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Title: 1982 Distinguished Teacher of the Year, Dr. William B. Stronge.
Creator: Florida Atlantic University
Abstract/Description: Dr. William B. Stronge, Associate Professor of Economics (1971-2003) in the College of Business, Florida Atlantic University
PURL: http://purl.flvc.org/fau/fd/faua0003452
Subject Headings: Florida Atlantic University -- History, Florida Atlantic University -- Faculty, Florida Atlantic University -- Photographs, Florida Atlantic University -- Archives, Florida Atlantic University -- Distinguisehd Teacher of the Year
Format: Image (JPEG2000)

Title: 1982 Distinguished Teacher of the Year, Dr. William B. Stronge.
Creator: Florida Atlantic University
Abstract/Description: Dr. William B. Stronge, Associate Professor of Economics (1971-2003) in the College of Business and Public Administration. Photo of him taken in 1983
PURL: http://purl.flvc.org/fau/fd/faua0003451
Subject Headings: Florida Atlantic University -- History, Florida Atlantic University -- Faculty, Florida Atlantic University -- Photographs, Florida Atlantic University -- Archives, Florida Atlantic University -- Distinguisehd Teacher of the Year
Format: Image (JPEG2000)

Title: 1982 Distinguished Teacher of the Year, Dr. William B. Stronge.
Creator: Florida Atlantic University
Abstract/Description: Dr. William B. Stronge, Associate Professor of Economics (1971-2003) in the College of Business, Florida Atlantic University
PURL: http://purl.flvc.org/fau/fd/faua0003453
Subject Headings: Florida Atlantic University -- History, Florida Atlantic University -- Faculty, Florida Atlantic University -- Photographs, Florida Atlantic University -- Archives, Florida Atlantic University -- Distinguisehd Teacher of the Year
Format: Image (JPEG2000)

Title: 1982 Distinguished Teacher of the Year, Dr. William B. Stronge.
Creator: Florida Atlantic University
Abstract/Description: Dr. William B. Stronge, Associate Professor of Economics (1971-2003) in the College of Business, Florida Atlantic University
PURL: http://purl.flvc.org/fau/fd/faua0003454
Subject Headings: Florida Atlantic University -- History, Florida Atlantic University -- Faculty, Florida Atlantic University -- Photographs, Florida Atlantic University -- Archives, Florida Atlantic University -- Distinguisehd Teacher of the Year
Format: Image (JPEG2000)

Title: Dr. William B. Stronge, 1997.
Creator: Florida Atlantic University
Abstract/Description: Dr. William B. Stronge, Associate Professor of Economics (1971-2003) in the College of Business, Florida Atlantic University
PURL: http://purl.flvc.org/fau/fd/faua0003470
Subject Headings: Florida Atlantic University -- History, Florida Atlantic University -- Faculty, Florida Atlantic University -- Photographs, Florida Atlantic University -- Archives, Florida Atlantic University -- Distinguisehd Teacher of the Year
Format: Image (JPEG2000)

Title: Dr. Luc T. Wille, Professor of Physics, 1996.
Creator: Florida Atlantic University
Abstract/Description: Dr. Luc T. Wille, 1996 Professor of Physics, College of Science, Florida Atlantic University
PURL: http://purl.flvc.org/fau/fd/faua0003481
Subject Headings: Florida Atlantic University -- History, Florida Atlantic University -- Faculty, Florida Atlantic University -- Photographs, Florida Atlantic University -- Archives, Florida Atlantic University -- Distinguisehd Teacher of the Year
Format: Image (JPEG2000)

