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Title: Does technology matter? Effects of technology use on health literacy in older adults.
Creator: Swann, Elizabeth G., Bryan, Valerie, Graduate College
Abstract/Description: This study explored the healthy aging process by: (a) examining the selected demographics of older adults in South Florida; (b) examining technology use of older adults in South Florida; (c) examining the health literacy levels of older adults in South Florida; and (d) determining whether a relationship exists between older adults living in South Florida use of technology and their health literacy levels. Variables explored included health literacy, education, ethnicity, and technology use....
Show moreThis study explored the healthy aging process by: (a) examining the selected demographics of older adults in South Florida; (b) examining technology use of older adults in South Florida; (c) examining the health literacy levels of older adults in South Florida; and (d) determining whether a relationship exists between older adults living in South Florida use of technology and their health literacy levels. Variables explored included health literacy, education, ethnicity, and technology use. The sample study included 102 older adults (age > 60) living in South Florida that had completed profiles on the South Florida Quality Aging Registry, a part of the Healthy Aging Research Initiative (HARI). The ethnicities of the participants among the South Florida Quality Aging Registry were African American (17%); Afro Caribbean (7.8%); Hispanic (10.7%); and European American (63.7%). The education mean was 15, indicating that the majority of participants had an education level equivalent to completing high school. The mean health literacy score was 3.88, demonstrating that the majority of the participants had moderate levels of health literacy. The mean technology use score was 7.5 on a scale of one through ten, indicating that the majority of the participants had a moderate level of technology use. Analysis of variance, correlation coefficients, and multiple regression analysis was used to explore the variables that may influence health literacy.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00005855
Format: Document (PDF)

Title: The experience of being a leader during a ropes course program and at work: A heuristic inquiry.
Creator: Starr, Malika, Florida Atlantic University, Bryan, Valerie
Abstract/Description: This study explored the question, "What is the experience of being a leader during participation in a ropes course program and at work?" The ropes course as a training medium provides opportunities for people to engage in challenging activities to improve interpersonal skills. From ten ropes course programs and 130 participants, the researcher purposefully selected thirteen co-researchers who exhibited pre-determined leadership behaviors. Dialogue with each co-researcher provided rich...
Show moreThis study explored the question, "What is the experience of being a leader during participation in a ropes course program and at work?" The ropes course as a training medium provides opportunities for people to engage in challenging activities to improve interpersonal skills. From ten ropes course programs and 130 participants, the researcher purposefully selected thirteen co-researchers who exhibited pre-determined leadership behaviors. Dialogue with each co-researcher provided rich descriptions and metaphors about the experience of being a leader. Using heuristic research methods, the researcher analyzed the data and uncovered redundant themes to better understand the phenomenon of being a leader. While each experience was unique, the composite encompassed the principles of several leadership theories. The significant meaning revealed was that being a leader was a big responsibility and it provided opportunities to transform and be transformed, which was enjoyable, rewarding and sometimes frustrating. Six major findings emerged from the inquiry. The first related to the concept of leaderless groups and emergent leaders. A leader emerged from each of the leaderless groups that started on the ropes course. The second finding was that the experiences of leading on the ropes course and at work closely mirrored each other. The third finding represented the major difference between being a leader on the ropes course and being a leader at work. The ropes course provided a setting for participants to experience being transformational leaders, without the ramifications of office politics, transactions and economic pressures. The fourth finding was that managing followers was the single most frustrating aspect of the experience of being a leader. All of the frustrations occurred when the values and principles espoused by leaders and followers were not aligned. The fifth finding was that the experience of being a leader was holistic because it encompassed who the individuals were, how they performed in two different settings, what feelings this evoked and what significance it held for them. The sixth finding revealed that trait, style, situational, transformational and visionary leadership theories are not mutually exclusive. The study findings serve as a guide for practitioners to design more meaningful leadership development programs.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12073
Subject Headings: Leadership, Adventure education, Experiential learning
Format: Document (PDF)

Title: Comparisons of education majors' perception of aging.
Creator: Marvin, Sara., Florida Atlantic University, Bryan, Valerie
Abstract/Description: The purpose of this study was to determine whether or not differences exist between perceptions regarding aging and the realities of aging between graduate and undergraduate education students within the College of Education at Florida Atlantic University. Data was gathered from 143 undergraduate and graduate students who were enrolled in various majors in the College of Education, on the Boca Raton and Davie campuses during the Spring 2002 semester. The Aging, Learning and Work Quiz ...
Show moreThe purpose of this study was to determine whether or not differences exist between perceptions regarding aging and the realities of aging between graduate and undergraduate education students within the College of Education at Florida Atlantic University. Data was gathered from 143 undergraduate and graduate students who were enrolled in various majors in the College of Education, on the Boca Raton and Davie campuses during the Spring 2002 semester. The Aging, Learning and Work Quiz (Galbraith and Venable, 1985), was the inventory that was utilized. It has six subscales: Biology, Psychology, Learning, Decision-Making, Work Performance and Health. Six hypotheses were tested that there was no significant difference between the dependent variables of Biology (Ho1), Psychology (Ho2), Learning (Ho3), Decision-Making (Ho4), Work Performance (Ho5), Health (Ho6) and one or more of the independent variables of Educational Level, Degree type, Gender, Age and Ethnicity. The seventh hypothesis tested was that there is no difference in the perception of aging between pre-baccalaureate individuals and post-baccalaureate individuals (Ho7) with regard to each of the dependent variables. The statistically significant results of the study were: (a) Biology (Ho1), there was a difference found between ethnic groups of White and Other (p < .045), with White's being more accurate in their perception of the biology aspects of aging, (b) Learning (Ho3), a gender difference was found (p < .003), with males being more accurate in their perception of an individual's ability to learn, retain information and accumulate knowledge, (c) Decision-Making (Ho4), a difference was found between Educational Psychology majors and Reading Education majors (p < .012), with Reading Education majors being more accurate in their perception of how aging affects decision-making ability, (d) Work Performance (Ho5), there differences found between Reading Education majors and Educational Psychology majors (p < .001), with Reading Education majors being more accurate in their perception of work. Differences were also found between majors of Other and Educational Psychology (p < .014), with Other being more accurate in their perceptions of Work, and (e) (Ho 7) there was a difference found between pre-baccalaureate and post-baccalaureate participants for the variable of psychology at the (p < .05), with post-baccalaureate participants scoring higher.
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Date Issued: 2003
PURL: http://purl.flvc.org/fau/fd/FADT12027
Subject Headings: Ageism, College students--Attitudes, Graduate students--Attitudes, Aging--Psychological aspects
Format: Document (PDF)

