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Title: Cognitive styles and concept mapping dimensions of hypermedia computer users.
Creator: Kessler, Rohn., Florida Atlantic University, Morris, John D., Hunt, John J.
Abstract/Description: Computers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept...
Show moreComputers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept map scores has not been reported previously in the literature. Results in this study concerning the reliability of concept map scoring procedures indicated that the continued improvement of inter-rater reliability is desirable if concept mapping is to actualize its potential as a practical, useful, and unique learning tool. Results suggest that concept mapping appears capable of assessing: (a) baseline knowledge, (b) meaningful learning, (c) the construction of new knowledge, and (d) knowledge change. Its usefulness in these areas and as an alternative or addition to standardized assessment is contingent, however, upon demonstrations of validity and reliability. Suggestions for further concept map research included: (a) replicating the present study with other measures of cognitive style across a wide variety of interactive hypermedia software applications, (b) doing longitudinal studies of concept mapping, (c) improving the reliablity of concept map scoring and evaluation, (d) looking at other aspects of cognition and information processing related to concept mapping, (e) using computer-based concept mapping tools, and (f) using concept maps as templates for the organization and integration of hypermedia elements.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12404
Subject Headings: Hypertext systems, Interactive multimedia, Concept learning, Computer-assisted instruction, Curriculum planning, Human-computer interaction
Format: Document (PDF)

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

Title: Attitude changes in year-round education as a result of a community information program.
Creator: Comerford, Linnie Sue, Florida Atlantic University, Weppner, Daniel B., Morris, John D.
Abstract/Description: This research study investigated the relationship between the public's knowledge about and attitudes toward year-round education. The variables investigated included the participants' gender, race, age, number of school-age children, marital status, family income, educational level attained, and sources of information about year-round education. The subjects of this study were 418 adults of Southeastern Florida. Palm Beach County is one of the fastest growing school districts in the country...
Show moreThis research study investigated the relationship between the public's knowledge about and attitudes toward year-round education. The variables investigated included the participants' gender, race, age, number of school-age children, marital status, family income, educational level attained, and sources of information about year-round education. The subjects of this study were 418 adults of Southeastern Florida. Palm Beach County is one of the fastest growing school districts in the country with the addition of approximately 5,000 students each year. There is a need to restructure the educational system with year-round education as one of the possibilities. This study examines the effect of year-round education information on community attitudes. The findings showed that demographic variables appeared to have no significant relationship to attitudes toward year-round education and that the treatment had an ineffective influence on participants' attitudes.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12421
Format: Document (PDF)

Title: Effect of graphic organizers on ninth-grade students' achievement in social studies.
Creator: Herbst, Paula Schweitzer., Florida Atlantic University, Gray, Mary B., Morris, John D.
Abstract/Description: This study investigated the effect of using graphic organizers on ninth grade students' achievement in social studies. Participants were 427 ninth grade students; 316 were regularly tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 35% to 85%. One hundred and eleven students were honors and gifted tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 86% to 90% for honors tracked students and 91% to 99% for gifted tracked students. The...
Show moreThis study investigated the effect of using graphic organizers on ninth grade students' achievement in social studies. Participants were 427 ninth grade students; 316 were regularly tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 35% to 85%. One hundred and eleven students were honors and gifted tracked with Stanford Achievement Subtest Reading Comprehension percentiles of 86% to 90% for honors tracked students and 91% to 99% for gifted tracked students. The regular tracked students formed the sample for experiment one which used a 2 x 6 ANOVA to determine relationships between six graphic organizers and/or elaborations and their effect upon student achievement in social studies, grade nine. The honors and gifted tracked students formed the sample for experiment 2 which used a 2 x 2 x 2 ANOVA to determine relationships between two graphic organizers and/or elaborations and their effect upon student achievement in social studies, grade nine. For both experiments a mixed design was used, with strategy as a between-subjects factor and time as a within subjects factor. In addition, academic track (gifted or honors) was a between-subjets factor in experiment 2. Posttest 1 was an immediate recall test. Posttest 2 was a delayed recall test, which was given three weeks after posttest 1. The results indicated that the graphic organizers and/or elaborations SQ3R (experiment 1) and the Structured Conceptual Knowledge Development, with graphic organizers strategy and elaborations (experiment 1 and experiment 2) were the two most effective learning activities used by students (p $<$.0005). The best strategy for retention of information in the social studies ninth grade content area was the Structured Conceptual Knowledge Development, with graphic organizers strategy and elaborations. It was concluded that specific graphic organizers positively affected achievement of ninth grade social studies students. This study also found that the Conventional Method of Teaching: introducing vocabulary, reading chapter questions, reading the chapter and answering the questions in word or sentence form was the least effective way of improving the achievement of ninth grade social studies students.
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Date Issued: 1995, 1995
PURL: http://purl.flvc.org/fcla/dt/12419
Subject Headings: Social sciences--Graphic methods, Social sciences--Study and teaching (Secondary)
Format: Document (PDF)

