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Title: A study of the Perceptions of Public School District Superintendents in the State of Florida Regarding Recommendations for Education Reform.
Creator: Samuelson, Melody M., MacKenzie, Donald G., Florida Atlantic University
Abstract/Description: The purpose of this study was to determine through statistical analysis of a survey instrument the extent to which the 67 public school district superintendents in the state of Florida perceive the major areas of educational reform as falling into the same categories as does David T. Kearns, Chairman and Chief Executive Officer of Xerox Corporation, author of "An Education Recovery Plan for America" in Winning the Brain Race: A Bold Plan to Make Our Schools Competitive. Factor analysis was...
Show moreThe purpose of this study was to determine through statistical analysis of a survey instrument the extent to which the 67 public school district superintendents in the state of Florida perceive the major areas of educational reform as falling into the same categories as does David T. Kearns, Chairman and Chief Executive Officer of Xerox Corporation, author of "An Education Recovery Plan for America" in Winning the Brain Race: A Bold Plan to Make Our Schools Competitive. Factor analysis was used to group the 36 specific recommendations into their "natural" groupings as perceived by the responding superintendents. This technique revealed that the natural psychological groupings in the eyes of the respondents were not the same as Kearns asserted. The study shows that the reform hierarchy, based on the perceptions of the superintendents, is actually three layers deep with Kearns' six categories being broken down into a bottom tier of 14 discrete areas.
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Date Issued: 1990
PURL: http://purl.flvc.org/fau/fd/FA00000692
Subject Headings: Public schools--Florida--Evaluation, Education--Aims and objectives--Florida, Educational change
Format: Document (PDF)

Title: THE ACADEMIC PERFORMANCE OF GENERAL EDUCATIONAL DEVELOPMENT ENTRANTS COMPARED WITH HIGH SCHOOL DIPLOMA ENTRANTS TO BROWARD COMMUNITY COLLEGE, 1980 - 1983 (REMEDIAL, GED, ADULT EDUCATION; FLORIDA).
Creator: GRADY, DONNA KATHERINE., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: This study was undertaken in an effort to determine, through the study of six carefully chosen variables, whether the student obtaining a GED diploma was as well prepared for post-secondary educational experiences as the student who completed a regular high school program and received a diploma. Subjects for the study consisted of all GED entrants to Broward Community College (a public, fully accredited two-year community college located in Ft. Lauderdale, Florida) during the Fall term of...
Show moreThis study was undertaken in an effort to determine, through the study of six carefully chosen variables, whether the student obtaining a GED diploma was as well prepared for post-secondary educational experiences as the student who completed a regular high school program and received a diploma. Subjects for the study consisted of all GED entrants to Broward Community College (a public, fully accredited two-year community college located in Ft. Lauderdale, Florida) during the Fall term of 1980 and a randomly selected sample of high school diploma entrants for the same term who were matched to the GED entrants for age, sex and race. Subjects numbered 458 GED entrants and 458 high school diploma entrants, for a total of 916. The record for each subject was assessed for the three-year period beginning with the Fall term of 1980 and continuing through the Summer term of 1983, or a total of nine terms. Using the Statistical Package for the Social Sciences (SPSS), statistics involving the variables were obtained with computer assistance. In all cases, GED entrants were compared to high school diploma entrants, with the confidence level being established at .05. The six variables studied were: (1) Incidence of enrollment in "remedial" courses; (2) Degree of success in "remedial" courses as evidenced by passing grade; (3) Overall grade point average; (4) Successful completion of programs as evidenced by degree or certificate awarded; (5) Enrollment pattern as evidenced by length of enrollment; (6) Indicated major area of study (academic as compared with technical) Results were supportive of the null hypotheses variables 2, 3, and 5; they were not supportive in connection with variables 1 and 6. Results concerning variable 4 were inconclusive due to the very small number of degrees or certificates awarded to either group. The overall conclusion reached was that GED entrants to post-secondary educational programs would probably need some remediation, especially in the area of mathematics. Mandatory assessment and placement for GED entrants was recommended, as were other revisions in College policy regarding grading practices and retention efforts.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11842
Subject Headings: Broward Community College--Students, Academic achievement, GED tests
Format: Document (PDF)

Title: Admissions criteria as predictors of success in the International Baccalaureate.
Creator: Samore, David Charles Moon., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to examine the relationship between the criteria used for admission into the Preliminary International Baccalaureate (PIB) course of study at two Florida International Baccalaureate (IB) schools, St. Petersburg Senior High School and Pensacola High School, and the success in the IB diploma examination four years later. The study also sought to determine the predictive accuracy of their respective admissions criteria. The predictor variables for St. Petersburg...
Show moreThe purpose of this study was to examine the relationship between the criteria used for admission into the Preliminary International Baccalaureate (PIB) course of study at two Florida International Baccalaureate (IB) schools, St. Petersburg Senior High School and Pensacola High School, and the success in the IB diploma examination four years later. The study also sought to determine the predictive accuracy of their respective admissions criteria. The predictor variables for St. Petersburg Senior High School were eighth grade grade point average (GPA), the Comprehensive Test of Basic Skills (CTBS) Total Battery, subscores of the CTBS (Reading Comprehension, Total Mathematics, Total Language) and IQ. The predictor variables for Pensacola High School were eighth grade GPA and California Achievement Test (CAT) Total Battery. The study involved 148 students. Multiple regression analysis indicated that eighth grade GPA is a significant predictor of success in the international Baccalaureate (p < .01). Results also suggest that the CTBS subscore of Reading Comprehension is a significant predictor of success in the IB (p < .05). CTBS Total Battery, remaining CTBS subscores, CAT Total Battery and IQ were not significant predictors (p > .05). The combination of eighth grade GPA and CTBS Reading Comprehension provided the most significant contribution to the overall predictive model (p < .01).
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12299
Subject Headings: Prediction of scholastic success, International baccalaureate
Format: Document (PDF)

