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- Title
- Beyond fidelity: relating educational practices and their determinants to student learning gains.
- Creator
- Urdegar, Steven M., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at...
Show moreThis study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at their schools. Nearly 13,000 students in grades 2 through 5 were assigned to those teachers. Factor analyses were used to separately identify patterns within survey items that measured educational practices, leadership actions, and instructional program coherence. Then, the students' achievement gains were adjusted for the effects of fixed demographic and organizational variables through hierarchical linear modeling. Finally, classroom level relationships between the adjusted achievement gains, and subscales computed from the factors that were identified, were examined through a path analysis. Educational practices were found to align to six factors labeled Technology, Training Utility, Advanced Skills, Basic Skills, Grouping, and Assessment. Leadership actions were found to align to two factors labeled Relationship and Task. Fixed effects at the student, classroom, and school levels were found to have an impact on both the initial status and growth components of student achievement. In the path model, Task was found to have a significant direct effect on Advanced Skills, while the effect of Relationship on educational practices was partially mediated by Instructional Program Coherence. Both Advanced and Basic skills were found to have positive effects on Adjusted Gain when taught at the appropriate level, and negative effects, when taught at the inappropriate level., Technology was found to facilitate Basic Skills instruction overall, with greater benefits seen at the upper grades. It was concluded the rates of use seen for Advanced and Basic skills instruction were similar at the three types of schools examined because of poor differentiation due to innovation diffusion. Teachers who perceived their leaders as supportive, tended to rate their schools as more coherent and training requirements as more appropriate, and used technology and assessment more often, leading to gains in student achievement.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/77653
- Subject Headings
- School management and organization, Decision making, Education, Evaluation, Educational tests and measurements, School improvement programs, Evaluation
- Format
- Document (PDF)
- Title
- The call of public service: motivation and professional commitment in education.
- Creator
- Ackerina, Jacqueline., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector...
Show moreThe purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector participants, the majority were Caucasian, female, and under the age of 30. All respondents held at least a bachelor's degree and the majority held up to ten years tenure in education. Utilizing an abridged version of Perry's (1996) multi-dimensional scale that was modified for the education sector, the public service motivation (PSM) construct was measured using an Internet survey approach. Three of the public service motivation dimensions and two commitment items were used to operationalize the PSM and professional commitment of education professionals within their current roles. Correlation, regression, ANOVA, and t-test analyses were conducted to examine the data collected. Study findings concluded that education professionals possess public service motivation and are professionally committed to their careers. In addition, results indicated that school district administrators possessed higher levels of public service motivation than teachers. Furthermore, demographic characteristics indicated that educators who are older, more experienced, and highly educated possess higher levels of PSM. Perhaps the most critical discovery was that when comparing education professionals to their public administration counterparts, educators possessed higher levels of public service motivation. These findings have several important implications for education institutions, academic scholars, human resource managers, and leadership preparation programs that would all benefit from all
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3342031
- Subject Headings
- Motivation (Psychology), Educational leadership, Public administration, Education, Aims and objectives, Education, Social aspects
- Format
- Document (PDF)
- Title
- A comparison of multimedia technology instruction on the achievement of U.S. educated and non-U.S. educated community college geography students.
- Creator
- Da-Silva, Edmar Bernardes., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This study compares the achievement in three multimedia instructed World Geography classes between two groups of community college students: those students who were U.S. educated (from primary to secondary schools) and those students who were educated outside of the U.S. (from primary to secondary schools). The research was conducted using three World Geography (GEA 2000) classes at a community college in South Florida, between August 2007 and December 2007. The selected students were divided...
Show moreThis study compares the achievement in three multimedia instructed World Geography classes between two groups of community college students: those students who were U.S. educated (from primary to secondary schools) and those students who were educated outside of the U.S. (from primary to secondary schools). The research was conducted using three World Geography (GEA 2000) classes at a community college in South Florida, between August 2007 and December 2007. The selected students were divided into two groups: one of U.S. educated students and one of non-U.S. educated students, all of whom volunteered their participation at the beginning of the course. The two groups were mixed males and females. The non-U.S. educated students were educated in 17 different countries. Data were obtained by means of test scores. Statistical analysis of the data was done using SPSS statistical software. The data generated were analyzed statistically by running four t-tests. The .05 level of significance was selected for analysis of data related to the hypotheses. Overall the statistical difference between the achievement of U.S. educated and non-U.S. educated students in their achievement in multimedia instructed geography classes was non-significant as indicated by the results shown in the statistical analysis in the study.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/fcla/flaent/EN00154040/68_2/98p0145j.pdf, http://purl.flvc.org/FAU/58014
- Subject Headings
- Education, Effect of technological innovations on, Interactive multimedia, Computer-assisted instruction, Prediction of scholastic success
- Format
- Document (PDF)
- Title
- Computer interaction system to identify learning patterns and improve performance in children with autism spectrum disorders.