Title: Educational philosophies and teaching styles of University of Florida Cooperative Extension agents.
Creator: Williams, Brenda Cunningham., Florida Atlantic University, Kussrow, Paul G., Morris, John D.
Abstract/Description: This study investigated the philosophies of adult education and teaching styles as self-assessed by the Florida Cooperative Extension county-based agents. The Philosophy of Adult Education Inventory(c) (PAEI) was used to identify philosophic orientations and the Principles of Adult Learning Scale (PALS) was used to measure teaching style preference as either teacher-centered or learner-centered. Responses to the census survey were received from 217 agents in the six program areas: agriculture...
Show moreThis study investigated the philosophies of adult education and teaching styles as self-assessed by the Florida Cooperative Extension county-based agents. The Philosophy of Adult Education Inventory(c) (PAEI) was used to identify philosophic orientations and the Principles of Adult Learning Scale (PALS) was used to measure teaching style preference as either teacher-centered or learner-centered. Responses to the census survey were received from 217 agents in the six program areas: agriculture (101), family and consumer sciences (56), 4-H and youth development (50), natural resources (6), sea grant (2), and energy (2). The response rate was 69.11 percent. Program area, with its six discrete categories, was the independent variable while the scores from the PAEI(c) and the PALS instruments were the dependent variables. One-way analyses of variance were preformed to determine differences among the program area groups in their adherence to philosophies on the PAEI (c) and scores obtained on the PALS. Analyses revealed that the progressive philosophy was preferred by all groups and that there were significant (p < .05) differences between the program areas and their adherence to the five philosophies. The family and consumer sciences program area had a significantly higher mean score for both the behavioral and progressive philosophies than did 4-H and youth development area. The program area of 4-H had a significantly higher mean than did agriculture for the humanistic philosophy. The total mean scores on the PALS by program area were: agriculture (135.4604); family and consumer sciences (139.3304); 4-H and youth development (136.7100); and the combined areas of natural resources, sea grant, and energy (144.2000). One significant difference was found between the higher mean score of the family and consumer sciences group and that of the agriculture group on factor 3 (relating to experience). Correlations were calculated for the PAEI(c) and PALS cumulative scores plus the factor scores across the three program areas of agriculture, family and consumer sciences, and 4-H and youth development. Though there were individual, significant correlations found between philosophies and scores on the PALS factors, they could not meet the criteria necessary for significance when the per cell alpha level was estimated in order not to exceed the total alpha level of .05 when dealing with multiple hypotheses.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12609
Subject Headings: Florida Cooperative Extension Service, Agricultural extension workers--Florida--Attitudes, Adult education
Format: Document (PDF)

