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(1 - 8 of 8)
- Title
- Building a template of electoral strategies for women who aspire to the superintendency in appointed school districts within the southern United States.
- Creator
- Swain, Marianne Russo, Florida Atlantic University, Bogotch, Ira, Acker-Hocevar, Michele A.
- Abstract/Description
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Based on an observation that women have been more successful in ascending to the level of school superintendent within southern school districts that use electoral procedures, this study examined unique electoral strategies women superintendents use that maybe transferable to women who aspire to the superintendency within districts in which appointment is the only means of ascension. The researcher interviewed five superintendents in districts within the southern United States. The data were...
Show moreBased on an observation that women have been more successful in ascending to the level of school superintendent within southern school districts that use electoral procedures, this study examined unique electoral strategies women superintendents use that maybe transferable to women who aspire to the superintendency within districts in which appointment is the only means of ascension. The researcher interviewed five superintendents in districts within the southern United States. The data were analyzed using three conceptual frameworks: (a) Murphy's governance theory, (b) Ferguson's bureaucratic theory, and (c) Lather's emancipatory theory. The data were also evaluated in terms of elected and appointed school districts. Analysis of the data revealed four emerging themes: (a) career pathway and representative democracy, (b) political administrative elite and the bureaucracy, (c) gender dichotomy, the representation of self, and (d) building networks of support. The data revealed information about each superintendent's personal attributes that contributed to her electoral success, which included: (a) career path, (b) support system, and (c) and motivation to run. The superintendents also discussed mediating factors that shaped their campaign strategies and electoral success, which included: (a) negotiating powerbrokers within the community, (b) their relationship with the school board, (c) governance issues, (d) personal leadership philosophy, (e) power, and (f) gender stereotypes. Findings from the study provide guidance to those women aspiring to the superintendency in appointed school districts suggesting that appointed women superintendents recognize, understand, and negotiate the bureaucratic structure and governance framework as supported by the state and administrative elites.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fau/fd/FADT12037
- Subject Headings
- Women school superintendents--Selection and appointment, Women school superintendents--Southern States--Attitudes--Interviews, Women school administrators
- Format
- Document (PDF)
- Title
- Facing the FCAT: A matched-pair comparison of changes in mean developmental scale scores of selected schools in Miami-Dade and Palm Beach counties from 2003--2004.
- Creator
- O'Boyle, Francis P., Florida Atlantic University, Acker-Hocevar, Michele A.
- Abstract/Description
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This research compared the effectiveness of efforts by the Palm Beach County School District and the Miami-Dade County School District to raise academic achievement at 39 comparable low-performing schools in their districts. Palm Beach County School District mandated a highly prescriptive plan that involved intense district staff involvement during the 2003--2004 school year. Miami-Dade County School District utilized a highly descriptive plan that entailed only mild to moderate involvement...
Show moreThis research compared the effectiveness of efforts by the Palm Beach County School District and the Miami-Dade County School District to raise academic achievement at 39 comparable low-performing schools in their districts. Palm Beach County School District mandated a highly prescriptive plan that involved intense district staff involvement during the 2003--2004 school year. Miami-Dade County School District utilized a highly descriptive plan that entailed only mild to moderate involvement from district staff. A matched-pair research design was used to examine what differences, if any, existed between the learning gains of comparable schools in Palm Beach County and Miami-Dade County as measured by changes in mean developmental scale scores on the Reading and Math subtests of the Florida Comprehensive Assessment Test. Using a two-tailed test comparing the means of the two groups (alpha < .05), there was no statistical significance in the mean changes in mean developmental scale scores (MDSS) in reading, and no significant correlation between the schools in the matched pairs in either reading or math (p > .05). There was statistical significance (t = 2.633; p = .012) in the changes in mean developmental scale scores in math, however, and a test of effect size (d = .69334) indicated that this was of moderate practical significance.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/12112
- Subject Headings
- Educational tests and measurements--Florida, Florida Comprehensive Assessment Test, Achievement tests--Florida, Competency-based educational tests--Florida
- Format
- Document (PDF)
- Title
- Perceptions of Characteristics Contributing to Success in Two University-Based Programs Designed for Adults of Retirement Age.
