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Title: Pedometers in the curriculum: an instrument to enhance student success through wellness education.
Creator: Allen, Henry J., College of Education, Department of Exercise Science and Health Promotion
Abstract/Description: The purpose of this investigation was to determine the effects of a pedometer-based intervention on physical activity and self-efficacy among community college students in wellness classes (N = 154). The intervention included a pretest/posttest physical activity questionnaire, pedometer use, weekly goal setting and self-report of step data via the web. The experimental group wore pedometers daily for ten weeks; the control group wore pedometers for one week at baseline and week ten. Average...
Show moreThe purpose of this investigation was to determine the effects of a pedometer-based intervention on physical activity and self-efficacy among community college students in wellness classes (N = 154). The intervention included a pretest/posttest physical activity questionnaire, pedometer use, weekly goal setting and self-report of step data via the web. The experimental group wore pedometers daily for ten weeks; the control group wore pedometers for one week at baseline and week ten. Average weekday physical activity increased 29% for the experimental group and decreased 16% for the control group. Data analysis demonstrated a statistically significant difference due to the treatment regarding step count, differences in mean scores for self-efficacy, and a main effect for treatment for BMI. These results support the effectiveness of pedometer use to increase physical activity and self-efficacy in conjunction with a community college health curriculum.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/215293
Subject Headings: Health promotion, Exercise measurement, Physical education and training, Academic achievement, Psychological aspects
Format: Document (PDF)

Title: Children's perceptions of peer reactions to school-related behaviors and affect.
Creator: Garcia, M. Christina, Florida Atlantic University, Perry, Louise C.
Abstract/Description: Children's (Grades 4-8) perceptions of peer reactions to academic performance, affect, and conduct were examined in relation to achievement outcomes as measured by school grades, achievement test scores, and peer-based behavioral and affect judgments. Both sexes thought same-sex peers were more supportive of academic performance in boys than in girls. The hypothesis that expectations of peer reactions are related to achievement was partially supported, especially for the younger male subjects...
Show moreChildren's (Grades 4-8) perceptions of peer reactions to academic performance, affect, and conduct were examined in relation to achievement outcomes as measured by school grades, achievement test scores, and peer-based behavioral and affect judgments. Both sexes thought same-sex peers were more supportive of academic performance in boys than in girls. The hypothesis that expectations of peer reactions are related to achievement was partially supported, especially for the younger male subjects, whose achievement was systematically related to perceptions about the reactions of the female peer group to other girls. Theoretical and practical implications of the research findings were discussed.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/15211
Subject Headings: Academic achievement, Motivation in education, Cognition in children, Self-perception
Format: Document (PDF)

Title: Peer reputations as a determinant of gender differences in school outcomes: Evidence for domain-specific effects.
Creator: Gelman, Lisa Borga, Florida Atlantic University, Perry, Louise C.
Abstract/Description: This study explored the impact of peer reputations for academic ability and school-related affect upon fourth- through eighth-graders' academic outcomes. In light of the prevailing stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer reputations in English would be more predictive of outcomes for girls than for boys, while math and science reputations would be most predictive of...
Show moreThis study explored the impact of peer reputations for academic ability and school-related affect upon fourth- through eighth-graders' academic outcomes. In light of the prevailing stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer reputations in English would be more predictive of outcomes for girls than for boys, while math and science reputations would be most predictive of boys' outcomes. Peer reputations were found to be predictive of school grades, but not of standardized test scores. Although ability reputations in most areas were predictive of grades for both sexes, modest gender differences were observed which were consistent with hypotheses. Results suggest that children's peer reputations may play an important role in their academic achievement, especially within domains most central to their gender identities. Implications and suggestions for future directions are discussed.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/13170
Subject Headings: Academic achievement--Evaluation, Educational evaluation, Intelligence levels, Group work in education
Format: Document (PDF)

