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- Title
- Effects of problem-based learning with web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students.
- Creator
- Yurick, Karla Anne., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based...
Show moreThis study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based nanotechnology anchor, Catching the Rays, followed. Catching the Rays navigated subjects through a nano quest on sunscreen. After the intervention, a posttest was administered for each science conceptual understanding and attitude towards science. Following, a purposeful selection of interviewees (N=6) participated in a Nano Post- Interview. Pretest/posttest data were analyzed using a paired t test. Results of the paired t test for science conceptual understanding (post- being larger than pre-, p <. 01) and attitude towards science (post- being larger than pre-, p < .01) were significant at the p < .05 alpha level. Nano Post-Interview data were coded and analyzed independently by two raters for emerging themes. Two themes of "Risks and Benefits" and "Solves Problems" emerged from subjects' (N=6) responses to perception of science in society questions. The theme of "Risks and Benefits" strongly suggests that subjects have a positive perception that nanotechnology comes with risks and benefits to society. The theme of "Solves Problems" strongly suggests subjects have a positive perception that nanotechnology is governed by society's needs and is used to help solve society's problems. Findings from this study suggest that PBL with web-anchored instruction in nanotechnology had a positive effect on subjects' science conceptual understanding, attitude towards science, and perception of science in society.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3322517
- Subject Headings
- Science, Study and teaching (Elementary), Computer-assisted instruction, Educational technology, Achievement in education, Cognition in children, Knowledge, Theory of
- 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.
Show less - 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
- Self-Determination in College Programs for Students with Intellectual Disabilities.
- Creator
- Wright, Melody M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
- Abstract/Description
-
One of the ways students with an intellectual disability (ID) can reach their fullest potential is by attending an institution of higher education; too few universities and colleges offer programs for these students. There are over 3,000 universities and colleges throughout the United State, yet only 272 of them offer programs for students with an ID (Think College, 2017). Within the identified programs, there is variation in location, length, goals, and methods (Grigal, Hart, & Weir, 2012)....
Show moreOne of the ways students with an intellectual disability (ID) can reach their fullest potential is by attending an institution of higher education; too few universities and colleges offer programs for these students. There are over 3,000 universities and colleges throughout the United State, yet only 272 of them offer programs for students with an ID (Think College, 2017). Within the identified programs, there is variation in location, length, goals, and methods (Grigal, Hart, & Weir, 2012). This study used an iterative classification process to first identify the programs serving students with ID located on college campuses, then analyze program websites to determine how they increase selfdetermination (SD). Phase 1 of the study used categorical sorting to identify programs that (a) served students with identified intellectual disabilities who had exited the school system; (b) were located on a college campus; (c) were run by a college; and (d) followed a college semester/quarter calendar. Phase 2 involved reviewing the websites for the programs meeting those criteria to identify self-determination activities and classes. In Phase 3 of the study, an online survey was sent to program administrators to verify and expand the description of self-determination activities. Results of this study show college programs for students with ID promote SD through instruction; however, the teaching methods vary from program to program. SD instruction is delivered by staff, peer mentors, and faculty. Programs measure SD outcomes; however, the tools used vary from program to program, and they are not applied systematically. The examination of college program practices and outcomes is central to further program development. Future research is needed to determine long-term independent living and employment outcomes of students with ID who attend college programs.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004980, http://purl.flvc.org/fau/fd/FA00004970
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Students with disabilities--Education., Intellectual disabilities., Education, Higher
- Format
- Document (PDF)
- Title
- An examination of the implementation of the Intel Essentials project-based learning model on middle and secondary reading and language arts FCAT student achievement and engagement.
- Creator
- Wright, Jeremy R., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or...
Show moreThe purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or low) of teachers trained in the Intel Essentials model of project-based learning; and (4) any correlation between the level of implementation and the level of student engagement. A total of 32 teachers participated in the study. The teachers were split into 2 groups: the experimental group (N = 16) that participated in the Intel Essentials Training, and the control group (N = 16) that did not participate in the training. The results for this study were mixed. The students of the experimental group teachers (N = 780) had significantly higher (p < .05) FCAT scores than that of the control group students (N = 643). The control group with the exception of Motivating Tasks subscale had significantly higher levels of engagement. The correlation between level of implementation and student engagement produced a moderate negative correlation, meaning that the Intel trained teachers with the highest levels of implementation had the lowest levels of engagement.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/369395
- Subject Headings
- School improvement programs, Project method in teaching, Mobile communication systems in education, Academic achievement, Methodology, Education, Secondary, Computer-assisted instruction, Florida Comprehensive Assessment Test, Education, Effect of technological innovations on
- Format
- Document (PDF)
- Title
- Effects of an interactive computer-based reading strategy on student comprehension.
