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Title: A Curriculum-Based Alternative Value-Added Model for Special Education Teacher Preparation Programs.
Creator: McCormick, Jazarae K., Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: The reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates...
Show moreThe reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates affect the learning gains of the K-12 students they teach. Designed to conform to the fundamental principles of evidence-based practice, candidate and program level data for 109 student teachers between 2013 and 2017 were analyzed. Results indicate that variation in K-12 students’ learning gains can likely be attributed to the instructional efforts of our special education teacher preparation program (TPP) completers. Limitations, implications, and directions for future inquiry across policy, practice, and scholarship are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004989, http://purl.flvc.org/fau/fd/FA00004979
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Special education teachers--Training of., Teaching & Instruction., Special education.
Format: Document (PDF)

Title: Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders.
Creator: Atwell, David Christopher, Wang, Victor, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a...
Show moreThe purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a blank spot in the research contributing to the literature on leadership, Mindset Theory (Dweck, 2006; Dweck, Chiu, & Hong, 1995), and Technology Readiness (Lin & Hsieh, 2012; Parasuraman, 2000). Furthermore it helped to determine the state of K-12 school leaders' status as 21st century leaders. The sample consisted of the school leaders of School District of Palm Beach County (SDPBC). This included 158 principals from 104 elementary, 31 middle, and 23 high schools. The researcher was a school district employee and therefore had access to the participants. Each of the four null hypotheses were rejected as SDPBC school leaders scored significantly higher on the TIS (p < .05) and TRI 2.0 (p < .01), there was a significant (p < .0125) positive relationship between TIS and the TRI 2.0, and that relationship was affected (p < .05) by gender, race, and experience.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004479, http://purl.flvc.org/fau/fd/FA00004479
Subject Headings: Blended learning, Educational technology, Effective teaching, Leadership in education, Metacognition, Teachers, Training of, Web based instruction
Format: Document (PDF)

Title: Fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices.
Creator: Harcarik, Michele., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge,...
Show moreThis mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. Additionally, qualitative data were collected through individual and focus group interviews. These data were used to provide an in-depth look that expanded on fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. The findings of this study indicate that there is a relationship between teachers' beliefs and their self-reported classroom practices in the areas of resources, best practice, time, the Sunshine State Standards, and personal interest. While there were no significant relationships between teachers' knowledge of social studies as a whole and their self-reported classroom practices, there were several significant correlations found in the areas of American History and Political Philosophy and American Government. Further findings indicate that teaching experience and demographic variables, such as age, gender, and education level moderate some of these relationships. Implications and suggestions for further research are offered for elementary education, teacher education, and the field of social studies.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/369195
Subject Headings: Classroom management, Social sciences, Study and teaching (Elementary), Effective teaching, Educational accountability, Teacher effectiveness
Format: Document (PDF)

Title: Going Global in Costa Rica: A Mixed Method Study Examining Teachers of the International Baccalaureate Diploma Program and Its Growth in a Developing Country.
Creator: Carvalho-Mukherjee, Eliana, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed-method study, grounded in critical pedagogy, explored teachers of the International Baccalaureate Diploma Program (IBDP) in Costa Rican public and private schools and examined the growth of the IB there. It surveyed the global mindedness of the teachers to understand their perceptions of the IB. The study also aimed to understand the IB’s Creativity, Activity, and Service (CAS) as a form of global education. Furthermore, neoliberalism was explored as a force driving the IB’s growth...
Show moreThis mixed-method study, grounded in critical pedagogy, explored teachers of the International Baccalaureate Diploma Program (IBDP) in Costa Rican public and private schools and examined the growth of the IB there. It surveyed the global mindedness of the teachers to understand their perceptions of the IB. The study also aimed to understand the IB’s Creativity, Activity, and Service (CAS) as a form of global education. Furthermore, neoliberalism was explored as a force driving the IB’s growth in Costa Rica. The study collected quantitative data from the Global Mindedness Scale (GMS) (Hett, 1993) from teachers of the IB in Costa Rica, assessing their level of global mindedness, factors that may have contributed to their score, and what differences, if any, existed between public and private school teachers. In the qualitative phase, four teachers were interviewed to explore how they perceived the IB in Costa Rica. It also critically analyzed the CAS requirement of the IB, as well as the neoliberal forces that have driven the growth of the IB in Costa Rica. The findings show that the type of school does not affect teachers’ global mindedness. Participants’ age and whether they have lived outside their country had a positive but weak relationship to teachers’ global mindedness. Teachers of STEM courses had slightly lower GMS scores. The interviews showed that teachers had positive perceptions of the IBDP and saw benefits for themselves, their students, and Costa Rica. The teachers were mostly uncritical in their responses, but the highest GMS scoring interviewee did express critical ideas. An analysis of the CAS requirement of the IB concluded that it reflects both soft and critical approaches to global citizenship education. Finally, the document analysis confirmed neoliberalism as a force behind the IB’s expansion in Costa Rica. Several recommendations were offered. First, an instrument is needed that can measure global mindedness on an international scale. Second, teacher education should incorporate issues related to global education. Third, implementation of the IBDP and other global education curricula requires ongoing support from policymakers, organizations, and schools. More research should examine the growth of the IB in other countries.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005987
Subject Headings: International Baccalaureate Diploma Programme, Teachers--Costa Rica, Mixed methods research
Format: Document (PDF)

