Current Search: Education (x)
Pages
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Title
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INDEPENDENT VS. PUBLIC HIGHER EDUCATION: IS THERE A DIFFERENCE? (GOVERNMENT INTRUSION, REGULATION, POLITICAL CONTROL, PLURALISTIC SYSTEM).
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Creator
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PANZA, THOMAS F., Florida Atlantic University
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Abstract/Description
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This study critically examines the differences between independent and public higher education by analyzing a series of dimensions associated with American higher education. A historical review encompasses an analysis of the development of early American institutions; economic/political linkages between State and private institutions; the role of governing boards of trustees; and an examination of democratic/equalitarian philosophy of education. The legal differences between private...
Show moreThis study critically examines the differences between independent and public higher education by analyzing a series of dimensions associated with American higher education. A historical review encompasses an analysis of the development of early American institutions; economic/political linkages between State and private institutions; the role of governing boards of trustees; and an examination of democratic/equalitarian philosophy of education. The legal differences between private/independent institutions and public institutions were examined in the context of State action, symbiotic relation rule, close nexus test, and civil rights legislation. An analysis of common descriptors used in the literature to identify the characteristics of independent higher education was made including diversity, pluralistic system, excellence, flexibility, academic freedom, and public funding for independent institutions. A case study was conducted to place the historical analysis, judicial interpretations/legal precedent, and commonly used descriptors of independent higher education in a realistic political setting to test the accuracy of the assumptions contained within each dimension examined. The case study centered on a legislative enactment passed purportedly to protect the public from alleged substandard off-campus educational operations being conducted by accredited institutions. A critical analysis of the legislative purposes, operational effect, and regulations propounded by the State Board of Education was conducted which demonstrated intrusionary governmental regulation forcing the independent accredited institutions to comply with legislative requirements while not receiving the emoluments and economic benefit of a public institution. The issue of whether this type of regulation is needed when Florida has laws controlling deceptive trade practices and fraud in place was questioned and examined. An independent institution must be free to set its own academic mission, make its own curricular decisions, create its own environment of teaching-learning linkage, be accountable for its educational product by describing the expected outcomes and being willing to withstand the scrutiny of peer review through accreditation, and report publicly the academic dimensions of the program to the appropriate State agencies and system supporting same, thus allowing the educational consumers the ability to make a wise choice through information and not unnecessary government intrusion.
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Date Issued
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1985
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PURL
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http://purl.flvc.org/fcla/dt/11873
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Subject Headings
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Education, Higher--Evaluation
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Format
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Document (PDF)
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Title
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LISTENING COMPREHENSION AND ORAL PRODUCTION PROBLEMS OF SECOND-YEAR AUDIO-LINGUAL FRENCH STUDENTS.
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Creator
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ADAMS, JUDITH MARCEC, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
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Date Issued
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1971
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PURL
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http://purl.flvc.org/fcla/dt/13417
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Subject Headings
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Education, Language and Literature
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Format
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Document (PDF)
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Title
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AN ANALYSIS OF JOB TRAINING STATIONS IN COOPERATIVE DISTRIBUTIVE EDUCATION PROGRAMS IN FLORIDA COMMUNITY COLLEGES--FALL SEMESTER 1977.
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Creator
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KOZMA, JOHN JOSEPH., Florida Atlantic University
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Abstract/Description
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This study is a survey of 451 Distributive Education Middle-Management students in 15 Florida Community/Junior Colleges during the fall semester of 1977. The purpose of the study was to determine the nature and characteristics of job training stations of the students. Attention was . focused on how the on-the-job training activities were viewed by the students and their worth in achieving their career goals. In conclusion, the students surveyed found the occupational experience component of...
Show moreThis study is a survey of 451 Distributive Education Middle-Management students in 15 Florida Community/Junior Colleges during the fall semester of 1977. The purpose of the study was to determine the nature and characteristics of job training stations of the students. Attention was . focused on how the on-the-job training activities were viewed by the students and their worth in achieving their career goals. In conclusion, the students surveyed found the occupational experience component of their middle-management program effective in meeting their career objectives as evidenced by the; (1) 61.1% who responded with a high rating on the degree to which they felt their on-the-job training experience provided opportunities for development of their career objectives, (2) 76.3% who responded with a high rating on the degree to which they felt they were acquiring important job skills from their jobs that they could apply later on in their careers, and (3) 84.0% who would recommend it to others preparing for careers in marketing and distribution.
