Current Search: Kerensky, Vasil M. (x)
View All Items
(1 - 20 of 26)
Pages
- Title
- ROLE SATISFACTION OF COMMUNITY SCHOOL COUNCIL MEMBERS.
- Creator
- BRINDISI, JOHN M., Florida Atlantic University, Kerensky, Vasil M., Smith, Lawrence E.
- Abstract/Description
-
This study examines the roles of community school coordinators and community school advisory council members, the satisfactions they derive from their council participation, and their interactions. This study examines the relationships between the level of satisfaction both derive from their roles and perceptions of their participation in leadership and council operations. The results of this analysis appear to support both hypotheses. The highest canonical variate sets for coordinators are: ...
Show moreThis study examines the roles of community school coordinators and community school advisory council members, the satisfactions they derive from their council participation, and their interactions. This study examines the relationships between the level of satisfaction both derive from their roles and perceptions of their participation in leadership and council operations. The results of this analysis appear to support both hypotheses. The highest canonical variate sets for coordinators are: (1) Achievement, Personal-Interpersonal; (2) Decision-Making, Goal Setting; (3) Responsibility, Work Itself. Those highest for council members are: (1) Achievement, Recognition, Monetary; (2) Leadership, Decision-Making; (3) Personal-Interpersonal; (4) Work Itself, Recognition; (5) Communication, Control; (6) Monetary, Supervision, Achievement; (7) Goal Setting, Leadership. The results, while not dramatically conclusive, imply that the instruments employed are operable in community schools.
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fcla/dt/11667
- Subject Headings
- Citizens' advisory committees in education
- Format
- Document (PDF)
- Title
- AN ANALYSIS OF TEACHERS' PERCEPTIONS OF TEACHER EVALUATION PRACTICES IN PALM BEACH COUNTY, FLORIDA.
- Creator
- WEBBER, WILHELMENA SWEET., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
This study is a descriptive analysis of a population of public school teachers in the Palm Beach County School System. The Palm Beach County School System is the largest in geographical area of the school systems east of the Mississippi River and is presently composed of eighty-four (84) schools. The purpose of this study was to: (1) to discover what teachers perceive to be present practices in the teacher evaluation process, (2) to discover what teachers perceive to be desired practices in...
Show moreThis study is a descriptive analysis of a population of public school teachers in the Palm Beach County School System. The Palm Beach County School System is the largest in geographical area of the school systems east of the Mississippi River and is presently composed of eighty-four (84) schools. The purpose of this study was to: (1) to discover what teachers perceive to be present practices in the teacher evaluation process, (2) to discover what teachers perceive to be desired practices in the teacher evaluation process, and (3) to gain some new insights concerning these perceptions, which hopefully will help to develop better practices of evaluating teachers. The stratified random sampling technique was used to select the participants in the study. A list containing the names, addresses, teaching assignment, race, sex and teaching status of all teachers in Palm Beach County was used to draw independent random samples from each stratum. The instrument used in this study was a questionnaire developed by the investigator. Because of the ordinal nature of the data, a Likert-type scale was used which presented selected issues identified in the literature. The instrument yielded information concerning teachers' perceptions of present practices and desired practices in the teacher evaluation process. It was found that there are discrepancies between what selected teachers perceive to be present practices of teacher evaluation and what they perceive to be desired practices of teacher evaluation. As a result of the data collected and analyzed, the following recommendations are offered: 1. Design and implement county-wide in-service workshops that would prepare all administrators and supervisors to evaluate teachers. Programs designed to improve the evaluating skills of administrators and supervisors are of paramount importance. Such programs should aid in the administration of an evaluation process which is fair to both parties. 2. Formulate a new approach to the teacher evaluation process that would incorporate those things that the majority of teachers feel would be most beneficial. Since teachers are the people who are being evaluated, to include those things that they feel are most beneficial would add a positive aspect to the entire structure of the evaluation process. 3. Study the impact of negotiations on the process of teacher evaluation. Situational aspects of the teachers' job such as class size, length of teachers' work day, size and location of the classroom, availability of classroom supplies, et cetera should be taken into consideration when evaluating teachers. 4. Design graduate courses in education that place greater emphasis on the evaluation of teaching. Discussions of the issues would aid administrators and teachers to establish a more viable solution to the problem of teacher evaluation. 5. Determine and analyze the perceptions of administrators concerning the teacher evaluation process. Research done to determine the perceptions of administrators concerning the teacher evaluation process, compared with the research that has been done to reveal the perceptions of teachers concerning the teacher evaluation process can enhance the chances of developing an evaluation process which will be acceptable to both groups. The teacher evaluation process must be personally useful to each teacher if it is to improve the quality of teacher performance and student achievement. It will also reward the competent, improve the promising, and rechannel the energies of those that are not performing at an acceptable level into fields of endeavor other than the field of education.
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fcla/dt/11674
- Subject Headings
- Teachers--Rating of--Florida--Palm Beach County
- Format
- Document (PDF)
- Title
- Effects of academic advisor attire on community college student satisfaction with academic advising.
- Creator
- Beck, Rebecca Celeste, Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
The major purpose of this study was to determine if the attire of academic advisors would significantly affect students' satisfaction with their academic advisors. Academic advisors wore three types of attire: professional, casual, and a special uniform. The major concern was to determine if the student's first impression, as influenced by attire, of the academic advisor was significant in terms of satisfaction with the advising process. Data collected from 363 community college students were...