Title: ASSESSING THE EDUCATIONALLY RELATED NEEDS OF ADULTS: A PRACTICAL, LOW COST APPROACH BY A COMMUNITY COLLEGE IN COOPERATION WITH THE PUBLIC SCHOOL SYSTEM.
Creator: GRADY, SANDRA COLE., Florida Atlantic University, Wiegman, Robert R., MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to develop and test a practical, low cost approach to the needs assessment process, that would produce data to assist in planning programs and services for adults living in a newly established service area of a community college. Designed to encourage agency participation, the assessment was conducted in cooperation with Broward County's community college, and public school system. Methodology: A trained team of 25 community college and public school employees,...
Show moreThe purpose of this study was to develop and test a practical, low cost approach to the needs assessment process, that would produce data to assist in planning programs and services for adults living in a newly established service area of a community college. Designed to encourage agency participation, the assessment was conducted in cooperation with Broward County's community college, and public school system. Methodology: A trained team of 25 community college and public school employees, and volunteers from the community completed the survey process within a two-week period. Respondents were interviewed by telephone, through the use of a questionnaire form designed to enable interviewers to: (1) read questions and record responses with speed and ease, and (2) code directly for data processing. Supportive materials were developed to assist the survey team. Results: The 385 survey interviews were most often conducted on weekdays, 5 P.M. to 9 P.M., with half (50.9 percent) of the respondents indicating educational interests and preferences. Selected data were presented by frequency distribution percentages, and cross-tabulations, according to five required information areas: 1. Personal Background Information. The sex and race of respondents were pre-determined according to quota sampling criteria. The age composition was comparable to data from 1970 U.S. Census Bureau reports, with the exception of the 60 and over age category which represented a 10 percent increase, or 36.9 percent of all respondents. 2. Current Occupational and Educational Status. Of those persons employed (46.5 percent), the services and retail trade areas were most evident. Over half the adults (53.5 percent), were not employed, and consisted primarily of retired persons and housewives. 3. Educational Program Interest and Goals. Interest centered in the non-credit, continuing education program area (29.6 percent), with emphasis on cultural enrichment, recreation and leisure time, or two-year college transfer program (10.9 percent) in the areas of liberal arts, law, art, and engineering. 4. Preferred Conditions for Learning. Respondents preferred programs and services that employed a lecture or group discussion method held in the morning, 9 A.M. to noon, or evening, 5 P.M. to 9 P.M., for two hours, twice a week, for eight weeks, at a community college, or an adult or vocational center. 5. Perceived Barriers to Programs and Services. Nearly four out of ten adults reported barriers. The most significant problems expressed were job responsibilities, lack of time, child care, poor health, and lack of transportation.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/11709
Subject Headings: Community and college--Florida--Broward County, Adult education--Florida--Broward County, Broward Community College
Format: Document (PDF)

Title: Effects of a videodisc program on the academic achievement of learning-disabled students.
Creator: Garrido, Marta N., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: A considerable amount of research has been done on specific elements of instructional design and how they affect achievement among academically disadvantaged students (Darch & Carnine, 1986; Woodward & Noell, 1991). The purpose of this research was to consider the relationship between specific instructional design principles in a videodisc program and academic achievement. The results of this study indicate that redesigning instruction alone might not be sufficient to enhance academic...
Show moreA considerable amount of research has been done on specific elements of instructional design and how they affect achievement among academically disadvantaged students (Darch & Carnine, 1986; Woodward & Noell, 1991). The purpose of this research was to consider the relationship between specific instructional design principles in a videodisc program and academic achievement. The results of this study indicate that redesigning instruction alone might not be sufficient to enhance academic performance of learning disabled students. A reformulation of current curricula to include essential knowledge in a discipline might be the first step in educational reform.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12273
Subject Headings: Learning disabled teenagers--Education, Science--Study and teaching (Higher)--Audio-visual aids, Academic achievement
Format: Document (PDF)