Title: Predictors of scientific understanding of middle school students.
Creator: Strate, Joshua Matthew., College of Education, Department of Teaching and Learning
Abstract/Description: The purpose of this study was to determine if middle school student scientific understanding could be predicted by the variables: standardized 5th grade score in science, standardized 5th grade score in mathematics, standardized 5th grade score in reading, student attitude towards science, socioeconomic status, gender, and ethnicity. The areas of the comprehensive literature review were trends in science learning and teaching, research in the K-12 science education arena, what factors have...
Show moreThe purpose of this study was to determine if middle school student scientific understanding could be predicted by the variables: standardized 5th grade score in science, standardized 5th grade score in mathematics, standardized 5th grade score in reading, student attitude towards science, socioeconomic status, gender, and ethnicity. The areas of the comprehensive literature review were trends in science learning and teaching, research in the K-12 science education arena, what factors have influenced K-12 science education, scientific understanding, what research has been done on K-12 scientific understanding, and what factors have influenced science understanding in the K-12 arenas. Based on the results of the literature review, the researcher of this study examined a sample of middle school 8th grade students. An Attitude Towards Science Survey (SATS) Simpson & Oliver (1990) and a Survey of Scientific Understandings (Klapper, DeLucia, & Trent, 1993) were administered to these 116 middle school 8th grade students drawn from a total population of 1109 who attend this middle school in a typical county in Florida during the 2010- 2011 school year. Multiple linear regression analysis was used to test each sub-hypothesis and to provide a model that attempted to predict student scientific understanding. Seven null sub-hypotheses were formed to determine if there were significant relationships between student scientific understanding and the abovementioned variables. The results of the tests of the seven null sub-hypotheses showed that the sub-hypothesis that involved socioeconomic status was rejected, which indicated that the socioeconomic status of a family does influence the level of scientific understanding of a student., Low SES students performed lower on the scientific understanding survey, on average, than high SES students. This study can be a source of information for teachers in low-income schools by recognizing potential areas of concern for low-income students in their science classrooms. The study is also a guide for administrators in developing science curriculum that is designed to remediate critical science content. Recommendations, further research, and implications for stakeholders in the science education process are then identified in order to focus on the concerns that these stakeholders need to address through a needs assessment.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3334102
Subject Headings: Science, Study and teaching (Middle school), Science teachers, Training of, Middle school teaching, Achievement in education
Format: Document (PDF)

Title: Understanding teacher leadership and professional learning in a secondary mathematics department.
Creator: Higgins, Christine., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This ethnographic study investigated teacher leadership and professional learning in a secondary mathematics department. Qualitative data were collected through in-depth face-to-face interviews, observations, and document analysis. It is the social aspect of the school environment and specifically, the subject department, which presents an opportunity for teachers to learn and share their expertise with one another in an informal setting and for teacher leaders to emerge using their expertise...
Show moreThis ethnographic study investigated teacher leadership and professional learning in a secondary mathematics department. Qualitative data were collected through in-depth face-to-face interviews, observations, and document analysis. It is the social aspect of the school environment and specifically, the subject department, which presents an opportunity for teachers to learn and share their expertise with one another in an informal setting and for teacher leaders to emerge using their expertise and close proximity to affect the learning of colleagues. Teachers were asked to share their thoughts on leadership and learning within their department. A narrative was written to give the reader a better understanding of the day-to-day practices, behaviors, and habits of the teachers in the department, creating a holistic picture of the culture studied. ... teacher leadership is experienced informally through teachers sharing and talking about their practice. Teacher leadership is also experienced outside the department when teachers have opportunities to lead school professional development seminars and to practice leadership through role modeling. Professional learning is experienced one-on-one, as well as formally and informally through colleagues and organized workshops. Implications for administrators, department and team leaders, and policy implementation are discussed. This study may contribute to the development of teacher leadership and professional learning, which ultimately may lead to improving student achievement.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362376
Subject Headings: Educational leadership, School management and organization, Mathematics, Study and teaching (Secondary), Teacher effectiveness, School improvement programs
Format: Document (PDF)