Show moreThe major purpose of this study was to determine if the attire of academic advisors would significantly affect students' satisfaction with their academic advisors. Academic advisors wore three types of attire: professional, casual, and a special uniform. The major concern was to determine if the student's first impression, as influenced by attire, of the academic advisor was significant in terms of satisfaction with the advising process. Data collected from 363 community college students were analyzed using analysis of variance (ANOVA). Based upon the statistical analyses, the researcher failed to reject all the null hypotheses. The attire of the academic advisors did not significantly affect the students' rating of satisfaction as measured by the sum of scores on the Student Evaluation of Counselor/Academic Advisor Form. There were no significant interactions between attire and age, attire and gender, and attire and race/ethnic origin. The major conclusion that can be drawn from this study is that student satisfaction with academic advisors is not significantly affected by the academic advisor's attire. Neither age, gender nor race/ethnic origin of the community college student had any impact or interaction with attire on satisfaction with the academic advisor. The literature review made a compelling statement that academic advisors do make a difference in retention of students. Future research could determine how the attire (casual, professional or uniform) of the academic advisor impacts the productivity of the institution, student satisfaction and how the dress of the academic advisor impacts the academic advisors' view of their competence, comfort and rapport with the student. Use of a semantic differential survey instrument could be employed. Perception of academic advisor's attire may be more complex than previously thought. The information obtained from this study may be more useful as stimuli to encourage further investigation.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12499
- Subject Headings
- Palm Beach Community College
- Format
- Document (PDF)
- Title
- Effects of teaching mathematics to learning style perceptual preference on academic achievement of seventh-grade middle school students.
- Creator
- Colarulli, Rosemary, Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
Teaching methods that are effective with some students, fail with other students, because students perceive and process information differently. The personal preference by which one perceives and processes new material is called one's learning style. Using the Dunn and Dunn Learning Style Inventory assessment instrument, the learning style perceptual preference of 262 seventh grade students from a large, urban, middle school in southeast Florida were identified. This research investigated the...
Show moreTeaching methods that are effective with some students, fail with other students, because students perceive and process information differently. The personal preference by which one perceives and processes new material is called one's learning style. Using the Dunn and Dunn Learning Style Inventory assessment instrument, the learning style perceptual preference of 262 seventh grade students from a large, urban, middle school in southeast Florida were identified. This research investigated the effects of teaching mathematics to the preferred perceptual preference of these students in terms of academic achievement. Four teachers were trained in the Dunn and Dunn learning style teaching model to acquaint them with the experimental treatment used in this study. A pretest-posttest design was used to observe the mean gain in achievement scores on a 25-element assessment between students taught using a traditional teaching format and those taught in the learning style treatment approach. All students in the experimental group were first introduced to new mathematics material with a global story and taught in their primary learning style perceptual preference: (a) auditory, (b) tactile, (c) kinesthetic, or (d) visual. The material was reinforced through their secondary preference and a creative, student-constructed project was shared with the classmates. Several two-way factorial analyses of variance were used to study the treatment effect on the dependent variable. Neither the main effect for treatment nor the interactions between treatment and demographic variables (race, gender, learning styles) were significant at the.05 level. Within the context of this study, teaching through a student's perceptual learning style preference does not appear to be significantly more effective than teaching in a traditional manner.
Show less - Date Issued
- 1998
- PURL
- http://purl.flvc.org/fcla/dt/12552
- Subject Headings
- Learning, Psychology of
- Format
- Document (PDF)
- Title
- DESIGNING, IMPLEMENTING AND TESTING THE EFFECTIVENESS OF A READING TUTORIAL PROGRAM FOR UNDERACHIEVING MIGRANT STUDENTS.
- Creator
- DORSEY, MARY ELIZABETH., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
Migrant children are one of the most educationally deprived groups of children in America. They include children from all ethnic groups: Black, White Mexican, Oriental and Indian, who lead a kind of transitory life that places great limitation on feelings of security and stability. Educators cannot control or dictate the mobility patterns of these children. But educators can design special programs and structure the learning environment so that the transitory life style of these children is...
Show moreMigrant children are one of the most educationally deprived groups of children in America. They include children from all ethnic groups: Black, White Mexican, Oriental and Indian, who lead a kind of transitory life that places great limitation on feelings of security and stability. Educators cannot control or dictate the mobility patterns of these children. But educators can design special programs and structure the learning environment so that the transitory life style of these children is less disruptive to their educational achievement. The problem involved in this study was to determine the effectiveness of a reading tutorial program designed and implemented for underachieving migrant students. The purposes of this study were to describe a model for designing and implementing a reading tutorial program and then to test the effectiveness of the program by assessing the reading gains made by participating migrant students. This study was limited to migrant students enrolled in five elementary schools located on the Southwestern coast of Florida in the agricultural belt. The review of literature focused on existing reading programs designed for migrant and other educationally deprived students. Most of the special reading programs that were researched indicated that educationally deprived children tend to increase in reading achievement when programs and materials are structured to accommodate their social, cultural and educational needs. In view of these studies, it was hypothesized that: Given the benefit of personalized and individualized instruction in a reading tutorial program, migrant students, grades two through five, would demonstrate a mean gain of one and one-half months' gain per twenty hours of instruction in reading achievement. The Silvaroli Classroom Reading Inventory was the instrument selected for the pretesting and posttesting of students because it has shown to correlate highly in judging the reading achievement of groups of individuals('1). This instrument was utilized to measure the reading gains by obtaining a gain score. The gain score ratio was computed by dividing the gain in months by the number of months of instruction received. Students attended tutorial sessions in groups of threes for approximately sixty minutes daily, five days a week. A diagnostic prescriptive technique was used, whereby each student was provided with one-to-one instruction, fifteen to twenty minutes each day. The results of the findings indicated that in terms of program effectiveness, the group of students, grades two through five, demonstrated a mean gain of 4.0 months' gain per month (twenty hours) in the program. The data collected clearly indicated that the tutorial concept, as organized and implemented, produced substantial improvement in reading skills with migrant students previously exhibiting reading deficiencies as measured by the Silvaroli Classroom Reading Inventory. ('1)Joe Peterson, M. Jean Greenlaw and Robert J. Tierney, "Assessing Instructional Placement with the IRI: The Effectiveness of Comprehension Questions," Journal of Educational Research (May/June, 1978):247-50
Show less - Date Issued
- 1980
- PURL
- http://purl.flvc.org/fcla/dt/11773
- Subject Headings
- Children of migrant laborers--Education--Florida, Tutors and tutoring
- Format
- Document (PDF)
- Title
- Demographic predictors of success in a CAI program among elementary students.
