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Title: A COMPARATIVE STUDY OF MALE AND FEMALE SCHOOL BOARD MEMBERS' ATTITUDES TOWARD WOMEN ADMINISTRATORS IN THE STATE OF FLORIDA (DISCRIMINATION, SCHOOL BOARDS).
Creator: GARNETT, PATRICIA F., Florida Atlantic University, Gray, Mary B., Urich, Ted R., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Although legislation regarding women's rights has been passed in recent years, it has had little effect on the number of women in educational administration. This dissertation was undertaken to compare the attitudes of male and female school board members toward women in administrative positions in the state of Florida. The test instrument was the Women as Managers Scale (WAMS) developed by Peters, Terborg, and Taynor in 1974 for the purpose of detecting biased attitudes toward women in...
Show moreAlthough legislation regarding women's rights has been passed in recent years, it has had little effect on the number of women in educational administration. This dissertation was undertaken to compare the attitudes of male and female school board members toward women in administrative positions in the state of Florida. The test instrument was the Women as Managers Scale (WAMS) developed by Peters, Terborg, and Taynor in 1974 for the purpose of detecting biased attitudes toward women in various organizations. This was a self-administered questionnaire sent to 100 percent of the school board members in the state of Florida for 1982-83 as listed in the Florida Education Directory. Seventy-three percent of the board members returned the questionnaire, with 65 percent returning full information. There were 160 males and 61 females included in the study. Responses came from 65 of the 67 counties. Information was obtained regarding age, sex, size of school district, and level of education in addition to the twenty questions of the questionnaire which covered four different attitude factors. Using the SPSS formula for analysis of variance, each dependent variable was used in an analysis with each independent variable to determine if any specific factor could be a possible cause of the attitudes reported. The null hypotheses stated that there would be no significant change in the attitudes of male and female school board members toward women in administration regardless of age or level of education. The results of the survey showed that there was a difference between male and female board members' attitudes; however, the results of the analysis of variance tests for interactions of age, sex, and educational level were not significant at the .05 Alpha level. Sex was the only significant variable, but since sex differences in attitudes among Florida school board members were not significantly dependent upon age or educational level, the null hypotheses could not be rejected. Males were consistently more negative than females in their perceptions of women as managers across the age and educational level intervals used in the study.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11872
Subject Headings: Education--Florida--Administration, Women in education--Florida
Format: Document (PDF)

Title: A Comparison of Perceptions of Specific Learning Disabilities Teachers with Exceptional Student Education Lead Teachers Toward Goal Achievement.
Creator: Brater, Patricia Barrack, Urich, Ted R., Florida Atlantic University
Abstract/Description: The purpose of this study was to assist in the program evaluation process by comparing perceptions of Specific Learning Disabilities teachers with Exceptional Education lead teachers toward indicators of goal achievement. The procedures employed in the study involved a review of the literature, and the design, field testing, and utilization of the Goal Achievement Instrument. Data was obtained from the 111 teacher questionnaires and the 111 questionnaires completed by lead teachers who rated...
Show moreThe purpose of this study was to assist in the program evaluation process by comparing perceptions of Specific Learning Disabilities teachers with Exceptional Education lead teachers toward indicators of goal achievement. The procedures employed in the study involved a review of the literature, and the design, field testing, and utilization of the Goal Achievement Instrument. Data was obtained from the 111 teacher questionnaires and the 111 questionnaires completed by lead teachers who rated individual teacher performance of goal indicators. Analysis of variance was utilized to determine whether there were differences in ratings between the groups. A follow-up study was completed to determine goal achievement indicators which might have been overlooked in the goal achievement indicator development process. 1. There were significant differences in responses between resource Specific Learning Disabilities teachers and lead teachers, indicating that data from neither group should be used in isolation to determine levels of goal achievement. 2. There were no significant differences between self-contained, elementary, and secondary Specific Learning Disabilities teachers when each group's ratings were compared to lead teacher ratings. This indicated that either teachers or lead teachers could be used to determine levels of goal achievement for these groups of teachers. 3. Teachers in all groups were achieving goals at a satisfactory level, as perceived by teachers and by lead teachers. 4. Several additional items were developed and recommended for inclusion to the Goal Achievement Instrument before use in the formal program evaluation process. In-service programs for teachers, guidance committee activities, strong financial support to the classes, and the positive attitude of teachers may have been important factors in leading to the high performance levels achieved by Specific Learning Disabilities teachers in Brevard County, Florida.
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Date Issued: 1983
PURL: http://purl.flvc.org/fau/fd/FA00000652
Subject Headings: Special education teachers, Learning disabilities, Exceptional children
Format: Document (PDF)

