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Title: An Examination of African-American Male Awareness of and Application to Honors Programs.
Creator: Balzora, Lulrick, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The...
Show moreThe purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The lack of information on the experiences of high ability African-American males leaves many unanswered questions about how to best recruit and serve the needs of this population of students. This study focused on high achievers rather than languish over the problem of underachievers. It examined the level of awareness of gifted African-American male students regarding honors programs at the collegiate level. It also analyzed how institutional atmosphere/reputation, facilities , personal influences, and incentives affect the decision of African-American males to apply to honors. The format for this study was a mixed method design. It included quantitative analysis and qualitative analysis. To satisfy the quantitative nature of this study, IBM SPSS 21.0 was used for the purpose of data analysis via binomial tests. Furthermore, the researcher conducted four semi-structured focus groups. Qualitative data analysis procedures were used to understand and interpret the undergirding knowledge that may have played a role in the decisions made by African-American males in terms of whether or not to apply to honors programs. The study findings revealed that African-American male participants valued the atmosphere and reputation of an honors program more than facilities, personal influences, and incentives. However, awareness of this and others factors among African-American male honors applicants and honors non-applicants was often based on the personal influences in their lives. The results of this study and its emergent theory suggest that, rather than simply showcase gifted abilities, state colleges strategically place honors in a leadership role to increase the presence of persons of influence that motivate high achieving African-American males to enroll in its honors programs.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004481, http://purl.flvc.org/fau/fd/FA00004481
Subject Headings: Academic achievement -- United States, African American young men -- Education (Higher), College student development programs, Educational equalization -- United States, Minority students -- Education (Higher), Talented students -- Education (Higher), Universities and colleges -- Honors courses
Format: Document (PDF)

Title: Exploring the influence of middle school leaders on middle school girls' interest in high school science enrollment.
Creator: Kijanka, Lori., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls...
Show moreThe purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/192985
Subject Headings: Science, Study and teaching (Secondary), Inquiry-based learning, Science, Study and teaching (Middle school), Curricula, Curriculum planning, Sex differences in education, Education, Aims and objectives
Format: Document (PDF)

Title: The essential principle of reform : an address delivered before the Alumni Association of Pennsylvania College, Gettysburg, Pa., August 9th, 1865.
Creator: Valentine, M. (Milton), 1825-1906, Aughinbaugh & Wible
Abstract/Description: An address delivered before the Alumni Association of Pennsylvania College, Gettysburg, Pa., August 9th, 1865.
PURL: http://purl.flvc.org/fau/fd/fauwsb22f8
Subject Headings: Educational change, Revolutions -- Religious aspects -- Christianity, United States -- History -- Religious aspects -- Christianity, United States -- Politics and government -- Religious aspects -- Christianity, Christianity and politics -- United States -- History, Slaves -- Emancipation -- Moral and ethical aspects -- United States, Pennsylvania College Alumni Association, Universities and colleges -- Alumni and alumnae -- Societies, etc, Universities and colleges -- Pennsylvania -- Gettysburg, Speeches, addresses, etc., American -- 19th century
Format: E-book

Title: The true life of a nation; an address, delivered at the invitation of the Erodelphian and Eccritean societies of Miami university, the evening preceding the annual commencement, July 2d, 1856.
Creator: MacMaster, E. D. (Erasmus Darwin) 1806-1866, Norman, Morrison, & Matthews
Abstract/Description: "Published by request of the societies." Includes verse. Includes bibliographical references. FAU copy has original printed blue decorated wrappers; side stitched with cord.
PURL: http://purl.flvc.org/fau/fd/fauwsb17f29
Subject Headings: Baccalaureate addresses -- 1856, Nationalism and education -- United States, Fourth of July addresses -- 1856, Fourth of July celebrations -- Ohio -- Oxford, Church and state -- United States, Fourth of July orations -- 19th century, Slavery -- United States, Speeches, addresses, etc., American -- 19th century, Poetry, United States -- Politics and government
Format: E-book