- Creator
- Shutrump, George Joseph., Florida Atlantic University, Morris, John D., Kerensky, Vasil M.
- Abstract/Description
-
This study used a discriminant analysis procedure to identify the demographic variables (school, teacher, grade level, subject, test used for evaluation, semester of treatment, and gender) or subsets of variables that would predict elementary students' success with computer assisted instruction (CAl). Also, multiple factorial analyses of variance were performed to test the interaction effect between treatment (CAl) and the demographic variables. Recommendations suggest that future research...
Show moreThis study used a discriminant analysis procedure to identify the demographic variables (school, teacher, grade level, subject, test used for evaluation, semester of treatment, and gender) or subsets of variables that would predict elementary students' success with computer assisted instruction (CAl). Also, multiple factorial analyses of variance were performed to test the interaction effect between treatment (CAl) and the demographic variables. Recommendations suggest that future research attempt to identify the appropriate teacher training in the use of computers for instruction that will produce recurring student achievement with CAl. It is also suggested that future research examining the academic effects of CAl in the elementary classroom (grade 2 through 5) should not be concerned with the grade level of the student, the subject being studied (mathematics or language arts), the test used for evaluation (local or standardized), or the gender of the student.
Show less - Date Issued
- 1993
- PURL
- http://purl.flvc.org/fcla/dt/12348
- Subject Headings
- Computer-assisted instruction--Evaluation, Education, Elementary--United States, Education--Demographic aspects
- Format
- Document (PDF)
- Title
- A COMPARISON OF THE PERSONALITY MEASUREMENTS OF COLLEGE STUDENTS ACCORDING TO THE MYERS-BRIGGS TYPE INDICATOR AND THE PERSONAL PROFILE SYSTEM.
- Creator
- GRIGSBY, JAMES DELMAR., Florida Atlantic University, Olson, Arthur H., Kerensky, Vasil M.
- Abstract/Description
-
The purpose of this study was to examine the relationship between the personality measurements of college students according to the Myers-Briggs Type Indicator (MBTI) and the Personal Profile System (PPS). Both instruments were administered to 265 students in two community colleges and two universities in Central and South Florida. A frequency distribution was computed for the respondents according to MBTI type and according to PPS scale. Each individual PPS scale was analyzed against the...
Show moreThe purpose of this study was to examine the relationship between the personality measurements of college students according to the Myers-Briggs Type Indicator (MBTI) and the Personal Profile System (PPS). Both instruments were administered to 265 students in two community colleges and two universities in Central and South Florida. A frequency distribution was computed for the respondents according to MBTI type and according to PPS scale. Each individual PPS scale was analyzed against the four separate MPTI dimensions, and against the sixteen MBTI types. A chi-square, a lambda (asymmetric), and an uncertainty coefficient (asymmetric) statistical test were employed in the analysis of the data. The .05 level of significance was used in testing the hypotheses. The following conclusions were based on the analysis of data: (1) In every case the chi-square test indicated that a statistically significant relationship existed between the measurements of the two instruments. (2) Both the lambda and the uncertainty coefficient tests indicated that knowledge of a person's measurement on one test improved the ability to predict the person's measurement on the other test. (3) Each Myers-Briggs type related to a specific Personal Profile System scale over 60% of the time, and six of the sixteen MBTI types matched with a particular PPS scale over 90% of the time. (4) The high correlation of similar measurements of the two tests tends to reinforce the validity of both instruments. (5) Since the scales and dimensions of the two instruments did not correlate consistently in all measurements, the tests themselves cannot be used interchangeably. In summary, this study provided data which indicated that a statistically significant relationship exists between the measurements of the Myers-Briggs Type Indicator and the Personal Profile System, as noted within the limitations of the study. Possibilities for future research were outlined.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11816
- Subject Headings
- College students--Florida--Psychology, Personality tests
- Format
- Document (PDF)
- Title
- Computer-aided composition instruction in Florida's community colleges.
- Creator
- Kromhout, Elaine W., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
Ubiquitous incorporation of computer-based, electronic technologies into American society has created intense pressure upon the composition instructors at Florida's community colleges to develop computer skills themselves and to develop curricula which routinely incorporate these technologies into their teaching responsibilities. This fact makes clear the need to assess instructors' readiness: What computer skills have they acquired and what computer-aided teaching methodologies have they...