Title: University educational leadership technology course syllabi alignment with state and national technology standards.
Creator: Iudica, Angela M., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine the degree of alignment to national and state standards in public and private university educational leadership certification programs in the state of Florida. The standards used were the National Educational Technology Standards for Administrators (NETS-A) and the Florida Principal Leadership Standard for Technology (FPLST). A total of 16 university technology leadership course syllabi were examined. Nine syllabi were obtained from 11 public...
Show moreThe purpose of this study was to determine the degree of alignment to national and state standards in public and private university educational leadership certification programs in the state of Florida. The standards used were the National Educational Technology Standards for Administrators (NETS-A) and the Florida Principal Leadership Standard for Technology (FPLST). A total of 16 university technology leadership course syllabi were examined. Nine syllabi were obtained from 11 public universities and seven were obtained from 11 private universities in Florida. Syllabi were examined using rubrics and assigned to one of three categories: definitely aligned, somewhat aligned and not aligned. A percentage was calculated for each type of school and degree of alignment to national and state standards to determine degree of alignment of syllabi. Inferential statistics were used to compare the degree of alignment between public and private universities. Alignment to national standards was more prevalent in syllabi from public universities than private universities while no significant relationship existed between the type of university and state standards. No inferential tests were conducted comparing traditional course syllabi with blended and online course syllabi, as the sample size of online courses was too small. The study found that technology leadership courses are being offered in a majority of Florida's educational leadership programs, indicating a growing commitment to the field. Although most universities offer a course in technology leadership, syllabi are not addressing some key national and state standards., Several recommendations were made including provide experiential learning opportunities for aspiring administrators based on national and state standards, assess current administrators in their knowledge of the NETS-A, provide ongoing district professional development to ensure current administrators are well prepared and promote the NETS-A as national guidelines in technology leadership. Syllabi should address new and emerging technology issues and be created as a best product model addressing all mandated state and national technology standards. National and state technology standards have a strong influence on leadership preparation and must be based on the best research with input from practitioners and higher education faculty.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332250
Subject Headings: Teachers, Certification, Standards, Educational technology, Standards
Format: Document (PDF)

Title: The contributions of a Holocaust and human rights education program to teacher learning.
Creator: Shah, Rachayita, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Drawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the Holocaust and Human Rights Education Program - HEP) to teacher's knowledge, attitudes, and practices, and the role of contextual factors such as school support, HEP support, years of teaching experience, and grade levels in mediating teachers' practices concerning Holocaust and human rights education...The findings...
Show moreDrawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the Holocaust and Human Rights Education Program - HEP) to teacher's knowledge, attitudes, and practices, and the role of contextual factors such as school support, HEP support, years of teaching experience, and grade levels in mediating teachers' practices concerning Holocaust and human rights education...The findings revealed that from the participants' perspectives, the HEP contributed to their content knowledge, pedagogical knowledge, attitudes, and classroom practices. ... Participants also reported learning about age appropriate curriculum resources and about useful pedagogical approaches such as personalization, discussions, and analysis. The participants reported developing a sense of efficacy and positive attitudes towards Holocaust and human rights education, and also designing curriculum with integration of diverse perspectives and various instructional strategies. Regression analysis did not reveal any significant variance in teachers' practices based on the above mentioned contextual factors ; however, the interview data revealed the HEP's collaboration after professional development, school and community support, and teachers' own dispositions toward Holocaust and human rights education as additional contextual factors that influences teachers' practices.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356014
Subject Headings: Holocaust, Jewish (1939-1945), Study and teaching, Curriculum planning, Multicultural education, Teachers, Training of
Format: Document (PDF)

