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- Title
- THE EFFECTS OF A COUNSELOR LED GROUP GUIDANCE INTERVENTION ON THE SCHOOL ATTITUDES AND BEHAVIOR OF NINTH GRADE STUDENTS.
- Creator
- SCHLOSSBERG, SHARON M., Florida Atlantic University
- Abstract/Description
-
The effects of a counselor led developmental guidance unit on the expressed behavior, school attitudes, and level of information awareness of ninth graders in a large comprehensive high school in South Florida were examined. The study involved 96 students (53 males and 43 females; 63 Blacks, 29 Whites, and 4 Hispanics) from eight ninth grade English classes representing two academic tracks. Teacher ratings of student attitude toward school served as the criterion for levels of risk (target...
Show moreThe effects of a counselor led developmental guidance unit on the expressed behavior, school attitudes, and level of information awareness of ninth graders in a large comprehensive high school in South Florida were examined. The study involved 96 students (53 males and 43 females; 63 Blacks, 29 Whites, and 4 Hispanics) from eight ninth grade English classes representing two academic tracks. Teacher ratings of student attitude toward school served as the criterion for levels of risk (target students--those who teachers rated among the six lowest in each class regarding attitude; and top students--those who teachers rated among the six highest in attitude in each class). The interactions between the treatment and level of risk (target and top), academic track (regular and skills) and sex were also considered. All effects were examined from both students' and teachers' perceptions. Results showed that the treatment manifested an overall multivariate statistical significance as reported by students (p < .01) and teachers (p < .001), and that no interactions were significant. Further analysis revealed that although the treatment's effect on each dependent measure (Behavior, Attitude and Information) differed between student and teacher reports, the measure of Information was most consistently impacted by the treatment.
Show less - Date Issued
- 1987
- PURL
- http://purl.flvc.org/fcla/dt/11895
- Subject Headings
- High school students--Attitudes, Student counselors
- Format
- Document (PDF)
- Title
- Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.
- Creator
- Collado, Washington B., Maslin-Ostrowski, Patricia, Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case study employed publicly-available archival materials, interviews, focus groups, and observations in leadership meetings to help narrate a story that takes into account the complexities of human relations, specifically those in school settings in an urban school district. Thirty-four...
Show moreThis study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case study employed publicly-available archival materials, interviews, focus groups, and observations in leadership meetings to help narrate a story that takes into account the complexities of human relations, specifically those in school settings in an urban school district. Thirty-four participants were selected by the principals at the participating schools and included members of their leadership teams, such as literacy coaches, assistant principals, magnet coordinators, students, parents, security specialists, and guidance counselors. The conceptual framework of the study was based on three research questions. The first question examined the synergistic relationships between the selected middle and the high schools with the purpose of addressing students’ at risk of dropping out factors in the areas of academic engagement, behavior, and attendance. The second question investigated the different types of initiatives enacted to provide support and efforts to engage or reengage students. The third question was used as a guide to observe the effects that the principals have on the work of stakeholders and how they serve their students. This study examined the various ways in which two high schools and their three feeder middle schools combine efforts to reengage students academically and socially. The selected high schools have demonstrated success in graduation rates while serving minority-majority students in areas of poverty, as determined by the high percentage of students qualifying for the Free and Reduced Lunch program. The findings indicate the existence of purposeful collaboration between personnel with an emphasis on programmatic continuum, communication, and other initiatives to strengthen articulation. Further, this study identified various forms of support programs for students to remain engaged or reengage, such as extracurricular activities, mentoring, and expansion of interest-based classes. Lastly, the findings demonstrate that the principals involved in this study clearly established a mission and vision and their leadership teams enact such with a balance between their own initiatives and adherence to the goals of their respective school leaders.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013056
- Subject Headings
- Low-income high school students., Minority high school students., Dropouts--Prevention.
- Format
- Document (PDF)
- Title
- A comparison of Broward County, Florida high school and community college teachers' perceptions of reference skills.
- Creator
- Divine, Elizabeth Mack., Florida Atlantic University, Brown, Robert G.