Show moreUbiquitous incorporation of computer-based, electronic technologies into American society has created intense pressure upon the composition instructors at Florida's community colleges to develop computer skills themselves and to develop curricula which routinely incorporate these technologies into their teaching responsibilities. This fact makes clear the need to assess instructors' readiness: What computer skills have they acquired and what computer-aided teaching methodologies have they learned which make them capable of and willing to teach composition with the aid of computers? What support services on community college campuses seem to encourage instructors to take on the responsibility to teach computer-aided composition. After its pilot testing, a thirteen question survey was sent to the 473 known instructors of credit-level composition at Florida's twenty-eight community colleges. This study examined the characteristics of the 222 respondents, of whom 61 reported that they do teach computer-aided composition and 161 reported that they do not. One way analyses of variance applied to the survey responses of these groups compared them regarding their institutions' technology support services; regarding their familiarity with, training for, and uses of computer technologies in their personal and professional responsibilities; and regarding their participation in departmental, divisional, and institutional planning activities for technology enhancements. Findings revealed that, compared to those instructors who do not teach computer-aided composition, instructors who do are (1) more likely to be familiar with and use a greater variety of computer technologies for both personal and professional use, (2) more likely to serve on departmental committees which consider technology uses, (3) more likely to have in-office access to desktop computers, to have nearby full-service faculty/student computer labs, and to have greater access to computer hardware overall, and (4) more likely to have attended workshops and taken courses on computer technologies and on instructor methods for use of technologies. In responses to a Likert-like question, composition instructors who do teach with the aid of computer technology also expressed greater than expected professional satisfaction with computer-aided composition as compared to traditional methodology.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12417
- Subject Headings
- Education, Community College, Education, Language and Literature, Education, Technology
- Format
- Document (PDF)
- Title
- New insights into cognitive abilities of adjudicated youths.
- Creator
- Landrum, Fred Ray., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
The purpose of this study was to investigate the justification of using Full Scale IQ scores as the principal means of determining whether adjudicated youths are as capable of engaging in higher-order thinking processes as youths in public schools. This study examined the performance of a group of adjudicated youths (N = 50) in a correctional training school and a comparative group in a public school district (N = 50) on 4 of 10 mandatory subtests which comprise the Wechsler Intelligence...
Show moreThe purpose of this study was to investigate the justification of using Full Scale IQ scores as the principal means of determining whether adjudicated youths are as capable of engaging in higher-order thinking processes as youths in public schools. This study examined the performance of a group of adjudicated youths (N = 50) in a correctional training school and a comparative group in a public school district (N = 50) on 4 of 10 mandatory subtests which comprise the Wechsler Intelligence Scale for Children (WISC-R, WISC-III). The criteria for the subjective selection of subtests to be examined focused on choosing those which measured cognitive abilities and were not heavily influenced by acquired academic skills and socioeconomic factors. For each of the selected subtests, an inferential statistical analysis was made at a.01 level of significance using independent sample two-tailed t tests to compare the difference between the means of subtest scaled scores for subjects from the correctional training school and the public school district. The results of this analysis indicated that there was no significant difference between the cognitive abilities of the youths in the correctional training school and a comparative group in a public school district as measured by the selected subtests. This study supports the conclusion that the use of a Full Scale IQ score from a standardized intelligence test may not accurately reflect the individual cognitive abilities of adjudicated youth to engage in higher-order thinking processes. Recommendations were made for correctional educators to identify approaches which could be used that better target the higher-order thinking skills of an adjudicated youth population.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12431
- Subject Headings
- Wechsler Intelligence Scale for Children, Juvenile delinquents--Education, Cognition in children
- Format
- Document (PDF)
- Title
- Identifying and segmenting the low-literate adult population using geo-demographics: A model for community education use.
- Creator
- Andler, Thomas Ross., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
The United States Bureau of the Census has released much of the 1990 census data through CD-ROM technology. The census data is readily accessible, easily obtained, simple to use, and virtually free. This study presented an innovative way to use census data coupled with business and educational practices as a marketing and planning aid for adult literacy education. The purpose of this study was to develop a model that utilized geo-demographic census data to identify and segment the adult low...
Show moreThe United States Bureau of the Census has released much of the 1990 census data through CD-ROM technology. The census data is readily accessible, easily obtained, simple to use, and virtually free. This study presented an innovative way to use census data coupled with business and educational practices as a marketing and planning aid for adult literacy education. The purpose of this study was to develop a model that utilized geo-demographic census data to identify and segment the adult low-literate population. The identification and segmentation of the adult low-literate population gives literacy educators the ability to plan literacy related educational programs and to market literacy education programs to a well-defined, well-understood population. Demographic data from the 1990 United States census was compiled for the number of adults age 25 and older living in each census tract of Broward County, Florida, and St. Louis County, Minnesota, who possessed low-literacy identifiers found by past national literacy surveys. School districts from the two study counties supplied records containing the locations and the ABE and adult ESOL programs offered at the adult literacy education sites. Combining the census findings with the school district records revealed several combinations of conclusions. Some geographic locations with high incidences of the low-literacy identifiers, as could be expected, contained adult literacy education sites. However, some geographic locations with high incidences of the low-literacy identifiers did not contain adult literacy education sites. In contrast, some areas with low incidences of the low-literacy identifiers contained several adult literacy education sites. A Pearson correlation involving the low-literacy identifiers found a positive relationship between each of the educational attainment variables, each of the language isolation variables and between the educational attainment variables and the language isolation variables. In Broward County, Florida, there was a moderate negative relationship between per capita income and the other low-literacy identifiers. In St. Louis County, Minnesota, there was a weak relationship between per capita income and the other low-literacy identifiers. A K-means cluster analysis of census tracts found nine homogeneous clusters in Broward County, Florida, and seven homogeneous clusters in St. Louis County, Minnesota. The model could be a beneficial planning and marketing aid for adult literacy programs in any geographic location. Included in this study are 40 data tables. Census tract maps and thematic maps also illustrate the findings.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/12373
- Subject Headings
- Literacy--Statistics, Education--Demographic aspects, Demographic surveys
- Format
- Document (PDF)
- Title
- Predicting readiness on the Florida Entry-Level-Placement Test from a set of high school academic variables.
