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- Title
- An historical analysis of related services litigation for handicapped students.
- Creator
- Holmes, Joyce B., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
Historically, the rights of handicapped children evolved slowly until the enactment of the Education for All Handicapped Children Act of 1975. It was this Act that guaranteed handicapped students access to a "free appropriate public education." Since the implementation of this legislation, its ambiguous language has caused controversy to arise over what constitutes an appropriate education. One of the more problematic areas has been that of "related services," where the courts have been left...
Show moreHistorically, the rights of handicapped children evolved slowly until the enactment of the Education for All Handicapped Children Act of 1975. It was this Act that guaranteed handicapped students access to a "free appropriate public education." Since the implementation of this legislation, its ambiguous language has caused controversy to arise over what constitutes an appropriate education. One of the more problematic areas has been that of "related services," where the courts have been left to interpret the parameters of these services. The purpose of this study was to provide updated knowledge in related services litigation so professionals may develop procedures and make appropriate decisions regarding the individual needs of handicapped children. The study was limited to specific areas of related services including: medical, school health services, physical and occupational therapy, and transportation of the physically impaired. An analysis of related service provisions for handicapped children in the State of Florida was examined with data presented on the present status of school health services for these students within the state. Research questions included in this study dealt with the parameters of related services. A selected review of related service decisions at both the court and state administrative level was analyzed in the areas the study addressed. These decisions are shown in the summary tables with the name of the case and point of law presented. Suggested guidelines are provided for those persons who make decisions on behalf of handicapped students. These recommendations are not to be considered legal opinions, but only to provide guidance in the complex area of related services.
Show less - Date Issued
- 1987
- PURL
- http://purl.flvc.org/fcla/dt/11913
- Subject Headings
- Children with disabilities--Services for--Florida
- Format
- Document (PDF)
- Title
- A COMPARISON OF PUBLIC EDUCATION ROLL-CALL VOTES IN THE 1977 FLORIDA HOUSE OF REPRESENTATIVES.
- Creator
- KARLISS, STACEY MORSE., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
It was the purpose of this study to determine whether support for public education differed among members of the 1977 Florida House of Representatives. Fourteen education roll-call votes were identified as measures of support for public education. Roll-calls were classified into five legislation dimensions based on common subject content. Dimension and number of votes in each were: aggregate (14), tax (3), appropriations (3), compensatory education (2), and collective bargaining (4). Scores...
Show moreIt was the purpose of this study to determine whether support for public education differed among members of the 1977 Florida House of Representatives. Fourteen education roll-call votes were identified as measures of support for public education. Roll-calls were classified into five legislation dimensions based on common subject content. Dimension and number of votes in each were: aggregate (14), tax (3), appropriations (3), compensatory education (2), and collective bargaining (4). Scores were calculated for each Representative on each dimension. Scores were sums of positive votes within a dimension. Subjects for this study were the members of Florida's 1977 House of Representatives. Representatives were categorically grouped by school attendance classification, party affiliation, and school attendance classification with party affiliation. School attendance classifications were: "public," having one or more children attending public school(s) exclusively; "non-public," having one or more children attending non-public school(s); and "non-attending," having no children attending school. Categoric group scores were computed. Data were analyzed by one way analyses of variance. The .05 level of significance was employed. Upon analysis of results, the following conclusions and implications were formulated. (1) Representatives' support for public education was shaped by an interplay of political self-interests with personal self-interests. (2) Having children attending school mediated political party affects on legislators' roll-call votes. (3) School attendance classification with party affiliation had mixed results in differentiating support for public education. (4) By itself, party affiliation differentiated Representatives' support for public education. (5) By itself, school attendance classification did not differentiate Representatives' support for public education.
Show less - Date Issued
- 1980
- PURL
- http://purl.flvc.org/fcla/dt/11751
- Subject Headings
- Education--Political aspects, Public schools--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.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12421
- Format
- Document (PDF)
- Title
- Attitudes of faculty members at Florida's community colleges regarding tenure/continuing contract.
- Creator
- Johnson, Katherine McDonald., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
Tenure has long been a debated issue. Does tenure protect academic freedom or does it protect the incompetent? Declining enrollments, increasing tuition, plus curriculum changes have caused the issue of tenure to be scrutinized. The purpose of this study was to survey the attitudes of faculty members at Florida's community colleges regarding tenure/continuing contract related to age, gender, rank, years of employment and tenure/continuing contract status. A review of related literature...
