Current Search: Education (x)
Pages
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Title
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School money in black and white.
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Date Issued
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1935
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PURL
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http://purl.flvc.org/FCLA/DT/3325316
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Subject Headings
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Education -- Southern States., African Americans -- Education., Education -- Statistics.
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Format
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Document (PDF)
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Title
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The importance of an interdisciplinary education.
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Creator
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Jean-Vertus, Walter, Leech, Anna, Montgomery, Samantha, Reiling, Jarred, Florida Atlantic University
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Date Issued
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2005-03
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PURL
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http://purl.flvc.org/fcla/dt/11531
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Subject Headings
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Interdisciplinary approach in education, Education, Education, Humanistic, Foreign study
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Format
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Document (PDF)
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Title
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Effects of giftedness and achievement on the training and transfer of a strategy for solving analogies.
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Creator
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Muir-Broaddus, Jacqueline E., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
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Abstract/Description
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This research explored group differences according to giftedness and achievement in the acquisition and generalization of a strategy for solving analogies. A distinction was made between proximal and distal transfer, with the latter expected to differentiate between gifted and nongifted cognition. Underachievement in gifted children was expected to reflect either strategy deficits, or the absence of performance differences in a theoretically important cognitive skill (generalization) between...
Show moreThis research explored group differences according to giftedness and achievement in the acquisition and generalization of a strategy for solving analogies. A distinction was made between proximal and distal transfer, with the latter expected to differentiate between gifted and nongifted cognition. Underachievement in gifted children was expected to reflect either strategy deficits, or the absence of performance differences in a theoretically important cognitive skill (generalization) between the so-called "underachieving" gifted and other bright but nongifted children. 162 seventh and eighth graders were selected according to intelligence and achievement scores, academic program, and teacher opinion, and assigned to one of four groups: high achieving gifted, underachieving gifted, high achieving nongifted, and average achieving nongifted. Each child was seen individually for two sessions, and solved a total of five sets of ten multiple-choice analogies. The first session included two baseline trials (one verbal and one figural set), followed by training in the use of a strategy. The second session included a proximal transfer trial (same analogy type as used at training), and a distal transfer trial (analogies from the never-trained domain). All analogies were solved orally, and strategy use was determined from audio-recordings. The results showed that the high achieving gifted children were more spontaneously, frequently, and successfully strategic than the other three groups, as well as most accurate following the decision not to use a strategy. They were also the only group to show performance increases at distal transfer. In terms of gifted underachievement, there was evidence to support both hypotheses. The underachieving gifted children showed qualitative deficits in strategic functioning as compared to their high achieving gifted counterparts, and also tended to "look" like the high achieving nongifted group in their patterns of performance. These results were discussed in terms of the likelihood of subgroups of underachieving gifted children, and their implications for education and the identification of giftedness.
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Date Issued
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1990
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PURL
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http://purl.flvc.org/fcla/dt/12258
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Subject Headings
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Education, Educational Psychology, Education, Special, Psychology, Developmental, Psychology, Experimental
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Format
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Document (PDF)
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Title
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Computer-aided composition instruction in Florida's community colleges.
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Creator
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Kromhout, Elaine W., Florida Atlantic University, Kerensky, Vasil M.
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Abstract/Description
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Ubiquitous incorporation of computer-based, electronic technologies into American society has created intense pressure upon the composition instructors at Florida's community colleges to develop computer skills themselves and to develop curricula which routinely incorporate these technologies into their teaching responsibilities. This fact makes clear the need to assess instructors' readiness: What computer skills have they acquired and what computer-aided teaching methodologies have they...