Title: Block scheduling: Its impact on academic achievement, and the perceptions of students, teachers, and administrators.
Creator: Hamdy, Mona., Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study consists of three parts. The first part determined if significant differences exist in the scores of students on four standardized tests between two block and two traditional scheduling schools. The assessment instruments were standardized tests given to students in Palm Beach County School District in the state of Florida: (a) Comprehensive Test of Basic Skills (CTBS) for grade 9, (b) Grade Ten Assessment Test (GTAT), (c) Florida Writes (FW) for grade 10, and (d) High School...
Show moreThis study consists of three parts. The first part determined if significant differences exist in the scores of students on four standardized tests between two block and two traditional scheduling schools. The assessment instruments were standardized tests given to students in Palm Beach County School District in the state of Florida: (a) Comprehensive Test of Basic Skills (CTBS) for grade 9, (b) Grade Ten Assessment Test (GTAT), (c) Florida Writes (FW) for grade 10, and (d) High School Competency Test (HSCT) for grade 11. Approximately 2,000 students took each of the four tests for each grade, a total of 8,000 participants. Significant differences (p <.00125) were found between students scores on the FW and the HSCT. The traditional scheduling students outperformed those at the block scheduling schools in regards to the FW and the HSCT. Results of statistical analysis indicated a significant difference between the 4 x 4 schedule and the alternate day schedule only in terms of achievement on the Florida Writes. Students at the alternate day school outperformed those at the 4 x 4 scheduling school on the Florida Writes test. Schools' records indicated that the rate of suspension has decreased during the year of implementing block scheduling for the alternate day scheduling school, and increased for the 4 x 4 scheduling school. There was no change in the absentee rate at both types of block scheduling schools. The second part of this study was to compare differences in perceptions among teachers and students towards the two types of block scheduling. A Likert-type survey was answered by 101 teachers from both types of schools. Statistical analysis indicated a significant difference between the perceptions of teachers from the 4 x 4 and the alternate day scheduling schools in terms of class size. Teachers disagreed that class size has decreased because of the implementation of block scheduling. Regarding students' perceptions, 931 students from both schools participated in answering the questionnaire. There were significant differences among students on their preference to remain on block scheduling. The third part of this study examined differences between the perceptions of administrators of different types of block scheduling. A Likert-type survey consisting of 26 items was sent to selected principals throughout the nation. Twenty two out of the 24 items did not prove to be significant at the 0.0021 level. There were differences in administrators perceptions towards the failure rate. Similar results were found in regards to discipline problems. The Scheffe post hoc test was administered to determine which pairwise group differences were significant. Survey results indicated that administrators perceived that the science department is the happiest department with block scheduling, and that mathematics and foreign language are the least happy.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12477
Subject Headings: Schedules, School--Florida--Palm Beach County, High schools--Florida--Palm Beach County, School year--Florida--Palm Beach County, School management and organization, Academic achievement
Format: Document (PDF)

Title: THE CRITERIA AND HIRING PRACTICES USED BY PRINCIPALS IN THE SELECTION OF TEACHERS AS PERCEIVED BY THE ELEMENTARY, MIDDLE AND HIGH SCHOOL PRINCIPALS IN THE BROWARD COUNTY, FLORIDA SCHOOL DISTRICT (SCREENING DIFFERENCES, VARIABLES).
Creator: BOOTHE, BEVERLY BAIRD, Florida Atlantic University, Urich, Ted R., Gray, Mary B.
Abstract/Description: The purpose of this study was to determine the differences among elementary, middle, and high school principals in the hiring practices, initial screening, and final selection of teachers. Issues involved in the study included items such as (1) willingness to transfer teachers during the school year, (2) willingness to transfer teachers at the end of the school year, (3) importance of college transcript, and (4) personality of candidate. The multivariate Analysis of Variance (MANOVA) program...
Show moreThe purpose of this study was to determine the differences among elementary, middle, and high school principals in the hiring practices, initial screening, and final selection of teachers. Issues involved in the study included items such as (1) willingness to transfer teachers during the school year, (2) willingness to transfer teachers at the end of the school year, (3) importance of college transcript, and (4) personality of candidate. The multivariate Analysis of Variance (MANOVA) program implemented in SPSS('x), Release 2.0, was used to perform the statistical operations from the surveyed population, ninety-seven elementary, twenty-seven middle, and twenty-two high school principals in Broward County, Florida, School District. Each set of twelve items associated with the three hiring areas from the survey was subjected to a separate MANOVA Analysis. The Wilks Lambda statistic was used to determine the significance of the multivariate tests. The differences between male and female principals in perceptions about the thirty-six components in the hiring and selection practices of teachers were not significant. Level differences among the three groups of elementary, middle, and high school principals, however, did exist. The emphasis upon transcripts, use of community support teams, and the need to seek certification waivers were some of the items of contrasts.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11868
Format: Document (PDF)

Title: EFFECTS OF AN ADMINISTRATIVE PLAN FOR EXCELLENCE IN CREATIVE ARTS EXPERIENCES ON THE DEVELOPMENT OF CREATIVITY IN FIRST GRADERS.
Creator: KELLEY, RAMONA M. DANIEL., Florida Atlantic University, Urich, Ted R.
Abstract/Description: Problem. The problem of this study was to investigate the effects of an administrative plan for excellence in creative arts experiences on the development of creativity in first graders. For purposes of this study, an administrative plan for excellence in creative arts experiences for first graders was developed and implemented. Procedures. A pretest of the Torrance Figural Tests of Creative Thinking was administered to the first grade population of Northboro Elementary School prior to...
Show moreProblem. The problem of this study was to investigate the effects of an administrative plan for excellence in creative arts experiences on the development of creativity in first graders. For purposes of this study, an administrative plan for excellence in creative arts experiences for first graders was developed and implemented. Procedures. A pretest of the Torrance Figural Tests of Creative Thinking was administered to the first grade population of Northboro Elementary School prior to implementation of the ten-week administrative plan for excellence in creative arts experiences. A Torrance post-test was administered upon completion of the creative arts experiences. To determine the significance of mean gain score differences on the dimensions of fluency, flexibility, originality, and elaboration of thinking, the data were subjected to one-way analysis of covariance. The .05 level of significance was selected on which to evaluate the results. Two covariates, the Torrance pretest and the Otis-Lennon School Ability Test, were used in the design. Findings. The mean gains in originality and elaboration of thinking, based on the Torrance Tests of Creative Thinking, of children participating in the creative arts experiences and children not participating in the creative arts experiences differed significantly during the ten-week period. No mean gains in fluency and flexibility of thinking, based on the Torrance Tests of Creative Thinking, were made by the experimental group or the control group during the ten-week period. Recommendations. An administrative plan for excellence in creative arts experiences encompassing an entire school year could be developed. An in-service program designed to raise the level of awareness regarding the significance of developing children's creative thinking skills could be offered for teachers and administrators. A replication of this study at the same grade level or at another primary grade level could provide useful input to be utilized in the planning of arts programs which contribute to the development of creativity in children. An administrative model which would promote the combining of the creative arts with the other disciplines could be developed.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11823
Subject Headings: Creative ability in children, Creative thinking
Format: Document (PDF)