- Creator
- Petersen, Jake Levi., College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
- Abstract/Description
-
Autism Spectrum Disorders (ASD) affects one in every 110 children. Medical and educational research have demonstrated that ASD children's social skills and adaptation can be much improved, provided that interventions are early and intensive enough. The advancement of computer technologies and their ubiquitous penetration in people's life make them widely available to support intensive sociocognitive rehabilitation. Additionally, computer interactions are a natural choice for people with...
Show moreAutism Spectrum Disorders (ASD) affects one in every 110 children. Medical and educational research have demonstrated that ASD children's social skills and adaptation can be much improved, provided that interventions are early and intensive enough. The advancement of computer technologies and their ubiquitous penetration in people's life make them widely available to support intensive sociocognitive rehabilitation. Additionally, computer interactions are a natural choice for people with autism who value lawful and "systematizing" tools. A number of computer-aided approaches have been developed, showing effectiveness and generalization, but little quantitative research was conducted to identify the critical factors of engaging and improving the child's interest and performance. This thesis designs an adaptive computer interaction system, called Ying, which detects learning patterns in children with ASD and explores the computer interactive possibilities. The system tailors its content based on periodic performance assessments that offer a more effective learning path for children with ASD.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3356786
- Subject Headings
- Autism spectrum disorders, Treatment, Technological innovations, Optical pattern recognition, Children with disabilities, Education, Technological innovations, Assistive computer technology, Compter-assisted instruction, Computers and people with disabilities
- Format
- Document (PDF)
- Title
- A critical theory analysis of the disproportionate representation of blacks and males participating in Florida's special education programs.
- Creator
- Allen, Anthony G., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their right to a free appropriate public education (FAPE). It is the goal of national policy, endorsed by Congress, to ensure equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. With the enactment of IDEA, it ensures that all children, who participate in special education...
Show moreThe Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their right to a free appropriate public education (FAPE). It is the goal of national policy, endorsed by Congress, to ensure equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. With the enactment of IDEA, it ensures that all children, who participate in special education programs, have equal access to education. However, since IDEA's inception, a disproportionate number of African Americans children have been placed, or rather, misplaced in special education programs. African American students are three times more likely than Whites to be placed into categories as needing services in special education programs, making them subject to less demanding schoolwork, to more restrictive classrooms, and to isolation from their peers. For the purpose of this study, the goals were (a) to determine if there is disproportional representation of Black students and male students in the three categories of Educable Mentally Handicapped, Emotionally Handicapped, and Specific Learning Disabled and (b) to address whether the factors school districts' socioeconomic status, minority rate, and racial composition of instructional and administrative staff predict the representation of Black students and male students who participate in special education programs. A quantitative method, including the three disproportionality calculation methods of Composition Index (CI), Risk Index (RI), and Odds Ratio (OR), was employed to respond to the six research questions and test six corresponding null hypotheses. Sixty-seven school districts in the State of Florida were identified for data collection and analysis., The enrollment data for the calculations covered AY 2005- 2009. Critical Race Theory (CRT) served as the lens through which to analyze the findings and discus the implications therein. It is clear that the problem of disproportionate representation is complex and the resolution to the problem is not an easy one. This study found that there was a relationship between the representation of Black students and male students in special education programs and the predictor variables. Statistical analyses revealed that socioeconomic status of the school district, minority rate, and racial composition of instructional and administrative staff predicted the disproportional representation. Critical Race Theory, which served as a methodological framework was employed to help in examining and challenging the manner in which race and racism clearly impacts practices and procedures in the special education referral process. CRT utilized the social construction of race and the role it plays in the education policies that affect minorities. As with any intellectual movement, CRT builds its scholarship upon certain theoretical pillars. The basic tenets of CR T include ordinariness, interest convergence, social construction, differential racialization, and legal story telling. For the purpose of this research, only the tenets of ordinariness, interest convergence, social construction, and differential racialization were examined in the context of disproportionate representation of black students and male students in special education.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2867333
- Subject Headings
- Discrimination in educations, Racism in education, Education, Social aspects, Multicultural education, Learning disabled children, Identification
- Format
- Document (PDF)
- Title
- DIgital assist: comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders.
