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Title: "Con respeto": Factors related to the academic performance of Mexican-American fourth graders in selected Florida elementary schools.
Creator: Mosley, Mary Lindquist., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: The purpose of this study was to identify how various student, school, and staff predictors related to the academic performance of Mexican American fourth graders in selected schools as evidenced by their scores on the Florida Writes Assessment as well as on norm referenced achievement tests in reading comprehension and math applications. Three null hypotheses were tested to show if there was a correlation between predictors and these criterion variables: writing skills, reading comprehension...
Show moreThe purpose of this study was to identify how various student, school, and staff predictors related to the academic performance of Mexican American fourth graders in selected schools as evidenced by their scores on the Florida Writes Assessment as well as on norm referenced achievement tests in reading comprehension and math applications. Three null hypotheses were tested to show if there was a correlation between predictors and these criterion variables: writing skills, reading comprehension, and math applications. A sample of 64 students from two Florida districts and twelve elementary schools was obtained. Data were collected from archival sources within each school district as well as from surveys distributed to English Speakers of Other Languages (ESOL) teachers. These were then analyzed to determine correlations with Florida Writes and with Stanford Achievement Test (SAT) as well as California Test of Basic Skills (CTBS) subtests in reading comprehension and math applications. The researcher was most interested in determining the relationship between a language arts pull-out program and achievement of ESOL students at a focal school which was in danger of being identified by the Florida Department of Education as "critically low" in academic performance because of low test scores. Correlations of predictor variables including the pull-out program were analyzed to determine statistical significance. Only the third hypothesis--that relating to math applications--was rejected at a probability level of.05. In this case, three predictors were considered significant: number of Limited English Proficient (LEP) students, number of Mexican American students, and the pull-out program. Because of small sample size and limited applications, no far reaching conclusions were drawn although further study was suggested because the Mexican American population in Florida is growing, and these students have historically not performed well in school. It was also recommended that the Florida Department of Education reconsider the timeline for ESOL student participation in norm referenced testing in writing and reading because most research shows that it takes at least five to seven years for most students to acquire comprehensible second language skills.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12557
Subject Headings: Mexican American students--Florida, Academic achievement, Educational tests and measurements--United States, Education, Elementary--Florida
Format: Document (PDF)

Title: The attitudes of certain parents of elementary school children and their teachers toward various school choice plans.
Creator: Bacallao, Mary Kay, Florida Atlantic University, Morris, John D., Gray, Mary B.
Abstract/Description: This study investigated the degree of agreement parents and teachers in public and private schools had with full school choice in the form of tuition vouchers. The school choice attitude assessment instrument was developed for this purpose and determined to be reliable. The surveys were administered to 416 volunteer respondents. Significant differences were found in the voucher subscale score obtained from parents and teachers. The parents were more favorable to the concept of school choice F...
Show moreThis study investigated the degree of agreement parents and teachers in public and private schools had with full school choice in the form of tuition vouchers. The school choice attitude assessment instrument was developed for this purpose and determined to be reliable. The surveys were administered to 416 volunteer respondents. Significant differences were found in the voucher subscale score obtained from parents and teachers. The parents were more favorable to the concept of school choice F(1, 412) = 10.80, p < .00625. Private school parents and teachers were more positive about school choice than public school parents and teachers, F(1, 412) = 46.63, p < .00625. There was also an interaction between role (parent or teacher) and institution (public or private). The interaction was disordinal; private school teachers had a higher mean than private school parents while public school teachers had a lower mean than public school parents, F(1, 412) = 8.45, p < .00625. The demographic variables of education, age, race, and family income were not significantly related to the voucher subsale score. The demographic variables of education, age, race, and family income were not significantly related to the voucher subsale score. Republicans were found to be more favorable to the concept of school choice than Democrats, F(1, 3) = 3.84, p < .00625. Teacher union members were less favorable toward the concept of full school choice than non-union respondents, F(1, 1) = 67.57, p < .00625. The uniform (with additions) voucher was the most popular, chosen by 38.8% of the respondents. Consequently, full school choice programs in the public schools will probably receive more support from parents than teachers. In the future, full school choice programs will probably originate from outside the public school system.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12458
Format: Document (PDF)

