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Title: A COMPARISON OF DEVELOPMENTAL STAGES OF DISTRIBUTIVE JUSTICE REASONING BETWEEN LOWER AND MIDDLE CLASS CHILDREN.
Creator: ENRIGHT, WILLIAM F., JR., Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: In this dissertation three studies were implemented to investigate the differences in distributive justice development between lower and middle class children. In Study 1, conducted on all white children in a rural Florida school, twenty-eight middle and twenty-eight lower class children from kindergarten and third grades were given the Distributive Justice Scale (DJS) and the vocabulary section of the Standford-Binet Intelligence Scale. The results of this study showed that regardless of...
Show moreIn this dissertation three studies were implemented to investigate the differences in distributive justice development between lower and middle class children. In Study 1, conducted on all white children in a rural Florida school, twenty-eight middle and twenty-eight lower class children from kindergarten and third grades were given the Distributive Justice Scale (DJS) and the vocabulary section of the Standford-Binet Intelligence Scale. The results of this study showed that regardless of grade level, the lower class lagged behind the middle class in distributive justice development. There were not significant differences found between the social classes in verbal ability. Since Study 1 was the first study to investigate this topic, it was thought necessary to replicate the findings in a different part of the country on a different population. Study 2 was conducted on all black children from an inner-city Midwestern school. Thirty-two middle and thirty-two lower class children from kindergarten and third grade were given the above measures. A new dimension was added to Study 2 in that a sociometric peer-rating scale was given to investigate the interactional pattern between the social classes. The distributive justice and verbal ability results replicated Study 1. The peer ratings showed that the lower class kindergarten children segregate themselves, while third grade children do not. The findings also showed that in both grade levels, the lower class children were chosen significantly more often for negative social characteristics. Study 3 was conducted in the same school as Study 1, the following school year, on different children. Study 3 was concerned with replicating the distributive justice results in a time-sequential research design. This study was also concerned with replicating the sociometric results of Study 2 in a different part of the country on a different population. In Study 3, twenty-eight middle and twenty-eight lower class children from kindergarten and third grade were administered the three previously mentioned instruments. The distributive justice and vocabulary results replicated Studies 1 and 2. The sociometric results showed that middle class and lower class children chose in the same way. Lower class children were consistently chosen for negative social characteristics, while middle class children were chosen for the positive social characteristics. A social reality and social dominance hypothesis are presented and discussed to explain this phenomenon. Implications for future research are presented and discussed.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11755
Subject Headings: Distributive justice--Case studies, Child development
Format: Document (PDF)

