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Title: Spiritually competent rehabilitation counseling: adjusting to disability.
Creator: Reguero, Layven, Peluso, Paul R., Graduate College
Date Issued: 2013-04-12
PURL: http://purl.flvc.org/fcla/dt/3361954
Subject Headings: Rehabilitation counseling, Counseling--education, Disability
Format: Document (PDF)

Title: Aquaculture training and education: An applied approach for industry.
Creator: Davis, Megan
Date Issued: 1999
PURL: http://purl.flvc.org/FCLA/DT/3352946
Subject Headings: Aquaculture industry, Education, Training, Aquaculture--Florida
Format: Document (PDF)

Title: The adaptability of academic advising teams in higher education.
Creator: McFarland, Leigh A., Maslin-Ostrowski, Patricia, Graduate College
Date Issued: 2011-04-08
PURL: http://purl.flvc.org/fcla/dt/3164628
Subject Headings: Faculty advisors, Education, Higher, Universities and colleges
Format: Document (PDF)

Title: Developing future nurse leaders through innovation.
Creator: Dyess, Susan MacLeod, Sherman, Rose O.
PURL: http://purl.flvc.org/fcla/dt/3336146
Subject Headings: Education, Nursing, Nurse Administrators, Nurses, Nursing Leaders
Format: Document (PDF)

Title: AN EVERGLADES LITERACY WORKSHOP FOR ELEMENTARY SCHOOL TEACHERS: A CASE STUDY OF ITS EFFECTIVENESS AND EDUCATOR TEACHING EXPERIENCES.
Creator: Mitchell, Erin, Bhagwanji, Yashwant, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: Environmental Education (EE) has an overall goal of fostering eco-literate citizens who are capable of building a more sustainable planet (North American Association for Environmental Education, 2019). While EE is associated with a plethora of benefits, it is still not widely implemented in the field of education due to the many types of barriers as well as the complexity of EE content knowledge and skills. Professional Development (PD) in EE may be a viable way to increase effective...
Show moreEnvironmental Education (EE) has an overall goal of fostering eco-literate citizens who are capable of building a more sustainable planet (North American Association for Environmental Education, 2019). While EE is associated with a plethora of benefits, it is still not widely implemented in the field of education due to the many types of barriers as well as the complexity of EE content knowledge and skills. Professional Development (PD) in EE may be a viable way to increase effective implementation of EE, yet PD in EE is not widely attended or offered. It is, therefore, imperative that PD programs are designed in a way that will maximize the benefits for participants. This mixed methods case study examined the experiences of K-5 educators who attended a one-day, Everglades Literacy Teacher Training Workshop in order to understand the effective components of the workshop, changes in teacher content knowledge and self-efficacy, and experiences of teachers after the implementation of the Everglades literacy curriculum in their classrooms.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013762
Subject Headings: Environmental education, Professional development, Teachers' workshops
Format: Document (PDF)

Title: Exploring teachers' perceptions of professional development in virtual learning teams.
Creator: Purnell, Courtney Paschal., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The demand for virtual education is rapidly increasing due to the proliferation of legislation demanding class size limitations, funding cuts, and school choice across the United States. Virtual education leaders are discovering new ways to enhance and develop teachers to become more efficient and increase quality of learning online. Learning teams are one tool implemented by professional development departments in order to obtain a community of shared best practices and increase professional...
Show moreThe demand for virtual education is rapidly increasing due to the proliferation of legislation demanding class size limitations, funding cuts, and school choice across the United States. Virtual education leaders are discovering new ways to enhance and develop teachers to become more efficient and increase quality of learning online. Learning teams are one tool implemented by professional development departments in order to obtain a community of shared best practices and increase professional learning for teachers. ... The purpose of this exploratory case study was to investigate teachers' perceptions of the contribution of virtual learning teams to their professional development in a completely online K-12 environment. ... Five major themes emerged from the interviews, which were teacher professional development as it relates to student success, collaboration, balance, knowledge gained from being part of a virtual learning team, and teachers' perception of student success.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358964
Subject Headings: Education, Effect of technological innovations on, Educational leadership, School management and organization, Teams in the workplace, Group work in education, Professional learning communities, Mentoring in education, Computer networks
Format: Document (PDF)