Title: Comparison of perceptions of private school administrators and teachers on selected methods of teacher evaluation.
Creator: Manasseh, Nancy Marie., Florida Atlantic University, Gray, Mary B.
Abstract/Description: Sound evaluation of education personnel is linked to effective teacher practices. Private schools are taking an increasing responsibility for schooling the nation's youth. Presently, there is no formal statewide teacher evaluation program in the private school sector. To assist in the development of an evaluation program, this study investigated the perceptions of private school administrators and teachers on selected methods of teacher evaluation. Private school administrators' perceptions...
Show moreSound evaluation of education personnel is linked to effective teacher practices. Private schools are taking an increasing responsibility for schooling the nation's youth. Presently, there is no formal statewide teacher evaluation program in the private school sector. To assist in the development of an evaluation program, this study investigated the perceptions of private school administrators and teachers on selected methods of teacher evaluation. Private school administrators' perceptions of evaluation methods are important since their views can influence the methods they accept. Teachers' perceptions of evaluation methods are important since their views influence their levels of support for the total system. The sample of this study consisted of personnel from private schools in Broward and Palm Beach Counties accredited by the Florida Council of Independent Schools. These educators expressed their opinion of nine selected methods of assessment of teaching effectiveness. A survey was taken of the perceptions of the two groups. Each administrator and teacher was asked to rate the level of agreement of how accurate she/he believed the method of evaluation was in assessing the effectiveness of teaching. Teachers and administrators were divided into independent groups by the variable "position." Data analysis was done to reflect differences in the attitudes of teachers and administrators toward certain methods of evaluation. A.05 alpha level of significance was used. Responses to the survey indicated that respondents were essentially neutral. The average response among the administrators and teachers tended to be close to three on a 1 (strongly agree) to 5 (strongly disagree) scale. This reflected the level of agreement or disagreement on the accuracy of each method as an assessment tool of effective teaching for all items on the questionnaire. An independent samples t-test was used to compare means of each variable across the independent groups. Results indicated that the null hypotheses, which stated that there were no significant differences in the way each group perceived nine selected methods of teacher evaluation (p >.05), could not be rejected. Suggestions for future research include a replication of this study using a larger sample as well as including the variables of gender, experience, and grade level. Implementation of inservice workshops that prepare private school administrators to evaluate teachers is also recommended. Such programs would improve the evaluation skills of administrators. Teacher participation in the development of an evaluation program in the private school system is also recommended. This study also showed that 5.9% of the teacher sample were never evaluated. Another 28.4% were evaluated only once a year. This investigation further demonstrated the fact that 17.6% of the teacher sample were not certified to teach and 1% did not have a college degree.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12460
Subject Headings: Teachers--Rating of--Florida, Teaching--Florida--Evaluation, Teacher-administrator relationships, Private schools--Florida
Format: Document (PDF)

