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Title: Beginning teachers' perceptions of support provided by mentors, school administrators, and district personnel.
Creator: Dangerfield, Leslie J., Florida Atlantic University, Shockley, Robert
Abstract/Description: Research suggests that beginning teachers will remain in education if they are supported by their district and school-based administrators. A considerable number of beginning teachers, however, continue to leave teaching each year. This study investigated the value of identified strategies used in assisting new teachers as perceived by beginning teachers. A total of 156 surveys were sent to eligible participants, as identified from an instructional employee database. There were 64 surveys...
Show moreResearch suggests that beginning teachers will remain in education if they are supported by their district and school-based administrators. A considerable number of beginning teachers, however, continue to leave teaching each year. This study investigated the value of identified strategies used in assisting new teachers as perceived by beginning teachers. A total of 156 surveys were sent to eligible participants, as identified from an instructional employee database. There were 64 surveys returned, resulting in a 41 response rate. The survey instrument asked participants to identify if a strategy was provided and indicate their perceived value of such strategy. The strategies include mentor assignment and support, school administrator support, and district-level support. Chi square and ANOVA tests were employed to compare the responses. Results show significant differences in responses by student teaching experience, years of experience, and teacher preparation. Descriptive analysis identified the strategies that were most frequently provided by mentors, administrators, and district personnel, including curriculum and emotional support. In addition to frequency of strategies, the perceived values of strategies are also reported. Results show significant differences in relation to student teaching experience(s), years of teaching experience, and types of teacher preparation.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12230
Subject Headings: Mentoring in education, Teachers--In-service training, First year teachers--Training of, First year teachers--Supervision of
Format: Document (PDF)

Title: The status of the substitute teacher delivery system in the sixty-seven Florida Public School Districts and the perceptions of administrators, teachers, and substitute teachers toward the substitute teacher delivery system in the Polk County, Florida, Public School District.
Creator: Helmick, Robert William, Florida Atlantic University, Hunt, John J.
Abstract/Description: The primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue...
Show moreThe primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue substitute teacher certificates with the only Florida law requirement being fingerprints prior to employment. Substitute teacher delivery system identifies the preparation, selection, training, support, and evaluation of substitute teachers in a school district. Issues related to substitute teachers were substitute teacher pay, substitute teacher credentials, and substitute teacher training. The corollary purpose of this study was to compare the perceptions of selected administrators, teachers, and substitute teachers concerning the Polk County Schools substitute teacher delivery system, one of Florida's sixty-seven school districts. A review of the literature provides a national summary of teacher pay, substitute teacher role, substitute teacher status, and administrative procedures used to recruit, select, place, orient, and train substitute teachers. The analysis of data from the 1993-94 state survey provides the teachers per substitute teacher ratio, students per substitute teacher ratio, and state average of these values. In addition, the percentage of the total budgets used for substitute teacher pay is calculated. Daily pay rates and academic requirements for short-term and long-term substitute teachers were collected and state average values calculated. Seven research questions concerning the substitute teacher delivery system are answered. The district perception instrument was conducted in Polk County School District at 20 schools using a stratified random sample and analyzed with the chi-square analysis technique. Seven null hypotheses were rejected using the significance level of chi-square value indicating significant differences in perception in the survey participants; school-based administrators, teachers, and substitute teachers. The combination of the state survey results and district perception instrument can be used to assist a district in developing an action plan for improving a district's substitute teacher delivery system.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12400
Subject Headings: Substitute teachers--Florida--Evaluation, Substitute teachers--Rating of--Florida, Substitute teachers--Training of--Florida
Format: Document (PDF)