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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/11712
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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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A DESCRIPTIVE STUDY OF THE SELF-CONCEPTS OF SELECTED URBAN GERIATRIC POPULATIONS.
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Creator
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ANDERSON, CHRISTINE ELEANOR, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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An investigation was made of the relationship between personal factors of selected urban geriatric populations in Dade and Broward Counties, Florida and t he self concepts of the subjects as measured by scores on the Tennessee Self Concept Scale. Subjects under study were one hundred fifty-nine men and women volunteers over the age of sixty who were participants at the eight Senior Centers of Dade County, Ida Fisher Junior High's Community School, or Broward Community College's Services for...
Show moreAn investigation was made of the relationship between personal factors of selected urban geriatric populations in Dade and Broward Counties, Florida and t he self concepts of the subjects as measured by scores on the Tennessee Self Concept Scale. Subjects under study were one hundred fifty-nine men and women volunteers over the age of sixty who were participants at the eight Senior Centers of Dade County, Ida Fisher Junior High's Community School, or Broward Community College's Services for the Elderly Program. The instrument used to obtain the personal factors information (senior center, birthplace, ethnic group, sex, marital status, age, religious preferernce, number of children, income, former occupation, education) was a questionnaire devised by the investigator consisting of nineteen questions. The self concept assessments were obtained by using the Tennessee Self Concept Scale. The self concept scores which were used in this study were Total Positive, Self Criticism, Physical Self, Moral-Ethical Self, Personal Self, Family Self, and Social Self. The responses on the Tennessee Self Concept Scale and questionnaire were compared using a univariate analysis of variance for each personal factor as compared with each of the seven scores on the Tennessee Self Concept Scale for each subject. The results of this comparison were in terms of an F-test of analysis of variance, and the results were considered significant if they exceeded the .05 level. Additionally, data were graphed by senior center. Of the eleven personal factors which were investigated, six bore some significant relationship (at the .05 level) to one or more self concept scores of the subjects under investigation. These factors were senior center, sex, birthplace, educational level, ethnic group, and religious preference. When the data were graphed by senior center, it was found that Claude Pepper, Edison Courts, James Scott, Metropolitan, Smathers, and Ida Fisher senior centers had a similar Tennessee Self Concept Scale profile and similarities in the personal factors of birthplace, ethnic group, sex, marital status, religious preference, number of children, income, and education. Myers, Jollivette, and Malcolm Ross Senior Centers had similar Tennessee Self Concept Scale profiles and similarities in the personal factors of sex, marital status, number of children, income, and education. Broward Community College's Services for the Elderly Center had a unique profile and was exceptional in that its attendants had been professionals and had attended graduate school.
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Date Issued
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1976
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PURL
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http://purl.flvc.org/fcla/dt/11671
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Subject Headings
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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 EVOLUTION OF ANTHROPOLOGY IN EDUCATION: A REVIEW OF THE HISTORICAL RELATIONSHIP BETWEEN ANTHROPOLOGY AND EDUCATION AND THE IMPLICATION FOR ANTHROPOLOGICAL CONTRIBUTION TO GENERAL EDUCATION.
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Creator
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MCGILL, CHARLES ARTHUR., Florida Atlantic University, Sears, William H., Dorothy F. Schmidt College of Arts and Letters, Department of Anthropology
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Abstract/Description
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It is the contention of this paper that in the future more and more students in the undergraduate survey courses will be introduced to Anthropology; concomitantly students approaching teaching in the field of Social Studies are doing so with a background of anthropology. Anthropology's growth has precipitated its incorporation in undergraduate requirements for students majoring in Social Science and Education. This paper will explore the ways in which anthropology has established inroads in...
Show moreIt is the contention of this paper that in the future more and more students in the undergraduate survey courses will be introduced to Anthropology; concomitantly students approaching teaching in the field of Social Studies are doing so with a background of anthropology. Anthropology's growth has precipitated its incorporation in undergraduate requirements for students majoring in Social Science and Education. This paper will explore the ways in which anthropology has established inroads in education and their importance to future developments in our school systems. A review of anthropological theories of educational systems is combined with the problems or restrictions facing an Anthropological Education liaison. In conclusion we centered discussion on whether or not anthropologists can change the school systems with an explanation of ACSP and NSF projects produced under their auspices.