Title: An analysis of opportunities for middle and high school principals to develop public speaking skills for effective educational leadership.
Creator: Agnon, Doris Stahl., Florida Atlantic University, Gray, Mary B.
Abstract/Description: Recognized leadership skills generally include communication skills and public speaking ability. Some children develop leadership and public speaking skills early in life. Some high schools and colleges emphasize public speaking. Adults frequently enroll in seminars such as Dale Carnegie programs or join organizations such as Toastmasters International. The researcher's own years of teaching and speaking experience have led her to believe in the potential value of public speaking for children...
Show moreRecognized leadership skills generally include communication skills and public speaking ability. Some children develop leadership and public speaking skills early in life. Some high schools and colleges emphasize public speaking. Adults frequently enroll in seminars such as Dale Carnegie programs or join organizations such as Toastmasters International. The researcher's own years of teaching and speaking experience have led her to believe in the potential value of public speaking for children, adults, and leaders in education organizations. Principals must speak competently and professionally. The purpose of this study was to determine how and when secondary school principals learned public speaking skills. The research also assessed their public speaking involvement and the importance they placed on public speaking for themselves, their staff, and their students. The researcher developed a questionnaire which was distributed to 101 middle and high school principals in Broward and Palm Beach county school districts in Florida. Completed responses were received from 52 principals. The most frequently cited-preparations for public speaking were college and high school courses. Public speaking skills were learned during high school and college years for 32 respondents. Only two had taken a Carnegie or Toastmasters course. Six principals said Carnegie or Toastmasters Youth Leadership type programs were offered in their schools, but 33 said they would be interested or wanted additional information. The principals most often cultivated public speaking skills by encouraging teachers to invite students to speak in class, inviting teachers and students to speak at assemblies, or by having drama clubs or debate teams. The last question was, "How important is public speaking in what you do today?" Very important was checked by 48 principals; somewhat important was checked by the remaining four respondents. The researcher believes that public speaking should be cultivated at all levels of education. Future research may consider whether resiliency of at-risk students could be enhanced by offering formal training in public speaking. The findings support the researcher's hypothesis that if school administrators recognize the importance of public speaking in their own experience, they are more likely to support its development among staff and students.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12612
Subject Headings: School principals, Educational leadership, Public speaking
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: Effect of graphic organizers on ninth-grade students' achievement in social studies.
Creator: Herbst, Paula Schweitzer., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: This study investigated the effect of using graphic organizers on ninth grade students' achievement in social studies. Participants were 427 ninth grade students; 316 were regularly tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 35% to 85%. One hundred and eleven students were honors and gifted tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 86% to 90% for honors tracked students and 91% to 99% for gifted tracked students. The...
Show moreThis study investigated the effect of using graphic organizers on ninth grade students' achievement in social studies. Participants were 427 ninth grade students; 316 were regularly tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 35% to 85%. One hundred and eleven students were honors and gifted tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 86% to 90% for honors tracked students and 91% to 99% for gifted tracked students. The regular tracked students formed the sample for experiment one which used a 2 x 6 ANOVA to determine relationships between six graphic organizers and/or elaborations and their effect upon student achievement in social studies, grade nine. The honors and gifted tracked students formed the sample for experiment 2 which used a 2 x 2 x 2 ANOVA to determine relationships between two graphic organizers and/or elaborations and their effect upon student achievement in social studies, grade nine. For both experiments a mixed design was used, with strategy as a between-subjects factor and time as a within subjects factor. In addition, academic track (gifted or honors) was a between-subjets factor in experiment 2. Posttest 1 was an immediate recall test. Posttest 2 was a delayed recall test, which was given three weeks after posttest 1. The results indicated that the graphic organizers and/or elaborations SQ3R (experiment 1) and the Structured Conceptual Knowledge Development, with graphic organizers strategy and elaborations (experiment 1 and experiment 2) were the two most effective learning activities used by students (p $<$.0005). The best strategy for retention of information in the social studies ninth grade content area was the Structured Conceptual Knowledge Development, with graphic organizers strategy and elaborations. It was concluded that specific graphic organizers positively affected achievement of ninth grade social studies students. This study also found that the Conventional Method of Teaching: introducing vocabulary, reading chapter questions, reading the chapter and answering the questions in word or sentence form was the least effective way of improving the achievement of ninth grade social studies students.
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Date Issued: 1995, 1995
PURL: http://purl.flvc.org/fcla/dt/12419
Subject Headings: Social sciences--Graphic methods, Social sciences--Study and teaching (Secondary)
Format: Document (PDF)