Title: DISADVANTAGED STUDENTS' PERCEPTIONS OF THE USEFULNESS OF STUDENT SERVICESAT THE COMMUNITY JUNIOR COLLEGE.
Creator: BLAKE, ROSALYN MOORE, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: The purpose of this study was to determine certain perceptions held by disadvantaged students about the usefulness of selected student services at eight MOTEC-JC related Community junior colleges in America. In order to accomplish this purpose, a survey questionnaire was sent to eight community junior colleges participating in the MOTEC-JC Program (Moving On To Enrollment and Completion of Junior College), a Federally funded institute operated at Florida Atlantic University, Boca Raton,...
Show moreThe purpose of this study was to determine certain perceptions held by disadvantaged students about the usefulness of selected student services at eight MOTEC-JC related Community junior colleges in America. In order to accomplish this purpose, a survey questionnaire was sent to eight community junior colleges participating in the MOTEC-JC Program (Moving On To Enrollment and Completion of Junior College), a Federally funded institute operated at Florida Atlantic University, Boca Raton, Florida. Some of the MOTEC-JC participants were teachers and administrators employed at the following community junior colleges which partieipated in this study: Central Florida Community College, Ocala, Florida; Sanford D. Bishop State Junior College, Mobile, Alabama; Daytona Beach Community College, Daytona Beach, Florida; Cumberland County College, Vineland, New Jersey; Hillsborough Community College, Tampa, Florida; Broward Community College, Fort Lauderdale, Florida; and Jefferson State Junior College, Birmingham, Alabama. A participant from each of these eight community junior colleges identified disadvantaged students enrolled in their respective institutions and administered the survey instrument to these students. One hundred and forty-two questionnaires responded to by disadvantaged students were returned and utilized in percentage, ratio, and statistical analyses. Percentages were obtained to determine disadvantaged students' utilization of selected student services at their respective community junior colleges. Ratios were computed to isolate important relationships among the answers given by disadvantaged students to the questions comprising each of the ten sections of the questionnaire. Moreover, findings were analyzed and tested by x^2 to identify significant differences in the responses made by disadvantaged students when classified as Freshmen and Sophomores. A comparison of the responses of these two groups was made to determine if being freshmen or sophomores at the community junior colleges made a significant difference in whether these students utilized the selected student services. Disadvantaged students were utilizing selected student services at their community junior colleges. Furthermore, being freshmen or sophomores made no significant difference as to whether these students utilized the selected services. Nevertheless, there were those disadvantaged students who never used the selected student services at their community junior colleges. Consequently, future research is needed to obtain information from disadvantaged students not utilizing selected student services at their community junior colleges.
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Date Issued: 1975
PURL: http://purl.flvc.org/fcla/dt/11651
Subject Headings: Community colleges, Counseling in higher education
Format: Document (PDF)

Title: BROWARD COUNTY PRINCIPALS' AND EXCEPTIONAL EDUCATION TEACHERS' PERCEPTIONS OF THE PROBLEMS IN COMPLYING WITH PUBLIC LAW 94-142 (MAINSTREAMING, HANDICAPPED, LEAST RESTRICTIVE ENVIRONMENT; FLORIDA).
Creator: COULTER, CHERYL WOLFORD, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: Problem. The purpose of this study was to assess principals and exceptional education teachers of Broward County, Florida, as to their perceptions of the problems in complying with Public Law 94-142. Also of interest was the comparison of the four sets of perceptions that were investigated. Findings. (1) More statistical disagreement than agreement was found among principals and exceptional education teachers in regard to their self perceptions and perceptions of the other group; (2)...
Show moreProblem. The purpose of this study was to assess principals and exceptional education teachers of Broward County, Florida, as to their perceptions of the problems in complying with Public Law 94-142. Also of interest was the comparison of the four sets of perceptions that were investigated. Findings. (1) More statistical disagreement than agreement was found among principals and exceptional education teachers in regard to their self perceptions and perceptions of the other group; (2) Principals perceived the following items "difficult" for themselves: (a) evaluating students as soon as possible after referral; (b) providing individual evaluations by a multidisciplinary team; (c) conducting IEP meetings at a time convenient to parents; (3) Exceptional education teachers perceived the following items difficult for themselves: (a) evaluating students as soon as possible after referral; (b) conducting IEP meetings at a time convenient to parents; (4) Principals perceived "lack of funds" as being their biggest obstacle in successfully implementing Public Law 94-142; (5) Exceptional education teachers perceived "class size" to be their biggest obstacle in successfully implementing Public Law 94-142
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11836
Format: Document (PDF)