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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/13735
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Subject Headings
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Education, Philosophy of
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Format
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Document (PDF)
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Title
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Simulation analysis of the IBM Subsystem Control Block architecture in a network file server environment.
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Creator
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Anumulapally, Ranga R., Florida Atlantic University, Khoshgoftaar, Taghi M.
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Abstract/Description
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Advanced system bus architectures such as the Micro Channel and the EISA bus support what is called bus-mastering that allows the I/O subsystems attached to the bus to arbitrate and take control of the bus to perform data transfers independent of the system processor. I/O subsystems that can control/master the system bus are called Bus-Masters. The IBM Subsystem Control Block (SCB) architecture defines interrupt-driven as well as peer-to-peer I/O protocols for performing data transfers to...
Show moreAdvanced system bus architectures such as the Micro Channel and the EISA bus support what is called bus-mastering that allows the I/O subsystems attached to the bus to arbitrate and take control of the bus to perform data transfers independent of the system processor. I/O subsystems that can control/master the system bus are called Bus-Masters. The IBM Subsystem Control Block (SCB) architecture defines interrupt-driven as well as peer-to-peer I/O protocols for performing data transfers to/from the bus-masters. In previous studies, the performance of the SCB protocols is evaluated in network server environments using simulation models. The main drawback of these studies is that the server system is modeled in considerable detail but the network and the clients are not considered. In this study, we developed models to simulate a complete network file server environment where a single file server based on the SCB architecture provides file service to a variable number of clients on a token-ring network. We then evaluate the performance of the SCB protocols using the results obtained from the simulations.
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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/15057
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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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EXPLORATION AND COMPARISON OF EFFICACY AND MINDSET PERCEPTIONS HELD BY 9-12 SCHOOL LEADERS AND TEACHERS.
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Creator
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Keene, Bonnie, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
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Abstract/Description
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This quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’...
Show moreThis quantitative study sought to determine the efficacy and mindset perceptions of current school leaders and teachers within public high schools. This study highlighted a discrepancy in efficacy and mindset among educators for each other. Firstly, school leaders feel they make a difference, but teachers do not hold the same level of belief in leadership’s ability to make a difference. School leader perceptions of self-efficacy have increased significantly since 2008. Lastly, teachers’ perceptions of school leader efficacy and teacher mindset correlated, meaning a significant portion of variance in teacher perceptions of school leadership efficacy can be predicted by the mindset held by the teacher toward capacity to grow in ability and talent. However, school leaders’ perceptions of self-efficacy and teacher mindset did not correlate, suggesting school leader self-efficacy beliefs do not predict their beliefs in teacher growth potential. Over the years, the terms “efficacy” and “mindset” have been thoroughly researched; however, never in a context surrounding school leaders’ and teachers’ perceptions of each other’s capabilities. Therefore, this study sought to explore and compare school leaders’ and teachers’ perceptions of efficacy and mindset for each other to gain insight into the workplace environment within educational 9-12 systems.
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Date Issued
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2022
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PURL
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http://purl.flvc.org/fau/fd/FA00014109
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Subject Headings
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Educational leadership, Teachers
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Format
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Document (PDF)
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Title
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Florida career and technology education: a comparative analysis of CTE program participants as a percentage of total high school population for the State of Florida.
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Creator
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Serra, Francis., College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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This quantitative study was designed to analyze the percentage of students pursuing selected Career and Technical Education (CTE) vocational courses in schools throughout the State of Florida and to determine if there is a relationship to school district size during school year 2008-2009. The study sought to determine if smaller districts are more likely to have a higher percentage of students enrolled in selected CTE programs that will provide entry into the work force in a skilled,...
Show moreThis quantitative study was designed to analyze the percentage of students pursuing selected Career and Technical Education (CTE) vocational courses in schools throughout the State of Florida and to determine if there is a relationship to school district size during school year 2008-2009. The study sought to determine if smaller districts are more likely to have a higher percentage of students enrolled in selected CTE programs that will provide entry into the work force in a skilled, preferably licensed occupation than larger districts. The study also sought to determine the relationship of the number of students enrolled in the CTE courses to school level student attendance rate, drop-out rate, graduation rate, percentage of Black students, percentage of Hispanic students, percentage of White students, and the percentage of students eligible for free and reduced price meals.
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Date Issued
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2013
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PURL
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http://purl.flvc.org/fcla/dt/3362572
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Subject Headings
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Vocational education, Career education, Industry and education, Education and globalization, High schools, Curricula, Interdisciplinary approach in education
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Format
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Document (PDF)
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Title
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The effect of a student achievement curriculum on grade 9 completion rate and student engagement.