- Abstract/Description
-
The purpose of this study was to examine and identify the reference skills taught at the high school level and compare these skills with the reference skills community college professors expect their students to have on entry to the community college. A survey instrument was designed listing reference skills needed to utilize library resources, to interpret, to locate information, and to write the information. High school and community college teachers scored each skill as to the degree each...
Show moreThe purpose of this study was to examine and identify the reference skills taught at the high school level and compare these skills with the reference skills community college professors expect their students to have on entry to the community college. A survey instrument was designed listing reference skills needed to utilize library resources, to interpret, to locate information, and to write the information. High school and community college teachers scored each skill as to the degree each skill is needed for academic enhancement and the degree each skill is taught to or exhibited by students. Independent variables were years taught, age, sex, content area, and the schools represented by the respondents. A correlation analysis was used to determine if there was a significant relationship between the scores of respondents and to the number of years they had taught. A t-test was performed on the variables of institution, area of instruction, and sex. An analysis of variance was performed on the variable of age. Results of the test showed that high school and community college teachers were in agreement as to the degree students need reference skills for academic enhancement. They were not in agreement as to the degree reference skills are taught at the high school level and exhibited by students at the community college level. The age, the sex, the number of years taught, and the area of instruction of the teacher did not produce a difference at the.05 level of significance.
Show less - Date Issued
- 1990
- PURL
- http://purl.flvc.org/fcla/dt/12264
- Subject Headings
- High school students--Florida--Broward County, Library orientation for high school students, Community college students--Florida--Broward County
- Format
- Document (PDF)
- Title
- THE STATUS OF EXTRACURRICULAR ACTIVITIES IN THE SECONDARY SCHOOL: FOCUS ON THEIR MANAGEMENT IN THE PUBLIC HIGH SCHOOLS OF THE SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS.
- Creator
- CRIDER, IRENE PERRITT., Florida Atlantic University, Logsdon, James D.
- Abstract/Description
-
This study is a descriptive analysis of a population of public secondary school administrators in the Southern Association of Colleges and Schools. The Southern Association is composed of eleven states in the southeast region of the United States and presently consists of 2,939 schools. The purpose of the study was to reveal practices which school administrators may follow to improve the management of extracurricular activities in the schools which they administer. The author determined the...
Show moreThis study is a descriptive analysis of a population of public secondary school administrators in the Southern Association of Colleges and Schools. The Southern Association is composed of eleven states in the southeast region of the United States and presently consists of 2,939 schools. The purpose of the study was to reveal practices which school administrators may follow to improve the management of extracurricular activities in the schools which they administer. The author determined the present status of activities in the schools of The Southern Association with regard to 25 validated principles of management gleaned from the literature. The information collected in 1944 by J. Lloyd Trump in a similar study of the North Central Association was updated and the two studies were compared to determine the differences in the data of 1944 and 1975. The instrument was returned by the administrators in 334 schools in the Southern Association. Practices revealed in the study were evaluated in relation to the 25 principles of management and compared to the data given in the report of 1944. The following conclusions are stated: 1. There is not as much need for precise definition of the place and function of extracurricular activities as there was 30 years ago but some need remains. The place and the function of activities is well defined and accepted in most schools . 2. There is still a need for increased concern over the management of the extracurricular program. The management of finances shows the greatest improvement. Some gain is shown in other areas as well. 3. There is continuing need for frequent evaluation and follow-up in the entire extracurricular program. There has been significant improvement in this area but much more needs to be done. The management of extracurricular activities continues to be a major concern of the public high schools of today. Increased understanding of successful strategies in management will enable administrators to improve the effectiveness of the extracurricular activities program.
Show less - Date Issued
- 1977
- PURL
- http://purl.flvc.org/fcla/dt/11687
- Subject Headings
- Student activities--Southern States, High schools--Administration
- Format
- Document (PDF)
- Title
- Fostering self-directed learning in adolescents through e-learning.
- Creator
- Wanger, Lauren, Reyes-Guerra, Daniel, Graduate College
- Date Issued
- 2011-04-08
- PURL
- http://purl.flvc.org/fcla/dt/3164703
- Subject Headings
- High school students, Independent study, Internet in education
- Format
- Document (PDF)
- Title
- THE EFFECTS OF CBT ON PERFECTIONISM, HELP-SEEKING, NEGATIVE AFFECTIVITY, AND SOCIAL-EMOTIONAL WELL-BEING ON EARLY COLLEGE HIGH SCHOOL STUDENTS.