Title: PERCEIVED IDEAL LEADERSHIP BEHAVIOR OF PUBLIC HIGH SCHOOL PRINCIPALS IN FLORIDA (SUPERINTENDENTS, KEY DESIGNATED ADMINISTRATORS, FIVE REPORTING REGIONS).
Creator: BECKER, KENNETH RAYMOND, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: Procedure. The Ideal Leader Behavior Description Questionnaire (ILBDQ) was the instrument used with 516 respondents in this study. The ILBDQ provided an Initiating Structure score and Consideration score for each respondent. Findings. On a statewide basis, among participants, no significant differences in perception were observed at the .05 level of confidence except for high school principals on the Consideration dimension. Also, certain significant differences were observed between some...
Show moreProcedure. The Ideal Leader Behavior Description Questionnaire (ILBDQ) was the instrument used with 516 respondents in this study. The ILBDQ provided an Initiating Structure score and Consideration score for each respondent. Findings. On a statewide basis, among participants, no significant differences in perception were observed at the .05 level of confidence except for high school principals on the Consideration dimension. Also, certain significant differences were observed between some regions and within some regions. Differences were noted by years of academic experience, degree earned, age of respondent, and/or position held. Recommendations. (1) Incorporate variables of administrative level, region, years of experience, degree, and age in the development of principal competencies. (2) Initiate follow-up studies using the same methods to determine the impact of competency training. Include elementary and middle school principals and compare results. (3) Investigate the regions that are most widely divergent and explore the cause(s) of divergence. (4) Initiate a follow-up study of a comparison of the items on the ILBDQ with the Florida principal competencies.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11854
Subject Headings: Leadership
Format: Document (PDF)

Title: THE RELATIONSHIP BETWEEN SINISTRALITY AND RIGHT CEREBRAL HEMISPHERE COGNITIVE FUNCTIONS IN A SELECT SAMPLE OF COLLEGE STUDENTS.
Creator: FALLETTA, BARBARA A., Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: This study was undertaken in an effort to discover whether or not there is a relationship between sinistrality, or lefthandedness, and right cerebral hemisphere cognitive functions, specifically, divergent thinking. Subjects for the study consisted of a random sample of male and female college students taken from both two-year and four-year institutions. The sample included both sinistral and dextral subjects and it was limited to non-art majors who were tested in non-art courses. The null...
Show moreThis study was undertaken in an effort to discover whether or not there is a relationship between sinistrality, or lefthandedness, and right cerebral hemisphere cognitive functions, specifically, divergent thinking. Subjects for the study consisted of a random sample of male and female college students taken from both two-year and four-year institutions. The sample included both sinistral and dextral subjects and it was limited to non-art majors who were tested in non-art courses. The null hypothesis being tested was that no relationship exists between the independent variable, handedness, and the dependent variable, divergent thinking. Using an Analysis of Variance, the null hypothesis was tested. Scores of sinistrals and dextrals were compared which were obtained from tests employing the Minnesota Test of Creative Thinking (Torrance's Picture Construction Task) and the Falletta Test of Divergent Thinking. In all cases, no significant difference was found at a .05 level of confidence. As a result of the findings, several possible conclusions may be considered: (1) There is no relationship between the variables of sinistrality and divergent thinking; (2) The sample size was too small to be a substantial representation of the population; (3) The instruments used were not sensitive enough to measure the degree of divergent thinking of each subject tested; (4) A combination of these three factors may have contributed to the findings. A follow-up study altering one or more of the above mentioned variables may result in a different set of findings.
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/11882
Subject Headings: Left- and right-handedness, Thought and thinking
Format: Document (PDF)

Title: ROLE SATISFACTION OF COMMUNITY SCHOOL COUNCIL MEMBERS.
Creator: BRINDISI, JOHN M., Florida Atlantic University, Kerensky, Vasil M., Smith, Lawrence E.
Abstract/Description: This study examines the roles of community school coordinators and community school advisory council members, the satisfactions they derive from their council participation, and their interactions. This study examines the relationships between the level of satisfaction both derive from their roles and perceptions of their participation in leadership and council operations. The results of this analysis appear to support both hypotheses. The highest canonical variate sets for coordinators are: ...
Show moreThis study examines the roles of community school coordinators and community school advisory council members, the satisfactions they derive from their council participation, and their interactions. This study examines the relationships between the level of satisfaction both derive from their roles and perceptions of their participation in leadership and council operations. The results of this analysis appear to support both hypotheses. The highest canonical variate sets for coordinators are: (1) Achievement, Personal-Interpersonal; (2) Decision-Making, Goal Setting; (3) Responsibility, Work Itself. Those highest for council members are: (1) Achievement, Recognition, Monetary; (2) Leadership, Decision-Making; (3) Personal-Interpersonal; (4) Work Itself, Recognition; (5) Communication, Control; (6) Monetary, Supervision, Achievement; (7) Goal Setting, Leadership. The results, while not dramatically conclusive, imply that the instruments employed are operable in community schools.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11667
Subject Headings: Citizens' advisory committees in education
Format: Document (PDF)

