Current Search: Education (x)
Pages
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Title
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Philosophy of education: why am I doing this?.
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Creator
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Gagaoudakis, Andrea
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Date Issued
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2004-03
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PURL
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http://purl.flvc.org/fcla/dt/11540
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Subject Headings
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Education--Philosophy
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Format
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Document (PDF)
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Title
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Philosophy of education.
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Creator
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Seidl, Jana
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Date Issued
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2004-12
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PURL
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http://purl.flvc.org/fcla/dt/11541
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Subject Headings
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Education--Philosophy
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Format
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Document (PDF)
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Title
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Philosophy of education.
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Creator
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Boyle, Austin
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Date Issued
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2004-03
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PURL
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http://purl.flvc.org/fcla/dt/11536
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Subject Headings
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Education--Philosophy
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Format
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Document (PDF)
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Title
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Matlab for Newbies: The Bare Essentials.
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Creator
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Verma, Siddhartha
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Abstract/Description
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This book will guide your first steps in programming in Matlab, no matter whether you want to learn it for work, fun, or just to satisfy your curiosity! Getting comfortable with the basics of programming in Matlab will be our main goal in this first of several segments that I hope to write. We will focus precisely on the things that you will need to get set up and running. You will be able to interpret simple code, and atleast be able to understand what the code’s author is trying to achieve.
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Date Issued
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2019
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PURL
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http://purl.flvc.org/fau/fd/FAUIR000374
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Subject Headings
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Open Educational Resources
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Format
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Citation
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Title
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An assessment of the effect of adult education on sustainable development in Jamaica.
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Creator
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McLean, Pauline., College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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An assessment of the knowledge and the behaviors associated with sustainable development was conducted to determine the effect of adult education on sustainable development in Jamaica. The discourse for leadership commitment and governance, as well as continuous learning has its tenets in the discovery that the programs do not significantly address sustainable development (SD). While knowledge was significantly addressed, the programs failed to motivate useful action. The study has provided...
Show moreAn assessment of the knowledge and the behaviors associated with sustainable development was conducted to determine the effect of adult education on sustainable development in Jamaica. The discourse for leadership commitment and governance, as well as continuous learning has its tenets in the discovery that the programs do not significantly address sustainable development (SD). While knowledge was significantly addressed, the programs failed to motivate useful action. The study has provided an explanation of the barriers, costs, and limits to sustainability so that program planners can devise transfer of learning strategies that foster adaptation and mitigation. The investigation involved 35 adult educators and 84 trainees from four programs of the premier adult and continuing learning facility in Jamaica. Both groups agreed that the programs addressed the knowledge, but not the behaviors associated with SD, despite the fact that all three dimensions of SD were addressed in an almost equitable manner. The requirements for achieving SD were met by 7% of the respondents, while the percentage of respondents that achieved environmental sustainability, economic sustainability, and social responsibility was 15%, 16%, and 13%, respectively. The six measures correlated highly with the SD variable and were significant. However, there were no significant differences across the groups. Instructors and trainees agreed that knowing about the concerns of SD had not changed their thinking and behavior. On average, the principles of sustainability were not applied. Although hospitality programs were more effective than agriculture, construction and automotive programs in addressing the content on environmental sustainability, no program paid attention to transfer of learning. Cronbach's alpha for the survey instrument was .973., Although instructors were applauded for identifying SD concerns with learners, the sample mean was 38.84% with a standard deviation of 12.24. In all three dimensions, the mean for knowledge exceeded 50%, but fell below 25% for behavioral outcomes. These results are not generalizable. They have implications for instructional leadership and for curriculum design and development across the Caribbean. Additional assessments of higher-level adult learners in the select facility and in other specialized training programs are needed for the validation of these findings.
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Date Issued
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2009
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PURL
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http://purl.flvc.org/FAU/186692
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Subject Headings
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Adult education, Education and globalization, Education, Higher, Economic aspects, Education and state
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Format
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Document (PDF)
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Title
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A COMPARATIVE STUDY OF AN AUDIO-TUTORIAL AND A TRADITIONAL METHOD OF TEACHING INTERMEDIATE COLLEGE ALGEBRA TO THE COMMUNITY COLLEGE STUDENTS.