Title: Departure of Hispanic and Anglo females from public and private universities in Florida.
Creator: Kelly, Antonieta Surroca., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: Two hundred and two Hispanic and Anglo women from a public and a private university in south Florida, were requested to complete a survey to determine their reasons for departing from the institutions were a function of their ethnicity or the type of institution they attended. These women had been accepted to 4-year degree programs and had not enrolled for courses for at least six academic semesters. The instrument used was the Withdrawing/Nonreturning Student Survey (ESS) by American College...
Show moreTwo hundred and two Hispanic and Anglo women from a public and a private university in south Florida, were requested to complete a survey to determine their reasons for departing from the institutions were a function of their ethnicity or the type of institution they attended. These women had been accepted to 4-year degree programs and had not enrolled for courses for at least six academic semesters. The instrument used was the Withdrawing/Nonreturning Student Survey (ESS) by American College Testing (1990). Of the sample, 73 were Hispanic and 129 were Anglo. Forty-seven Hispanics and 57 Anglos were surveyed from the private university and 26 Hispanics and 72 Anglos from the public university. Eighty-four percent of the women were between 21 and 29 years of age, 65.8% were not married, 50% were sophomores at the time of departure and 35.6% planned to go to school and work simultaneously next year. A 2 x 2 factorial MANOVA was utilized to assess the differences among the four groups, across the dependent variables. Reasons for departure reported by individuals were classified as personal, academic, institutional, financial and employment. Results indicate that there were no statistically significant differences among the groups. No differences were found between Hispanics and Anglos from public and private universities, between Hispanics from public and private universities and between Anglos from private and public universities in the reasons reported for their departure from college. Results suggest that the level of acculturation of Hispanic females to the North American society may be a significant explanation for the similar departure responses given by Anglo females. This is consistent with Altman and Snyder's (1970) predictions of ethnic equalization in educational settings for the 1990's in America. Further research is needed to explore subjects' initial choice of the institution they were attending at the time of departure. Recommendations include the creation of an "ombudsman office" for grievances, one-to-one mentoring by professors and upper classmen and for-day care facilities.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12405
Subject Headings: Prediction of scholastic success, College dropouts--Prevention, Dropout behavior, Prediction of
Format: Document (PDF)

Title: THE EFFECTS OF SELECTED ENVIRONMENTAL FACTORS ON THE PRODUCTIVITY OF STUDENTS IN KINDERGARTEN AS MEASURED BY THE CLYMER BARRETT PRE-READING BATTERY.
Creator: HILL, GEORGE ROBERT., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The Problem. The purpose of this study was to determine whether or not an eye-pleasing, carpeted, well-lighted, thermally controlled physical environment would have a positive impact upon the productivity of kindergarten children at Fairlawn Elementary School during the 1978-79 academic year. Summary. As each kindergarten child entered school at Fairlawn Elementary the child was randomly assigned, while considering race and sex constraints, to one of the two following physical environments:...
Show moreThe Problem. The purpose of this study was to determine whether or not an eye-pleasing, carpeted, well-lighted, thermally controlled physical environment would have a positive impact upon the productivity of kindergarten children at Fairlawn Elementary School during the 1978-79 academic year. Summary. As each kindergarten child entered school at Fairlawn Elementary the child was randomly assigned, while considering race and sex constraints, to one of the two following physical environments: Traditional environment--three classrooms constructed in 1949 in which the physical environment consists of asphalt tile floors, incandescent lighting, no means for control of the thermal environment other than heating, a color scheme consisting of brown and tan, and with an area of 739 square feet per classroom or 30 square feet per child. Non-traditional environment--four classrooms constructed in 1974 in which the physical environment consists of wall-to-wall carpeting, indirect fluorescent lighting, a system through which the thermal environment is controlled and maintained at 72(DEGREES)F (+ or - 2(DEGREES)F) and between 40 per cent and 60 percent relative humidity, a color scheme of blue, green, and yellow, and with an area of 1,225 square feet per classroom or 49 square feet per child. The productivity of the kindergarten students assigned to the two environments was determined by analyzing the pre-test and post test scores on the Clymer Barrett Pre-Reading Battery. The pre-test was administered in September of 1978 and the post test was administered in May of 1979. A review of the literature showed that many factors contributed to the productivity of students. Among the many factors was the physical environment of the classroom. Procedure. The null hypothesis that was tested was stated: H(DEGREES): There is no significant difference between the productivity of students in a traditional classroom environment and those in a non-traditional classroom environment. In testing the hypothesis dealing with productivity of students, an analysis of variance was utilized. An additional analysis was completed to determine if the difference was due to individual teacher difference or due to the physical environmental condition of the classroom. The design used for this experiment was a one-factor hierarchial design analysis of variance. Conclusions. (1) There was a significant difference at the .10 level of confidence between those students in the traditional environment and those students in the non-traditional environment. The obtained difference was not significant, however, at the .05 level of confidence. (2) There was no significant difference at the .10 level of confidence among the individual teachers within the two environments studied in terms of the mean gain per classroom.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11758
Subject Headings: Kindergarten--Environmental aspects, Kindergarten facilities--Environmental aspects--Florida
Format: Document (PDF)