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Creator
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Renda, Melissa Rose, Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
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Abstract/Description
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The purpose of the current outcome study was to investigate the difference in grade 9 completion rate and student engagement between grade 9 students in the treatment group who received the Student Success Sills (SSS) classroom program (Brigman & Webb, 2010) and grade 9 students in the comparison group who did not receive the SSS classroom program. The sample consisted of grade 9 students enrolled in Intensive Reading classes, a required course for all high school students in the state of...
Show moreThe purpose of the current outcome study was to investigate the difference in grade 9 completion rate and student engagement between grade 9 students in the treatment group who received the Student Success Sills (SSS) classroom program (Brigman & Webb, 2010) and grade 9 students in the comparison group who did not receive the SSS classroom program. The sample consisted of grade 9 students enrolled in Intensive Reading classes, a required course for all high school students in the state of Florida who are below reading proficiency. School A served as the treatment group (n=98) and School B served as the comparison group (n=99). Certified school counselors in the treatment group implemented five, 45 minute SSS lessons and three booster lessons after being trained in the manualized use of the program and other related study procedures. A quasi-experimental pretest posttest research design was employed to examine the impact of the SSS classroom program on grade 9 completion rate and student engagement. The unit of analysis was individual grade 9 students. Grade 9 completion rate was measured by academic credits. Student engagement was measured by attendance rate and the Student Engagement in School Success Skills (SESSS) instrument.
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Date Issued
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2014
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PURL
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http://purl.flvc.org/fau/fd/FA00004322, http://purl.flvc.org/fau/fd/FA00004322
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Subject Headings
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Achievement in education, Counseling in middle school education, Curriculum planning, Education -- Aims and objectives, Educational counseling, Educational evaluation, Motivation in education
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Format
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Document (PDF)
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Title
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Aquaculture education: What shall we do?.
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Creator
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Scarpa, John
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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/3352949
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Subject Headings
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Aquaculture, Education, World Aquaculture Society, Education and training information exchange
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Format
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Document (PDF)
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Title
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Equitable access to educational resources: an investigation of the distribution of teacher qualityacross secondary schools in South Florida.
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Creator
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Richards, Sabrina, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
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Abstract/Description
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This quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not...
Show moreThis quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not available from the district. The researcher accessed publicly available teacher quality data from the Florida Department of Education regarding advanced degree completion, out-of-field teachers, and highly qualified teachers to serve as measures of teacher quality at secondary schools. Data were collected and analyzed using quantitative methods for 119 schools that served as the unit of analysis. Using multiple regressions, the study found a significant negative relationship between the percentage of students participating in the free and reduced-price lunch program and the percentage of teachers who possessed an advanced degree. The study also found a significant positive relationship between the percentages of Black students, English language learners, students with disabilities, students participating in the free and reduced-price lunch program and the percentage of out-offield teachers. Additionally, the study found a significant positive relationship between the percentages of Hispanic students, students with disabilities, students participating in the free and reduced-price lunch program, and the percentage of not highly qualified teachers at schools. The investigation also discovered predictive relationships between some of these school characteristics and the measures of teacher quality examined in the study. All of the findings provided evidence of structural inequality regarding the distribution of teacher quality and were analyzed by the study’s theoretical framework, which drew on critical race theory, critical multiculturalism, and other critical studies. These works underscore the inequitable distribution of teacher quality. Implications and suggestions for future research are offered for further examination of the equitable distribution of teacher quality and the role of policy to inform the equitable distribution of teacher quality across schools in order to address the most urgent problem facing U.S. education: the unequal distribution of quality teachers.
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Date Issued
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2014
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PURL
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http://purl.flvc.org/fau/fd/FA00004155, http://purl.flvc.org/fau/fd/FA00004155
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Subject Headings
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Educational equalization, Educational evaluation, Effective teaching, Teachers, Rating of
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Format
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Document (PDF)
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Title
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HIGHER EDUCATION DEPARTMENT CHAIR PERSPECTIVES ON LEADERSHIP EFFECTIVENESS: A QUALITATIVE DESCRIPTIVE STUDY.
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Creator
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Baroody, Ramzy, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
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Abstract/Description
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A relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on...