Title: A STUDY TO DETERMINE DETERRENTS TO DEVIANT SCHOOL BEHAVIOR AS PERCEIVED BY MIDDLE SCHOOL STUDENTS.
Creator: BROWN, ROBERT H., Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: The purpose of this study was to identify factors serving as deterrents to deviant school behavior as perceived by students. Emphasis was placed on the identification of factors students perceived as: 1. Having prevented non-deviant students from deviating from the school's code of conduct 2. Deterrents which may have prevented deviant students from violating the school's code of conduct Questions explored and answered in this study were: 1. How do middle school students perceive deterrents...
Show moreThe purpose of this study was to identify factors serving as deterrents to deviant school behavior as perceived by students. Emphasis was placed on the identification of factors students perceived as: 1. Having prevented non-deviant students from deviating from the school's code of conduct 2. Deterrents which may have prevented deviant students from violating the school's code of conduct Questions explored and answered in this study were: 1. How do middle school students perceive deterrents for deviant school behavior? 2. How do parents', teachers', and administrators' efforts affect student school behavior? 3. What can schools do in the area of deterring deviant behavior? 4. What effect, if any, do the fa mil y and/or significant others have on deterring deviant behavior of students? 5. What can students do in the area cf helping themselves and others to practice good behavior? 6. What are some of the causes of deviant school behavior and delinquency? Conclusions: 1. Data from this study revealed that middle school students believe schools can deter deviant behavior by the practical application of good school-home communication, group counseling, good teaching, teacher-student conferences, individual counseling, and extra-curricular activities 2. Deviant school behavior is indicative of many factors: curriculum, teacher performance, administrative performance, horne conditions, emotional disabilities, learning disabilities, in-school management, and extracurricular activities
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11721
Subject Headings: Deviant behavior, School discipline
Format: Document (PDF)

Title: A STUDY OF WITHDRAWALS OF MATHEMATICS STUDENTS AT INDIAN RIVER COMMUNITY COLLEGE.
Creator: DEAL, THOMAS CONNOLLY., Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: The purpose of this study was to determine the relationship between students who withdrew from selected mathematics courses and students who completed selected mathematics courses at Indian River Community College for the academic years 1975-76, 1976-77, and 1977-78. Summary: Two types of withdrawals were considered; formal withdrawal and informal withdrawal. Formal withdrawal was defined to be those students who officially withdrew from a course. Informal withdrawal was defined to be those...
Show moreThe purpose of this study was to determine the relationship between students who withdrew from selected mathematics courses and students who completed selected mathematics courses at Indian River Community College for the academic years 1975-76, 1976-77, and 1977-78. Summary: Two types of withdrawals were considered; formal withdrawal and informal withdrawal. Formal withdrawal was defined to be those students who officially withdrew from a course. Informal withdrawal was defined to be those students who ceased to attend class but had not gone through official channels of withdrawal. In analyzing the problem of withdrawals, prerequisite skills and the socio-economic level of the student were considered. The lack of prerequisite skills was determined by the score the students attained on the Indian River Community College Mathematics Placement Test. The socio-economic level of the student was determined by whether or not the individual was receiving financial assistance through a Basic Economic Opportunity Grant. A review of the literature showed that many factors contributed to the success or failure of students. Among the many factors were necessary prerequisite skills and socio-economic level of students, two areas of concentration in this study. Conclusions: 1. There was a significant difference in prerequisite skills between those students who withdrew and those students who completed selected mathematics courses. 2. There was a significant difference between the proportion of formal withdrawals from College Algebra for those students identified as socio-economically deprived and those students identified as nonsocio-economically deprived. 3. There was a significant difference between the proportion of informal withdrawals from the lower level freshman mathematics courses for students identified as socio-economically deprived and those students identified as nonsocio-economically deprived.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/11719
Subject Headings: Mathematics--Study and teaching--Florida
Format: Document (PDF)