- Creator
- Chairman, Rachelle, Acker-Hocevar, Michele A., Florida Atlantic University
- Abstract/Description
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The purpose of this study was to identify characteristics and practices, related values, and the processing of stakeholders ' voices in two educational programs for older adults that are perceived as effective by their stakeholders. This purpose was motivated by the researcher's desire to provide useful information to program leaders and institutional leaders in the field of older adult education. The information is presented for leaders who are building new educational events and integrating...
Show moreThe purpose of this study was to identify characteristics and practices, related values, and the processing of stakeholders ' voices in two educational programs for older adults that are perceived as effective by their stakeholders. This purpose was motivated by the researcher's desire to provide useful information to program leaders and institutional leaders in the field of older adult education. The information is presented for leaders who are building new educational events and integrating them into their organizations. The research was conducted at two sites at Florida Atlantic University: the Lifelong Learning Society at the Jupiter campus and the Memory and Wellness Center at the Boca Raton campus. The voices in this text belong to practitioners, theoreticians, and attendees- all learners as well as contributors. The researcher's face-to-face interviews, group discussions, and observations disclosed four meta themes: (a) envisioning, creating, and establishing the learning environment; (b) program characteristics, (c) fostering persistent participation, and (d) leaders' roles and responsibilities. These themes encompassed both sites while illustrating inherently unique aspects of each program. The setting at each site was comprised of three distinct aspects -physical, affective, and activity- and each uniquely contributed to program success. Although each setting and program had its own reasons and methods for stimulating cognitive functioning, they shared the assumption that wellness and learning are related. Leaders of both programs displayed four foundational qualities: respect, kindness, encouragement, and flexibility. Each of these characteristics fostered strong positive relationships with attendees and partnerships that promote learning among colleagues. These examples of successful leadership suggested several guidelines for front line practitioners. Among these were building expertise in market awareness, fund raising, a wide communication repertoire, and the critical ability of establishing a cadre of program supporters within and beyond the organization. Recommendations for higher-level leaders included attending to core institutional values, community connections, open communication, inclusion of new team members, and the value of listening to everyone's ideas. Factors that advanced the establishment of educational programs for older adults include their growing numbers, assertive voices, and value to host institutions. This study raises the question: in what ways do these formal, communal learning events contribute to follow-up independent learning?
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000658
- Subject Headings
- Older people--Education--United States, Adult education
- Format
- Document (PDF)
- Title
- Teacher collegiality and collaboration in exemplary high school math departments.
- Creator
- Numeroff, Donna., Florida Atlantic University, Acker-Hocevar, Michele A.
- Abstract/Description
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Research maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the...
Show moreResearch maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the state of Florida were involved in this multi-site case study. The researcher collected data from interviews, observations, and documents. Sixty-one math teachers including department chairs were individually interviewed. These interviews were transcribed and coded for commonalities. Observations were recorded during teacher planning hours, department meetings, and teacher lunch times. Also, pertinent documents such as course syllabi, department mission statements, school mission statements, and school improvement plans were collected. All data were triangulated and analyzed, and findings support that collegial relationships impact teachers' work lives, which reduce uncertainty and stress; collegial departments are tightly structured democratic systems where distributed leadership increases instructional effectiveness and creates a familial environment; collaborative cultures affect student learning by emphasizing a fair and equitable education for all students improving parental involvement; and the department chair as instructional and managerial leader plays a major role as a change agent within the professional collegial community.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12128
- Subject Headings
- Teachers--Professional relationships, Educational leadership--Case studies, Classroom management--Florida--Case studies, Mathematics--Study and teaching (Secondary)
- Format
- Document (PDF)
- Title
- A study of four public higher education institutions in Florida: The relationships between faculty and administrator goal congruence, faculty productivity and job satisfaction.
- Creator
- Provost, Maria W., Florida Atlantic University, Acker-Hocevar, Michele A.
- Abstract/Description
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This study focuses on goal congruence between faculty and administrators, and how that congruence, negative or positive, is related to faculty productivity and faculty job satisfaction. Specifically, this study (a) examines and assesses goal congruence among faculty and administrators, (b) examines and assesses relationships between goal congruence and faculty productivity, and (c) determines how goal congruence was related to faculty job satisfaction. Finally, this study examines and...