Title: The effect of self-efficacy on the decisions to enroll and succeed in Internet accounting courses.
Creator: Al-Moshaigeh, Abdullah I., Florida Atlantic University, Young, George R.
Abstract/Description: This study examines whether there are any significant differences between accounting students enrolled in Internet-based courses and accounting students attending campus-based courses in terms of self-efficacy, academic goal, anxiety, gender, and self-assessment of performance. The study is motivated by the many calls for research to apply social cognitive theory to determine factors of motivation and consequently success of accounting students in an online education environment. Social...
Show moreThis study examines whether there are any significant differences between accounting students enrolled in Internet-based courses and accounting students attending campus-based courses in terms of self-efficacy, academic goal, anxiety, gender, and self-assessment of performance. The study is motivated by the many calls for research to apply social cognitive theory to determine factors of motivation and consequently success of accounting students in an online education environment. Social cognitive theory (Bandura, 1986) is used to develop the hypotheses tested in the current study. Three groups of hypotheses were developed. The first group of hypotheses tests the relationships among academic self-efficacy, computer self-efficacy, Internet self-efficacy, and academic goal. The second group of hypotheses tests the relationships among academic self-efficacy, computer self-efficacy, Internet self-efficacy, computer anxiety, Internet anxiety, gender and instruction mode. The third group of hypotheses tests the relationships among academic self-efficacy, academic goal, computer self-efficacy, Internet self-efficacy, computer anxiety, Internet anxiety, gender, instruction mode and self-assessment of performance. The study's results support the hypothesis that Internet self-efficacy is a significant predictor of whether accounting students will enroll in campus-based courses or Internet-based courses when they have the choice of instruction mode. The results also indicate that gender is a significant predictor of instruction mode. Moreover, the results indicate that academic self-efficacy is a significant predictor of accounting students' academic goals. Finally, the results indicate that computer self-efficacy, Internet self-efficacy, academic goal, academic self-efficacy, computer anxiety, and Internet anxiety are significant predictors of accounting students' self-assessment of performance.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12207
Subject Headings: Academic achievement--Psychological aspects, Education, Higher--Computer-assisted instruction, Internet in education, Educational psychology
Format: Document (PDF)

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

Title: Language and leadership: Exploring the relationship between critical theories and the hegemonic construction of student achievement.
Creator: McClean, Marva., Florida Atlantic University, Bogotch, Ira
Abstract/Description: This study explored the relationship between critical theories and student achievement. The study applied the principles of Critical Discourse Analysis and Critical Pedagogy in studying the impact of artistic and hegemonic communication on student achievement. The purpose of the study was to critically analyze the language discourse of educational leaders and to determine the extent to which the language discourse contributes to the persistence of the achievement gap and the continuing...
Show moreThis study explored the relationship between critical theories and student achievement. The study applied the principles of Critical Discourse Analysis and Critical Pedagogy in studying the impact of artistic and hegemonic communication on student achievement. The purpose of the study was to critically analyze the language discourse of educational leaders and to determine the extent to which the language discourse contributes to the persistence of the achievement gap and the continuing marginalization of diverse groups of children. This research study offers a practical set of recommendations on how to use the process of critical discourse analysis to arrive at more adequate solutions to the problems that contribute to the achievement gap. It demonstrates how an uncritical acceptance of textual communication from powerful sources such as state departments of education makes educational leaders responsible for the academic failure of children. This study was therefore concerned with finding a process to interrupt hegemonic communication and allow for more democratic use of language that accommodates the multiple realities of the school system. The Research Design used in this research process incorporated data analysis at the state, district and school site levels. The processes of critical discourse analyses were used to scrutinize the language of verbal and written texts and observation data for socio-political relations and ideology embedded in the language. The study found that at the federal, state and district levels hegemonic language was used to assert the worldview of educational accountability and standardization. In contrast to the federal, state and district data, the school site data revealed the use of critical discourse to counteract hegemonic communication and give voice to the multiple realities that exist. This study highlights the fact that educational leaders, including the crafters of educational policies and related documents, skillfully use language to advance their particular perspective. The study demonstrates how educational leaders can implement artistic leadership to open up the spaces in the discourse to interrupt hegemonic communication and eventually close the achievement gap.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12099
Subject Headings: Academic achievement, Multicultural education, Curriculum planning--Cross-cultural studies, Education--Research--Methodology
Format: Document (PDF)