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

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

Title: A STUDY TO DETERMINE THE EFFECTIVENESS OF THE SEMANTIC DIFFERENTIAL AS A MEANS FOR MEASURING ATTITUDES OF TEACHERS TOWARD PUBLIC SCHOOL SUPERVISORY PERSONNEL.
Creator: WRIGHT, WILLIAM FRANCIS, Florida Atlantic University
Abstract/Description: This study sought to accomplish three things: 1) to develop a model which would use semantic differential techniques to measure the intensity of teacher attitudes toward public school supervisory concepts; 2) to determine if teachers' attitudes differ significantly in the subgroups of the study's population when analysis of variance is applied to the data supplied by the model instrument; and 3) to determine which rotation, orthogonal or oblique, more closely approximates the simple structure...
Show moreThis study sought to accomplish three things: 1) to develop a model which would use semantic differential techniques to measure the intensity of teacher attitudes toward public school supervisory concepts; 2) to determine if teachers' attitudes differ significantly in the subgroups of the study's population when analysis of variance is applied to the data supplied by the model instrument; and 3) to determine which rotation, orthogonal or oblique, more closely approximates the simple structure when factor analysis is applied to the data. Analysis of the data was based on the responses of 217 public school teachers who were enrolled in graduate courses located at the University of Central Florida and Florida Atlantic University. Each subject responded to eighteen bipolar scales, evaluating seven supervisory concepts. Analysis of the data was accomplished by three computer programs, Kaiser's "Little Jiffy, Mark IV," to measure sampling adequacy, reliability, and degree of empirical confirmation of the model; analysis of variance to determine whether the subgroups were statistically significant and evaluate the relationship between the variables in the groups; and factor analysis applied to the data which incorporated two methods of rotation, orthogonal and oblique, to determine which rotation more closely approximates the simple structure. Findings: The findings may be summarized as follows: 1. Teachers' responses clustered into four principal factors, here presented in rank order of extraction--evaluation, potency, activity, and stability. The evaluation factor accounted for over 55 percent of the common variance. 2. The concept instrument, bipolar scales, and semantic differential techniques can be combined to differentiate teacher attitudes concerning specific concepts. 3. A comparison of the mean variable scores for concept instruments revealed that responses by this study's teachers rated the positions of principal, director and superintendent very low. 4. Data comparing such groups as university attending, school districts of employment, and age groups by analysis of variance techniques revealed statistical differences that were substantive when evaluating the concepts of dean, principal, director and superintendent. 5. Teaching level and male/female teacher group accounted for statistical differences that did not prove to be substantive over all concepts. 6. A comparison of the quartimax rotated factor matrix and the oblique pattern matrix revealed that clusters of variables are more clearly defined on the pattern matrix. Near zero loadings are minimized and high loadings are maximized. However, on several of the concept data runs the differences were not clearly defined. Conclusions: 1. The model developed for measuring teacher attitudes was reliable and demonstrated a high degree of empirical confirmation. 2. Supervisory job does appear to be a factor influencing teachers' attitudinal responses on the bipolar variables. 3. University of attendance, school district of employment, and age group are factors which produce significant differences in teacher attitudes. 4. Factor analysis involving either orthogonal or oblique should be selected based on the objectives of the research project. Both methods may be utilized, results compared, and the solution which provides the best answer for the study involved should be selected.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11746
Subject Headings: Teachers--Attitudes, School personnel management
Format: Document (PDF)

Title: Teacher absenteeism and student achievement.
Creator: Kirk, Cathy Lee., Florida Atlantic University, Jurenas, Albert C.
Abstract/Description: This study was designed to examine absenteeism rates for elementary and middle school teachers for 1996-97 to determine if a relationship exists between absenteeism and student achievement, as measured by a standardized norm-referenced reading test. The study examined the attendance records of 727 fourth and 154 seventh grade teachers who taught a reading or language arts class and 18,802 students in grades four and seven. The variables of teacher years of experience, student grade level, and...
Show moreThis study was designed to examine absenteeism rates for elementary and middle school teachers for 1996-97 to determine if a relationship exists between absenteeism and student achievement, as measured by a standardized norm-referenced reading test. The study examined the attendance records of 727 fourth and 154 seventh grade teachers who taught a reading or language arts class and 18,802 students in grades four and seven. The variables of teacher years of experience, student grade level, and student gender were added to the multiple regression model in order to ascertain whether or not teacher absences made a significant contribution to the prediction of student reading scores beyond that afforded by the aforementioned variables. Results indicated that there was a weak, but statistically significant relationship between teacher absenteeism and student achievement when the unit of analysis was the student (N = 18802). In this model, teacher absenteeism accounted for less than.4% of the variation in student achievement. When the unit of analysis was the teacher, results indicated that teacher absences for both fourth grade (n = 727) and seventh grades (n = 154) did not make a significant contribution to the prediction of student reading scores.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12563
Subject Headings: Teachers--Leaves of absence, Academic achievement
Format: Document (PDF)

