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Title: Blended: a memoir.
Creator: Greenberg, Abbe., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description: Blended: A Memoir is the author's recollection of her endeavors to overcome the difficulties that often accompany becoming a stepmother and build a "seamless" family.
Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360789
Subject Headings: Stepfamilies, Parent and child, Parent-child relationships, Remarriage, Children of divorced parents
Format: Document (PDF)

Title: Challenges faced by parents caring for their child after traumatic brain injury.
Creator: Greif, Shelley J., Liehr, Patricia, Florida Atlantic University, Christine E. Lynn College of Nursing
Abstract/Description: When children have a moderate to severe traumatic brain injury (TBI), they are treated in a continuum of care that includes triage and emergency care, hospitalization, rehabilitation and outpatient therapy. Physical and cognitive recovery from brain injury may take several years. Children’s recovery varies, depending on numerous factors including pre-injury conditions and injury severity. While children and families are eager to return home to familiar activities, there are often significant...
Show moreWhen children have a moderate to severe traumatic brain injury (TBI), they are treated in a continuum of care that includes triage and emergency care, hospitalization, rehabilitation and outpatient therapy. Physical and cognitive recovery from brain injury may take several years. Children’s recovery varies, depending on numerous factors including pre-injury conditions and injury severity. While children and families are eager to return home to familiar activities, there are often significant physical, cognitive, behavioral and emotional changes that challenge families. Successful community reintegration depends on the ability of the family to understand and support the child, dealing with and responding effectively to those challenges. The purpose of this study is to understand how parents manage the care and community reintegration of their child who has experienced a TBI over time. This study utilized a mixed methods approach exploring the dimensions of the health challenge faced by parents caring for a child after a TBI, critical turning points as they face health challenges, and approaches for movement toward resolving health challenges. Story theory and story inquiry method were used to gather stories from 10 parents of children who experienced moderate to severe traumatic brain injury between the ages of 12 and 18, and between 2 and 5 years ago. Parents’ perceptions of their child’s quality of life and their ability to manage their child’s health challenge were explored using the Pediatric Quality of Life Inventory and Family Management Measure. Health challenges identified were: living with overwhelming personal upheaval, navigating the unknown, and struggling with how to support independence/dependence. Turning points were chronological or epiphanies. Approaches for movement toward resolving were continuously re-creating a new normal, being fully engaged in meeting the needs of one’s child, and embracing caring relationships to construct the new normal. Qualitative and quantitative data were analyzed to synthesize the findings. Results include a sense of ease in managing the health condition of the child associated with continuously creating a new normal. Healthcare providers can support and strengthen family management of children after TBI by understanding the health challenge, critical turning points and how parents move toward resolving.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004199
Subject Headings: Brain -- Wounds and injuries, Brain damage -- Patients -- Rehabilitation, Brain damage -- Psychological aspects, Brain damaged children -- Family relationships, Brain damaged children -- Rehabilitation, Parents of children with disabilities
Format: Document (PDF)

Title: Disquiet chaos.
Creator: Penton, Yordanka, Schmitt, Kate, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description: This poetic thesis is an exploration of the darker side of relationships. There are two parts of this thesis and they are to be read independently of each other. Part one is concerned with the chaotic relationship structure between lovers, husbands and wives, and the unexpected anguish that results from living an inauthentic life. Part two of my thesis is a rumination of a past close friendship and the tragic death of that friend.
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004398, http://purl.flvc.org/fau/fd/FA00004398
Subject Headings: Death--Fiction, American essays, American poetry--21st century, Difference (Psychology) in literature, Man-woman relationships--Fiction, Friendship--Fiction
Format: Document (PDF)