Show moreThis study focuses on goal congruence between faculty and administrators, and how that congruence, negative or positive, is related to faculty productivity and faculty job satisfaction. Specifically, this study (a) examines and assesses goal congruence among faculty and administrators, (b) examines and assesses relationships between goal congruence and faculty productivity, and (c) determines how goal congruence was related to faculty job satisfaction. Finally, this study examines and assesses relationships between faculty productivity and faculty job satisfaction. The population for this study was the faculty, and college and departmental administrators in four of the ten public universities in Florida (USF, FAU, UCF, and FIU). College deans, associate deans, chairpersons, program directors, and tenured or tenure track faculty members were identified in eight disciplines (business administration, computer engineering, computer science, electrical engineering, English, mathematics, physics and teacher education) from each of the universities that were selected. The researcher designed the instrument used for this study. The instrument was pilot-tested in departments and colleges not examined in the dissertation study. Research findings and conclusions were that there is goal congruence between personal importance and perceived university importance of institutional mission goals for both faculty and administrators. This research found goal congruence between faculty and administrators for five, highly important "quality" goals. Faculty reported relationships for four institutional mission goals, while administrators reported congruence in common with those of faculty, and an additional four university mission goals. There were significant differences between faculty and administrators' personal importance for only one goal, while differences between faculty and administrator perceived importance were significant for four institutional mission goals. There is a relationship between faculty productivity and faculty job satisfaction for three mission goals. Congruence between faculty's and administrators' personal importance and perceived university importance of institutional mission goals is related to faculty job satisfaction and faculty productivity.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fau/fd/FADT12127
- Subject Headings
- Universities and colleges--Florida--Administration, Teachers--Job satisfaction, Education, Higher--Aims and objectives--Florida, Organizational behavior
- Format
- Document (PDF)
- Title
- The relationship between the perceived leadership styles of directors of associate degree radiography programs and faculty satisfaction, willingness to exert extra effort, perceived director effectiveness, and program outcomes.
- Creator
- Shaver, Gary Wayne., Florida Atlantic University, Acker-Hocevar, Michele A.
- Abstract/Description
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The focus of this study was to examine the faculty-perceived leadership styles of directors of associate degree radiography programs and to determine if significant relationships existed between those styles and faculty perceptions of director effectiveness, faculties' satisfaction, and the faculties' willingness to exert extra effort. This study also examined the relationships between the directors' leadership styles and three radiography program outcomes: American Registry of Radiologic...
Show moreThe focus of this study was to examine the faculty-perceived leadership styles of directors of associate degree radiography programs and to determine if significant relationships existed between those styles and faculty perceptions of director effectiveness, faculties' satisfaction, and the faculties' willingness to exert extra effort. This study also examined the relationships between the directors' leadership styles and three radiography program outcomes: American Registry of Radiologic Technologists (ARRT) exam pass rate, program completion rate, and job placement rate. Further, the relationship between the directors' leadership styles and demographic information was also examined. Directors' leadership styles were measured with the Multifactor Leadership Questionnaire (MLQ) (Form 5x-Short). Director, faculty, and program-specific demographic information was assessed with two researcher-designed questionnaires. Demographic questionnaires were mailed to all directors of Joint Review Committee on Education in Radiologic Technology (JRCERT) accredited associate degree radiography programs (n = 321) located in the United States and Puerto Rico. One hundred and fifty-one (47%) responses were received. Faculty (n = 352) were randomly selected from names submitted by their respective program director. Each was sent a demographic questionnaire and the MLQ (Form 5x-Short). One hundred and seventy-six (50%) responses were received. Hierarchical multiple regression procedures and Pearson correlations were used to analyze the data. The findings of this study indicated that the transformational, transactional, and laissez-faire factors are significant predictors of program director effectiveness, faculty satisfaction, and the faculties' willingness to exert extra effort and the American Registry of Radiologic Technologists (ARRT) Exam pass rate. None of the leadership factors significantly predicted program completion rate, job placement rate, or the eight and five-year JRCERT accreditation awards. There was no significant correlation between directors' leadership styles and the demographic variables.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fcla/dt/12048
- Subject Headings
- Radiography--Study and teaching (Higher), College teachers--Attitudes, Educational leadership
- Format
- Document (PDF)
- Title
- Investigation of the value of teacher leadership capacity-building: Implementation of an intervention framework to raise student achievement.