Title: Curriculum-based readers theatre as an approach to teaching English language learners: teachers’ perceptions after professional development and classroom implementation.
Creator: Uribe, Samantha N., Burnaford, Gail, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigated second through fifth grade teachers’ perceptions of Curriculum-Based Readers Theatre (CBRT) as a relevant approach for teaching English Language Learners (ELLs). Quantitative survey data were collected from 18 teachers who worked at the school with the largest population of ELLs in a large South Florida school district. The surveys investigated teachers’ current use of ESOL instructional strategies prior to participating in a CBRT professional development...
Show moreThis mixed methods study investigated second through fifth grade teachers’ perceptions of Curriculum-Based Readers Theatre (CBRT) as a relevant approach for teaching English Language Learners (ELLs). Quantitative survey data were collected from 18 teachers who worked at the school with the largest population of ELLs in a large South Florida school district. The surveys investigated teachers’ current use of ESOL instructional strategies prior to participating in a CBRT professional development session as well as their ability to identify ESOL instructional strategies embedded within the approach after professional development and classroom implementation. Qualitative data were collected in the form of interviews and discussion board transcripts from eight participants, who were also members of a school-based Readers Theatre Professional Learning Community (PLC). Transcripts were used to investigate how participants implemented CBRT in their classrooms as well as how they described their identification and application of ESOL instructional strategies during implementation. The impact of PLC participation on CBRT implementation and identification of ESOL instructional strategies was also investigated. The findings indicated that participants recognized various ESOL instructional strategies embedded in the CBRT approach. In addition, data indicated that participants viewed CBRT as an effective means for delivering various ESOL instructional strategies. Both quantitative and qualitative data analysis led to similar conclusions and revealed that CBRT incorporates various ESOL instructional strategies that are recognized as effective for teaching ELLs. Teachers reported using CBRT at various points during instructional units and across all content areas. Implications and suggestions for future research are offered for the instruction of ELLs, the benefits of CBRT and other similar approaches, the design of school-based professional development, and the infusion of ESOL instructional strategies within teacher education and inservice professional learning experiences.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004068
Subject Headings: Active learning, Drama in education, English language -- Study and teaching (Elementary) -- Foreign speakers, Language experience approach in education, Readers' theater, Second language acquisition, Teachers, Training of, Teaching -- Aids and devices
Format: Document (PDF)

Title: Interview with Howard Shapiro – ca. 2001.
Creator: Shapiro, Howard (Interviewee), Carbonara, Michelina M. (Interviewer)
Date Issued: 2001-02-26
PURL: http://purl.flvc.org/fau/fd/FADT78801
Subject Headings: Brooklyn (New York, N.Y.), United States Army, World War, 1939-1945, Arturo Toscanini School, Tamarac (Fla.), Fort Lauderdale Preparatory School, Oral histories --Florida, Oral history, Teachers --Florida --Biography
Format: Set of related objects

Title: Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks.
Creator: Mann, David A., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Drawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods,...
Show moreDrawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods, revealed that authors overwhelmingly referred to EBs as English learners or English language learners, rather than bilinguals or dual language learners, and devoted less than 5% of the total content of four textbooks to topics about teaching methods, curriculum, and assessment for EBs. Evidence of five forms of curriculum bias was found, including invisibility, linguistic bias, fragmentation and isolation, stereotyping, and imbalance and selectivity. The findings suggest that textbook authors value knowledge about teaching EBs less than knowledge about teaching native English-speakers. EBs were stereotyped as a homogenous group of struggling readers and essentialized in terms of their limited English proficiency. One author conflated students’ language differences with physical limitations and learning disabilities, a troubling mischaracterization in the context of the overrepresentation of EBs in special education. Meanwhile, a preference shown for ESL methods over bilingual methods, based upon misconceptions about how EBs learn, suggests that textbook authors undervalue the cultures and linguistic skills that students bring from home. The hidden curriculum in ELA methods textbooks may influence a majority of pre-service teachers, who are typically monolingual and raised in the English-dominant mainstream culture, to develop a deficit view of EBs and utilize a one-size-fits-all approach towards ELA instruction. In order to prepare pre-service teachers to educate EBs for academic success, the teacher education curriculum must include material that explains linguistically responsive instruction and describes effective bilingual education models, within a critical pedagogical framework. Without this knowledge, pre-service teachers may continue instructional practices that contribute to a persistent “achievement gap” experienced by EBs. A transformation of the ELA methods curriculum is required so that pre-service teachers are prepared to implement a humanizing pedagogy that facilitates positive identity formation as it develops bilingual and biliterate students.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004747, http://purl.flvc.org/fau/fd/FA00004747
Subject Headings: Education, Bilingual., Second language acquisition., Language arts (Elementary)--Curricula., Education, Elementary--Curricula., English language--Study and teaching (Elementary)--Foreign speakers--Curricula., Teachers--Training of--Curricula., Psycholinguistics.
Format: Document (PDF)