Title: Effects of curriculum course modifications on the science achievement of at-risk science students.
Creator: Matamoros, Angelica Llopiz., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: The purpose of this research study was to explore the academic effectiveness of a dropout prevention science course code modification (Environmental Earth Science) when compared with the regular dropout prevention course (Fundamental Earth/Space Science). Academic achievement of at-risk students enrolled in both the regular and the course modification class was measured by their performance on two subscales (process and recall skills) of the district's achievement test in Fundamental Earth...
Show moreThe purpose of this research study was to explore the academic effectiveness of a dropout prevention science course code modification (Environmental Earth Science) when compared with the regular dropout prevention course (Fundamental Earth/Space Science). Academic achievement of at-risk students enrolled in both the regular and the course modification class was measured by their performance on two subscales (process and recall skills) of the district's achievement test in Fundamental Earth/Space and Fundamental Environmental Science. The modified curriculum integrated the curriculum frameworks and performance standards of Fundamental Earth/Space Science and those of Fundamental Environmental Science to produce an interdisciplinary unit of instruction that enabled students to earn two credits (Earth/Space and Environmental Science) in one year of study. The course featured an integrated approach to instruction with emphasis on hands-on and process skills. The 274 subjects of this study represented the entire population of dropout prevention students in the Broward County School System enrolled in both dropout prevention Fundamental Earth/Space Science and Fundamental Environmental Earth Science for the 1990-91 school year. A 3 x 2 x 2 factorial analysis of variance (ANOVA) design was used to examine main effects due to type of curriculum, gender, and race as well as all possible interactions among these independent variables. Analyses revealed that there was a significant difference in student academic performance for each of the independent variables that was not moderated by the interactions of these variables. Students in the course modification curriculum of either gender and of all race/ethnicity groups performed significantly better (p <.05) on both subscales (process and recall) of the district's achievement examinations than students in the regular dropout prevention curriculum.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12314
Subject Headings: Dropout behavior, Prediction of, Science--Study and teaching, Curriculum change
Format: Document (PDF)

Title: Parent involvement training and the achievement, attendance, and attitudes of at-risk students.
Creator: McDaniel, Linda L., Florida Atlantic University, Gray, Mary B.
Abstract/Description: The purpose of this project was to examine the relationship between parent training and the achievement, attendance, and attitudes of at-risk students. Achievement was measured by GPA as reported on the students' report cards and attendance was recorded as the number of days absent as indicated on the report cards. Students' attitudes were measured on two subscales of a survey designed for this investigation. The subscores reflected students' attitudes toward school and students' perceptions...
Show moreThe purpose of this project was to examine the relationship between parent training and the achievement, attendance, and attitudes of at-risk students. Achievement was measured by GPA as reported on the students' report cards and attendance was recorded as the number of days absent as indicated on the report cards. Students' attitudes were measured on two subscales of a survey designed for this investigation. The subscores reflected students' attitudes toward school and students' perceptions of parent involvement. The format for the research was a pre/post design consisting of one treatment group and one control group. A difference score was calculated and used in the analysis. The sample was comprised of minority, at-risk students, residing in a government housing community in an urban area.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/12327
Subject Headings: Education--Parent participation, Dropouts--Florida, Parental influences--Florida
Format: Document (PDF)

Title: Teacher attitudes toward supervision and evaluation in the developmental research schools of the state of Florida.
Creator: McCaffrey, Donna Londeree., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: The developmental research schools, or laboratory schools, of the state of Florida became single-school public school districts in 1991. This allowed the four Florida laboratory schools to receive full-time equivalency funding from the state, but also required the schools to have state-mandated programs in place. Laboratory school teachers have varying roles that include teacher, researcher, writer, and presenter. These roles have caused discussion about appropriate performance appraisal...
Show moreThe developmental research schools, or laboratory schools, of the state of Florida became single-school public school districts in 1991. This allowed the four Florida laboratory schools to receive full-time equivalency funding from the state, but also required the schools to have state-mandated programs in place. Laboratory school teachers have varying roles that include teacher, researcher, writer, and presenter. These roles have caused discussion about appropriate performance appraisal methods for laboratory school teachers. In Florida, public school districts must have a human resources and management development plan that addresses evaluation and supervision of teaching personnel. With the passage of the Florida Clinical Education requirements for teachers who supervise developing teachers, it became necessary for the developmental research schools to demonstrate a commitment to an established system of measuring teacher growth. Teacher involvement is an integral part of building a sound supervision and evaluation system, so this study looked at the attitudes of the laboratory school teachers toward administrative practices in supervision and evaluation. The sample included one hundred fourteen instructors from the four Florida developmental research schools. The teachers taught grades kindergarten through eight. Seventy-six percent of those in the sample had advanced degrees, and seventy-five percent had over five years of teaching experience. A survey questionnaire was used to collect data from the teachers. The survey included questions on individual teacher demographics as well as assessment of the teachers' attitudes and perceptions of formal and informal evaluation practices. Descriptive statistics and t-tests results compared the average perception of formal evaluation as an accurate measure of teaching effectiveness for the different teacher groupings. Results indicated that eight of the nine null hypotheses were rejected. Null hypothesis 3, predicting no difference in teachers' perceptions of formal evaluation as an accurate indicator of teaching effectiveness between teachers who had developed a personal professional development plan and teachers who had not, was not rejected. Being able to create individual professional development plans increased teacher confidence and enthusiasm. Teachers viewed self-evaluation forms such as portfolios and checklists as accurate means of assessing teacher effectiveness. Recommendations for further study include: enlarging the sample size to include laboratory school teachers in other states and countries, adding non-laboratory school teachers to the study; and encouraging teachers to become involved trying to include alternative assessment methods such as portfolios and professional development plans as part of the district teacher supervision and evaluation plan.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12628
Subject Headings: Laboratory schools--Florida, Teachers--Attitudes, Teachers--Rating of, School supervision
Format: Document (PDF)