- Creator
- Bendit, Arielle L., Mariani, Melissa, Florida Atlantic University, Department of Counselor Education, College of Education
- Abstract/Description
-
The purpose of the current study was to examine differences in multidimensional perfectionism, help-seeking, negative affectivity, and social-emotional well-being between grade 9 to 12 early college high school students who received the modified version of Cognitive Behavioral Therapy for Perfectionism (CBT-P) small group counseling intervention (Egan et al., 2014a) and grade 9 to 12 early college high school students in the comparison group who did not receive the intervention. Masters-level...
Show moreThe purpose of the current study was to examine differences in multidimensional perfectionism, help-seeking, negative affectivity, and social-emotional well-being between grade 9 to 12 early college high school students who received the modified version of Cognitive Behavioral Therapy for Perfectionism (CBT-P) small group counseling intervention (Egan et al., 2014a) and grade 9 to 12 early college high school students in the comparison group who did not receive the intervention. Masters-level counselors in training (CIT) implemented CBT-P with early college high school students after being trained in the use of the program and other study-related procedures. The study followed a quasi-experimental, non-equivalent pre-post design and employed various self-report measures (DASS-21, SEHS-S, CAPS, and GHSQ). A series of ANCOVA analyses were conducted to determine statistically significant differences between the treatment and comparison groups. The researcher reported partial eta squared ŋp2 effect size for each independent variable. Results of the study revealed a statistically significant difference in negative affectivity and self-oriented perfectionism between the treatment and the comparison group. However, no statistically significant difference, by treatment condition, was found regarding participants’ socially prescribed perfectionism, help-seeking intentions, or social-emotional well-being. The modified CBT-P treatment has found large effects (ŋp2 = .219) in reducing negative affectivity as measured by the DASS-21 and medium to large effects (ŋp2 = .115) in reducing self-oriented perfectionism. This study provided clinical support for using the modified CBT-P small group intervention (Shafran et al., 2002) in early college high schools to decrease negative affectivity and perfectionism in students. Furthermore, the study further supports the importance of building social-emotional wellness to improve students’ mental health. Finally, it highlights the need for future research to determine the impact of perfectionism and small group interventions on early college high school students’ mental health, wellbeing, and help-seeking behaviors.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00013980
- Subject Headings
- Cognitive Behavioral Therapy, High school students, Perfectionism, Educational counseling
- Format
- Document (PDF)
- Title
- FACTORS ASSOCIATED WITH ACADEMIC ACHIEVEMENT IN AT-RISK HIGH SCHOOL STUDENTS.
- Creator
- McCormic, Kathryn, Sherman, Diane, Florida Atlantic University, School of Social Work, College of Social Work and Criminal Justice
- Abstract/Description
-
The purpose of this study was to examine the factors associated with academic achievement in at-risk high school students attending one of four charter schools in south Florida geared toward dropout prevention. Several factors were identified through a thorough review of the literature to identify the common demographic variables associated with lower academic achievement including race and ethnicity, gender, socioeconomic status, and an identified learning disability. Each of these variables...
Show moreThe purpose of this study was to examine the factors associated with academic achievement in at-risk high school students attending one of four charter schools in south Florida geared toward dropout prevention. Several factors were identified through a thorough review of the literature to identify the common demographic variables associated with lower academic achievement including race and ethnicity, gender, socioeconomic status, and an identified learning disability. Each of these variables became the control variables in this study. More recent research has examined the role of adverse childhood experiences (ACEs) and resilience (via protective factors) in predicting academic outcomes. None of the studies found examined the role of ACEs, resilience, and academic achievement in a student population that has been identified as being at risk for high school dropout. In addition, it was explored whether ACEs (by type) and resilience (by type) varied by life stage. Administrative data was collected on 160 randomly selected students, 80 of whom were considered adolescents (15-17), and 80 who were considered emerging adults (18-21). Descriptive statistics (frequencies, mean, and standard deviation) were examined. Multiple regression with hierarchal entry was then used to test the first two research questions, and 5 hypotheses, analyzing the impact of total ACEs (and then ACEs by type) and total resilience (and then resilience by type) on academic achievement. Results were not statistically significant for either question. A one-way multivariate analysis of variance (MANOVA) was then run to explore whether ACEs by type or resilience by type varied based on life stage (adolescence or emerging adult). The results were not statistically significant. Outcomes of the study are discussed as are the limitations of the study and suggestions for future research.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014146
- Subject Headings
- High school students, At-risk youth, Academic achievement
- Format
- Document (PDF)
- Title
- RAISING THE BAR: HISPANIC/LATIN* HIGH SCHOOL STUDENTS’ EXPERIENCES IN AN EARLY COLLEGE PROGRAM.