Show moreA relatively small number of research articles have been written about one of the most challenging positions in higher education, that of a department chair. Chairs must wear many hats and assume many tasks including management and oversight, budget and financial management, teaching, research, working with students and faculty, evaluations, community relations, and legal issues, to name a few. This qualitative descriptive study aspires to ascertain the perspectives of department chairs on what they believe constitutes their effectiveness as leaders in higher education. Attempting to identify and analyze requisite personality traits, skills and behaviors of department chairs is vital for understanding the nuances that influence and shape their abilities to become accomplished leaders in their field. Surveys containing 12 open-ended questions were electronically distributed to department chairs at a private college in central Florida. Analysis of the data collected resulted in the development of four themes, supported by three styles of leadership. The themes were correlated with their corresponding research questions and the correlation process was used to draw several conclusions. First, department chairs incorporate a variety of skills and a combination of leadership styles that best fit their abilities and personalities, into their work performance. Second, department chairs in higher education require specific skills and tools to help them achieve their strategic vision they set for their departments. Some of these tools are learned and acquired through experience, while others inherent, grounded within instinctive and innate personality traits and values they already possess. Third, personal and interpersonal skills, knowledge, and competencies form the cornerstones of a leaders’ abilities, successes and failures. Building upon the foundation established in this study, future researchers could expand upon the scope of this research to include a larger sample size, more diverse participants, private vs. public educational institutions, gender, race and ethnic specific sampling, national and international sampling, and more in-depth research questions that include personal and environmental influence.
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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/FA00013784
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Subject Headings
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Educational leadership, College department heads, Education, Higher--Administration
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Format
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Document (PDF)
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Title
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The impact of parent communications and expectations on teacher practices in private Jewish day schools.
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Creator
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Solomon, Rebecca, Weber, Roberta K., College of Education, Department of Curriculum, Culture, and Educational Inquiry
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Abstract/Description
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This mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifthgraders, in five private Jewish day schools located in the Southeastern United...
Show moreThis mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifthgraders, in five private Jewish day schools located in the Southeastern United States. Qualitative data were collected from ten teachers, ten parents, and three school leaders who provided interviews, where they elaborated on the nature of parental communications and expectations at their own schools and their perceptions of their impact on teacher practices. The findings indicated that parent communications take place with high frequency, and are initiated fairly evenly between parents and teachers. Parents and teachers differ on their perceptions of negativity of communications, with teachers reporting more negative communications than parents. A t-test was conducted on the survey items that corresponded with the four categories to compare parent and teacher responses. There were some statistically significant differences in the perceptions of parents and teachers of the impact of particular types of parent communications on teacher practices in private Jewish day schools. These included requests for reviews of a child's grade or a grade change, as well as requests for changes in the content of homework. However, the qualitative data overwhelmingly indicated that parents and teachers have similar perceptions of the impact of parents communications and. They felt that parents occasionally request certain changes, but that these changes have minimal impact in the classroom, outside of isolated, individual events. expectations The school leaders who participated in the study agreed that, for the most part, the dayto- day practices of teachers were not greatly impacted by parent communications.
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Date Issued
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2013
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PURL
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http://purl.flvc.org/fau/fd/FA0004063
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Subject Headings
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Communication in education, Interaction analysis in education, Parent participation
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Format
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Document (PDF)
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Title
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SUSTAINABILITY PERFORMANCE IN AMERICAN HIGHER EDUCATION: A MULTIPLE CASE STUDY OF FOUR EXEMPLARY INSTITUTIONS THAT PARTICIPATED IN THE SUSTAINABILITY TRACKING, ASSESSMENT & RATING SYSTEM.
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Creator
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Chui, Qingqing, Floyd, Deborah, 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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The purpose of this study was to describe the campus sustainability performance at four exemplary higher education institutions, i.e., Doctoral, Master’s, Baccalaureate, and Associate’s, as measured by the Sustainability Tracking, Assessment & Rating System (STARS). The case-by-case analysis and the cross-case analysis demonstrated the similarities and differences that emerged across the four cases in the area of the institutional dynamics, sustainability performance, the journey of campus...