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

Title: Effectiveness of mnemonic strategies for acquiring and retaining place location associations.
Creator: Meshbane, Alice., Florida Atlantic University, Morris, John D.
Abstract/Description: This study compared the effectiveness of a mnemonic and a non-mnemonic study strategy for immediate and delayed recall of place location associations. Subjects were 43 college student volunteers, predominantly female education majors, ranging in age from 21 to 44 years. Treatment consisted of a self-paced study period of up to 35 minutes, during which subjects in the mnemonic group studied hints linking place names to their map location, while subjects in the non-mnemonic group used their own...
Show moreThis study compared the effectiveness of a mnemonic and a non-mnemonic study strategy for immediate and delayed recall of place location associations. Subjects were 43 college student volunteers, predominantly female education majors, ranging in age from 21 to 44 years. Treatment consisted of a self-paced study period of up to 35 minutes, during which subjects in the mnemonic group studied hints linking place names to their map location, while subjects in the non-mnemonic group used their own best method to study. Place location tests administered immediately after the study period (acquisition) and one week later (retention) were compared between-groups using an analysis of variance (ANOVA) with a Type I error probability of.05. The mnemonic group retained significantly (F(41,1) = 13.63, p $<$.002) more place locations than the non-mnemonic group. It was concluded that mnemonic strategies can facilitate the long-term retention of place location associations for college students.
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Date Issued: 1989
PURL: http://purl.flvc.org/fcla/dt/14556
Subject Headings: Mnemonics
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.
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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: On-site technology coordinators and their impact on the achievement of technology standards in Broward County, Florida, public schools.
Creator: Montes, Steven J., Florida Atlantic University, Maslin-Ostrowski, Patricia, Morris, John D.
Abstract/Description: Studying the relationship between the achievement of technology standards and the availability of on-site support will help educational leaders prepare and modify individual and district-wide technology plans in the years ahead. There are many factors influencing success rates in attaining these standards, including the availability of hardware and software, the adequacy of the equipment, and the amount of training provided to teachers. The relationships between the predictor variable, on...
Show moreStudying the relationship between the achievement of technology standards and the availability of on-site support will help educational leaders prepare and modify individual and district-wide technology plans in the years ahead. There are many factors influencing success rates in attaining these standards, including the availability of hardware and software, the adequacy of the equipment, and the amount of training provided to teachers. The relationships between the predictor variable, on-site support and the dependent variables, hardware, software, training, integration, and networking were investigated using correlation analysis in the 190 public schools of Broward County, Florida. The relationships between the additional predictor variables of socioeconomic status and school level and the dependent variables were also examined. An alpha level of.01 was used for all statistical tests. Correlations were found to be significant (p<.01) between on-site support (N=190) and the dependent variables, hardware (r=.338), software (r=.563), training (r=.451), integration (r=.432), and networking (r=.315). Correlations between socioeconomic status (n=174) and school level (N=190) and the dependent variables were found not to be significant (p<.01). The study confirmed that increased levels of technological support helped public schools in Broward County realize greater success in achieving specific technology standards. Educational leaders should consider these findings significant when staffing schools and centers. Further, the socioeconomic status of a school did not influence the achievement of technology standards in the sample. This indicated that schools in this study had access to hardware, software, training, and other resources at a level equal to each other. Broward County policymakers seemed to have succeeded with their efforts to ensure that all schools had access to the funds and other resources needed to meet the locally established standards of technology.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12565
Subject Headings: Computer technical support, Educational technology, Public schools--Florida--Broward County
Format: Document (PDF)

Title: Predictive discriminant analysis versus logistic regression for two-group classification problems in educational settings.
Creator: Meshbane, Alice., Florida Atlantic University, Morris, John D.
Abstract/Description: The cross-validated classification accuracy of predictive discriminant analysis (PDA) and logistic regression (LR) models was compared for the two-group classification problem. Thirty-four real data sets varying in number of cases, number of predictor variables, degree of group separation, relative group size, and equality of group covariance matrices were employed for the comparison. PDA models were built based on assumptions of multivariate normality and equal covariance matrices, and cases...
Show moreThe cross-validated classification accuracy of predictive discriminant analysis (PDA) and logistic regression (LR) models was compared for the two-group classification problem. Thirty-four real data sets varying in number of cases, number of predictor variables, degree of group separation, relative group size, and equality of group covariance matrices were employed for the comparison. PDA models were built based on assumptions of multivariate normality and equal covariance matrices, and cases were classified using Tatsuoka's (1988, p. 351) minimum chi square rule. LR models were built using the International Mathematical and Statistical Library (IMSL) subroutine Categorical Generalized Linear Model (CTGLM), available with the 32-bit Microsoft Fortran v4.0 Powerstation. CTGLM uses a nonlinear approximation technique (Newton-Raphson) to determine maximum likelihood estimates of model parameters. The group with the higher log-likelihood probability was used as the LR prediction. Cross-validated hit-rate accuracy of PDA and LR models was estimated using the leave-one-out procedure. McNemar's (1947) statistic for correlated proportions was used in the statistical comparisons of PDA and LR hit rate estimates for separate-group and total-sample proportions (z = 2.58, a =.01). Total-sample and separate-group cross-validated classification accuracy obtained by PDA was not significantly different from that obtained by LR in any of the 31 data sets for which maximum likelihood estimates of LR model parameters could be calculated. This was true regardless of assumptions made about population sizes (i.e., equal or unequal). Neither theoretical nor data-based considerations were helpful in predicting these results. Although it does not appear from these data to make a difference which classification model is used, use of the method described in this study for comparing PDA and LR models will enable researchers to select the optimal classification model for a specific data set, regardless of data conditions.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12461
Subject Headings: Discriminant analysis, Regression analysis, Logistic distribution, Education, Higher--Research
Format: Document (PDF)