Title: The relationship between non-school factors and reading achievement among LEP and English-fluent students in the school district of Palm Beach County, Florida.
Creator: Pinkos, Margarita Perera-Zamora., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: The purpose of this study was to examine the relationships between reading gains and the following demographic variables: economic status, ethnicity, and gender. The reading gains of limited English proficient (LEP) and English-fluent students in the school district of Palm Beach County, the fourth largest school district in Florida, were examined for two consecutive years. The researcher also sought to determine if LEP status affected the relationship between reading gains and the variables...
Show moreThe purpose of this study was to examine the relationships between reading gains and the following demographic variables: economic status, ethnicity, and gender. The reading gains of limited English proficient (LEP) and English-fluent students in the school district of Palm Beach County, the fourth largest school district in Florida, were examined for two consecutive years. The researcher also sought to determine if LEP status affected the relationship between reading gains and the variables identified. The sample included 51,590 English-fluent and 11,907 LEP students in the first year. In the second year of the study, the sample included 53,400 English-fluent and 12,830 LEP students. Multiple regression analysis was used to test the correlations and significance of the predictor variables for the subgroups, LEP and English-fluent students. Factorial analysis of variance was used to determine if there was an interaction between LEP status and the regression models for each of the predictor variables. The results indicated that yearly reading gains of English-fluent and Limited English Proficient students in Palm Beach County Schools could not be predicted from the predictor variables used during the years of the study. The results of multiple regressions revealed that a very small percentage of the criterion variable could be explained by the predictor variables (R 2 values ranged from .000 to .003). In the cases where the regression model was statistically significant, the results were not practically significant but the product of a trivial relationship between the variables, perhaps due to the size of the sample. After examining the interaction of LEP status with each of the predictor variables, it was concluded that the interaction between LEP status and each of the predictor variables did not increase significantly the predictive value of the models. No significant difference was found in the regression slopes between LEP and English-fluent students for any of the predictor variables.
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Date Issued: 2002
PURL: http://purl.flvc.org/fau/fd/FADT12019
Subject Headings: Limited English-proficient students, Minorities--Education, Academic achievement, Reading--Florida--Palm Beach County
Format: Document (PDF)

Title: Emotional Intelligence and Self-Directed Learning.
Creator: Muller, Kenneth E., Guglielmino, Lucy M., Florida Atlantic University
Abstract/Description: The purpose of this study was to investigate possible relationships between selfdirected learning and emotional intelligence in healthcare managers. There are commonalities between these constructs; however, they had not previously been examined side by side. The interrelationships of these variables with age, gender, and tenure with the health system in a supervisory role were examined. A post hoc hypothesis exploring the relationships of self-directed learning, emotional intelligence,...
Show moreThe purpose of this study was to investigate possible relationships between selfdirected learning and emotional intelligence in healthcare managers. There are commonalities between these constructs; however, they had not previously been examined side by side. The interrelationships of these variables with age, gender, and tenure with the health system in a supervisory role were examined. A post hoc hypothesis exploring the relationships of self-directed learning, emotional intelligence, problem solving ability needed on the job and the amount of change facing the manager in the workplace was formulated after the data were collected. Conclusions focus on the strong interrelationship between self-directed learning and emotional intelligence. This research failed to establish a link between performance, self-directed learning and emotional intelligence, perhaps attributable to unanticipated aspects of the performance review process of this health system. The study revealed significant relationships between self-directed learning, degree of change in the job and level of problem solving ability needed to perform the job. This topic merits further investigation in circumstances in which the performance assessment system is more likely to provide accurate, precise knowledge of the level of performance.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000682
Subject Headings: Emotional intelligence, Affect (Psychology), Academic achievement--Psychological aspects, Self-culture--Evaluation
Format: Document (PDF)