Title: COMPARISON OF PERCEPTIONS OF EDUCATORS AND CITIZENS ON SELECTED CURRENT ISSUES IN PUBLIC EDUCATION.
Creator: HARPER, ROBERT JEROME., Florida Atlantic University, Rothberg, Robert A., MacKenzie, Donald G.
Abstract/Description: This study investigated the perceptions of administrators, citizens, teachers, and teacher educators in three counties in Central Florida on selected current issues in public education. The research also compared the perceptions from the sample groups in three differing counties. Members of each of the groups, administrators, citizens, teachers, and teacher educators were to express their opinion to sixty selected statements on twelve current issues in public education. The groups were asked...
Show moreThis study investigated the perceptions of administrators, citizens, teachers, and teacher educators in three counties in Central Florida on selected current issues in public education. The research also compared the perceptions from the sample groups in three differing counties. Members of each of the groups, administrators, citizens, teachers, and teacher educators were to express their opinion to sixty selected statements on twelve current issues in public education. The groups were asked to rank the issues and grade the public schools in their community. The survey questionnaire was administered to 1,262 participants, selected randomly from the three counties. One hundred and seven administrators, 116 citizens representing lay advisory councils, 1,022 teachers, and 17 teacher educators responded to the survey. The questionnaire contained sixty statements on the following current issues in public education: discipline, administrative leadership in the schools, teacher salaries, paperwork for educators, teacher evaluation, "back to basics" movement, financing public education, class size, schools being the cure-all for societal problems, stress and burnout, staff development and inservice for educators, and interest of parents, students, and teachers in public schools. Using a Likert scale of "strongly agree", "agree", "undecided", "disagree", and "strongly disagree", respondents indicated their perception of the statements about the issues. The chi square test of independence was the statistical method used to determine significant differences in the study population. Conclusions drawn from the survey indicated significant differences of perceptions by administrators, citizens, teachers, and teacher educators on forty-nine of the sixty statements on selected current issues in public education. Significant differences occurred between Orange, Osceola, and Seminole counties on fifteen of the sixty statements on selected current issues in public education. Administrators, citizens, and teachers by level of position (elementary, middle/junior, high school, and district) responded with significant differences on forty-seven of the sixty statements on selected current issues in public education. Differences were indicated in ranking the most important issues by the groups. The groups graded the schools between a B or "good" and C or "average" on the quality of education.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11802
Subject Headings: Education--Aims and objectives
Format: Document (PDF)

Title: COMPETENCIES FOR TEACHING ENGLISH TO MEXICAN AMERICAN ADULTS: AN IDENTIFICATION AND CLASSIFICATION.
Creator: CRIDER, LAURA ARBREE., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: This study began with an investigation of Mexican American adult literacy rates and socioeconomic status in the U. S. A review of the literature revealed the Mexican American ethnic minority, in comparison with other ethnic minorities in the U. S., to have the lowest levels of educational attainment, socioeconomic status, health and nutrition rates, and political participation. Mexican American immigration and U. S. residency rates were shown to be higher than other immigrant groups, but...
Show moreThis study began with an investigation of Mexican American adult literacy rates and socioeconomic status in the U. S. A review of the literature revealed the Mexican American ethnic minority, in comparison with other ethnic minorities in the U. S., to have the lowest levels of educational attainment, socioeconomic status, health and nutrition rates, and political participation. Mexican American immigration and U. S. residency rates were shown to be higher than other immigrant groups, but their U. S. naturalization rates were disproportionately low. Mexican American participation rates in U. S. Adult Education literacy training programs were also lower than other ethnic groups. Based on these findings, the author assumed that there were special competencies for teaching English to Mexican American adults. In an attempt to identify these assumed competencies, the opinions of teachers actively involved in teaching English to Mexican American adults were sought. The Delphi survey technique was the main tool used in gathering data. The study was limited to Florida because of evidence of increasing Mexican American immigration in this state and the author's accessibility to the school system. The implications of the study were that personal concern is an important competency for teaching English to Mexican American adults, there is a lack of awareness of the Mexican influx into the U. S., and there is a need for more emphasis on cultural and linguistic pluralism in American education.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11727
Subject Headings: Mexican Americans--Education, English language--Study and teaching
Format: Document (PDF)

Title: Barriers to participation in adult education as perceived by African-Americans and others.
Creator: Cummings, John Henry, Jr., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: African-American adults have been often studied and categorized, historically, as having low educational achievement. Further, they have not been attending educational offerings available to them to the same extent as other U.S. ethnic groups. This exists despite their needs and not withstanding the fact that such participation stands to greatly increase and enhance their life styles and livelihoods. One reason minority adults (and the many other adults in the general population who do not...
Show moreAfrican-American adults have been often studied and categorized, historically, as having low educational achievement. Further, they have not been attending educational offerings available to them to the same extent as other U.S. ethnic groups. This exists despite their needs and not withstanding the fact that such participation stands to greatly increase and enhance their life styles and livelihoods. One reason minority adults (and the many other adults in the general population who do not participate in educational offerings) do not participate can be traced to their perceptions of barriers to attendance. Thomas G. Darkenwald and others conducted research on this concern through the development and use of an original deterrents-to-participation scale (DPS) that was later refined (DPS-G) to identify six barriers to general adult participation in education. DPS-G, as a scale, has been used successfully by many succeeding individuals and groups in similar studies. This study used Darkenwald and Valentine's ALQ instrument, which employed their DPS-G and added demographic questions, to survey a group of Orange County, Florida African-Americans and others. Data obtained supported and provided further verification of validity and reliability of the Darkenwald and Valentine identified factors and procedure. Six hypothesis are incorporated that address the attitudinal differences between African-American adults and others concerning the Darkenwald and Valentine factors. Results showed that the African-Americans expressed stronger concerns for each of the six factors, namely: (a) lack of confidence, (b) lack of course relevance, (c) time constraints, (d) low personal priority, (e) cost factor, and (f) low personal priority. Further, the study showed that African-Americans responded more cohesively and stronger on each and every factor category than did their fellow non-Black others. Study results can be used in further research about minorities' perception of barriers to participation in adult education. Resulting information can also be used in the planning and delivery of adult education programs that attempt to ameliorate or eliminate such barriers to participation in adult education.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12438
Subject Headings: Adult learning, People with social disabilities--Education, African Americans--Education
Format: Document (PDF)