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Creator
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CHINN, JAMES ALBERT, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
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Abstract/Description
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The problem of this experiment was to test and compare the effects of an audio-tutorial method and a traditional lecture method of instruction of Intermediate College Algebra at Broward Community College, and to determine how the commercially-prepared and teacher-made audio-tutorial materials should be revised or altered for the improvement of the instruction of Intermediate College Algebra. The null hypotheses were based on the assumption that if significant initial differences in...
Show moreThe problem of this experiment was to test and compare the effects of an audio-tutorial method and a traditional lecture method of instruction of Intermediate College Algebra at Broward Community College, and to determine how the commercially-prepared and teacher-made audio-tutorial materials should be revised or altered for the improvement of the instruction of Intermediate College Algebra. The null hypotheses were based on the assumption that if significant initial differences in intellectual aptitude as measured by the Otis Mental Abilities Test, Form Am, existed between the groups, these differences would be adjusted with an Otis covariate. The Otis analysis revealed no significant differences, at the .05 level, between groups in mental ability. The seven null hypotheses were tested, as a part of the overall analysis of the study. The interpretation of analysis results lead to the rejection at the .05 level of the first hypothesis. (There is no significant difference in the mathematics achievement of the audio-tutorial and traditionally taught students.) The other hypotheses, two through seven, were accepted. As a result of the rejection of only the first hypothesis and an investigation of the linear trends of the pre- and post-test results it was concluded that the audiotutorial instructional method was superior, under the defined parameters, to the traditional method. It was concluded from the results of the attitude questionnaire that the audio-tutorial instructional approach had a positive effect on the students' attitude toward the course.
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Date Issued
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1973
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PURL
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http://purl.flvc.org/fcla/dt/11625
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Subject Headings
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Mathematics, Education, General
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Format
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Document (PDF)
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Title
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Combining examples and procedures.
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Creator
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Actor, Cheryl A., Florida Atlantic University, Reed, Stephen K.
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Abstract/Description
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The present study evaluated three instructional methods for solving algebra word problems. The instructions consisted of either an example, a set of procedures, or both the example and procedures. The procedures were rules designed to aid in solving word problems. The example was a worked-out solution to a word problem that was representative of the test problems. The subject's task was to study the instructional material and then generate the equations needed to solve the subsequent test...
Show moreThe present study evaluated three instructional methods for solving algebra word problems. The instructions consisted of either an example, a set of procedures, or both the example and procedures. The procedures were rules designed to aid in solving word problems. The example was a worked-out solution to a word problem that was representative of the test problems. The subject's task was to study the instructional material and then generate the equations needed to solve the subsequent test problems. The test problems differed from the example by either 0, 1, 2, or 3 transformations. The results showed that subjects in the example and example-plus-procedure groups performed the best but the difference between these two groups was not significant. The procedures alone were relatively ineffective. A mathematical model is proposed to explain how the performance was influenced by the three types of instructional material and four levels of transformation.
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Date Issued
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1988
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PURL
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http://purl.flvc.org/fcla/dt/14437
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Subject Headings
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Problem solving, Educational psychology
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Format
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Document (PDF)
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Title
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A COMPARISON OF ATTITUDES OF TENTH GRADE STUDENTS TOWARD SELECTED ASPECTS OF THE STUDY OF FOREIGN LANGUAGES (URUGUAY, BROWARD COUNTY, FLORIDA).
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Creator
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KOONCE, MARIA 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 study examines the differences in attitude between tenth grade students in Western High School, Broward County, Florida, and tenth grade students in Liceo Zorrilla, Montevideo, Uruguay, toward selected aspects of the study of foreign languages. A survey was administered to approximately 100 randomly selected tenth grade students from each group. It is hypothesized that no significant differences existed between the attitudes of the two groups toward selected aspects of the study of...