Title: Florida middle grades pupil progression policies: their effects on middle school student achievement and retention rates.
Creator: Murray, Mary A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Florida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students,...
Show moreFlorida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students, interpretation and implementation have created additional barriers to grade level advancement. As a result, the possibility now exists for more students and especially those already at-risk of failure will be subject to higher retention rates. This may place them further at-risk of poor academic performance and of potentially dropping out of school, an opposite effect of the intent of the bill. This study was designed to evaluate the impact of the revised policies on middle school students.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2683536
Subject Headings: Education and state, Educational tests and measurements, Educational accountability, Achievement in education
Format: Document (PDF)

Title: Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.
Creator: Bamdas, Jo Ann, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study...
Show moreThe purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community. Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas -ti 5.0 software, and thematic analyses completed in order to triangulate the data. Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation., The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued a doctorate degree was "only step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186326
Subject Headings: Achievement motivation, Minority women, Education (Higher), Educational equalization, Motivation in education, Education, Aims and objectives
Format: Document (PDF)

Title: How race, gender and Pell status affect the persistence and degree attainment rates of dual enrollment students.
Creator: Prophete, Karline S., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Florida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment...
Show moreFlorida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment participation and postsecondary success, as measured by student persistence and degree attainment, moderated by race, gender, and Pell status. Alexander Astin's (1993) I-E-O student involvement theory was chosen as the theoretical lens with which to guide the design and analysis of the study. A quantitative analysis of archived student records retrieved from the Office of Institutional Research and Effectiveness at a large urban state college in Florida was used in this study. ... The analysis revealed that students who were dual enrolled were more likely to persist in college and more likely to earn a degree than their non-dual enrolled peers.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362570
Subject Headings: Achievement in education, Dual enrollment, Advanced placement programs (Education), Prediction of scholastic success, Federal aid to education, Interaction analysis in education, Expectation (Psychology)
Format: Document (PDF)

Title: Preparing Florida faculty to teach online.
Creator: Arsht, Stephanie., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher...
Show moreThe purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3166833
Subject Headings: Educational leadership, Study and teaching (Graduate), Education, Higher, Computer-assisted instruction, College teachers, In-service training, Effective teaching, Internet in education, Distance education
Format: Document (PDF)

Title: Precursors Of Sexualization: Perspectives of Mothers and Female Teachers Regarding the Influence of the Media on 4-Year-Old Girls’ Gender Identity Development.
Creator: Malhoyt-Lee, Jennifer M., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The sexualization of girls is an ongoing issue that has garnered much attention in recent years, with one contributing factor, media, becoming an ever-increasing part of children’s lives. This study explored four questions: How do mothers and teachers perceive the media’s influence on young girls’ identity development? To what extent do these caregivers engage young girls in analyzing media messages? What observed behaviors of 4-year old girls indicate media’s influence? and What are...
Show moreThe sexualization of girls is an ongoing issue that has garnered much attention in recent years, with one contributing factor, media, becoming an ever-increasing part of children’s lives. This study explored four questions: How do mothers and teachers perceive the media’s influence on young girls’ identity development? To what extent do these caregivers engage young girls in analyzing media messages? What observed behaviors of 4-year old girls indicate media’s influence? and What are caregivers interpretations and responses to these behaviors? Analyzing the perceptions of mothers and female teachers of 4-year old girls contributes to a better understanding of how girls are influenced, both by caregivers’ actions and by media consumed. Twelve mothers and female early childhood teachers from three South Florida preschools were interviewed to better understand how girls are influenced by media, and to gain a more holistic perspective of the potential impact of media on young girls’ behaviors and their emerging understanding of what it means to be a girl today. The findings indicate that mothers and female teachers perceive media to be influential in the lives of girls, both in terms of general child development and young girls’ gender identity development. The participants are observing behaviors in their 4-year old girls that indicate media’s influence; these behaviors include sexualized dancing, attitude and language changes, and requests for sexualized clothing and beauty products. Although these mothers and teachers do not yet help girls analyze media messages, they do, however, engage in significant guidance as they interpret and respond to the observed behaviors. These findings reflect a need for media literacy education for parents and teachers, as well as comprehensive sexualization awareness and prevention education for children, parents, and teachers.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005957
Subject Headings: Gender identity, Girls, Early childhood education, Media
Format: Document (PDF)