Show moreTenure has long been a debated issue. Does tenure protect academic freedom or does it protect the incompetent? Declining enrollments, increasing tuition, plus curriculum changes have caused the issue of tenure to be scrutinized. The purpose of this study was to survey the attitudes of faculty members at Florida's community colleges regarding tenure/continuing contract related to age, gender, rank, years of employment and tenure/continuing contract status. A review of related literature includes an introduction to the tenure issue and history of tenure. Relative research and the pros and cons of tenure are also presented. Finally, the status of tenure in Florida is summarized. Eight hundred and seventy-nine faculty members composing a stratified random sample from 21 of Florida's 28 community colleges were asked to complete and return a Likert scaled survey. Six hundred and seventy surveys were returned, comprising a 76 percent response rate. Survey results were analyzed using five separate one-way analyses of variance, for the measuring of attitude as related to age, gender, rank, years of employment, and tenure/continuing contract status. Of the five hypotheses tested there were significant differences in attitude regarding tenure as related to rank and tenure/continuing contract status. Results of this survey were then compared to a 1971 survey on tenure published by the Commission on Academic Tenure. Upon this comparison, it was found that in this community college survey as well as the survey conducted in 1971, faculty displayed significant differences in attitudes regarding themselves and their institutions depending on their tenure/continuing contract status. This community college survey compared to the 1971 survey produced findings indicating that a greater sense of freedom to express ideas was related to faculty rank. Community college faculty and administrators may find this study useful as they evaluate academic freedom in the classroom versus job security.
Show less - Date Issued
- 1991
- PURL
- http://purl.flvc.org/fcla/dt/12268
- Subject Headings
- Community college teachers--Florida--Attitudes, College teachers--Tenure
- Format
- Document (PDF)
- Title
- THE EFFECTIVENESS OF A SYNERGISTIC MODEL IN TEACHING FIFTH GRADERS HOW TO DO RESEARCH.
- Creator
- DENNARD, KHA PHRANCES., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
The primary purpose of this study was to determine the effectiveness of a synergistic research model in teaching fifth graders how to do research. The secondary purpose was to determine if achievement means of the treatment group in an open research and development school were comparable to achievement means of the treatment group in a traditional school. Four fifth grade teachers in the research and development school, two teachers in the traditional school, and their 167 fifth grade...
Show moreThe primary purpose of this study was to determine the effectiveness of a synergistic research model in teaching fifth graders how to do research. The secondary purpose was to determine if achievement means of the treatment group in an open research and development school were comparable to achievement means of the treatment group in a traditional school. Four fifth grade teachers in the research and development school, two teachers in the traditional school, and their 167 fifth grade students comprised three experimental and three control groups. The researcher conducted two three hour workshops on two consecutive days in the classrooms of the three experimental groups. Specific, behaviorally defined skills of the synergistic research process were demonstrated by the researcher as they were practiced and developed by the teachers and students. One experimental and one control group in the research and development school were pretested on "A Test of Knowledge, Comprehension and Application of Selected Research Competencies," constructed by the researcher. Experimental teachers used the synergistic model in teaching their students how to do research during the last nine week period of the school year. Experimental and control groups were posttested using a different form of the instrument. The Solomon Four Group and Posttest Only Control Group Designs were used to generate 2 x 2 factorial analyses of variance utilizing the SPSS MANOVA Program. It was found that treatment groups in both the traditional and research and development schools achieved significantly higher posttest scores than the control groups. It was further concluded that the achievement means of the treatment group in the traditional school were comparable to the achievement means of the treatment group in the research and development school.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11841
- Subject Headings
- Report writing, School reports, Academic achievement, Learning, Psychology of
- Format
- Document (PDF)
- Title
- A COMPARATIVE STUDY OF RATINGS OF MUSIC AND VOCAL COMPETENCIES FOR HIGH SCHOOL CHORAL STUDENTS (CURRICULUM, CHORAL MUSIC, SUPERVISION).
- Creator
- BLOSCH, CHARLES STANLEY, Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
Statement of the Problem. This study was designed in response to a documented decline in music skills for the purpose of identifying, rating and analyzing proposed competencies to be possessed by a high school student following four years choral membership. Procedures. Randomly selected current or former choral instructors, high school choral students, and post-high school choir members rated a set of eight general and 68 associated sub-competencies according to their perceived importance for...