Show moreThis study examines the differences in attitude between tenth grade students in Western High School, Broward County, Florida, and tenth grade students in Liceo Zorrilla, Montevideo, Uruguay, toward selected aspects of the study of foreign languages. A survey was administered to approximately 100 randomly selected tenth grade students from each group. It is hypothesized that no significant differences existed between the attitudes of the two groups toward selected aspects of the study of foreign languages. It is also hypothesized that no significant differences existed between the two groups toward the positions that foreign language study should begin in the elementary school; that it should be continued in high school; that all students should have the option to take more than one language; and that all students should be required to take a foreign language. Findings indicate that significant statistical differences exist in the following positions: (1) that foreign language study should begin in the elementary school; (2) that foreign language study should continue in high school; and (3) that all students should be required to take a foreign language. Liceo Zorrilla tenth grade students favor these positions more markedly than Western High School tenth grade students. However, the correlation between the variables is weak. There is a high percentage of undecided Western High School respondents in the first of the two issues, and a high percentage of negative responses to the third issue from both groups. Significant differences do not exist in the following: (1) the attitude of the two groups toward selected aspects of the study of foreign languages; and (2) the position that all students should have the option to take more than one foreign language. The major conclusion reached is that tenth grade students in Western High School appear to be favorable toward an expansion of foreign language programs, as long as they are not required for all students. The major recommendations include: (1) additional comparative studies; (2) research regarding the job market in the community relative to foreign language needs; (3) steps to expand and improve foreign language programs in the country; and (4) additional studies of international magnitude.
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Date Issued
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1986
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PURL
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http://purl.flvc.org/fcla/dt/11877
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Subject Headings
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Education, Bilingual and Multicultural
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Format
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Document (PDF)
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Title
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Chasing the changes: A survey of selected resources for classical horn players interested in jazz, including transcriptions of three songs as performed by Willie Ruff.
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Creator
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Bridwell-Briner, Kathryn E., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Music
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Abstract/Description
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The horn, though not a typical jazz instrument, has been a part of the jazz world from its earliest days. Harry James, Claude Thornhill and Glenn Miller Bands each used French horns. Julius Watkins and John Graas, both horn players, established themselves as composers and improvisers. Since the 1960's, others have followed in their footsteps: Vincent Chancey, Tom Varner, Peter Gordon, Arkady Shilkloper, John Clark, Sharon Freeman, Mark Taylor and Ken Wiley. That being said, the world of jazz...
Show moreThe horn, though not a typical jazz instrument, has been a part of the jazz world from its earliest days. Harry James, Claude Thornhill and Glenn Miller Bands each used French horns. Julius Watkins and John Graas, both horn players, established themselves as composers and improvisers. Since the 1960's, others have followed in their footsteps: Vincent Chancey, Tom Varner, Peter Gordon, Arkady Shilkloper, John Clark, Sharon Freeman, Mark Taylor and Ken Wiley. That being said, the world of jazz horn, though expanding, is still exceedingly small. Horn players ready to explore the idiom of jazz may find teachers, resources and opportunities to be in short supply. This paper will explore various resources available to horn players and teachers. Included are transcriptions of three songs as performed by Willie Ruff.
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Date Issued
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2006
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PURL
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http://purl.flvc.org/fcla/dt/13318
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Subject Headings
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Music, Education, Music
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Format
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Document (PDF)
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Title
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Effects of a self-directed learning group experience on the self-directed learning readiness and self-concepts of adult basic education students and general educational development students.
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Creator
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Rutland, Adonna McCrory., Florida Atlantic University, Burrichter, Arthur W.
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Abstract/Description
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There is worldwide concern about the functionally illiterate adult's limited ability to successfully adapt to a rapidly changing "information society." Literacy education is seen as an important means of confronting this problem. This study investigated the effects of a group treatment designed to increase the self-directed learning readiness and the self-concepts of adult education students. Subjects were randomly selected from volunteers in a community college migrant program and an adult...
Show moreThere is worldwide concern about the functionally illiterate adult's limited ability to successfully adapt to a rapidly changing "information society." Literacy education is seen as an important means of confronting this problem. This study investigated the effects of a group treatment designed to increase the self-directed learning readiness and the self-concepts of adult education students. Subjects were randomly selected from volunteers in a community college migrant program and an adult education program at a maximum security correctional institute. Students with a reading level from fourth through tenth grade who were enrolled in the Adult Basic Education (ABE) program or the General Educational Development (GED) program were included. Thirty-eight experimental group subjects and 31 control group subjects completed the study. The experimental group was divided into three subgroups of 12 to 14 subjects for group treatment. Each subgroup participated in 10 one-hour sessions. Subjects were pretested and posttested using Guglielmino's Self-directed Learning Readiness Scale (SDLRS) and the Tennessee Self-concept Scale (TSCS). An analysis of covariance conducted on the data collected from the SDLRS and the TSCS revealed no significant difference in the self-directed learning readiness or self-concepts of the experimental and control groups. The facilitator's evaluation of the group process, attendance, and written evaluations by the experimental subjects provided further information regarding the effectiveness of the treatment. Written evaluations indicated that experimental subjects found the group experience very helpful but not long enough. The most cohesive subgroup had the highest average attendance (92%), the highest gain in TSCS scores, and evaluated the experience as the most helpful. Recommendations for future research include increasing the sample size; increasing the length of treatment; incorporating the treatment into the established adult education program in which the subject is enrolled; having a treatment facilitator who is experienced in working with the target group; taking steps to improve group cohesiveness; selecting subjects who are more similar in terms of learning needs, goals, and capabilities.