Title: TRANSITIONAL TURBULENCE: THE RELATIONSHIP BETWEEN ORGANIZATIONAL CULTURE, POWER, AND AN INCOMING PRINCIPAL.
Creator: Varo-Haub, Amy L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This qualitative case study explored the changing relationships and cultural evolution that occurred over the course of the initial year of a principal transition within a private upper school. Collected data included interviews, observations, and documents. All data were reviewed and analyzed in order to understand the experience that the transitioning principal, administrators, faculty, college counselors, and staff encountered during the course of the transition. The conceptual framework...
Show moreThis qualitative case study explored the changing relationships and cultural evolution that occurred over the course of the initial year of a principal transition within a private upper school. Collected data included interviews, observations, and documents. All data were reviewed and analyzed in order to understand the experience that the transitioning principal, administrators, faculty, college counselors, and staff encountered during the course of the transition. The conceptual framework of this study was based on a social constructivist mindset and was ethnographic in nature: the researcher understood and defined the culture and transition experience through data synthesis, revealing varied interpretations of the culture and transition on the place and self.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013424
Subject Headings: Corporate culture, School principals, Educational leadership
Format: Document (PDF)

Title: The Relationships Among the Behavioral Agility of School Leadership Teams, Culture, and Performance.
Creator: Shaw, Carletha B., Shockley, Robert, Morris, John D., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This quantitative, non-experimental study was conducted to investigate the relationship among the behavioral agility of school leadership teams, school culture, and school performance. Additionally, the study sought to determine whether the influence of these variables and/or their relationships are modified by alterable and unalterable characteristics of the school. The study utilized Pisapia’s (2009) Strategic Leader Questionnaire (SLQ) to measure school leadership team’s behavioral agility...
Show moreThis quantitative, non-experimental study was conducted to investigate the relationship among the behavioral agility of school leadership teams, school culture, and school performance. Additionally, the study sought to determine whether the influence of these variables and/or their relationships are modified by alterable and unalterable characteristics of the school. The study utilized Pisapia’s (2009) Strategic Leader Questionnaire (SLQ) to measure school leadership team’s behavioral agility in using five leadership influence actions (managing, transforming, bridging, bonding, and bartering). Cameron and Quinn’s (2005) Organizational Culture Assessment Instrument (OCAI) was used to determine if the school’s dominant organizational culture type (adhocracy, clan, hierarchy, or market) mediated the behavioral agility of school leadership teams and school performance. The study included 65 schools and approximately 1,500 classroom teachers from a very large urban school district located in the Southeast United States. The results indicate that behavioral agility, unidimensional and multidimensional factors, were significantly correlated to each organizational culture type, with the exception of the managing behavior subfactor in clan and adhocracy cultures. Student suspension moderated the relationship between behavioral agility and school culture. There was no relationship found between school culture and school performance; however, it was found that minority percentage negatively correlated market culture and school performance and student attendance negatively correlated both hierarchy and market cultures and school performance.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005966
Subject Headings: Educational leadership, Organizational culture, Schools, Agility
Format: Document (PDF)