Title: A comparison of the teaching styles of full-time and part-time community college faculty.
Creator: Johnson, Cynthia Smyth., Florida Atlantic University, Pisapia, John
Abstract/Description: The purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six...
Show moreThe purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six hypotheses were tested. The findings are summarized here: (1) There was a significant difference between full-time and part-time faculty in teaching style as measured by faculty self-report. Full-time faculty have a more teacher-centered preference than part-time faculty. (2) There was a significant difference between full-time and part-time faculty in teaching style as measured by student perception. Students perceived full-time faculty as more teacher-centered than part-time faculty. (3) There was a significant difference between faculty and student perceptions of teaching style. Students perceived faculty as more teacher-centered than faculty perceived themselves. (4) Faculty characteristics accounted for 17.4% of the variance in mean faculty PALS scores. (5) Student characteristics accounted for 4.2% of the variance in mean faculty PALS scores. (6) Course variables accounted for 47.7% of the variance in mean faculty PALS scores. Additional findings included: (1) Both full-time and part-time community college faculty prefer a teacher-centered style. (2) Students are more satisfied with the overall teaching style of part-time faculty than the teaching style of full-time faculty. (3) In regard to teaching style, part-time faculty are less influenced by the expectations of colleagues than full-time faculty. (4) As the number and percentage of faculty employed part time at community colleges have increased, the reasons adjunct faculty accept part-time employment have changed.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12617
Subject Headings: Community college teachers, Adult education, Teaching
Format: Document (PDF)

Title: The effect of 4MAT training on teachers' attitudes towards student behaviors associated with creativity.
Creator: Klenetsky, Phyllis Schiffer., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: The purpose of this study was to determine if 4MAT training had an impact on teachers' attitudes towards students' behaviors associated with creativity. Specifically, this study analyzed the relationship between the dependent variable of attitude toward creativity, and the independent variables of levels of training, grade level, years of teaching experience, and subject area. A sample of 459 subjects consisted of an experimental (N = 310) and control group (N = 149). The experimental group...
Show moreThe purpose of this study was to determine if 4MAT training had an impact on teachers' attitudes towards students' behaviors associated with creativity. Specifically, this study analyzed the relationship between the dependent variable of attitude toward creativity, and the independent variables of levels of training, grade level, years of teaching experience, and subject area. A sample of 459 subjects consisted of an experimental (N = 310) and control group (N = 149). The experimental group received either Fundamental 4MAT training or both Fundamental and Intermediate training, while the control group received no intervention. The Ideal Child Checklist (ICC), developed by Torrance (1975), was used as a pre- and posttest measure to determine change in attitude following treatment. Responses on the ICC were tallied to create a single score on the instrument. Statistical methods used to analyze the data consisted of (a) a t-test to compare 4MAT with controls by calculating the difference between pre- and posttest scores, (b) a one-way analysis of covariance to compare level of training, and (c) a two-way analysis of covariance to compare levels of training with independent demographic variables. Five hypotheses were developed to determine if 4MAT training had an impact on attitudes and the aforementioned variables. All hypotheses were tested at the.05 level of significance. Based on the findings of this study, none of the demographic variables had a significant relationship to change in attitude towards creativity, beyond what could normally be expected by chance. However, the 4MAT group had a statistically significant higher attitude score than the control group, t(147) = 6.29, p <.001, and there was a statistically significant difference between groups for control and levels of training, F(2, 307) = 35.46, p <.001.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12538
Subject Headings: 4MAT system, Teachers--Attitudes
Format: Document (PDF)