- Creator
- Rody, Carlotta A., College of Education, Department of Exceptional Student Education
- Abstract/Description
-
High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for...
Show moreHigh school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. ... However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362580
- Subject Headings
- Study skills, Technological innovations, Note-taking, Technological innovations, Educational psychology, Problem children, Education, Behavior disorders in children, Behavioral assessment of children, Emotional problems of children
- Format
- Document (PDF)
- Title
- The effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement.
- Creator
- Leon, Ana Maria., College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math...
Show moreThe purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math tests? Based on the fact that Hispanic students are at a very high risk of academic failure, there is an urgent need to address the lack of academic success. The cultural translation of the Student Success Skills (SSS) program focuses on student outcomes and helps to provide a link between school counselors and improved outcomes for Hispanic students.The sample for this study included 103 treatment and 98 comparison fourth and fifth grade students from three schools in South Florida. Participating students were selected from all Hispanic students at four schools in South Florida, by selecting the students who spoke mainly Spanish at home and came from Hispanic backgrounds. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Florida Comprehensive Assessment Test (FCAT). The procedure used to analyze the results for this study was a Multivariate analysis of covariance (MANCOVA). The statistical analysis showed that the treatment group scored significantly higher than the comparison group in reading. There was not a significant difference in math for the treatment group. When fidelity of treatment was investigated a post hoc analysis found that groups with full implementation of the program scored significantly higher in math and in reading than the comparison group., The results of this study show that a cultural translation of the Student Success Skills program is helpful for the fourth and fifth grade Hispanic students improving achievement in reading.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/187214
- Subject Headings
- Educational leadership, Acculturation, Minorities, Education (Elementary), Hispanic American children, Education, Academic achievement, Educational equalization
- Format
- Document (PDF)
- Title
- The effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students.
- Creator
- Jean-Jacques, Velouse Jean-Pierre., College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in...
Show moreThe purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in grades 4 and 5 after receiving training from the study researcher. A series of ANOVA and ANCOVA analyses then were conducted to determine whether there were significant differences between the treatment group, the comparison group 1, and the comparison group 2 in reading and math using the Florida Comprehensive Assessment Test (FCAT) as a benchmark. Statistically significant differences were found between: (a) the treatment group and comparison group 1 in reading, (b) the treatment group and vii comparison group 2 in reading, and (c) between both comparison group 1 and comparison group 2 in reading. This study provides empirical support showing that students who are taught key cognitive and self management skills in their native language can begin to close the academic gap regardless of their language background. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3332255
- Subject Headings
- Florida Comprehensive Assessment Test, Achievement in education, Motivation in education, Children of immigrants, Education, School improvement programs, Educational counseling
- Format
- Document (PDF)
- Title
- The effects of student participation in the cultural Spanish translation of the Student Success Skills program on high school student achievement.
- Creator
- Urbina, Ivett., College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in...
Show moreThe purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in reading and mathematics as measured by Florida Comprehensive Assessment Test (FCAT)"? The sample for this study included 352 Hispanic students in Grades 9 and 10 from two public high schools in south Florida. The treatment group included 166 students and the comparison group included 186 students. In order to be eligible for participation in this study, students had to meet three different criteria: (a) they identified themselves as Hispanic on their school registration form; (b) they were enrolled in a Spanish for Native Speakers foreign language elective course: and (c) they had Florida Comprehensive Achievement Test (FCAT) pretest scores on the reading and math tests. A series of preliminary univariate analysis of variance (ANOVA) were conducted to determine if differences existed between participants on the FCAT reading and mathematics pretests Developmental Scale Scores (DSS). To control for grade level and English language learner (ELL) differences between study participants on pretest reading scores, a univariate analysis of covariance (ANCOVA) was conducted using the FCAT reading pretest DSS as the covariate. An overall effect size of the current study was +0.50 with a variance of 0.0060 (95% CI [0.35, 0.65])., The results for the overall math effect size was +0.32 with a variance of 0.0115 (95% CI [0.10, .53]), and the results for the overall reading effect sizewas +0.70 with a variance of 0.0127 (95% CI [.48, .93]). These effect sizes were statistically significificant at the.05 level. The results from this study demonstrated that the SCT-SSS classroom program is an effective intervention for increasing student achievement for high school Hispanic students. Students who received the SCT-SSS classroom program achieved greater gains when compared to students who did not receive the intervention.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3334099
- Subject Headings
- Achievement in education, School improvement programs, Children of immigrants, Education, Hispanic American children, Education
- Format
- Document (PDF)
- Title
- The effects of the Enright Arithmetic Program on the emotional deficits associated with learned helplessness.