Title: WITH MORE THAN DELIBERATE SPEED: A HISTORICAL STUDY OF SIX MAJOR ISSUES IN SECONDARY EDUCATION IN PALM BEACH COUNTY, FLORIDA 1954 - 1972 FROM A BLACK PERSPECTIVE.
Creator: BRYANT, BRADFORD CARLETON, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: In the decision-making process, the exclusion of participants who are to be guided by the resulting decision is unconstitutional and undemocratic. Black voices in Palm Beach County, Florida were totally excluded from the six major issues--The Phase-Out of all Black Secondary Schools; Re-assignment of Black Administrators and Teachers; Busing; Curriculum: Secondary Migrant Education--that affected their socio-economic welfare. The study of these six major issues in Palm Beach County was...
Show moreIn the decision-making process, the exclusion of participants who are to be guided by the resulting decision is unconstitutional and undemocratic. Black voices in Palm Beach County, Florida were totally excluded from the six major issues--The Phase-Out of all Black Secondary Schools; Re-assignment of Black Administrators and Teachers; Busing; Curriculum: Secondary Migrant Education--that affected their socio-economic welfare. The study of these six major issues in Palm Beach County was compiled using historical methodology based on investigations conducted through interviews, school board minutes and agendas, court cases, and news media records. More than three-hundred Blacks were interviewed but only twenty-seven gave their permission to be quoted directly or to be taped while being interviewed. Several Whites were interviewed and, among these, was Dr. A. D. Thorpe, a former school board member and its chairman at one time. Interviews were open-ended, taped when possible, and in other cases, notes were made immediately after the conclusion of the interview. This study illustrates the hard-line resistance to federal laws and guidelines demonstrated by Palm Beach County's power structure in its effort to retain a separate but- equal system of education. Even though the elected officials were White, many KNIGHTS (Known Negroes In Good Harmonious Taste) were supportive of any action taken so long as they received their dole from whatever gross accumulated. The year 1970 brought a change of color to the county school board with the election of Daniel W. Hendrix, a former all Black Roosevelt Junior College (now phased out) teacher, who currently teaches at the desegregated Palm Beach Junior College. The observable changes in Palm Beach County's Secondary Education System are very few. Positions in the decision-making ranks are so minute that Black voices remain a whisper when shouting for equality under the laws of state and nation. This general attitude and adamant position must change if racial harmony and humanism are to become the ways and means for progress to touch Palm Beach County. The dissident voices of Black protestation must be heard and the relevance of their protest incorporated into the educational fabric of Palm Beach County. Until this is done, continued unrest, racism and distrust will remain the device by which progress must be measured now and in the future.
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Date Issued: 1975
PURL: http://purl.flvc.org/fcla/dt/11650
Format: Document (PDF)

Title: WOMEN'S POWER MOTIVE AND THE IMPACT ON ADMINISTRATION IN TWO LARGE SOUTH FLORIDA SCHOOL DISTRICTS.
Creator: BURDSALL, JEANNE R., Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: There is no question that the percentage of women in administrative positions is disproportionate to the number of women who make education their career. That this number is declining is well documented. External factors blamed for this disparity are many; school board prejudices, community attitudes, and the organization of school systems, are but a few. This study is important because it investigates the intrinisic motivation of women. The question considered is, Are women motivated to seek...
Show moreThere is no question that the percentage of women in administrative positions is disproportionate to the number of women who make education their career. That this number is declining is well documented. External factors blamed for this disparity are many; school board prejudices, community attitudes, and the organization of school systems, are but a few. This study is important because it investigates the intrinisic motivation of women. The question considered is, Are women motivated to seek administrative jobs? The purpose of this study was to investigate the relationship between motivation and employment of women in education. The data was collected by giving David Winter's Power Motive test to both sexes of administrators and teachers. Winter's instrument assesses power motivation from stories subjects make up to describe a series of ambiguous pictures. Stories were scored using Winter's scoring system. It was determined that there was no significant difference in the power motive of men and women, whether they were teachers or administrators. There was, however, a very significant difference between the power motive scores of teachers and administrators, with teachers having a higher power motive score.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11855
Subject Headings: Control (Psychology), Motivation (Psychology)--Testing, Women's studies
Format: Document (PDF)

