understand the effective components of the workshop, changes in teacher content knowledge and self-efficacy, and experiences of teachers after the implementation of the Everglades literacy curriculum in their classrooms.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013762
Subject Headings: Environmental education, Professional development, Teachers' workshops
Format: Document (PDF)

Title: Assessing goal intent and achievement of university learning community students.
Creator: Pfeffer-Lachs, Carole F., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program. This...
Show moreThe purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to participate in a learning community program set goals at different levels than the students who chose not to join a learning community program. This study investigated if there was a difference in motivation, by studying goal intent and goal achievement of Freshman Learning Community participants, Living- Learning community participants, or non-learning community participants at Blue Wave University. . Moderation analyses concluded that none the seven contextual variables (choice of college, ethnicity, gender, high school grade point average, living on-campus, SAT score, and ACT score) moderated the difference in the level of change from goal intent to goal achievement in this study.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360967
Subject Headings: Achievement in education, Group work in education, Professional learning communities, Learning, Psychology of, School improvement programs
Format: Document (PDF)

Title: A Comparative Analysis of Required Continuing Education in Florida SB1108 and Teacher Self-Efficacy for Inclusion.
Creator: Scruggs, Leigh A., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: While classroom teachers report alarming rates of unpreparedness, and even unwillingness to include diverse populations in the classroom, our nation is continuing along a trend started in the 1990s to include students with disabilities (SWD) in general education settings. This quasi-experimental research study uncovered the impact of completing the required continuing education course in teaching SWD course mandated by Florida Senate Bill 1108 ([SB1108]; The Florida Senate, 2013b), which...
Show moreWhile classroom teachers report alarming rates of unpreparedness, and even unwillingness to include diverse populations in the classroom, our nation is continuing along a trend started in the 1990s to include students with disabilities (SWD) in general education settings. This quasi-experimental research study uncovered the impact of completing the required continuing education course in teaching SWD course mandated by Florida Senate Bill 1108 ([SB1108]; The Florida Senate, 2013b), which amended Florida Statute 1012.585 (3) (e) (Process for Renewal of Professional Certificates, 2017) on perceived teacher ability to implement inclusion practices. An online version of the Teacher Efficacy for Inclusive Practices (TEIP) scale developed by Sharma, Loreman, and Forlin (2012) was utilized, along with demographic and experiential factors for classroom teachers in the study district to examine their self-efficacy toward inclusion. Analysis of the data indicated statistically significant differences in mean TEIP scale scores for exceptional student education (ESE) and general education teachers. Data analyses revealed that almost half of the teachers had a negative view of and did not perceive any benefit from the course. While ESE and general education teachers had similar preparation needs, they also reported areas of concern specific to their subset. Overall, the course did not provide enough continuing education in the areas most needed by the participants. SB1108-mandated course completion was also not found to be an indicator of higher teacher self-efficacy for the majority of teachers. Analysis of the differences in TEIP scale scores found that only elementary school teachers benefited from completing the course, while it had the opposite effect for general education high school teachers and no significant effect for ESE teachers. Differences in TEIP scale scores from demographic and experiential factors accounted for 13% of the variance in the population and was not significant for the ESE teacher subset. One percent or less of the variance was attributed to completion of the required continuing education course. Implications include reviewing the legislation’s effectiveness for teachers in different areas and grade levels, hiring and evaluation decisions based on TEIP scale scores of applicants and employees, and designing more meaningful continuing education courses. Recommendations for state legislatures, school administrators, designers of continuing education courses, and for future research regarding improvement of teacher self-efficacy for inclusive practices are offered.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005956
Subject Headings: Continuing education, Students with disabilities--Education--United States, Inclusive education, Education and state--Florida, Professional development for teachers
Format: Document (PDF)