Title: The effect of a supplemental multiple modalities learning program on the academic success of student-athletes at Florida Atlantic University.
Creator: Ayaz, Sandra Marie, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to determine if student athletes at an urban university who participated in a supplemental multiple modalities sensitive instructional program experienced greater academic success at the end of their first semester than a control group of student athletes who received traditional instruction in Introduction to Academic Skills (SLS 1501). The subjects were drawn from the 1997 Summer Orientation and Academic review (S.O.A.R.) enrollment at Florida Atlantic...
Show moreThe purpose of this study was to determine if student athletes at an urban university who participated in a supplemental multiple modalities sensitive instructional program experienced greater academic success at the end of their first semester than a control group of student athletes who received traditional instruction in Introduction to Academic Skills (SLS 1501). The subjects were drawn from the 1997 Summer Orientation and Academic review (S.O.A.R.) enrollment at Florida Atlantic University. The researcher randomly assigned 23 at-risk student athletes to the control group and 27 at-risk student athletes to the treatment group. The treatment group received academic skills instruction supplemented with multiple modalities sensitive instructional techniques congruent with the methodologies and philosophies of accelerated learning. All subjects completed a demographic survey on the first day of class. On the second day of class, the treatment group completed the Learning Style Inventory (LSI)/Productivity Environmental Preferences Survey (PEPS), a comprehensive assessment of an individual's learning style. The results of these surveys, in conjunction with the students' daily program evaluations, were used to determine the best, most conducive plan for classroom activities and teaching techniques. A 2 x 2 factorial ANOVA was performed to determine the existence of a main effect for instructional method on retention, GPA, and fall enrollment. ANCOVA was performed to determine the effect of the variables above the extraneous covariates. Neither procedure resulted in any statistical significance. The discriminant analysis of 50 unweighted cases revealed that the model is overall 86% accurate for both the original grouped cases and the cross-validated cases. The model is 90.7% accurate for predicting group membership for retention and 51.7% accurate for predicting group membership for no retention. This is an initial study which provides adult educators with data and reproducible methodology in order to further explore and improve teaching techniques for student athletes.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12558, http://purl.flvc.org/fau/fd/FADT12558
Subject Headings: Academic achievement, College athletes--Education, Florida Atlantic University--College athletes
Format: Document (PDF)

Title: The Influence of a System of Values Upon Academic Behavior.
Creator: Scott, Tully, Michels, Kenneth M., Florida Atlantic University
Abstract/Description: The purpose of this study was to investigate the extent to which centrally-held value systems affect scholastic behavior. The variables examined were thirteen discrete value systems generated by Morris' Ways to Live (1956), student SCAT scores, student cumulative GPA and range of grades. Particular attention was paid to students holding Appollonian and Promethean values, since it was postulated that students holding Appollonian values would have a significantly higher correlation coefficient...
Show moreThe purpose of this study was to investigate the extent to which centrally-held value systems affect scholastic behavior. The variables examined were thirteen discrete value systems generated by Morris' Ways to Live (1956), student SCAT scores, student cumulative GPA and range of grades. Particular attention was paid to students holding Appollonian and Promethean values, since it was postulated that students holding Appollonian values would have a significantly higher correlation coefficient between their SCAT scores and GPA than the student holding Promethean values. Additionally, it was predicted that the mean GPA of the Appollonian students would be significantly greater than that of the Promethean; that the standard deviation of the Appollonian GPA would be significantly less than that of the Promethean, and that the Appollonian range of grades would be significantly less than that of the Promethean students. One hundred and forty-eight students enrolled at the University of Florida were scored on three separate measuring instruments of Morris' Ways to Live and those holding Appollonian or Promethean values were identified by four separate operations. Correlation coefficients between SCAT scores and GPA were obtained for both Appollonian and Promethean students identified under each of the four separate operations. The correlation coefficients of the Appollonian students were compared with those of the Promethean students after being properly transformed for such comparison. In addition, the mean GPA and range of grades of the Appollonian and Promethean students were compared to determine if there were significant differences between both variables for the differing groups of students. Moreover, frequency distribution analysis of all of the thirteen discrete Ways to Live, together with correlation coefficients analysis between them and SCAT, GPA and grade ranges were computed. The main hypothesis and all predictions failed to reach statistical significance at the .01 level , and at the .05 level only on two of the four measures of Appollonianism - Prometheanism were there significant findings , and that solely with regard to differences in mean GPA. Nothing further appeared significant. Moreover, there appeared to be no substantial correlations of SCAT, GPA or grade range with any of the thirteen Ways to Live. Although no strong conclusions can be drawn from the data, they do lead to the speculation that the student sample used in this study was eclectic in the values they held, favoring several other values more than those of Appollonianism and Prometheanism, thus contributing to the non-support of the data to the main hypothesis.
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Date Issued: 1969
PURL: http://purl.flvc.org/fau/fd/FA00000827
Subject Headings: Personality and academic achievement, Prediction of scholastic success, Personality and intelligence
Format: Document (PDF)