Title: Efficancy of a parenting component in a teen parent program in Broward County, Florida.
Creator: Bessell, Stephanie Joan, Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study took place during the 1990-1991 school year and involved 58 pregnant and parenting teenage participants between 14 and 19 years of age living in north Broward County, Florida. It evaluated the effectiveness of a parenting program by comparing performance of two groups on the Adult and Adolescent Parenting Inventory (AAPI). The experimental group consisted of 39 (out of a potential pool of 139) public high school students. The 39 students of the study completed one full semester at...
Show moreThis study took place during the 1990-1991 school year and involved 58 pregnant and parenting teenage participants between 14 and 19 years of age living in north Broward County, Florida. It evaluated the effectiveness of a parenting program by comparing performance of two groups on the Adult and Adolescent Parenting Inventory (AAPI). The experimental group consisted of 39 (out of a potential pool of 139) public high school students. The 39 students of the study completed one full semester at a special center. The study's control group consisted of 19 teen parents who were non-treatment participants with similar demographic and descriptive profiles. The study also determined which of the subject variables of home environment, age, parenting status, reading level, and grades earned in coursework were correlated significantly with experimental group posttest performance in the AAPI's constructs of empathy, expectations, physical punishment, role modeling, and with a composite total score. Using analysis of variance (ANOVAS), there were no differences on three constructs (empathy, physical punishment and role modeling) between the experimental and control groups. Significant differences between groups were found in the parental expectation and total composite construct. Stepwise regression was used with Florida Atlantic University's Vax using SPSSX for correlations of independent variables with experimental group posttest performance. The parental expectations construct was not significantly correlated with any independent variables. Significantly correlated variables at the.05 level included the "Child Development" class grade with the dependent variables of posttest total composite score, physical punishment, and role modeling. At the.01 level, the "Child Development" grade also significantly correlated with the empathy posttest score. The reading level was significantly correlated with the empathy and physical punishment constructs. Treatment/control group long-term performance paralleled research indicating that participation in programs designed to offer support to teenage mothers was related to positive caregiving styles (Dunst, Vance, & Cooper, 1986). Brooks-Gunn (1991) also found that second-generation teen parents who had been participants in parenting programs were likely to have attained higher levels of education and to have had fewer of their children taken from them 17 years later (Brooks-Gunn, 1991).
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/12329
Subject Headings: Parenting
Format: Document (PDF)

Title: Perceptions of selected school personnel toward youth gangs in high schools, Broward County, Florida.
Creator: Melita, Joseph A., Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study was designed to compare the perceptions of principals (20), assistant principals (110), school resource officers (22), school-based security personnel (31), and county-based security personnel (11) toward youth gang activity in the Broward County, Florida, high schools. A 44-item survey was developed, focusing on five gang-related subscales and six overview questions. Using the.01 level of significance, a one-way analysis of variance was used to determine the strength of the...
Show moreThis study was designed to compare the perceptions of principals (20), assistant principals (110), school resource officers (22), school-based security personnel (31), and county-based security personnel (11) toward youth gang activity in the Broward County, Florida, high schools. A 44-item survey was developed, focusing on five gang-related subscales and six overview questions. Using the.01 level of significance, a one-way analysis of variance was used to determine the strength of the association between the independent position variable and the dependent opinion variables. Chi-square was applied to the six overview questions. The findings indicated that 81% of the respondents did not agree that their school has gang problems; however, 67% did agree that the Broward County, Florida, school system has gang problems, and 80% agreed that Broward County, Florida, has gang problems. The findings revealed that there were no significant differences in perception among the groups tested toward the gang-related subscales and in the overview questions that focused on gang presence in the neighborhood surrounding the school, in their school, problems within the school system, and problems in Broward County. There were significant differences in perception among the respondents on the overview questions that focused on gang problems in the neighborhood surrounding the school and on gang problems within the school. When grouped by specialization, i.e., education or law enforcement, there were no significant differences in perception between the groups toward the gang-related subscales of communication and turf and in the overview questions that focused on gangs in the neighborhood surrounding the school, gang problems within the school, gang problems within the school system, and gang problems within Broward County. There were significantly differences in perception between the groups when grouped by specialization in the gang-related subscales of graffiti, attire, and campus disruptions and in the overview questions that focused on gangs in the school and gang problems in the neighborhood surrounding the school.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12248
Subject Headings: Gangs--Florida
Format: Document (PDF)