Title: Predictors of college student ratings of faculty.
Creator: Kelly, Martha., Florida Atlantic University, Burrichter, Arthur W., Morris, John D.
Abstract/Description: The purpose of this study was to investigate the relationship of student, course and administrative characteristics to student evaluations of college faculty. The student predictor variables were desire to take the course, whether the course was a prerequisite, required and/or in the student's major and expected grade. The course predictor variables were student status, workload, and academic field. Anonymity, faculty presence and purpose of the evaluation were the administrative predictor...
Show moreThe purpose of this study was to investigate the relationship of student, course and administrative characteristics to student evaluations of college faculty. The student predictor variables were desire to take the course, whether the course was a prerequisite, required and/or in the student's major and expected grade. The course predictor variables were student status, workload, and academic field. Anonymity, faculty presence and purpose of the evaluation were the administrative predictor variables. The study involved 433 graduate and undergraduate students and their evaluations of college faculty. Multiple regression analysis demonstrated that there was a significant relationship among all the predictor variables and the criterion variable of faculty rating (R^2 =.253, F(16,381) = 8.06, p <.001). The scores that were significantly (p <.01) related with faculty rating were academic field or school (r =.384), anonymity (r =.133), desire to take the course (r =.326) and expected grade (r =.164). The implications for staff development are discussed. Also suggested is the development of a residual model for faculty evaluation. The administrative implications for using this model are discussed. Recommendations for future sampling techniques are listed.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12283
Subject Headings: Universities and colleges--Faculty--Rating of
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.
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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: Selected Student Characteristics and Science Achievement in a Mid-Sized Secondary School.
Creator: McDonald, Jack, Morris, John D., Weppner, Daniel B., Florida Atlantic University
Abstract/Description: For 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a...
Show moreFor 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a finding that is at odds with much of the current literature, as is also the finding that females outperform males in science achievement. These anomalies, along with the implications of differences in science achievement based on sex and race, are discussed.
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Date Issued: 1991
PURL: http://purl.flvc.org/fau/fd/FA00000677
Subject Headings: Science--Study and teaching (Secondary), Academic achievement--Evaluation, High school students--United States, Motivation in education
Format: Document (PDF)

Title: Resiliency enhancement: A comparison of after-school child care programs for selected elementary school students.
Creator: Martin, James F., Florida Atlantic University, Morris, John D.
Abstract/Description: The purpose of this study was to determine whether at-risk elementary school students enrolled in an after-school program offering resiliency training would be positively affected both academically and behaviorally. Survey results and literature reviews indicate that the issue of at-risk, neglected, or abused students is the number one issue facing society and has moved it to the forefront of educational prominence. Although there is a substantial amount of literature on the subject, most is...
Show moreThe purpose of this study was to determine whether at-risk elementary school students enrolled in an after-school program offering resiliency training would be positively affected both academically and behaviorally. Survey results and literature reviews indicate that the issue of at-risk, neglected, or abused students is the number one issue facing society and has moved it to the forefront of educational prominence. Although there is a substantial amount of literature on the subject, most is not research based and is focused only on the pathology or risk factors with which children have to cope, rather than on controlled, evaluative studies that could assess success or failure of specific strategies or programs. The researcher evaluated students from two Florida elementary schools identified by the Florida Department of Education as "critically low performing schools." The students in the population were identified as critically low academic achievers and/or those demonstrating aggressive behaviors. The key characteristics of students targeted were academic performance and behavior in school. The schools identified in the study, in addition to having low academic achievement and a high level of behavior problems, also had demographic issues that contributed to the needs of the school population. The researcher targeted appropriate activities and behaviors necessary to evaluate the programs within each of the schools selected. Although results of the statistical treatment failed to reveal significant differences among the hypotheses tested, resiliency enhancement is still a viable means by which academic or behavioral gains can be made with students. The researcher suggests that additional evaluative activities be incorporated into future studies. It is recommended that further analysis to determine the specifies of problems facing individual schools be more qualitative. It is also suggested that increasing the sample size to increase the power of the analysis will rule out the inconclusiveness of the analysis. Previous research indicates that although students may make academic or behavioral gains, they may still be far from the absolute levels of performance that are recognized as being significant. This research has also established that the imperative for growth and development exists and develops naturally in the presence of certain environmental attributes. Other conclusions and recommendations for further study were offered.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12636
Subject Headings: School-age child care, Resilience (Personality trait) in children, Children with social disabilities--Education
Format: Document (PDF)