Title: Perceptions of Academic Resilience Among Teachers and Twelfth Grade Adolescent Girls.
Creator: Obrien, Alise, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the...
Show moreThis qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the students' responses on the Locus of Control (LOC) survey were analyzed. Qualitative data were collected including teacher interviews, student focus groups, Implicit Theories of Intelligence Scales for teachers and students as well as the Nowicki-Strickland Locus of Control Survey for students. Findings indicated that teachers and students both reported teachers who were flexible and provided extra help sessions for students promoted academic resilience. It also was reported by teachers and students that developing personal relationships with students helped to promote academic resilience. Teachers and students reported similar characteristics of academically resilient students. Characteristic behaviors of academic resilient students were identified as having ambition or being motivated to be successful. Having a positive attitude and having the ability to be reflective also were identified as characteristic of academic resilience. Finally, teachers and students agreed that having a strong internal locus of control is characteristic of academic resilience.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004529, http://purl.flvc.org/fau/fd/FA00004529
Subject Headings: Academic achievement -- United States, Belief and doubt, Communication in learning and scholarship, Educational leadership, Motivation in education -- United States, Resilience (Personality trait) in adolescence, Success -- Psychological aspects
Format: Document (PDF)

Title: Perceptions of professionalism: a case study of community college baccalaureate faculty.
Creator: Nasse, Jeffrey Peter., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in...
Show moreThis case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in the state of Florida (herein referred to as Seaside College)? Specifically, what patterns emerged when faculty perceptions of professional identity were examined, first, under the lens of professionalism as established by Larson (1977) and, second, through Boyer's (1990) four domains of scholarship? Second, are these faculty perceptions different from their previously held perceptions prior to the college's expansion into baccalaureate instruction? Third, were there any noticeable differences in faculty perceptions about the individual baccalaureate areas across this college?
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362555
Subject Headings: Community college teachers, Community college teachers Professional ethics, Education, Higher, Aims and objectives, Rewards and punishments in education
Format: Document (PDF)

Title: EFFECTIVE CITIZEN PARTICIPATION STRATEGIES FOR EDUCATIONAL LEADERS.
Creator: BARBER, DANIEL MAXFIELD, Florida Atlantic University, Kite, Robert H.
Abstract/Description: This study examined the effectiveness of citizen participation strategies occurring most frequently in the administration of educational programs. Determining the most frequently occurring citizen participation strategies required an exhaustive search of case studies noting the frequency of occurrence of the various strategies. A second search of the case studies yielded twenty critical criteria or issues which were frequently mentioned in the selection of a particular citizen participation...
Show moreThis study examined the effectiveness of citizen participation strategies occurring most frequently in the administration of educational programs. Determining the most frequently occurring citizen participation strategies required an exhaustive search of case studies noting the frequency of occurrence of the various strategies. A second search of the case studies yielded twenty critical criteria or issues which were frequently mentioned in the selection of a particular citizen participation strategy. Strategies found to occur most frequently were the public hearing, advisory committees, organizations and workshops. A panel of experts was randomly selected from a list of educational leaders with experience in citizen participation. A questionnaire was drafted, field tested and then mailed to each expert. It was found that educational leaders rank the advisory committee strategy as the most effective strategy followed by the workshop, organizations and public hearings. Another conclusion reached was that when specific criteria are suggested, the preferred strategy is subject to change based on the criteria and circunstance of the situation. The study further revealed that when a specific criteria or issue is weighted most heavily, the educational leaders identify different strategies as being most effective for the various circumstances. Differences in the frequencies of first choice responses within the demographic categories were also interpreted to be significant by the chi-square test.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11637
Subject Headings: Citizens' advisory committees in education, Stress (Psychology), Job stress
Format: Document (PDF)