Title: The possibilities for school leadership discourse within the dominant discourse of public education: a critical autoethnography.
Creator: Webster, Mary., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study investigates the dominant discourse of the failure of public education and the 'reform du jour' response ; and seeks ways school leaders could disrupt and transform to create possible alternate discourses for schools. This critical autoethnography included interviews, a focus group, document analysis and a research journal permitting participant research at the heart of a high school reading department. The data were synthesized in ways that made sense of power, practices, and...
Show moreThis study investigates the dominant discourse of the failure of public education and the 'reform du jour' response ; and seeks ways school leaders could disrupt and transform to create possible alternate discourses for schools. This critical autoethnography included interviews, a focus group, document analysis and a research journal permitting participant research at the heart of a high school reading department. The data were synthesized in ways that made sense of power, practices, and culture allowing the personal to become valid data. ... This narrative illustrated the complexity of the emotional context and illustrated how school leadership discourse could turn the dialogue away from an economic and back to a teaching and learning relationship. The narrative aimed to give rise to a counter narrative, but found that the site of the high school reading department was currently too confused, too complex and too contradictory to establish any meaningful conclusions for its future that are not underpinned by extensive reforms designed to end its isolation.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3359160
Subject Headings: Educational leadership, Autoethnography, Authorship, Critical pedagogy, Professional learning communities, Teaching, Philosophy
Format: Document (PDF)

Title: Teacher Perceptions of Technology Integration Professional Development in a 1:1 Chromebook Environment.
Creator: Yankelevich, Eleonora, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: A variety of computing devices are available in today’s classrooms, but they have not guaranteed the effective integration of technology. Nationally, teachers have ample devices, applications, productivity software, and digital audio and video tools. Despite all this, the literature suggests these tools are not employed to enhance student learning according to best practices. The purpose of this qualitative case study was to describe and understand perceptions of a technology integration...
Show moreA variety of computing devices are available in today’s classrooms, but they have not guaranteed the effective integration of technology. Nationally, teachers have ample devices, applications, productivity software, and digital audio and video tools. Despite all this, the literature suggests these tools are not employed to enhance student learning according to best practices. The purpose of this qualitative case study was to describe and understand perceptions of a technology integration professional development (TIPD) experience of elementary teachers at a suburban, independent school. The TIPD was an ongoing, 40-minute class led by a technology specialist, taking place in teachers’ classrooms, engaging teachers and their students in a 1:1 Chromebook environment. Data collected were through classroom observations, teacher written reflections, school documents, and face-to-face interviews. The results of multiple cycles of coding wrought findings in regard to teachers’ perceptions of effective technology integration, technology class as professional development (PD), and technology class as enabling effective technology integration. The findings showed teachers perceived technology integration to be effective if it benefited the skills or productivity of themselves or their students and if it directly related to their curriculum. Teachers required the support of their colleagues, technology specialist, IT department, as well as traditional and alternative forms of PD to overcome internal and external barriers to integration. Five of the seven teachers explicitly conveyed the technology class to be effective TIPD and all seven learned about a technology tool or resource, technical knowledge or skills, or ideas for integration during the technology classes. Findings also showed the technology class enabled reflection, which led to ideas for integration; the class enabled integration when the content was related to or the tools were useful for their subject area; the class provided the collaboration necessary for integration to occur.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004968, http://purl.flvc.org/fau/fd/FA00004958
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Elementary school teachers--Training of., Educational technology., Professional development.
Format: Document (PDF)

Title: An Assessment of Leadership Practice in High Schools: Improving Graduation Rates.
Creator: Osorio, Maria Eugenia, Maslin-Ostrowski, Patricia, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team...
Show moreThis research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team practices in relation to improving graduation rates and the second sub-question addressed the accountability of changing standards with respect to graduation rates. A third sub-question sought to answer how interactions of principals and assistant principals relevant to improvement in student performance are interpreted by faculty and staff. The purposeful sample from each of the three high schools consisted of one principal, four assistant principals and one teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates. The study reveals six major findings: (a) school leaders establish a clear vision, mission or goal to increase graduation rates, (b) identification, management and evaluation of academic enrichment programs are necessary interventions for student success, (c) school leaders build a culture of student learning and achievement through a system of processes, programs and support initiatives, (d) the leadership team is knowledgeable, strongly motivated and devoted to their role as leaders in serving all students, (e) school leaders use data as guiding variables in making decisions regarding at-risk student achievement and success, and (f) school leaders develop and foster positive relationships with students and teachers.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004618
Subject Headings: School improvement programs., Educational leadership., School management and organization., School principals--Professional relationships., Assistant school principals--Professional relationships., Organizational behavior.
Format: Document (PDF)