- Creator
- Nowocien, Darlene J., Florida Atlantic University, Guglielmino, Lucy M., Acker-Hocevar, Michele A.
- Abstract/Description
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The purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers'...
Show moreThe purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers' classroom practices; (c) teachers' readiness for self-directed learning; and (d) student achievement. The study addressed four research questions and three hypotheses. Following the professional development intervention, teachers' perceived changes in their professional practices were documented on a self-report survey, with the greatest positive change reported in types and variety of instructional practices. Significant gains were found in teachers' observed effective behaviors (Florida Performance Measurement System scores), teachers' Self-directed Learning Readiness Scale scores and student achievement in reading. The outcomes, while they cannot, of course, be solely attributed to the intervention, support the concept that teacher leadership capacity is built from within when teachers are encouraged to take a greater responsibility for the design and implementation of their professional development and to share their strengths with their colleagues in a true learning community. The intervention was implemented in an at-risk school, but it provides a framework that can be replicated elsewhere. This project required a commitment of resources for observations, peer coaching, modeling instructional strategies, team meetings, reflective team planning, team data analysis, and a variety of professional development sessions chosen and designed by staff that took place both within and outside of the regularly scheduled workday. The school district, an outside private foundation, and additional grants provided funding for most expenses, including an on-site professional development facilitator. Further follow-up research is warranted given the brevity of this study and the time needed for systemic change.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12163
- Subject Headings
- Academic achievement--Measurement, Educational leadership--United States, Teacher participation in administration--United States, School improvement programs--United States, Educational change--United States
- Format
- Document (PDF)
- Title
- Using classroom assessment techniques: The experiences of adjunct faculty at a Vanguard Learning College and two non-Vanguard community colleges.
- Creator
- Tuby, Heidi S., Florida Atlantic University, Acker-Hocevar, Michele A.
- Abstract/Description
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The purpose of this study was to investigate the use of Classroom Assessment Techniques (CATS) by adjunct faculty at 3 homogeneous Florida community colleges, 1 Vanguard and 2 non-Vanguard. A qualitative methodology, with a phenomenological approach, helped to describe the meaning that the experience of using CATS had for adjunct professors. Interviews with 18 participants, including adjunct faculty and faculty development administrators, were the primary means of data collection,...
Show moreThe purpose of this study was to investigate the use of Classroom Assessment Techniques (CATS) by adjunct faculty at 3 homogeneous Florida community colleges, 1 Vanguard and 2 non-Vanguard. A qualitative methodology, with a phenomenological approach, helped to describe the meaning that the experience of using CATS had for adjunct professors. Interviews with 18 participants, including adjunct faculty and faculty development administrators, were the primary means of data collection, supplemented by researcher field notes, demographic profile sheets, and analysis of actual CATS. The data synthesized into 3 levels of meaningful encounters, revealing the barriers that inhibited adjunct faculty use of CATS and how those obstacles were overcome, as well as facilitators that promoted use of CATS. A critical finding was that CATS did not motivate adjunct faculty to move from "private" investigation of student learning to "public dialogue" on teaching and learning that can add to the scholarship of teaching. The data showed that institutional commitment to CATS and a formal introduction to them as formative assessment, built upon a solid research base, were important steps toward encouraging their use. Also, "high touch" faculty development activities, which included CATS, effectively complemented those that were "high tech." The findings of the study indicated that the Vanguard and non-Vanguard colleges shared similar ideas. The Vanguard Learning College, however, distinguished itself by the actions taken to become more learning-centered; adjunct faculty participants assumed leadership roles as educational researchers who pursued independent projects to develop instructional materials to improve student learning as compared to adjunct professors at the non-Vanguard colleges. The following conclusions were reached: (a) Community college adjunct faculty use CATS to expand their own learning, often by designing probing questions in response to immediate classroom concerns. Therefore, the experience of using CATS is unique for each professor. (b) Deprivatizing adjunct faculty teaching is difficult, and sharing meets with resistance. At the Vanguard College, individual and communal learning are beginning to fuse. (c) CATs strengthen learning colleges as communication tools between instructors and individual students, but are not used to their fullest advantage to generate public dialogue on student learning.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fau/fd/FADT12049
- Subject Headings
- Educational tests and measurements, College teachers, Part-time, Effective teaching, Community college teachers
- Format
- Document (PDF)