Title: The analysis of barriers and motivators of early care and education English as a second language students enrolled in a state college customized ECE ESL course.
Creator: Franck, Edwiygh, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: An intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation,...
Show moreAn intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation, student self- efficacy, time and schedule commitment, instructor and student relationship, availability of resources, and level of classroom involvement. The results revealed that the students were highly motivated to enroll and complete the course successfully. Across the board, there was (1) a sense of gratitude from the participants for being afforded an opportunity to learn the English language, (2) evidence of knowledge of their future goals, and (3) their knowledge that learning English was their first step in achieving their goals.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004369, http://purl.flvc.org/fau/fd/FA00004369
Subject Headings: Education, Bilingual, Educational psychology, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Language teachers, Training of, Motivation in education, Second language acquisition
Format: Document (PDF)

Title: The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.
Creator: Toussaint, Mario J., Furner, Joseph M., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: A report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of...
Show moreA report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of Academic Service Learning (ASL) into intermediate algebra courses improved students’ performance, their motivation to learn the subject, and attitudes towards mathematics learning. ASL is an educational strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Duffy, Barrington, West, Heredia, & Barry, 2011). The subjects in this study were thirty-four students enrolled in intermediate algebra at a large public university in southeast Florida. The participant group consisted of fifteen students who completed the requirements of the ASL program and the comparison group consisted of nineteen students who initially showed interest in the program but dropped out of the study early in the semester. Through a mixed method analysis, the study found that the proportion of students who passed the course in the ASL group was greater than the proportion of students in the non-ASL group. Similarly, the mean final course grade in the ASL group was higher than the mean final course grade in the non-ASL group. The results of the qualitative analyses showed that all the participants enjoyed the ASL experience. In addition, some participants felt that the ASL project raised their motivation to learn mathematics and increased their competence in mathematics. However, both quantitative and qualitative analyses revealed that the students’ participation in the ASL project did not affect their attitudes towards mathematics learning. The study concluded that Academic Service Learning has the potential to help improve students’ success rates in developmental mathematics courses as well as increase their motivation to learn the subject.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004739, http://purl.flvc.org/fau/fd/FA00004739
Subject Headings: Action research in education., Service learning., Universities and colleges--Public services., Teacher-student relationships., Algebra--Study and teaching (Higher), Educational technology--Evaluation., Motivation in education., Academic achievement.
Format: Document (PDF)

Title: Multicultural education and high school English teachers: a teacher awareness study.
Creator: Hamilton, Rebecca, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Multicultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school...
Show moreMulticultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school district participated in an online survey, and 11 of those respondents also participated in a follow-up personal interview. According to multiple scholars, there are three categories for multicultural education: Recognition, Transformation, and Action, with Recognition serving to recognize and respect other cultures without any change to the mainstream curriculum and instruction, Transformation serving to transform the curriculum and instruction to reflect students and their various cultures while introducing them to others and meeting the various instructional needs of the students, and Action motivating students to take action to bring about social justice. Overall, high school English teachers’ understanding of effective multicultural education is on the Transformation level. The survey found that high school English teachers use multicultural education on the Action level; however, the follow-up interviews did not support that finding. Also based on the interviews, teachers are willing and eager to learn more and would like the district to implement their suggestions to help with their learning.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004376, http://purl.flvc.org/fau/fd/FA00004376
Subject Headings: Cultural pluralism, Curriculum planning, Educational equalization, English language -- Study and teaching (Secondary), English literature -- Study and teaching (Secondary), Ethnicity -- Study and teaching, Multicultural education -- Case studies, Teachers, Training of
Format: Document (PDF)