Title: Exploring teachers' perceptions of professional development in virtual learning teams.
Creator: Purnell, Courtney Paschal., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The demand for virtual education is rapidly increasing due to the proliferation of legislation demanding class size limitations, funding cuts, and school choice across the United States. Virtual education leaders are discovering new ways to enhance and develop teachers to become more efficient and increase quality of learning online. Learning teams are one tool implemented by professional development departments in order to obtain a community of shared best practices and increase professional...
Show moreThe demand for virtual education is rapidly increasing due to the proliferation of legislation demanding class size limitations, funding cuts, and school choice across the United States. Virtual education leaders are discovering new ways to enhance and develop teachers to become more efficient and increase quality of learning online. Learning teams are one tool implemented by professional development departments in order to obtain a community of shared best practices and increase professional learning for teachers. ... The purpose of this exploratory case study was to investigate teachers' perceptions of the contribution of virtual learning teams to their professional development in a completely online K-12 environment. ... Five major themes emerged from the interviews, which were teacher professional development as it relates to student success, collaboration, balance, knowledge gained from being part of a virtual learning team, and teachers' perception of student success.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358964
Subject Headings: Education, Effect of technological innovations on, Educational leadership, School management and organization, Teams in the workplace, Group work in education, Professional learning communities, Mentoring in education, Computer networks
Format: Document (PDF)

Title: Simulation For A Continuing Professional Education Course: Examining The Learning Gains And Perceptions Of Athletic Trainers.
Creator: Frank, Eva M., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this explanatory sequential mixed methods study was threefold. First, this study compared the effects of two different simulation-based instructional strategies on athletic trainers’ clinical competence in performing cardiovascular screening with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions of learning through simulation-based instructional strategies. Third, this study attempted to identify and offer instructional recommendations...
Show moreThe purpose of this explanatory sequential mixed methods study was threefold. First, this study compared the effects of two different simulation-based instructional strategies on athletic trainers’ clinical competence in performing cardiovascular screening with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions of learning through simulation-based instructional strategies. Third, this study attempted to identify and offer instructional recommendations based on the outcomes. The quantitative phase analyzed cognitive and diagnostic reasoning knowledge and history-taking and clinical skills specific to cardiovascular screenings with cardiac auscultations as it was taught to athletic trainers (ATs) at a continuing professional education (CPE) course. The quantitative results found that high-fidelity and low-fidelity simulation-based instructional strategies significantly increased cognitive and diagnostic reasoning knowledge and history-taking and clinical skill from pre-test to post-test assessment on all dependent variables. When comparing the two fidelity types to each other, the analysis found that the participants in the high-fidelity simulation group gained significantly more skill when compared to the low-fidelity group. In the qualitative analysis of this study, three themes emerged specific to the perceptions of the athletic trainers’ experiences as they learn through simulation-based instructional strategies. The first theme that emerged was a clear indication that participants’ exhibited positive perceptions of learning through simulation-based instructional strategies. The second theme that emerged was that the high-fidelity simulation experience during the pre-assessment and post-assessment raised an awareness of the deficit of knowledge and skills in performing a comprehensive cardiovascular screening with cardiac auscultations. Lastly, the third theme that emerged was specific to the perceived limitations in the effectiveness of low-fidelity simulation and the perceived strengths in the effectiveness of high-fidelity simulation. A few instructional recommendations emerged from this dissertation study. Simulation-based instructional strategies are an ideal teaching method to utilize during continuing professional education courses with athletic trainers. Specifically, this study identified that both, high-fidelity and low-fidelity simulation, are effective in teaching cardiovascular screening with cardiac auscultations. Additionally, the participants perceived influences of a pre-test on the identification of their knowledge and skills deficit suggests that there are benefits of utilizing an authentic simulation pre-test as part of CPE courses.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004653, http://purl.flvc.org/fau/fd/FA00004653
Subject Headings: Athletic trainers -- Training of, Career development, Computer assisted instruction, Continuing education, Health care teams -- Training of, Internet in education, Professional education, Sports medicine -- Study and teaching (Continuing education)
Format: Document (PDF)