Title: THE HISTORY OF THE SURVIVAL OF AN ELITIST BLACK HIGH SCHOOL IN SOUTH FLORIDA FROM 1907-1981.
Creator: CEROS-LIVINGSTON, JOSEPH JAMES, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: The purpose of this study was to trace the historical events that influenced the retention of Dillard High school as a functioning four-year comprehensive educational center during the desegregation process in Broward County, Florida. Individuals, organizations and procedures were identified that permitted Dillard to survive as the only original black high school in the county. Nine black community leaders closely identified with Dillard were interviewed and their responses summarized. Much...
Show moreThe purpose of this study was to trace the historical events that influenced the retention of Dillard High school as a functioning four-year comprehensive educational center during the desegregation process in Broward County, Florida. Individuals, organizations and procedures were identified that permitted Dillard to survive as the only original black high school in the county. Nine black community leaders closely identified with Dillard were interviewed and their responses summarized. Much of the black history was of an oral nature since most original documents about Dillard are not now in existence. Desegregation in the 1970s saw the closing of most predominantly black education facilities. The main issue in Broward County was then, and remains today, "where the school bus stops." As a result of this study, it was concluded that: (1) Black citizens of Broward County believed in neighborhood schools in black areas; (2) Busing in Broward County must involve whites and blacks; (3) Dillard was a symbol of black pride; (4) The Dillard alumni, area residents plus important segments of the white community combined efforts to save the school; (5) W. George Allen's lawsuit was a major factor in saving the school; (6) Federal Judge Cabot's decision saved Dillard; (7) Dillard's principal, Mr. Charles B. Morton, provided the leadership to insure racial harmony from 1964 to 1973; (8) A school center that does not actively relate to its community does not grow in excellence and may even cease to exist.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11814
Format: Document (PDF)

Title: DEVELOPMENT OF PROGRAMS FOR THE TRAINING OF COMMUNITY JUNIOR COLLEGE ADMINISTRATORS AND STAFF TO ASSIST THE DISADVANTAGED STUDENT: MOTEC-JC AT FLORIDA ATLANTIC UNIVERSITY.
Creator: COLLIER, LEON ALPHONSO, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: This study is directed at the compilation of materials, ideals, and developments which resulted from the federally funded program entitled, "Moving On to Enrollment and Completion of Junior College" (MOTEC-JC). The purpose of this investigation is to identify specific aspects of raw data obtained through the research and training program of MOTEC-JC and to analyze through descriptive procedures such selected evidence with the intention of providing a complete history of the origin,...
Show moreThis study is directed at the compilation of materials, ideals, and developments which resulted from the federally funded program entitled, "Moving On to Enrollment and Completion of Junior College" (MOTEC-JC). The purpose of this investigation is to identify specific aspects of raw data obtained through the research and training program of MOTEC-JC and to analyze through descriptive procedures such selected evidence with the intention of providing a complete history of the origin, development, and administrative instructional purpose of MOTEC-JC at Florida Atlantic University. The significance of this study lies in the inherent value of the compilation of a single historical journal as the record of a movement which may be used to generate interest and guidance in the future development of programs for low-income and minority students at community junior colleges. Long-range research beyond the limits of the present investigation may finally answer general questions of future program initiation and survival. Of primary concern here is the evident need for the documentation of the materials, ideas, and developments which resulted from the federally funded research-action project designed to recruit, enroll, and educate low-income and minority groups in community colleges. Consequently, the formation of a plan proposing a number of follow-up studies should serve as a model for measuring the impact of MOTEC-JC's activities on community junior colleges projected for a twenty-five year period. The present study projects a five year model which should be revised and amplified at succeeding intervals. The twenty-five year projection is necessary because by that time MOTEC-JC participants will either have made their major contribution or completed their professional careers. Such long-range evaluation has been noticeably lacking in American education. This dissertation is a first step toward implementing this logical and needed approach to action research.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11647
Format: Document (PDF)