- Creator
- Johnson, Henry Eugene, III., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
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The purpose of this study was to investigate whether a particular mathematics program, which has been proven effective in changing student proficiency in mathematics, will also alter student emotional reactions to failure. The program selected for this study is unique in that through a series of diagnostic tests and remedial lessons, the student and teacher can accurately pinpoint the student's processing errors in mathematics. The sample consisted of 126 eighth grade mathematics students...
Show moreThe purpose of this study was to investigate whether a particular mathematics program, which has been proven effective in changing student proficiency in mathematics, will also alter student emotional reactions to failure. The program selected for this study is unique in that through a series of diagnostic tests and remedial lessons, the student and teacher can accurately pinpoint the student's processing errors in mathematics. The sample consisted of 126 eighth grade mathematics students from a public middle school. There were five independent variables: sex, race (black vs. white), attributional style (internal vs. external), proficiency level in mathematics (high vs. low), and grouping for instruction (Enright Program vs. control). The dependent variables consisted of test scores collected before the mathematics program and immediately after completion of the program on the affective factors of anxiety, hostility, and depression. The results showed a significant difference in student emotional reactions to failure after being exposed to the Enright Arithmetic Program as compared to students in the control group. The students in the Enright group had significantly less negative affective reactions to failure in relation to all three of the dependent variables after working with the Enright Arithmetic Program than did the students who were not afforded the opportunity to work with the program. This study thus demonstrated that the Enright Arithmetic Program not only improves student proficiency levels in mathematics, but also alters students' emotional reactions to a stressful failure situation in the classroom in a positive way.
Show less - Date Issued
- 1988
- PURL
- http://purl.flvc.org/fcla/dt/11930
- Subject Headings
- Enright Arithmetic Program--Psychological aspects, Education, Elementary, Education
- Format
- Document (PDF)
- Title
- Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.
- Creator
- Bamdas, Jo Ann, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study...
Show moreThe purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community. Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas -ti 5.0 software, and thematic analyses completed in order to triangulate the data. Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation., The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued a doctorate degree was "only step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186326
- Subject Headings
- Achievement motivation, Minority women, Education (Higher), Educational equalization, Motivation in education, Education, Aims and objectives
- Format
- Document (PDF)
- Title
- English language learners in Florida: a dissertation about a legal and policy study of Florida's Multicultural Educaton Training and Advocacy (META) Consent Decree.
- Creator
- Rodriguez, Maria de L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to...
Show moreThe increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to provide adequate teacher training and educational programs, thereby improving access to equal opportunity for ELLs. ELLs are also called limited English proficient (LEP) students in other states. This term was changed in Florida because the LEP label brought with it a negative connotation as it referred to proficiency within the learning of English as a limitation rather than as an asset. The study presents a comprehensive review of the MCD and its eleven main components. Through document and content analysis, the study intended to ix determine whether Florida's 67 public school districts comply with the decree and whether policies are in place to implement the court authorized processes. The study begins with an introduction, which includes historical data and Florida demographics that relate to the issue of second language learners. A review of the literature incorporates legal cases and pertinent educational policies that have preceded the decree., The review also examined the major political and educational barriers that English language learners (ELL) encounter in Florida, as well as the research that suggests what programs and practices are required for successful second language learning. From the impact of antiimmigrant sentiments and English-only movements, to the League of United Latin-American Citizens (LULAC) v.FL Board of Education (1990) class action lawsuit, the study investigated the status of ELL programs in the state of Florida and the debates that surrounds them.The study intended to inform fellow educational leaders of these topics so that our work on behalf of K-12 ELLs can be more effective. Recognizing and preparing for the impact that the increasing numbers of ELLs will continue to have in Florida is an integral part of becoming a well-rounded educational leader and facilitates providing the services these students require, deserve, and to which they are entitled. The study also informs policymakers and practitioners of the pending needs and provides a roadmap to improving second language learning programs and practices in Florida.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3333311
- Subject Headings
- English language, Study and teaching, Foreign speakers, Second language acquisition, Minorities, Education, Language arts, Educational equalization
- 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
- Exploring barriers to education for Native American Indians: a native perspective.