- Creator
- Taylor, Pilar Forero, Willems, Patricia, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
-
As the Hispanic/Latin* population in the United States experiences rapid growth, a concerning decline in college completion rates among these students demands further investigation. This study aims to establish an understanding of historical disparities that pervade the provision of advanced education and experiences, which consequently impact access to postsecondary education for Hispanic/Latin* students. Given the heightened likelihood of encountering such disparities within this...
Show moreAs the Hispanic/Latin* population in the United States experiences rapid growth, a concerning decline in college completion rates among these students demands further investigation. This study aims to establish an understanding of historical disparities that pervade the provision of advanced education and experiences, which consequently impact access to postsecondary education for Hispanic/Latin* students. Given the heightened likelihood of encountering such disparities within this demographic, the pursuit of college degree attainment goals may necessitate particular emphasis. Utilizing Self-Determination Theory (SDT) as a foundation, the satisfaction of the three basic psychological needs—competence, autonomy, and relatedness—can be examined to elucidate how students’ intrinsic motivations are influenced by their interests and needs. As the nation grapples with equity challenges, identifying opportunities to expedite progress toward academic goals is crucial. This phenomenological study delves into the lived experiences of Hispanic/Latin* high school students who have opted for accelerated university curricula. The research investigates the impetus behind participation in dual-enrollment/early-college programs and the subsequent impact on undergraduate degree attainment. Employing an SDT framework, the motivational constructs affecting persistence are analyzed to address the question, "How does participation in a dual-enrollment/early-college curriculum influence undergraduate degree attainment?" Answering this query provides an essential foundation for educational researchers, policymakers, and school personnel to address the factors contributing to the low undergraduate degree attainment rates among Hispanic/Latin* students. A comprehensive understanding of SDT’s core tenets can reveal the significance of self-efficacy and motivation, as well as the adjustment experiences of Hispanic/Latin* high school students attending university full-time. By eliminating barriers to accelerated programs such as dual enrollment, positive implications for employment and socioeconomic equity are likely to ensue, propelling the United States toward becoming a global leader in college degree attainment.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014335
- Subject Headings
- Hispanic American high school students, Dual enrollment, Educational attainment
- Format
- Document (PDF)
- Title
- The effectiveness of dropout prevention models as perceived by high school principals and high school guidance counselors in Florida.
- Creator
- Bacon, Joyce Tropea, Florida Atlantic University, Jurenas, Albert C.
- Abstract/Description
-
This study investigated the perceptions of high school principals and guidance counselors, in the State of Florida, of nine dropout prevention models and their effectiveness. Six of the models exemplify the most frequently used programs throughout Florida: (a) the transitional ninth grade class, (b) computer-assisted instruction, (c) teaching high school competency test strategies, (d) educational alternative centers/schools of choice, (e) vocational technical centers, and (f) youth services...