Title: A SUPERVISORY COMPLIANCE PLAN IN EXCEPTIONAL STUDENT EDUCATION FOR FLORIDA LOCAL EDUCATION AGENCIES.
Creator: ALLEN, VALERIE., Florida Atlantic University
Abstract/Description: The study involved the development of a model compliance plan for the in-service training of Exceptional Student Education Specialists for Florida Local Education Agencies. Compliance was based upon Public Law 94-142 as well as other Federal and State Laws pertaining to the referral, valuation and placement of exceptional education students. Literature reviewed for the study included current legislation with related legal and judicial mandates, the status and function of in-service education...
Show moreThe study involved the development of a model compliance plan for the in-service training of Exceptional Student Education Specialists for Florida Local Education Agencies. Compliance was based upon Public Law 94-142 as well as other Federal and State Laws pertaining to the referral, valuation and placement of exceptional education students. Literature reviewed for the study included current legislation with related legal and judicial mandates, the status and function of in-service education programs and the impact of change on staff development. Presentation was divided into four phases. The first phase was the three groups of individuals responsible for procedural compliance: school-based personnel, parents and other professionals. The second phase was the eferral of individual students. The third phase was the monitoring of reviews and reevaluations of students. The fourth phase was the status of chool-wide referrals. A chart was used to illustrate each of the phases in the plan. Each hart was immediately followed by a narrative description of the components in each phase. The plan was used for staff development during the inservice training of Exceptional Student Education Specialists for the 1981-82 school year, in the Broward School District. The plan was developed over a period of time beginning in 1976 and undergoing revisions based on legislation, court decisions, professional input and actual use in three different schools. The comments of participants and administrative personnel reflect a positive acceptance of the plan for use in staff development in maintaining compliance in the area of xceptional student education.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11805
Subject Headings: Special education teachers--In-service training--Florida, Special education--Florida
Format: Document (PDF)

Title: Student Perception of Online Instructors at a Florida Public University.
Creator: Ballard, William Willett, Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine differences in online student perception of the quality of instruction between online instructors who did and did not complete faculty training for online instruction. There has been very little research identifying the factors influencing online students perception on quality of instruction, specifically at Florida public institutions. This research is important in establishing if public universities should require some level of training before an...
Show moreThe purpose of this study was to determine differences in online student perception of the quality of instruction between online instructors who did and did not complete faculty training for online instruction. There has been very little research identifying the factors influencing online students perception on quality of instruction, specifically at Florida public institutions. This research is important in establishing if public universities should require some level of training before an instructor can teach online. Experiencing poor quality of instruction can negatively impact an online student academically, which can, in turn, be detrimental to a university’s student retention and graduation rates. This study adds to the current body of research regarding improvement of the quality of instruction in online courses based on the online students perception of faculty and the completion of faculty training for online instruction. The results of this study demonstrated no significant difference overall in student perception of quality of instruction between online instructors who did and did not complete faculty training as measured in courses with five or more student respondents. Additional results revealed that multiple academic colleges demonstrated a significant difference in student perception of quality of instruction. This study also discovered a slight negative effect of online faculty training on other areas of student satisfaction that did not include quality of instruction. Recommendations for future research are provided, including those for the improvement of online faculty training, university policy, and faculty and student preparation for online teaching and learning, respectively.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00005962
Subject Headings: Distance education--Florida, Public universities and colleges, Online teaching, Student evaluation of teachers
Format: Document (PDF)