Show moreStatement of the Problem. This study was designed in response to a documented decline in music skills for the purpose of identifying, rating and analyzing proposed competencies to be possessed by a high school student following four years choral membership. Procedures. Randomly selected current or former choral instructors, high school choral students, and post-high school choir members rated a set of eight general and 68 associated sub-competencies according to their perceived importance for high school choral students. A forced-rank order rating system yielded rank order values for each general and sub-competency. Results. Answers were sought for the following questions: (1) Did the data obtained from the rating procedure concerning the general competencies lend themselves to a statistical rank order of relative importance? Results: Median values for the general and sub-competencies were extracted from the one-way frequency distribution. Arranging these values in order from smallest to largest achieved an average rank ordering of the data. (2) Do the groups differ when all general competencies are considered simultaneously? Results: Multivariate analysis of the rank order of competencies indicated differences, not attributed to chance occurred among the groups. (3) On which individual competencies do the groups differ? Results: Univariate F-tests revealed differences, not attributed to chance, existed among the groups on four of the general competencies. When the result was subjected to the Scheffe post-hoc, follow-up test, two of the four competencies were rejected as not containing differences from influences other than chance. (4) How do the groups differ on the individual general competencies? Results: Analysis of the remaining two general competencies revealed five sub-competencies for one and ten sub-competencies for the second contained significantly different ratings. Recommendations for Further Study. Pursuit of the investigation initiated through this study should seek answers to these questions to solidify and validate the findings of this study. (1) Would a replication of this study employing analogous or non-analogous populations of raters yield identical results? (2) How would the study results have been influenced by: a different membership for the Panel of Experts; a difference in independent variables; a simultaneous use of multiple variables; and, a different set of statistical tests?
Show less - Date Issued
- 1985
- PURL
- http://purl.flvc.org/fcla/dt/11863
- Subject Headings
- Music--Instruction and study
- Format
- Document (PDF)
- Title
- A NEEDS ANALYSIS FOR A DOCTORAL PROGRAM IN EDUCATION FOR NON-SCHOOL EDUCATORS AND TRAINERS IN THE ELEVEN COUNTY EAST CENTRAL FLORIDA REGION.
- Creator
- GWISE, THOMAS EDWARD., Florida Atlantic University, Weppner, Daniel B., Sciortino, Philip T.
- Abstract/Description
-
This study was conducted to analyze the perceived need for a doctoral program in education for non-school educators and trainers in the eleven county East Central Florida region. A two-part survey instrument was used to collect data related to the strength of the need and to the competencies required by the survey respondents. Sixty competencies were derived from the literature. Respondents were asked to rate each competency item as essential, important, supplemental or non-essential to both...
Show moreThis study was conducted to analyze the perceived need for a doctoral program in education for non-school educators and trainers in the eleven county East Central Florida region. A two-part survey instrument was used to collect data related to the strength of the need and to the competencies required by the survey respondents. Sixty competencies were derived from the literature. Respondents were asked to rate each competency item as essential, important, supplemental or non-essential to both their present positions and to their future goals. Instruments were mailed to 314 non-school educators and trainers in the eleven county East Central Florida region. One hundred and thirty-nine responses were received for a response rate of 44 percent. The data indicate that a strong need exists for such a program, particularly for those non-school educators and trainers who are in or who aspire to positions in leadership, management, and administration. The four major components of the need are people skills, communication skills, technological skills, and professional skills. Further, the need identified in East Central Florida is congruous with the needs of non-school educators and trainers nationwide. Sixteen core competency areas were identified: (1) effective working relations, (2) organizational decision making, (3) strategic planning, (4) instructional program planning, (5) general management, (6) internal resource management, (7) supervision, (8) report preparation, (9) specification writing, (10) interpersonal relations, (11) public speaking, (12) written communication, (13) team building, (14) organizational interfacing, (15) learning goals and objectives, and (16) evaluation. A data based, competency centered program design for a doctoral program in education for non-school educators and trainers was formulated. The design mandates achievement of functional competency at the terminal degree level in each of four academic clusters: Professional, Research, Technological, and Education and Training.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11852
- Subject Headings
- Educators--Education (Higher)
- Format
- Document (PDF)
- Title
- PREVALENCE, SOURCES, AND SYMPTOMS OF TEACHER STRESS AMONG PUBLIC SCHOOL TEACHERS IN FLORIDA.
- Creator
- BUCKLEW, NANCY DEZZUTTI, Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
Purpose. The purpose of this study was to determine the prevalence, sources, and symptoms of teacher stress among public school teachers in Florida. Procedure. Stress was defined as a response syndrome of negative affects resulting from aspects of the teacher's job and mediated by the perception that the demands constitute a threat to self-esteem and by coping mechanisms activated to reduce the perceived threat. The instrument used in collecting the data for this study was a mail...