Title: The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement.
Creator: White, Mary K., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine if teachers who use thinking and leading actions have higher student achievement as measured by the teacher’s Value Added Measure (VAM) score. A quantitative non-experimental design investigated the relationships between teacher cognitive and behavioral agility and student achievement. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQT ), refers to the leader’s ability to use their repertoire of thinking...
Show moreThe purpose of this study was to determine if teachers who use thinking and leading actions have higher student achievement as measured by the teacher’s Value Added Measure (VAM) score. A quantitative non-experimental design investigated the relationships between teacher cognitive and behavioral agility and student achievement. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQT ), refers to the leader’s ability to use their repertoire of thinking skills. Behavioral agility, measured with the Strategic Leadership Questionnaire for Teachers (SLQT ), denotes the leader’s ability to use a wide array of leader influencing actions. Teachers were surveyed and the data were analyzed through correlation and multiple regressions to determine the relationship among the variables. Although the cognitive and behavioral agility was not correlated with a teacher’s VAM score, the results indicate that teachers do perceive themselves as leaders in their classrooms. Educational leadership certification, higher degrees, and years experience of a teacher did moderate the relationship between local VAM and both cognitive and behavioral agility. The sub-scales of systems thinking and transforming of the survey instruments also were significant to the results. Theoretically, this study contributes to the teacher leadership literature, focusing on the classroom teacher and their effect on student achievement. Practically, with educational accountability changing the landscape, school districts should train teachers to engage in leadership skills, reward teachers for earning a Master’s degree in leadership, and work to retain high quality teachers who are leaders within their classroom. Greater student achievement could be the result.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004886, http://purl.flvc.org/fau/fd/FA00004886
Subject Headings: Teachers--Rating of., Teacher-student relationships., Teacher effectiveness., Master teachers., Effective teaching., Performance standards., Classroom management., Academic achievement--Evaluation.
Format: Document (PDF)

Title: The art of leadership: a study of administrative practices in Florida's schools of the arts.
Creator: Perry, Kevin Gardner., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts...
Show moreThe purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts. Prinicpals ranked the practices in order of importance. Although the statistical analyses revealed no significant differences among the variables of instructional levels (elementary, middle, and secondary), gender, or school grade designations, descriptive statistics as well as qualitative data found a number of emergent themes including principal outreach, principal advocacy, focus, flexibility, curriculum, funding challenges, and the commitment to being there(i.e., at the school). Based on the findings, a plus one model was developed illustrating the tensions across organizational management, instructional leadership, and artistic leadership, all of which must function simultaneously in order to lead a successful school of the arts. While only one study, the findings suggest that regular school principals might want to consider incorporating successful school-of-the-arts practices in their own schools.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352282
Subject Headings: Educational leadership, Educational administration, Arts, Study and teaching, Teacher-principal relationships
Format: Document (PDF)

Title: Who dislikes whom: the characteristics of antipathy in adolescence.
Creator: Hafen, Christopher A., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current study examined the process by which adolescents choose who to dislike in a sample of Finnish 10th graders. Information was available for the adolescents on their victimization, bullying behavior, problem behavior, school burnout, school grades, and their depressive symptoms. The initial analysis consisted of assessing which characteristics made individuals more likely to dislike someone, after taking into account the characteristics of the individual being nominated. This analysis...
Show moreThe current study examined the process by which adolescents choose who to dislike in a sample of Finnish 10th graders. Information was available for the adolescents on their victimization, bullying behavior, problem behavior, school burnout, school grades, and their depressive symptoms. The initial analysis consisted of assessing which characteristics made individuals more likely to dislike someone, after taking into account the characteristics of the individual being nominated. This analysis found that individuals form antipathy for dissimilar others. This process is hypothesized to be a result of mechanisms of threat. The secondary analysis compared the characteristics of unilateral and mutual antipathies. This analysis found that mutual antipathies are characterized by elevated differences between individuals on victimization. These results identify and describe important aspects of the adolescent peer environment.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2684308
Subject Headings: Attribution (Psychology), Adjustment (Psychology) in adolescence, Social interaction in adolescence, Interpersonal relationships in adolescence, Peer pressure in adolescence, Social conflict, Psychological aspects
Format: Document (PDF)