Show moreUbiquitous incorporation of computer-based, electronic technologies into American society has created intense pressure upon the composition instructors at Florida's community colleges to develop computer skills themselves and to develop curricula which routinely incorporate these technologies into their teaching responsibilities. This fact makes clear the need to assess instructors' readiness: What computer skills have they acquired and what computer-aided teaching methodologies have they learned which make them capable of and willing to teach composition with the aid of computers? What support services on community college campuses seem to encourage instructors to take on the responsibility to teach computer-aided composition. After its pilot testing, a thirteen question survey was sent to the 473 known instructors of credit-level composition at Florida's twenty-eight community colleges. This study examined the characteristics of the 222 respondents, of whom 61 reported that they do teach computer-aided composition and 161 reported that they do not. One way analyses of variance applied to the survey responses of these groups compared them regarding their institutions' technology support services; regarding their familiarity with, training for, and uses of computer technologies in their personal and professional responsibilities; and regarding their participation in departmental, divisional, and institutional planning activities for technology enhancements. Findings revealed that, compared to those instructors who do not teach computer-aided composition, instructors who do are (1) more likely to be familiar with and use a greater variety of computer technologies for both personal and professional use, (2) more likely to serve on departmental committees which consider technology uses, (3) more likely to have in-office access to desktop computers, to have nearby full-service faculty/student computer labs, and to have greater access to computer hardware overall, and (4) more likely to have attended workshops and taken courses on computer technologies and on instructor methods for use of technologies. In responses to a Likert-like question, composition instructors who do teach with the aid of computer technology also expressed greater than expected professional satisfaction with computer-aided composition as compared to traditional methodology.
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Date Issued
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1995
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PURL
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http://purl.flvc.org/fcla/dt/12417
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Subject Headings
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Education, Community College, Education, Language and Literature, Education, Technology
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Format
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Document (PDF)
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Title
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Computer self-efficacy, academic self-concept and other factors as predictors of satisfaction and future participation of adult learners in Web-based distance education.
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Creator
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Lim, Christina Kyounghee., Florida Atlantic University, Guglielmino, Lucy M.
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Abstract/Description
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The purpose of this study was to develop a predictive model for satisfaction of adult learners enrolled in a Web-based distance education course and intent to participate in other Web-based distance education courses. Implicit in this purpose was an examination of the relationships between and among the personal and experiential variables which are potential predictors. Personal variables examined include: age, gender, computer self-efficacy, academic self-concept, and academic status (e.g.,...
Show moreThe purpose of this study was to develop a predictive model for satisfaction of adult learners enrolled in a Web-based distance education course and intent to participate in other Web-based distance education courses. Implicit in this purpose was an examination of the relationships between and among the personal and experiential variables which are potential predictors. Personal variables examined include: age, gender, computer self-efficacy, academic self-concept, and academic status (e.g., undergraduate, graduate, and continuing education student). Experiential variables examined include: years of computer use, frequency of computer use per week, computer training, Internet experience in a class, and participation in a workshop for a Web-based distance education course. The subjects (n = 235) of this study were adult learners who were currently taking a Web-based distance education course from five universities. The instrument used in this study consisted of four sections: Background Information, Attitude Toward Computers (Computer Self-Efficacy Scale), Reaction to Web-based Distance Education Courses, and Academic Self-Concept Scale. Predictive models for satisfaction (p < .001) and future participation (p = .003) of adult learners in Web-based distance education were developed based on the results of multiple regression analyses. Further analyses were performed to investigate relationships between and among predictor variables and criterion variables. Computer self-efficacy was the only predictor variable which was statistically significant in both predictive models. This study also demonstrated a positive relationship between adult learners' satisfaction with their Web-based distance education courses and their intent to participate in additional Web-based distance education courses.
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Date Issued
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2000
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PURL
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http://purl.flvc.org/fcla/dt/12635
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Subject Headings
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Distance education, Internet in education, Adult education, Computer literacy
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Format
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Document (PDF)
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Title
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Perceptions of virtual learning teams at the university level.
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Creator
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Oliver, Abigail Jean, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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The purpose of this research study was to measure perceptions of the teaming process in distance learning courses. A survey instrument was adapted and developed based on the benchmarks found in a research study by the Institute of Higher Education Policy. Data was gathered from 100 students enrolled in an Internet-based (web-assisted, web-enhanced, or online) course in the College of Education at Florida Atlantic University. Results showed that the majority of respondents (n = 75 or 75%) were...