Show morePurpose. The purpose of this study was to determine the prevalence, sources, and symptoms of teacher stress among public school teachers in Florida. Procedure. Stress was defined as a response syndrome of negative affects resulting from aspects of the teacher's job and mediated by the perception that the demands constitute a threat to self-esteem and by coping mechanisms activated to reduce the perceived threat. The instrument used in collecting the data for this study was a mail questionnaire, with a scale ranging from zero to four, for assessing the intensity of each item. The questionnaire consisted of biographical and school environmental characteristics, fifty possible sources of teacher stress, a general stress question, and sixteen possible symptoms of teacher stress. As a pilot study, the questionnaire was administered to a group of public school teachers in Palm Beach County for the purpose of examining each item for clarity. Items found to be ambiguous were revised or deleted. The 325 sample population was randomly selected from the Florida Teaching Profession/National Education Association membership. The mail questionnaire had a 78 percent response for a total of 248 respondents. The data were transformed to computer cards and submitted for statistical analysis through the Florida Atlantic University Computer Center, Boca Raton, Florida. Means, rank-order, T-tests, analysis of variance, and factor analysis were applied to the data for the purpose of determining the level of significance in deciding to reject or accept the research hypotheses at the .05 level. Conclusions and Recommendations. It is concluded from the results of the analysis that teacher stress is prevalent in Florida. Forty-one percent of the respondents reported being a teacher was either very stressful or extremely stressful. Self-reported teacher stress appeared to be similarly distributed for the biographical and school environmental characteristics. Pupil misbehavior accounted for the largest percentage of sources of stress with high means. The priority source of stress as perceived by the teachers was inadequate teaching salaries. Teachers, regardless of biographical or environmental characteristics, appear to share common perceptions concerning the sources and symptoms of teacher stress. Recommendations for reducing and/or dealing with stress are presented with suggestions ranging from inservice programs, a teacher social support system to administrative consistency and teacher bargaining unit concerns.
Show less - Date Issued
- 1981
- PURL
- http://purl.flvc.org/fcla/dt/11776
- Subject Headings
- Job stress
- Format
- Document (PDF)
- Title
- Predicting success in four different programs at a technical university.
- Creator
- Devi, Nirmal., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
The primary purpose of this research study was to predict student success in four programs at a technical university. The predictors of success: Scholastic Aptitude Test Verbal (SATV) and mathematics (SATM) scores, high school rank (HR), number of mathematics courses taken in high school (NMC), mathematics grade point average (MGPA), and age were examined to find the relationship with grade point average at the time of graduation (GPA) for each of four degree programs. Data was comprised of...
Show moreThe primary purpose of this research study was to predict student success in four programs at a technical university. The predictors of success: Scholastic Aptitude Test Verbal (SATV) and mathematics (SATM) scores, high school rank (HR), number of mathematics courses taken in high school (NMC), mathematics grade point average (MGPA), and age were examined to find the relationship with grade point average at the time of graduation (GPA) for each of four degree programs. Data was comprised of 254 freshman of Embry-Riddle Aeronautical University at Daytona Beach in the fall 1982. Of these 254 freshmen, 51 were from the Aeronautical Engineering program, 163 were from the Aeronautical Science program, 25 were from the Computer Science program, and 15 were from the Aviation Management program. Pearson product moment correlation coefficients between GPA and each of the six predictors were computed. For the entire sample, SATM (r =.47, p <.001), MGPA (r =.45, p <.001), HR (r =.46, p <.001), and SATV (r =.26, p <.001) were significant predictors of GPA. HR (r = 0.55, p <.001) SATM (r =.48, p <.001), and MGPA (r =.43, p <.01) were found to be significant predictors of GPA for the Aeronautical Engineering program. MGPA (r =.53, p <.001) was the best predictor of GPA for the Aeronautical Science program. SATM (r =.51, p <.001), HR (r =.47, p <.001), and SATV (r =.34, p <.001) were significant predictors of GPA for the Aeronautical Science program. Age and NMC were not significant predictors of GPA in any program. The results of multiple regression analysis indicated that the correlation coefficient was significant for the entire sample (F(6,178) = 14.14, p <.01), the Aeronautical Engineering program (F(6,33) = 4.24, p <$.01), and the Aeronautical Science program (F(6,109) = 14.34, p <.01). A student's GPA at the 95% level of confidence could be estimated within one letter grade for the Aeronautical Engineering and Aeronautical Science programs. It was recommended that the high school rank be included as an admission criterion in addition to SAT scores. This study could be extended to compare the success rates of students in different programs.