Title: Women's rape avoidance: an evolutionary psychological perspective.
Creator: McKibbin, William F., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Women have recurrently faced the adaptive problem of rape over evolutionary history. Little research has investigated the potential evolved psychological mechanisms for rape avoidance that women may possess. Here I review evolutionary perspectives on rape avoidance. I follow this review with the results of two studies conducted to design a measure of women's rape avoidance, known as the Rape Avoidance Inventory (RAI). Study 1A included 99 women who self-reported acts they do or might do...
Show moreWomen have recurrently faced the adaptive problem of rape over evolutionary history. Little research has investigated the potential evolved psychological mechanisms for rape avoidance that women may possess. Here I review evolutionary perspectives on rape avoidance. I follow this review with the results of two studies conducted to design a measure of women's rape avoidance, known as the Rape Avoidance Inventory (RAI). Study 1A included 99 women who self-reported acts they do or might do specifically to avoid being raped. Study 1B included 144 women who filled out a preliminary inventory of rape avoidance behaviors. I used their responses to construct the RAI. In Study 3, I develop and test a number of hypotheses derived from evolutionary psychological theory, using data derived from the sample of women in Study 1B. I conclude by discussing limitations and possible future directions for rape avoidance research.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1927315
Subject Headings: Rape, Psychological aspects, Sex differences (Psychology), Women, Violence against, Rape victims, Public opinion, Man-woman relationships, Evolutionary psychology
Format: Document (PDF)

Title: The war within houses.
Creator: Boles, Hillary., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description: This work of creative nonfiction is meant to explore the effects of combat-related post-traumatic stress disorder in American war veterans and their families. As a work of blended literary journalism and memoir, the author interviewed afflicted veterans from World War II to the current Iraq and Afghanistan wars, included scholarly research, and reflected on how her father's dealings with the disorder have affected her family.
Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187205
Subject Headings: Symbolism in literature, Post-traumatic stress disorder, Patients, Family relationships, Reportage literature, Technique, Creative writing (Higher education), Veterans, Mental health, War, Psychological aspects
Format: Document (PDF)

Title: Salinity Assessment, Change, and Impact on Plant Stress / Canopy Water Content (CWC) in Florida Bay using Remote Sensing and GIS.
Creator: Selch, Donna, Zhang, Caiyun, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Geosciences
Abstract/Description: Human activities in the past century have caused a variety of environmental problems in South Florida. In 2000, Congress authorized the Comprehensive Everglades Restoration Plan (CERP), a $10.5-billion mission to restore the South Florida ecosystem. Environmental projects in CERP require salinity monitoring in Florida Bay to provide measures of the effects of restoration on the Everglades ecosystem. However current salinity monitoring cannot cover large areas and is costly, time-consuming,...
Show moreHuman activities in the past century have caused a variety of environmental problems in South Florida. In 2000, Congress authorized the Comprehensive Everglades Restoration Plan (CERP), a $10.5-billion mission to restore the South Florida ecosystem. Environmental projects in CERP require salinity monitoring in Florida Bay to provide measures of the effects of restoration on the Everglades ecosystem. However current salinity monitoring cannot cover large areas and is costly, time-consuming, and laborintensive. The purpose of this dissertation is to model salinity, detect salinity changes, and evaluate the impact of salinity in Florida Bay using remote sensing and geospatial information sciences (GIS) techniques. The specific objectives are to: 1) examine the capability of Landsat multispectral imagery for salinity modeling and monitoring; 2) detect salinity changes by building a series of salinity maps using archived Landsat images; and 3) assess the capability of spectroscopy techniques in characterizing plant stress / canopy water content (CWC) with varying salinity, sea level rise (SLR), and nutrient levels. Geographic weighted regression (GWR) models created using the first three imagery components with atmospheric and sun glint corrections proved to be more correlated (R^2 = 0.458) to salinity data versus ordinary least squares (OLS) regression models (R^2 = 0.158) and therefore GWR was the ideal regression model for continued Florida Bay salinity assessment. J. roemerianus was also examined to assess the coastal Everglades where salinity modeling is important to the water-land interface. Multivariate greenhouse studies determined the impact of nutrients to be inconsequential but increases in salinity and sea level rise both negatively affected J. roemerianus. Field spectroscopic data was then used to ascertain correlations between CWC and reflectance spectra using spectral indices and derivative analysis. It was determined that established spectral indices (max R^2 = 0.195) and continuum removal (max R^2= 0.331) were not significantly correlated to CWC but derivative analysis showed a higher correlation (R^2 = 0.515 using the first derivative at 948.5 nm). These models can be input into future imagery to predict the salinity of the South Florida water ecosystem.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004686, http://purl.flvc.org/fau/fd/FA00004686
Subject Headings: Environmental management, Florida Bay (Fla.), Geographic information systems, Geospatial data, Marine ecology, Plant water relationships, Remote sensing, Salinity -- Florida -- Florida Bay -- Measurement
Format: Document (PDF)