Show moreThis study investigated the perceptions of high school principals and guidance counselors, in the State of Florida, of nine dropout prevention models and their effectiveness. Six of the models exemplify the most frequently used programs throughout Florida: (a) the transitional ninth grade class, (b) computer-assisted instruction, (c) teaching high school competency test strategies, (d) educational alternative centers/schools of choice, (e) vocational technical centers, and (f) youth services programs. The three newer program models, cities in schools, block scheduling and telecommunications abeyance programs, have been in use for less than three years in the State of Florida but literature identifies them as promising dropout prevention models. The dropout prevention models survey instrument was developed for this purpose and determined to be reliable. According to the results of the data analysis, using the one-way ANOVA, none of the null hypotheses were rejected at the .005 level of significance. The results supported the null for eight of the nine models tested for each hypothesis. Significant differences (<.005) were found between the principals and guidance counselors for the block scheduling model regarding block scheduling and attendance, retaining minority at-risk students, increasing math and English scores on the Florida High School Competency Test (HSCT), and retaining 90% of the at-risk population. However, the practical significance of these results in Hypothesis 1 through 4 were assessed, using the eta^2, with the results that the statistically significant differences are too small to be of practical significance. The survey was administered to 628 volunteer respondents. The principals were more favorable towards block scheduling as a means of increasing attendance, increasing scores on the Florida High School Competency Test, improving retention of at-risk minority students, and in increasing retention to 90%. Guidance counselors perceived the Block Scheduling Model as neither effective nor ineffective for increasing retention and the Vocational Model as neither effective nor ineffective for retaining minority at-risk students.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12517
- Subject Headings
- Dropouts--Prevention, High school dropouts
- Format
- Document (PDF)
- Title
- Dropout prevention: a study of prevention programs used by high schools to reverse graduation rate.
- Creator
- Simmons, Christopher L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy, structure, and student-staff relationships within dropout prevention programs and their relationship to graduation rate. The data analysis...
Show moreThis mixed methods study focused on the relationship between dropout prevention programs and graduation rates in one school district in Florida during the 2010-2011 school year. The dropout prevention program data analyzed included high school principals' perceptions in regard to perceived effectiveness, fidelity of implementation, cost efficacy, structure, and student-staff relationships within dropout prevention programs and their relationship to graduation rate. The data analysis investigated the relationship between the principals' perceptions of each dropout prevention program and graduation rate. Findings from this study showed principals' perceived that the level of fidelity for on-the-job training has a relationship to increased graduation rate. In other words, when a principal believed the dropout prevention program was implemented with fidelity in their school, it likely increased graduation rate. Another important finding from this study was the varying perceptions which it existed among school leaders in this study and their varying perceptions on the relationship between dropout prevention programs and graduation rate.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362565
- Subject Headings
- High school students, School improvement programs, Dropout behavior, Prediction of, Dropouts, Prevention
- Format
- Document (PDF)
- Title
- PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS.
- Creator
- Lewis, Rebecca K., Baxley, Traci P., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
-
The purpose of this explanatory mixed methods study was to understand the impact of a large school district’s professional development, Transgender Student Guidelines and Procedures, on middle and high school teachers’ perceptions of their role as a teacher, on classroom practices, and on the school policies relating to Transgender students. In this study, teacher perceptions of Transgender students were defined as the attitudes, opinions, impressions, and awareness of Transgender students,...
Show moreThe purpose of this explanatory mixed methods study was to understand the impact of a large school district’s professional development, Transgender Student Guidelines and Procedures, on middle and high school teachers’ perceptions of their role as a teacher, on classroom practices, and on the school policies relating to Transgender students. In this study, teacher perceptions of Transgender students were defined as the attitudes, opinions, impressions, and awareness of Transgender students, or individuals who were born as one sex and identify and express themselves as a gender different from the sex assigned at birth. This study was significant as it addressed teacher perceptions and practices as well as the heteronormative and cisnormative structures that are perpetuated and valued within schools. The data were collected via two phases: the quantitative, web-based survey responses, followed by the qualitative, individual interviews. The sample population consisted of 117 middle and high school teachers. Out of the 117 teachers, 90 participants participated in the pre-survey, 71 participants participated in the post-survey, 89 participated in the professional development, and 8 participated in the individual interviews. Five major findings emerged from the data analysis of the interviews as factors influencing and impacting middle and high school teachers’ perceptions of their role and experiences, actions and classroom practices, and perceptions of school policies relating to Transgender students. These findings include (a) teacher experiences, (b) teacher support, (c) lack of understanding, (d) school policy, and (e) school support.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013388
- Subject Headings
- Transgender students, High school teachers, Middle school teachers, Heteronormativity, Professional development
- Format
- Document (PDF)
- Title
- Dual enrollment: the way forward.