Title: Family dysfunction and its possible correlation with student behavior in grades four and five.
Creator: Marcano, Anthony John., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to determine if there is a correlation between family dysfunction as perceived by fourth and fifth grade students and behavioral dysfunction in intermediate school students as perceived by fourth and fifth grade students and their teachers. Subjects consisted of regular education students in the fourth and fifth grades. Students referred for psycho-educational evaluation were excluded from this study. Variables investigated were family dysfunction, student...
Show moreThe purpose of this study was to determine if there is a correlation between family dysfunction as perceived by fourth and fifth grade students and behavioral dysfunction in intermediate school students as perceived by fourth and fifth grade students and their teachers. Subjects consisted of regular education students in the fourth and fifth grades. Students referred for psycho-educational evaluation were excluded from this study. Variables investigated were family dysfunction, student behavior, and gender. The study considered the comparative frequency of behavioral dysfunction characteristics among this group and relationships between behavioral dysfunction characteristics. Analysis of data was comprised predominantly of correlation analyses via multiple regression. No significant correlations were found.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12322
Subject Headings: Dysfunctional families, Problem children--Family relationships
Format: Document (PDF)

Title: Factors related to time necessary for degree completion for the 1985-1986 freshman classes at Florida Atlantic University.
Creator: Butler, Cynthia W., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to identify factors that predict the length of time a student takes to complete a bachelor's degree. Multiple regression analysis was used to predict the criterion, number of semesters to graduation, from the 33 predictors derived from a questionnaire. Seventy-four percent of the variance in semesters to graduation (F(33,40) = 3.51, p
Show moreThe purpose of this study was to identify factors that predict the length of time a student takes to complete a bachelor's degree. Multiple regression analysis was used to predict the criterion, number of semesters to graduation, from the 33 predictors derived from a questionnaire. Seventy-four percent of the variance in semesters to graduation (F(33,40) = 3.51, p < .0002) was accounted for by the predictors. A subset analysis revealed that 43% (F(9,94) = 7.95, p < .0001) of the variance in number of semesters to graduate was accounted for by the nine predictors judged to be best. These predictors were previous credits earned, change of major, effects of major change, enrollment status, social interaction with faculty, sense of belonging, perception of the academic experience, perception of performance, and expectation of time to graduate. Cross-validation of this subset of predictors yielded an R^2 of .148. This level of shrinkage was due to the small sample size in relation to the number of predictors.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12370
Subject Headings: Florida Atlantic University--Degrees
Format: Document (PDF)

Title: THE PERCEPTIONS OF STUDENT GOVERNMENT LEADERS AND STUDENT GOVERNMENT ADVISERS TOWARD SELECTED ASPECTS OF STUDENT GOVERNMENT PROGRAMS IN THE COMMUNITY COLLEGE AND UNIVERSITY SYSTEMS IN FLORIDA (ROLES & RESPONSIBILITIES, TRAINING, EDUCATIONAL VALUE, ADVISING, FUNDING).
Creator: COVINGTON, SYLVESTER, Florida Atlantic University, Burrichter, Arthur W., MacKenzie, Donald G.
Abstract/Description: Purpose. The purpose of this study was to compare the perceptions of student government leaders and their advisers concerning selected aspects of student government in Florida's nine state universities and 28 community colleges. This comparison will help to determine the educational value of selected student government activities and the roles and responsibilities of student government leaders. Method. The method of investigation used was a descriptive survey. Data were obtained through the...
Show morePurpose. The purpose of this study was to compare the perceptions of student government leaders and their advisers concerning selected aspects of student government in Florida's nine state universities and 28 community colleges. This comparison will help to determine the educational value of selected student government activities and the roles and responsibilities of student government leaders. Method. The method of investigation used was a descriptive survey. Data were obtained through the use of two questionnaires. Community college student government leaders and their advisers were surveyed at the 1985 Spring FJCSGA Conference held in West Palm Beach, Florida. A total of 67 percent of the student government leaders present at the conference completed and returned their questionnaires. There was an 87 percent return on the faculty adviser's survey. Each of the nine state university student government advisers and student government leaders completed the questionnaires. One hundred percent of the advisers responded and a 58 percent return was received from the student government leaders. Responses were received from a total of 188 student government leaders and 38 faculty advisers. Results. There were statistically significant differences between student government leaders and advisers in universities in the perceptions about the educational value of student government. There were also statistically significant differences in the perceptions of the role of the student government adviser between community college and university students and between community college and university advisers. Recommendations for Further Research. (1) A similar study of private versus public colleges and universities examining roles and responsibilities of student government leaders, and student government funding. (2) This study should be replicated on a national level to ascertain if there are geographical differences in the perceptions of student government leaders and their faculty advisers.
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/11875
Subject Headings: Student government
Format: Document (PDF)