Title: Assessment success today or learning success tomorrow? How a longitudinal perspective can help standards-based accountability systems eliminate the persistent gap between nominal and actual achievement for high school graduates.
Creator: Dolan, Megan F., Florida Atlantic University, Ashworth, Sara
Abstract/Description: Current standards-based accountability systems, exemplified by No Child Left Behind (NCLB), generally rely on successive year comparisons to gauge educational progress and place special emphasis on achievement in elementary school, but include no mechanisms to monitor the degree to which early improvements noted by increases in these successive year comparisons demonstrate genuine improvements in curricular and instructional practice that lead to higher levels of achievement in later grades....
Show moreCurrent standards-based accountability systems, exemplified by No Child Left Behind (NCLB), generally rely on successive year comparisons to gauge educational progress and place special emphasis on achievement in elementary school, but include no mechanisms to monitor the degree to which early improvements noted by increases in these successive year comparisons demonstrate genuine improvements in curricular and instructional practice that lead to higher levels of achievement in later grades. The absence of a longitudinal perspective within these standards-based accountability systems means that critical educational decisions such as the continuation or abandonment of practices or programs may be based on incomplete depictions of student achievement. The present study was designed to test and present an alternate method of data analysis that can be used to complement (not replace) the analysis that is typical of current accountability systems, without any additional testing or resources. The study utilized extant student achievement data for reading and math for more than 9,000 students from a large ethnically and economically diverse school district, and compared the results of data analyses typical of current standards-based accountability systems with those using the proposed longitudinal analyses. While the depictions of student achievement presented by the different methods were rather similar for math, they were vastly different for reading, which suggests that the addition of the proposed longitudinal analysis has the potential to enhance current systems such that they provide more complete depictions of student achievement.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12134
Subject Headings: Academic achievement--Measurement, Educational productivity--Measurement, Academic achievement--Longitudinal studies, Education, Higher--United States--Longitudinal studies, Educational equalization--United States--Longitudinal studies
Format: Document (PDF)

Title: Factors affecting retention in a community college's welfare-to-work programs: a heuristic study of participants' perceptions.
Creator: Pino, Veronica Woodward., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants...
Show moreThis study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants from welfare-to-work? (b) How did these factors enhance or serve as barriers to the movement of participants from welfare-to-work? This study was presented as a heuristic study of 12 former welfare participants who have transitioned or are currently transitioning from welfare to work. Using purposeful sampling, the researcher selected the participants for this study through self-identification or through nomination by program leaders and other program participants. Each of the 12 former welfare participants was interviewed about the situational, institutional, and dispositional aspects of their training. Demographic data were collected on each of the 12 participants for the purpose of a comparative analysis. Interviews of family members or friends of each of the participants validated the stories provided by the participant. Interviews with two administrators with direct responsibilities for some of the training programs for participants transitioning from welfare-to-work were also done to substantiate the stories of the participants. The findings of this study indicated three conclusions about the participants' perceptions of factors affecting their retention in welfare-to-work programs in a community college., First, the participants' desires to break the cycles of generational welfare were evident in every aspect of the training from having a better life for their children to dealing with the embarrassment of receiving government assistance.Second, welfare-to-work training experiences were influenced by institutional factors such as instructional and institutional support or lack of support for education and career development, including mentoring. Third, personal factors such as family motivation and role models, religion, drive and determination, and the desire to make a difference shaped the participants' career training experiences and contributed to persistence and completion.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186300
Subject Headings: College dropouts, Prevention, Academic achievement, Welfare recipients, Education, Community colleges, Attitude (Psychology), Motivation in education
Format: Document (PDF)

Title: African American and Hispanic male perceptions of effective and ineffective retention strategies, and the implications for undergraduate persistence in a for-profit commuter university.
Creator: Comarcho, Carole., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the expectations of African American and Hispanic males in a for-profit university (TTU). This study specifically explored student perception of the retention efforts of faculty, staff, policies, procedures and services within the institutional environment. It further examined how these experiences promoted or impeded the African American or Hispanic male's persistence to graduation. The higher education institution is identified as TTU throughout this...
Show moreThe purpose of this study was to examine the expectations of African American and Hispanic males in a for-profit university (TTU). This study specifically explored student perception of the retention efforts of faculty, staff, policies, procedures and services within the institutional environment. It further examined how these experiences promoted or impeded the African American or Hispanic male's persistence to graduation. The higher education institution is identified as TTU throughout this study. It is a commuter university established in the early 1900s. A qualitative case study approach was used and two campus sites were selected. Data collection included interviews of 19 students, along with 2 faculty (identified by students), as well as document analysis, and various on site observations at each campus. The data were then transcribed, coded, and analyzed to ascertain the overall views and perceptions of the participants.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/329844
Subject Headings: African Americans, Education (Higher), Hispanic Americans, Education (Higher), Academic achievement, College attendance
Format: Document (PDF)