Title: Attitudes of urban high school mathematics teachers toward the mandate requiring algebra for high school graduation.
Creator: Gray, Noel Constantine., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this study was to determine if urban high school mathematics teachers' attitudes toward the algebra mandate could be predicted by the variables: years of teaching mathematics, college major, highest college degree, gender, and ethnicity. Toward this end, the Attitude Toward the Algebra Mandate Survey (TATAMS) was administered to 98 high school mathematics teachers drawn from a total population of 493 who were employed by the School Board of Miami-Dade County, Florida, during...
Show moreThe purpose of this study was to determine if urban high school mathematics teachers' attitudes toward the algebra mandate could be predicted by the variables: years of teaching mathematics, college major, highest college degree, gender, and ethnicity. Toward this end, the Attitude Toward the Algebra Mandate Survey (TATAMS) was administered to 98 high school mathematics teachers drawn from a total population of 493 who were employed by the School Board of Miami-Dade County, Florida, during the 1998--1999 School Year. The study was carried out in June 1999, roughly 20 months after the mandate became effect in Florida. Multiple linear regression analysis was used to test each hypothesis and to provide a model that was. predict of teacher attitudes. Five null hypotheses were formed to determine if there were significant relationships between teacher attitudes toward the algebra mandate and the aforementioned variables. The results of the tests of five null hypotheses showed that the hypotheses that involved years of teaching mathematics and ethnicity was rejected. These five predictor variables accounted for 27% of the variance in teacher attitudes. The inference drawn from the study was that the negative attitudes of veteran White teachers and the positive attitudes of Hispanic teachers toward the mandate appear to have their roots in political and social considerations. Black teachers, on the other hand, have never challenged for the power in the district and are moderate in their attitudes toward the mandate.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12623
Subject Headings: Mathematics teachers--Attitudes, High schools--Graduation requirements, Mathematics--Study and teaching, Algebra
Format: Document (PDF)

Title: THE EFFECTS OF A DRUG EDUCATION INSERVICE PROGRAM ON THE ACHIEVEMENT OF THE STUDENTS OF PARTICIPANTS.
Creator: DORMAN, RUBYE CAMILLE., Florida Atlantic University, Logsdon, James D.
Abstract/Description: The purpose of the study was to determine the effects of an inservice drug education program on the drug education achievement of participants and students of participants. The problem was concerned with the evaluation of a specific inservice program. Of particular interest was the achievement of students whose teachers had completed the inservice program. A pretest/posttest-control group design was used in the experimental study. The population selected for the study was all fourth and fifth...
Show moreThe purpose of the study was to determine the effects of an inservice drug education program on the drug education achievement of participants and students of participants. The problem was concerned with the evaluation of a specific inservice program. Of particular interest was the achievement of students whose teachers had completed the inservice program. A pretest/posttest-control group design was used in the experimental study. The population selected for the study was all fourth and fifth grade teachers and their students in the North and Central Area public elementary schools of Palm Beach County, Florida. A random sample was drawn from an alphabetized list of teachers in the designated population. Teacher subjects were assigned to the experimental and control groups on an odd/even basis. Student subjects were drawn randomly from the attendance cards of each teacher subject. In this study, no significant relationships were found concerning teacher achievement and age or years' experience. A significant relationship was found between achievement of all teacher subjects and achievement of their students. Student achievement was dependent on test performance of their teachers. The information survey revealed that the self-instructional type inservice program was acceptable to the teachers in the experimental group, and that this approach was effective in improving and updating teachers' knowledge of drug education.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11638
Subject Headings: Drug abuse--Study and teaching, Teachers--In-service training--Florida
Format: Document (PDF)

Title: Development of a predictive model for faculty integration of technology in higher education.
Creator: Hargrove, Debra L., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this research project was to develop a predictive model for faculty integration of technology in higher education, specifically among faculty who are members of the Commission of Professors of Adult Education. The variables included both those that the educational institution could affect, such as technical support, release time, tenure and promotion opportunities, and personal variables of faculty, such as computer self-efficacy, attitudes towards computers and perceived...
Show moreThe purpose of this research project was to develop a predictive model for faculty integration of technology in higher education, specifically among faculty who are members of the Commission of Professors of Adult Education. The variables included both those that the educational institution could affect, such as technical support, release time, tenure and promotion opportunities, and personal variables of faculty, such as computer self-efficacy, attitudes towards computers and perceived institutional support. Three hundred and eighty-nine (389) surveys were mailed to the sample participants. One hundred and twenty-four (124) were returned completed, thirty-six were returned undeliverable and seven were deemed unusable, for a return rate of 33.14%. The survey used in this study, the "Instructional Technology Integration Assessment" was adapted from the Computer Self Efficacy Scale (CSE), developed by Murphey and others (1988) and the Middle Tennessee State University Survey developed by Lea, Brace and Roberts (1998). Multiple regression was performed, using the Statistical Package for the Social Sciences (SPSS) to determine which of the variables showed a stronger influence on the dependent variable. Integration of technology significantly correlated with five of the variables: Job Satisfaction (.403, p < .001); Quality of My Instruction (.422, p < .001); Tenure and Promotion Opportunities (.240, p < .05); and the Impact of Technology on the Depth and Breadth of Content and Student Participation (.347, p < .001). Years Teaching in Higher Education was negatively correlated with Integration (-.185, p < .05). With a multiple regression correlation coefficient (R) of .550, the squared multiple correlation coefficient (R2) resulted in .303. Thirty percent (30%) of the variance in integration could be accounted for by the predictor variables. Analysis of responses to open-ended questions revealed three main themes in regards to barriers and incentives for technology integration: psycho/social barriers, student readiness barriers and institutional barriers. Suggestions for future research included adding variables such as learning style, teaching style and fear of change to the overall survey.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12633
Subject Headings: Educational technology, Adult education teachers, Information technology, Education, Higher--Data processing
Format: Document (PDF)