Title: RELATIONSHIP BETWEEN ADULTS PARTICIPATING IN EVENING COURSES AND THEIR OPINION OF THE DAY SCHOOL IN THE SAME BUILDING.
Creator: GOHEEN, ROSS WINFRED., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: Purpose. The purpose of this study was to find out if attending an adult education course at the local high school had an effect on adults' opinion of the day-time operations in the same building. Procedure. A sample of 233 adults rated the local secondary school on a scale of 1 to 7. After they attended various ten-week adult education interest courses, 68 of the pretest sample were retested. The mean opinions of several demographic sub-groups of the pretest sample by age, sex, type of...
Show morePurpose. The purpose of this study was to find out if attending an adult education course at the local high school had an effect on adults' opinion of the day-time operations in the same building. Procedure. A sample of 233 adults rated the local secondary school on a scale of 1 to 7. After they attended various ten-week adult education interest courses, 68 of the pretest sample were retested. The mean opinions of several demographic sub-groups of the pretest sample by age, sex, type of dwelling (a socioeconomic indicator), length of residency, and education were compared. Findings. I. The ex post facto pretest revealed: (1) Night school clients rated the day school higher than non--participants. (p < .01) (2) Parents of high school student rated the school higher than non-parents. (p < .01) (3) Clients who had taken evening courses previously rated the day school higher than new clients. (p < .01) (4) New night school clients initially rated the day school no higher than non-clients. (5) Older adults rated the school higher than adults 28 and under. (p < .001) (6) There was no difference between male and female ratings. (7) Those living in separate homes rated the school higher than those from townhouses and apartments. (p < .05) (8) Those who lived five years or longer in the community rated the school higher than those who arrived more recently. (p < .001) (9) The level of education showed no effect on the rating. II. The test-retest analysis of variance revealed: (1) New clients showed a significant gain in their opinion of the day school at the end of their first night school course. (2) Those who had attended evening courses previously showed no gain in their rating after the course. III. Other findings included: (1) The night school itself was rated high, social advantages and instruction getting the most positive reaction. (2) The high school's programs, facilities and extramural activities received the most praise and discipline the most criticism. (3) Non-parent night school clients who rated the day school lowest on the pretest, rated it highest on the posttest. Recommendations. (1) Since evening school has a positive effect on participants' opinion of the day school, it is in the day school's best interests to promote adult education in the school. Community education should continue to be expanded and developed. (2) Night school is a low-risk opportunity for citizens to get involved with the local high school. Some may continue to get more involved into decision-making organizations like the school board, PTA and advisory councils. Future research could explore ways to get adults more involved to help bridge the widening gap between parents and their children who are in large school operations. (3) The local high school should make a continuous effort to communicate with all community citizens. Non-parents who receive much of their information via the media need more direct interaction with the school so they become aware of the positive things happening there.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11785
Subject Headings: Adult education, Schools--Public relations, Community and school
Format: Document (PDF)

Title: Predicting success in the Pre-International Baccalaureate program.
Creator: Ferrara, Richard John., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to develop a model for predicting student success in the Preliminary International Baccalaureate (Pre-IB) course of study at Atlantic and Suncoast Community High Schools in Palm Beach County, Florida. The objective was to examine the relationship of the five predictor variables, previous year's grade point average (INIGPA), scaled scores from the Reading Comprehension (SSREAD) and Total Mathematics (SSMATH) portions of the Stanford Achievement Test,...
Show moreThe purpose of this study was to develop a model for predicting student success in the Preliminary International Baccalaureate (Pre-IB) course of study at Atlantic and Suncoast Community High Schools in Palm Beach County, Florida. The objective was to examine the relationship of the five predictor variables, previous year's grade point average (INIGPA), scaled scores from the Reading Comprehension (SSREAD) and Total Mathematics (SSMATH) portions of the Stanford Achievement Test, recommendation ratings (RECOM) and the score received on a writing sample (WRITING), with the criterion, which was the student grade point average at the completion of one year in the program (FINALGPA). The study involved 216 students, 135 ninth graders and 81 tenth graders. All data were analyzed separately for each grade level. The multiple regression analyses determined the unique contribution of each independent variable to predicting the criterion. Each grade level sample was divided into subgroups based on race (black and white students) and gender. The results of this study for the ninth grade sample indicated that INIGPA provided the most statistically significant relationship (p <.0001) to FINALGPA. Similar results occurred for the subgroups male, female and white students. Ninth grade black student results indicated a statistically significant relationship of INIGPA (p <.05) with FINALGPA. For the total ninth grade sample, as well as the subgroups white and female students, SSMATH (p <.01) was also a valid predictor. SSMATH was not a valid predictor for ninth grade males or black students. For the tenth grade sample INIGPA was the most valid predictor (p <.0001) of student success. RECOM (p <.05) was also a significant contributor to the variance in the criterion measure. INIGPA (p <.0001) had the greatest statistical significance in its relationship to the criterion for the subgroups male, female and white students. The subgroup, male students, had two other statistically significant predictors, RECOM (p<.01) and SSREAD (p <.05). The tenth grade black student sample was too small to perform multiple regression analyses.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12479
Subject Headings: International baccalaureate, Prediction of scholastic success
Format: Document (PDF)