Title: Perceptions of Florida's superintendents and school board chairpersons regarding the acquired immune deficiency syndrome (AIDS).
Creator: Hobbs, Leon Temples., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The problem investigated in this study was the comparison of the perceptions of Florida's superintendents of schools with those perceptions held by public school board chairpersons toward AIDS with respect to six particular variables of concern: (a) knowledge of the subject of AIDS, (b) personal biases, (c) students' rights, (d) employment policies, (e) operational guidelines, and (f) curriculum. The evaluation instrument was a 40-item questionnaire constructed using a five point Likert-type...
Show moreThe problem investigated in this study was the comparison of the perceptions of Florida's superintendents of schools with those perceptions held by public school board chairpersons toward AIDS with respect to six particular variables of concern: (a) knowledge of the subject of AIDS, (b) personal biases, (c) students' rights, (d) employment policies, (e) operational guidelines, and (f) curriculum. The evaluation instrument was a 40-item questionnaire constructed using a five point Likert-type scale. A numerical weighting of 1-5 was used to determine the strength of the responses. A high score revealed a negative perception about a question, while a low score indicated a positive perception. A questionnaire packet was mailed out to each of Florida's 67 superintendents of schools and 67 public school board chairpersons. Completed questionnaires were received from 19 of the state's 20 appointed superintendents, from 38 of the state's elected superintendents, from 17 Republican chairpersons, and from 37 Democratic chairpersons. Analysis of data revealed: (a) appointed superintendents were more willing to work in close proximity to someone with AIDS than were elected superintendents; (b) appointed superintendents were less willing to send students with AIDS to a special school comprised of other students with AIDS-related symptoms than were elected superintendents; (c) Republican board chairpersons had a stronger belief than did Democratic chairpersons that their knowledge of the causes and spread of AIDS was sufficient to allow them to converse with parents who may at times address the school board at meetings; and (d) school board chairpersons from small and medium sized districts felt more strongly than did the chairpersons from large districts that all students should be tested for the AIDS virus before being allowed to enroll in public school each year. The following conclusions were reached. A pyramidal diagram of the hierarchy of political vulnerability and issue voting astuteness possessed by school board members, appointed superintendents and elected superintendents, revealed that school board members are at the apex, the elected superintendents in the middle and the appointed superintendent at the base of the pyramid. Elected superintendents from small and medium sized districts are more politically conscious of their decisions and perceptions than are elected superintendents from large school districts. Recommendations for future, related investigations are presented.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12368
Subject Headings: School superintendents--Florida, AIDS (Disease) in children--Florida
Format: Document (PDF)

Title: PERCEPTIONS OF SELECTED SCHOOL PERSONNEL TOWARD THEIR NEGOTIATED TEACHER EVALUATION PROCEDURES IN THE SCHOOL DISTRICT OF BROWARD COUNTY, FLORIDA.
Creator: BENSON, HAYWARD J., JR., Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study was a descriptive analysis of a population of teachers and administrators in the Broward School District to determine how they perceived the teacher evaluation process as prescribed by the negotiated contract between the Broward Classroom Teachers Association and the School Board of Broward County for the school years of 1979 through 1982. A random sample of teachers produced responses from 310 subjects, while the random sample of principals produced responses from eighty subjects....
Show moreThis study was a descriptive analysis of a population of teachers and administrators in the Broward School District to determine how they perceived the teacher evaluation process as prescribed by the negotiated contract between the Broward Classroom Teachers Association and the School Board of Broward County for the school years of 1979 through 1982. A random sample of teachers produced responses from 310 subjects, while the random sample of principals produced responses from eighty subjects. For purposes of this study, subjects were grouped as either (1) Teacher, Elementary; (2) Teacher, Secondary; (3) Principal, Elementary; or (4) Principal, Secondary. The two independent variables in the study consisted of subject by Position and Level. Each independent variable had subjects in two levels; Principals and Teachers in the instance of Position, Elementary and Secondary in the instance of Level. When the data were analyzed, the major hypothesis tested revealed that principals more than teachers regard the evaluation process as an occasion for meaningful dialogue; advance notice of the time for formal evaluation was of little concern to either group; and, both groups perceived evaluations as a means for improving instruction. From the secondary findings, one significant fact was that both teachers and administrators felt that negotiating the evaluation procedures was of little importance; administrators did not feel frustrated nor hindered by some of the procedures. The author expected teachers to be more supportive of the procedures than administrators, however, both groups were essentially neutral.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11853
Format: Document (PDF)

Title: Opinions of black and white female potential educational administrators toward barriers to career advancement.
Creator: Schifini, Patricia Ann., Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study was designed to determine: (a) whether significant differences exist in the opinions of Black and White female potential administrators in education toward selected barriers to the career advancement of females, and (b) whether significant differences exist in the background characteristics of these females. Participants included 49 Black females and 62 White females who were enrolled in a management development program of a large urban public school district in southeast Florida...
Show moreThis study was designed to determine: (a) whether significant differences exist in the opinions of Black and White female potential administrators in education toward selected barriers to the career advancement of females, and (b) whether significant differences exist in the background characteristics of these females. Participants included 49 Black females and 62 White females who were enrolled in a management development program of a large urban public school district in southeast Florida during the spring of 1991. The Barriers to Female Administrative Aspirants in Education Questionnaire, partially based on a section of the questionnaire used by Edson (1981a), was developed by the researcher. It focused on five barrier-related subscales and 15 items related to background data. An analysis of variance was applied to each barrier-related subscale to determine the strength of the association between race (Black or White) and each opinion variable. A chi-square procedure was performed to determine the relationship between race (Black and White) and nominal background characteristics. In order to determine the relationship between race and non-nominal background characteristics, t-tests were performed. A.05 level of significance with a Bonferroni correction was utilized throughout the study. The findings indicated that there was no significant difference between the Black and White females in their opinions toward barriers to the career advancement of females in education. There was no significant difference between the Black and White females for 14 of the background characteristics. However, there was a significant difference between the Black and White females regarding the number of years that they had been employed in their present school district.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12318
Subject Headings: Women educators--Employment--Public opinion, School management and organization--Public opinion, African American women--Employment--Public opinion, Career development--Research
Format: Document (PDF)