Title: GUIDELINES FOR A COMPETENCY-BASED MODEL TRAINING PROGRAM FOR TEACHERS OF ADULT BASIC EDUCATION STUDENTS.
Creator: KLINEDINST, MARY ALLEN REID., Florida Atlantic University
Abstract/Description: Teachers of Adult Basic Education need certain competencies to teach undereducated adult learners. Presently, teachers have very little specialized training or preparation in how to teach these ABE students. There are few agencies or institutions from which people can obtain these competencies. After a search of the literature, Donald Mocker's prioritized list of ABE teacher competencies was chosen as the model to send to three groups of educators (higher education personnel, practitioners of...
Show moreTeachers of Adult Basic Education need certain competencies to teach undereducated adult learners. Presently, teachers have very little specialized training or preparation in how to teach these ABE students. There are few agencies or institutions from which people can obtain these competencies. After a search of the literature, Donald Mocker's prioritized list of ABE teacher competencies was chosen as the model to send to three groups of educators (higher education personnel, practitioners of ABE, and state department personnel). Through a survey of these adult educators and a prioritizing process, the list of 153 high priority teacher competencies was refined to a more manageable list of fifty-one competencies. The competencies were divided into the categories of Scope and Goal of Adult Education, Curriculum, ABE Learner, and Instructional Process. Since fifty-one competencies were ranked as important by adult educators, they are recommended for use as: an evaluation tool to discern whether ABE teachers possess them; a basis for in-service programs to train existing teachers; and/or a program of study to be offered by institutions of higher education for a college major, minor, or area of interest in Adult Basic Education. Seven courses are recommended, composed of or based on the fifty-one competencies. They are as follows: Principles of Adult Learning; Basic Reading, Writing, Oral Communication; Individualized Instruction; Creative Adult Learning; Characteristics of Adult Learners; Counseling Adults; and Psychology of Adult Learning. The competency-based teacher education program suggested in this study could be used by state departments of education as guidelines for a teacher certification program to insure that there would be well-prepared and well-qualified ABE teachers.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11829
Subject Headings: Adult education teachers--Training of
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: Going global: Faculty development in intercultural communication.
Creator: Caldwell, Susan., Florida Atlantic University, Guinn, Dorothy
Abstract/Description: This thesis asks "How can a community college most effectively prepare its faculty to teach students to communicate competently in a society that has gone global?" To answer this question, this thesis examines experiential learning theory and determines that experience is key to learning. It also determines that (1) intercultural communication competencies are acquired through experience with other cultures and (2) faculty who possess these competencies are more apt to participate in...
Show moreThis thesis asks "How can a community college most effectively prepare its faculty to teach students to communicate competently in a society that has gone global?" To answer this question, this thesis examines experiential learning theory and determines that experience is key to learning. It also determines that (1) intercultural communication competencies are acquired through experience with other cultures and (2) faculty who possess these competencies are more apt to participate in intercultural activities. An assessment of research and programs helps to determine components of faculty development, and results of a community college survey give an overview of their involvement in faculty development programs. This thesis concludes that successful faculty development programs in intercultural communication must include (1) institutional support, (2) experiential elements, (3) assessment, (4) continuous, in-depth training, (5) a rewards component, and (6) an adequate budget. To complete this research, a faculty development plan, including a timeline and budget, has been designed.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/12773
Subject Headings: College teachers--Training of, Intercultural communication
Format: Document (PDF)