Title: RECIPROCAL PERCEPTIONS BETWEEN ADMINISTRATIVE PERSONNEL IN SELECTED PUBLIC AND INDEPENDENT SCHOOLS (FLORIDA).
Creator: GARTEN, RICHARD M., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: This dissertation focuses attention on the ways in which public and nonpublic school administrators view socio-educational principles, their own and one another's schools, and the ways in which schools could share rather than compete. After an introduction which finds American and Floridian cultural pluralism and educational dualism to have been transplanted by early colonists, the dissertation describes the method by which the data were gathered: a thirty-four item, open-ended questionnaire...
Show moreThis dissertation focuses attention on the ways in which public and nonpublic school administrators view socio-educational principles, their own and one another's schools, and the ways in which schools could share rather than compete. After an introduction which finds American and Floridian cultural pluralism and educational dualism to have been transplanted by early colonists, the dissertation describes the method by which the data were gathered: a thirty-four item, open-ended questionnaire which was completed by twelve public school and twenty private school administrators and officials largely in two Florida counties--Palm Beach and Broward. The data suggests that while there is general agreement for parental choice in education within both groups and general agreement about the "propriety" of four types of schools (public, independent, church-related, and proprietary), there are misunderstandings, hostilities, tensions, and territorial imperatives at work in day-to-day relationships. The problems of money, certification of teachers and administrators, and defensiveness run through the respondents' views. Areas of school functioning on which the two sectors generally agree include the right of citizens to open new schools, the threat of revenue loss, rejection of the proposed voucher system, public progression based on merit, local accreditation of private schools, and the need to check contract-status prior to engaging a teacher. Other matters are major or minor bones of contention between private and public school leaders: elitism, the problem of brain drain, white flight schools, the place of religion and state-devised curricula, teacher certifications and the right of teachers to move freely from one sector to another, and the transfer of students' records. Because evidence suggests that there is increasing cooperation between public and private school leaders at the national and state levels and no clear progress at the county level, the dissertation concludes with a recommendation that the dominant university in the area extend its interest in the relationship between the sectors and plan bridges to increasing cooperation in the interest of a quest for excellence shared by public and nonpublic schools and their leaders.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11892
Subject Headings: School management and organization--United States, School management and organization--Florida
Format: Document (PDF)

Title: An analysis of the strategic planning process as applied to the school board of Palm Beach County.
Creator: Nessmith, Paula F., Florida Atlantic University, Morris, John D., MacKenzie, Donald G.
Abstract/Description: The most effective planners in both the private and the public sector are those who are best at strategic planning. Although strategic planning is easier to apply to the private sector, it is becoming the dominant paradigm in the public sector as well. Because politics tend to dominate the planning process in the public sector, successful strategic planning is more difficult to accomplish. School districts are spending an increasing amount of time and resources on planning. It is believed...
Show moreThe most effective planners in both the private and the public sector are those who are best at strategic planning. Although strategic planning is easier to apply to the private sector, it is becoming the dominant paradigm in the public sector as well. Because politics tend to dominate the planning process in the public sector, successful strategic planning is more difficult to accomplish. School districts are spending an increasing amount of time and resources on planning. It is believed that planning processes that include demographic representation on strategic planning teams will allow school districts to use visionary and strategic thinking, leading to the achievement of consistent and planned results. The purpose of this study was to determine if a significant relationship exists between selected demographic characteristics of action teams and the acceptance of the action plans by the strategic planning team. A review of the related literature includes the history of strategic planning, comparison of private sector and public sector strategic planning, examination of strategic planning in public education, and an overview of stakeholder participation. The study was done during the action team phase of a strategic planning process undertaken by one of the nation's largest public school districts. Two hundred and sixteen action team members were asked to complete and return a three part evaluation instrument. One hundred and sixty nine surveys were returned, comprising a 78 percent response rate. A multiple regression was used to predict acceptance of plans by the strategic planning team from a model composed of demographic characteristics of action team members. Of the six hypotheses tested there were no significant relationships between selected demographic characteristics of action team members and the measure of acceptance of action plans by the strategic planning team. Public school districts may find this study useful as they prepare to do long-range or strategic planning.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12298
Subject Headings: Educational planning--United States, Strategic planning--United States
Format: Document (PDF)

Title: The impact of homelessness on the academic achievement of children.
Creator: Neill, Phyllis Pacifico., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this research was to consider the possible relationships between the academic achievement of homeless children and their attitudes towards school, their parents' attitudes toward school, their relationships with their peers, their relationships with their parents and their self-esteem. The "subjects" were 42 families living in seven shelters in Dade, Broward and Palm Beach counties. Sixty-nine children and their parents were interviewed. Three questionnaires were used to obtain...
Show moreThe purpose of this research was to consider the possible relationships between the academic achievement of homeless children and their attitudes towards school, their parents' attitudes toward school, their relationships with their peers, their relationships with their parents and their self-esteem. The "subjects" were 42 families living in seven shelters in Dade, Broward and Palm Beach counties. Sixty-nine children and their parents were interviewed. Three questionnaires were used to obtain demographic information and to define the predictor variables. The perceptions of homeless children and their parents, how these perceptions relate to each other and the relationships of these perceptions to school success add to the theoretical knowledge of the academic achievement of homeless children.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12253
Subject Headings: Homeless children--Education--Florida, Academic achievement--Florida, Homeless students--Florida
Format: Document (PDF)