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Date Issued
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1987
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PURL
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http://purl.flvc.org/fcla/dt/11908
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Subject Headings
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Adult education, Independent study
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Format
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Document (PDF)
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Title
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THE EVOLUTION OF THE ENGLISH EDUCATION ACT OF 1944.
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Creator
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BILLINGS, JOAN ANN, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of History
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Abstract/Description
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The purpose of this Master's Thesis is to refute the accepted belief that the English Education Act of 1944 was truly revolutionary as many historians would have es believe. By way of explanation, during World War II, the National Board of Education in England, under the guidance of Herwald Ramsbotham, began the tedious process of developing a thoroughly democratic system of education for England. In the end, leading politicians and writers of the decade claimed that the Board's reforms truly...
Show moreThe purpose of this Master's Thesis is to refute the accepted belief that the English Education Act of 1944 was truly revolutionary as many historians would have es believe. By way of explanation, during World War II, the National Board of Education in England, under the guidance of Herwald Ramsbotham, began the tedious process of developing a thoroughly democratic system of education for England. In the end, leading politicians and writers of the decade claimed that the Board's reforms truly revolutionized the overall system of education in England. Yet, the average child attending one of the state or religious schools in England after the so-called reforms of 1944, was offered little, if any more than had been offered in prior years. This study examines the structure and evolution of the English educational system, concentrating on the Education Act of 1944, to determine why the English Education Act of 1944 was not the revolutionary act it is claimed to be by historians.
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Date Issued
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1978
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PURL
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http://purl.flvc.org/fcla/dt/13948
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Subject Headings
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Education, History of
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Format
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Document (PDF)
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Title
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INTERNATIONAL EDUCATION PROGRAMS IN SELECTED FLORIDA COMMUNITY COLLEGES.
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Creator
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Greene, William E., Florida Atlantic University, Cook, Joseph B.
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Abstract/Description
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Community and junior colleges are becoming increasingly aware of the importance of adding international dimensions to the curriculum. As community-based institutions, the community colleges have begun to recognize the importance of education for international understanding. Community college presidents, national organizations, and government officials have cited international education as a priority for two-year institutions in the corning decade. The purpose of this study was to research...
Show moreCommunity and junior colleges are becoming increasingly aware of the importance of adding international dimensions to the curriculum. As community-based institutions, the community colleges have begun to recognize the importance of education for international understanding. Community college presidents, national organizations, and government officials have cited international education as a priority for two-year institutions in the corning decade. The purpose of this study was to research international education programs at the eight Florida community and junior colleges which held membership in the Florida Collegiate Consortium for International / Intercultural Education during 1979. The international education officers were queried regarding the status of international education within their institutions. Seven of the eight officers cited the commitment of the president of the college as a major factor contributing to their college's involvement in international education. International student programs and efforts to increase the international nature of the curriculum were cited as the most important areas of international education by seven of those interview-ed. Other persons within each institution who are also involved in international education programs were identified. None of the colleges researched have developed evaluation procedures for international education programs. Faculty-related problems were most often cited by those interviewed as internal problems impeding international programs. Finally, the international education officers were optimistic regarding the future of internatioral education in Florida community colleges. More than one-third (37.5 percent) of Broward Community College 1977-78 graduates did not receive credit in a single international course. Student enrollment in international courses was found to vary according to student major.