Title: Impact of Collaborative Work Analysis Professional Development in Teacher Practice and Student Writing.
Creator: Shealy, Kristin L., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers' perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were...
Show moreThis qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers' perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were collected including teacher interviews, CASW observations, classroom observations, and document analysis. Findings indicated that teachers felt that CASW influenced their increased awareness of teaching and student learning, and implications for future teaching for the whole group as well as ideas for next steps for individual students emerged. Teachers supported CASW being job-embedded and practical to daily work; they voiced concerns over the time and scheduling facilitating the professional development required. Teachers responded that they felt that CASW helped them question their assessment of student writing, consistency within and across grade levels and subjects, and the appropriate level of difficulty of their curriculum. Teachers expressed their desire to be able to meet with students more regularly to go over their teacher written feedback and felt that CASW may possibly influence student work over time. Two teachers felt that the CASW professional development could have influenced their written feedback; four teachers felt that it did not. Implications for professional development, public policy, and further research are given.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004547, http://purl.flvc.org/fau/fd/FA00004547
Subject Headings: Academic achievement -- Evaluation, Action research in education, Educational tests and measurements, Effective teaching, Teachers, Training of -- Evaluation
Format: Document (PDF)

Title: Improving School Performance: Leader Autonomy and Entrepreneurial Orientation.
Creator: Feit, Keith G., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: In a growingly complex and ambiguous world it is thought that flexible, change-oriented leadership that encourages a culture that is risk taking, innovative, and proactive is necessary to survive and prosper. The extant literature offers entrepreneurial leadership as having a positive impact in such environments in business settings. Schools, which are not exempt from complex and ambiguous environments, might also benefit from this new type of leadership. Hence, this study expands the study...
Show moreIn a growingly complex and ambiguous world it is thought that flexible, change-oriented leadership that encourages a culture that is risk taking, innovative, and proactive is necessary to survive and prosper. The extant literature offers entrepreneurial leadership as having a positive impact in such environments in business settings. Schools, which are not exempt from complex and ambiguous environments, might also benefit from this new type of leadership. Hence, this study expands the study of entrepreneurial leadership to the education profession, examining the relationship between principal autonomy, a principal’s entrepreneurial orientation, school culture, and school performance. This study, supported by findings of numerous educational leadership studies, posits that a significant positive indirect relationship exists between a principal’s entrepreneurial orientation and school performance, with school culture as a mediating variable. It is proposed that a greater disposition to proactive and risky behaviors in pursuit of innovation will correlate with greater cultural innovativeness, leading to higher levels of school performance. The contribution this study makes is both theoretical and practical. Theoretically, it adds a new dimension to the educational leadership literature by investigating the potential effectiveness of entrepreneurial leadership in improving teaching and learning in American schools, and the impact of risk taking, innovativeness, and proactiveness as individual distinct determinants of school performance. Practically, the study could identify new dispositions valuable to principals in efforts to improve their school’s performance. The study uses a nonexperimental, quantitative research design to explore these relationships, using correlational and regression analyses.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004589, http://purl.flvc.org/fau/fd/FA00004589
Subject Headings: Educational leadership., Educational innovations., Entrepreneurship., Education--Aims and objectives., Education and globalization., Academic achievement., School improvement programs.
Format: Document (PDF)