Title: PERCEPTIONS OF FLORIDA EDUCATORS AND SCHOOL BOARD MEMBERS REGARDING THE PRINCIPAL'S ROLE IN COLLECTIVE NEGOTIATIONS.
Creator: SKINNER, NOLAN G., Florida Atlantic University
Abstract/Description: The problem. The purpose of this study was to determine the perceived role of the principal in collective negotiations as viewed by elementary and secondary teachers, elementary and secondary principals, superintendents, and school board members in Florida. Conclusions. 1. Educators with different employment responsibilities have different perceptions of the principal's role in negotiations. 2. Educators with similar job responsibilities, in different areas of the state, have similar...
Show moreThe problem. The purpose of this study was to determine the perceived role of the principal in collective negotiations as viewed by elementary and secondary teachers, elementary and secondary principals, superintendents, and school board members in Florida. Conclusions. 1. Educators with different employment responsibilities have different perceptions of the principal's role in negotiations. 2. Educators with similar job responsibilities, in different areas of the state, have similar perceptions of the principal's role in negotiations. 3. Superintendents have formulated the strongest opinions of the role of the principal in negotiations as indicated by generally more extreme scores than characterized the other employment categories. 4. Instructional level (i.e., elementary or secondary) has no significant effect on the perceptions of teachers or principals concerning the principal's role in negotiations.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11644
Subject Headings: School personnel management, Teacher-principal relationships, School superintendents, School principals
Format: Document (PDF)

Title: A PARENT INVOLVEMENT PROGRAM INCLUDING COMMUNICATION TO PARENTS INTEGRATED WITH A PARENT EDUCATION PROGRAM AND ITS EFFECT ON ACADEMIC ACHIEVEMENT, CLASSROOM CONDUCT, STUDY HABITS AND ATTITUDES.
Creator: TENNIES, ROBERT HUNTER, Florida Atlantic University
Abstract/Description: The purpose of this study was to determine if a parent involvement program entitled Parent Communication Plus Program (PCPP) would significantly influence student academic achievement (GPA and achievement scores), conduct, and study habits and attitudes. The design of the fourteen week study was a Randomized Control Group Pretest Posttest Design. The experiment site was Boca Raton Christian School, a college preparatory private school with an enrollment of 475 students in grades K-12. Ninety...
Show moreThe purpose of this study was to determine if a parent involvement program entitled Parent Communication Plus Program (PCPP) would significantly influence student academic achievement (GPA and achievement scores), conduct, and study habits and attitudes. The design of the fourteen week study was a Randomized Control Group Pretest Posttest Design. The experiment site was Boca Raton Christian School, a college preparatory private school with an enrollment of 475 students in grades K-12. Ninety students, selected from the population in grades 6-12 who fell in the lower fortieth percentile based on grade point average (GPA), were randomly assigned to three groups of thirty each. Each study group consisted of students and their parents. Two of the three study groups received the PCPP treatment with the third group serving as the control. The unique feature of the PCPP treatment was that in addition to reporting the students' recent progress, the treatment included a parent education component. Group A received communication twice a week in the form of a phone call and a mailed progress report. Group B received a call one week and a mailed report the next. Each phone call was structured to cover four essential points: parent curriculum designed to help parents be more effective in helping their youngster in school, rapport building, progress reporting, and task assignment. Pretest and posttest data were collected on the four major dependent variables. Study instruments included the California Achievement Test, the Survey of Study Habits and Attitudes, and the students' report cards for conduct and GPA values. Analysis of the data included a one-way analysis of variance, a posteriori contrasts, and analysis of covariance with a multiple classification analysis. At the end of the study, completion of a feedback questionnaire was requested from parents who received a PCPP treatment. The conclusion supported the hypothesis that the PCPP variable had a significant effect on GPA. Conduct, achievement scores, and study habits and attitudes were not significantly affected.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11818
Subject Headings: Home and school--Florida, Parent-teacher relationships, Students--Rating of
Format: Document (PDF)