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Date Issued
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1980
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PURL
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http://purl.flvc.org/fcla/dt/11747
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Subject Headings
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International education--Florida
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Format
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Document (PDF)
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Title
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A PILOT STUDY OF LEARNING INSTRUCTIONAL STYLES AS A PREDICTOR OF EDUCATIONAL OUTCOMES IN PRINCIPLES OF ACCOUNTING I AT BROWARD COMMUNITY COLLEGE.
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Creator
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BATTLE, COLIN, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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Broward Community College (Florida) has experienced high attrition in its Principles of Accounting I. The present study investigates the relationship of grades with divergent instructional/learning styles. Subject literature indicated individual approaches to perceiving, thinking, remembering and problem solving. These traits are possessed by both learners and teachers. However, the interaction of instructional/learning styles remained unexplored at the community college level. Further,...
Show moreBroward Community College (Florida) has experienced high attrition in its Principles of Accounting I. The present study investigates the relationship of grades with divergent instructional/learning styles. Subject literature indicated individual approaches to perceiving, thinking, remembering and problem solving. These traits are possessed by both learners and teachers. However, the interaction of instructional/learning styles remained unexplored at the community college level. Further, accounting education has not provided discussion of the issue. Using the Learning Styles Inventory (LSI) and the Canfield Instructional Style Inventory (CIS), learning and instructional preferences were obtained. This style data was used to determine measures of divergence between instructor's and learner's style along 17 selected factors. The sum of these differences provided a total divergent measure of instructional/learning style (TMD) and were based on key score preference zones representing broad measures of instructional/learning style. Students and instructors in Principles of Accounting I during Term I 1979/80 were selected. Results were summarized and three statistics applied. Z-tests showed significant differences exist on the TMD between campuses of the college. Significant differences were not found between full- and part-time faculty on the same measure. Results required all statistics be performed by campus Multiple correlation analysis by campus indicated low multiple R and R('2) values for the relationship of grades, TMD, and quality points. An alternate correlation analysis was postulated based on the 17 individual factors making up the TMD and indicated a stronger multiple R and R('2). Chi-Square analysis were performed on each of the selected factors. The factors Achievement/Independence and Numeric were found to relate to grades for Campus #1. The analysis for Campus #2 indicated the variables Numeric, Affiliation/Peer, Eminence/Competition and Reading affect the relationship with grades. In conclusion, TMD and quality points in multiple correlation analysis are questionable as predictors of grades. A composite measure of difference (TMD) inhibits the strength of each selected factor and alternate procedures are too general an identification of style preference. Campus groupings lacked the homogeneity required by the distinctive characteristics of teaching and learning., .
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Date Issued
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1982
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PURL
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http://purl.flvc.org/fcla/dt/11801
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Subject Headings
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Education, Community College
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Format
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Document (PDF)
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Title
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PREDICTORS OF SUCCESS IN COURSES FOR NURSES REQUIRING A DEGREE OF SELF-DIRECTION.
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Creator
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MOORE, RUTH J., Florida Atlantic University
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Abstract/Description
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This study sought to identify characteristics and experiences that were indicators of success in courses that required a degree of self-direction in learning. Data were collected from 121 nurses enrolled in 17 home study courses. The course content and evaluation tools were designed to be of similar difficulty for each of the courses offered. The course grade furnished the criterion variable. Predictor variables included information obtained from the Biographical Data Questionnaire and the...
Show moreThis study sought to identify characteristics and experiences that were indicators of success in courses that required a degree of self-direction in learning. Data were collected from 121 nurses enrolled in 17 home study courses. The course content and evaluation tools were designed to be of similar difficulty for each of the courses offered. The course grade furnished the criterion variable. Predictor variables included information obtained from the Biographical Data Questionnaire and the Self-Directed Learning Readiness Instrument. The predictor variables were grouped into four main categories: (a) personal, educational, and employment characteristics; (b) motivation for enrolling in and completing the course; (c) orientation toward, and experience with self-directed learning; and (d) self-directed learning readiness. The null hypotheses, tested at the 0.05 level, were: (1) that there is no relationship between final grade received in a home study course and the variables relating to personal, educational, and employment characteristics; and (2) that motivation for involvement in, orientation toward, and experience with self-directed learning, and learner readiness was not related to final grade earned. The following statistical treatments were conducted on the data: (a) reliability studies for the 17 home study courses; (b) correlations measured the relationship between the predictor variables and the criterion variable; and, (c) multiple regression computed the relationship between sets of predictor variables and test scores. Reliability studies found lower coefficients than had been reported. Since the relationships were not significant at the 0.05 level of significance, the null hypotheses were not rejected. Sample characteristics were congruent with those described by researchers for self-directed adult learners. Subjects viewed themselves as self-directed learners and highly motivated to complete the course. Results of the study may have been affected by the inclusion of technical and professional nurses in one sample group; a sample highly motivated for completion; low reliability for the posttests; and a sample who answered most items correctly, which could limit possible correlation between the criterion and predictor variables.