- Creator
- Forman, Joseph Martin., Florida Atlantic University, Kerensky, Vasil M., Morris, John D.
- Abstract/Description
-
This study explored the predictive accuracy of three, two-group linear discriminant function equations. The grouping or criterion variables employed were scores from the three sections (math, reading, and writing) of the Computerized Placement Test (CPT). The predictor variables used were gathered from the academic history for each case. These variables ranged from the GPA in grade eight, through the normal-curve-equivalent test scores in both math and reading from the Grade Ten Assessment...
Show moreThis study explored the predictive accuracy of three, two-group linear discriminant function equations. The grouping or criterion variables employed were scores from the three sections (math, reading, and writing) of the Computerized Placement Test (CPT). The predictor variables used were gathered from the academic history for each case. These variables ranged from the GPA in grade eight, through the normal-curve-equivalent test scores in both math and reading from the Grade Ten Assessment Test (GTAT), and included several actual GPAs achieved in science and math courses at all three levels of difficulty in high school (Appendix A). The data set was built from 16 variables derived from the academic history of 432 graduates of the Broward County public schools in 1994. Each of these cases was found to have had a pass/fail score on the Florida Entry-Level-Placement Test (CPT) at Broward Community College. All three discriminant function equations were examined to determine if the models were statistically significant and reliable, or consistently repeatable, using both a leave-one-out analysis, and a hold-out estimate analysis. The degree to which the models performed better than proportional chance was also investigated. The results of the three, two group discriminant equations built from the predictor variables and the grouping variables have implications for high school counselors. These data indicated a better prediction for students who do not pass (90.4%) the CPT than for those who do pass (48.8%) the entry-level placement test at Broward Community College. The external analyses (leave-one-out and hold-out) show some reduction in predicting accurately; but, as demonstrated by the Z class summary, still are predicting at a significant level for the samples with the exception of the CPTRJ hold-out method for the non-selected group. For high school counselors, then, this research was designed to encourage early examination of particular data sets for the purpose of predicting success on the Florida entry-level placement test. Successful course selection can assist students gain access to college.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12536
- Subject Headings
- Educational tests and measurements, Competency-based educational tests, Community colleges--Florida--Entrance examinations
- Format
- Document (PDF)
- Title
- Predicting success in the associate degree nursing program.
- Creator
- Crouch, Suzanne Johnson., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
Admission criteria for the selection of students are determined by educational institutions. Presently, no objective instrument is used consistently as a predictor of successful nursing program completion (Haglund, 1978). The nursing department in the community college in this study utilizes the prerequisite college grade point average and the National League for Nursing pre-admission test for admission into the school of nursing. Admission into the associate degree nursing program is based...
Show moreAdmission criteria for the selection of students are determined by educational institutions. Presently, no objective instrument is used consistently as a predictor of successful nursing program completion (Haglund, 1978). The nursing department in the community college in this study utilizes the prerequisite college grade point average and the National League for Nursing pre-admission test for admission into the school of nursing. Admission into the associate degree nursing program is based solely on these two criteria. The purpose of this study was to assess the merit of the Watson-Glaser Critical Thinking Appraisal as a pre-admission criterion in conjunction with the currently utilized admission criteria of the college prerequisite grade point average and the National League of Nursing pre-admission test. The research question of this study was: Can the Watson-Glaser Critical Thinking Appraisal be utilized along with the college prerequisite grade point average and the National League for Nursing pre-admission test in a prediction formula for success in the Associate Degree Nursing Program? Data were collected from 192 associate degree nursing students. The setting was a community college in southeastern Florida that is currently accredited by the National League for Nursing. The subjects completed the Watson-Glaser Critical Thinking Appraisal at the beginning of the associate degree program. Data from students' records revealed the college prerequisite grade point average and the National League for Nursing pre-admission test scores. A discriminant analysis was computed to determine the significance of the prediction formula of Y1 = c + b1 X + b2 X2+ b3 X3. The dependent variable was the nursing grade point average. The independent variables were the Watson-Glaser Critical Thinking Appraisal; the college prerequisite grade point average; and the National League for Nursing pre-admission test score (F = 14.847; df = 191; p < .001). The predictor variables of college prerequisite grade point average, National League for Nursing pre-admission test score, and the Watson-Glaser Critical Thinking Appraisal score were significant in predicting success in the associate degree nursing program as measured by the dependent variable nursing grade point average. The prediction formula as a whole had a significance level p < .001, thereby rejecting the null hypothesis.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/12615
- Subject Headings
- Nursing--Study and teaching (Associate degree), Prediction of scholastic success, Critical thinking
- Format
- Document (PDF)
- Title
- A STUDY OF COMMUNITY EDUCATION PARTICIPATION AND SELECTED VARIABLES AND THEIR RELATIONSHIP TO AN INDIVIDUAL'S ATTITUDES TOWARD THE PUBLIC SCHOOLS.