Title: A STUDY TO DETERMINE THE EXTENT TO WHICH SELECTED SCHOOL COMMUNITY MEMBERS ARE INVOLVED IN THE PARTICIPATORY MANAGEMENT PROCESS.
Creator: MITCHELL, ROY ISHMAN., Florida Atlantic University
Abstract/Description: Purpose: This study was designed to examine the perceptions of selected school community members to determine to what extent they perceived their involvement in the participatory management process. Conclusions and Recommendations: It is concluded from the results of these analyses that administrators tend to believe that members of the school community are involved in the participatory management process to a greater extent than do teachers, students, advisory council members and counselors....
Show morePurpose: This study was designed to examine the perceptions of selected school community members to determine to what extent they perceived their involvement in the participatory management process. Conclusions and Recommendations: It is concluded from the results of these analyses that administrators tend to believe that members of the school community are involved in the participatory management process to a greater extent than do teachers, students, advisory council members and counselors. Further, it was concluded that perhaps administrators should review the management practices in their schools if they intend to operate according to the principles of participatory management and if they really want to discourage the issuance of further legislative mandates, collective bargaining demands, public criticisms and psychological withdrawls. Organizations with commitments to enlightened leadership have been proven to be the most effective and efficient. The lack of involvement in deciding matters that affect them decreases subordinates' sense of commitments and, therefore, limits the full implementation of decisions. If schools are to become more effective and efficient, all members of the school community must be provided ways to become integral parts of the decision-making process. Administrators must be willing to share their authority. The responsibility for correcting these perceptions rest with administrators, for they are the educational leaders of the schools.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11686
Subject Headings: School management and organization--Decision making, Teacher participation in administration--United States
Format: Document (PDF)

Title: Teacher content knowledge in the context of science education reform.
Creator: Doby, Janice Kay., Florida Atlantic University, Romance, Nancy
Abstract/Description: The decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also...
Show moreThe decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also may foster negative attitudes toward science and science teaching. It is, therefore, highly unlikely that any significant reform in science education will be realized until this major underlying problem is addressed and resolved. The purpose of this study was to examine the effects of an experimental elementary science methods course, which employs the use of laser videodisc technology and instructional implications from cognitive science and instructional design, in terms of preservice teacher gains in Earth and physical science content knowledge and locus of control in science. The experimental elementary science methods course was compared to a more traditional approach to the same course which focused primarily on methods of teaching in the physical sciences and other science domains. The experimental and traditional groups were compared before and after treatment in terms of preservice teachers' content knowledge in Earth and physical science and locus ofcontrol in science. Results indicated that the experimental and traditional groups were comparable prior to treatment. The experimental group (89 preservice teachers) responded correctly to 45% of the items on the Elementary Science Concepts Test (ESCT) pretest and the traditional group (78 preservice teachers) responded correctly to 42% of the pretest items, the difference between groups being nonsignificant. Further, the experimental and traditional groups scored similarly on the pre-assessment of locus of control in science with scores on the Preservice Teacher Information and Science Opinion Questionnaire (ISOQ) of 162.12 and 163.65, respectively, the difference also being nonsignificant. The pre- and post-administrations of both the ESCT and ISOQ were all found to be statistically significant (F (4, 162) = 271.18343, p<0.05) in predicting group membership. Analyses of variance indicated significantly greater gains in Earth and physical science content knowledge (F (1,165) = 743.7746, p<0.025) and locus of control in science (F (1,165) = 45.7477, p<0.025) for the experimental group compared to the traditional group. A significant difference (F = (2,162) = 31.82279, p<0.05) was found between the combined effect of locus of control in science and Earth and physical science content knowledge in respect to treatment, indicating that the curriculum and instructional design of the experimental course significantly influenced preservice teachers' science content knowledge and locus of control in science. Suggestions for further research included: (a) determining whether the results of this present research may also apply to inservice teachers, (b) determining the effects of such preservice and inservice training on actual classroom practice, (c) relating increased science knowledge with improvement in science lesson planning and mastery of pedagogical skills, and (d) more detailed analysis of instructional implications from cognitive science and instructional design in regard to their application to the teaching of science (as well as other content areas).
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12507
Subject Headings: Science teachers--Attitudes, Science--Study and teaching, Educational change--United States
Format: Document (PDF)