Show moreThe purpose of this study was to describe the campus sustainability performance at four exemplary higher education institutions, i.e., Doctoral, Master’s, Baccalaureate, and Associate’s, as measured by the Sustainability Tracking, Assessment & Rating System (STARS). The case-by-case analysis and the cross-case analysis demonstrated the similarities and differences that emerged across the four cases in the area of the institutional dynamics, sustainability performance, the journey of campus sustainability, and challenges, as well as drivers. In addition, the research aims to provide some implication to other institutions that intend to advance sustainability on their campuses. A multi-site case study was used to investigate the sustainability performance of four exemplary institutions that participated in the STARS program. Two forms of data collection techniques used for this research study were document analysis and in-depth interviews. Nurturing the student, serving the community, taking social responsibility, and making changes was the internal motivations which drove the four institutions to what they have achieved today. They shared the same purpose of helping students become more aware and informed on how they could apply sustainability into their work, business, and many other places to make the change.
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Date Issued
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2020
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PURL
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http://purl.flvc.org/fau/fd/FA00013441
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Subject Headings
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Education, Higher, Sustainability, Education, Higher--Case studies
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Format
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Document (PDF)
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Title
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A COMPARATIVE STUDY OF MALE AND FEMALE SCHOOL BOARD MEMBERS' ATTITUDES TOWARD WOMEN ADMINISTRATORS IN THE STATE OF FLORIDA (DISCRIMINATION, SCHOOL BOARDS).
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Creator
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GARNETT, PATRICIA F., Florida Atlantic University, Gray, Mary B., Urich, Ted R., College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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Although legislation regarding women's rights has been passed in recent years, it has had little effect on the number of women in educational administration. This dissertation was undertaken to compare the attitudes of male and female school board members toward women in administrative positions in the state of Florida. The test instrument was the Women as Managers Scale (WAMS) developed by Peters, Terborg, and Taynor in 1974 for the purpose of detecting biased attitudes toward women in...
Show moreAlthough legislation regarding women's rights has been passed in recent years, it has had little effect on the number of women in educational administration. This dissertation was undertaken to compare the attitudes of male and female school board members toward women in administrative positions in the state of Florida. The test instrument was the Women as Managers Scale (WAMS) developed by Peters, Terborg, and Taynor in 1974 for the purpose of detecting biased attitudes toward women in various organizations. This was a self-administered questionnaire sent to 100 percent of the school board members in the state of Florida for 1982-83 as listed in the Florida Education Directory. Seventy-three percent of the board members returned the questionnaire, with 65 percent returning full information. There were 160 males and 61 females included in the study. Responses came from 65 of the 67 counties. Information was obtained regarding age, sex, size of school district, and level of education in addition to the twenty questions of the questionnaire which covered four different attitude factors. Using the SPSS formula for analysis of variance, each dependent variable was used in an analysis with each independent variable to determine if any specific factor could be a possible cause of the attitudes reported. The null hypotheses stated that there would be no significant change in the attitudes of male and female school board members toward women in administration regardless of age or level of education. The results of the survey showed that there was a difference between male and female board members' attitudes; however, the results of the analysis of variance tests for interactions of age, sex, and educational level were not significant at the .05 Alpha level. Sex was the only significant variable, but since sex differences in attitudes among Florida school board members were not significantly dependent upon age or educational level, the null hypotheses could not be rejected. Males were consistently more negative than females in their perceptions of women as managers across the age and educational level intervals used in the study.
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Date Issued
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1985
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PURL
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http://purl.flvc.org/fcla/dt/11872
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Subject Headings
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Education--Florida--Administration, Women in education--Florida
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Format
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Document (PDF)
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Title
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PEER ACCEPTANCE OF THE MAINSTREAMED EMOTIONALLY HANDICAPPED CHILD.
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Creator
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SCINTO, DANIEL LAWRENCE., Florida Atlantic University
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Abstract/Description
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The purpose of this study is to compare the peer acceptance of regular fourth grade students between an emotionally handicapped student and normal student under positive, negative and neutral teacher attitude conditions. Six groups of fourth grade students were randomly selected from three Seminole County elementary schools. Twenty students were in each group. Each group was randomly assigned to one of the six conditions and viewed a audio-visual presentation. After the presentation, each...