Title: Students' preference for online versus face-to-face academic advising based on individual learning styles.
Creator: Tuck, Jess Everet., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred...
Show moreThe purpose of this study was to examine students' preferred methods of academic advising services and whether they related to their individual learning styles. The first objective of the study was to determine each participant's learning style. The second objective of the study was to determine which method of academic advising each participant preferred. The third objective of the study was to determine whether a relationship existed between the participants' learning styles and preferred methods of academic advising. Additionally, the moderating effect of gender, ethnicity, college major, high school grade point average (GPA), location, and employment on the relationship was considered. Students' learning styles were measured by the Barsch Learning Style Inventory (BLSI). Academic advising preference and demographic information were gathered through a researcher-designed questionnaire. All students (N=1,184) who completed the Online Advising & Registration System (OARS) were cont acted via e-mail and received a web link to the BLSI and student questionnaire. Data from the students (n=172) who completed the BLSI and student questionnaire were analyzed. Correlation and multiple regression analysis were used to analyze the quantitative data. A qualitative analysis of four open-ended survey questions was completed. The results found no relationship between participants' learning styles and their preferred methods of academic advising services. Additionally, gender, ethnicity, college major, high school GPA, location, and employment did not moderate the relationship between participants' learning styles and their preferred methods of academic advising services. The findings suggest that a student's learning style is not associated with his or her preference for type of advising., Furthermore, this lack of relationship did not change as a function of gender, ethnicity, college major, high school GPA, location, and employment.Recommedatations are provided for researchers and practitioners to further contribute to the literature and practice concerning academic advising preference and learning style.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/216409
Subject Headings: Educational change, Education, Higher, Effect of technological innovations on, Counseling in higher education, Computer network resources, Faculty advisors, Computer network resources, Student-administrator relationships, Evaluation
Format: Document (PDF)

Title: Maternal and alloparental discipline in Atlantic spotted dolphins (Stenella frontalis) in the Bahamas.
Creator: Weinpress, Meghan., Charles E. Schmidt College of Science, Department of Biological Sciences
Abstract/Description: Discipline was implemented by mothers and alloparent spotted dolphins (Stenella frontalis) mothers and alloparents on Little Bahama Bank, Bahamas. Disciplinarians were significantly more likely to be adults than juveniles. Although most disciplinarians were female, males were also observed to perform discipline. The recipients of discipline were male and female, and significantly more likely to be calves than juveniles. Pursuit, contact, and display behaviors were used in discipline, however...
Show moreDiscipline was implemented by mothers and alloparent spotted dolphins (Stenella frontalis) mothers and alloparents on Little Bahama Bank, Bahamas. Disciplinarians were significantly more likely to be adults than juveniles. Although most disciplinarians were female, males were also observed to perform discipline. The recipients of discipline were male and female, and significantly more likely to be calves than juveniles. Pursuit, contact, and display behaviors were used in discipline, however pursuit behaviors were most often observed. Variables such as age class, sex, and parity were not found to influence how discipline was implemented. The durations of all disciplinary pursuits were under thirty seconds, and successful pursuits had slightly shorter duration than unsuccessful pursuits. Disciplinarian success was not significantly influenced by age class, sex, parity, or behavior used.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3361254
Subject Headings: Animal behavior, Behavior evolution, Atlantic mammals, Behavior, Parent-child relationships, Social behavior in animals, Discipline of children, Atlantic spotted dolphin
Format: Document (PDF)