- Creator
- Khazem, Jad, Holman, Mirya R.
- Date Issued
- 2012-04-06
- PURL
- http://purl.flvc.org/fcla/dt/3350908
- Subject Headings
- Dual enrollment, College credits, High school students, Educational acceleration, College admissions, Enrollments, Education --secondary
- Format
- Document (PDF)
- Title
- An Analysis of High-Performing Science Students’ Preparation for Collegiate Sciences Courses.
- Creator
- Walter, Karen, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at...
Show moreThis mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at the collegiate level by taking these courses in high school (p<.001). There was a significant negative correlation between perception of preparation and student GPA with honors science courses (n=55 and Pearson’s r=-0.336), while AP courses (n=47 and Pearson’s r=0.0016) and IB courses (n=17 and Pearson’s r=-0.2716) demonstrated no correlation between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of academic success once at the collegiate level. Those themes that reportedly helped students were preparedness, different types of learning, and teacher qualities. Students reported in a post-hoc experience that more lab time, rigorous coursework, better teachers, and better study techniques helped prepare them for academic success at the collegiate level. Students further reported on qualities of teachers and teaching that helped foster their academic abilities at the collegiate level, including teacher knowledge, caring, teaching style, and expectations. Some reasons for taking high-level science courses in high school include boosting GPA, college credit, challenge, and getting into better colleges.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004640, http://purl.flvc.org/fau/fd/FA00004640
- Subject Headings
- High school students., Science--Study and teaching--United States., Science.
- Format
- Document (PDF)
- Title
- Lives in Transition: The Impact of Career and Technical Education on Under-served High School Students’ Career Growth and Development.
- Creator
- Smith, Merris A., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This case study examined and described how under-served high school students enrolled in medical sciences academy CTE programs (Certified Nursing Assistant [CNA] and Electrocardiogram Technician [EKG]) at two Florida Title I high schools perceive that their career and technical education experience prepared them with the academic and technical skills and knowledge to pursue postsecondary training or higher education; be better prepared to transition into an ever-more complicated economic...
Show moreThis case study examined and described how under-served high school students enrolled in medical sciences academy CTE programs (Certified Nursing Assistant [CNA] and Electrocardiogram Technician [EKG]) at two Florida Title I high schools perceive that their career and technical education experience prepared them with the academic and technical skills and knowledge to pursue postsecondary training or higher education; be better prepared to transition into an ever-more complicated economic workplace; and become qualified and competent members of the workforce. The study participants were 53 CTE students (CNA and EKG juniors and seniors from both school sites), four CTE instructors (two CNA and two EKG instructors from both school sites), and three CTE administrators (one assistant principal from both school sites and one district Medical Sciences Specialist Administrator) during the academic school year 2016-2017. There were six major findings and ten sub-themes of this study. The first finding is that CTE programs at these schools provide career exploration and planning opportunities and includes four sub-themes; school-based learning, work-based learning, connecting activities, and need for improvement of CTE programs. The second finding is that CTE programs at these schools offer career relevant curricula and includes three subthemes; school-based learning, work-based learning, and connecting activities. The third finding is that students enrolled in CTE programs at these schools are offered consistent support and guidance, and includes three sub-themes: instructor support, guidance counselor support, and administrator support. The fourth finding is that the district plays a key role in the strategic planning and management of CTE programs at these schools. The fifth finding is that procedures are in place that make allowances for accountability and assessment of CTE programs at these schools. The sixth finding is the assessment of students’ career decision-making self-efficacy enrolled in CTE programs at these schools. Results indicated that students enrolled in CTE medical sciences academy programs (CNA and EKG) at these schools reported a high degree of career decisionmaking self-efficacy. Moreover, instructors,’ administrators,’ and students’ perceptions of students’ CTE experiences and engagement in career exploration learnings supported their career growth and development.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004966, http://purl.flvc.org/fau/fd/FA00004956
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, High school students., Technical education., Career development., Medical sciences.
- Format
- Document (PDF)
- Title
- The Impact of High School Gay, Lesbian, Bisexual, and Transgender (GLBT) Support Services on the Attitudes of College Students in Their First Two Years.