Show moreThe purpose of this research study was to measure perceptions of the teaming process in distance learning courses. A survey instrument was adapted and developed based on the benchmarks found in a research study by the Institute of Higher Education Policy. Data was gathered from 100 students enrolled in an Internet-based (web-assisted, web-enhanced, or online) course in the College of Education at Florida Atlantic University. Results showed that the majority of respondents (n = 75 or 75%) were female, in the age range of 18--30 (n = 48 or 48%), were Caucasian American (n = 74 or 74%), were graduate students (n = 68 or 68%), had been using computers for 5+ years (n = 84 or 84%), had taken 1--2 Internet-based courses (n = 38 or 38%), and were taking the current course as an elective, as a requirement, and/or because it was convenient (n = 49 or 49%). A thematic analysis yielded three subscales, collaborative process, instructional design, and learning team process, for data analysis. The results of the study indicated that there are significant relationships between and among the subscales. Highly correlated variables in each of the subscales included the perception that communication with the professor should be facilitated through a variety of ways (M = 5.02), the perception that course materials should promote collaboration among class members (M = 4.56), and the perception that group work should include problem-solving activities to facilitate topic understanding (M = 4.66). Results from the survey questionnaire indicated that communication is crucial between professors and students. Course materials should be structured to promote collaboration among class participants, which in turn indicates how critical good instructional design is in the delivery of distance education courses. Activities that promote collaboration among students, such as problem-solving activities, should be considered in the course design and delivery so that teaming and collaboration occur. Research, interviews, and data analysis of the pilot study (field test) and final research study provided information for the development of the Virtual Learning Team Survey. This survey is designed to help develop effective and efficient distance education courses.
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Date Issued
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2002
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PURL
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http://purl.flvc.org/fau/fd/FADT12003
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Subject Headings
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Education, Adult and Continuing, Education, Technology, Education, Curriculum and Instruction
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Format
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Document (PDF)
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Title
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The development of a telecollaborative program for an adult learning community: A case study of the program planning process.
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Creator
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Miller, Alicia Christine., Florida Atlantic University, Galbraith, Michael W., College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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The purpose of this study was to describe and analyze the program planning process used for planning technology programs for the South Consortium of Schools and of two member schools. This study sought to understand power and interests of the planning community and how they influenced the program process. A qualitative multi-case study design was used and the primary sources of data were interviews, document analysis, and researcher participant and nonparticipant observations. The sample of...
Show moreThe purpose of this study was to describe and analyze the program planning process used for planning technology programs for the South Consortium of Schools and of two member schools. This study sought to understand power and interests of the planning community and how they influenced the program process. A qualitative multi-case study design was used and the primary sources of data were interviews, document analysis, and researcher participant and nonparticipant observations. The sample of thirteen included a cross section of school personnel, parents, and community business partners. Findings were grouped into three categories, program planning community, program planning process, and negotiations of power and interests. Program planning communities were influenced by a national challenge to improve technology in the schools and by partnerships developed with parents, communities, and businesses. Factors critical to the planning process emphasized the importance of (a) having adequate time and information, (b) developing viable planning models addressing considerations of power and interests relationships, and (c) having effective managers and leaders. Program planning objectives focused on the acquisition of equipment versus integration of technology in the curriculum. Negotiations were the main practice of planning conducted by those in power who focused on meeting specific planning objectives. As a result of these findings, it was concluded that forming partnerships enhanced the program planning process, program planning models addressing negotiation of power and interests were not fully developed before planning began, and program planning attention was focused primarily on acquisition of equipment rather than integration of technology into curriculum.
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Date Issued
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1997
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PURL
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http://purl.flvc.org/fcla/dt/12520
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Subject Headings
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Education, Administration, Education, Adult and Continuing, Education, Technology
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Format
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Document (PDF)
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Title
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The junior naturalist program.
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Creator
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Powell, Courtney, Meltzer, Carol, Graduate College
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Date Issued
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2011-04-08
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PURL
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http://purl.flvc.org/fcla/dt/3164681
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Subject Headings
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Environmental education, Education, Elementary, Curriculum planning
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Format
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Document (PDF)
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Title
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UNDERSTANDING THE BANNING OF THE TUCSON UNIFIED SCHOOL DISTRICT’S MEXICAN AMERICAN STUDIES PROGRAM FROM AN HISTORICAL PERSPECTIVE: IMPLICATIONS FOR MULTICULTURAL EDUCATION NATIONWIDE.