Title: PERCEPTIONS OF STUDENT TEACHERS, SUPERVISING TEACHERS, AND PROFESSORS OF EDUCATION TOWARD SELECTED ISSUES IN STUDENT TEACHING.
Creator: GLASGOW, DOROTHY D., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of this study was to determine the perceptions of student teachers, supervising teachers, and professors of education toward selected issues in student teaching. Fifty Florida Atlantic University student teachers and forty supervising teachers from Palm Beach County and Broward County, Florida, as well as forty professors who taught undergraduate education courses at Florida Atlantic University responded to the survey. The procedure used in the study included a review of...
Show moreThe purpose of this study was to determine the perceptions of student teachers, supervising teachers, and professors of education toward selected issues in student teaching. Fifty Florida Atlantic University student teachers and forty supervising teachers from Palm Beach County and Broward County, Florida, as well as forty professors who taught undergraduate education courses at Florida Atlantic University responded to the survey. The procedure used in the study included a review of literature. Data was obtained from parallel opinionnaires and demographic forms appropriate for each population. The opinionnaire consisted of thirty-five statements with a Likert-type scale for the participants to indicate their perception as to the level of importance each statement had to student teaching. The two hypotheses tested were (1) no significant differences existed among the perceptions of the populations toward selected issues in student teaching, and (2) no significant differences existed among the perceptions of the populations toward the selected issues when grouped into the areas of personal relations, self-interests, classroom performance and organization, and teaching concerns. Chi-square distribution analysis was used to determine significant differences of perceptions among the populations. Significant statistical differences existed on more than 30 percent of the student teaching issues presented on the opinionnaire. The hypothesis for six statements were rejected at the .05 level of significance and five statements were rejected at the .01 level of significance. The hypothesis for one grouped topic was rejected at the .05 level of significance, and three topic areas were rejected at the .01 level of significance. There were enough differences among the populations' perceptions toward the selected issues of student teaching presented in the research that attention should be given to these issues by those people that structure teacher education programs. It is not necessary for the populations to be in total agreement on all the issues, but future study should be given to the impact these differences have in the process of preparing college students to be teachers.
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/11878
Subject Headings: Student teaching--Florida--Palm Beach County, Student teaching--Florida--Broward County
Format: Document (PDF)

Title: A Q methodology study: Perceptions of selected financial aid directors, financial aid recipients, and information technologists toward the use of technology in the delivery of financial aid services in higher education.
Creator: Brown, Stephanie Gail, Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of this exploratory study was to characterize commonalties in perceptions among financial aid directors, financial aid recipients, and information technologists toward the use of technology in the delivery of financial aid services in higher education. A Q methodology was the investigative technique utilized. The Q sort statements developed were administered to 20 financial aid directors, 20 financial aid recipients, and 20 information technologists specializing in financial aid...
Show moreThe purpose of this exploratory study was to characterize commonalties in perceptions among financial aid directors, financial aid recipients, and information technologists toward the use of technology in the delivery of financial aid services in higher education. A Q methodology was the investigative technique utilized. The Q sort statements developed were administered to 20 financial aid directors, 20 financial aid recipients, and 20 information technologists specializing in financial aid systems located at 20 colleges and universities throughout the United States. Factor analysis of the data gathered by the Q sort instrument provided three significant factors or types of people. The perceptions of these groups toward the delivery of financial aid services in higher education were varied. Financial aid directors were identified as humantechies. The humantechies believe that people are the key to providing good service and that technology should function as a tool of support for improving services. In doing so, technology should serve financial aid administrators so that they can efficiently service students and their families. Financial aid recipients were identified as neotechies. The neotechies have grown up with technology and feel that people and computers should work in tandem in order to provide good service. The neotechies understand and accept the complementary nature of the human, technological, and regulatory aspects of financial aid. Information technologists were identified as advotechies . The advotechies take an extreme position regarding the extent and the level to which technology should be implemented in financial aid offices. The advotechies feel strongly that financial aid offices should include technology whenever and wherever possible.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11990
Subject Headings: Student financial aid administration, Student aid--Information technology, Q technique
Format: Document (PDF)

Title: Predicting success in practical nursing programs.
Creator: Booth, Ernest Glenroy, Florida Atlantic University, Urich, Ted R.
Abstract/Description: Predictive discriminant analysis was used to determine the existence of variable subsets that predicted success in practical nursing programs. Chi-square analysis was used to test the significance of differences between program completion rates of remediated and nonremediated groups of practical nursing students. Eight null hypotheses were tested. The subjects in this ex post facto study were the 362 practical nursing students who entered the Broward County Practical Nursing Program between...
Show morePredictive discriminant analysis was used to determine the existence of variable subsets that predicted success in practical nursing programs. Chi-square analysis was used to test the significance of differences between program completion rates of remediated and nonremediated groups of practical nursing students. Eight null hypotheses were tested. The subjects in this ex post facto study were the 362 practical nursing students who entered the Broward County Practical Nursing Program between April 1988 and August 1989. The subjects included 195 Black females, 138 White females, 11 Black males, and 18 White males. Approximately sixty percent (218) of the students completed the program. Classification accuracy or (hit-rates) for all possible subsets of predictor variables (age, gender, race, ACT, Career Preparation Program sub-test scores, education level, year diploma received, nursing theory score, number of courses completed) were generated for the total sample, completers, and dropouts. The classification accuracy of predictor sets (also called models) were compared to what could be achieved by simply assigning all subjects to the larger group (completers). Analyses revealed that a number of cross-validated models, or predictor sets, were significantly better at predicting success than both maximum and proportional chance criterion. The model that was the best predictor of dropouts contained the variables age, reading sub-test score, math sub-test score, and average nursing theory score. The best predictor set for the total sample contained the variables age, race, nursing theory score, and number of term one courses completed. Significant differences (p < .05) between the program completion rates of LPN students requiring remediation before program entry and those not requiring remediation were found for all sub-tests except reading. These findings add to the growing body of knowledge that may provide program administrators a better understanding of some of the factors affecting attrition from practical nursing programs.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12295
Subject Headings: Practical nursing, Prediction of scholastic success
Format: Document (PDF)