Show less - Date Issued
- 1988
- PURL
- http://purl.flvc.org/fcla/dt/11925
- Subject Headings
- College students--United States, Academic achievement
- 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.
Show less - 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
- A STUDY OF PARENT FACTORS INFLUENCING THE SELECTION OF A BILINGUAL EDUCATION PROTOTYPE.
- Creator
- KALAN, NANCY TERREL., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
This study was designed to determine which prototype of bilingual education parents would most favor and which prototype parents would least favor. Subjects were randomly selected from a population of English language dominant parents and Hispanic non-English dominant parents taken from eighteen schools which had a bilingual center as well as a regular program and eighteen schools which were similar but did not have a bilingual center. Ninety parents were chosen at random from grade levels...
Show moreThis study was designed to determine which prototype of bilingual education parents would most favor and which prototype parents would least favor. Subjects were randomly selected from a population of English language dominant parents and Hispanic non-English dominant parents taken from eighteen schools which had a bilingual center as well as a regular program and eighteen schools which were similar but did not have a bilingual center. Ninety parents were chosen at random from grade levels three, six and nine in twenty-four sample elementary, middle and high schools. The parents were divided into three groups: (1) those who were Spanish dominant and who had children in bilingual centers, (2) those who were English dominant and who had children who attended schools with a bilingual center and who did not participate in the bilingual program, and (3) those who were English dominant and whose children attended schools which did not have a bilingual center. The assessment instrument was a questionnaire which asked parents to rank order five bilingual prototypes with one being the most favored program and five being the least favored program. Statistical treatment of the data included an examination of frequency percentages and chi-square analyses. Analysis of data revealed that group membership had no relationship to the three levels of parents' choices of the most favored program, yet there was a significant difference revealed in the chi-square analysis of the least favored program at the .05 alpha level. The variable which proved to be significant was language dominance. Although there was no statistical significance, the study showed that 49 percent of the combined English speaking parent groups would agree to have their children involved in a Bilingual/Second Language program. The research also indicated that although English dominant parents disagreed on the type of program which should be offered to limited English proficient students, 89 percent agreed that some program should be available in the public school system.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11824
- Subject Headings
- Education, Bilingual, Bilingualism
- Format
- Document (PDF)
- Title
- A STUDY OF THE STATUS OF SCHOOL-BASED MANAGEMENT IN TEN SELECTED FLORIDA DISTRICTS.
- Creator
- GRIMES, PATRICIA HOLIAN., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
This study was undertaken to determine the status of school-based management in ten Florida school districts that received School Management Improvement Grants. A literature search was conducted to determine those characteristics indicative of school-based management, fifteen hypotheses were formulated, and two questionnaires were developed. One questionnaire was a guide for interviews, and the second was sent to school-based administrators, teachers, and advisory committee members in the...
Show moreThis study was undertaken to determine the status of school-based management in ten Florida school districts that received School Management Improvement Grants. A literature search was conducted to determine those characteristics indicative of school-based management, fifteen hypotheses were formulated, and two questionnaires were developed. One questionnaire was a guide for interviews, and the second was sent to school-based administrators, teachers, and advisory committee members in the districts studied. A total of 400 persons participated. Analyses of the data received indicated significant differences in the degree to which the characteristics' presence were observed when responses were grouped according to the respondents' districts. This was noted in all areas except the principal's flexibility to transfer funds. When responses were grouped according to the positions of the respondents, significant differences were observed in all areas except support services, determination of staff needs, establishment of school advisory committees, and their participation in making periodic reports. Differences in perceptions were noted in the areas of support services, staff needs, staff recommendations, staff development, school advisory committees, and the staff's ability to requisition materials. The research led to these recommendations: (1) The lack of research available concerning tangible results from implementation of school-based management indicates a need for studies in this area. (2) Education should be provided for all groups involved to improve their understanding of the concept. (3) Education, in preparation for the delegation and assumption of responsibility, should be provided. (4) The district staff should be more sensitive to the support services required by the schools. (5) More authority should be given to the principal in determining his staff needs and selecting his staff, with in-service training as needed. (6) Principals, with their staffs, should be given assistance in determining their staff development needs. (7) The establishment of advisory committees at each school should be mandated by the State Legislature. (8) Education should be provided to help members understand their roles and meet their responsibilities. (9) Present budgeting procedures should be reexamined and more research undertaken. If changes are indicated, an educational program to prepare those involved should be initiated. (10) Further research, using a control group, should be conducted.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11808
- Subject Headings
- School management and organization--Florida, Student government--Florida
- Format
- Document (PDF)
- Title
- An investigation of the attitudes of selected persons toward public schools' responsibility for school-age child care.