- Creator
- GEHRET, EDWARD F., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
The purpose of the study was to determine the role participation and other selected variables (i.e., age, sex, race, education, etc.) play in an individual's attitude toward the public schools. The research was conducted in the community of Dade County, Florida, utilizing forty-one of the fifty-eight school centers designated as Community Schools. Hypotheses. (1) There is no significant difference in the mean attitude scores based upon participation groups at the .05 level of significance. (2...
Show moreThe purpose of the study was to determine the role participation and other selected variables (i.e., age, sex, race, education, etc.) play in an individual's attitude toward the public schools. The research was conducted in the community of Dade County, Florida, utilizing forty-one of the fifty-eight school centers designated as Community Schools. Hypotheses. (1) There is no significant difference in the mean attitude scores based upon participation groups at the .05 level of significance. (2) There is no significant difference in the mean attitude scores of Community School groups by years of Community Education implementation at the .05 level of significance. (3) There is no linear relationship between attitude scores and the stated demographic variables at the .05 level of significance. (4) There is no significant differences in the perceived influence of participation between the defined participation groups at the .05 level of significance. Results of the Study. Hypothesis Number 1 - the null hypothesis was rejected. Hypothesis Number 2 - the null hypothesis was not rejected. Hypothesis Number 3 - the null hypothesis was rejected. Hypothesis Number 4 - the null hypothesis was not rejected. The significant demographic variables are: race, children in school, marital status, and occupation. An R('2) test of significance discloses that 12.25 percent of the variability in the dependent variable can be accounted for by the demographic and participation variables. Conclusions. (1) Residents within Dade County, who participated in the Community Education registration of September 1981, generally have positive attitudes toward the public schools. (2) The more positive attitudes were found among respondents who had had some sort of K-12 related participation experiences. (3) School related participation, whether it was Community School or K-12 types of experiences, produces positive attitudes toward the public schools. (4) Private school parents have significantly lower attitudes toward the public schools. (5) Skilled laborers have significantly more positive attitudes toward the public schools. Implications. (1) The research results and the review of the literature suggest the need for additional attitudinal change strategies once participation has begun. (2) The process of Community Education holds the promise of attitudinal change. Programs alone hold very little hope for positive attitude gains.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11813
- Subject Headings
- Community and school--Florida--Miami-Dade County, Community schools--Florida--Miami-Dade County
- Format
- Document (PDF)
- Title
- TOWARD A METHOD FOR SELECTING PRINCIPAL MENTORS IN FLORIDA.
- Creator
- GEISMAR, THOMAS JAY., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
The Broward County, Florida school district has implemented an intern principal program for training new principals. One area of concern regarding the intern principal program is the process used for selecting mentors for intern principals. Toward generating a model for choosing mentors, the purpose of this study was to examine the relationship between six clusters of principal competencies and five clusters of mentoring traits. The relationship between the competencies and mentoring traits...
Show moreThe Broward County, Florida school district has implemented an intern principal program for training new principals. One area of concern regarding the intern principal program is the process used for selecting mentors for intern principals. Toward generating a model for choosing mentors, the purpose of this study was to examine the relationship between six clusters of principal competencies and five clusters of mentoring traits. The relationship between the competencies and mentoring traits was examined to determine the degree to which it is possible to predict each mentoring trait cluster from ratings on the six principal competency clusters. The sample for this study was 91 principals in the Broward County, Florida public schools. The instrument used was the Mentor Identification Instrument which asked the sample to rate someone who had significantly influenced their career on the principal competencies and the mentoring traits. A Likert type scale was used. Canonical correlation indicated a significantly high degree of multivariate overlap between the principal competencies and the mentoring traits. Multiple regression showed that the principal competencies were highly predictive of each mentoring trait cluster. Further analysis yielded models that classified mentors and non-mentors with more than 80% cross-validated accuracy. Recommendations regarding the implementation of these selection models are included.
Show less - Date Issued
- 1987
- PURL
- http://purl.flvc.org/fcla/dt/11893
- Subject Headings
- School principals--In-service training--Florida
- Format
- Document (PDF)
- Title
- The effect of professional development experiences on National Board for Professional Teaching Standards candidates' scores in Florida.
- Creator
- Warner, Kristen Lynne, Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
National Board for Professional Teaching Standards Certification is one way in which teachers can demonstrate excellence in teaching. This study was conducted in order to examine the effect of the professional development experiences on overall scores on the assessment of candidates for National Board Certification RTM in Florida. The study was conducted using the entire population of candidates in Florida (1,787) during the 2000--2001 assessment cycle. A survey was used to collect data from...
Show moreNational Board for Professional Teaching Standards Certification is one way in which teachers can demonstrate excellence in teaching. This study was conducted in order to examine the effect of the professional development experiences on overall scores on the assessment of candidates for National Board Certification RTM in Florida. The study was conducted using the entire population of candidates in Florida (1,787) during the 2000--2001 assessment cycle. A survey was used to collect data from the candidates. Of the surveys sent, 62% were returned and used in the study. The survey included questions regarding the educational background, demographics, and professional development experiences of the teachers. To examine the effect of professional development experiences on the overall National Board Certification assessment scores, a multiple regression analysis was used. A predictive discriminant analysis was used to predict passing or non-passing group membership. The criterion variable used was the score on the National Board Certification assessment. Results indicated that professional development experiences coupled with background and demographics contributed significantly to a candidate's overall score. In the full model, controlling for all of the other variables in the model, holding an advanced degree in the field was found to contribute to the predictive accuracy of the model. Also, the number of hours preparing the portfolio and preparing for the assessment center also contributed to the predictive accuracy of the model. Bivariate correlations indicated that there was a positive correlation between candidates' overall scores and the number of hours of professional development. There was a positive correlation between the overall score and the amount of time preparing the portfolio entries and for the assessment center. The predictive accuracy of the full model for predicting passing and non-passing group membership was 58.7%. Tests of significance for the unique contribution of each subset of variables to the cross-validated classification accuracy of the full model were insignificant.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/11977
- Subject Headings
- National Board for Professional Teaching Standards (U S ), Teachers--Training of--Florida, Professional socialization
- Format
- Document (PDF)
- Title
- The effect of 4MAT training on teachers' attitudes towards student behaviors associated with creativity.