Title: Quiet but effective: British student protests, 1966-1969.
Creator: Campbell, David Richard., Florida Atlantic University, Frazer, Heather
Abstract/Description: Historians have referred to Britain's student protests of the 1960s as "imitative", "derivative", and "insignificant" in comparison to those in other regions of the world. In comparing the British protests at the London School of Economics and Essex University to those of the Free University of Berlin, the University of Nanterre and the Sorbonne in France, and Columbia University and the University of California in the United States, it becomes clear that this is simply not the case. While...
Show moreHistorians have referred to Britain's student protests of the 1960s as "imitative", "derivative", and "insignificant" in comparison to those in other regions of the world. In comparing the British protests at the London School of Economics and Essex University to those of the Free University of Berlin, the University of Nanterre and the Sorbonne in France, and Columbia University and the University of California in the United States, it becomes clear that this is simply not the case. While there were some similarities to the protests, the differences were significant enough to refute the imitative claim. Also, in many cases, Britain's students were more successful in attaining their goals than were students in other nations.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/15136
Subject Headings: College students--Great Britain--Political activity, Student-administrator relationships--Great Britain, Universities and colleges--Great Britain
Format: Document (PDF)

Title: Teacher collegiality and collaboration in exemplary high school math departments.
Creator: Numeroff, Donna., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description: Research maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the...
Show moreResearch maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the state of Florida were involved in this multi-site case study. The researcher collected data from interviews, observations, and documents. Sixty-one math teachers including department chairs were individually interviewed. These interviews were transcribed and coded for commonalities. Observations were recorded during teacher planning hours, department meetings, and teacher lunch times. Also, pertinent documents such as course syllabi, department mission statements, school mission statements, and school improvement plans were collected. All data were triangulated and analyzed, and findings support that collegial relationships impact teachers' work lives, which reduce uncertainty and stress; collegial departments are tightly structured democratic systems where distributed leadership increases instructional effectiveness and creates a familial environment; collaborative cultures affect student learning by emphasizing a fair and equitable education for all students improving parental involvement; and the department chair as instructional and managerial leader plays a major role as a change agent within the professional collegial community.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12128
Subject Headings: Teachers--Professional relationships, Educational leadership--Case studies, Classroom management--Florida--Case studies, Mathematics--Study and teaching (Secondary)
Format: Document (PDF)

Title: Why do Men Insult their Intimate Partners? Partner-Directed Insults and Mate Retention.
Creator: McKibbin, William F., Shackelford, Todd K., Florida Atlantic University
Abstract/Description: Men sometimes insult their intimate partners and these insults predict intimate partner violence. No research has investigated the function of men's partner-directed insults. I hypothesize that men's partner-directed insults are designed to retain their longterm mate and, therefore, that men's use of partner-directed insults will covary with other mate retention behaviors. Using the Mate Retention Inventory and the Partner-Directed Insults Scale, I conducted two studies to test this...
Show moreMen sometimes insult their intimate partners and these insults predict intimate partner violence. No research has investigated the function of men's partner-directed insults. I hypothesize that men's partner-directed insults are designed to retain their longterm mate and, therefore, that men's use of partner-directed insults will covary with other mate retention behaviors. Using the Mate Retention Inventory and the Partner-Directed Insults Scale, I conducted two studies to test this hypothesis. Study 1 included 245 men who reported their mate retention behaviors and partner-directed insults. Correlations and multiple regression analyses documented the predicted relationships between men's partner-directed insults and mate retention behaviors. Study 2 included 372 women who reported their partner's mate retention behaviors and insults that their partner directed at them. The results replicated the results of Study 1. Discussion highlights future directions for investigating the relationships between men's partner-directed insults and mate retention behaviors.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000798
Subject Headings: Abusive men--Psychology, Family violence--Cross-cultural studies, Psychological abuse--Cross-cultural studies, Behaviorism (Psychology)--Social aspects, Man-woman relationships
Format: Document (PDF)