- Creator
- Klein, Gail Irwin., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
The purpose of this investigation was to compare the attitudes of district superintendents, school board chairpersons and elementary principals toward Florida public schools' responsibility for school-age child care. A survey was sent to 534 subjects and a total of 455 surveys were returned. Each participant indicated certain demographic information and, in addition, responded to the six attitude items. The demographic data were analyzed by each opinion item on the survey. Utilizing cross...
Show moreThe purpose of this investigation was to compare the attitudes of district superintendents, school board chairpersons and elementary principals toward Florida public schools' responsibility for school-age child care. A survey was sent to 534 subjects and a total of 455 surveys were returned. Each participant indicated certain demographic information and, in addition, responded to the six attitude items. The demographic data were analyzed by each opinion item on the survey. Utilizing cross-tabulation procedures, chi-square statistics were reported. Cooper's test for item polarity was also utilized. In order to determine the strength of the association between the independent demographic variables and the dependent opinion variables, an analysis of variance was done. In addition, the Scheffe procedure was used. The findings of the study indicated that a majority of the respondents (65.1%) do not agree that school-age child care should be a responsibility of the public schools. However, if school-age child care is located in the public schools, a majority of the respondents (58.5%) agree with it being administered by public school personnel and a similar percentage disagree with the program being administered by community agencies. A large percentage (84.6%) agree that school-age child care should be primarily financed through fees paid by parents and 93.3% disagree with funding from school board budget. There is no significant difference in attitudes toward the issue among the three responding groups. In addition, there is no significant relationship between the number of K-12 students in the school district and the attitudes of corresponding respondents nor between the socio-economic level of the school's population and the attitudes. There is a significant relationship between the attitudes of the respondents and the following variables: geographic location of the school district; present status of the district involvement with school-age child care; and the principals' experience with school-age child care.
Show less - Date Issued
- 1988
- PURL
- http://purl.flvc.org/fcla/dt/11914
- Subject Headings
- Public schools, School-age child care
- Format
- Document (PDF)
- Title
- The international, national, state, and local influences on the establishment of exceptional student education in Dade County Public Schools.
- Creator
- West, Shirley Merlin., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
In Dade County Public Schools a program for exceptional students actually began in 1940 with four classes for the physically handicapped. Through legislation, policy issues, research, organizations, and parent groups, many people worked toward that goal long before 1940. Assistance for the handicapped in Europe can be traced back to the late 1700s; such support lent impetus for our culture to also assist the deviant. The first efforts toward providing an education for the handicapped were...
Show moreIn Dade County Public Schools a program for exceptional students actually began in 1940 with four classes for the physically handicapped. Through legislation, policy issues, research, organizations, and parent groups, many people worked toward that goal long before 1940. Assistance for the handicapped in Europe can be traced back to the late 1700s; such support lent impetus for our culture to also assist the deviant. The first efforts toward providing an education for the handicapped were directed toward students with visible conditions, primarily the physically impaired, the deaf, and the blind. Then the movement to help the mentally retarded was initiated. Special education progressed through: segregation in institutions; limited integration with special classes housed in regular school facilities; and integration, or mainstreaming, in classes with regular students. Legislation at the federal and state levels assisted the ESE movement, as had policy changes at the local level. The mandate of P.L. 94-142, the Education for All Handicapped Children Act, signed into law in 1975, brought about dramatic changes in ESE. The purpose of this historial analysis was to depict the influences that resulted in the establishment of special education in Dade County Public Schools and the improvement of ESE programs in what is now the fourth largest school district in the United States.
Show less - Date Issued
- 1988
- PURL
- http://purl.flvc.org/fcla/dt/11919
- Subject Headings
- Special education--Florida--Miami-Dade County
- Format
- Document (PDF)
- Title
- The effects of the Enright Arithmetic Program on the emotional deficits associated with learned helplessness.
- Creator
- Johnson, Henry Eugene, III., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
The purpose of this study was to investigate whether a particular mathematics program, which has been proven effective in changing student proficiency in mathematics, will also alter student emotional reactions to failure. The program selected for this study is unique in that through a series of diagnostic tests and remedial lessons, the student and teacher can accurately pinpoint the student's processing errors in mathematics. The sample consisted of 126 eighth grade mathematics students...