Title: A STUDY OF THE ACADEMIC PERFORMANCE OF A COMMUNITY COLLEGE SERVICE DISTRICT'S TRANSFER STUDENTS.
Creator: WEAVER, MARCELYN ELLEN., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The Problem. The purpose of this study was to determine whether significant differences existed between the academic achievement of two-year transfer students from Indian River Community College (IRCC) and native students from the same service district. Both the native and transfer students graduated from the University of Florida (UF) or Florida State University (FSU) between 1977 and 1981. Further, there was the attempt to formulate a predictive equation for upper division grade point...
Show moreThe Problem. The purpose of this study was to determine whether significant differences existed between the academic achievement of two-year transfer students from Indian River Community College (IRCC) and native students from the same service district. Both the native and transfer students graduated from the University of Florida (UF) or Florida State University (FSU) between 1977 and 1981. Further, there was the attempt to formulate a predictive equation for upper division grade point average. Summary. The transfer students graduated from high schools in the four counties served by IRCC where they completed their lower division before transferring to FSU or UF. The native students graduated from high schools in the counties served by IRCC and enrolled directly at FSU or UF. The academic performance of these two groups was studied in terms of lower division, upper division, first semester upper division, and cumulative grade point averages, as well as Scholastic Aptitude Test (SAT) scores. An important application of this study was the attempt to formulate a predictive equation for upper division grade point average based on either the lower division grade point average, the SAT, or both. Procedure. As a preliminary study, the analysis of variance factorial design was used to determine if there was interaction between the two independent variables. For the hypotheses comparing grade point averages, the one-way analysis of variance was used. Linear regression was used to determine if upper division grade point average could be predicted by lower division grade point average, SAT score, or both. Multiple regression was used to test lower division grade point average and SAT as multiple variables.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11806
Subject Headings: Transfer students--Florida, Prediction of scholastic success, Academic achievement
Format: Document (PDF)

Title: The effects of accommodating students' learning styles on academic achievement and attitudes towards algebra.
Creator: Husni, Nabil Afif., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of this study was to compare the academic achievement and attitude of students who were enrolled in Algebra for College Students taught by traditional lecture methods of instruction with students taught by methods of instruction that matched student learning style preferences. This study included 84 students who were enrolled in Algebra for College Students at Palm Beach Community College. The study was designed to determine whether students' age, gender, GPA, and the number of...
Show moreThe purpose of this study was to compare the academic achievement and attitude of students who were enrolled in Algebra for College Students taught by traditional lecture methods of instruction with students taught by methods of instruction that matched student learning style preferences. This study included 84 students who were enrolled in Algebra for College Students at Palm Beach Community College. The study was designed to determine whether students' age, gender, GPA, and the number of hours worked were correlated with students' attitude gain scores or with their algebra gain scores. Four instruments were used to collect information for this study: (a) an algebra pre-test/posttest, (b) a background questionnaire, (c) the Productivity Environmental Preference Survey, and (d) an attitude survey. Reliability was obtained using the SPSS software. The algebra pre-test/posttest and the attitude survey had alpha reliability coefficients of 0.7022 and 0.8154 respectively. Twelve hypotheses were developed to determine if there were significant relationships between and among attitudes towards algebra, academic achievement in algebra, and the aforementioned variables. Multiple linear regression was the statistical tool used for data analysis. Each hypothesis was tested at the 0.1/12 = 0.0083 level of significance. Based on the findings, gender played a significant role in this study. Male students who were taught by methods of instruction corresponding to their learning style preferences had slightly higher attitudinal gain scores and consistently higher achievement gain scores than male students who were taught by the traditional lecture method of instruction. On the other hand, female students who were taught by methods of instruction that accommodated their learning style preferences had higher attitudinal gain scores and relatively no change in academic achievement. Additionally, analyses of data collected from male students revealed a significant negative relationship between male students' academic achievement in algebra and the number of hours worked per week. In contrast, analyses of data collected from female students showed a significant positive relationship between female students' academic achievement and number of hours worked per week.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12510
Subject Headings: Algebra--Study and teaching (Higher), Academic achievement
Format: Document (PDF)

Title: An exploratory study of the perceptions and experiences of selected educators on the infusion of multicultural education into the language arts curriculum in Broward County, Florida, public schools.
Creator: Lawrence, Audrey Elaine., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of this study was to investigate and to explore the perceptions and experiences of selected educators on the infusion of multicultural education into the language arts curriculum in Broward County, Florida, Public Schools. This study also sought to discover the best practices of those language arts teachers who did infuse multicultural education into their curriculum. Little empirical data exists which elicits the views of language arts teachers about the infusion of multicultural...
Show moreThe purpose of this study was to investigate and to explore the perceptions and experiences of selected educators on the infusion of multicultural education into the language arts curriculum in Broward County, Florida, Public Schools. This study also sought to discover the best practices of those language arts teachers who did infuse multicultural education into their curriculum. Little empirical data exists which elicits the views of language arts teachers about the infusion of multicultural education into the curriculum. Limited research on the middle school level is available. A qualitative single-case study design was used. The study was conducted at multiple sites; and the primary sources of data were interviews, document analyses, and researcher participant and nonparticipant observations. The sample of 48 participants was selected from 9 Broward County, Florida, Public Schools, including 6 middle schools. The sample included middle school language arts teachers, as well as principals, assistant principals, media specialists, teachers of English for Speakers of Other Languages (ESOL), directors of multicultural education, and multicultural resource teachers. Based on the analysis of data, the perspectives and experiences of most teachers were multidimensional. Eight categories of findings relating to the perspectives of language arts teachers on the impact of multicultural education into the curriculum emerged: (a) multicultural education implementation; (b) the theoretical approaches used by language arts teachers to infuse multicultural education into the curriculum; (c) the impact of multicultural education on students, teachers, and the instructional process; (d) social and organizational factors that impact the infusion process; (e) the availability of resources, the authenticity of materials, and challenges encountered in the infusion process; (f) teacher needs; (g) the significance of the affective domain factors that teachers bring to the experience; (h) and standards and matrices. Overall, the participants in this study felt that the experience of teaching and learning from a multicultural perspective was enormously valuable to the self-concept, academic achievement, and the cultural appreciation among their students. The findings indicate that the curriculum that is presented or practiced is gradually moving beyond the lowest level of the additive approach toward a multicultural approach to infusion as suggested in the literature. Most practitioners are at Grant and Sleeter's (1999) single-group studies approach to multicultural education infusion which looks at the infusion of a single ethnic group.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12607
Subject Headings: Language arts (Middle school)--Curricula, Multicultural education, Middle school teachers--Florida--Attitudes, Curriculum change
Format: Document (PDF)