Title: An analysis of factors related to teacher attrition.
Creator: Linker, Lois J., Florida Atlantic University, Gray, Mary B.
Abstract/Description: This study examined factors related to attrition of public school teachers. Two hundred fifty-six Palm Beach County, Florida, public school teachers responded to a questionnaire that solicited information concerning demographics, satisfaction with aspects of teaching, attitudes toward teaching and suggestions for increasing retention. The respondents were divided into three groups: those planning to leave teaching in the Palm Beach County schools within 5 years (departers--16.4%), those...
Show moreThis study examined factors related to attrition of public school teachers. Two hundred fifty-six Palm Beach County, Florida, public school teachers responded to a questionnaire that solicited information concerning demographics, satisfaction with aspects of teaching, attitudes toward teaching and suggestions for increasing retention. The respondents were divided into three groups: those planning to leave teaching in the Palm Beach County schools within 5 years (departers--16.4%), those undecided about leaving (undecideds--37.0%), and those planning to remain (remainers--46.6%). Significance of differences among the three groups was tested using chi-squared and one-way analysis of variance (ANOVA). There were significant differences (p <.05) among the three groups with respect to having previously considered leaving teaching and being dissatisfied with teaching as a career. There were also significant differences (p <.05) among the three groups concerning the following: satisfaction with general working conditions, school learning environment, intellectual challenge of the job, support received from administration, opportunities for advancement, influence over school policies and practices, student motivation, parental support, student discipline/behavior, extent of department chairperson's help, determining the content of inservice programs, setting policy on grouping students by ability, establishing curriculum, and amount of administrative assistance provided to improve instructional effectiveness and/or classroom management. The departers were significantly different (p <.05) from the undecideds and/or remainers regarding the above factors, and expressed the most dissatisfaction with them. The undecideds differed significantly (p <.05) from the remainers only on topics of parental support, extent of department chairperson's help, and amount of influence they had in establishing curriculum. The remainers were more satisfied with all of the questionnaire items related to attrition than were the other groups. Increasing salaries and pay incentives, giving teachers more authority/support in the classroom, and improving general working conditions were suggested by respondents as the most effective steps for decreasing attrition. There were significant differences (p <.05) among the three groups of respondents regarding their first, second and third most important suggestions. Although a formal, predictive model for hiring does not exist, data from this study could be used as a beginning or such a model.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12307
Subject Headings: Teachers--Job satisfaction, Public schools--Florida--Palm Beach County, Teacher turnover--Florida--Palm Beach County
Format: Document (PDF)