Title: “Panyard” Steelpan Experiences Impact on Secondary Teachers’ Pedagogical Practices: A Case Study.
Creator: Massy, Paul, Nightengale-Lee, Bianca, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This study investigates the impact of the Trinidad and Tobago Panyard steelpan experiences on the development of the secondary school, forms one to three (middle school), music teachers’ pedagogical implementation, and how these pedagogical practices are represented in today’s classroom or not. The case study exploration acknowledges that while the instrument was being developed in formal educational systems, there was already a history of teaching and learning of the steelpan in the...
Show moreThis study investigates the impact of the Trinidad and Tobago Panyard steelpan experiences on the development of the secondary school, forms one to three (middle school), music teachers’ pedagogical implementation, and how these pedagogical practices are represented in today’s classroom or not. The case study exploration acknowledges that while the instrument was being developed in formal educational systems, there was already a history of teaching and learning of the steelpan in the community Panyard contributing to its global growth. The symbiosis among instructional practices in the Panyard, the K-12 system, and postsecondary institutions continues to be the fertile space for understanding steelpan curriculum and instruction. Using the lenses of Culturally Sustaining Pedagogy, Decoloniality and Legitimation Code theory I analyzed these Panyard steelpan experiences and their impact on teachers’ pedagogical practice. I used some of the data to map the observed integrative knowledge building using the Autonomy dimension of Legitimation Code Theory. “Within-group cultural practices” and “common, across-group cultural practices” (Paris, 2012, p. 95) were also analyzed iteratively, contributing to the growth of both the researcher and participants. This study intentionally provided opportunities to understand Steelpan's histories and social constructs better. Moreover, participants’ backgrounds, biographies and experiences also provided contextual evidence for their pedagogical perspectives (Greene, 2001).
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014332
Subject Headings: Pedagogy, Teachers—Training of, Curriculum planning
Format: Document (PDF)

Title: Improving college professors' communication skills inside the classroom: an exploratory study.
Creator: Van Allan, James., Dorothy F. Schmidt College of Arts and Letters, School of Communication and Multimedia Studies
Abstract/Description: This thesis examines how college professors can improve their communication skills inside the classroom by testing pedagogical issues identified in previous scholarship against current teaching practices. This thesis addresses four main areas related to classroom communication skills that reflect how to build a classroom into a community of equality, open dialogue, and deep learning. The importance of classroom communities and of professors developing engaging deliveries to create compelling...
Show moreThis thesis examines how college professors can improve their communication skills inside the classroom by testing pedagogical issues identified in previous scholarship against current teaching practices. This thesis addresses four main areas related to classroom communication skills that reflect how to build a classroom into a community of equality, open dialogue, and deep learning. The importance of classroom communities and of professors developing engaging deliveries to create compelling oral performances is described as well as issues of active listening and various models and techniques to help facilitate communication better in the classroom. A qualitative study analyzing written interviews completed by 19 college professors in Florida is conducted. Interview responses are then compared to pedagogical issues identified in previous literature to determine if there are similarities or gaps in current research. The interview determined that an interactive classroom with a professor who is consciously aware of their communication skills can help foster deeper learning with students. This research can help to develop best teaching practices for college professors.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3174312
Subject Headings: Oral communication, Interaction analysis in education, Teacher-student relationships.-, Teacher effectiveness
Format: Document (PDF)

Title: Possible Futures for Teacher Education Programs: Meta-Theory Orientation.
Creator: Svendsen, Jared C., Bogotch, Ira, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This...
Show moreThis study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This conceptualization grounds dominant teacher education modalities within a specific meta-theory orientation. Through this analysis, the author also explores an alternative conceptualization of teacher education that appeals to the educative power of contextual awareness, ontological sensitivity, and democratically recursive pedagogical and relational processes. Such a conceptualization reflects an alternative meta-theory orientation. For the purposes of this analysis, the author employed textual analysis of sampled website literature from Teacher Education Programs in six geographic regions within the United States. This textual analysis was grounded in the aforementioned conceptualizations and was intended to reveal meta-theory orientations as expressed in a program’s official text.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004679, http://purl.flvc.org/fau/fd/FA00004679
Subject Headings: Action research in education, Education -- Philosophy, Educational leadership, Effective teaching, Teacher effectiveness, Teachers -- Training of -- Evaluation
Format: Document (PDF)