Title: The effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement.
Creator: Leon, Ana Maria., College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math...
Show moreThe purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math tests? Based on the fact that Hispanic students are at a very high risk of academic failure, there is an urgent need to address the lack of academic success. The cultural translation of the Student Success Skills (SSS) program focuses on student outcomes and helps to provide a link between school counselors and improved outcomes for Hispanic students.The sample for this study included 103 treatment and 98 comparison fourth and fifth grade students from three schools in South Florida. Participating students were selected from all Hispanic students at four schools in South Florida, by selecting the students who spoke mainly Spanish at home and came from Hispanic backgrounds. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Florida Comprehensive Assessment Test (FCAT). The procedure used to analyze the results for this study was a Multivariate analysis of covariance (MANCOVA). The statistical analysis showed that the treatment group scored significantly higher than the comparison group in reading. There was not a significant difference in math for the treatment group. When fidelity of treatment was investigated a post hoc analysis found that groups with full implementation of the program scored significantly higher in math and in reading than the comparison group., The results of this study show that a cultural translation of the Student Success Skills program is helpful for the fourth and fifth grade Hispanic students improving achievement in reading.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187214
Subject Headings: Educational leadership, Acculturation, Minorities, Education (Elementary), Hispanic American children, Education, Academic achievement, Educational equalization
Format: Document (PDF)

Title: A Marketing/Management Model for Distributive Education.
Creator: Payette, Gregory J., Buckner, Leroy M., Florida Atlantic University
Abstract/Description: Model stores exist in distributive education laboratories. They are intended to be realistic simulations of a typical retail store in which all functions of marketing and distribution are practical, and in which the majority of the graduates of the program will gain employment and develop careers. The use of the model store as a training laboratory is not fulfilled because a significant element necessary for business operation has not been provided to accompany the physical equipment. A...
Show moreModel stores exist in distributive education laboratories. They are intended to be realistic simulations of a typical retail store in which all functions of marketing and distribution are practical, and in which the majority of the graduates of the program will gain employment and develop careers. The use of the model store as a training laboratory is not fulfilled because a significant element necessary for business operation has not been provided to accompany the physical equipment. A system of management for the model store laboratory is the missing element that must be provided before the model store can be a realistic approximation of that which it was intended to represent. There exists a subordinate need to provide an opportunity to develop interests for careers and provide experiences in the area of business services such as advertising, public relations and marketing research. These experiences are not now practicable within the scope of the model store. They are not generally provided for in the use the model store as learning experiences. Further, a need exists to provide a management plan for providing full-scale participation in all DECA activities. The breadth of activities and extent of competitive opportunities in DECA have become so great that a plan of involvement is necessary before the secondary school chapter can fully realize the benefits provided as learning activities. The purpose of this study is to provide a sys tem of management through which the model store in the distributive education laboratory becomes an authentic representation of a marketing business enterprise. The results of this study will take the form of a student-oriented handbook in which will be constructed and described a Marketing/ Management Model for Distributive Education. A secondary purpose of this study is to expand the learning activities of the model store in order to prepare more students for careers in the area of business services for the marketing process - -specifically: advertising, public relations and marketing research. A third purpose is to aid full - scale participation in the DECA program of youth activities by providing a "management treatment" of the chapter- of-the-year competitive effort.
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Date Issued: 1970
PURL: http://purl.flvc.org/fau/fd/FA00000641
Subject Headings: Distributive education, Retail trade--Management
Format: Document (PDF)

Title: A Comparison of Perceptions of Specific Learning Disabilities Teachers with Exceptional Student Education Lead Teachers Toward Goal Achievement.
Creator: Brater, Patricia Barrack, Urich, Ted R., Florida Atlantic University
Abstract/Description: The purpose of this study was to assist in the program evaluation process by comparing perceptions of Specific Learning Disabilities teachers with Exceptional Education lead teachers toward indicators of goal achievement. The procedures employed in the study involved a review of the literature, and the design, field testing, and utilization of the Goal Achievement Instrument. Data was obtained from the 111 teacher questionnaires and the 111 questionnaires completed by lead teachers who rated...
Show moreThe purpose of this study was to assist in the program evaluation process by comparing perceptions of Specific Learning Disabilities teachers with Exceptional Education lead teachers toward indicators of goal achievement. The procedures employed in the study involved a review of the literature, and the design, field testing, and utilization of the Goal Achievement Instrument. Data was obtained from the 111 teacher questionnaires and the 111 questionnaires completed by lead teachers who rated individual teacher performance of goal indicators. Analysis of variance was utilized to determine whether there were differences in ratings between the groups. A follow-up study was completed to determine goal achievement indicators which might have been overlooked in the goal achievement indicator development process. 1. There were significant differences in responses between resource Specific Learning Disabilities teachers and lead teachers, indicating that data from neither group should be used in isolation to determine levels of goal achievement. 2. There were no significant differences between self-contained, elementary, and secondary Specific Learning Disabilities teachers when each group's ratings were compared to lead teacher ratings. This indicated that either teachers or lead teachers could be used to determine levels of goal achievement for these groups of teachers. 3. Teachers in all groups were achieving goals at a satisfactory level, as perceived by teachers and by lead teachers. 4. Several additional items were developed and recommended for inclusion to the Goal Achievement Instrument before use in the formal program evaluation process. In-service programs for teachers, guidance committee activities, strong financial support to the classes, and the positive attitude of teachers may have been important factors in leading to the high performance levels achieved by Specific Learning Disabilities teachers in Brevard County, Florida.
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Date Issued: 1983
PURL: http://purl.flvc.org/fau/fd/FA00000652
Subject Headings: Special education teachers, Learning disabilities, Exceptional children
Format: Document (PDF)