Title: General education classroom teachers' and music specialists' perceived ability to implement the National Standards for Music Education.
Creator: Byo, Susan June, Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: The purpose of this study was to examine teacher perceptions about pertinent factors affecting the successful teaching of the National Standards for Music. Subjects were music specialists and fourth grade generalists from public elementary schools in consenting school districts from throughout the State of Florida. The two groups were administered a survey to glean opinions of the feasibility of implementing each of the nine National Standards for Music by rating seven repeated professional...
Show moreThe purpose of this study was to examine teacher perceptions about pertinent factors affecting the successful teaching of the National Standards for Music. Subjects were music specialists and fourth grade generalists from public elementary schools in consenting school districts from throughout the State of Florida. The two groups were administered a survey to glean opinions of the feasibility of implementing each of the nine National Standards for Music by rating seven repeated professional and resource items (contact time, resources, assistance, ability, training, interest, responsibility, and level of assistance). The summed ratings of the dependent variables (consisting of the seven professional and resources items) for each standard were subjected to a two way analysis of variance with repeated measures to determine that significant differences exist with respect to the independent variable of teacher role, with music specialists and general educators as two levels of this variable; and the independent variable of content standard, variable. Statistical significance and interactions were studied within content standards and between music specialists and fourth grade generalists. Results indicate that significant differences exist between music teachers and fourth grade teachers in their perceptions of the feasibility of delivering effective instruction for each standard. Additionally, a significant difference exists between each standard with respect to the overall perceived viability of effective implementation regardless of teacher role. Further, an interaction was identified that indicated differences by both role and standard. More specifically, this research yielded results which indicate that certain standards (History & Culture, Singing, and Analyzing Music) are more feasible for both roles to teach than other standards (Playing Instruments, Improvising, and Composing). It also verified that music specialists are considerably more amenable to the implementation of the nine content standards than the general educators with respect to all seven professional and resource items. Music teachers feel most effective implementing the Evaluating, Listening & Analyzing, and Singing standards while generalists feel most effective implementing the History & Culture, Other Subjects, and Singing standards. Both groups indicated an overall lack of time and resources to effectively teach most standards. Music teachers were less dependent on the assistance of classroom teachers while classroom teachers agreed that they needed the assistance of music teachers to successfully implement most standards.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12503
Subject Headings: National standards for arts education
Format: Document (PDF)

Title: Academic and demographic variables as predictors of gang activity in school.
Creator: Thornton, Linda H., Florida Atlantic University, Morris, John D., Gray, Mary B.
Abstract/Description: A two-group predictive discriminant analysis was used to develop a model to predict youth gang activity among students in an urban school district in south central United States. The predictors were selected from age, race, gender, grade repeats, reading comprehension achievement test scores, and changes in school and school district (uprootedness). Data were obtained from elementary school records of 285 grade nine students (151 male and 134 female) in two junior high schools. Ethnic...
Show moreA two-group predictive discriminant analysis was used to develop a model to predict youth gang activity among students in an urban school district in south central United States. The predictors were selected from age, race, gender, grade repeats, reading comprehension achievement test scores, and changes in school and school district (uprootedness). Data were obtained from elementary school records of 285 grade nine students (151 male and 134 female) in two junior high schools. Ethnic minorities comprised 75.4% of the sample. Gang involvement data were provided by the school district security department. Data were analyzed using SPSS-X and a FORTRAN computer program by Morris and Meshbane (1995). All possible subsets of predictor variables were examined using leave-one-out cross-validation accuracy estimates. Although no models classified both gang and nongang students with greater accuracy than proportional chance expectations, a model consisting of gender, grade repeats, and school and school district changes (uprootedness) yielded significant classification accuracy for gang students, (z = 12.07, p <.05).
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12429
Subject Headings: Gangs--United States, Juvenile delinquency, School violence
Format: Document (PDF)