Title: Selected Student Characteristics and Science Achievement in a Mid-Sized Secondary School.
Creator: McDonald, Jack, Morris, John D., Weppner, Daniel B., Florida Atlantic University
Abstract/Description: For 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a...
Show moreFor 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a finding that is at odds with much of the current literature, as is also the finding that females outperform males in science achievement. These anomalies, along with the implications of differences in science achievement based on sex and race, are discussed.
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Date Issued: 1991
PURL: http://purl.flvc.org/fau/fd/FA00000677
Subject Headings: Science--Study and teaching (Secondary), Academic achievement--Evaluation, High school students--United States, Motivation in education
Format: Document (PDF)

Title: A comparison of practices for teaching math word problems in Turkey and the United States.
Creator: Erkan, Betul, Zainuddin, Hanizah, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This multiple case study investigated pedagogical differences and similarities among practices used to teach word problems in private schools of Turkey and the United States, the factors impacting teachers’ instructional decisions, and their approaches to teaching word problems as well as the role of culture in teaching and learning word problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high school mathematics teachers from private or independent schools. The...
Show moreThis multiple case study investigated pedagogical differences and similarities among practices used to teach word problems in private schools of Turkey and the United States, the factors impacting teachers’ instructional decisions, and their approaches to teaching word problems as well as the role of culture in teaching and learning word problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high school mathematics teachers from private or independent schools. The survey investigated teachers’ background information, resources used, and their use of teaching practices (teacher-centered, student-centered, concrete-visualizing, analytical) and types of word problems (true or practice-oriented) as well as their thoughts about the structure of word problems. Qualitative data were collected through classroom observations, videotaping, and focus-group interviews from four ninth grade algebra teachers in Turkey and the United States. Qualitative data helped the researcher expand upon the quantitative findings and examine how word problems actually were being taught in the classroom, the factors impacting teachers’ instruction and approaches to teaching word problems, and participants’ reflections on their own practices as well as on their international partners’ word problems instruction. The findings indicated no significant difference for most survey items, but descriptive statistical analysis revealed that Turkish survey participants incorporated teacher-centered, concrete-visualizing practices, and practice-oriented word problems more often in their instruction, while U.S. survey participants frequently used student centered, concrete-visualizing practices, and true problems. Qualitative findings pointed out what specific teaching practices were evident in the classrooms observed and videotaped in Turkey and the United States. While Turkish teachers thought the university entrance examination and national curriculum had the biggest impact on their teaching, U.S. teachers found school environment (traditional versus progressive) and student perception of word problems as influential on their instruction. The role of culture on teaching and learning word problems was observed in regard to teacher centered versus student-centered instruction, teacher versus student role, and student engagement. Study findings also indicated that cross-examination of teaching promotes teachers’ reflection on their own practices and, thus, should be encouraged and promoted across STEM disciplines and throughout a teaching career. Implications and recommendations for future research, curriculum developers, and mathematics teachers are discussed.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004193, http://purl.flvc.org/fau/fd/FA00004193
Subject Headings: Educational tests and measurements, Mathematics -- Study and teaching -- Cross cultural studies, Word problems (Mathematics) -- Study and teaching -- Turkey, Word problems (Mathematics) -- Study and teaching -- United States
Format: Document (PDF)

Title: Address delivered at the funeral of Rev. S.M. Isaacs : forty-fourth Street Synagogue, New York, May 22d, 5638-1878.
Creator: Morais, Sabato 1823-1897
Abstract/Description: Cover title: In memoriam : Rev. S.M. Isaacs. Notes: Some text in Hebrew characters. Black mourning borders. FAU Libraries' copy has original printed black wrappers; side stitched with cord.
PURL: http://purl.flvc.org/fau/fd/fauwsb23f48
Subject Headings: Jews -- New York (State) -- New York -- History -- 19th century, Educators -- United States -- Biography, Isaacs, Samuel Myer -- 1804-1878 -- Death and burial, Isaacs, Samuel Myer -- 1804-1878 -- Sermons, Jewish leadership -- United States -- Biography, Jewish sermons -- United States, Jewish sermons, American -- 19th century, Memorials (Commemorative) -- 1878, Philanthropists -- United States -- Biography, Rabbis -- New York (State) -- New York -- Biography
Format: E-book

