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- Title
- Cognitive styles and concept mapping dimensions of hypermedia computer users.
- Creator
- Kessler, Rohn., Florida Atlantic University, Morris, John D., Hunt, John J.
- Abstract/Description
-
Computers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept...
Show moreComputers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept map scores has not been reported previously in the literature. Results in this study concerning the reliability of concept map scoring procedures indicated that the continued improvement of inter-rater reliability is desirable if concept mapping is to actualize its potential as a practical, useful, and unique learning tool. Results suggest that concept mapping appears capable of assessing: (a) baseline knowledge, (b) meaningful learning, (c) the construction of new knowledge, and (d) knowledge change. Its usefulness in these areas and as an alternative or addition to standardized assessment is contingent, however, upon demonstrations of validity and reliability. Suggestions for further concept map research included: (a) replicating the present study with other measures of cognitive style across a wide variety of interactive hypermedia software applications, (b) doing longitudinal studies of concept mapping, (c) improving the reliablity of concept map scoring and evaluation, (d) looking at other aspects of cognition and information processing related to concept mapping, (e) using computer-based concept mapping tools, and (f) using concept maps as templates for the organization and integration of hypermedia elements.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12404
- Subject Headings
- Hypertext systems, Interactive multimedia, Concept learning, Computer-assisted instruction, Curriculum planning, Human-computer interaction
- Format
- Document (PDF)
- Title
- The impact of collegial peer coaching teacher training program upon Palm Beach County teachers' sense of self-efficacy.
- Creator
- Weil, Marion., Florida Atlantic University, Hunt, John J.
- Abstract/Description
-
The Palm Beach County School District, FL, (District) has introduced collegial peer coaching as one element of staff development in making training more effective for school improvement in making training more effective for school improvement practices. The purpose of this research was to ascertain the effects of collegial peer coaching on teachers' perception of self-efficacy. Developing skills to improve student achievement is the goal of inservice training for teachers. Teacher efficacy...
Show moreThe Palm Beach County School District, FL, (District) has introduced collegial peer coaching as one element of staff development in making training more effective for school improvement in making training more effective for school improvement practices. The purpose of this research was to ascertain the effects of collegial peer coaching on teachers' perception of self-efficacy. Developing skills to improve student achievement is the goal of inservice training for teachers. Teacher efficacy requires practice and refinement in order for teachers to gain executive control over newly-learned strategies. No empirical evidence exists regarding the effects of collegial peer coaching on teacher behaviors. The Teacher Locus of Control Scale was administered in a two-group study to determine whether teachers' sense of self-efficacy was impacted significantly by involvement in collegial peer coaching, years of teaching experience, teaching grade level, or by geographic location (work site) in the District. The treatment group subjects (collegial peer coaches, n = 102) and control group subjects (teachers not involved in collegial peer coaching, n=102) were surveyed in a pre- and posttest application to test the hypotheses. Results of the study indicate that teachers' sense of self-efficacy is impacted significantly by collegial peer coaching and by geographic location within the District (p <.05). A significant interaction effect was found between collegial peer coaching status and teaching grade level (p <.05).
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12398
- Subject Headings
- Teachers--Training of--Florida--Palm Beach County, Mentoring in education--Florida--Palm Beach County, Teachers--Attitudes, Motivation in education--Florida--Palm Beach County
- Format
- Document (PDF)
- Title
- The status of the substitute teacher delivery system in the sixty-seven Florida Public School Districts and the perceptions of administrators, teachers, and substitute teachers toward the substitute teacher delivery system in the Polk County, Florida, Public School District.
- Creator
- Helmick, Robert William, Florida Atlantic University, Hunt, John J.
- Abstract/Description
-
The primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue...
Show moreThe primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue substitute teacher certificates with the only Florida law requirement being fingerprints prior to employment. Substitute teacher delivery system identifies the preparation, selection, training, support, and evaluation of substitute teachers in a school district. Issues related to substitute teachers were substitute teacher pay, substitute teacher credentials, and substitute teacher training. The corollary purpose of this study was to compare the perceptions of selected administrators, teachers, and substitute teachers concerning the Polk County Schools substitute teacher delivery system, one of Florida's sixty-seven school districts. A review of the literature provides a national summary of teacher pay, substitute teacher role, substitute teacher status, and administrative procedures used to recruit, select, place, orient, and train substitute teachers. The analysis of data from the 1993-94 state survey provides the teachers per substitute teacher ratio, students per substitute teacher ratio, and state average of these values. In addition, the percentage of the total budgets used for substitute teacher pay is calculated. Daily pay rates and academic requirements for short-term and long-term substitute teachers were collected and state average values calculated. Seven research questions concerning the substitute teacher delivery system are answered. The district perception instrument was conducted in Polk County School District at 20 schools using a stratified random sample and analyzed with the chi-square analysis technique. Seven null hypotheses were rejected using the significance level of chi-square value indicating significant differences in perception in the survey participants; school-based administrators, teachers, and substitute teachers. The combination of the state survey results and district perception instrument can be used to assist a district in developing an action plan for improving a district's substitute teacher delivery system.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12400
- Subject Headings
- Substitute teachers--Florida--Evaluation, Substitute teachers--Rating of--Florida, Substitute teachers--Training of--Florida
- Format
- Document (PDF)
- Title
- Exploring selected factors in the relationship between school climate and leadership behaviors in two Saint Lucie County elementary schools.
- Creator
- Centerbar, Alberta Elaine., Florida Atlantic University, Hunt, John J., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The research study was designed to determine if significant correlations existed between selected factors of school climate and selected factors of leadership behaviors. The responses of the instructional staff of two Saint Lucie County elementary schools served as the basis for the study. The correlation of several bivariate combinations was studied for both schools independently. The Pearson product-moment correlation statistic was used to determine if a significant relationship existed at...
Show moreThe research study was designed to determine if significant correlations existed between selected factors of school climate and selected factors of leadership behaviors. The responses of the instructional staff of two Saint Lucie County elementary schools served as the basis for the study. The correlation of several bivariate combinations was studied for both schools independently. The Pearson product-moment correlation statistic was used to determine if a significant relationship existed at the.05 level. The Diagnostic Inventory of School Climate measured the following variables of school climate: (a) clear school mission, (b) safe learning environment, (c) expectation for success, (d) high morale, (e) effective instructional leadership, (f) quality classroom instruction, (g) monitoring student progress, and (h) positive home-school relations. Each of the climate variables was correlated with the following variables of leadership behavior as measured by the Diagnostic Survey for Leadership Improvement: (a) communication of the school principal, (b) control of the school principal, (c) decision making of the school principal, (d) interaction-influence of the school principal, and (e) confidence and trust processes of the school principal. It was concluded that in school one there were no statistically significant relationships between the variables of school climate and the variables of leadership behavior. However, in school two there were statistically significant relationships between: (a) the control of the school principal and high morale, (b) decision making of the school principal and high morale, (c) confidence and trust processes of the school principal and high morale, (d) decision making of the school principal and effective instructional leadership, (e) decision making of the school principal and quality classroom instruction, (f) control of the school principal and positive home-school relations, (g) decision making of the school principal and positive home-school relations, and (h) confidence and trust processes of the school principal and positive home-school relations.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12420
- Subject Headings
- Education, Administration, Education, Elementary
- Format
- Document (PDF)