Show moreThe purpose of this study is to compare the peer acceptance of regular fourth grade students between an emotionally handicapped student and normal student under positive, negative and neutral teacher attitude conditions. Six groups of fourth grade students were randomly selected from three Seminole County elementary schools. Twenty students were in each group. Each group was randomly assigned to one of the six conditions and viewed a audio-visual presentation. After the presentation, each student completed the peer acceptance questionnaire. The mean scores for each group were analyzed using a "2 x 3" analysis of variance with the effects tested at the .05 level of significance across all levels. No significant difference in level of peer acceptance was found between the emotionally handicapped and normal labels. There was a significant difference in level of peer acceptance under the negative orientation versus the positive and neutral orientations across the emotionally handicapped and normal labels. In addition, no interactions exist between the emotionally handicapped and normal labels under positive, negative, or neutral orientations. As both the concept and practice of mainstreaming are expanding, it was concluded that the results of this study can provide important insight as to the emphasis of procedures and direction for future research. Inservice to teachers on all aspects of mainstreaming and emphasis on positive peer orientation will result in more efficient integration of exceptional students into regular classes.
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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/11766
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Subject Headings
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Mainstreaming in education, Mentally ill children--Education
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Format
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Document (PDF)
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Title
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Remote labs: Design and implementation issues.
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Creator
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Aoudi, Samer M., Florida Atlantic University, Alhalabi, Bassem A.
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Abstract/Description
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This thesis proposes the use of remote laboratory experiments in distance education as a tool to add a reality factor to the distance learning process, thus combining the convenience of distance education with the effectiveness of the traditional physical campus, through its laboratories and technological resources. Moreover, this research studies the different aspects of distance education and remote labs and then provides a proposition to develop an effective remote laboratory setup....
Show moreThis thesis proposes the use of remote laboratory experiments in distance education as a tool to add a reality factor to the distance learning process, thus combining the convenience of distance education with the effectiveness of the traditional physical campus, through its laboratories and technological resources. Moreover, this research studies the different aspects of distance education and remote labs and then provides a proposition to develop an effective remote laboratory setup. Furthermore, it introduces and discusses the different components of a general remote lab experiment and applies the proposed process to an actual remote lab experiment, namely 'The Characteristics of a Resistor'. Remote labs is an invention of creativity in the world of distance education. This thesis is based on the pioneering work of Dr. Alhalabi and Dr. Hamza.
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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/12737
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Subject Headings
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Distance education, Internet in education, Java (Computer program language)
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Format
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Document (PDF)
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Title
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The effects of the Enright Arithmetic Program on the emotional deficits associated with learned helplessness.
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Creator
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Johnson, Henry Eugene, III., Florida Atlantic University, Weppner, Daniel B.
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Abstract/Description
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The purpose of this study was to investigate whether a particular mathematics program, which has been proven effective in changing student proficiency in mathematics, will also alter student emotional reactions to failure. The program selected for this study is unique in that through a series of diagnostic tests and remedial lessons, the student and teacher can accurately pinpoint the student's processing errors in mathematics. The sample consisted of 126 eighth grade mathematics students...
Show moreThe purpose of this study was to investigate whether a particular mathematics program, which has been proven effective in changing student proficiency in mathematics, will also alter student emotional reactions to failure. The program selected for this study is unique in that through a series of diagnostic tests and remedial lessons, the student and teacher can accurately pinpoint the student's processing errors in mathematics. The sample consisted of 126 eighth grade mathematics students from a public middle school. There were five independent variables: sex, race (black vs. white), attributional style (internal vs. external), proficiency level in mathematics (high vs. low), and grouping for instruction (Enright Program vs. control). The dependent variables consisted of test scores collected before the mathematics program and immediately after completion of the program on the affective factors of anxiety, hostility, and depression. The results showed a significant difference in student emotional reactions to failure after being exposed to the Enright Arithmetic Program as compared to students in the control group. The students in the Enright group had significantly less negative affective reactions to failure in relation to all three of the dependent variables after working with the Enright Arithmetic Program than did the students who were not afforded the opportunity to work with the program. This study thus demonstrated that the Enright Arithmetic Program not only improves student proficiency levels in mathematics, but also alters students' emotional reactions to a stressful failure situation in the classroom in a positive way.
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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/11930
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Subject Headings
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Enright Arithmetic Program--Psychological aspects, Education, Elementary, Education
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Format
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Document (PDF)
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Title
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A comparison of the metacognitive knowledge about reading of fourth-grade students with and without learning disabilities taught by two methods of reading instruction in inclusion classrooms.
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Creator
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Bunker, Melise Rankin, Florida Atlantic University, Smiley, Lydia R.
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Abstract/Description
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Although metacognition is an area that has been receiving considerable research interest in recent years, few studies have been concerned with metacognitive knowledge about reading. An even fewer number of studies have included students with learning disabilities (LD) as part of the subject pool. This reality is cause for concern. Increasingly, students with LD are receiving their reading instruction in general education classrooms. Because little is known about the effects of method of...