Title: The relationship of self-directed learning readiness to knowledge-based and performance-based measures of success in third-year medical students.
Creator: Findley, Brian W., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to investigate the self-directed learning (SDL) readiness of third-year medical students in comparison to previously reported scores for the general population; the relationship between SDL readiness and knowledge-based and performance-based measures of success in a medical school using an integrated medical curriculum; and to determine if knowledge-based and performance-based measures of success are significant in predicting Self-Directed Learning Readiness...
Show moreThe purpose of this study was to investigate the self-directed learning (SDL) readiness of third-year medical students in comparison to previously reported scores for the general population; the relationship between SDL readiness and knowledge-based and performance-based measures of success in a medical school using an integrated medical curriculum; and to determine if knowledge-based and performance-based measures of success are significant in predicting Self-Directed Learning Readiness Survey/Learner Preference Assessment (SDLRS/LPA) and National Board of Medical Examiners Family Medicine Shelf Examination (NBME-FM) scores. This study analyzed SDLRS/LPA scores, knowledge-based scores (NBME-FM), performance-based scores (Objective Structured Clinical Examination [OSCE] and preceptor rating), and a combination of knowledge-based and performance-based scores (final grade). Analyses of 873 students resulted in mean scores of 229.06 + 23.19 for the SDLRS/LPA. Correlations were significant (p < .05) for SDLRS/LPA scores to NBME-FM scores (r = .073, p < .05). OSCE scores (r = .133, p < .01), and final grade (r = .138, p < .01). Regression analysis revealed that the total model of NBME-FM, OSC AVG, and preceptor rating predicted 2.1% of the variation in SDLRS/LPA, which was significant (p < .01). Regression analysis revealed that SDLRS/LPA, OSC AVG and preceptor ratings predicted 9.7% of the variance in NBME-FM, which was significant (p < .001). The results support previous findings that medical students' levels of SDL readiness are higher than the general population mean of 214.0 + 23.49., While the SDLRS/LPA scores of medical students with knowledge-based and performance-based examinations were modest, they mirror the relationships that have appeared consistently across a number of studies and indicate a tendency for students with higher levels of SDL to perform better in medical preparation programs.The SDLRS/LPA adds an important dimension to the assessment of medical students, addressing the emphasis on ensuring that physician preparation programs produce practitioners who are likely to be continuing, lifelong learners. This investigation of SDL in medical education was unique in that it may be the first to look at the relationships of SDLRS/LPA scores with both knowledge-based and performance-based measures as well as with a combination of knowledge-based and performance-based measures.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/221949
Subject Headings: Learning, Psychology of, Experiential learning, Academic achievement, Psychological aspects, Self-culture, Evaluation, Educational tests and measurements
Format: Document (PDF)

Title: The effects of the Ready for Success program in the reading achievement of second- and third-grade students.
Creator: Goldberg, Michelle L., College of Education, Department of Counselor Education
Abstract/Description: The focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it...
Show moreThe focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it addresses the need for more outcome research tying school counselor led interventions to student achievement. Research based interventions for school counselors that improve academic achievement directly address the current focus on student achievement outcomes as well as the need for accountability of school counselors. The sample for this study included 240 participants, 107 in the treatment group and 133 in the comparison group. Students were selected from all second- and third-grade classes at four schools in South Florida. There were 66 participants in the second grade; 37 were male and 29 were female. There were 174 participants in the third grade; 92 were male and 82 were female. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Scholastic Reading Inventory (SRI). The analysis used for this study was an analysis of covariance (ANCOVA). Pretest scores on the SRI were used in the study as covariates on the dependent variable to account for group differences at pretest. The statistical analysis shows that there was no significant difference between the comparison and treatment group reading achievement levels on the SRI. Upon further review of the research a significant, confounding variable was discovered. High concentration of non-ESOL students were in the comparison group as compared to the treatment group., Further data exploration led to a discovery of variance in the fidelity of treatment, which may have also accounted for the given results. The lack of a significant finding may suggest the need for elements of the program to be adjusted particularly when considering that the two programs upon which RFS was based have been consistently shown to be effective.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/359924
Subject Headings: School improvement programs, Academic achievement, Educational tests and measurements, Reading (Elementary), Study and teaching
Format: Document (PDF)