Show moreThe purpose of this study was to investigate whether a particular mathematics program, which has been proven effective in changing student proficiency in mathematics, will also alter student emotional reactions to failure. The program selected for this study is unique in that through a series of diagnostic tests and remedial lessons, the student and teacher can accurately pinpoint the student's processing errors in mathematics. The sample consisted of 126 eighth grade mathematics students from a public middle school. There were five independent variables: sex, race (black vs. white), attributional style (internal vs. external), proficiency level in mathematics (high vs. low), and grouping for instruction (Enright Program vs. control). The dependent variables consisted of test scores collected before the mathematics program and immediately after completion of the program on the affective factors of anxiety, hostility, and depression. The results showed a significant difference in student emotional reactions to failure after being exposed to the Enright Arithmetic Program as compared to students in the control group. The students in the Enright group had significantly less negative affective reactions to failure in relation to all three of the dependent variables after working with the Enright Arithmetic Program than did the students who were not afforded the opportunity to work with the program. This study thus demonstrated that the Enright Arithmetic Program not only improves student proficiency levels in mathematics, but also alters students' emotional reactions to a stressful failure situation in the classroom in a positive way.
Show less - Date Issued
- 1988
- PURL
- http://purl.flvc.org/fcla/dt/11930
- Subject Headings
- Enright Arithmetic Program--Psychological aspects, Education, Elementary, Education
- Format
- Document (PDF)
- Title
- A MODEL FOR SCHOOL BASED MANAGEMENT AS PERCEIVED BY FLORIDA SCHOOL PRINCIPALS.
- Creator
- CROWELL, LEONARD., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
This study proposes a school based management model for Florida schools based on the role of the principal as principals perceive that role. The reviewed literature indicated little information was available concerning principals'· views on school based management, yet the role ascribed to them seems to make their opinions vital, The crucial nature of the principal's role seemed to justify designing a school based management model centered on his role as decision- maker. The literature...
Show moreThis study proposes a school based management model for Florida schools based on the role of the principal as principals perceive that role. The reviewed literature indicated little information was available concerning principals'· views on school based management, yet the role ascribed to them seems to make their opinions vital, The crucial nature of the principal's role seemed to justify designing a school based management model centered on his role as decision- maker. The literature established prominent characteristics of school based management, and defined the principal's role, The principal's management role is three-fold. He is manager of finance, instruction, and personnel. Under school based management his role is characterized by more responsibility for decisions and greater latitude in planning. School based management entails colleague-type decision- making, The principal is examined for this characteristic as he relates to faculty, parents, students, and district personnel. The results of this survey are recommended to the Department of Education and the Legislature f or consideration during the formative stage of the school based management program. The results of this survey indicate a need to reexamine plans for participation of parents in school decision-making . It is recommended that the Department of Education and the Legislature do this. The results of this survey indicate a need to reexamine the value of the school advisory committee as a vehicle for parental input into school management. This reexamination is recommended.
Show less - Date Issued
- 1979
- PURL
- http://purl.flvc.org/fcla/dt/11735
- Subject Headings
- School principals--Florida, School management and organization--Florida--Mathematical models
- 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
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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.
Show less - 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
- IDENTIFICATION AND EVALUATION OF COMPETENCIES OF HEALTH PROFESSIONALS IN THE HOSPITAL EMERGENCY MANAGEMENT OF THE RADIATION ACCIDENT VICTIM.
- Creator
- BERGER, MARY ELLEN, Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
A preliminary list of ten competency and forty-six sub-competency statements derived from literature and consultation with experts and based on the general areas of clinical performance defined by the National Board of Medical Examiners were the concern of Phase I of this study. Forty-eight experts in nuclear medicine, radiology, radiotherapy, health physics, medical physics, radiation biology, public and occupational health, surgery, and emergency medicine and nursing considered this...