Title: The Relationship Between Self-Efficacy of Senior Adults and Their Use of the Internet.
Creator: Masi, Annmarie, Bryan, Valerie, Florida Atlantic University
Abstract/Description: This mixed method research design explored the relationship between the selfefficacy of senior adults and their use of the Internet. Two quantitative research questions guided this study: (a) Is there a relationship between the self-efficacy of senior adults and their level of use of the Internet? and (b) Do the demographics (gender, age, and race/ethnicity) moderate the relationship between the self-efficacy of senior adults and their level of use of the Internet? Two qualitative research...
Show moreThis mixed method research design explored the relationship between the selfefficacy of senior adults and their use of the Internet. Two quantitative research questions guided this study: (a) Is there a relationship between the self-efficacy of senior adults and their level of use of the Internet? and (b) Do the demographics (gender, age, and race/ethnicity) moderate the relationship between the self-efficacy of senior adults and their level of use of the Internet? Two qualitative research questions guided this study: (a) Is there a difference in views of senior adults in regard to their use of other technologies? and (b) Is there a difference in views of senior adults in regard to barriers and benefits of the Internet? Some of the benefits discovered were that all the Internet users interviewed (a) had knowledge of the Internet; (b) had access to the Internet; (c) are interested in using the Internet; and (d) use the Internet to escape boredom in retirement, view favorite websites and to keep the mind active.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000683
Subject Headings: Internet and older people, Adaptability (Psychology), Self-actualization (Psychology), Self-efficacy, Older people--Conduct of life
Format: Document (PDF)

Title: Swimming Upstream: Summary of Findings from The Writing Hour Micro-autoethnography.
Creator: Kamin, Fran, Felsher, Rivka A., Brittain, Kristin, Graduate College, Swann, Elizabeth G., Bryan, Valerie
Abstract/Description: This qualitative, micro-autoethnographic study explored the perceptions of four female doctoral students at FAU that made up the founding and consistent membership of a self-created, self-directed, and self-sustaining blendedlearning cohort focused on doctoral dissertation completion. The participants also served as co-researchers of this study that investigated their motivation to persist through their doctoral programs in educational leadership with a focus on the dissertation phase. This...
Show moreThis qualitative, micro-autoethnographic study explored the perceptions of four female doctoral students at FAU that made up the founding and consistent membership of a self-created, self-directed, and self-sustaining blendedlearning cohort focused on doctoral dissertation completion. The participants also served as co-researchers of this study that investigated their motivation to persist through their doctoral programs in educational leadership with a focus on the dissertation phase. This study utilized group and individual interviews, spontaneous drawing, document review, and the SDLRS instrument to collect and analyze data on the group’s formation, development, challenges, culture, sustaining factors, and outcomes. Findings show that while this group of doctoral students faced substantial challenges and distractions, their self-created cohort evolved through the stages of group development into a viable and supportive community of practice based on their learner motivation orientations achievement and affiliation, personal strengths, and strategies that included dependence on technology; meeting structure, time management techniques, rules, sharing, critiquing, accountability, artificial deadlines, and emotional support. This study fills a major void in the literature. While research exists that examine doctoral cohorts, graduate student retention factors, and graduate student peer mentoring, literature is sparse regarding the outcomes of self-created and self-sustaining graduate student cohorts. Given the high rate of attrition among doctoral students across disciplines in the U.S., the implications of this study include improvement of graduate student advising, suggestions for supportive restructuring of graduate study programs toward increased retention, and the creation of an empowering model for student cohort formation to be validated through further research.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00005886
Format: Document (PDF)

Title: Effects of learning-style responsive vs. traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies.
Creator: Hart, Christina T., Florida Atlantic University, Bryan, Valerie
Abstract/Description: This researcher conducted an investigation concerning the effects of learning-style responsive versus traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies. This study involved 84 faculty from three community colleges in Florida. Participants were voluntary and experienced both a learning-style responsive workshop and a traditional workshop through a counter balanced, reversed measures design. Objectives for...
Show moreThis researcher conducted an investigation concerning the effects of learning-style responsive versus traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies. This study involved 84 faculty from three community colleges in Florida. Participants were voluntary and experienced both a learning-style responsive workshop and a traditional workshop through a counter balanced, reversed measures design. Objectives for each workshop focused on one learning-style method, thereby exposing participants to content about learning styles while using learning-style strategies to deliver the material. The average participant was a Caucasian female between the ages of 40-49 years old who taught in the Arts and Sciences. The Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn and Price, 1979, 1980, 1990, 1996) was used as the self-report instrument to identify the participants' learning-styles. The Semantic Differential Scale (SDS) (Pizzo, 1981) was used to assess the participants' attitudes toward the two instructional approaches in contrast with each other. A researcher-developed instrument called The T-Hart Achievement Test (THART) served as a pre- and posttest assessment consisting of multiple-choice questions based on the objectives of the staff development workshop. Each group reported a statistically more positive attitude following the learning-styles experimental workshop regardless of the method used. This finding supported the hypothesis that participants receiving staff development through their learning-style preference evidence significantly higher attitudinal test scores than participants receiving traditional staff development. There was no statistical difference in the knowledge or achievement on treatment concepts and practices learned by participants when the Programmed Learning Sequence (PLS) method was used. There was, however, a statistically significant difference in the achievement of the community college faculty when Learning-Style Small Group Techniques (SGT) were applied. This finding supports the experimental hypothesis that participants receiving learning-style responsive staff development will evidence significantly higher mastery of knowledge of workshop concepts and practices as measured by achievement-test scores than participants receiving traditional staff development. There was also a statistical difference in achievement by age when using the Small Group Techniques (SGT) learning-style method than when using the Programmed Learning Sequence (PLS) strategy.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12186
Subject Headings: Motivation in education, Learning, Psychology of, Community colleges--Florida--Administration, Educational psychology
Format: Document (PDF)