Title: Variables affecting attitudes of regular education elementary school teachers toward selected issues on inclusion.
Creator: Breslow, Ellen N., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade...
Show moreThe purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade level taught, and gender. Additionally, the issue of whether teachers have a positive attitude toward inclusion was addressed. The instrument used in this study was developed by researchers at the Division of Special Education and Rehabilitation, Syracuse University (Erevelles, Black, & Meyer, 1992). It contains 22 questions and uses a 5-point Likert-type scale. However, after conducting a reliability study, only 16 of the 22 questions were used for this study. Validation of the instrument was obtained by submitting the instrument to several authorities in the area of special education. Reliability was obtained by the use of a FORTRAN program to maximize coefficient alpha (Morris, 1978a, 1978b). The entire population of 473 respondents showed a coefficient alpha of .85. The sample of 20 schools was randomly selected from the 115 elementary schools within the Broward County Public School System in Florida, during the 1994-1995 school year. Surveys were distributed to 473 regular-education teachers from the 20 elementary schools. Eight hypotheses were developed to determine if there was a significant difference between attitudes and the aforementioned variables. Multiple linear regression was the statistical tool used for data analysis. All hypotheses were tested at the.05 level of significance. Based on the findings of this study, years of teaching experience and age were the only variables that predicted the attitudes of regular-education elementary school teachers toward the inclusion of students with disabilities in the regular classroom setting. Additionally, a significant multiple correlation of.07 (F[7,465] = 4.97, p < .0005) was evidenced in predicting the criterion variable of attitude from all predictor variables. Results also revealed teachers' negative attitudes toward the topic of inclusion.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12482
Subject Headings: Mainstreaming in education, Elementary school teachers--Attitudes, Children with disabilities--Education
Format: Document (PDF)

Title: The comparison of three eighth-grade-to-ninth-grade transition programs in a South Florida high school.
Creator: Black, Kris Janet, Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study compared three groups of ninth grade students in a selected high school in South Florida. The three groups were ninth grade students who attended Blanche Ely High School in Broward County, Florida during the 1999--2001 school years. The first program is the Ninth Grade Learning Community Academy or LCA. This program was housed on the north campus of Broward Community College. The second program is the Environmental Science Technology Program or ESTP. This program parallels the LCA...
Show moreThis study compared three groups of ninth grade students in a selected high school in South Florida. The three groups were ninth grade students who attended Blanche Ely High School in Broward County, Florida during the 1999--2001 school years. The first program is the Ninth Grade Learning Community Academy or LCA. This program was housed on the north campus of Broward Community College. The second program is the Environmental Science Technology Program or ESTP. This program parallels the LCA program, but was housed on the main campus of Blanche Ely High School. The third group was randomly selected from ninth grade students who attended Blanche Ely High School's main campus. This random sample served as the control group. Factors that were associated with academic success such as low socio-economic status, an urban community, and ethnicity were represented equally in all groups. Special education students and those students who were classified as limited language proficiency were eliminated from this study. The purpose of this study was to determine which school environment had the most positive impact on eighth graders transitioning into the ninth grade as determined by GPA, attendance, and school climate. The significance of this research was generated by the fact that 38.2 percent of Broward County ninth graders failed to achieve a 2.0 GPA during the 1997--98 school year. The primary means of data collection for this study was through (a) transcript evaluation using grade point averages, (b) attendance records and (c) school climate survey attitudes. The data collected covered August, 1999 through February, 2001. The School Board of Broward County, Florida may determine through this study which environment was most beneficial to increasing student achievement, attendance, and school climate at the ninth grade level. There are currently 23 high schools in Broward County. Each high school enrolls approximately 800 to 1000 rising ninth graders each year and the number is growing (Broward Schools, 1999). The goal of the School Board of Broward County, Florida is to increase student achievement at all levels. By creating alternatives to the large traditional high school environment, students at the ninth grade level might be more successful in their academic pursuits thus raising the standards of excellence in the county.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11980
Subject Headings: Student adjustment, Academic achievement
Format: Document (PDF)