- Creator
- Klenetsky, Phyllis Schiffer., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
The purpose of this study was to determine if 4MAT training had an impact on teachers' attitudes towards students' behaviors associated with creativity. Specifically, this study analyzed the relationship between the dependent variable of attitude toward creativity, and the independent variables of levels of training, grade level, years of teaching experience, and subject area. A sample of 459 subjects consisted of an experimental (N = 310) and control group (N = 149). The experimental group...
Show moreThe purpose of this study was to determine if 4MAT training had an impact on teachers' attitudes towards students' behaviors associated with creativity. Specifically, this study analyzed the relationship between the dependent variable of attitude toward creativity, and the independent variables of levels of training, grade level, years of teaching experience, and subject area. A sample of 459 subjects consisted of an experimental (N = 310) and control group (N = 149). The experimental group received either Fundamental 4MAT training or both Fundamental and Intermediate training, while the control group received no intervention. The Ideal Child Checklist (ICC), developed by Torrance (1975), was used as a pre- and posttest measure to determine change in attitude following treatment. Responses on the ICC were tallied to create a single score on the instrument. Statistical methods used to analyze the data consisted of (a) a t-test to compare 4MAT with controls by calculating the difference between pre- and posttest scores, (b) a one-way analysis of covariance to compare level of training, and (c) a two-way analysis of covariance to compare levels of training with independent demographic variables. Five hypotheses were developed to determine if 4MAT training had an impact on attitudes and the aforementioned variables. All hypotheses were tested at the.05 level of significance. Based on the findings of this study, none of the demographic variables had a significant relationship to change in attitude towards creativity, beyond what could normally be expected by chance. However, the 4MAT group had a statistically significant higher attitude score than the control group, t(147) = 6.29, p <.001, and there was a statistically significant difference between groups for control and levels of training, F(2, 307) = 35.46, p <.001.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12538
- Subject Headings
- 4MAT system, Teachers--Attitudes
- Format
- Document (PDF)
- Title
- An examination of the relationship between nurses' learning preferences and practices.
- Creator
- McCarten, Kathryn J. Chapin., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
The American Nurses Association supports professional continuing education, of which one part is self-directed learning, as essential for maintaining competency in nursing practice and safety of the consumers of health care. The increasing complexities of nursing practice demand that nurses be continuous life-long learners. Nurses licensed in the State of Florida are mandated to earn professional continuing education credit as a condition of relicensure. Self-directed learning is one option...
Show moreThe American Nurses Association supports professional continuing education, of which one part is self-directed learning, as essential for maintaining competency in nursing practice and safety of the consumers of health care. The increasing complexities of nursing practice demand that nurses be continuous life-long learners. Nurses licensed in the State of Florida are mandated to earn professional continuing education credit as a condition of relicensure. Self-directed learning is one option for earning professional continuing education credit. This study investigated readiness for self-directed learning among Florida nurses (registered nurses and licensed practical nurses) using Guglielmino's Self-Directed Learning Readiness Scale (SDLRS) and several variables including educational preparation, position, practice specialty, and use of self-directed learning projects as a method of earning professional continuing education credit. This study also sought to determine professional continuing education preferences among the nurses, including preferred method of learning for earning professional continuing education credit, influences on choice of continuing education offering, number of hours of professional continuing education completed in various learning activities, and awareness of the option of submitting self-directed learning projects to the Florida Board of Nursing for Credit. Six central research questions were posed. Findings included: (1) a significant difference of SDLRS scores between registered nurses and licensed practical nurses in Florida; (2) no significant difference between the mean SDLRS scores among registered nurses having different levels of education, and (3) lack of significant relationship between preference for self-directed learning as a means of learning for earning professional continuing education credit and SDLRS scores. It appears likely that this outcome is related to the finding that 89% of the respondents were unaware of the option of earning professional continuing education credit through self-directed learning. Recommendations for further research include: (1) replication of this study with a revised preference for professional continuing education survey and a larger sample, (2) exploration of the reasons for higher SDLRS scores among bachelor of science prepared nurses, (3) determination of the frequency, quality, and quantity of practice-related self-directed learning, and (4) development of strategies to publicize the option of self-directed learning for professional education as described by the Florida Board of Nursing.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/12604
- Subject Headings
- Nursing--Study and teaching (Continuing education), Nurses--Florida--Attitudes, Independent study
- Format
- Document (PDF)
- Title
- Gender equity at selected National Collegiate Athletic Association Division III institutions.
- Creator
- Jones, Jerry Keith., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
The purpose of this study was to compare the perceptions of NCAA Division III male and female athletic administrators regarding gender equity in athletics at their institutions. A further comparison of perceptions was made between the administrators of this study and administrators of similar studies, Finally, a comparison was made between the perceptions of current athletic administrators and data presented by the most recent NCAA gender equity study. Data on individual perceptions of equity...