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Creator
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Hector, Julie E., Schoorman, Dilys, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
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Abstract/Description
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Drawing on historical case study methodology informed by critical perspectives of education, this study examines the decision by Tucson United School District (TUSD) to ban its nationally recognized Mexican American Studies (MAS) program in 2012. Framing public education as a site of contestation for equality and democratization, the ban is examined within a five-phase historical context of the struggles of Chicanos for equity in the USA. The research questions address the dismantling of the...
Show moreDrawing on historical case study methodology informed by critical perspectives of education, this study examines the decision by Tucson United School District (TUSD) to ban its nationally recognized Mexican American Studies (MAS) program in 2012. Framing public education as a site of contestation for equality and democratization, the ban is examined within a five-phase historical context of the struggles of Chicanos for equity in the USA. The research questions address the dismantling of the program in terms of the ongoing historical disparities between the education of Chicanos and Anglo Americans in Tucson, diverse stakeholders’ perspectives on equality and inequality in the decision making, and the response of stakeholders who supported the program to the attempts to dismantle it. The theoretical framework of this study intersects Critical Race Theory and its corollary Latino Critical Theory, Critical Multicultural Pedagogy that centers Critical Pedagogy and Historical Discourse Analysis that focuses attention to the use of power in educational decision making. The interview data from nine study participants who were closely affiliated with the MAS program and selected historical documents and archival data were analyzed to uncover Anglo and Chicano perspectives on education for Mexican Americans in Tucson. The analysis revealed that the differences between Chicano and Anglo perspectives on equity and the role of education in facilitating equality for Chicanos laid the groundwork for the conceptualization of the MAS program by its supporters, and the rationale for its banning by its opponents. The interview data revealed that all participants contextualized their work in the MAS within the history of struggle for Chicano education, they represented a cohesive “Dream Team” committed to implementing a program grounded in critical and culturally relevant pedagogies, and that initial marginalization provided them the space for unimpeded development of the program. Participants’ responses further revealed evidence of the deep psychological toll, intellectual energy demands, and civic engagement required of MAS supporters in the face of this particular episode in the ongoing history of the struggle for Chicano educational equity. The implications for critical multicultural education programs operating within culturally hegemonic policy and social contexts are examined.
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Date Issued
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2021
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PURL
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http://purl.flvc.org/fau/fd/FA00013796
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Subject Headings
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Mexican American studies, Educational equalization, Multicultural education
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Format
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Document (PDF)
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Title
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THE ADMINISTRATION, SUPERVISION, AND EVALUATION OF AN AFFECTIVE VOCATIONAL EDUCATION PROGRAM FOR SCHOOL AGE PARENTS.
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Creator
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NELSON, FREDEVA MASSENGILL., Florida Atlantic University
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Abstract/Description
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The purpose of this study was to assess the comparative effects of the Affective Vocational Education Program as a means of increasing the classroom performance, vocational maturity, and self-concept of school age parents. Related literature revealed the sparse amount of time and resources that advocates of school age parent programs devoted to helping pregnant teenagers understand themselves as worthwhile human beings and as future providers for themselves and their children. Yet,...
Show moreThe purpose of this study was to assess the comparative effects of the Affective Vocational Education Program as a means of increasing the classroom performance, vocational maturity, and self-concept of school age parents. Related literature revealed the sparse amount of time and resources that advocates of school age parent programs devoted to helping pregnant teenagers understand themselves as worthwhile human beings and as future providers for themselves and their children. Yet, researchers pointed out the need for students to feel good about themselves and to be able to identify with a particular job. From the data collected and analyzed, it can be concluded that the Affective Vocational Education Program could be successfully used to improve vocational maturity and self- concept . More research is needed to determine what kind of program can be used to best meet the academic needs of school age parents.