Title: In Their Own Words: Older Adults' Perceptions of Effective and Ineffective Learning Experiences.
Creator: Duay, Deborah L., Bryan, Valerie, Florida Atlantic University
Abstract/Description: The percentage of older adults in the American population is expected to increase from about 12% now to 22% by the year 2030 (Eisen, 2005). Educators can play an important role in managing the effec.,ts of this demographic shift by designing learning opportunities that increase older adults' motivation to participate and their ability to learn. Because older adults themselves can otTer important insights on what helps and hinders their learning, the purpose of this study was to explore the...
Show moreThe percentage of older adults in the American population is expected to increase from about 12% now to 22% by the year 2030 (Eisen, 2005). Educators can play an important role in managing the effec.,ts of this demographic shift by designing learning opportunities that increase older adults' motivation to participate and their ability to learn. Because older adults themselves can otTer important insights on what helps and hinders their learning, the purpose of this study was to explore the perceptions of adults over age 64 residing in a large metropolitan area in the southeastern United States on effective and ineffective learning experiences. Utilizing a qualitative design, the researcher interviewed 36 older adults involved in learning experiences at three distinct sites. Data were also collected through observations and document analysis. Five research questions were answered with the following four findings: 1) effective learning experiences are involving, 2) the instructor is a key component in the classroom, 3) familiar or relevant topics are interesting, and 4) the computer and the Internet are both loved and hated. The participants in this study value learning experiences that involve them in the classroom and keep them involved in the world. They enjoy asking questions, discussing ideas, and learning with friends and family members in environments free from the pressures of mandatory assignments and tests. They seek instructors who are knowledgeable about the subject, clear and understandable in their presentation, respectful of their experience, and effective at grabbing their attention through enthusiasm, humor, and relevant stories. When they discover effective instructors, they tend to take classes with them over and over again. However. when instructors' abilities are unknown, they look for learning experiences that will either expand their knowledge abcut something familiar or teach them something that will have some relevance in their lives. Finally, these seniors enjoy the convenience of accessing a wealth of information using computers and the Internet. Yet, they also experience considerable frustration in learning computer tasks and dealing with computer problems. Reommendations are provided for designing, marketing, and delivering quality learning experiences for senior adults.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000663
Subject Headings: Continuing education, Learning, Psychology of, Adult learning, Experiential learning, Self-actualization (Psychology) in old age--United States
Format: Document (PDF)

Title: Predicting self-directed learning from personality type.
Creator: Johnson, Arthur Hudson., Florida Atlantic University, Bryan, Valerie
Abstract/Description: The purpose of this study was to correlate readiness for self-directed learning with validated indices of personality type, determine which of these indices are significantly related with readiness for self-directed learning, and then predict readiness for self-directed learning from personality type. This study used the MBTI Form-M and SDLRS Form-A to assess personality type and readiness for self-directed learning. The null hypothesis of no significant correlation between any of the eight...
Show moreThe purpose of this study was to correlate readiness for self-directed learning with validated indices of personality type, determine which of these indices are significantly related with readiness for self-directed learning, and then predict readiness for self-directed learning from personality type. This study used the MBTI Form-M and SDLRS Form-A to assess personality type and readiness for self-directed learning. The null hypothesis of no significant correlation between any of the eight-indicator scale scores on the MBTI and SDLRS total score was rejected. The scale indicators of Extroversion (E), Introversion (I), Judging (J), and Perceiving (P) were all significantly related to SMRS scores. Extroversion (E) and Judging (J) were positively related to SMRS scores at the p < .01 level of significance. Introversion (I) and Perceiving (P) were negatively related to SDLRS scores at the p < .01 level of significance. The null hypothesis that none of the eight scale indicators of the MBTI would be a significant predictor of readiness for self-directed learning was rejected. The ANOVA comparisons showed that Extroversion (E) and Judging (J) were significant and should be retained as part of the regression model. Extroversion (E) was significant at the p < .003 level of significance. Judging (J) was significant at the p < .008 level of significance. The multiple regression model that included both Extroversion (E) and Judging (J) as independent variables to predict readiness for self-directed learning was significant at the p < .000 level of significance. The predictor variables that were used in the regression model accounted for 25.1% of the variance in SDLRS scores with and adjusted R-square value of .251. The demographic profile of the students in the ORM program suggested that these learners are a full standard deviation above the norm of adults in the United States on their SDLRS total score. Consequently, further research is needed to support or refute the relationship between personality and self-directed learning.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11958
Subject Headings: Self-culture, Personality
Format: Document (PDF)