Title: Student Perception of Professors’ Teaching Attributes in Post-Secondary Hospitality Management Degree Programs.
Creator: Hertz, Oren, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study describes how undergraduate students in their junior and senior year seeking a bachelor’s degree in hospitality management at a regionally accredited university perceive their professors’ instructional attributes and behaviors. This examination concentrated on two critical zones of discernment concerning professors’ instructional practices. Participants were asked what teaching attributes contributed to their academic success, and teaching attributes did not contribute to their...
Show moreThis study describes how undergraduate students in their junior and senior year seeking a bachelor’s degree in hospitality management at a regionally accredited university perceive their professors’ instructional attributes and behaviors. This examination concentrated on two critical zones of discernment concerning professors’ instructional practices. Participants were asked what teaching attributes contributed to their academic success, and teaching attributes did not contribute to their academic success. The study also sought to identify any obstacles faced by the participating undergraduate students and their faculty as indicators of how to mitigate such obstacles. This study included a review of an extensive collection of research on student perspectives and how those perspectives may reflect on the evaluation of the adequacy of various teaching techniques and academic practices. This study found that the instructional attributes that participating students reported that they value include: agreeableness (concern and regard for students), accommodation (accessibility), and receptiveness to others’ conclusions (support of class inquiries and exchange), yet all instructors do not exhibit each of these attributes. This study identified the positive teaching characteristics of professors in one setting and how these professors interact with their students in a manner that captures students’ attention and promotes teaching and learning in the classroom. It also suggests attributes that professors in this setting and discipline may wish to elevate to better connect with students in the classroom.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013068
Subject Headings: College teachers., Effective teaching in higher education., Student evaluation of teachers.
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.
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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: Missed Opportunities and Connections in Teacher Learning.
Creator: Ferris, Deborah Melchers, Hyslop-Margison, Emery, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The current qualitative study focused on understanding the process of learning to teach. Using interviews of teacher educators, the study explored the importance of a set of teaching activities developed as part of the Teacher Self Efficacy Survey (Tschannen- Moran & Woolfolk Hoy, 2001) as well as the inclusion of instructional and assessment strategies for the teaching activities and the quality of beginning teacher performance of the activities. Data were collected from interviews of 15...
Show moreThe current qualitative study focused on understanding the process of learning to teach. Using interviews of teacher educators, the study explored the importance of a set of teaching activities developed as part of the Teacher Self Efficacy Survey (Tschannen- Moran & Woolfolk Hoy, 2001) as well as the inclusion of instructional and assessment strategies for the teaching activities and the quality of beginning teacher performance of the activities. Data were collected from interviews of 15 teacher educators. A process of open, axial, and substantive coding was applied to the data to inductively identify and categorize data relevant to the purpose of the study and to allow comparisons among and between categories. Findings suggested that teaching activities are critically important to and a comprehensive description of effective teaching, and that beginning teachers struggle with differentiation and applying their learning to their practice. Further, findings suggested that the source of beginning teacher struggles was found within the teacher education program, within school contexts, and between the two institutions. In addition, findings suggested that beginning teachers perform the student engagement activities and those related to instructional strategies more proficiently than classroom management activities, and that all three teaching activity categories were included in the curriculum, but to different degrees and not all as part of curriculum design. A variety of pedagogies were used to prepare preservice teachers; however, there was no reported knowledge of assessment instruments used to measure preservice teachers’ readiness for teaching and to obtain data on the performance of their graduates. Lastly, this study revealed that teacher education program leaders were reluctant to participate in a study that sought to draw direct connections between the skills taught in the program and how well beginning teachers perform them. Based on the findings, the researcher recommends further studies to determine the viability of the teaching activities as a comprehensive and accurate definition of effective teaching. Further the researcher recommends that teacher education programs and school districts adopt the teaching activities as a consistent framework for providing preservice education, for setting school district expectations, and for conducting teacher evaluations.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004676, http://purl.flvc.org/fau/fd/FA00004676
Subject Headings: Action research in education, Educational leadership, Effective teaching, Pedagogical content knowledge, Teacher effectiveness, Teachers -- Training of
Format: Document (PDF)