Title: The desired role vs. the actual role of the Lutheran elementary school board as viewed by selected principals, school board chairpersons, and pastors of the Lutheran Church-Missouri Synod.
Creator: Stucky, Bradd William, Florida Atlantic University, Urich, Ted R.
Abstract/Description: The Lutheran Church-Missouri Synod has always advocated Christian day schools. One of the major missions of the Lutheran Church-Missouri Synod, according to its Constitution, is the furtherance of Christian parochial schools and thorough instruction in confirmation. Although the governance of each school varies, typically, a school board's general duties include defining policy and ensuring its implementation. The purpose of this study was to determine the degree of similarity between the...
Show moreThe Lutheran Church-Missouri Synod has always advocated Christian day schools. One of the major missions of the Lutheran Church-Missouri Synod, according to its Constitution, is the furtherance of Christian parochial schools and thorough instruction in confirmation. Although the governance of each school varies, typically, a school board's general duties include defining policy and ensuring its implementation. The purpose of this study was to determine the degree of similarity between the desired role and the actual role of the Lutheran elementary school board as described by principals, school board chairpersons, and pastors in the Lutheran Church-Missouri Synod elementary schools in the United States. The sample was comprised of 200 Lutheran Church-Missouri Synod schools selected at random from the United States during the 1999--2000 School Year. The School Board Function Survey instrument for the principal, school board chairperson, and pastor were sent to each of the selected schools. It consisted of 47 tasks commonly associated with school boards. Respondents were asked to indicate on a Likert scale the (a) desired amount of involvement they believed the school board should have with a task and (b) the actual amount of involvement they believed the school board does have with a task. Data were analyzed via two statistical procedures. First, a paired t-test was calculated. Second, a table of the mean differences in the ratings was provided. A general threshold for significance was set at the .05 alpha level. Results indicated a significant difference between the desired role and actual role of the school board on 38, 26, and 35 of 47 tasks commonly associated with the school board as viewed by principals, school board chairpersons, and pastors, respectively. School leaders would do well to provide opportunities that clarify the mission of the school and the role of the school board. Subsequently, upon a clear delineation of the mission and role of the school board, consistent and continual examination by the principal, the school board chairperson, and the pastor would seem beneficial.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12629
Subject Headings: Lutheran Church--Missouri Synod --Board of Parish Education, Lutheran Church--Education--United States, Elementary school administration, School boards--United States, School management and organization
Format: Document (PDF)

Title: The development and evaluation of a model for teacher reflection.
Creator: Tate, Arthur Wyman, Jr., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The eighties will be known as a decade of reform, a time when several key reports highlighted serious deficiencies in education and alerted the public to the possibility of a crisis in this country. It has been suggested that for education to improve, teachers must become more aware. What is needed, many believed, is for teachers to become more reflective. Reflection, in the context of teaching, refers to teachers thinking systematically about their work, evaluating what happens in the...
Show moreThe eighties will be known as a decade of reform, a time when several key reports highlighted serious deficiencies in education and alerted the public to the possibility of a crisis in this country. It has been suggested that for education to improve, teachers must become more aware. What is needed, many believed, is for teachers to become more reflective. Reflection, in the context of teaching, refers to teachers thinking systematically about their work, evaluating what happens in the classroom and eventually making changes to improve teaching and learning. Although the literature was replete with theory on how a practitioner can approach the act of reflection, there was no practical model which could be directly applied to the classroom situation. The purpose of the study was to provide teachers with a practical model for daily reflection in the classroom. A model was designed using reflection, decision making and problem solving theory. The model was tested using a two-phased pilot study, followed by experimental use by 60 teachers in grades K-12. Participants used the Teacher Reflection Model for 10 school days and filled out and returned a questionnaire. The questionnaire provided Likert-type attitude statements that were rated by the respondents on a scale of from 1 through 5, according to their agreement or disagreement with the statement. The attitude statements were designed to measure the practicality of the model. The average of the scores of the attitude statements became the Attitude Index for the teacher and provided a measure of practicality for the Teacher Reflection Model. Several subgroups within the sample of 60 teachers were compared using a t-test to analyze whether there was a significant difference in their average Attitude Index. Linear correlation tests were run to evaluate the relationships between the computed Attitude Index, the years of teaching for the respondents and the average time needed to fill out the Daily Reflection Form. Results of the study indicate that the Teacher Reflection Model is a practical instrument to assist teachers to reflect and that the questionnaire was a reliable instrument to evaluate the model. Several recommendations for improving the model are included in the study.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12305
Subject Headings: Teachers--Attitudes, Attitude change
Format: Document (PDF)

Academic achievement (5)	+ -
School management and organization (3)	+ -
Prediction of scholastic success (2)	+ -
AIDS (Disease) in children--Florida (1)	+ -
African American women--Employment--Public opinion (1)	+ -

Algebra--Study and teaching (Higher) (1)	+ -
Attitude change (1)	+ -
Career development--Research (1)	+ -
Children with disabilities--Education (1)	+ -
Creative ability in children (1)	+ -
Creative thinking (1)	+ -
Curriculum change (1)	+ -
Education, Tests and Measurements (1)	+ -
Education--Florida--Administration (1)	+ -
Elementary school administration (1)	+ -
Elementary school teachers--Attitudes (1)	+ -
Exceptional children (1)	+ -
Gangs--Florida (1)	+ -
Gifted children--Identification (1)	+ -
High schools--Florida--Palm Beach County (1)	+ -
High schools--Legal status, laws, etc --Florida (1)	+ -
Language arts (Middle school)--Curricula (1)	+ -
Learning disabilities (1)	+ -
Lutheran Church--Education--United States (1)	+ -
Lutheran Church--Missouri Synod --Board of Parish Education (1)	+ -
Mainstreaming in education (1)	+ -
Middle school teachers--Florida--Attitudes (1)	+ -
Minorities--Education--Florida--Broward County (1)	+ -
Multicultural education (1)	+ -
Multicultural education--Florida--Broward County (1)	+ -

Education--Florida--Orange County (1)	+ -
Educational accountability--Florida--Broward County (1)	+ -
Elementary school teachers--Training of--Taiwan (1)	+ -
High school environment--Florida--Broward County (1)	+ -
Ninth grade (Education)--Florida--Broward County (1)	+ -

Puerto Ricans--Education--Florida (1)	+ -
Schools--Florida--Orange County (1)	+ -
Student teachers--Taiwan--Attitudes (1)	+ -
Substitute teachers--Florida (1)	+ -
Teachers--Selection and appointment--Florida--Broward County (1)	+ -
Teenage mothers--Florida--Broward County (1)	+ -
Teenage pregnancy--Florida--Broward County (1)	+ -

Florida Atlantic University (28)	+ -
Gray, Mary B. (2)	+ -
BELSITO, ROSEANNE (1)	+ -
BENSON, HAYWARD J., JR. (1)	+ -
BOOTHE, BEVERLY BAIRD (1)	+ -

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