- Creator
- Conley, Enid., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American...
Show moreThis qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American participants revealed a main theme of identity both passive and aggressive that permeated all of the thematic areas: barriers, enhancers, and coping strategies. The barriers ranged from reinventing the Native American Indian to language barriers caused by forcing Native American Indians to speak Eurowestern languages in order to survive. The educational enhancers themes described by the participants revolved around themes of people, culture, community, and the environment. Elements of Garrison' s Model (1997) on self-directed learning emerged in this study under the thematic area of coping strategies. Self-directedness was evident in the coping strategies; which included self-management (control by acknowledging the social environment in which the participants were interacting), cognitive responsibility (self-examination), and motivation (assuming personal responsibility). The role of a Native American Indian as a researcher was noted in enhancing the depth and breadth of the research., The examination of the differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities revealed: (a) one male and five females participants described sexism as a barrier; (b) no participant expressed particular barriers with regards to the Native American Nation in which they belonged to; (c) a majority of participants expressed that language was a barrier in one form or another; (d) participants described barriers to Native American Indian cultural participation as thoughts and feelings of being "lost" and "not belonging," which is evident in identity crisis or identity diffusion.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/108066
- Subject Headings
- Discrimination in education, Educational equalization, Indians of North America, Education, Indian philosophy
- 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
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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.
Show less - 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
- Exploring the influence of middle school leaders on middle school girls' interest in high school science enrollment.
- Creator
- Kijanka, Lori., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls...
Show moreThe purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/192985
- Subject Headings
- Science, Study and teaching (Secondary), Inquiry-based learning, Science, Study and teaching (Middle school), Curricula, Curriculum planning, Sex differences in education, Education, Aims and objectives
- Format
- Document (PDF)
- Title
- Factors affecting retention in a community college's welfare-to-work programs: a heuristic study of participants' perceptions.
- Creator
- Pino, Veronica Woodward., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants...
Show moreThis study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants from welfare-to-work? (b) How did these factors enhance or serve as barriers to the movement of participants from welfare-to-work? This study was presented as a heuristic study of 12 former welfare participants who have transitioned or are currently transitioning from welfare to work. Using purposeful sampling, the researcher selected the participants for this study through self-identification or through nomination by program leaders and other program participants. Each of the 12 former welfare participants was interviewed about the situational, institutional, and dispositional aspects of their training. Demographic data were collected on each of the 12 participants for the purpose of a comparative analysis. Interviews of family members or friends of each of the participants validated the stories provided by the participant. Interviews with two administrators with direct responsibilities for some of the training programs for participants transitioning from welfare-to-work were also done to substantiate the stories of the participants. The findings of this study indicated three conclusions about the participants' perceptions of factors affecting their retention in welfare-to-work programs in a community college., First, the participants' desires to break the cycles of generational welfare were evident in every aspect of the training from having a better life for their children to dealing with the embarrassment of receiving government assistance.Second, welfare-to-work training experiences were influenced by institutional factors such as instructional and institutional support or lack of support for education and career development, including mentoring. Third, personal factors such as family motivation and role models, religion, drive and determination, and the desire to make a difference shaped the participants' career training experiences and contributed to persistence and completion.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186300
- Subject Headings
- College dropouts, Prevention, Academic achievement, Welfare recipients, Education, Community colleges, Attitude (Psychology), Motivation in education
- Format
- Document (PDF)
- Title
- Family, obligation, and educational outcomes: unraveling the paradox of high aspirations and low academic achievement among the children of Haitian immigrants.