- Creator
- Worrell, Jamie L., College of Education, Department of Exceptional Student Education
- Abstract/Description
-
The computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to...
Show moreThe computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to indicate whether computer-based assessments are an effective way to measure student progress. This study investigated the effects of an interactive computer-based reading strategy on student comprehension for both expository and narrative passages. The intervention evaluated students' percentage of learned strategy use and comprehension accuracy for expository computer-based passages. Additionally, the intervention measured whether students generalized the learned strategy when given a paper-pencil narrative passage and whether generalization of strategy use improved comprehension vi accuracy. This study used an A-B-A-B design across participants, with a follow-up phase. The results from the data showed that all students made significant increases in strategy use from baseline to follow-up. Additionally, all the students had an increase in comprehension accuracy from baseline to follow-up for both computer and paper-based passages. All students were able to generalize successfully the strategy use to narrative passages, and improved their comprehension accuracy of narrative passages. The effects of the study suggest the value of teaching students the interactive computer-based reading strategy for students who struggle with passage comprehension.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3322518
- Subject Headings
- Reading comprehension, Computer-assisted instruction, Educational tests and meausrements, School improvement programs, Academic achievment, Reading, Ability testing, Computer-assisted instruction
- Format
- Document (PDF)
- Title
- USING AN INSTRUCTIONAL PACKAGE TO SUPPORT ADULTS WITH AUTISM IN COMMUNICATING WITH A MEDICAL PROVIDER.
- Creator
- Wood, Jacqueline M., Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
- Abstract/Description
-
Adults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they often face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills...
Show moreAdults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they often face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills training (BST) to teach adults with autism to communicate their unique needs and request accommodations from a medical provider. Participants completed a self-guided video module that guided them through the process of completing the notes and AHAT to identify appropriate accommodations and prepare for a doctor’s appointment. Once completed, participants learned to verbalize their needs and accommodations through BST. Results showed that the participants’ communication skills increased after the introduction of the instructional package, generalized to a novel doctor and maintained once the instructional package was removed. Implications and suggestions for future research are discussed.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014165
- Subject Headings
- Autism, Adults, Autism spectrum disorders--Patients--Behavior modification
- Format
- Document (PDF)
- Title
- Aspiring to a Higher Education: Students’ Perception of Christian Campus Culture at Selected Christian.
- Creator
- Wolfe, Kathryn A., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed methods research study explored students’ perceptions of Christian campus culture at three Christian institutions of higher education. The aim of this study was threefold: to comprehend why students want to obtain an education within a Christian campus culture; to understand students’ perceptions of and experiences with the Christian campus culture at their Christian university/college; and to decipher the presence of predominant characteristics of Christian campus culture at all...
Show moreThis mixed methods research study explored students’ perceptions of Christian campus culture at three Christian institutions of higher education. The aim of this study was threefold: to comprehend why students want to obtain an education within a Christian campus culture; to understand students’ perceptions of and experiences with the Christian campus culture at their Christian university/college; and to decipher the presence of predominant characteristics of Christian campus culture at all three Christian institutions. Qualitative and quantitative data demonstrated that while many students attend their Christian institution due to personal conviction or their Christian identity, other students attend their Christian university or college because it was the best financial decision for them. Additionally, students often indicated that there was not one sole reason for their choice of school, but a combination of various factors that influenced their decision. Additionally, this research study was able to gain insight into students’ perceptions and experiences with Christian campus culture. Interestingly, the major components that were vital to each research site’s environment were present at all three research sites. Therefore, while each institution varied in size, student population, and location, the most frequently noted characteristics were seen at all three Christian institutions. Students often described their environment, the “bubble,” as limiting but safe. However, students also mentioned that the sense of community that they felt within their Christian campus culture encouraged them to interact with people—students, professors, and staff—that were invested in them academically, socially, and spiritually. Students also noted that their institutions make a conscious effort to create an academic environment that integrates faith and learning. In both the quantitative and qualitative data, students pointed to Bible classes and chapel as evidence of their institution’s integration of faith and learning (IFL). Upon further discussion, the participants stated that IFL was often in the way that their professors taught and interacted with them. While IFL remained an integral part of students’ experience with Christian campus culture, students continued to emphasize their invested professors as quintessential features not just in the classroom but also throughout their Christian campus environment.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004715, http://purl.flvc.org/fau/fd/FA00004715
- Subject Headings
- Christian education -- Philosophy, Christian universities and colleges -- United States, Christianity and culture, Education, Higher -- Religious aspects, Education, Higher -- Social aspects, Universities and colleges -- Religion
- Format
- Document (PDF)
- Title
- The Relationship Between Sense of Belonging and Instructor Self-Efficacy Among Online Adjunct Faculty in Higher Education.