Title: An analysis of professional development in technology for elementary school teachers.
Creator: Meltzer, Sarah T., Florida Atlantic University, Bryan, Valerie
Abstract/Description: The identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers...
Show moreThe identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers has a positive impact on student performance. More recent studies frequently indicate teachers are not being trained to use technology effectively; and consequently, limited integration of technology in the classroom is taking place (Catchings, 2000; Howery, 2001; Johnson, 2002). Ham's assertion in 1999 that very few studies make the process of professional development the object of research remains true today. A literature review of current research revealed commonly recommended professional and governmental guidelines, standards, and principles. Published recommended practices of professional development in technology indicated similar practices in the areas of planning, implementation, and follow up/support. The Staff Development in Technology Survey was sent via the Internet to 200 participants including 56 providers of professional development and 144 receivers. Actual practices as described by providers and receivers were compared with recommended practices from the literature review. An analysis of variances (ANOVA) indicated a significant difference between the responses of the providers and receivers in the areas of planning (p < .02), implementation (p < .01), and follow up/support (p < .01). The providers' mean ratings of perception of the effectiveness of planning (p < .01) and effectiveness of follow up/support (p < .05), was significantly different from the receivers' perceptions. There was no significance between responses regarding the effectiveness of implementation. A Model of Effective Professional Development in Technology, developed from the analysis of the literature reviewed and responses from providers and receivers, provides a foundation for school administrators, faculty, and staff in planning, implementing, and providing follow up/support for professional development in technology. Professional development should take place in a collaborative environment with extensive support and resources available. Administrators, faculty, and staff working together using the model ought to be able to implement effective professional development in technology.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12217
Subject Headings: Elementary school teachers--Training of, Education, Elementary--Computer network resources, Educational technology, Computer-assisted instruction
Format: Document (PDF)

Title: Verification of Competencies Needed by Entry-Level Recreation, Park and Leisure Professionals in Florida and the Relationship of Competency Perception to Readiness for Self-Directed Learning.
Creator: Bryan, Valerie, Guglielmino, Lucy M., Florida Atlantic University
Abstract/Description: The Delphi technique was used as a means to achieve consensus on a set of competencies developed and field tested by a prior task force. After three rounds of the Delphi, a high rate of consensus was reached on competencies viewed as needed by entry-level professionals in park, recreation and leisure fields (round one, 17.9% consensus: round two, 86.0% consensus: round three, 95.5% consensus). The Delphi technique was effective in moving the Florida Recreation and Park Association certified...
Show moreThe Delphi technique was used as a means to achieve consensus on a set of competencies developed and field tested by a prior task force. After three rounds of the Delphi, a high rate of consensus was reached on competencies viewed as needed by entry-level professionals in park, recreation and leisure fields (round one, 17.9% consensus: round two, 86.0% consensus: round three, 95.5% consensus). The Delphi technique was effective in moving the Florida Recreation and Park Association certified professionals to a like view of a core of competencies. The 116 competencies that had achieved consensus and reached a 4.0 criterion level were then sub-divided into the categories of Philosophy of Parks, Recreation, and Leisure: Administration/Management of Parks, Recreation, and Leisure; Personnel Management; Financial Management; Community Development; Marketing; Planning; Park and Facility Maintenance; and Program Development. The category assignment of individual competencies was based on a previously validated task analysis study (Middleton, 1981). The 116 competencies were then rank-ordered by means in each of the sub-categories. Nine hypotheses were then tested to determine if statistically significant differences existed between and among items in the study. Five of the nine null hypotheses were rejected. In this study, there was a difference in how administrators, supervisors, and leaders view essential competencies. There was also a difference in how individuals at various levels of education view desirable competencies. This suggested that specific competencies are more important for different employment levels and that certain competencies should be acquired at different stages of one's career. Significant differences also were noted when the selfdirected learning readiness scores were compared with the rating of the selected competencies. The findings imply that individuals who are more involved in pursuing additional learning are also going to expect a higher level of competency than individuals who are not as professionally involved. A list of 11 items were suggested as recommendations for future research. It was sugges~ed that a competencybased curriculum could be developed utilizing the information gleaned through this research. Other recommendations were made regarding certification, selfassessment checklists, a manpower study, and training methodologies.
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Date Issued: 1991
PURL: http://purl.flvc.org/fau/fd/FA00000654
Subject Headings: Competency-based education
Format: Document (PDF)

Title: An examination of required technology course syllabi in elementary teacher preparation programs.
Creator: Goudy, Linda Mae., Florida Atlantic University, Bryan, Valerie
Abstract/Description: Computer literacy is analogous to reading literacy---without it, failure is nearly assured. The inexorable conclusion from many is that technology integration in the elementary setting must begin with the training of the teachers. The study of how that transference is inculcated into the teachers of tomorrow was the thrust of this study. This study was designed to examine syllabi from the 55 top-rated colleges and universities (as identified by US News and World Report) to identify how, and...
Show moreComputer literacy is analogous to reading literacy---without it, failure is nearly assured. The inexorable conclusion from many is that technology integration in the elementary setting must begin with the training of the teachers. The study of how that transference is inculcated into the teachers of tomorrow was the thrust of this study. This study was designed to examine syllabi from the 55 top-rated colleges and universities (as identified by US News and World Report) to identify how, and what, the "best" colleges of education were teaching in the required technology courses offered in their undergraduate Elementary Teacher Preparation programs. Twenty-four of those schools submitted 30 syllabi and 42 Teacher Preparation Program Surveys. Of the surveys that were returned, 16 were from deans and 26 were from professors. The following findings were determined: (1) The incorporation of technology into teacher preparation was pandemic. (2) An obvious pedagogical shift from behaviorism to constructivism was evident. (3) The syllabi fell into one of two diametrically opposed groups, representative of constructionist and behaviorist underpinnings. Within each of those two groups, commonality was observed in the use of Bloom's Taxonomy, themes, concepts, and activities. (4) Although 96 percent of instructors self-identified their instructional strategy as constructionist, the analysis of syllabi failed to affirm this. (5) A noteworthy difference was noted between the deans of colleges and their instructors as to the perceived preparedness of students to integrate technology into their future teaching and learning. (6) Both instructors and deans indicated that their colleges' provided (a) support for technology, (b) sufficient technology facilities and, (c) ample technology training, yet despite the support, training and facilities noted, faculty technology knowledge was identified by both deans and instructors as low. Technology is most assuredly making inroads into the halls of academia, by virtue of the ubiquitous presence of technology into teacher preparation programs, further, the underpinnings of constructionism and Bloom's Taxonomy are evident. The rate of improvement in faculty knowledge of technology and the disparity between dean and instructor's perception of student preparedness, however, raised cause for concern and further research.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11995
Subject Headings: Elementary school teachers--Training of, Computers--Study and teaching (Elementary), Computer managed instruction
Format: Document (PDF)