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Date Issued
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1987
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PURL
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http://purl.flvc.org/fcla/dt/11899
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Subject Headings
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Nurses--Education, Success
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Format
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Document (PDF)
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Title
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OPTIMAL FREQUENCY OF TESTING AS A FUNCTION OF ABILITY LEVEL AND REINFORCEMENT HISTORY.
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Creator
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RIEVMAN, STEVEN PAUL, Florida Atlantic University
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Abstract/Description
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The purpose of the present study was to investigate the variable effects of different testing frequencies upon the achievement of college students of three levels of ability. Frequency of testing was selected for research because of the role it serves in the behavioral system of instruction initiated by Fred Keller. Past research on the effect of increase in test frequency has produced ambivalent results, in part because of repeated methodological errors, in part because the individual...
Show moreThe purpose of the present study was to investigate the variable effects of different testing frequencies upon the achievement of college students of three levels of ability. Frequency of testing was selected for research because of the role it serves in the behavioral system of instruction initiated by Fred Keller. Past research on the effect of increase in test frequency has produced ambivalent results, in part because of repeated methodological errors, in part because the individual learning level of each S has not been a primary concern in the design of these studies. The basic hypothesis of this experiment was that the effects of increased quiz occurrence depend on previous academic history. Results were discussed in relation to the practice of infrequent testing. Such procedures most handicap those with poor backgrounds. Those institutions serving this type of student should re-evaluate their examination methods and consider the use of frequent quizzes. Further suggestions were made to extend the investigation of the functional relationship between instructional techniques and individual histories.
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Date Issued
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1973
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PURL
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http://purl.flvc.org/fcla/dt/11629
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Subject Headings
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Educational tests and measurements
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Format
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Document (PDF)
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Title
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Remote laboratories for distance education.
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Creator
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Anandapuram, Sudeep Hari., Florida Atlantic University, Alhalabi, Bassem A.
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Abstract/Description
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In the past few years many US institutions of higher education have established virtual classrooms where learners pursue higher education via the Internet. The true challenge in Distance Education however remains; how do students perform real lab experiments--such as electronics over the Internet? To examine this challenge, a survey was conducted on over fifty Web-based educational environments, to assess the shortcomings of laboratory facilities currently available on the Internet. The...
Show moreIn the past few years many US institutions of higher education have established virtual classrooms where learners pursue higher education via the Internet. The true challenge in Distance Education however remains; how do students perform real lab experiments--such as electronics over the Internet? To examine this challenge, a survey was conducted on over fifty Web-based educational environments, to assess the shortcomings of laboratory facilities currently available on the Internet. The survey revealed that contemporary labs touted to be virtual environments are merely software simulations. Hence the new idea of a facility that will realistically provide lab experiments over the Internet. With this aim, an innovative system is designed using object-oriented methodologies in Unified Modeling Language to include all aspects of software and hardware. Java/RMI is used as the system's development tool. An experiment to measure the "VI characteristics of a Resistor" is built using National Instruments' DAQ systems. The students can logon through the Internet, register, and perform experiments by sending various current values, and measure the corresponding voltages across a resistor. The results are submitted for grade and the teaching assistant can grade the student after observing the input and output values over the Internet.
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Date Issued
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1999
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PURL
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http://purl.flvc.org/fcla/dt/15636
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Subject Headings
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Distance education, Virtual reality
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Format
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Document (PDF)
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Title
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A STUDY OF PARENT FACTORS INFLUENCING THE SELECTION OF A BILINGUAL EDUCATION PROTOTYPE.
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Creator
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KALAN, NANCY TERREL., Florida Atlantic University, Weppner, Daniel B.