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Date Issued
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1981
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PURL
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http://purl.flvc.org/fcla/dt/11784
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Subject Headings
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Teenage parents--Education, Vocational education
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Format
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Document (PDF)
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Title
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AN EDUCATIONAL NEEDS ASSESSMENT MODEL FOR THE COMMUNITY INSTRUCTIONAL SERVICES PROGRAM IN THE STATE OF FLORIDA AND VALIDATION OF THE MODEL IN REGION 19, ORANGE AND OSCEOLA COUNTIES, FLORIDA.
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Creator
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WILSON, PAUL EDWARD, Florida Atlantic University
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Abstract/Description
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Community Instructional Services is a Florida program that is intended to provide educational, non-credit activities for adults. The activities must be directed at the legislatively selected problems of health, child rearing, environment, government, safety, human relations, consumer economics and homemaking. The educational entities that offer activities are required to establish the priority of these seven problems within their service region of involvement. This can be done by the use of a...
Show moreCommunity Instructional Services is a Florida program that is intended to provide educational, non-credit activities for adults. The activities must be directed at the legislatively selected problems of health, child rearing, environment, government, safety, human relations, consumer economics and homemaking. The educational entities that offer activities are required to establish the priority of these seven problems within their service region of involvement. This can be done by the use of a needs assessment procedure. This procedure includes the use of personal interviews, group and organizational meetings and questionnaire survey. The instrument developed in this dissertation permits the individual to rank order the seven specified problems and identify himself/herself within clearly established age groups. The results of this data are developed through the use of standard rank ordering methods and application of Kendall's W Coefficient of Concordance Formula. For demonstration purposes, a two-county region was analyzed using the proposed method. In addition to the collection of statistical data for the application of the Formula, specific problem areas within the seven major categories are identified and activities are proposed that may serve to deal with these individual areas of interest. The final rank order of the test region is clearly supported by the results of the Formula for Kendall's W, and is reinforced by the consideration of a suspected outlier rank order problem which results in a very significant Coefficient of Concordance. The methodology is outlined in a format that makes it useful for application to any educational entity involved in the Community Instructional Services Program, but it is not restricted to that Program. Any program that requires rank ordering for more than two problems and two participating agencies should be satisfactorily served by this model.
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Date Issued
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1983
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PURL
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http://purl.flvc.org/fcla/dt/11822
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Subject Headings
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Educational surveys, Adult education--Florida
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Format
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Document (PDF)
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Title
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Mentoring across multiple generations of school leaders.
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Creator
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Andrews, Janis., Florida Atlantic University, Bogotch, Ira
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Abstract/Description
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Higher expectations for student achievement, administrative shortages, and more diverse emotional, social and learning needs of students, make the job of the educational leader a challenging one for today's school principals and district administrators. Superintendents and educators across the nation report a shortage of qualified candidates to fill principal vacancies. Mentoring was studied as a strategy to support the retention and development of school leaders. This phenomenological study...
Show moreHigher expectations for student achievement, administrative shortages, and more diverse emotional, social and learning needs of students, make the job of the educational leader a challenging one for today's school principals and district administrators. Superintendents and educators across the nation report a shortage of qualified candidates to fill principal vacancies. Mentoring was studied as a strategy to support the retention and development of school leaders. This phenomenological study focused on mentoring practices across multiple generations of educational leaders that had been successfully mentored. Selected mentors identified proteges whom they had mentored. The identification of mentors and proteges continued through five school leader mentoring generations. Each family consisted of five participants who had served as both mentor and protege. Each participant was asked open-ended interview questions about their roles as a mentor and as a protege. A total of 10 school leaders participated in this study. There were two interrelated research purposes of this study: (a) To understand the different meanings/practices of mentoring and being mentored, and further; (b) to explore whether there may be intergenerational patterns of mentoring that have been "inherited" by members of mentoring "families." In studying the relationship between mentoring and leadership development, the research design identified two distinct "families" of mentors and proteges. The significance of this design allowed the researcher to focus on "inherited" patterns of mentoring in order to better understand how mentoring might simultaneously promote cultural transmission and reproduction as well as the need for mutual and continuous learning. This study found that the cultural norms and values of Mentoring Family 1 and of Mentoring Family 2 were passed on from the first generation to the next through traditional mentoring and/or co-mentoring strategies. Mentoring strategies passed on from one generation to the next in both Family 1 and in Family 2 through mentors providing opportunities that opened doors that lead to advancement, socialization of proteges into new professional roles, and the development of trust and friendship. Role modeling and informal communication were the key learning strategies identified. These mentoring traits passed on relatively unchanged from one dyad to the next in both families.