Title: An examination of the Kolb LSI and GEFT and their relationship to academic achievement in Web-based and face-to-face nursing courses.
Creator: Musgrove, Ann Terrill., Florida Atlantic University, Bryan, Valerie
Abstract/Description: Technological advances in computer systems have made the computer a valuable educational tool to both instructors and students. Web-based learning (WBL) is a relatively new instructional delivery mode which is rapidly becoming a staple at all levels of education. Critical shortage areas such as nursing should be able to use properly supported web-based education successfully to help address this shortage. Instructors need to create this support by presenting learning materials in a variety of...
Show moreTechnological advances in computer systems have made the computer a valuable educational tool to both instructors and students. Web-based learning (WBL) is a relatively new instructional delivery mode which is rapidly becoming a staple at all levels of education. Critical shortage areas such as nursing should be able to use properly supported web-based education successfully to help address this shortage. Instructors need to create this support by presenting learning materials in a variety of ways to allow learners choices that can match their Cognitive Styles (CS). This study was designed to determine the relationship between students' CS as measured by the Kolb Learning Style Inventory (LSI) and the Witkin Group Embedded Figures Test (GEFT) and academic achievement in web-based and face-to-face nursing courses. Knowledge about different CS could assist students, administrators, and instructors to determine the best instructional delivery mode. Properly applied knowledge of individual learning styles could lead to greater academic achievement. This study is divided into two parts and took place in the years 2000--2002. In study one, the Kolb LSI was administered to 153 non-randomly selected nursing students in either web-based or face-to-face classes. Academic achievement was measured as a percentage of total points. No significant difference was found when comparing academic achievement and instructional delivery modes. An Analysis of Variance (ANOVA) showed a significant difference between Kolb learning styles (p < .05). Convergers had higher final mean scores in both face-to-face and web-based classes than either Assimilators or Accommodators. In study two, the Group Embedded Figures Test (GEFT) was administered to 108 non-randomly selected nursing students enrolled in either web-based or face-to-face classes. No significant difference was found between GEFT scores and academic achievement or between GEFT scores and instructional delivery mode. The field of CS research would benefit from a continued effort towards examination, organization and consensus of the large numbers of labels and types. Future research should examine other populations. Longitudinal studies should be undertaken to determine the stability of CS. Other education focused CS instruments should be used to examine the relationship to learner achievement.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11996
Subject Headings: Cognitive styles, Academic achievement, Nursing--Computer-assisted instruction
Format: Document (PDF)

Title: Leadership styles of secondary school principals as perceived by secondary school teachers.
Creator: Ross, David Brian., Florida Atlantic University, Bryan, Valerie
Abstract/Description: The purpose of this research was to examine secondary school teachers' perceptions of the leadership styles of their principals. The study explored perceptions of leadership styles in relation to selected demographic variables of the teachers (age, gender, ethnicity, level of education, teaching discipline, and years of teaching experience). It also examined differences among the responding teachers' perceptions of their principals' overall effectiveness as managers or leaders using the...
Show moreThe purpose of this research was to examine secondary school teachers' perceptions of the leadership styles of their principals. The study explored perceptions of leadership styles in relation to selected demographic variables of the teachers (age, gender, ethnicity, level of education, teaching discipline, and years of teaching experience). It also examined differences among the responding teachers' perceptions of their principals' overall effectiveness as managers or leaders using the Leadership Orientations (Other) survey based on the four frames identified by Bolman and Deal. Secondary teachers employed by The School District of Palm Beach County were surveyed during the spring term of 2005. Of the 975 surveys that were distributed, 349 respondents returned completed surveys, a return rate of 35.8 percent. Descriptive statistics revealed two prevalent leadership orientation frames of principals as perceived by their teachers. Analysis of Variance (ANOVA) and post hoc analysis were used to examine differences in the secondary school teachers' perceptions of their principals' leadership orientation frames considering teacher variables of age, gender, ethnicity, educational level, teaching discipline, and years of experience. A t-test was used to identify significant differences in the secondary school teachers' perceptions of their principals' overall effectiveness as managers or as leaders. The human resource frame and political frame were identified as the prevalent orientation frames. This finding is partially congruent with results reported by several other authors (Davis, 1996; Durocher, 1995; Eckley, 1997; Suzuki, 1994) who found the human resource frame to be prevalent in education settings. There were no significant differences among the teachers considering age, gender, and teaching discipline regarding the leadership orientation frames of their principals, however there were significant differences considering ethnicity, educational level, and years of experience. The teachers' ratings of their principals' overall effectiveness as managers was significantly higher than their ratings of the principals' overall effectiveness as leaders, t (348) = 2.24, < .05. Further study is warranted to explore ways that principals develop as effective in both their leadership and management.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12218
Subject Headings: School administrators--Rating of--Florida--Palm Beach County, Educational leadership--Florida--Palm Beach County, Education, Secondary--United States--Evaluation, School management and organization--United States
Format: Document (PDF)