Title: SELECTED COMMUNITY INSTITUTIONS' EFFECT ON LITERACY OF BLACK YOUTH MEMBERS.
Creator: FAYSON, GEORGE LEWIS, SR., Florida Atlantic University, Kerensky, Vasil M., Smith, Lawrence E.
Abstract/Description: Purpose. The purpose of this study was to determine the positive contributions of community social agencies and institutions outside the home and school on the literacy and academic success of black youth members. Recent assessment at the State's level indicates that 37 percent of the state's 11th graders failed Part II of the Florida State Student Assessment Test (formerly termed the Functional Literacy Test) during the Fall of 1977. Evaluation of the Fall, 1978, testing revealed that 26...
Show morePurpose. The purpose of this study was to determine the positive contributions of community social agencies and institutions outside the home and school on the literacy and academic success of black youth members. Recent assessment at the State's level indicates that 37 percent of the state's 11th graders failed Part II of the Florida State Student Assessment Test (formerly termed the Functional Literacy Test) during the Fall of 1977. Evaluation of the Fall, 1978, testing revealed that 26 percent of the State's 11th graders failed to show mastery of skills necessary to be considered functionally literate. A closer exploration of these statistics revealed that a particular segment of the 11th graders--specifically, black youth--performed in a reverse order: 78 percent of black 11th graders failed in the Fall of 1977, and 61 percent failed again during the Fall of 1978. This data indicated that black students at the 11th grade level failed twice as often as their white counterparts. The Fall of 1979 testing showed some gain on the part of all 11th graders, however, black 11th graders continue to fail at a disproportionate rate. The sample in this study was drawn from the four high schools situated in the north and central-mainland areas of Brevard County, Florida. The sample includes only those black students who had attempted the State Student Assessment Program during their residency in Brevard County, Florida. There currently is no well-defined methodology relating to the informal learning of children. This study attempted to develop a model which scaled a child's participation in activities which may foster informal learning. Scaled participating was based of membership, office held, committee chaired, and the number of hours per week of involvement in community-based activities. The data compiled and analyzed for the subject population yielded a correlation between community institutional participation and demonstrated literacy on the State Student Assessment Test. The scores were tabulated for each respondent. The data were transmitted to IBM computer cards and submitted for statistical analyses through the use of the Florida Atlantic University's Computer Center. The Statistical Package for the Social Sciences was used to compute Pearson's product-moment Correlation, in addition the Fisher t-test was used to verify the level of significance in deciding to reject or accept the research hypothesis at the .05 level of confidence. Conclusions and Recommendation. In testing the hypothesis, there were no significant differences at the .05 level of significance in students who participated in community institutions' activities and those students having little or no participation in community institutions' sponsored activities. Based on the statistical analysis of the responses, the previously stated hypothesis should be rejected. However, a very interesting phenomenon appears when females who participated in headstart programs are compared with females who had not participated in the headstart programs. The female students with headstart exposure experienced a higher degree of success in passing the SSAT. There was not a significant difference in the achievement of black male students with headstart exposure as compared with the black male students without headstart exposure. It is concluded from the results of these analyses that a variety of variables, outside of the home and school, do play a role in the general literacy of our youth. If educational systems are to become more effective, all segments of the community must be provided ways to become involved in the creation of proper learning environments. It is recommended that a replication of this study be made utilizing a large urban district. It is also recommended that replication of this study be made using the white counterpart to this study.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11772
Subject Headings: African American children--Education--Florida, Community and school
Format: Document (PDF)