Title: A model to predict high school dropouts in a small, rural Florida school district.
Creator: Owens, Bill R., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: The purpose of this study was to provide a predictive model for profiling potential high school dropouts during the middle school years using data available to teachers, counselors, and administrators. The subjects for the study were 377 students (175 dropouts and 202 persisters) in grades 9 through 12 that attended the Okeechobee County Schools between the 1992-93 and 1995-96 school years. The null hypothesis stated that a model consisting of a subset of the 23-predictor variables would not...
Show moreThe purpose of this study was to provide a predictive model for profiling potential high school dropouts during the middle school years using data available to teachers, counselors, and administrators. The subjects for the study were 377 students (175 dropouts and 202 persisters) in grades 9 through 12 that attended the Okeechobee County Schools between the 1992-93 and 1995-96 school years. The null hypothesis stated that a model consisting of a subset of the 23-predictor variables would not discriminate between students who drop out of school and those who persist. Data were collected from archival sources within the school district and analyzed through discriminant analysis using an SPSS program. Cross validation was performed using a FORTRAN program developed by Morris and Meshbane (1995). Numerous models were identified that discriminated between dropouts and persisters; therefore, the null hypothesis was rejected. The model that had the highest hit rates contained the following variables: (a) age in the eighth grade, (b) suspensions in the eighth grade, (c) attendance in the seventh grade, (d) attendance in the eighth grade, (e) membership in a dropout prevention program, (f) free or reduced-price lunch status, (g) limited-English proficiency status, (h) retention status, and (i) athletic status. The variable that appeared most often in the models that had the highest hit rates for the dropout group was retention status. Other variables that appeared in models included the number of Ds and Fs in the seventh grade, the number of Ds and Fs in the eighth grade, and suspensions in the seventh grade. Variables that were not found to be as significant based on F-ratios included (a) gender, (b) membership in an exceptional education program, and (c) certain achievement test scores. A large amount of missing data relative to the achievement test scores may have contributed to the lack of significance. Hispanic students dropped out in disproportion to the representation in the sample. In addition, most of the dropouts in the sample were not in dropout prevention programs, and most of the dropouts that were in a dropout prevention program dropped out despite the intervention. A profile of the high school dropout based on this study includes: (1) being retained more often, (2) being overage, (3) receiving more Ds and Fs, having poorer attendance, and being suspended more often in the seventh and eighth grades, and (4) receiving a free or reduced-price lunch.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12535
Subject Headings: High school dropouts--Florida--Okeechobee County, Dropout behavior, Prediction of
Format: Document (PDF)

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)

Dropout behavior, Prediction of (2)	+ -
Academic achievement (1)	+ -
Curriculum change (1)	+ -
Dropouts--Florida (1)	+ -
Education, Elementary--Florida (1)	+ -

Education--Florida--Administration (1)	+ -
Education--Parent participation (1)	+ -
Educational leadership (1)	+ -
Educational tests and measurements--United States (1)	+ -
Gangs--United States (1)	+ -
High school dropouts--Florida--Okeechobee County (1)	+ -
Juvenile delinquency (1)	+ -
Laboratory schools--Florida (1)	+ -
Mexican American students--Florida (1)	+ -
National standards for arts education (1)	+ -
Parental influences--Florida (1)	+ -
Private schools--Florida (1)	+ -
Public schools--Florida--Palm Beach County (1)	+ -
Public speaking (1)	+ -
School principals (1)	+ -
School supervision (1)	+ -
School violence (1)	+ -
Science--Study and teaching (1)	+ -
Social sciences--Graphic methods (1)	+ -
Social sciences--Study and teaching (Secondary) (1)	+ -
Teacher turnover--Florida--Palm Beach County (1)	+ -
Teacher-administrator relationships (1)	+ -
Teachers--Attitudes (1)	+ -
Teachers--Job satisfaction (1)	+ -
Teachers--Rating of (1)	+ -

Educational vouchers--United States (1)	+ -
Private schools--United States (1)	+ -
Public schools--United States (1)	+ -
School choice--United States (1)	+ -
School music--Instruction and study--Standards--United States (1)	+ -

Florida Atlantic University (14)	+ -
Gray, Mary B. (14)	+ -
Morris, John D. (8)	+ -
Urich, Ted R. (2)	+ -
Agnon, Doris Stahl. (1)	+ -

BOOTHE, BEVERLY BAIRD (1)	+ -
Bacallao, Mary Kay (1)	+ -
Byo, Susan June (1)	+ -
College of Education (1)	+ -
Department of Educational Leadership and Research Methodology (1)	+ -
GARNETT, PATRICIA F. (1)	+ -
Herbst, Paula Schweitzer. (1)	+ -
Linker, Lois J. (1)	+ -
Manasseh, Nancy Marie. (1)	+ -
Matamoros, Angelica Llopiz. (1)	+ -
McCaffrey, Donna Londeree. (1)	+ -
McDaniel, Linda L. (1)	+ -
Mosley, Mary Lindquist. (1)	+ -
Owens, Bill R. (1)	+ -
Thornton, Linda H. (1)	+ -

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