Title: Leadership styles of secondary school principals as perceived by secondary school teachers.
Creator: Ross, David Brian., Florida Atlantic University, Bryan, Valerie
Abstract/Description: The purpose of this research was to examine secondary school teachers' perceptions of the leadership styles of their principals. The study explored perceptions of leadership styles in relation to selected demographic variables of the teachers (age, gender, ethnicity, level of education, teaching discipline, and years of teaching experience). It also examined differences among the responding teachers' perceptions of their principals' overall effectiveness as managers or leaders using the...
Show moreThe purpose of this research was to examine secondary school teachers' perceptions of the leadership styles of their principals. The study explored perceptions of leadership styles in relation to selected demographic variables of the teachers (age, gender, ethnicity, level of education, teaching discipline, and years of teaching experience). It also examined differences among the responding teachers' perceptions of their principals' overall effectiveness as managers or leaders using the Leadership Orientations (Other) survey based on the four frames identified by Bolman and Deal. Secondary teachers employed by The School District of Palm Beach County were surveyed during the spring term of 2005. Of the 975 surveys that were distributed, 349 respondents returned completed surveys, a return rate of 35.8 percent. Descriptive statistics revealed two prevalent leadership orientation frames of principals as perceived by their teachers. Analysis of Variance (ANOVA) and post hoc analysis were used to examine differences in the secondary school teachers' perceptions of their principals' leadership orientation frames considering teacher variables of age, gender, ethnicity, educational level, teaching discipline, and years of experience. A t-test was used to identify significant differences in the secondary school teachers' perceptions of their principals' overall effectiveness as managers or as leaders. The human resource frame and political frame were identified as the prevalent orientation frames. This finding is partially congruent with results reported by several other authors (Davis, 1996; Durocher, 1995; Eckley, 1997; Suzuki, 1994) who found the human resource frame to be prevalent in education settings. There were no significant differences among the teachers considering age, gender, and teaching discipline regarding the leadership orientation frames of their principals, however there were significant differences considering ethnicity, educational level, and years of experience. The teachers' ratings of their principals' overall effectiveness as managers was significantly higher than their ratings of the principals' overall effectiveness as leaders, t (348) = 2.24, < .05. Further study is warranted to explore ways that principals develop as effective in both their leadership and management.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12218
Subject Headings: School administrators--Rating of--Florida--Palm Beach County, Educational leadership--Florida--Palm Beach County, Education, Secondary--United States--Evaluation, School management and organization--United States
Format: Document (PDF)

Title: A Comparative Analysis of Science-Technology-Society Standards in Elementary, Middle, and High School Science Curriculum Frameworks.
Creator: Tobias, Karen Marie, Kumar, David D., Florida Atlantic University
Abstract/Description: An analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating ScienceTechnology- Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see...
Show moreAn analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating ScienceTechnology- Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see if the compliance was similar across the levels. Compliance is important because research s)lows that using STS themes in the science classroom increases the student's understanding of the concepts, increases the student's problem solving skills, increases the student's self-efficacy with respect to science, and students instructed using STS themes score well on science high stakes tests. The two hypotheses for this study are: H01: There is no significant difference in the degree of compliance to ScienceTechnology- Society themes (derived from National Science Education Standards) between the elementary, middle, and high school levels. H02: There is no significant difference in the degree of compliance to ScienceTechnology- Society themes (derived from National Science Education Standards) between the elementary, middle, and high school level when examined individually. The Analysis of Variance F ratio was used to determine the variance between and within the three educational levels. This analysis addressed hypothesis one. The Analysis of Variance results refused to reject the null hypothesis, meaning there is significant difference in the compliance to STS themes between the elementary, middle and high school educational levels. The Chi-Square test was the statistical analysis used to compare the educational levels for each individual criterion. This analysis addressed hypothesis two. The Chi-Squared results showed that none of the states were equally compliant with each individual criterion across the elementary, middle, and high school levels. The National Science Education Standards were created with the input of thousands of people and over twenty scientific and educational societies. The standards were tested in numerous classrooms and showed an increase in science literacy for the students. With the No Child Left Behind legislation and Project 2061 , the attainment of a science literate society will be helped by the adoption of the NSES standards and the STS themes into the American classrooms.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000714, http://purl.flvc.org/fau/fd/FA00000714
Subject Headings: Science--Study and teaching--Research, Educational tests and measurements--United States, Inquiry-based learning, Third International Mathematics and Science Study
Format: Document (PDF)