Show moreAlthough metacognition is an area that has been receiving considerable research interest in recent years, few studies have been concerned with metacognitive knowledge about reading. An even fewer number of studies have included students with learning disabilities (LD) as part of the subject pool. This reality is cause for concern. Increasingly, students with LD are receiving their reading instruction in general education classrooms. Because little is known about the effects of method of reading instruction on students with LD in general education classrooms, the purpose of this study was to determine if there was a difference between the metacognitive awareness about reading of fourth-grade students with LD and without LD (NLD) taught by code-based (CB) and meaning-based (MB) instruction in inclusion classrooms. Further, the study was concerned with determining if there was an interaction between learning condition (LD, NLD) and instructional approach (CB, MB). A total of 88 fourth graders from seven elementary schools in a large south Florida school district participated in the study: 38 were students with LD; 50 were students without LD. Forty-five of the students received their reading instruction in CB classrooms and 43 were taught reading in MB classrooms. All students were given the silent reading section of an informal reading inventory, a metacognitive interview, and a metacognitive questionnaire. Results revealed that although there is a significant difference between the metacognitive knowledge about reading between students with and without LD, this difference did not appear to be influenced by their method of reading instruction. Students with LD consistently scored below students without LD, whether they were in code-based or in meaning-based classrooms.
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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/12511
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Subject Headings
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Reading (Elementary), Inclusive education, Learning disabled children--Education
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Format
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Document (PDF)
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Title
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A comparison of parents' perceptions and speech/language pathologists' perceptions of selected social competency needs of speech/language impaired preschool children in Broward County, Florida.
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Creator
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Thornton, Robin Elizabeth, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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The problem investigated in this study was to determine the significance of agreement between the perceptions of parents and speech/language pathologists toward selected social competency needs of speech/language impaired children in the personal, family, and school contexts. Preschool children exhibiting speech/language impairments are more likely to demonstrate a lack of social competency development than children with normal speech and language development. As children with speech/language...
Show moreThe problem investigated in this study was to determine the significance of agreement between the perceptions of parents and speech/language pathologists toward selected social competency needs of speech/language impaired children in the personal, family, and school contexts. Preschool children exhibiting speech/language impairments are more likely to demonstrate a lack of social competency development than children with normal speech and language development. As children with speech/language impairments receive intervention in the absence of parental support, the intervention results may be minimized. If perceptions of parents and speech/language pathologists differ significantly, parents may not reinforce carryover activities in the home, thereby reducing therapy gains. The evaluation instrument utilized in this study was a 31-item survey developed by Tunstall (1993) at the College of Education, University of South Carolina. The survey was created using a 4-point Likert-type scale. Reliability was obtained by Tunstall in 1993 and revealed good internal reliabilities. In 1996, this study included the entire sample of 100 respondents to obtain a high reliability coefficient alpha of .9189. The sample included 70 parents of preschool speech/language impaired students and 30 speech/language pathologists of the Broward County Public School System in Florida, during the fall of 1996. Surveys were distributed to parents of children exhibiting a speech/language impairment, who attended a preschool speech/language, developmental, and hearing screening provided by the Broward County Public Schools. During an annual Speech/Language Policies and Procedures meeting in August of 1996, surveys were distributed to 30 speech/language pathologists providing treatment for preschool children. Three hypotheses were developed to determine if there was a significant difference in the perceptions of the two groups surveyed. Analyses of variance were utilized to test the statistical significance of the group (parents and speech/language pathologists) differences for each factor (personal, family, and school). Descriptive statistics were included to describe the demographic characteristics of the respondents from the survey instrument. A Boneferonni type adjustment was made to the nominal alpha of .05, such that all the hypotheses were tested at the .017 level. Based on the findings of this study, there was a significant difference between the perceptions of the parents and speech/language pathologists toward selected social competency needs of preschool children with speech/language impairments within the family context, F(1,98) = 7.44, p =.0078. The results revealed the two groups were not in agreement as to the importance of family factors and the contributions of those factors to a preschool child's social competency. The mean score of the parents' responses was significantly higher than that of the speech/language pathologists.
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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/12544
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Subject Headings
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Health Sciences, Speech Pathology, Education, Early Childhood, Education, Special
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Format
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Document (PDF)
Pages