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Date Issued
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2003
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PURL
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http://purl.flvc.org/fcla/dt/12036
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Subject Headings
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Educational leadership, Mentoring in education, School principals
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Format
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Document (PDF)
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Title
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Influences upon higher education faculty use of distance education technology.
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Creator
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Bebko, Phyllis Ruth, Florida Atlantic University, Galbraith, Michael W.
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Abstract/Description
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The purpose of this study was to describe the influences that impact upon an individual faculty member as he or she makes the decision whether or not to participate in technology-based distance education. A two-site, qualitative case study design was used and the primary sources of data were interviews, document analysis, and researcher non-participant observations. The sample of 20 included ten higher education faculty members who currently are teaching courses using distance learning...
Show moreThe purpose of this study was to describe the influences that impact upon an individual faculty member as he or she makes the decision whether or not to participate in technology-based distance education. A two-site, qualitative case study design was used and the primary sources of data were interviews, document analysis, and researcher non-participant observations. The sample of 20 included ten higher education faculty members who currently are teaching courses using distance learning technology and ten who are not, five from each category at each of the two sites. Findings were grouped and addressed by seven areas of influence: trappings of the job, instructional quality, pioneering spirit, leadership, student needs and capabilities, supporting students, and competition and image. Within the seven areas, 21 specific influences were identified and described. Strong enhancers were an interest in emerging technology, desire to improve the current situation, changing student demographics, need for increased flexible access to educational opportunities, technology training and assistance for students, student to student support systems, distance-friendly student services, competition with other institutions, and collaboration. Detractors included extra workload, tenure and job security fear, love of the traditional classroom paradigm, lack of a reliable technology infrastructure, lack of administrative direction and support, and a negative image of distance education. Acting both as enhancers and detractors were student readiness, match of technology with learning sought, ability to create an interactive learning community, and ability of students as independent learners. The conclusion is drawn that faculty members at these two institutions are more likely to decide to use technology-based distance education if they hold four primary beliefs: (1) that it can produce a quality learning experience, (2) that it will better meet student needs, (3) that they personally are capable of developing and/or delivering it effectively, and (4) that it is to their advantage to develop and/or deliver it. These four beliefs are in their order of importance as voiced by the participants in this study. Recommendations are offered to administrators, in the form of specific actions to take to encourage participation by faculty members at their institution.
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Date Issued
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1998
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PURL
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http://purl.flvc.org/fcla/dt/12548
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Subject Headings
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Distance education, Educational technology, University extension
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Format
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Document (PDF)
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Title
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Crediting experiential learning: An examination of perceptions and practices in postsecondary hospitality management and general management programs.
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Creator
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Lee-Story, Joy H., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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This descriptive research study attempted to identify practices currently used by postsecondary educational institutions to accommodate adult learners and to identify the factors that determine whether or not institutions offer a means by which adults my earn college credit through individual assessment of their experiential learning. Data were collected from postsecondary institutions with clearly defined general management (GM) and hospitality management (HM) programs. The study gathered...