Title: Leadership: The intrapreneurial experience at the University of Oxford and the University of Warwick, United Kingdom.
Creator: Smith, Linda Marie, Florida Atlantic University, Bryan, Valerie
Abstract/Description: Intrapreneurialism, a strategy adopted by an organization to exploit ideas and turn them into profitable realities, is a relatively recent phenomenon in higher education. Previous studies have concentrated on intrapreneurialism from the perspective of how it relates to organizational structures, characteristics of entrepreneurial universities, and academic strategies as a comparison to industry (Keller, 1983; Clark, 1998; Slaughter & Leslie, 1997). This present study investigated another...
Show moreIntrapreneurialism, a strategy adopted by an organization to exploit ideas and turn them into profitable realities, is a relatively recent phenomenon in higher education. Previous studies have concentrated on intrapreneurialism from the perspective of how it relates to organizational structures, characteristics of entrepreneurial universities, and academic strategies as a comparison to industry (Keller, 1983; Clark, 1998; Slaughter & Leslie, 1997). This present study investigated another aspect of intrapreneurialism, intrapreneurial leadership. This is a subject that, to date, has not received the attention it requires if academic leaders are to play the role expected of them in a modern, highly competitive knowledge economy. The University of Oxford and the University of Warwick are recognized to be at the forefront of those universities that have elected to move up the intrapreneurial path. Therefore, these two universities were selected because they symbolize a radical transformation in the financial relationship between universities, government, and industry, or suggest new ways of responding to change. This research confirms work of Clark, 1998; Apps, 1994; Slaughter & Leslie, 1997; and Keller, 1983 in which they encapsulate key features of a successful entrepreneurial institution. This study expands the limited knowledge base of intrapreneurialism in higher education from the perspective of intrapreneurial leaders at the University of Oxford and the University of Warwick, United Kingdom. This phenomenological study explored the beliefs, styles, and strategies of nine intrapreneurial leaders at the University of Oxford and twelve intrapreneurial leaders at the University of Warwick. Even though the universities differ in their educational profiles and cultural settings, the intrapreneurial strategies of both universities are similar and the leadership shares common intrapreneurial beliefs, styles, and strategies. It was found that an organizational structure designed to include a small steering core is crucial to the successful assimilation of intrapreneurialism into the culture of the university. Based on findings, an intrapreneurial leadership framework was identified which constitutes the foundation of the structure for a Change Agent University model. This model was designed to be used by other universities to effect changes necessary to incorporate intrapreneurialism into their organizations.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12054
Subject Headings: University of Oxford, University of Warwick, Educational leadership, Entrepreneurship
Format: Document (PDF)

Title: The roles and responsibilities of the Associate in Science Degree department chair.
Creator: Bredemeyer, Nancy Rehak, Florida Atlantic University, Bryan, Valerie
Abstract/Description: The changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a...
Show moreThe changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a questionnaire implemented in Round Two and Round Three of the Delphi study. The ASDDCs interviewed in Round One, serving as the expert panel in Two and Three, were asked, "How are the listed roles and responsibilities changing?" Sixty-seven, or 63.21 percent of the identified list of roles and responsibilities of the ASDDC reached consensus of change. Fifteen, or 14.50 percent of the roles and responsibilities were identified as "changing rapidly" or "change is tremendous." Nine categories of responsibilities emerged from the identified 123 roles and responsibilities of the ASDDC. Ranked highest to lowest in consensus of change were: Technology, programs, community college, students, professions, hiring/supervising, leadership, clerical and last, training. Statistical significance was found between the subgroups of "high tech" ASDDCs and "high touch" ASDDCs in three categories: program, community college, and hiring/supervising. Themes emerging from the study indicated the Associate in Science Degree department chairs are fulfilling Gmelch and Miskin's earlier identified department chair roles of manager, leader, and scholar with the faculty developer role just emerging; the future holds time-consuming clerical work; the chairs are proud of their technology and physical working space; community colleges are changing; Associate in Science Degree department chairs see themselves as leaders in their professions by teaching and developing curriculum, and ambiguity and lack of clarity exits in the roles and responsibilities of the Associate in Science Degree department chair which echoes Dymmel's earlier findings in North Carolina community colleges. Recommendations resulting from the study include: Restructuring the position of Associate in Science Degree department chair, examining the ambiguity of the position, and creating partnerships to provide training for the position.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12173
Subject Headings: Community colleges--Florida--Administration
Format: Document (PDF)