- Creator
- Wojcik, Jillian, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Given the increased reliance on adjunct faculty and the increased demand for online courses, the online adjunct faculty member is an important figure to know and understand. Unfortunately, there is a dearth of research on this population, particularly in terms of how their feelings of connection to their colleagues, administration, and their institution affects their beliefs about their online teaching abilities. This non-experimental correlational study investigated the relationship between...
Show moreGiven the increased reliance on adjunct faculty and the increased demand for online courses, the online adjunct faculty member is an important figure to know and understand. Unfortunately, there is a dearth of research on this population, particularly in terms of how their feelings of connection to their colleagues, administration, and their institution affects their beliefs about their online teaching abilities. This non-experimental correlational study investigated the relationship between sense of belonging and instructor self-efficacy among online adjunct faculty in higher education. Additionally, this study sought to determine if there is a predictive element between these two variables. This study utilized the Organizational Sense of Belonging (OSB) subscale and the Sense of Efficacy for Online Teaching Scale (SEOTS) as well as demographic questions in order to collect data on the study variables. Questionnaires were distributed to online adjunct faculty members from six higher education institutions within the states of Florida, Virginia, and Nevada. A total of 122 online adjunct faculty members completed the questionnaire. Data were analyzed using descriptive analyses, ANOVA, Pearson’s Correlation Coefficient, and regression analysis. Results indicated that sense of belonging and instructor self-efficacy share a significant linear relationship. Additionally, a stronger sense of belonging and a higher instructional self-efficacy were found among participants who participate in universitysponsored faculty development opportunities, who participate in non-academic university events, and who communicate with other online adjunct faculty members through social media. Furthermore, sense of belonging was found to be a significant predictor of selfefficacy, both when controlling for significant variables and when not controlling for variables. Further research is needed to determine causality between sense of belonging and instructor self-efficacy.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004970, http://purl.flvc.org/fau/fd/FA00004960
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University
- Format
- Document (PDF)
- Title
- PATTERNS AND TRENDS THAT IMPACT TEACHER ATTRITION AND RETENTION: A RETROSPECTIVE STUDY.
- Creator
- Wittel, Kerry A., Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
- Abstract/Description
-
This study intended to examine factors potentially contributing to teacher retention and attrition at the local (district) level and the costs associated with this teacher movement. A secondary data set from a large urban school district in the southern United States served as the unit of analysis for this study. Demographic data on 25,724 teachers, from 2010-2019 were used in the analysis. A correlation, multiple regression, chi-square, and a demographic frequency distribution were run for...
Show moreThis study intended to examine factors potentially contributing to teacher retention and attrition at the local (district) level and the costs associated with this teacher movement. A secondary data set from a large urban school district in the southern United States served as the unit of analysis for this study. Demographic data on 25,724 teachers, from 2010-2019 were used in the analysis. A correlation, multiple regression, chi-square, and a demographic frequency distribution were run for each of the three criterion variables: teacher job attrition, teacher school attrition, and teacher retention. The predictor variables used in the analysis were gender, certification, total number of years teaching, and race/ethnicity. Student demographic data from the district were used as a comparison to teacher data from the same school district. Results indicated trends particular in teacher movement, whether job or school, impact the number of years a teacher stays in teaching. Special education certified teachers appear to be the most vulnerable to teacher movement. Teacher retention (leaving) averages over 17% each year over 10 years, costing $36 million dollars annually or over $367 million dollars over 10 years. At that rate, this district could experience a complete turnover of staff in only 5.7 years. Latino teachers are underrepresented in this teacher population and are out of proportion with the majority Latino student population. Black teachers change jobs and schools at statistically significantly higher rates than their White or Latino peers. National data are not longitudinal, and do not track teacher job movement, only teacher school movement. Current local data are critical for educational agencies, administrators, and decision makers to combat the teacher shortage. Findings from this study may inform the field about factors, trends, or patterns that contribute to teacher retention and attrition.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014062
- Subject Headings
- Teacher turnover, Teacher attrition, Teacher retention
- Format
- Document (PDF)
- Title
- The effect of a classroom intervention on adolescent wellness, success skills, and academic performance.