Title: The relationship between item difficulty and discrimination indices in multiple-choice tests in a physical science course.
Creator: Hotiu, Angelica, Jordan, Robin G., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Physics
Abstract/Description: We have developed a method of quantifying multiple-choice test items in an introductory physical science course in terms of the various tasks required to solve the problem. We assign a numerical level of difficulty to each task so that any question can be assigned a degree of difficulty, which is the sum of the individual levels of difficulty associated in each steps. Using the questions and results from the tests we have investigated the relationship between the degree of difficulty of each...
Show moreWe have developed a method of quantifying multiple-choice test items in an introductory physical science course in terms of the various tasks required to solve the problem. We assign a numerical level of difficulty to each task so that any question can be assigned a degree of difficulty, which is the sum of the individual levels of difficulty associated in each steps. Using the questions and results from the tests we have investigated the relationship between the degree of difficulty of each question and the corresponding discrimination index. Our results indicate that as the degree of difficulty increases so does the capability of the item to discriminate between students with different abilities. There is a maximum degree of difficulty beyond which the discrimination starts to decrease. At that point, test items become too difficult. Thus, it should be possible in future to design items that will provide optimum discrimination.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000766
Subject Headings: Decision making, Curriculum planning, Examinations--Scoring, Educational tests and measurements, Universities and colleges--United States--Examinations--Design and construction
Format: Document (PDF)

Title: Third age adult English language learners in informal library settings.
Creator: Cassell, Mary Anne., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: There is little research-based and theoretical literature about adult education or English literacy classes in nonformal settings such as library literacy programs in the community (Mathews-Aydinli, 2008; McCook & Barber, 2002b). The purpose of this phenomenological case study was to explore the motivation, learning supports, learning barriers, and program change recommendations of Third Age Learners in a nonformal library ESOL setting. This study provides insight into the demographic...
Show moreThere is little research-based and theoretical literature about adult education or English literacy classes in nonformal settings such as library literacy programs in the community (Mathews-Aydinli, 2008; McCook & Barber, 2002b). The purpose of this phenomenological case study was to explore the motivation, learning supports, learning barriers, and program change recommendations of Third Age Learners in a nonformal library ESOL setting. This study provides insight into the demographic variable of linguistically-isolated Third Age English Language Learners (ELLs) participating in a library conversationally-based ESOL program. The results can guide libraries offering services, as well as those considering offering services to these customers (American Library Association [ALA], 2008a). Data collected included in-depth, face-to-face interviews, classroom observations, documents, learner and teacher essays, researcher journals, and analytic memos. The researcher coded all data with NVIv o 8 qualitative software then half of the data was coded with Atlas-TI 5 software by a second coder. A thematic analysis was completed in order to triangulate the data. The purposeful sample consisted of 21 participants at a Florida library adult ESOL program which included 11 learners and 10 teachers. The 11 learners were selected based on their ethnic background, predominantly those of Hispanic background. Eight learner findings and four teacher-perceived findings were identified in this study., The learner findings included: (a) to understand people at work; (b) to find or expand employment; (c) to practice conversation, pronunciation, listening, grammar and language rules; (d) to meet and get to know people; (e) assiduous teaching; (f) self-directed learning strategies support second language learning success; (g) more publicity, more classes, tutoring, language learning labs, study skills classes, and classroom management training; and (h) lack of family/community support and opportunities to practice English. Teacher-perceived findings mirrored learner findings (a) through (f) and (h), and included: (a) to increase teacher support, communications, and training; (b) to encourage the use of library resources: children's materials; language and music CDs; audiovisual materials, and Internet websites; (c) libraries are safe, supportive, and welcoming environments; and (d) how the give and take between learners and teachers is helpful to both. Discussion of the findings, conclusions, and recommendations are included.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3174503
Subject Headings: English language, Study and teaching, Foreign speakers, Minorities, Education, Language arts, Adult education, Self-actualization (Psychology) in middle age, Second language acquisition
Format: Document (PDF)