Title: A comparative analysis of the success of students placed in the lowest level of remedial coursework taken through CAI versus a traditional remedial education mode of instruction: implications for success, retention and costs.
Creator: Vassiliou, John., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERª mean scores for CAI participants...
Show moreThe purpose of this study was to examine the Computer-Assisted Instructional (CAI) method as an alternative to the Traditional method of instruction for the lowest level of remediation in the content areas of mathematics, reading, and sentence skills, and to specifically determine the comparative effectiveness of these two delivery modes in terms of student success, retention, and costs. The researcher aimed to (a) determine the extent to which ACCUPLACERª mean scores for CAI participants increase based on pre and post measures, (b) investigate the pros and cons fiscally of each method of delivery (CAI vs. Traditional), respectively, (c) examine whether CAI participants are more likely to enroll during the immediately following semester compared to students enrolled in a Traditional course, and (d) investigate the extent to which CAI participants are equally or more likely to complete successfully the course taken during the immediately following semester compared to students enroll ed in a Traditional course. The study consisted of a two-group design (CAI and Traditional), and four dependent variables. All CAI participants (N = 129) were self-selected to participate in the study. A dependent t-test found that CAI participants increased their ACCUPLACER mean scores significantly over time by 22.74 points or 72.6%. A frequency count found that retention rates were slightly higher for the Traditional group (82.3%) in comparison to the CAI group (76.6%), however, chi-square tests did not reveal a statistical significance. Chi-squares found significant increase in success rates for the CAI group as 86% passed their initial course, in comparison to 59.8% of students taught in the Traditional format. CAI participants were found to have greater success (74.1%) in subsequent classes than students taught via the Traditional instructional method (51.9%)., In addition, a straightforward comparison of expense totals between the two groups was conducted to estimate the differences in cost between the groups. The Cost-Effectiveness Analysis (CEA) model used, indicated that CAI is less expensive and more effective than Traditional instruction. The cost per credit analysis projected 54.6% savings if CAI is used as the alternative instructional modality.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3322520
Subject Headings: Computer-assisted instruction, Evaluation, Academic achievement, Educational tests and measurements, School improvement programs, Student assistance programs, Educational accountability
Format: Document (PDF)

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

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

FAU Theses and Dissertations (111)	+ -
FAU Graduate Student Research (1)	+ -

Academic achievement (63)	+ -
Educational tests and measurements (9)	+ -
School improvement programs (8)	+ -
Motivation in education (7)	+ -
Academic achievement. (6)	+ -

Florida Comprehensive Assessment Test (6)	+ -
Computer-assisted instruction (5)	+ -
Academic achievement--Psychological aspects (4)	+ -
Education (4)	+ -
Educational equalization (4)	+ -
Educational leadership (4)	+ -
Evaluation (4)	+ -
Intelligence levels (4)	+ -
Learning, Psychology of (4)	+ -
Prediction of scholastic success (4)	+ -
Psychological aspects (4)	+ -
School management and organization (4)	+ -
Academic achievement--Evaluation (3)	+ -
Academic achievement--Florida (3)	+ -
Motivation in education. (3)	+ -
Students--Self-rating of (3)	+ -
Teacher-student relationships. (3)	+ -
Academic achievement -- United States (2)	+ -
Academic achievement--Evaluation. (2)	+ -
Academic achievement--Measurement (2)	+ -
Academic achievement--United States (2)	+ -
Affective education (2)	+ -
Age groups (2)	+ -
Algebra--Study and teaching (Higher) (2)	+ -
Charter schools (2)	+ -

United States (8)	+ -
Florida (6)	+ -
Academic achievement--Florida--Evaluation (2)	+ -
Educational tests and measurements--Florida (2)	+ -
Academic achievement--Florida (1)	+ -

Academic achievement--Florida--Broward County (1)	+ -
Academic achievement--Florida--Palm Beach County (1)	+ -
Block scheduling (Education)--Florida (1)	+ -
Broward County (1)	+ -
Charter schools--Florida--Broward County (1)	+ -
Cognitive styles--Florida--Palm Beach County--Case studies (1)	+ -
Curriculum planning--Florida (1)	+ -
Educational leadership--Florida (1)	+ -
Educational leadership--Florida--Broward County (1)	+ -
Educational leadership--United States (1)	+ -
Florida Comprehensive Assessment Test (1)	+ -
High school environment--Florida--Broward County (1)	+ -
High schools--Florida--Palm Beach County (1)	+ -
Individualized instruction--Florida--Palm Beach County--Case studies (1)	+ -
Mathematics--Study and teaching (Middle school)--Florida--Palm Beach County--Case studies (1)	+ -
Motivation in education--Florida (1)	+ -
Motivation in education--Florida--Palm Beach County (1)	+ -
Ninth grade (Education)--Florida--Broward County (1)	+ -
Palm Beach County (1)	+ -
Reading (Elementary)--Ability testing--Florida (1)	+ -
Schedules, School--Florida--Palm Beach County (1)	+ -
School improvement programs--Florida--Broward County (1)	+ -
School improvement programs--United States (1)	+ -
School management and organization--Florida--Broward County (1)	+ -

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