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Abstract/Description
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This study was designed to determine which prototype of bilingual education parents would most favor and which prototype parents would least favor. Subjects were randomly selected from a population of English language dominant parents and Hispanic non-English dominant parents taken from eighteen schools which had a bilingual center as well as a regular program and eighteen schools which were similar but did not have a bilingual center. Ninety parents were chosen at random from grade levels...
Show moreThis study was designed to determine which prototype of bilingual education parents would most favor and which prototype parents would least favor. Subjects were randomly selected from a population of English language dominant parents and Hispanic non-English dominant parents taken from eighteen schools which had a bilingual center as well as a regular program and eighteen schools which were similar but did not have a bilingual center. Ninety parents were chosen at random from grade levels three, six and nine in twenty-four sample elementary, middle and high schools. The parents were divided into three groups: (1) those who were Spanish dominant and who had children in bilingual centers, (2) those who were English dominant and who had children who attended schools with a bilingual center and who did not participate in the bilingual program, and (3) those who were English dominant and whose children attended schools which did not have a bilingual center. The assessment instrument was a questionnaire which asked parents to rank order five bilingual prototypes with one being the most favored program and five being the least favored program. Statistical treatment of the data included an examination of frequency percentages and chi-square analyses. Analysis of data revealed that group membership had no relationship to the three levels of parents' choices of the most favored program, yet there was a significant difference revealed in the chi-square analysis of the least favored program at the .05 alpha level. The variable which proved to be significant was language dominance. Although there was no statistical significance, the study showed that 49 percent of the combined English speaking parent groups would agree to have their children involved in a Bilingual/Second Language program. The research also indicated that although English dominant parents disagreed on the type of program which should be offered to limited English proficient students, 89 percent agreed that some program should be available in the public school system.
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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/11824
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Subject Headings
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Education, Bilingual, Bilingualism
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Format
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Document (PDF)
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Title
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A STUDY OF GRADUATES OF DISTRIBUTIVE EDUCATION MIDDLE MANAGEMENT PROGRAMSAT NINE COMMUNITY COLLEGES.
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Creator
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GILDAN, KATHLEEN Y., Florida Atlantic University, Buckner, Leroy M.
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Abstract/Description
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This study is a follow-up survey of graduates of the Distributive Education Middle Management. Programs in nine Florida community /junior colleges for the period 1966 - 1972. The purpose of the study was to evaluate the effectiveness of the program in meeting the career objectives of the graduates. The Distributive Education Middle Management Program is designed to prepare persons for middle management and specialist positions in the area of marketing and distribution. The program of studies...
Show moreThis study is a follow-up survey of graduates of the Distributive Education Middle Management. Programs in nine Florida community /junior colleges for the period 1966 - 1972. The purpose of the study was to evaluate the effectiveness of the program in meeting the career objectives of the graduates. The Distributive Education Middle Management Program is designed to prepare persons for middle management and specialist positions in the area of marketing and distribution. The program of studies integrates classroom instruction with on--the-job training activities and youth club activities to aid the students in achieving their career objectives. The graduates were asked to evaluate the contributions of each of the components of the program in meeting their career goals. Two hundred and seventy- five graduates responded to an extensive questionnaire containing 77 variables concerned with past and present educational and career activities. The graduates recommended the following improvements for the Middle Management Program: offer more marketing and management courses, provide more on- the-job supervision, increase involvement of the business community in the Program, and offer more extensive career guidance and job placement. In conclusion, the graduates found the Distributive Education Middle Management Program effective and efficient in meeting their career objectives.
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Date Issued
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1975
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PURL
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http://purl.flvc.org/fcla/dt/11655
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Subject Headings
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Distributive education--Florida
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Format
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Document (PDF)
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Title
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The effect of ethics instruction on the moral development of adult real estate students.
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Creator
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Long, Deborah H., Florida Atlantic University, Guglielmino, Lucy M., College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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A baseline examination of real estate licensees' ethical reasoning abilities implemented by this researcher in 1993 indicated that the subjects (n = 82) were ethically immature compared to adults in general. The purpose of this study was to test the effect of ethics instruction upon the moral reasoning ability of adult real estate students. The subjects were drawn from two real estate post-licensing classes offered at a private vocational school: one class (n = 14) served as the experimental...