- Creator
- Wirth, Jacqueline Lee-Russell., College of Education, Department of Counselor Education
- Abstract/Description
-
This study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering...
Show moreThis study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering classroom guidance interventions on wellness behaviors in adolescents. More research in needed on the impact of school counseling curriculum programs on early adolescent wellness, engagement in school success strategies, and improved academic achievement.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3356900
- Subject Headings
- Educational counseling, Motivation in education, Achievement in education, Adjustment (Psychology) in adolescence, Behavior modification, Methodology, Self-management (Psychology) for teenagers
- Format
- Document (PDF)
- Title
- TOWARD A FRAMEWORK FOR CREATIVE TEACHER PREPARATION.
- Creator
- Williams, Luke, Sembiante, Sabrina, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
-
This mixed methods study investigated the effectiveness of a novel educational framework, Creative Teacher Preparation (CTP), in enhancing the creative teaching abilities of undergraduate education students during field-based learning. The study focused on pre-service teachers enrolled in an undergraduate program designed for initial certification. The CTP framework is a synthesis of Lin's Creative Pedagogy and elements from traditional teacher preparation models. Within the CTP framework,...
Show moreThis mixed methods study investigated the effectiveness of a novel educational framework, Creative Teacher Preparation (CTP), in enhancing the creative teaching abilities of undergraduate education students during field-based learning. The study focused on pre-service teachers enrolled in an undergraduate program designed for initial certification. The CTP framework is a synthesis of Lin's Creative Pedagogy and elements from traditional teacher preparation models. Within the CTP framework, teacher candidates engaged in an eight-week seminar designed to improve their understanding of creative pedagogy and prepare them to implement creative teaching strategies during field-based learning. Employing an bb, the study consisted of two phases: an initial phase utilizing semi-structured interviews and field notes for data collection, followed by a final phase using a modified version of the Creativity Fostering Teacher Behaviors Index (CFTBIndex) (Soh, 2000). A control group was also observed to assess the statistical significance of the impact of the CTP framework, implemented through the eight-week seminar, on participants' creative teaching approaches.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014338
- Subject Headings
- Teachers--Training of, Creative teaching, Education--Study and teaching
- Format
- Document (PDF)
- Title
- A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics.
- Creator
- Williams, Kyla L., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally...
Show morePresident Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004421, http://purl.flvc.org/fau/fd/FA00004421
- Subject Headings
- Achievement in education, Critical pedagogy, Educational sociology -- United States, Mathematics -- Studying and teaching (Graduate), Mathematics -- Studying and teaching (High school), Minorities -- Education -- United States, Motivation in education, Racism in higher education
- Format
- Document (PDF)
- Title
- Teacher Perspectives on The Marzano Teacher Evaluation Model during year one of Implementation.
- Creator
- Wilkins, Bryan L., Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This qualitative study described teachers’ perspectives of The Marzano Teacher Evaluation Model during the first year of its implementation. Further, this study examined the relationship between teachers and their administrators during implementation. The researcher’s goal was to examine how teachers changed their behavior as the result of the first year following the implementation of The Marzano Teacher Evaluation Model.
- Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004810, http://purl.flvc.org/fau/fd/FA00004810
- Subject Headings
- Marzano, Robert J.--Art and sciene of teaching--Criticism and interpretation., Effective teaching., Teachers--Rating of., Teacher effectiveness., Teaching--Aids and devices., Learning, Psychology of., Educational evaluation.
- Format
- Document (PDF)
- Title
- THE ROOT AND HUE OF SCIENCE: BLACK FEMALE STEM PROFESSIONALS IN PALM BEACH COUNTY.
- Creator
- Wildgoose-Carroll, J. Janell, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
Research shows that the United States of America is losing its competitive stance in the area of STEM (Science, Technology, Engineering, and Math) relative to other countries. One strategy that could solve this problem would be to diversify the field of STEM to include more women of color. The purpose of this narrative, qualitative research study was to explore the lived experiences of Black women with advanced/terminal degrees who are current STEM professionals in Palm Beach County. Fourteen...