Title: Teachers as Strategic Classroom Leaders: The Relationship of Their Cognitive and Behavioral Agility to Student Outcomes and Performance Evaluations.
Creator: Warkentien, Michael, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this non-experimental study was to determine whether teacher cognitive and behavioral agility relates to student achievement as measured by their value-added model (VAM) score and their performance evaluation measured through the Marzano instructional practice (IP) framework, and whether that relationship is moderated by contextual variables. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQ T TM), refers to the leader’s ability to use...
Show moreThe purpose of this non-experimental study was to determine whether teacher cognitive and behavioral agility relates to student achievement as measured by their value-added model (VAM) score and their performance evaluation measured through the Marzano instructional practice (IP) framework, and whether that relationship is moderated by contextual variables. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQ T TM), refers to the leader’s ability to use their repertoire of thinking skills. Behavioral agility, measured with the Strategic Leadership Questionnaire for Teachers (SLQ T TM), relates to the leader’s ability to use a wide array of leader influencing actions. Teacher VAM score is the percent of the teacher’s students that met or exceeded a statistically predicted score on the end of year assessment. Teacher IP scores were also collected and were based on classroom walkthroughs, and other factors, conducted by their respective school-based administrator(s). The study included 75 teacher participants at the middle and high school levels and used correlational, linear regression, moderator, and mediation statistical analyses. The research findings indicate that cognitive agility continues to be a significant predictor of behavioral agility and that both cognitive and behavioral agility were significantly related to VAM or IP in teachers over the age of 50. Additionally, VAM scores significantly increased through the use of reframing and IP scores increased when utilizing bridging leader actions. However, it was also found that VAM scores were negatively correlated to the managing leader actions in the total population.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004735, http://purl.flvc.org/fau/fd/FA00004735
Subject Headings: Teachers, Rating of., Teacher-student relationships., Teacher effectiveness., Master teachers., Effective teaching., Performance standards., Classroom management., Academic achievement--Evaluation.
Format: Document (PDF)

Title: Sustaining reform efforts in Broward County schools: A study of the Coalition of Essential Schools.
Creator: Moffitt, Sharon., Florida Atlantic University, Pisapia, John
Abstract/Description: States, districts and schools continuously institute school reforms that propose to meet the needs of all students. Reform efforts come and go at such a rapid pace, it is often difficult for a school to participate in a reform effort long enough to give it a chance to succeed. This study looked at the internal and external contextual factors that contribute to the sustainability of a reform effort within a school. The purpose of this study was to determine the relationship of the level of...
Show moreStates, districts and schools continuously institute school reforms that propose to meet the needs of all students. Reform efforts come and go at such a rapid pace, it is often difficult for a school to participate in a reform effort long enough to give it a chance to succeed. This study looked at the internal and external contextual factors that contribute to the sustainability of a reform effort within a school. The purpose of this study was to determine the relationship of the level of integration of the core values of the Coalition Of Essential Schools (CES) into the management and instructional practices of the school and sustainability of the reform effort. This research is based on the belief that reform efforts must be maintained long enough to become the "way we do things" to have a significant impact on student achievement. Thirty schools within Broward County participated in this study. A survey questionnaire was developed by the researcher and 252 responses were returned. This study employed a quantitative study that was correlational in nature. Principal turnover results were surprising, as principals changed, sustainability rates rose. Findings indicate principal turnover and coordinator turnover had little impact on integration levels of the core values into the school's practices. The correlation between a school's socio economic status and sustainability found that schools with high numbers of students on free and reduced priced lunch had lower rates of sustainability. Research also indicated schools who were CES members for more than four years had high levels of integration of the core values into the school's practices. Finally, research showed that teacher turnover had a significant relationship to the level of integration of the core values of the CES into the school's practices and to the sustainability of the reform effort within the school.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12209
Subject Headings: Coalition of Essential Schools, Educational change--Florida--Broward County--Case studies, Teacher-administrator relationships, School management and organization
Format: Document (PDF)