Title: Understanding how national board certified secondary mathematics teachers integrate academic and social knowledge of students into their practice.
Creator: Cook, Karen, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an...
Show moreThis qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an understanding of the nature and function of the socio- academic spaces that teachers create in planning for and delivering instruction. The study revealed that as teachers interact independently with the curriculum, they create spaces for analysis and reflection. In addition, as they interact with their students around the curriculum, they create spaces for their students to practice, to make connections, to communicate, and to apply and experience math.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004357, http://purl.flvc.org/fau/fd/FA00004357
Subject Headings: Classroom environment, Curriculum planning, Education, Secondary, Educational psychology, Educational sociology, Mathematics -- Study and teaching (Secondary), National Board for Professional Teaching Standards (U.S.)
Format: Document (PDF)

Title: Pluralistic ignorance and explicit attitudes on academic cheating in college students and faculty.
Creator: Hubertz, Martha J., Bjorklund, David F., Monson, Thomas C., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Academic integrity essentially centers on an individual’s ethical attitudes and behaviors as well as injunctive norms, or norms that dictate what is socially accepted and lauded. One key influence may be pluralistic ignorance; here arguments for cheating posit that students cheat because they perceive that others are “doing it” to a greater extent than is actually true and thus what they are doing is minimized in relation to others. Research indicates that students perceive cheating as more...
Show moreAcademic integrity essentially centers on an individual’s ethical attitudes and behaviors as well as injunctive norms, or norms that dictate what is socially accepted and lauded. One key influence may be pluralistic ignorance; here arguments for cheating posit that students cheat because they perceive that others are “doing it” to a greater extent than is actually true and thus what they are doing is minimized in relation to others. Research indicates that students perceive cheating as more widespread than it actually is (Hard, Conway, & Moran, 2006). A considerable gap in the research is noted when looking at definitions of what constitutes academic fraud, research has indicated that when students are asked if they have cheated and then given a definition of cheating, their self-reports of cheating increase (Burrus et al., 2007). This indicates that students’ definition of cheating and a universities’ definition of cheating may be incongruent. Participants were 507 members of the Florida Atlantic University community during the 2012-2013 academic year who completed a survey that consisted of items, which centered on self-reported cheating, perceptions of what cheating constitutes, and estimates of cheating prevalence. Results indicate that students reported peer cheating to be higher then self reported cheating, that participants distinguished between five different forms of cheating, and that faculty and students hold differing definitions of cheating. The findings suggest a disconnect between faculty perceptions and definitions of academic integrity and students. This would suggest that greater efforts should to be taken to bring a more uniform operational definition of what constitutes academic dishonesty that universities, faculty, and students can rely on. Second, as a pluralist model of cheating was supported, universities could develop campaigns like those aimed at reducing drinking, hooking up, and increasing women in STEM fields (Lambert, Kahn & Apple, 2003; Mattern & Neighbors, 2004; Muldoon, 2002; Schroder & Prentice, 1998). Research has suggested social norm campaigns targeting pluralistic ignorance can be effective on college campuses. In educating students about what actually happens and the discrepancy between reality and perception, cases of academic dishonesty could be reduced.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004381
Subject Headings: Cheating (Education), College discipline, College students -- Attitudes, College students -- Conduct of life, Personality assessment, Plagarism, Professional ethics, Social ethics
Format: Document (PDF)