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

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

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

Title: Exploring alternative screening models for identifying intern administrators.
Creator: Whiting, Susan Lynn Trinka, Florida Atlantic University, Weppner, Daniel B., Morris, John D.
Abstract/Description: Predictive discriminant analysis model testing was used to test alternative screening models for selecting administrative interns for the School Board of Broward County, Florida. The current screening process includes 43 scores based on job dimensions that are gathered from performance ratings and evaluations of written behavioral examples. The job dimensions include the 19 Florida Principal Competencies. The 273 subjects (171 females and 102 males) included all applicants for the...
Show morePredictive discriminant analysis model testing was used to test alternative screening models for selecting administrative interns for the School Board of Broward County, Florida. The current screening process includes 43 scores based on job dimensions that are gathered from performance ratings and evaluations of written behavioral examples. The job dimensions include the 19 Florida Principal Competencies. The 273 subjects (171 females and 102 males) included all applicants for the administrative intern program at the elementary (121), middle (81) and high (71) school levels. Minorities comprised 36.6% of the sample. Clusters of scores were examined to determine which, if any, could be eliminated without significantly reducing the classification accuracy of the model for elementary, middle and high school intern administrator candidates. McNemar's test statistic was used to compare the difference in classification accuracy between the full and various reduced models for both calibration and leave-one-out cross-validation accuracy estimates as recommended by Morris and Huberty (1991). Model performance relative to proportional and maximum chance expectations also was examined. Analyses revealed that at some school levels as many as three of the five score clusters could be eliminated without significantly (p <.05) reducing classification accuracy. These analyses, as well as parallel analyses of reduction possibilities of other selection strategies, could save significant resources devoted to collecting statistically redundant, therefore unnecessary, information. Estimates of resulting cost reductions are included.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12287
Subject Headings: School administrators--Selection and appointment--Florida--Broward County, School administrators--Selection and appointment, School administrators--In-service training--Florida--Broward County
Format: Document (PDF)

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

Advanced placement programs (Education) (2)	+ -
Computer-assisted instruction (2)	+ -
Dropout behavior, Prediction of (2)	+ -
Academic achievement (1)	+ -
Academic achievement--Evaluation (1)	+ -

Achievement in education--Measurement. (1)	+ -
Adult education (1)	+ -
Agility (1)	+ -
Agricultural extension workers--Florida--Attitudes (1)	+ -
Children with social disabilities--Education (1)	+ -
College students -- Florida -- Housing (1)	+ -
Community colleges--Florida--Entrance examinations (1)	+ -
Competency-based educational tests (1)	+ -
Comprehension (1)	+ -
Computer technical support (1)	+ -
Computer-assisted instruction--Evaluation (1)	+ -
Concept learning (1)	+ -
Curriculum change (1)	+ -
Curriculum planning (1)	+ -
Discriminant analysis (1)	+ -
Education, Adult and Continuing (1)	+ -
Education, Community College (1)	+ -
Education, Educational Psychology (1)	+ -
Education, Elementary--Florida (1)	+ -
Education, Elementary--United States (1)	+ -
Education, Higher--Research (1)	+ -
Education, Mathematics (1)	+ -
Education--Data processing (1)	+ -
Education--Demographic aspects (1)	+ -
Educational leadership (1)	+ -

Computer science--Study and teaching (Secondary)--Florida--Palm Beach County (1)	+ -
Educational vouchers--United States (1)	+ -
Private schools--United States (1)	+ -
Public schools--Florida--Palm Beach County (1)	+ -
Public schools--United States (1)	+ -

School choice--United States (1)	+ -
School music--Instruction and study--Standards--United States (1)	+ -
School year--Florida--Palm Beach County (1)	+ -
Year-round schools--Florida--Palm Beach County--Public opinion (1)	+ -

Florida Atlantic University (27)	+ -
Morris, John D. (27)	+ -
Gray, Mary B. (8)	+ -
Weppner, Daniel B. (5)	+ -
College of Education (4)	+ -

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