Title: SPECIAL EDUCATION COMPETENCIES OF BUILDING LEVEL ADMINISTRATORS IN A SCHOOL-BASED MANAGED PUBLIC SCHOOL SYSTEM.
Creator: EHREN, BARBARA J., Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: This study was undertaken because of the increased role of the building level administrator in the administration of special education programs at the school level. The essential purposes of the study were to assess the special education competencies of regular elementary, middle, and high school principals or designees, in a school-based managed public school system in Florida, and to locate sources of knowledge/training contributing to the attainment of competencies. As a basis for the...
Show moreThis study was undertaken because of the increased role of the building level administrator in the administration of special education programs at the school level. The essential purposes of the study were to assess the special education competencies of regular elementary, middle, and high school principals or designees, in a school-based managed public school system in Florida, and to locate sources of knowledge/training contributing to the attainment of competencies. As a basis for the study, eight competencies previously delineated by Nevin in Vermont in 1977 were utilized. A portion of the present study sought to validate the eight competencies as essential for implementation of special education programs in Florida. A predominantly closed form type questionnaire was used to obtain the following data for each of the eight competencies: (1) determination of essential vs. non-essential, (2) level of possession of the competency (level 0 = no competency, level 1 = level of awareness, level 2 = level of understanding, level 3 = level of mastery or application), and (3) sources of knowledge/training in the past contributing to competencies possessed and desirable sources of knowledge/training for further training on competencies not yet mastered. Sources included university coursework, in-service by the district, special conferences, on the job experience, and reading professional literature. Major findings were that most respondents: (1) considered all eight competencies to be essential, (2) have not mastered all eight competencies but possessed each to a degree of understanding, and (3) obtained knowledge/training most often from on the job experience and wished to receive further training by in-service provided by the district. Competencies not mastered tended to be those requiring specific knowledge in special education involving due process, student records, federal and state mandates, programming policies, and staff functions/qualifications. Several implications relative to competency status, pre-service and in-service training, and future research with building level administrators are discussed.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11778
Subject Headings: Special education--Florida--Administration
Format: Document (PDF)

Title: SELECTIVE DISSEMINATION OF INFORMATION (SDI); HISTORY AND APPLICATION, TRENDS, AND ISSUES, 1958-1978: AN OVERVIEW FOR THE EDUCATIONAL ADMINISTRATOR.
Creator: DICKINSON, DAVID EARL., Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: One of the key aspects of any administrative program is the forwarding of appropriate information to personnel who must use that information in the context of their work. The historical study provides the educational administrator with an instrument which will assist him in considering an information management concept, the selective dissemination of information (SDI). So that the educational administrator may judge whether SDI is suitable for his own unique purposes, an overview is given of...
Show moreOne of the key aspects of any administrative program is the forwarding of appropriate information to personnel who must use that information in the context of their work. The historical study provides the educational administrator with an instrument which will assist him in considering an information management concept, the selective dissemination of information (SDI). So that the educational administrator may judge whether SDI is suitable for his own unique purposes, an overview is given of SDI's various components, its development, its application in a myriad of diversified fields, its trends, and its issues. Since SDI's formalization, certain trends have emerged in its use. These trends have included its expansion into diverse fields, its coping with a proliferation of machine readable data bases, an increase in subscriberships to SDI systems, an increase on the use of group profiles by researchers, the use of SDI in information networks, and the use of microforms in SDI systems. There have been issues raised in the use of SDI, issues which the educational administrator should be familiar with in determining the applicability of SDI to his unique situation. The issues explored relate to cost evaluation, quality evaluation, user evaluation, data base problems, and limitations due to copyright law.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11736
Subject Headings: School management and organization, Selective dissemination of information
Format: Document (PDF)

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