Title: Perceptions of professionalism: a case study of community college baccalaureate faculty.
Creator: Nasse, Jeffrey Peter., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in...
Show moreThis case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in the state of Florida (herein referred to as Seaside College)? Specifically, what patterns emerged when faculty perceptions of professional identity were examined, first, under the lens of professionalism as established by Larson (1977) and, second, through Boyer's (1990) four domains of scholarship? Second, are these faculty perceptions different from their previously held perceptions prior to the college's expansion into baccalaureate instruction? Third, were there any noticeable differences in faculty perceptions about the individual baccalaureate areas across this college?
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362555
Subject Headings: Community college teachers, Community college teachers Professional ethics, Education, Higher, Aims and objectives, Rewards and punishments in education
Format: Document (PDF)

Title: A multi-site case study of a professional learning community model: the impact of learning team meetings on teacher practice and student achievement from the perspective of teachers and instructional leaders.
Creator: Meles, Ora., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the impact of the implementation of a structured professional learning community model referred to as Learning Team Meetings (LTMs) on teacher practice and student achievement from the perspective of teachers and instructional leaders at high-need schools. To accomplish this purpose, a multi-site case study was conducted at three school sites (an elementary, middle, and high school) all within the same region of one of the largest urban school...
Show moreThe purpose of this study was to examine the impact of the implementation of a structured professional learning community model referred to as Learning Team Meetings (LTMs) on teacher practice and student achievement from the perspective of teachers and instructional leaders at high-need schools. To accomplish this purpose, a multi-site case study was conducted at three school sites (an elementary, middle, and high school) all within the same region of one of the largest urban school districts in South Florida. Qualitative research methods, including one-on-one observations, interviews, focus groups, and review of documents were utilized to analyze, contrast, and compare perceptions,beliefs, and assumptions of the participants in the study. The participants included teachers, principals, assistant principals, instructional coaches, and Learning Team Facilitators (LTFs). A total of 20 participants were involved in the study. The conceptual framework for this study is rooted in the guiding principles of organizational learning and effective professional development practices. Professional Learning Communities (PLCs) offer formal structures to provide teachers with learning enriched, ongoing, job-embedded staff development (Hord & Sommers, 2008). This study focused on one trajectory or type of PLC, and sought to better understand the implementation of an organizational systemic knowledge transfer structure and the impact on teacher practice from the participants' perception. The research design profided thick, rich data, which offered in-depth understandings of the participants' perception, beliefs, and assumption about the LTMs' impact on teacher practice and student achievement. Through the research it was determined that participants among all three of the schools sites believed that LTMs were changing teacher practice., Further, the participants at each of the school sites recognized the significance of the LTF and that he or she plays an essential role in the LTMs. The significance of the study,implications of these findings, and recommendations for further research are also presented.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333059
Subject Headings: Professional learning communities, Teachers, In-service training, School improvement programs, Teaching teams, Reflective teaching, Group work in education, Educational leadership
Format: Document (PDF)

Title: Enhancing the work environment and connecting with academic partners in nursing education through an innovative dedicated education unit.
Creator: Dyess, Susan MacLeod
PURL: http://purl.flvc.org/fcla/dt/3336148
Subject Headings: Education, Nursing, Interprofessional Relations, Nursing Practice, Nursing Practice, Theory-Based, Nursing Theory, Nursing Units, Professional Practice, Quality Improvement, Work Environment
Format: Document (PDF)

Title: Teacher collegiality and collaboration in exemplary high school math departments.
Creator: Numeroff, Donna., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description: Research maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the...
Show moreResearch maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the state of Florida were involved in this multi-site case study. The researcher collected data from interviews, observations, and documents. Sixty-one math teachers including department chairs were individually interviewed. These interviews were transcribed and coded for commonalities. Observations were recorded during teacher planning hours, department meetings, and teacher lunch times. Also, pertinent documents such as course syllabi, department mission statements, school mission statements, and school improvement plans were collected. All data were triangulated and analyzed, and findings support that collegial relationships impact teachers' work lives, which reduce uncertainty and stress; collegial departments are tightly structured democratic systems where distributed leadership increases instructional effectiveness and creates a familial environment; collaborative cultures affect student learning by emphasizing a fair and equitable education for all students improving parental involvement; and the department chair as instructional and managerial leader plays a major role as a change agent within the professional collegial community.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12128
Subject Headings: Teachers--Professional relationships, Educational leadership--Case studies, Classroom management--Florida--Case studies, Mathematics--Study and teaching (Secondary)
Format: Document (PDF)