Title: The effects of computer-assisted instruction on achievement in the accounting principles course on the community college level.
Creator: Sparkman, S. Keith, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: Many of the studies dealing with computer-assisted instruction in accounting appear to be descriptive and anecdotal in nature (Bialaszewski, Kocakulah & Bialaszewski, 1986; Cerullo, Topiol & Klein, 1989; Helmi, 1986; Kent & Linnegar, 1988). The purpose of this research was to estimate the effect, if any, that a specific computer-assisted instruction (CAI) program, Hypergraphics, had on student achievement in a basic accounting course at a community college. The results of this study indicate...
Show moreMany of the studies dealing with computer-assisted instruction in accounting appear to be descriptive and anecdotal in nature (Bialaszewski, Kocakulah & Bialaszewski, 1986; Cerullo, Topiol & Klein, 1989; Helmi, 1986; Kent & Linnegar, 1988). The purpose of this research was to estimate the effect, if any, that a specific computer-assisted instruction (CAI) program, Hypergraphics, had on student achievement in a basic accounting course at a community college. The results of this study indicate that CAI is no better, yet no worse than traditional instructional methods. The results of this study also indicate that students' grade point averages (GPAs) may contribute to their degree of success in accounting. Students with medium GPAs and students with high GPAs achieved at significantly (p $<$.05) higher levels in an accounting course, regardless of treatment.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12300
Subject Headings: Accounting--Computer-assisted instruction, Community colleges--Study and teaching
Format: Document (PDF)

Title: A comparison between Florida State University System's female administrators and female faculty in their personal attributes and self-efficacy beliefs.
Creator: Berzok, Rosanna Star, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to determine whether significant differences existed between female administrators and female faculty in public higher education in their perceptions of personal self-efficacy and their personal attributes. This was achieved by examining the relationship between the criterion variable, position held by females in higher education and the predictor variables, which included male and female characteristics, general self-efficacy beliefs, and social self-efficacy...
Show moreThe purpose of this study was to determine whether significant differences existed between female administrators and female faculty in public higher education in their perceptions of personal self-efficacy and their personal attributes. This was achieved by examining the relationship between the criterion variable, position held by females in higher education and the predictor variables, which included male and female characteristics, general self-efficacy beliefs, and social self-efficacy beliefs. A survey package including a demographics section, Personal Attributes Questionnaire (PAQ) and Self-Efficacy Scale for Adults (SES) was mailed to 200 female administrators and 200 female faculty employed by Florida's State University System. A stratified random selection was employed to obtain the 200 female faculty in order to ensure discipline diversity. The 200 female administrators were selected from the most current data available from the 10 universities' 1995-1996 graduate school catalogs and the 1995-1996 Directory of Women in Educational Leadership in Florida, published jointly from the Office of Postsecondary Education in Florida and Florida State University's Hardee Center for Women in Higher Education. Each scale and subscale was analyzed utilizing the analysis of variance (ANOVA) procedure. Three null hypotheses were tested at the.05 confidence level and then adjusted to the.0125 confidence level by employing the Bonferroni procedure. The employment of the Bonferroni statistical procedure eliminates the rejection of discrepant test outcomes due to Type I errors. Results of the ANOVA test applied to the General Self-Efficacy subscale were statistically significant at the .01 confidence level. Outcomes of this study proved to be significant to the growing body of women's research in that it denoted statistically significant results indicating that female administrators had a higher perception of general self-efficacy than female faculty. General self-efficacy is based on the premise that if an individual has a history of successful outcomes, than that individual will expect more successful outcomes than failures. General self-efficacy (identified as an internal barrier) may in fact be what is hindering more women from seeking administrative positions in higher education.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12518
Subject Headings: Self-efficacy
Format: Document (PDF)

Academic achievement (3)	+ -
Prediction of scholastic success (3)	+ -
GED tests (2)	+ -
International baccalaureate (2)	+ -
Academic achievement--Florida (1)	+ -

Academic achievement--Florida--Miami-Dade County (1)	+ -
Accounting--Computer-assisted instruction (1)	+ -
Adult education (1)	+ -
Adult education--Evaluation (1)	+ -
Adult education--Florida--Broward County (1)	+ -
Adult education--Research (1)	+ -
Adult learning (1)	+ -
Affirmative action programs (1)	+ -
African Americans--Education (1)	+ -
Broward Community College (1)	+ -
Broward Community College--Students (1)	+ -
Child care workers--Job satisfaction (1)	+ -
College athletes--Education (1)	+ -
College dropouts--Prevention (1)	+ -
Community and college--Florida--Broward County (1)	+ -
Community and school (1)	+ -
Community colleges--Study and teaching (1)	+ -
Dropout behavior, Prediction of (1)	+ -
Dysfunctional families (1)	+ -
Education, Secondary (1)	+ -
Education--Aims and objectives (1)	+ -
Education--Aims and objectives--Florida (1)	+ -
Education--Florida--Finance (1)	+ -
Educational change (1)	+ -
Educational law and legislation--Florida (1)	+ -

Degrees, Academic--Florida--Case studies (1)	+ -
Degrees, Academic--Florida--Statistics (1)	+ -
Education, Higher--Florida (1)	+ -
Educational accountability--Florida (1)	+ -
Universities and colleges--Florida (1)	+ -

Universities and colleges--Florida--Administration (1)	+ -
Universities and colleges--Florida--Graduation requirements--Case studies (1)	+ -
Women college administrators--Florida (1)	+ -
Women college teachers--Florida (1)	+ -

Florida Atlantic University (30)	+ -
MacKenzie, Donald G. (30)	+ -
Ayaz, Sandra Marie (1)	+ -
Berzok, Rosanna Star (1)	+ -
Burrichter, Arthur W. (1)	+ -

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