Title: Teacher perceptions of response to intervention for English learners.
Creator: McCahill, Tiffany Patella, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for...
Show moreThe current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level. The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004215, http://purl.flvc.org/fau/fd/FA00004215
Subject Headings: Cognitive styles in children, Education, Bilingual, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Individual differences, Language teachers, Training of, Response to intervention (Learning disabled children), Second language acquisition
Format: Document (PDF)

Title: An oration delivered May viii, MDCCLXXIX : at the funeral of the Hon. John Winthrop, Esq ; LL.D. F.R.S. Hollisian Professor of Mathematics and Natural Philosophy at Cambridge, in the state of Massachusetts-Bay.
Creator: Sewall, Stephen 1734-1804
Abstract/Description: By Stephen Sewall, A.M. Hancock Professor of the Hebrew and other Oriental Languages. ; [Two lines from Solomon].
PURL: http://purl.flvc.org/fau/fd/fauwsb6f14
Subject Headings: Astronomers -- Massachusetts -- Death and burial -- Early works to 1800, College teachers -- Massachusetts -- Death and burial -- Early works to 1800, Funeral addresses -- 1779, Funeral orations -- 18th century -- Early works to 1800, Winthrop, John -- 1714-1779 -- Death and burial, Orations -- Massachusetts -- 18th century, Speeches, addresses, etc., American -- 18th century
Format: E-book

Title: Florida University Faculty Compensation: Market Competitive or Not?.
Creator: Ford, Lori Allen, McCue, Clifford P., Florida Atlantic University, College for Design and Social Inquiry, School of Public Administration
Abstract/Description: The most important asset of any organization is its people (Danish & Usman, 2010). Whatever the market segment, they are the driving force behind creating and delivering on the organization’s strategic and financial objectives. The ability to attract, retain and motivate the necessary workforce, through use of financial rewards, is a main determinant in the degree to which these objectives are met (Fong & Tosi, 2007; Gomez- Mejia & Balkin, 1992b; Newman, Gerhart, & Milkovich, 2016). While...
Show moreThe most important asset of any organization is its people (Danish & Usman, 2010). Whatever the market segment, they are the driving force behind creating and delivering on the organization’s strategic and financial objectives. The ability to attract, retain and motivate the necessary workforce, through use of financial rewards, is a main determinant in the degree to which these objectives are met (Fong & Tosi, 2007; Gomez- Mejia & Balkin, 1992b; Newman, Gerhart, & Milkovich, 2016). While there are many approaches to pay strategy, a key aspect, and the focus of this dissertation, is the market positioning of cash compensation. Specifically examined was the stated policy narrative of market positioning compared to actual pay practice. While compensation practices in the private sector have received significant research attention, much less focus has been given to pay in academia. This work seeks to address this apparent gap and extend our knowledge in this area. Utilizing faculty pay at Florida’s ten major public universities, this dissertation analyzes consistency between the narrative and practice at the levels of university, department, rank, size and region. The findings demonstrated a significant difference between pay and university but inconsistencies across all levels with the stated narrative. Additionally, the results indicate a widening gap between actual pay and the market average between the 2005- 2006 academic year to present.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004749, http://purl.flvc.org/fau/fd/FA00004749
Subject Headings: Universities and colleges--Faculty--Salaries, etc.--Florida., Universities and colleges--Florida--Administration., State universities and colleges--Faculty--Salaries, etc.--Florida., State universities and colleges--Florida--Appropriations and expenditures., College teachers--Salaries, etc.--Florida., Wages--College employees--Florida.
Format: Document (PDF)

FAU Theses and Dissertations (162)	+ -
Campus Photographs (49)	+ -
Speeches (2)	+ -
FAU Department of History Oral Histories (1)	+ -
FAU Graduate Student Research (1)	+ -

Florida Atlantic University -- Archives (49)	+ -
Florida Atlantic University -- Distinguisehd Teacher of the Year (49)	+ -
Florida Atlantic University -- Faculty (49)	+ -
Florida Atlantic University -- History (49)	+ -
Florida Atlantic University -- Photographs (49)	+ -

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Curriculum planning (6)	+ -
Multicultural education (6)	+ -
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