Show moreResearch shows that the United States of America is losing its competitive stance in the area of STEM (Science, Technology, Engineering, and Math) relative to other countries. One strategy that could solve this problem would be to diversify the field of STEM to include more women of color. The purpose of this narrative, qualitative research study was to explore the lived experiences of Black women with advanced/terminal degrees who are current STEM professionals in Palm Beach County. Fourteen Black women participated in this study, which yielded four major findings that included early exposure to education’s value. importance of a strong sense of self/self-identity, challenges, and discrimination. The hope is that these findings will provide local administrators and elected officials/decision-makers (e.g., the school district, higher education, and government agencies) with information that could advise future practices and policies to close the gap of under-represented Black women in STEM industries.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013693
- Subject Headings
- STEM, Women, Black, Palm Beach County (Fla.)
- Format
- Document (PDF)
- Title
- A meta-analysis of Hersey and Blanchard's Situational Leadership Theory.
- Creator
- Wiggin, Harold Ellwood, Jr., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study examined the validity of Hersey and Blanchard' s Situational Leadership Theory (SLT). The meta-analytic techniques of Hunter, Schmidt, and Jackson were used to investigate two research questions: (1) Does the matching of leadership styles and follower maturity influence outcome measures? (2) Can any of the remaining variance be attributed to moderator variables? A literature search from January, 1968 to April, 1990 produced 26 acceptable studies with 52 separate effects. A...
Show moreThis study examined the validity of Hersey and Blanchard' s Situational Leadership Theory (SLT). The meta-analytic techniques of Hunter, Schmidt, and Jackson were used to investigate two research questions: (1) Does the matching of leadership styles and follower maturity influence outcome measures? (2) Can any of the remaining variance be attributed to moderator variables? A literature search from January, 1968 to April, 1990 produced 26 acceptable studies with 52 separate effects. A correlation coefficient was reported for each study. In studies with multiple effects the correlation was computed from an aggregation of those effects. A mean and variance were tabulated, and corrections were made for sampling error and attenuation. The corrected mean was.0498 with a variance of.0076. This was not significant. The criterion for significance was that the mean must be more than two standard deviations greater than zero (Hunter, Schmidt, & Jackson, 1982, p.28). An analysis of residual variance justified a search for moderator effects. Length of study proved to be the only influential moderator (.4343 mean and 0.0 standard deviation) when the Vertiz, et al. outlier was removed. With the exception of increasing the length of treatment, no evidence was obtained to support the Situational Leadership Theory. Future research should include longer durations, and more designs should incorporate outcome measures. Finally, measurement precision needs to improve for both leadership and maturity.
Show less - Date Issued
- 1991
- PURL
- http://purl.flvc.org/fcla/dt/12289
- Subject Headings
- Sociology, Theory and Methods, Psychology, Social, Education, Administration
- Format
- Document (PDF)
- Title
- The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement.
- Creator
- White, Mary K., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to determine if teachers who use thinking and leading actions have higher student achievement as measured by the teacher’s Value Added Measure (VAM) score. A quantitative non-experimental design investigated the relationships between teacher cognitive and behavioral agility and student achievement. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQT ), refers to the leader’s ability to use their repertoire of thinking...
Show moreThe purpose of this study was to determine if teachers who use thinking and leading actions have higher student achievement as measured by the teacher’s Value Added Measure (VAM) score. A quantitative non-experimental design investigated the relationships between teacher cognitive and behavioral agility and student achievement. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQT ), refers to the leader’s ability to use their repertoire of thinking skills. Behavioral agility, measured with the Strategic Leadership Questionnaire for Teachers (SLQT ), denotes the leader’s ability to use a wide array of leader influencing actions. Teachers were surveyed and the data were analyzed through correlation and multiple regressions to determine the relationship among the variables. Although the cognitive and behavioral agility was not correlated with a teacher’s VAM score, the results indicate that teachers do perceive themselves as leaders in their classrooms. Educational leadership certification, higher degrees, and years experience of a teacher did moderate the relationship between local VAM and both cognitive and behavioral agility. The sub-scales of systems thinking and transforming of the survey instruments also were significant to the results. Theoretically, this study contributes to the teacher leadership literature, focusing on the classroom teacher and their effect on student achievement. Practically, with educational accountability changing the landscape, school districts should train teachers to engage in leadership skills, reward teachers for earning a Master’s degree in leadership, and work to retain high quality teachers who are leaders within their classroom. Greater student achievement could be the result.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004886, http://purl.flvc.org/fau/fd/FA00004886
- Subject Headings
- Teachers--Rating of., Teacher-student relationships., Teacher effectiveness., Master teachers., Effective teaching., Performance standards., Classroom management., Academic achievement--Evaluation.