Title: An economic analysis of the Community College of the Air Force.
Creator: Kilbride, Wade Robert., Florida Atlantic University
Abstract/Description: Purpose of the study. The Community College of the Air Force (CCAF) is an innovative concept which combines technical Air Force education and training with traditional college courses from civilian institutions to produce Air Force career-relevant Associate of Applied Science degrees. In the developmental stage, CCAF was criticized as being an economically inefficient method of achieving the educational goals established by the Air Force. This study investigates various methods of...
Show morePurpose of the study. The Community College of the Air Force (CCAF) is an innovative concept which combines technical Air Force education and training with traditional college courses from civilian institutions to produce Air Force career-relevant Associate of Applied Science degrees. In the developmental stage, CCAF was criticized as being an economically inefficient method of achieving the educational goals established by the Air Force. This study investigates various methods of microeconomic analyses that could be used to determine the degree of economic efficiency of CCAF. Methodology. The use of the cost-benefit, cost-effectiveness and cost-utility methods of analysis were considered but dismissed as being inappropriate because of the difficulty in assigning monetary values to the benefits of CCAF. Also, these methods are usually applied to assist the decision maker in comparing alternative approaches. It was determined that there were no direct alternatives to CCAF. The economic method of analysis used in this study is the breakeven analysis which compares costs and revenues--the breakeven point being the point at which costs and benefits are equal. The cost function was developed using the costs of the administrative center of CCAF. The revenue function was determined by the student credit hours generated and the average cost of a student credit hour. Conclusion. The analysis indicates that in measuring CCAF's productivity either by total student credit hours generated or by the number of hours used by graduates in obtaining the associate degree, the CCAF concept and operation is economically efficient. As a corollary, it is determined that CCAF not only does not cause a loss in revenue to the civilian sector of education, it generates substantial additional revenue. Recommendation. Because of the success that the Air Force has experienced in motivating students to complete career-relevant Associate degree programs and the economic efficiency of the CCAF concept, the Department of Defense should consider having the Army and Navy join the Air Force in a Community College of the Armed Forces (CCAF).
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Date Issued: 1988
PURL: http://purl.flvc.org/fcla/dt/11916
Subject Headings: Community College of the Air Force, Community colleges--Economic aspects--United States, Business and education, Economic development--Effect of education on
Format: Document (PDF)

Title: The effect of audiocassette presentation on the performance of students with and without learning disabilities on a group standardized math test.
Creator: Schnirman, Rebecca K., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: Many students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by...
Show moreMany students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by comparing the performance of students with LD and students from general education (GE). Another was to investigate the relationship, if any, between the level of knowledge of mathematics vocabulary and the benefit of audiocassette presentation for the students with LD. Finally, the study sought to extend the current research base to students in middle school. Twenty-four students with LD and 24 from GE were tested with parallel forms of the Math section of the Iowa Test of Basic Skills. Half of each group tested with form K under standard administration and received audiocassette presentation for form L. The other half of each group was tested with form L under standard administration and audiocassette presentation for form K. Finally, the Vocabulary subtest from the Test of Mathematical Abilities, 2nd edition (TOMA-2) was administered. Separate paired t tests were performed for the GE group and for the group with LD. The performance of the two groups was then compared with repeated measures analyses. No statistically significant differences were found, which was attributed, in part, to small sample size. Minimal change in the mean performance of either group occurred after audiocassette presentation for Math Concepts. The group mean for LD on Problem Solving improved slightly with the accommodation. Repeated measures analyses showed no significant difference in performance between students with "high" vs. "low" levels of math vocabulary. A floor effect, along with the students' level of academic language proficiency, may have affected the results. Some students improved their scores with audio presentation, but others scored lower. This reinforces the need to base the use of any test accommodation on individual need, not disability label or other factors.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12166
Subject Headings: Educational tests and measurements, Learning disabled children--Ability testing, Academic achievement--Testing--Validity--United States, Children with disabilities--Education--Ability testing, Academic achievement
Format: Document (PDF)