Show moreA baseline examination of real estate licensees' ethical reasoning abilities implemented by this researcher in 1993 indicated that the subjects (n = 82) were ethically immature compared to adults in general. The purpose of this study was to test the effect of ethics instruction upon the moral reasoning ability of adult real estate students. The subjects were drawn from two real estate post-licensing classes offered at a private vocational school: one class (n = 14) served as the experimental group and received the traditional curriculum without ethics instruction; the other class (n = 21) served as the treatment group and received a 15 hour ethics program as part or their 45 hour program. The ethics program used in this study incorporated the best teaching practices described in research literature, including small group discussion, role play and teacher- and peer-led activities designed to simulate the reality of the real estate business. Subjects were administered the Defining Issues Test (DIT), a measure of moral reasoning, as a pre- and post-test. ANOVA and ANCOVA indicated that students in the treatment group experienced the Blatt Effect, a one-developmental stage increase in their moral reasoning abilities: the mean P-score at the beginning of the program was 27.07; at the end of the program, the mean P-score was 41.24. Students in the control group did not experience significant change in their scores. Further analysis indicated that gender was significant: female licensees scored higher on the DIT than did males. Those licensees who were members of the National Association of Realtors, a professional society with its own code of ethics, also scored higher than did non-members. No significant relationships were found between DIT scores and the licensees' age, license status, sales experience, real estate income, or level of formal education. The overall results of this study indicate that the ethics intervention program was effective in improving DIT scores. The probability exists that this program might have a similar effect on a larger sample of licensees as well as on other professionals.
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Date Issued
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1994
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PURL
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http://purl.flvc.org/fcla/dt/12375
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Subject Headings
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Education, Adult and Continuing, Education, Business, Education, Curriculum and Instruction, Education, Vocational
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Format
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Document (PDF)
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Title
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International education at the community college level: Evaluation of levels of commitment and curriculum integration.
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Creator
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Ortega-Cowan, Joan, Florida Atlantic University, Kussrow, Paul G.
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Abstract/Description
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As global interdependency becomes increasingly more apparent in our shrinking world, changing economic conditions draw people of many different cultures closer together. It is crucial that we develop knowledge and understanding of international cultures and countries to initiate and encourage reciprocal commercial and cultural exchange between local community colleges and the global community. Community colleges have an exceptional opportunity to provide effective leadership in order to...
Show moreAs global interdependency becomes increasingly more apparent in our shrinking world, changing economic conditions draw people of many different cultures closer together. It is crucial that we develop knowledge and understanding of international cultures and countries to initiate and encourage reciprocal commercial and cultural exchange between local community colleges and the global community. Community colleges have an exceptional opportunity to provide effective leadership in order to implement and integrate international education (IE) concepts in their mission statement, goals and curriculum. The ultimate goal should be to institutionalize IE throughout the curriculum, faculty, staff, and student body of all community colleges. The success of enlarging global dimensions of community college students depends largely on the expressed commitment of strategic institutional leadership as wen as community support for such an undertaking. It is essential that a strong commitment by the board of trustees, the president, key academic leaders, and the faculty exists to implement international education concepts in the curriculum of the institution. The institution's mission and goals statement should reflect that view, and the board of trustees should promote that mission statement with a supportive policy statement. A director of international education is absolutely necessary to initiate, implement and maintain IE programs as well as funds for the development of the programs and for travel-related IE activities. A public information system will keep the institution and the community cognizant of the program's activities, and community advisory and support groups should be utilized for community input. This study is based upon an established demonstration project at the community college level through the Community Colleges for International Development (CCID). Levels of commitment of strategic leadership at CCID institutions were determined as well as levels of integration of IE concepts in curriculum at CCID member and affiliate institutions. An evaluation of the relationship between the two variables was undertaken to determine if strategies have been successfully implemented to achieve the stated goals of Community Colleges for International Development. An evaluation between the level of involvement of COD member and affiliates in IE programs and activities was also undertaken to determine whether there is a difference between the commitment and involvement of members and affiliates in implementing IE concepts in curriculum at their respective CCID institutions.
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Date Issued
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1999
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PURL
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http://purl.flvc.org/fcla/dt/12593
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Subject Headings
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International education, Community colleges
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Format
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Document (PDF)
Pages