Title: IMPACT OF FLIPPED CLASSROOM MODEL ON STUDENT LEARNING OUTCOMES FOR UNIVERSITY FITNESS/WELLNESS LEARNERS.
Creator: Breitkreuz, Helen Denise, Lieberman, Mary G., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: The purpose of this quasi experimental, two group pretest posttest quantitative design study was to explore the influence of content delivery method for a lifetime fitness or wellness course on the impact of student learning outcomes. Also, student satisfaction of the course and instructor were examined. Specifically, two teaching methods of instruction were examined: the flipped classroom model (FCM) and the traditional lecture model (TLM). Cheng, Ritzhaupt, and Antonenko’s (2019) “Effects...
Show moreThe purpose of this quasi experimental, two group pretest posttest quantitative design study was to explore the influence of content delivery method for a lifetime fitness or wellness course on the impact of student learning outcomes. Also, student satisfaction of the course and instructor were examined. Specifically, two teaching methods of instruction were examined: the flipped classroom model (FCM) and the traditional lecture model (TLM). Cheng, Ritzhaupt, and Antonenko’s (2019) “Effects of the Flipped Classroom Instructional Strategy on Students’ Learning Outcomes: A Meta-Analysis,” which looked at 55 publications between 2000 and 2016, found statistically significant results in favor of the flipped classroom instructional strategy on student learning outcomes. Therefore, it was hypothesized that the flipped classroom model would improve undergraduate students’ learning outcomes of understanding of health content knowledge, physical activity level, physical fitness, and course satisfaction for a college-level lifetime fitness or wellness course as opposed to the traditional lecture class normally taught. Pretest and posttest data were collected.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013447
Subject Headings: Flipped classes, Health education (Higher), Learning
Format: Document (PDF)

Title: Identifying disparities in K-12 dance education in the state of Florida: the need for consistency in curricular choice and instructional design.
Creator: Austin, Kathryn, Cameron, Mary, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Anthropology
Abstract/Description: The purpose of this study was to identify disparities in the delivery of standards based dance education in the K-12 learning environment in the state of Florida and to give specific attention to curricular choices and instructional design. A mixed-methods approach was used and included a survey of K-12 dance educators in Florida as well as interviews with leaders in dance and arts education in the state. This inquiry identified common areas where curriculum choice and instructional design...
Show moreThe purpose of this study was to identify disparities in the delivery of standards based dance education in the K-12 learning environment in the state of Florida and to give specific attention to curricular choices and instructional design. A mixed-methods approach was used and included a survey of K-12 dance educators in Florida as well as interviews with leaders in dance and arts education in the state. This inquiry identified common areas where curriculum choice and instructional design meet the barriers of time, space, place, learner population, expected educational outcomes, and teacher preparation. Each of these areas suggested specific limitations singularly, but when considered together, the effectiveness of K-12 dance programs appeared compromised by disparity and difficult to assess. By centralizing the focus of this inquiry on the realities of the learning environment in K-12 dance education in the state of Florida, the results of this study identified disparities in one state that may inform future research in the broader field of dance education. A set of Core Dance Education Values has been recommended as a guideline to better unify dance teaching goals in light of the research and in support of developing best practices for sustainable K-12 dance programming.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004265, http://purl.flvc.org/fau/fd/FA00004265
Subject Headings: Dance -- Study and teaching, Dance for children, Dance in education, Movement education -- Curricula, Movement education -- Study and teaching, Physical education and training -- Curricula
Format: Document (PDF)