Title: Sources of information and selected variables and their relationship to teachers' knowledge and attitudes regarding attention deficit hyperactivity disorder (ADHD).
Creator: Blume-D'Ausilio, Carole, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this study was to develop a predictive model for teacher knowledge about ADHD and teacher attitudes toward the disorder. The Attention Deficit Hyperactivity Disorder Knowledge Assessment (ADHDK.A), developed by the researcher, was used to determine the nature of the relationship between teacher knowledge and attitudes regarding ADHD and various sources from which teachers are most likely to obtain information. Four teacher characteristics (teaching position, experience teaching...
Show moreThe purpose of this study was to develop a predictive model for teacher knowledge about ADHD and teacher attitudes toward the disorder. The Attention Deficit Hyperactivity Disorder Knowledge Assessment (ADHDK.A), developed by the researcher, was used to determine the nature of the relationship between teacher knowledge and attitudes regarding ADHD and various sources from which teachers are most likely to obtain information. Four teacher characteristics (teaching position, experience teaching children with ADHD, personal experience with ADHD, and confidence teaching children with ADHD) were also investigated for their predictive value. The sample was comprised of 225 classroom teachers of grades K to 5 from seven elementary schools in Broward County, Florida. Teachers completed the ADHDKA which consisted of multiple choice, true and false, and open-ended statements about ADHD. Three research questions were posed before data were collected. Multiple regressions were run to determine the degree of association between each of the criterion variables (knowledge and attitude), and the 12 predictor variables investigated in this study. The degree of correlation between teacher knowledge and teacher attitude was examined using a Pearson product moment correlation. Qualitative analysis was used to uncover emerging themes from teacher responses to the open-ended statements. Major findings in the study were as follows: (a) Primary (K- 2) teachers have a higher level of knowledge about ADHD than do intermediate (3-5) teachers (-.159, p < .05); (b) teachers who have personal experience with ADHD have a higher level of knowledge about ADHD than do teachers with no personal experience with ADHD (.147, p < .05); (c) teachers with a high level of confidence about teaching children with ADHD have a higher level of knowledge about ADHD than do teachers with a low level of confidence (.280,p < .01); and (d) a predictive model can be developed to determine teacher knowledge about ADHD (R^2 = .139). The R-square indicates that 13.9% of the variance in teacher knowledge can be accounted for by the variation of the combined predictor variables. Although statistically significant (F [12, 188] = 2.521,p = .004), the correlation is less than the predetermined critical effect size of 25% and may be of limited practical significance (.139 < .25). Conclusions based on the fmdings from the study were: (a) Teachers do not have adequate information regarding strategies to accommodate behavioral and academic challenges for the child with ADHD; (b) teachers lack confidence teaching children with ADHD; and (c) teachers do not receive adequate district-level, or school-based, administrative support (i.e., availability of appropriate ADHD in-service, assistance with parent support, classroom management issues). Noteworthy recommendations for those in positions of educational leadership included the following: (a) more extensive ADHD training for pre-service teachers than is presently required; (b) a comprehensive choice of ADHD workshops offered by school districts to administrators, teachers, paraprofessionals, cafeteria staff, custodians, bus drivers, and any other school personnel who may interact with children; and (c) a districtlevel expert on ADHD for the specific purpose of advising administrators, teachers, and parents about practical solutions to everyday ADHD-related issues. Recommendations for future research included the following: (a) Investigate why teachers with high levels of knowledge about ADHD have negative attitudes toward the disorder; (b) employ a mixed between - within design assessing teacher knowledge and attitude before and after attendance at an ADHD in-service; and (c) investigate the connection between teaching position and teacher knowledge about ADHD.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12179
Subject Headings: Teacher-student relationships, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children--Education, Teachers--Training of, Classroom management
Format: Document (PDF)

Title: Teacher involvement in school reform.
Creator: Urban, Vickie Dodds, Florida Atlantic University, Maslin-Ostrawski, Patricia
Abstract/Description: This exploratory and descriptive case study of a cadre of teachers focused on their involvement in school reform through their participation as facilitators and coordinators in the Coalition of Essential Schools (CES) in the Broward County, FL Public School System. The purpose of the research was twofold. First, the research was conducted for the purpose of trying to discover characteristics common to the CES facilitators and coordinators used in this study. Second, the research was conducted...
Show moreThis exploratory and descriptive case study of a cadre of teachers focused on their involvement in school reform through their participation as facilitators and coordinators in the Coalition of Essential Schools (CES) in the Broward County, FL Public School System. The purpose of the research was twofold. First, the research was conducted for the purpose of trying to discover characteristics common to the CES facilitators and coordinators used in this study. Second, the research was conducted to describe the experiences and attitudes of these CES facilitators and coordinators in regard to their school reform efforts. Thirty-seven CES facilitators and coordinators participated in the quantitative part of the study. Thirteen of those 37 were interviewed for the qualitative portion of the research. Research showed that the participants in this study were highly self-directed, lifelong learners who were committed to education and school reform. Besides revealing the participants' perceptions of the benefits of involvement in school reform, the research also showed that many of the participants spent less time in the classroom as their role in school reform increased. Finally, the research showed that there are a growing number of teacher leaders who, having taken on new roles and responsibilities, do not fit in the present school organizational structure.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12530
Subject Headings: Educational change--Florida--Broward County--Case studies, Coalition of Essential Schools, Teacher-administrator relationships, School management and organization
Format: Document (PDF)