- Creator
- Tamayo, Marlene, Townsend, Tony, Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to investigate the possible long-term effect of belonging to a high school Gay-Straight Alliance or similar support group. Specific focus was placed on college student attitudes in terms of personal, social, and academic functions. Secondarily, participant demographic and academic characteristics were examined for a possible moderating effect on their attitudes with regard to the same functions. To assess the perceived maturity of each participant, each student...
Show moreThe purpose of this study was to investigate the possible long-term effect of belonging to a high school Gay-Straight Alliance or similar support group. Specific focus was placed on college student attitudes in terms of personal, social, and academic functions. Secondarily, participant demographic and academic characteristics were examined for a possible moderating effect on their attitudes with regard to the same functions. To assess the perceived maturity of each participant, each student was given Russell Cassel 's Ego Development Scale (EDS), a 60-item questionnaire used to ascertain the degree to which individuals function in personal, social, and academic settings. The focus of this research was to test the following condensed hypotheses: With regard to personal, social, or academic issues, there is no relationship between belonging to a high school Gay-Straight Alliance or similar support group and the self-perception of maturity or ego development. In order to test the hypotheses, a test comparing the means achieved by the two groups (involved versus not-involved) on each of the subtests (personal, social, and academic) was conducted. Additionally, a general linear model was used to discover ifthe demographic or academic characteristics of participants played a moderating effect on the outcome oftheir scores on the subtests of the EDS. The findings indicated a connection between high school support participation and a high social subscore, or high social maturity. While the mean score achieved by the involved group was higher than the mean score achieved by the not-involved group in both the personal and educational subtests as well, those connections were not found to be statistically significant. Secondarily, while many of the demographic variables tested did not prove to have a significant effect on the personal, social, or educational subscores, some interesting themes emerged. These include a noted disordinal interaction between year in school and the differences found in mean subscores between participants versus non-participants. Recommendations for future research are offered, including providing the participants a more personal forum for sharing their views with regard to how high school support changes student attitudes.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000712
- Subject Headings
- Self-help groups--United States, Gay high school students--Societies, etc, Sexual minority students--Societies, etc
- Format
- Document (PDF)
- Title
- Pubertal timing as a moderator of the associations between parental restrictiveness and adolescent alcohol abuse.
- Creator
- Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Adolescent alcohol abuse increases across the adolescent years. If left unchecked, alcohol abuse can give rise to delinquency, poor grades, and risky sexual behavior (Stueve & O’Donnell, 2005; Ellickson, Tucker, & Klein, 2003). Past research suggests that minimal parental oversight increases the risk for adolescent alcohol abuse. There is also evidence, however, that parents withdraw from oversight in the face of adolescent problem behaviors (Barber & Olsen, 1997; Hafen & Laursen, 2009). Each...
Show moreAdolescent alcohol abuse increases across the adolescent years. If left unchecked, alcohol abuse can give rise to delinquency, poor grades, and risky sexual behavior (Stueve & O’Donnell, 2005; Ellickson, Tucker, & Klein, 2003). Past research suggests that minimal parental oversight increases the risk for adolescent alcohol abuse. There is also evidence, however, that parents withdraw from oversight in the face of adolescent problem behaviors (Barber & Olsen, 1997; Hafen & Laursen, 2009). Each may vary according to the child’s physical development. Parents may respond to pubertal maturation with reduced supervision and early maturing girls may be sensitive to parent supervision because of the additional pressures and attention they receive from older, possibly deviant, peers (Stattin, Kerr, & Skoog, 2011).
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004278, http://purl.flvc.org/fau/fd/FA00004278
- Subject Headings
- High school students -- Alcohol use, Parent and teenager, Precocious puberty, Substance abuse -- Prevention, Teenagers -- Alcohol use, Vigilance (Psychology)
- Format
- Document (PDF)
- Title
- Selected Student Characteristics and Science Achievement in a Mid-Sized Secondary School.
- Creator
- McDonald, Jack, Morris, John D., Weppner, Daniel B., Florida Atlantic University
- Abstract/Description
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For 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a...