Title: A Model for Improving Teacher Engagement Through Administrative Support.
Creator: Campbell, James C., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: School leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher...
Show moreSchool leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher engagement. It addressed the research questions of “Can administrative support factors predict teacher engagement?” and “Can teacher engagement predict student achievement?” This was accomplished through a literature review of the topics associated with teacher engagement as well as a quantitative analysis of responses solicited from high school teachers in a large urban school district in the Southeastern United States. The results indicate that administrative support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables. It was found that the social events factor significantly predicted teacher engagement (b=.419) with the next highest weight being the assessment factor (b=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004887, http://purl.flvc.org/fau/fd/FA00004887
Subject Headings: Teachers--In-service training., Teachers--Quality of., School improvement programs., Educational leadership., Teacher-principal relationships., School management and organization., School principals--Professional ethics., Mentoring in education.
Format: Document (PDF)

Title: The Effectiveness Of The National Board Certification As It Relates To The Advanced Placement Calculus AB Exam.
Creator: Antunez, Fernando Oscar, Furner, Joseph M., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards' Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards....
Show moreThis study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards' Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction. A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen's d (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores. Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender. With a reliability estimate using Cronbach's alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success. The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher's professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004477, http://purl.flvc.org/fau/fd/FA00004477
Subject Headings: Achievement in education -- Florida, Advanced placement programs (Education), Calculus -- Examinations, questions, etc, Mathematics -- Study and teaching (Secondary), National Board for Professional Teaching Standards (U.S.), Teacher effectiveness -- Florida, Teachers -- Certification -- Florida
Format: Document (PDF)

Title: Does Public Service Ethics Education Include Gender Equity? An Exploration of Gender Inclusion in MPA Ethics Syllabi.
Creator: Evans, Michelle D, Patterson, Patricia M., Florida Atlantic University, College for Design and Social Inquiry, School of Public Administration
Abstract/Description: Public administration emphasizes the importance of diversity (Rice, 2004), representation (Selden & Selden, 2002), ethics, and professionalism, to ensure fairness and equity for all citizens (American Society for Public Administration, 2013a; Cooper, 2012). Research has shown a link between the teaching of ethics and values in leadership courses, and the establishment of consensus for espoused social norms and standards of practice (Begley & Stefkovich, 2007). Through the discourse within...
Show morePublic administration emphasizes the importance of diversity (Rice, 2004), representation (Selden & Selden, 2002), ethics, and professionalism, to ensure fairness and equity for all citizens (American Society for Public Administration, 2013a; Cooper, 2012). Research has shown a link between the teaching of ethics and values in leadership courses, and the establishment of consensus for espoused social norms and standards of practice (Begley & Stefkovich, 2007). Through the discourse within classrooms, and the scholarship of public administration, we create and advance the boundaries of social consensus in areas such as diversity (Hewins-Maroney & Williams, 2007; National Association of Schools of Public Affairs and Administration, 2014a). MPA ethics courses are perfectly situated to espouse and reinforce public service diversity values and educate future public servants. This dissertation uses ethnographic content analysis (ECA) of 48 syllabi from 40 NASPAA accredited universities in the United States (U.S.) dated 2012-2014, to interpret how, or whether, Master of Public Administration (MPA) education addresses or contributes to gender inclusion. The analysis uses feminist theories to reveal if, and to what extent, gender, diversity, and social equity topics have been incorporated into master's level graduate public administration ethics courses, through an examination of ethics course syllabi. This research shows that gender is incorporated into MPA ethics syllabi directly through the gender of professors, authors of course materials, discussion topics, and gendered language. Gender is also demonstrated in the syllabi through images and sub-textual tones that express social norms for gender roles. Gender inclusion is addressed indirectly in the syllabi through course policies and pedagogical choices designed to increase opportunities for participation by students of both genders. Ethnographic content analysis across various stages of this interpretive research study led to the creation of a four-part Gender Inclusion Model. Each tier of this model is made up of inclusion markers influenced by themes in feminist pedagogical literature. The Gender Inclusion Model can be used for future research to examine whether, or how, minorities and diversity are incorporated into higher education curricula. The research compiles a list of best practices, along with a mock syllabus, guided by recommendations from feminist literature.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004496, http://purl.flvc.org/fau/fd/FA00004496
Subject Headings: Public administration--Moral and ethical aspects., Education, Higher--Moral and ethical aspects., Civil service ethics., Political ethics--Study and teaching (Higher), Professional ethics--Study and teaching (Higher), Women in public life., Women in the civil service.
Format: Document (PDF)