Title: District Leadership and Systemic Inclusion: A Case Study of One Inclusive, Effective School District.
Creator: Jekanowski, Elizabeth C., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and...
Show moreInclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE ≥75% for three consecutive years) and effective district (based on district grades of As and Bs, state measures of student achievement) in Southeast Florida. Within SSSD, a purposeful sample of 31 participants was selected that included eight district leaders, three principals, 15 teachers, and five parents located at four sites and observed across three events over the span of one semester with multiple supporting documents analyzed. Four findings describing district leadership practices emerged from the data analysis; 1) a shared inclusive mission, 2) collaborative efforts, 3) formal and informal professional development (PD), and 4) acknowledging and addressing challenges. The practices of district leaders found in this study resonate with other findings in the literature and contribute two of the new findings in this study: 1) the superintendent’s attitudes, beliefs, and experiences as a special educator were described as key to her district’s inclusive focus and success and extends previous research connecting principal leadership to school site inclusion; and 2) informal versus formal PD was more beneficial to teachers in building collective capacity for inclusive service delivery—marking a new distinction within related PD literature. Recommendations to district leaders, policy makers, and scholars are included. The study concludes by encouraging educational leaders to cultivate a shared inclusive mission implemented through collaborative efforts. There is hope for inclusion, not only in theory, but in practice, mirroring the call of other district leadership studies of successful, systemic inclusion.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004815, http://purl.flvc.org/fau/fd/FA00004815
Subject Headings: Educational leadership--Case studies., Inclusive education--Case studies., Children with disabilities--Education--United States--Case studies., School management and organization--Case studies., Action research in education--Case studies., Mainstreaming in education--Case studies.
Format: Document (PDF)

Title: The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools.
Creator: Brown, Sherron N., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready...
Show moreThis study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004181, http://purl.flvc.org/fau/fd/FA00004181
Subject Headings: Academic achievement, Achievement in education, Affective education, Counseling in elementary education, Educational counseling, Educational tests and measurements, Minority students, Counseling of United States -- No Child Left Behind Act of 2001
Format: Document (PDF)

Title: Webster's speech : a defence of the Christian religion, and of the religious instruction of the young : delivered in the Supreme Court of the United States, February 10, 1844, in the case of Stephen Girard's will.
Creator: Webster, Daniel 1782-1852, Newman, Mark H.
Abstract/Description: Defense of the Christian religion, and of the religious instruction of the young. Running title: Webster's speech on Girard's will. Notes: "This edition has been submitted to the revisal of Mr. Webster, and is issued with his consent on the application of friends." "In the case of Françoise F. Vidal, et al., appellants, vs. the Mayor, &c. of Philadelphia, and Stephen Girard's executors, as relates to that part of Mr. Girard's will whichexcludes ministers of religion from any station or duty...
Show moreDefense of the Christian religion, and of the religious instruction of the young. Running title: Webster's speech on Girard's will. Notes: "This edition has been submitted to the revisal of Mr. Webster, and is issued with his consent on the application of friends." "In the case of Françoise F. Vidal, et al., appellants, vs. the Mayor, &c. of Philadelphia, and Stephen Girard's executors, as relates to that part of Mr. Girard's will whichexcludes ministers of religion from any station or duty in the college directed by the testator to be founded"--Page [3]. Entered according to the act of Congress, in the year 1844, by Mark H. Newman, in the clerk's office of the District Court for the Southern District of New York. S.W. Benedict & Co., print., 128 Fulton Street."--Title page verso. Appendix, pages [72]-76.
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PURL: http://purl.flvc.org/fau/fd/fauwsb13f20
Subject Headings: Christian education of children -- United States, Speeches, addresses, etc., American -- 19th century, Church and education -- United States, Religious education of children -- United States, Girard, Stephen -- 1750-1831 -- Will, Christianity -- Controversial literature, Girard College, Vidal, Françoise Fénelon -- Trials, litigation, etc
Format: E-book