Title: THE IMPACT OF FEMALE ENGLISH LANGUAGE ARTS TEACHERS’ INTERSECTIONALITY ON PEDAGOGY.
Creator: Berson, Jillian, Baxley, Traci P., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This mixed-methods phenomenological bounded case study sought to uncover how who teachers are as people impacts what they do in their classrooms. The study examined how teachers’ personal lives (e.g., backgrounds and prior knowledge), their experiences with intersectionality (e.g., race, class, gender, and sexual orientation), and professional lives (e.g., pedagogical beliefs and curricular choices) influence one another. The sample for this student consisted of seven high school female...
Show moreThis mixed-methods phenomenological bounded case study sought to uncover how who teachers are as people impacts what they do in their classrooms. The study examined how teachers’ personal lives (e.g., backgrounds and prior knowledge), their experiences with intersectionality (e.g., race, class, gender, and sexual orientation), and professional lives (e.g., pedagogical beliefs and curricular choices) influence one another. The sample for this student consisted of seven high school female English Language Arts teachers who were teaching the required text, To Kill a Mockingbird, by Lee (1960). Through the use of survey questionnaires, interviews, document analysis of unit lesson plans, and a focus group, a portrait of the relationship between teachers’ pedagogical beliefs and curriculum design choices emerged. Four key themes emerged in relation to the research questions for this study: (a) whether teachers are teaching with the students in mind, (b) uncovering the power structure of the teaching experience, (c) the role of teaching versus facilitating, and (d) curriculum design focusing on the process of learning versus end products.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013355
Subject Headings: Teaching, Pedagogy, Language arts teachers, Phenomenology, Women teachers, Lee, Harper To kill a mockingbird
Format: Document (PDF)

Title: AN INVESTIGATION OF THE UTILIZATION AND TRAINING NEEDS OF PARAPROFESSIONALS IN LEARNING DISABILITY CLASSES IN BROWARD COUNTY SCHOOLS (FLORIDA).
Creator: VAN HOUTEN, LOIS AARDEMA., Florida Atlantic University, Wells, Jack G.
Abstract/Description: Learning disability teachers in Broward County, Florida, were surveyed for the purposes of identifying competencies, actual practices and training needs of paraprofessionals. The survey was conducted in two phases. Phase One yielded information from which two competency lists were derived. The first list consisted of twenty-five essential competencies that a paraprofessional must demonstrate for minimum performance in the learning disability classroom. The second list consisted of 136 ...
Show moreLearning disability teachers in Broward County, Florida, were surveyed for the purposes of identifying competencies, actual practices and training needs of paraprofessionals. The survey was conducted in two phases. Phase One yielded information from which two competency lists were derived. The first list consisted of twenty-five essential competencies that a paraprofessional must demonstrate for minimum performance in the learning disability classroom. The second list consisted of 136 "preferred competencies," i.e., skills which learning disability teachers have identified as useful in the classroom, but not necessarily essential to paraprofessional performance. Phase Two yielded information from which was formulated two additional lists; the first composed of actual current practices of paraprofessionals in learning disability classrooms, and the second composed of possible current training needs. As a result of this study, information was compiled identifying (1) essential competencies, (2) preferred competencies, (3) actual competencies and (4) current training needs of paraprofessionals serving learning disability classes in Broward County, Florida. This information can be used as a guide for evaluation, needs assessment, job interviews and training of paraprofessionals. The study provided a basis from which the scope and sequence of a pre-service and inservice paraprofessional program could be constructed. The data suggest a possible three-level educational program for paraprofessionals. Level One: training in the essential competencies; Level Two: training in the preferred competencies; and Level Three: training in specialized areas. Thus, a generic core of competencies can be taught initially to all paraprofessionals simultaneously, gradually advancing to higher level skills and finally, providing the specialized training needed in specific areas of education.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11834
Subject Headings: Special education, Special education teachers, Teachers' assistants--Florida--Broward County
Format: Document (PDF)

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