Title: THE INTERSECTION OF QUEERLY LEADING: LIVED EXPERIENCES OF K-12 QUEER SCHOOL LEADERS.
Creator: Evans, Corinth M., Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This phenomenological research study examined the perceived experiences of K-12 queer school leaders in school workplaces. This study discussed events, state laws, workplace polices, and related repeated studies that demonstrate that K-12 queer school leaders experience challenges in school spaces because of their sexual and/or gender identities. The sample population for this study consisted of 10 participants. The data collection consisted of a recruitment survey, individual interviews, and...
Show moreThis phenomenological research study examined the perceived experiences of K-12 queer school leaders in school workplaces. This study discussed events, state laws, workplace polices, and related repeated studies that demonstrate that K-12 queer school leaders experience challenges in school spaces because of their sexual and/or gender identities. The sample population for this study consisted of 10 participants. The data collection consisted of a recruitment survey, individual interviews, and document review of state laws and policies. The analysis of data included survey data, transcribed interviews, and document reviews. The data were coded and triangulated for reliability and the analysis was guided by queer theory, script theory, and Foucault’s work on perspectives on power-knowledge. There were three key findings that emerged: queer school leaders’ suitability, queer negotiations in school spaces, and institutionalized homophobia and gender-based prejudices in the school spaces. The results contemporaneously indicate that policy, procedures, practices, and hegemonic power constitute the producers and pushers of an institutionalize cis/hetero-patriarchy narrative.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013587
Subject Headings: Phenomenology--Research, Educational leadership, Queer theory
Format: Document (PDF)

Title: Technology, Textbooks, and Mathematics: Perceptions of Online Math Homework from Traditional High School Students Enrolled in Private Schools.
Creator: Gutierrez, Gisselle, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This research study employed both quantitative and qualitative methodology to explore high school students’ perceptions about online math homework and paper math homework. The purpose of this study was threefold: to understand how high school students perceive online math homework, to determine what aspects of online math homework aid and/or hinder student learning, and to improve the student learning experience with online math homework. Through quantitative analysis, the researcher noted...
Show moreThis research study employed both quantitative and qualitative methodology to explore high school students’ perceptions about online math homework and paper math homework. The purpose of this study was threefold: to understand how high school students perceive online math homework, to determine what aspects of online math homework aid and/or hinder student learning, and to improve the student learning experience with online math homework. Through quantitative analysis, the researcher noted that although not all students learned best with online math homework, nearly every student used the online tools provided when assigned online math homework. Through qualitative analysis, the researcher noted that the most commonly mentioned aid for both online math homework and paper math homework was showing your work. The two most commonly mentioned hindrances to learning were guessing or cheating with online math homework and losing your homework with paper math homework. Participants stated that they actually have more opportunities to cheat with online math homework than with paper math homework; these results diverge from the literature, which states that online math homework helps to eliminate cheating. The data suggests that while online resources, such as examples, were a commonly mentioned aid to online math homework, many students indicated that the online resources also prevented them from truly having to think, as they could just follow the online examples step by step. This research study determined that the majority of students did not have a strong inherent like or dislike toward either online or paper math homework. Instead, students often stated that they preferred whichever medium allowed them to earn higher grades or receive more support. Therefore, if students continue to receive the necessary support, they can continue to learn mathematical concepts through the use of both online and paper math homework.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004984, http://purl.flvc.org/fau/fd/FA00004974
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Mathematics--education., Mathematics education -- Educational material and media, educational technology -- Computer assisted instruction; e-learning., Homework., High school students.
Format: Document (PDF)

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