Title: Mr. Webster's speech in defence of the Christian ministry, and in favor of the religious instruction of the young : delivered in the Supreme Court of the United States, February 10, 1844 : in the case of Stephen Girard's will.
Creator: Webster, Daniel 1782-1852, Gales & Seaton
Abstract/Description: Mr. Webster's speech in defense of the Christian ministry, and in favor of the religious instruction of the young Speech in defense of the Christian ministry, and in favor of the religious instruction of the young Notes: "In the case of Françoise F. Vidal, et al., appellants, vs. the Mayor, &c. of Philadelphia, and Stephen Girard's executors, as relates to that part of Mr. Girard's will which excludes ministers of religion from any station or duty in the college directed by the testator to be...
Show moreMr. Webster's speech in defense of the Christian ministry, and in favor of the religious instruction of the young Speech in defense of the Christian ministry, and in favor of the religious instruction of the young Notes: "In the case of Françoise F. Vidal, et al., appellants, vs. the Mayor, &c. of Philadelphia, and Stephen Girard's executors, as relates to that part of Mr. Girard's will which excludes ministers of religion from any station or duty in the college directed by the testator to be founded"--Page [3]. Appendix, pages [55]-60.
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PURL: http://purl.flvc.org/fau/fd/fauwsb13f19
Subject Headings: Christian education of children -- United States, Speeches, addresses, etc., American -- 19th century, Church and education -- United States, Religious education of children -- United States, Girard, Stephen -- 1750-1831 -- Will, Christianity -- Controversial literature, Girard College, Vidal, Françoise Fénelon -- Trials, litigation, etc
Format: E-book

FAU Theses and Dissertations (72)	+ -
Speeches (8)	+ -
FAU College Collections (3)	+ -
FAU Graduate Student Research (1)	+ -
Honors Student Theses (1)	+ -

Educational leadership (10)	+ -
Educational tests and measurements (10)	+ -
Education (9)	+ -
Academic achievement (7)	+ -
Speeches, addresses, etc., American -- 19th century (7)	+ -

Study and teaching (7)	+ -
Aims and objectives (6)	+ -
Achievement in education (5)	+ -
Educational equalization (5)	+ -
School management and organization (5)	+ -
Critical pedagogy (4)	+ -
Educational change (4)	+ -
School improvement programs (4)	+ -
Second language acquisition (4)	+ -
Administration (3)	+ -
Civics -- Study and teaching -- United States (3)	+ -
Computer-assisted instruction (3)	+ -
Education and state (3)	+ -
Education, Higher -- Aims and objectives -- United States (3)	+ -
English language (3)	+ -
Florida Comprehensive Assessment Test (3)	+ -
Foreign speakers (3)	+ -
Motivation in education (3)	+ -
Science (3)	+ -
Study and teaching (Middle school) (3)	+ -
Study and teaching (Secondary) (3)	+ -
Training of (3)	+ -
Universities and colleges (3)	+ -
Academic achievement -- United States (2)	+ -
Action research in education (2)	+ -

United States (29)	+ -
Florida (9)	+ -
Community and school--United States (2)	+ -
College attendance--United States (1)	+ -
Curriculum planning--United States (1)	+ -

Education--Curricula--Standards--United States (1)	+ -
Education--Parent participation--United States (1)	+ -
Home and school--United States (1)	+ -
Interdisciplinary approach in education--United States (1)	+ -
Palm Beach County (1)	+ -
Public universities and colleges--Research--United States (1)	+ -
School administrators--Florida (1)	+ -
School music--Instruction and study--Standards--United States (1)	+ -
Social sciences--Study and teaching (Elementary)--United States (1)	+ -
Universities and colleges--United States--Administration (1)	+ -

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