Show moreThe purpose of this study was to compare the perceptions of NCAA Division III male and female athletic administrators regarding gender equity in athletics at their institutions. A further comparison of perceptions was made between the administrators of this study and administrators of similar studies, Finally, a comparison was made between the perceptions of current athletic administrators and data presented by the most recent NCAA gender equity study. Data on individual perceptions of equity were obtained through a mail-out survey sent to a random sampling of 270 individuals in 135 NCAA Division III schools. Of the four hypotheses tested, two were rejected and two failed to be rejected (Alpha = .05). When a series of T-tests and an analysis of variance were performed, significant differences were found at the .05 level. Results indicated that 71% or more of the respondents perceived equity in 13 of the 14 individual items surveyed. No significant difference was found for age. Females perceived less equity than males in all factors. For changes over the last two or three years, both genders indicated females were favored. For all other tested items, when an advantage was perceived, the advantage favored males. Seventy-eight percent of the athletic administrators in this study indicated that they perceived their programs to have attained overall gender equity. The most recent NCAA gender equity data, while indicating some progress toward equity, does not support the perceptions of the administrators in this study.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/12587
- Subject Headings
- Sex discrimination in sports, National Collegiate Athletic Association
- Format
- Document (PDF)
- Title
- Learning styles and student success in radiography education.
- Creator
- Shaver, Vicki Ellen., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
Learning styles are unique to each student entering the learning environment, yet many educators assume that students will in fact learn from a single method of teaching. Dunn and Dunn (1999) define learning styles as "the way individuals begin to concentrate on, process and remember new and difficult information." Studies involving health science students have been conducted, yet few authors have addressed this issue in the radiography literature. In this study, the learning styles of...
Show moreLearning styles are unique to each student entering the learning environment, yet many educators assume that students will in fact learn from a single method of teaching. Dunn and Dunn (1999) define learning styles as "the way individuals begin to concentrate on, process and remember new and difficult information." Studies involving health science students have been conducted, yet few authors have addressed this issue in the radiography literature. In this study, the learning styles of radiography students were examined and compared to determine the differences between the incoming freshmen and the graduating sophomores. The Dunn, Dunn and Price Productivity Environmental Preference Survey (PEPS) was used to study 617 college students, the sample was 80% female with an average age of 28 years. Both freshmen and sophomore groups demonstrated preferences for structured learning activities with authority figures present. They prefer learning with peers in activities scheduled during morning and afternoon hours. These students want mobility in the learning environment and prefer intake of food or beverage while concentrating. Both groups have overall perceptual preferences for auditory learning, followed closely by tactile learning. Perceptual learning strengths for the combined group of radiography students proved to be quite different from the general population, 35% had a strong preference for auditory learning methods, 28% had a strong need for tactile learning methods, 8% were kinesthetic learners and 5% visual learners. The perceptual learning styles of the general population are 30% auditory, 40% visual, 15% tactile, and 15% kinesthetic (Dunn, 1999). It is these unique characteristics of the larger group that may be most useful to educators when considering learning style principles in the broadest sense. These findings also may account for some degree of attrition found in radiography programs, since it has been previously reported that tactile and kinesthetic learners are at the greatest risk for dropping out of formal education and 36% of radiography students fall into that high risk category. Slight differences between the student groups exist; however, learning style variables were not useful in predicting success in radiography education.
Show less - Date Issued
- 2000
- PURL
- http://purl.flvc.org/fcla/dt/12654
- Subject Headings
- Radiography--Study and teaching (Higher), Learning strategies, Prediction of scholastic success
- Format
- Document (PDF)
- Title
- Academic achievement of students with disabilities in co-teaching, resource room, and support facilitation models.
- Creator
- Shaw, Frances Rene., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
Since the passage of Public Law 94-142 (The Education of All Handicapped Children Act) which is currently called the Individuals with Disabilities Act (IDEA), there has been a movement to service students with disabilities in more inclusive environments. The Broward County School District had been involved in the State of Florida's effort to reform the special education funding model and the delivery of services to students in more inclusive environments since 1994. The purpose of this study...
Show moreSince the passage of Public Law 94-142 (The Education of All Handicapped Children Act) which is currently called the Individuals with Disabilities Act (IDEA), there has been a movement to service students with disabilities in more inclusive environments. The Broward County School District had been involved in the State of Florida's effort to reform the special education funding model and the delivery of services to students in more inclusive environments since 1994. The purpose of this study was to determine the effects of three delivery models, resource room, co-teaching, and support facilitation, on the reading and math achievement of students with mild to moderate disabilities. The subjects of this study consisted of 231 students with mild to moderate disabilities enrolled in 29 schools and serviced in one of these three delivery models. Their achievement was measured during the 1998--1999 school year based upon the results of a nationally normed achievement test. An Analysis of Variance (ANOVA) as well as an Analysis of Covariance (ANCOVA) was performed using the spring of 1998 test scores as baseline data or covariates and the spring of 1999 scores as dependent or criterion variables. The independent variable was the type of delivery model. The results did not reveal any statistically significant differences in the achievement of the students in any of the three models thus indicating that in this study, the type of model did not have a significant impact on the achievement of these students. Implications based upon limitations as well as recommendations for further study are presented.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/12014
- Subject Headings
- Students with disabilities--Education, Inclusive education, Academic achievement
- Format
- Document (PDF)