Show moreFor 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a finding that is at odds with much of the current literature, as is also the finding that females outperform males in science achievement. These anomalies, along with the implications of differences in science achievement based on sex and race, are discussed.
Show less - Date Issued
- 1991
- PURL
- http://purl.flvc.org/fau/fd/FA00000677
- Subject Headings
- Science--Study and teaching (Secondary), Academic achievement--Evaluation, High school students--United States, Motivation in education
- Format
- Document (PDF)
- Title
- The comparison of three eighth-grade-to-ninth-grade transition programs in a South Florida high school.
- Creator
- Black, Kris Janet, Florida Atlantic University, Urich, Ted R.
- Abstract/Description
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This study compared three groups of ninth grade students in a selected high school in South Florida. The three groups were ninth grade students who attended Blanche Ely High School in Broward County, Florida during the 1999--2001 school years. The first program is the Ninth Grade Learning Community Academy or LCA. This program was housed on the north campus of Broward Community College. The second program is the Environmental Science Technology Program or ESTP. This program parallels the LCA...
Show moreThis study compared three groups of ninth grade students in a selected high school in South Florida. The three groups were ninth grade students who attended Blanche Ely High School in Broward County, Florida during the 1999--2001 school years. The first program is the Ninth Grade Learning Community Academy or LCA. This program was housed on the north campus of Broward Community College. The second program is the Environmental Science Technology Program or ESTP. This program parallels the LCA program, but was housed on the main campus of Blanche Ely High School. The third group was randomly selected from ninth grade students who attended Blanche Ely High School's main campus. This random sample served as the control group. Factors that were associated with academic success such as low socio-economic status, an urban community, and ethnicity were represented equally in all groups. Special education students and those students who were classified as limited language proficiency were eliminated from this study. The purpose of this study was to determine which school environment had the most positive impact on eighth graders transitioning into the ninth grade as determined by GPA, attendance, and school climate. The significance of this research was generated by the fact that 38.2 percent of Broward County ninth graders failed to achieve a 2.0 GPA during the 1997--98 school year. The primary means of data collection for this study was through (a) transcript evaluation using grade point averages, (b) attendance records and (c) school climate survey attitudes. The data collected covered August, 1999 through February, 2001. The School Board of Broward County, Florida may determine through this study which environment was most beneficial to increasing student achievement, attendance, and school climate at the ninth grade level. There are currently 23 high schools in Broward County. Each high school enrolls approximately 800 to 1000 rising ninth graders each year and the number is growing (Broward Schools, 1999). The goal of the School Board of Broward County, Florida is to increase student achievement at all levels. By creating alternatives to the large traditional high school environment, students at the ninth grade level might be more successful in their academic pursuits thus raising the standards of excellence in the county.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/11980
- Subject Headings
- Student adjustment, Academic achievement
- Format
- Document (PDF)
- Title
- The effect of the student success skills small group counseling intervention on factors associated with dropout potential in high school.
- Creator
- Weinstein, Jodie, Villares, Elizabeth, College of Education, Department of Counselor Education
- Abstract/Description
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The focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable student data (N = 167) collected by school counselors at one high school in South Florida. An Analysis of Covariance (ANCOVA) was used to determine...
Show moreThe focus of this study is to add to the outcome research on effective school counseling interventions and to specifically evaluate the effectiveness of the Student Success Skills (SSS) small group intervention with students identified as having drop out potential in the 9th grade. This study analyzed two years of pre-existing, non-identifiable student data (N = 167) collected by school counselors at one high school in South Florida. An Analysis of Covariance (ANCOVA) was used to determine differences in academic grades, standardized test scores, and absences between the students who did participate in the SSS small group intervention when compared to those students who did not participate. Statistically significant differences were found between groups in all three dropout potential factors (GPA, test scores, and absences) supporting the use of SSS small group school counseling intervention with students at risk for dropping out. Effect size estimates were reported for each of the measures.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004070
- Subject Headings
- Achievement in education, Adolescent psychopathology, Dropout behavior, Prediction of, Educational counseling -- Psycological aspects, Group counseling, High school dropouts -- Counseling, Small groups, Student assistance programs
- 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
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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.
Show less - 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)