Title: A predictive model of student performance in Internet-based distance learning courses at the community college.
Creator: Coleman-Ferrell, Tunjarnika Lowell, Florida Atlantic University, Bryan, Valerie
Abstract/Description: The purpose of this research study was to develop a predictive model of student performance in Internet-based distance learning courses at the community college level. The predictor variables included socioeconomic status as it relates to age, gender, marital status, income, and race, as well as, level of education, computer proficiency, motivation, academic support, and grade received in the course. The survey used in this study was the Internet Based Distance Learning Courses Questionnaire ...
Show moreThe purpose of this research study was to develop a predictive model of student performance in Internet-based distance learning courses at the community college level. The predictor variables included socioeconomic status as it relates to age, gender, marital status, income, and race, as well as, level of education, computer proficiency, motivation, academic support, and grade received in the course. The survey used in this study was the Internet Based Distance Learning Courses Questionnaire (IBDLQ). The survey was administered to a sample of 291 completers of Internet-based distance learning courses at the end of the Summer 2000 and Fall 2000 school semesters at Palm Beach Community College. One hundred respondents returned completed surveys, indicating a return rate of 34%. Multiple linear regression analysis was used to test each hypothesis and to provide a model that was predictive of student performance. Nine null hypotheses were formed to determine if there were significant relationships between student performance and the aforementioned variables. The results of the tests of the nine null hypotheses showed that the hypotheses that involved student performance and marital status, age and motivation-self pace were rejected. In this study, the final model indicated that the predictor variables accounted for 14.2% of the variance in student performance. The correlation matrix showed that the older students in this population were less often currently married than were younger students and appeared only marginally less likely to be motivated by self-paced courses. The correlation between being motivated by self-paced courses and being married showed that married students were a little more likely to be motivated by self-paced courses. Analysis of responses to the open-ended question on course satisfaction revealed four main themes that influence student performance: academic support from the instructor, flexibility, socioeconomic status specific to family responsibilities that include marital status, whether or not the student has dependents, and age. Suggestions for future research included increasing sample size, adding variables such as frequency of student computer use, whether or not the respondent has dependents, and surveying the instructors of the courses for frequency of availability online, levels of expertise, and instructor perception of barriers.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11949
Subject Headings: Community college students, Internet in higher education, Distance education
Format: Document (PDF)

Title: Individuals with cognitive exceptionalities and reported lifestyle satisfaction: The relationship of leisure awareness, participation, and barriers.
Creator: Ciccarelli, Diane D., Florida Atlantic University, Bryan, Valerie
Abstract/Description: The primary purpose of this study was to develop a valid and reliable inventory to collect data on reported leisure/recreation awareness, leisure/recreation participation, barriers to leisure/recreation activities, and lifestyle satisfaction for individuals with cognitive exceptionalities. A secondary purpose of the study was to determine if a relationship existed between the leisure/recreation variables and reported lifestyle satisfaction for individuals with cognitive exceptionalities....
Show moreThe primary purpose of this study was to develop a valid and reliable inventory to collect data on reported leisure/recreation awareness, leisure/recreation participation, barriers to leisure/recreation activities, and lifestyle satisfaction for individuals with cognitive exceptionalities. A secondary purpose of the study was to determine if a relationship existed between the leisure/recreation variables and reported lifestyle satisfaction for individuals with cognitive exceptionalities. Leisure and recreation activities assist individuals to lead healthy lifestyles and benefit an individuals' physical, emotional, social, and intellectual development. The dependent variable used in the analyses was lifestyle satisfaction. The predictor variables were leisure/recreation awareness, barriers to leisure/recreation, and leisure/recreation participation. Data were collected from responses ( N = 54) on the Leisure Recreation Access and Lifestyle Satisfaction Inventory (LRALS) and analyzed to determine if a relationship existed between the variables using a linear regression model. The coefficient alpha reliabilities were .90 to .98 for the leisure/recreation and lifestyle satisfaction variables. The Pearson product moment correlation coefficients were .83 to .98, p < .05 for the test-retest of the inventory. Results of the statistical analyses concluded that a positive relationship existed between reported leisure/recreation awareness and reported lifestyle satisfaction for the respondents. A negative relationship existed between reported barriers to leisure/recreation activities and reported leisure/recreation participation for the respondents. A positive relationship existed between reported leisure/recreation participation and reported lifestyle satisfaction for the respondents. The predictive accuracy of a model composed of (reported leisure/recreation awareness, leisure/recreation participation, and barriers to leisure/recreation to lifestyle satisfaction) R2 = .18 was significant, F(3, 50) = 3.67, p < .05. The predictive accuracy of a model composed of (reported leisure/recreation awareness, leisure/recreation participation, barriers to leisure/recreation and demographic data to lifestyle satisfaction) R2 = .32 was significant, F(10, 43) = 2.10, p < .05. The LRALS Inventory assists individuals to report perceived leisure/recreation and lifestyle satisfaction indices. The inventory can assist service providers to plan personnel, facilities, and equipment based on consumer choices.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11982
Subject Headings: People with mental disabilities--Recreation, Lifestyles, Leisure, Developmentally disabled
Format: Document (PDF)

Title: Investigation of factors affecting completion of distance-learning courses at a community college for a seven-year period.
Creator: Johnson, Jacquelyn A., Florida Atlantic University, Bryan, Valerie
Abstract/Description: This research study investigated factors affecting completion of distance-learning courses at a south Florida community college by analyzing pre-existing and newly collected data on distance-learning students for a seven-year period (1997-2004). Distance-learning instructors were also included in the study. The investigation focused on three distance-learning methodologies---telecourse, live interactive television, and Internet. The study attempted to determine relationship between completion...
Show moreThis research study investigated factors affecting completion of distance-learning courses at a south Florida community college by analyzing pre-existing and newly collected data on distance-learning students for a seven-year period (1997-2004). Distance-learning instructors were also included in the study. The investigation focused on three distance-learning methodologies---telecourse, live interactive television, and Internet. The study attempted to determine relationship between completion and the variables of gender, age, ethnicity, and degree-seeking status for students; differences in completion rates for students using the different methodologies; level of students' self-directed learning readiness; level of instructor involvement; and level of student and instructor satisfaction. Subjects of the samples of study included 5,004 distance-learning students and 88 distance-learning instructors of a community college located in south Florida. Analysis of pre-existing data resulted in findings concerning gender, ethnicity, age, and degree-seeking status. Findings revealed no significant relationship between gender and completion, by modality or for the overall group, but findings did indicate some significant relationships (though weak because of very small effect sizes) in analyses of other demographic variables. White students tended to be equally completers and non-completers whereas non-whites tended to be non-completers. Findings also showed significant positive correlations between age and completion: As age increased, completion rates increased. Results further revealed a significant relationship between degree-seeking status and completion. More than half of the degree-seeking students tended to complete their courses; fewer than half of the non-degree seeking students tended complete. Also, Learning Preference Assessment statistical results showed no significant relationship between completer status and self-directed learning readiness. Another factor of the study, the level of student satisfaction with distance learning modalities, was inconclusive. The study also included instructor involvement and instructor satisfaction with distance-learning modalities. Findings revealed that, overall, most instructors did not schedule additional time (time not institutionally mandated) to meet or chat with their students but did require students to use specified support services, such as the library and the Center for Personalized Instruction (CPI). A final segment of the survey indicated little difference in instructor satisfaction with an individual distance-learning modality and little difference in satisfaction in comparison to other modalities.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12188
Subject Headings: Adult education, Education, Higher--Effect of technological innovations on--United States, Distance education--United States, Community colleges--Curricula--Florida
Format: Document (PDF)