Show moreThis descriptive research study attempted to identify practices currently used by postsecondary educational institutions to accommodate adult learners and to identify the factors that determine whether or not institutions offer a means by which adults my earn college credit through individual assessment of their experiential learning. Data were collected from postsecondary institutions with clearly defined general management (GM) and hospitality management (HM) programs. The study gathered demographic information concerning responding institutions (size, area, degrees awarded, accreditations, and type of institution) as well as activity variables: (a) practices in place to accommodate adult learner needs, (b) methods used to acknowledge and, when warranted, credit experiential learning, (c) policies and procedures concerning prior learning assessment programs, and (d) beliefs blocking and supporting the concept of evaluating and awarding credit for experiential learning based A majority of respondents indicated interest in accommodating adult learners by (a) providing small classes and individual attention; (b) eliminating institutional barriers relating to inconvenient time and place scheduling of classes; and (c) conducting some type of prior learning assessment. However, respondents indicated strong preference for traditional testing methods and a low level of acceptance for individual assessment certificates of achievement, or American Council on Education Guidelines. Portfolio-based, assessment had greater acceptance among private institutions than among public institutions. One focus of the study was to determine why institutions do or do not offer portfolio-based assessment opportunities. The most highly rated reasons supporting PLA programs were: (a) the possibility of finding favor with potential adult students and thereby increasing enrollments, (b) the pointlessness of expecting adult students to re-learn what they already know, and (c) the opportunity to meet educational missions. Other responses relating to the support of portfolio-based PLA concerned valuing the portfolio preparation process, building favorable reputation through innovation, and a comparison of costs between the assessment of prior learning and the conduct of internships.The most highly rated reasons blocking adoption of PLA programs were: (a) students' inability to document learning outcomes, (b) difficulty in assessment of learning outcomes, and (c) lack of faculty trained in assessment techniques. GM respondents placed greater emphasis on the value of formal classroom learning over experiential learning, the value of traditional teaching methods, and the preference for experience to follow the learning of theory.
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Date Issued
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2001
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PURL
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http://purl.flvc.org/fcla/dt/11953
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Subject Headings
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Education, Adult and Continuing, Education, Higher
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Format
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Document (PDF)
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Title
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THE DEVELOPMENT AND FIELD TESTING OF AN INSTRUMENT FOR PREDICTING GENERAL EDUCATION DIPLOMA ADULT EDUCATION DROPOUTS.
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Creator
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TIERNEY, BRIAN ASHLEY, Florida Atlantic University, College of Education, School of Public Administration
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Abstract/Description
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The purpose of this study was the development and field testing of an instrument for predicting adult education dropouts. The test instrument was designed to predict whether or not a student enrolling in an adult education high school review course would become a dropout. The sample consisted of eight classes of adult education students enrolled in a General Education Diploma (G.E.D.) review program. The developed test instrument used descriptive word pairs. These word pairs were antonyms....
Show moreThe purpose of this study was the development and field testing of an instrument for predicting adult education dropouts. The test instrument was designed to predict whether or not a student enrolling in an adult education high school review course would become a dropout. The sample consisted of eight classes of adult education students enrolled in a General Education Diploma (G.E.D.) review program. The developed test instrument used descriptive word pairs. These word pairs were antonyms. The word pairs were designed to elicit attitudinal responses from the students. The student's responses to these word pairs were used in the prediction of the potential dropout. Stimulus pictures of hypothetical persisters and dropouts were used to stimulate the responses. The developed test instrument was used to measure the difference between the student's attitude toward the pictured hypothetical persister in Form I of the test instrument and that student's attitude toward the pictured hypothetical dropout in Form II. The difference between the student's scores on Form I and Form II of the developed test instrument was computed. The difference-score was matched to the student's subsequent behavior: dropout or persister. The interpretation of the data in the context of this research indicated that the study with a high difference-score is more likely to become a dropout and that the student with a low difference-score is more likely to become a persister. In this study the student's attitudinal responses to descriptive word pairs were used in analysis of the data. Analysis was performed in order to evaluate the contribution of specific descriptive word pairs and the relation of these word pairs to the prediction of the potential dropout. Analysis indicated that certain of the descriptive word pairs were found to be useful as predictors of student behavior: dropout or persister. It was concluded that the use of the developed test instrument using certain descriptive word pairs could be effective in predicting the potential dropout. It was recommended that early prediction of the potential dropout and sufficient concentration on effective guidance would be productive and would motivate the student to continue working toward his original goals.