Title: Was I Ready? The Perceptions of Preparedness of New Student Affairs Professionals Who Served as Graduate Assistants.
Creator: Byard, Lisa A Samuda, Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: According to higher education preparation standards, students who complete master’s preparation programs in student affairs should not only be acquiring skills and knowledge, they should be socialized into the field of student affairs Master’s level preparation programs in college student personnel or higher education leadership are often coupled with a graduate assistantship so that students are able to obtain valuable theory-to-practice experience This additional experience becomes...
Show moreAccording to higher education preparation standards, students who complete master’s preparation programs in student affairs should not only be acquiring skills and knowledge, they should be socialized into the field of student affairs Master’s level preparation programs in college student personnel or higher education leadership are often coupled with a graduate assistantship so that students are able to obtain valuable theory-to-practice experience This additional experience becomes complementary to the work the graduate student is doing in the classroom and thus becomes a practical learning opportunity After completing a preparation program, a former master’s student will most likely move into an entry-level position in student affairs, such as residence hall director, student activities coordinator, judicial affairs coordinator, or a fraternity/sorority coordinator However, despite this common career pathway, there has been limited research regarding the role a student affairs graduate assistantship plays in assisting students in their socialization and transition into the field and how this prepares these new student affairs professionals for their first position post-master’s degree Thirteen new professionals in student affairs who graduated from two preparation programs in the southeastern region of the United States participated in this basic interpretive qualitative study The purpose of this basic interpretive qualitative study was to examine and describe the experience of new student affairs professionals who held a graduate assistantship in student affairs during their graduate preparation program and the role, if any, the graduate assistantship played in their perceptions of preparedness Based on the findings of this study, the graduate assistantship in student affairs indeed plays a role in the perceptions of preparedness of these new professionals The overarching themes that emerged using Schlossberg’s (1984) transition theory as the analytical lens were mentorship, hands-on experience, peer interactions, and financial enticement The findings from this study align with and expand upon the existing student affairs literature, and provide awareness to student affairs practitioners and higher education leadership faculty on how to best support new professionals as they transition into the field of student affairs
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004743
Subject Headings: Student affairs administrators--In-service training--United States, Student affairs administrators--Supervision of--United States, Student affairs administrators--Professional relationships--United States, Educational leadership, Mentoring in education, Education, Higher--Administration, Student counselors--Training of
Format: Document (PDF)

FAU Theses and Dissertations (17)	+ -
FAU College Collections (1)	+ -

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Professional learning communities (4)	+ -
Group work in education (3)	+ -
Continuing education (2)	+ -
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Mathematics -- Study and teaching (Secondary) (2)	+ -
Mentoring in education (2)	+ -
National Board for Professional Teaching Standards (U.S.) (2)	+ -
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Bogotch, Ira (2)	+ -
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Antunez, Fernando Oscar (1)	+ -
Bhagwanji, Yashwant (1)	+ -
Bjorklund, David F. (1)	+ -
Burnaford, Gail (1)	+ -
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