Show moreA preliminary list of ten competency and forty-six sub-competency statements derived from literature and consultation with experts and based on the general areas of clinical performance defined by the National Board of Medical Examiners were the concern of Phase I of this study. Forty-eight experts in nuclear medicine, radiology, radiotherapy, health physics, medical physics, radiation biology, public and occupational health, surgery, and emergency medicine and nursing considered this preliminary list of competencies and sub-competencies to determine which were essential for health professionals who may be caring for radiation accident victims in hospital emergency departments. These experts responded to a questionnaire on which they rated each competency and sub-competency as Essential, Supplemental, or Non-essential for emergency care of the radiation accident victim. A scoring system was utilized that facilitated consideration of each consultant's rating. Eight competencies and thirty-three sub-competencies were rated as Essential competencies. Competencies dealing with establishing priorities in patient care and initiating treatment, assessment, contamination control, and decontamination were highly rated. They were followed closely by competencies in referral, psychological care and legal, ethical and public health responsibilities. Competencies in health physics vocabulary and background knowledge of radiation biology were given lower ratings and were placed on a list of Supplemental competencies. In the second part of this study, the Essential competencies were utilized in the development of an original evaluation instrument designed to identify deficiencies and continuing education needs during radiation accident drills or exercises. Evaluation criteria based on the Essential competencies were divided into three time frames: the preparatory period, the treatment period, and the post-emergency period. Criteria adaptations were used to evaluate competence during the treatment period in order to facilitate a more objective evaluation. The instrument was designed for use in sixteen possible patient care situations in which the radiation accident victims have varying medical and radiological conditions. Development of the evaluation instrument was described.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11797
- Subject Headings
- Emergency medical services, Hospitals--Emergency services
- Format
- Document (PDF)
- Title
- LEVELS OF SATISFACTION AMONG PRINCIPALS IN SELECTED FLORIDA SCHOOL DISTRICTS (JOB DESCRIPTIVE INDEX).
- Creator
- CALLARMAN, MARY HELEN, Florida Atlantic University, Rothberg, Robert A., Weppner, Daniel B.
- Abstract/Description
-
This study examined job satisfaction as it affected principals of large and small high schools and middle/junior high schools on the dimensions of work, pay, promotion, supervision, and co-workers. More specifically, 125 principals in selected school districts of Central Florida were asked to complete the Job Descriptive Index (JDI) to determine if there is a difference in the levels of satisfaction among and between the levels of principalship and size of school. The statistically...
Show moreThis study examined job satisfaction as it affected principals of large and small high schools and middle/junior high schools on the dimensions of work, pay, promotion, supervision, and co-workers. More specifically, 125 principals in selected school districts of Central Florida were asked to complete the Job Descriptive Index (JDI) to determine if there is a difference in the levels of satisfaction among and between the levels of principalship and size of school. The statistically significant conclusions drawn from the data were: (1) Principals of large schools were more satisfied than principals of small schools on the dimension of promotion. (2) Principals of large middle/junior high schools were more satisfied on the dimensions of promotion, supervision, and co-workers than principals of small middle/junior high schools. (3) Principals of large middle/junior high schools were more satisfied on the supervision dimension than those of large high schools. (4) Principals of small high schools were more satisfied than principals of small middle/junior high schools on the promotion and co-worker dimensions. Perhaps the most important conclusion drawn from this research is that principals at all levels in large and small schools alike are more satisfied with those dimensions of the job over which they have some control and that pertain to interpersonal relations--co-workers, supervision, and the work itself--and are least satisfied with those dimensions over which they have little or no control--pay and promotion.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11851
- Subject Headings
- Job satisfaction--Testing
- Format
- Document (PDF)
- Title
- A ten year study of predictors of student success on the Advanced Placement Computer Science examination.
- Creator
- Cornnell, Walter A., Florida Atlantic University, Morris, John D., Weppner, Daniel B.
- Abstract/Description
-
This study examined a model to predict success on the Advanced Placement Computer Science (APCS) examination. The sample included all students (N = 423) who participated in the APCS program in the Palm Beach County Public School System from 1985 to 1994. Predictor variables consisted of the number of courses taken in specific content areas at the secondary level, semester grades in the APCS course, grade point average, and gender. Multiple regression analysis indicated the significance of...
Show moreThis study examined a model to predict success on the Advanced Placement Computer Science (APCS) examination. The sample included all students (N = 423) who participated in the APCS program in the Palm Beach County Public School System from 1985 to 1994. Predictor variables consisted of the number of courses taken in specific content areas at the secondary level, semester grades in the APCS course, grade point average, and gender. Multiple regression analysis indicated the significance of these variables in predicting the score on the APCS examination (F (12,280) = 5.848, p $<$.001). Further discriminant analysis identified the most accurate subset of predictors. All students were divided into two groups based on their scores on the APCS examination (pass/fail). The variables that occurred most frequently in the best subsets included the number of semesters taken in advanced mathematics; overall high school grade point average; gender; the grades achieved in both first and second semester in Advanced Placement Computer Science; and the semesters in computers. A model based on these six predictors had the highest (p $<$.01) predictive accuracy of all models studied (67.6% hit rate). Additional study of other independent variables that contribute to success on the APCS examination is needed.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12427
- Subject Headings
- Advanced placement programs (Education), Prediction of scholastic success, Education--Data processing
- Format
- Document (PDF)