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Date Issued
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1983
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PURL
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http://purl.flvc.org/fcla/dt/11835
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Subject Headings
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Adult education, GED tests, Adult education dropouts
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Format
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Document (PDF)
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Title
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Grade point average and the Iowa Tests of Basic Skills Battery as predictors of success in the pre-International Baccalaureate Program.
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Creator
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Pullease, Barbara Gail, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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The purpose of this two-year study was to develop a model for predicting the success of ninth grade students enrolled in the pre-International Baccalaureate Program. The program's rigorous academic curriculum was offered to students throughout the school district who met admission requirements. The predictor variables were eighth grade grade point average (GPA) and Vocabulary, Reading Comprehension, Total Language, Total Work-Study, and Total Mathematics subscores on the Iowa Tests of Basic...
Show moreThe purpose of this two-year study was to develop a model for predicting the success of ninth grade students enrolled in the pre-International Baccalaureate Program. The program's rigorous academic curriculum was offered to students throughout the school district who met admission requirements. The predictor variables were eighth grade grade point average (GPA) and Vocabulary, Reading Comprehension, Total Language, Total Work-Study, and Total Mathematics subscores on the Iowa Tests of Basic Skills Battery (ITBS). The study involved 195 students (79 males and 116 females; 83 Blacks, 100 Whites, 5 Hispanic, and 7 of Asian descent). Multiple regression analysis demonstrated that there was a significant relationship between the predictors of eighth grade GPA (p\ <.001) and the ITBS battery (p\ <.001) and the criterion of ninth grade GPA. All ITBS subtest scores were significantly related with GPA at p\ <.001 with the exception of Vocabulary (p\ <.05).
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Date Issued
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1990
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PURL
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http://purl.flvc.org/fcla/dt/12262
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Subject Headings
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Education, Tests and Measurements, Education, Secondary
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Format
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Document (PDF)
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Title
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A COACHING CONNECTION FOR SCHOOL PRINCIPALS TO PREPARE ASPIRING LEADERS IN BUILDING AND SUSTAINING EQUITABLE LEARNING ENVIRONMENTS.
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Creator
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Policastro, Katherine Rena, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
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Abstract/Description
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Demographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership...
Show moreDemographics of the United States’ school system continue to change and diversify. Meeting the needs of diverse learners is critical to the success of all children. Building and sustaining equitable learning environments has proven to be a challenging task for school leaders. Barriers that hinder equity continue to plague schools and are rooted in systems of organizational injustice. Research suggests that leaders who are able to utilize socially just and culturally responsive leadership practices build and sustain equitable learning environments. School leaders have a large impact on the equity driven practices that exist within the organization; however, research indicates that they may not be prepared to lead such practices. Therefore, supporting the path of aspiring leaders through coaching, since they will eventually lead the charge, has great potential to be critical in the success of equity in our schools, and was the focus of this study. The purpose of this qualitative case study was to explore and describe the coaching relationship between the principal and aspiring leader in order to understand how this relationship furthers the development of the aspiring leader into a school leader devoted to building and sustaining equitable learning environments.
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Date Issued
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2023
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PURL
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http://purl.flvc.org/fau/fd/FA00014355
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Subject Headings
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School principals, Educational leadership, Educational policy
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Format
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Document (PDF)
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Title
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Workers' education, un-American, atheistic and red.
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Creator
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Muste, Abraham John,
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Date Issued
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1929
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PURL
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http://purl.flvc.org/FCLA/DT/2794586
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Subject Headings
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Working class --Education.
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Format
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Document (PDF)
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Title
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Labor and education : our greatest resource. Don't sell them short.
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Creator
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Congress of Industrial Organizations (U.S.)
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Date Issued
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1944
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PURL
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http://purl.flvc.org/FCLA/DT/2794584
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Subject Headings
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Education --United States.
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Format
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Document (PDF)
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Title
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Cultural capital and educational attainment: 2001-2012.
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Creator
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Schoonover, Todd W., Graduate College
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Date Issued
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2013-04-12
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PURL
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http://purl.flvc.org/fcla/dt/3361349
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Subject Headings
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Social Class, Educational attainment
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Format
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Document (PDF)
Pages