Title: A Model for Improving Teacher Engagement Through Administrative Support.
Creator: Campbell, James C., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: School leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher...
Show moreSchool leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher engagement. It addressed the research questions of “Can administrative support factors predict teacher engagement?” and “Can teacher engagement predict student achievement?” This was accomplished through a literature review of the topics associated with teacher engagement as well as a quantitative analysis of responses solicited from high school teachers in a large urban school district in the Southeastern United States. The results indicate that administrative support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables. It was found that the social events factor significantly predicted teacher engagement (b=.419) with the next highest weight being the assessment factor (b=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004887, http://purl.flvc.org/fau/fd/FA00004887
Subject Headings: Teachers--In-service training., Teachers--Quality of., School improvement programs., Educational leadership., Teacher-principal relationships., School management and organization., School principals--Professional ethics., Mentoring in education.
Format: Document (PDF)

Title: The philosophy of the animal in 20th century literature.
Creator: Johnson, Jamie, Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description: The following dissertation examines the philosophy of the animal as it appears in twentieth-century British and American literature. I argue that evolutionary theory, along with the Romantic emphasis on sympathy, creates an historical shift in our perception of humans and nonhumans. Beginning with Herman Melville's classic novel, Moby-Dick, the whale represents what I call a transitional animal figure in that the whale not only shows the traditionally symbolic literary animal but also the...
Show moreThe following dissertation examines the philosophy of the animal as it appears in twentieth-century British and American literature. I argue that evolutionary theory, along with the Romantic emphasis on sympathy, creates an historical shift in our perception of humans and nonhumans. Beginning with Herman Melville's classic novel, Moby-Dick, the whale represents what I call a transitional animal figure in that the whale not only shows the traditionally symbolic literary animal but also the beginnings of the twentieth century shift toward the literal animal-as-subject. My proposed comparative analysis consists of a return to classic existential and phenomenological philosophers with animal studies in mind. A handful of critical essays in recent years have conducted just such an analysis. My contribution extends these philosophical endeavors on the animal and applies them to major literary authors who demonstrate a notable interest in the philosophy of animals. The first chapter of the dissertation begins with D.H. Lawrence, whose writings in selected essays, St. Mawr, and "The Fox" continue considerations made by Melville concerning animal being. Because Lawrence often focuses on gender, sexuality, and intuition, I discuss how a Heideggerian reading of animals in Lawrence adds value to interpretations of his fiction which remain unavailable in analyses of human subjects. In Chapter Two, I move on to William Faulkner's classic hunting tale of "The Bear" and other significant animal sightings in his fiction and nonfiction. For Faulkner, the animal subject exists in the author's particular historical climate of American environmentalism, modernism's literary emphasis on visuality, and race theory., This combination calls for a natural progression from a Heideggerian existential phenomenology: a contemporary Sartrean reading of animal being. Finally, the last chapter examines J.M. Coetzee, an author whose texts show the accumulated existential and phenomenological progression in the philosophy of the animal with a combined interest in current political and social issues surrounding animal life in the twentieth and twenty-first centuries.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/192984
Subject Headings: Symbolism in literature, Animals (Philosophy), Human-animal relationships in literature, Animals in literature, American prose literature, Criticism and interpretation, English prose literature, Criticism and interpretation
Format: Document (PDF)

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