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Women’s Swim Team 1989
Title
Women’s Swim Team 1989.
Date Issued
1989
PURL
http://purl.flvc.org/fcla/dt/3335470
Subject Headings
Florida Atlantic University -- History, Florida Atlantic University -- Students, Florida Atlantic University -- Women’s Swim Team, College sports --United States --History
Format
Image (JPEG2000)
Women’s Swim Team
Title
Women’s Swim Team.
PURL
http://purl.flvc.org/fcla/dt/3333625
Subject Headings
Florida Atlantic University -- History, Florida Atlantic University -- Students, Florida Atlantic University -- Women’s Swim Team, College sports --United States --History
Format
Image (JPEG2000)
Women’s Swim Team
Title
Women’s Swim Team.
PURL
http://purl.flvc.org/fcla/dt/3333623
Subject Headings
Florida Atlantic University -- History, Florida Atlantic University -- Students, Florida Atlantic University -- Women’s Swim Team, College sports --United States --History
Format
Image (JPEG2000)
Women’s Tennis 1997-98
Title
Women’s Tennis 1997-98.
Date Issued
1997-98
PURL
http://purl.flvc.org/fcla/dt/3334545
Subject Headings
Florida Atlantic University -- History, Florida Atlantic University -- Students, Florida Atlantic University -- Women’s Tennis 1997-98, College sports --United States --History
Format
Image (JPEG2000)
Women’s Tennis 1994
Title
Women’s Tennis 1994.
Date Issued
1994
PURL
http://purl.flvc.org/fcla/dt/3334548
Subject Headings
Florida Atlantic University -- History, Florida Atlantic University -- Students, Florida Atlantic University -- Women’s Tennis 1994, College sports --United States --History
Format
Image (JPEG2000)
Women’s Volleyball 1999
Title
Women’s Volleyball 1999.
Date Issued
1999
PURL
http://purl.flvc.org/fcla/dt/3335292
Subject Headings
Florida Atlantic University -- History, Florida Atlantic University -- Students, Florida Atlantic University -- Women’s Volleyball 1999, College sports --United States --History
Format
Image (JPEG2000)
The Effects of the Student Success Skills Classroom Program on Self-Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Students
Title
The Effects of the Student Success Skills Classroom Program on Self-Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Students.
Creator
Bottini, Cheryl L., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
The purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students...
Show moreThe purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students completed Grades 4, 5, and 6. Data were collected at three points: pretest, posttest1, and posttest 2. A series of multivariate analysis of covariance (MANCOVA) tests and univariate analyses were conducted to determine statistical significance between the treatment group and comparison group in self- regulation, school attendance, and test anxiety. Effect sizes using a partial eta square were calculated for each dependent variable. The results support the Student Success Skills (SSS) classroom program (Brigman & Webb, 2010) implemented by certified school counselors was documented.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004897, http://purl.flvc.org/fau/fd/FA00004897
Subject Headings
Motivation in education., Hispanic Americans--Education., Minority students--Social conditions., Minorities--Education--United States., Educational counseling., Academic achievement., Educational equalization., School improvement programs.
Format
Document (PDF)
Students' preference for online versus face-to-face academic advising based on individual learning styles
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)
College of Education Building
Title
College of Education Building: Florida Atlantic University Boca Raton Campus.
Creator
Florida Atlantic University
Abstract/Description
View of the north side of the College of Education Building
Date Issued
1994
PURL
http://purl.flvc.org/fau/fd/FA00010191
Subject Headings
Florida Atlantic University -- History, Florida Atlantic University -- Students
Format
Image (JPEG2000)
The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools
Title
The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools.
Creator
Brown, Sherron N., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready...
Show moreThis study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004181, http://purl.flvc.org/fau/fd/FA00004181
Subject Headings
Academic achievement, Achievement in education, Affective education, Counseling in elementary education, Educational counseling, Educational tests and measurements, Minority students, Counseling of United States -- No Child Left Behind Act of 2001
Format
Document (PDF)

Pages