- Creator
- Nicholas, Tekla., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Anthropology
- Abstract/Description
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The desire for academic success is shared by Haitian parents and their American-born children. Yet, despite this will to succeed, second generation Haitian students have been shown to fare poorly in school when compared to other ethnic groups. This qualitative study revealed that students' poor results in high school were not due to adversarial attitudes toward education; rather, they reflected inadequate foundations in basic academic skills. In particular, limited vocabularies hamper the...
Show moreThe desire for academic success is shared by Haitian parents and their American-born children. Yet, despite this will to succeed, second generation Haitian students have been shown to fare poorly in school when compared to other ethnic groups. This qualitative study revealed that students' poor results in high school were not due to adversarial attitudes toward education; rather, they reflected inadequate foundations in basic academic skills. In particular, limited vocabularies hamper the academic achievement of many Haitian American students. Some students who expected that passing grades would lead to college are unable to pass the FCAT exam required to earn a high school diploma. Surprisingly, the highest levels of academic achievement were attained by the students with the poorest and least educated parents. They displayed extraordinary motivation attributed to a strong sense of familial obligation.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/77648
- Subject Headings
- Minorities, Education, Haitian Americans, Education, Children of immigrants, Education, Motivation in education
- Format
- Document (PDF)
- Title
- The Florida Migrant Education Program: an analysis of programmatic and expenditure practices.
- Creator
- Murray, Robert W., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on...
Show moreThe Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on standards-based assessments. This study examined the LEA utilization of funds awarded to the State of Florida under Title 1, Part C, from AY2007-09, identified the specific activities implemented by LEAs to meet the unique educational needs of the migrant students, and analyzed the impact of total student membership, total migrant entitlement, and concentration of migrant students relative to the total LEA student membership on the utilization of the funding. The study demonstrated that the Federal Office of Migrant Education policies and rules promulgated by the State of Florida channel funding away from educational activities for the students to non-academic expenditures.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2683135
- Subject Headings
- Immigrants, Education, Economic aspects, Children of migrant laborers, Education, Economic aspects, Children of migrant laborere, Education, Social aspects, Migrant labor, Education, Economic aspects, Educational accountability
- Format
- Document (PDF)
- Title
- The Florida School Recognition Program: the relationship between participation in the program and adequate yearly progress under the No Child Left Behind Act.
- Creator
- Wanza, Valerie Smith., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study was designed to determine the relationship between Florida School Recognition Program (FSRP) participation and adequate yearly progress (AYP) criteria met during school years 2004-2008. It also intended to discover whether schools' socioeconomic status, minority rates, and levels moderated this relationship as well as a difference in average AYP criteria met for schools that maintained FSRP participation and those that do not. The study further sought to determine whether these...
Show moreThis study was designed to determine the relationship between Florida School Recognition Program (FSRP) participation and adequate yearly progress (AYP) criteria met during school years 2004-2008. It also intended to discover whether schools' socioeconomic status, minority rates, and levels moderated this relationship as well as a difference in average AYP criteria met for schools that maintained FSRP participation and those that do not. The study further sought to determine whether these school characteristics and schools' grades predicted maintenance of participation in the FSRP. A quantitative method, including three statistical analyses, was employed to respond to 6 research questions and test 14 corresponding null hypotheses. Three thousand and seventy-seven schools were identified for data collection and analysis. Six independent variables were defined as school level, average socioeconomic status, average minority rate, average percentage of AYP criteria, aggregate number of years 100% of AYP criteria was met, and average school grade. One dependent variable was defined as aggregate years of FSRP participation. The study found that there was a relationship between participation in the FSRP and AYP criteria met, and school level, socioeconomic status, and minority rate moderated this relationship. While school level and minority rate moderated a difference in average percentage of AYP criteria met in schools that maintained participation in the program and those that did not, socioeconomic status did not. Moreover, all independent variables served as predictors for maintenance of participation in the FSRP. The study found that schools' demographic characteristics influence student achievement and participation in incentive pay programs., Six implications for future research were identified to further explore the FSRP and AYP relationship, the unintended consequences of the No Child Left Behind (NCLB) Act, the appropriateness of incentive pay education, the distribution of FSRP award dollars in schools, and student achievement by school level. Recommendations were to add an AYP criterion to the FSRP, assess the effectiveness of inducement policies in education, and add a provision for program evaluation to the FSRP statute.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/332912
- Subject Headings
- Academic achievement, Education and state, Educational equalization, Education, Aims and objectives
- Format
- Document (PDF)