- Format
- Document (PDF)
- Title
- The relationship between leadership styles of directors of accredited higher education respiratory care programs and faculty satisfaction, willingness to exert extra effort, perceived director effectiveness, and program outcomes.
- Creator
- Weissman, Nancy L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ)....
Show moreThe purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ). Director, faculty and program information was measured with a researcher-designed questionnaire. CoARC accredited program directors (n=321) and their full and part-time faculty (n=172) received an e-mail and a web link to obtain demographic information. All participants received an e-mail from Mind Garden, Inc. with a web link to complete the MLQ. Regression analysis and t tests were used to analyze the data. The results found a significant relationship between faculty satisfaction, extra effort, and perceived director effectiveness and each of the predictors transformational, transactional, and passive/avoidant leadership behaviors. There was no relationship between program director leadership style and program outcomes. This study found no difference between the directors' and the faculty's perception of the directors' transformational and transactional leadership behaviors. However, there was a significant difference between the directors' and the faculties' perception of the directors' passive/avoidant behavior.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186324
- Subject Headings
- Educational leadership, Evaluation, College teaching, Evaluation, Organizational behavior, Medical care, Motivation in education
- Format
- Document (PDF)
- Title
- The effect of the student success skills small group counseling intervention on factors associated with dropout potential in high school.
- Creator
- Weinstein, Jodie, Villares, Elizabeth, College of Education, Department of Counselor Education
- Abstract/Description
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The focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable student data (N = 167) collected by school counselors at one high school in South Florida. An Analysis of Covariance (ANCOVA) was used to determine...
Show moreThe focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable student data (N = 167) collected by school counselors at one high school in South Florida. An Analysis of Covariance (ANCOVA) was used to determine differences in academic grades, standardized test scores, and absences between the students who did participate in the SSS small group intervention when compared to those students who did not participate. Statistically significant differences were found between groups in all three dropout potential factors (GPA, test scores, and absences) supporting the use of SSS small group school counseling intervention with students at risk for dropping out. Effect size estimates were reported for each of the measures.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004070
- Subject Headings
- Achievement in education, Adolescent psychopathology, Dropout behavior, Prediction of, Educational counseling -- Psycological aspects, Group counseling, High school dropouts -- Counseling, Small groups, Student assistance programs
- 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
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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.
Show less - 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
- Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools.
- Creator
- Weaver, Tressey., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote...
Show moreThe purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote culturally relevant pedagogy and utilize culturally responsive leadership? The sample for this mixed methods study was secondary school principals and teachers in predominately African American schools. Seven principals and 43 teachers participated in the study. The research methods used were vignettes, interviews, surveys, content analysis, and document analysis. Vignettes containing 10 scenarios of principals performing culturally responsive leadership practices were distributed to principals who were asked to rate them with a Likert scale. In addition, principals were asked 13 open ended questions about culturally relevant pedagogy and culturally responsive leadership in an interview. Teachers were asked to complete a 10 question on-line survey about their principals' leadership from a culturally responsive perspective. Reviews of school improvement plans, principals' messages, and mission and vision statements were also conducted., The study found that (a) principals admitted that they had a limited knowledge of the concepts of culturally relevant pedagogy and culturally responsive leadership, (b) principals theoretically viewed culturally relevant pedagogy and culturally responsive leadership as useful tools in educating African American student populations as evidenced by their responses to the vignettes, (c) principals had a general understanding of African American culture and exhibited sensitivity to the cultural needs of African American students, (d) stressed the managing of difficult students or the diffusing of problematic situations as a benefit of having teachers trained in culturally relevant pedagogy and (e) principals in the study did not actively encourage teachers to utilize culturally relevant pedagogy as a means to improve the academic achievement of African American students.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/215296
- Subject Headings
- Educational leadership, Critical pedagogy, African American children, Education, Afrocentrism, Study and teaching, Educational equalization
- Format
- Document (PDF)