Title: The Florida Comprehensive Assessment Test (FCAT) and the Predictive Utility of the PSAT for FCAT Preparedness.
Creator: Beard, Bernadine E. Dorantes, Bryan, Valerie, Florida Atlantic University
Abstract/Description: In the years since the establishment of the Florida Comprehensive Assessment test (FCAT) in 1998, the Florida public school districts have had little standardized, diagnostic data to assist in preparation for the FCA T. The FCAT serves as a high-stakes assessment for students as a graduation requirement, and it serves as a high-stakes assessment for school and district accountability for the Florida A++ Plan, and for national accountability within No Child Left Behind Act, 2001. A...
Show moreIn the years since the establishment of the Florida Comprehensive Assessment test (FCAT) in 1998, the Florida public school districts have had little standardized, diagnostic data to assist in preparation for the FCA T. The FCAT serves as a high-stakes assessment for students as a graduation requirement, and it serves as a high-stakes assessment for school and district accountability for the Florida A++ Plan, and for national accountability within No Child Left Behind Act, 2001. A quantitative study was conducted to determine if the College Board's Preliminary Scholastic Achievement Test, PSAT/NMSQT®, could be used to predict scores on the FCAT. More than 11 ,000 student test records ofBroward County public school lOth graders were used for this study. Predictive discriminant analyses were conducted using the October 2003 PSAT/NMSQT® and the March 2004 FCAT scores. Three contextual variables: gender, race/ethnicity, and socioeconomics were used to determine if the variables moderate the ability of the PSAT in classifying the students as passing the FCAT. The study found the percent of the groups correctly classified for predicting FCAT Reading from the PSAT Verbal scores for all subjects and each contextual variable ranged from 75 percent to 78.70 percent. The accuracy for the PSAT Verbal predicting failing the FCAT Reading for all of the subjects was at 84.50 percent, and the accuracy for PSAT Verbal predicting passing the FCAT Reading was at 71.40 percent. The study also found the percent of the groups correctly classified for predicting FCAT Math from PSAT Math scores for all subjects and each contextual variable ranged from 72.40 % to 76.00 percent. The accuracy for the PSAT Math predicting failing the FCAT Math for all subjects was at 89.70 percent and the accuracy for PSAT Math predicting passing the FCAT Math for all subjects was at 70.90 percent. The model in this study has proven to be successful in predicting FCAT success through the use of the PSAT scores. Recommendations for educators, both district and school staff, include exploring optimum utilization of available data through the PSAT, and optimum utilization of the PSAT score reports for direct intervention with students.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000649
Subject Headings: Florida Comprehensive Assessment Test, Educational tests and measurements--Florida--Evaluation, PSAT (Educational test)--Evaluation, Examinations--Scoring--Statistics
Format: Document (PDF)

Title: Early environmental adult education: an oral history of citizen researchers' learning in the Appalachian land ownership study, 1979-1881.
Creator: Sodano, Keara, Bryan, Valerie, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The Appalachian Land Ownership Study was a participatory action research project in one of our nation’s poorest regions suffering from absenteeism, poverty, powerlessness, and improper taxation. In discovering who owned the region’s land, the participants sought to organize against the social, economic and environmental injustices imposed on the Appalachian land and people. Most sociological and historical accounts of the Land Study focus on the process of participatory action research and...
Show moreThe Appalachian Land Ownership Study was a participatory action research project in one of our nation’s poorest regions suffering from absenteeism, poverty, powerlessness, and improper taxation. In discovering who owned the region’s land, the participants sought to organize against the social, economic and environmental injustices imposed on the Appalachian land and people. Most sociological and historical accounts of the Land Study focus on the process of participatory action research and the work of the project’s Task Force. However, over 50 citizen researchers also participated in the study. These citizen researchers encountered rich learning experiences as they struggled against scientific, corporate, and governmental power. The purpose of this oral history study was to discover the learning and experiences of citizen researchers involved with the Appalachian Land Ownership Study of 1979-1981. Significant themes emerged which contribute to understanding the complex personal, cultural, and social framework for environmental adult education. First, the Appalachian backdrop was a critical context for informal and experiential learning from the land and its people. Second, the Appalachian Ownership Task Force leaders were critical environmental adult educators who facilitated the learning of citizen researchers through dialogue. Third, agency was fostered as citizen researchers were moved to act in defense of a threatened lifeworld, and thus also became critical environmental adult educators.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004062
Subject Headings: Adult education, Appalachian Region -- Environmental aspects, Environmental education, Human beings -- Influence of environment, Land tenure -- Appalachian Region, Appalachian Land Ownership Task Force
Format: Document (PDF)

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