Title: Writing across the curriculum: Implications for preservice teacher education.
Creator: Kamman, Carol, Florida Atlantic University, Childrey, John, Arnov, Boris
Abstract/Description: Potentially, the most important response to widespread criticism about the quality of writing and writing instruction is Writing Across the Curriculum (WAC). WAC can mean a total immersion in writing, horizontally in all departments and vertically at all grade levels. It can encompass current writing theory, but only if teachers understand such theory and can apply it. WAC theory must be incorporated into the entire process of professional preparation. WAC philosophy believes that (a) writing...
Show morePotentially, the most important response to widespread criticism about the quality of writing and writing instruction is Writing Across the Curriculum (WAC). WAC can mean a total immersion in writing, horizontally in all departments and vertically at all grade levels. It can encompass current writing theory, but only if teachers understand such theory and can apply it. WAC theory must be incorporated into the entire process of professional preparation. WAC philosophy believes that (a) writing can be learned and should be taught, (b) writing is a way to clarify thought, (c) writing is a way to learn, and (d) writing is a complex, individualized process. This understanding is required to teach in a successful WAC program. The literature offers little evidence that schools of education feel a responsibility to emphasize writing and writing instruction at the preservice level. Therefore, a study was initiated to survey the eight Florida schools of education that are members of the National Council for Accreditation of Teacher Education (NCATE) for the purpose of determining practices and perceptions regarding WAC. This descriptive research called for two survey questionnaires, which invited responses from 8 administrators and 250 secondary education students and tested 11 hypotheses. These hypotheses related to required courses for writing and writing instruction, student understanding of WAC theory, student perception of WAC status, level of student confidence to write and use writing, student willingness to become writing teachers, and student perception of the importance of writing. The remainder of the study recommends a required preservice course in WAC for all future teachers and suggests some components that course should contain.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12257
Subject Headings: Language arts--Correlation with content subjects, Teachers--Training of--Florida
Format: Document (PDF)

Title: An exploratory study of the perceptions and experiences of selected educators on the infusion of multicultural education into the language arts curriculum in Broward County, Florida, public schools.
Creator: Lawrence, Audrey Elaine., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of this study was to investigate and to explore the perceptions and experiences of selected educators on the infusion of multicultural education into the language arts curriculum in Broward County, Florida, Public Schools. This study also sought to discover the best practices of those language arts teachers who did infuse multicultural education into their curriculum. Little empirical data exists which elicits the views of language arts teachers about the infusion of multicultural...
Show moreThe purpose of this study was to investigate and to explore the perceptions and experiences of selected educators on the infusion of multicultural education into the language arts curriculum in Broward County, Florida, Public Schools. This study also sought to discover the best practices of those language arts teachers who did infuse multicultural education into their curriculum. Little empirical data exists which elicits the views of language arts teachers about the infusion of multicultural education into the curriculum. Limited research on the middle school level is available. A qualitative single-case study design was used. The study was conducted at multiple sites; and the primary sources of data were interviews, document analyses, and researcher participant and nonparticipant observations. The sample of 48 participants was selected from 9 Broward County, Florida, Public Schools, including 6 middle schools. The sample included middle school language arts teachers, as well as principals, assistant principals, media specialists, teachers of English for Speakers of Other Languages (ESOL), directors of multicultural education, and multicultural resource teachers. Based on the analysis of data, the perspectives and experiences of most teachers were multidimensional. Eight categories of findings relating to the perspectives of language arts teachers on the impact of multicultural education into the curriculum emerged: (a) multicultural education implementation; (b) the theoretical approaches used by language arts teachers to infuse multicultural education into the curriculum; (c) the impact of multicultural education on students, teachers, and the instructional process; (d) social and organizational factors that impact the infusion process; (e) the availability of resources, the authenticity of materials, and challenges encountered in the infusion process; (f) teacher needs; (g) the significance of the affective domain factors that teachers bring to the experience; (h) and standards and matrices. Overall, the participants in this study felt that the experience of teaching and learning from a multicultural perspective was enormously valuable to the self-concept, academic achievement, and the cultural appreciation among their students. The findings indicate that the curriculum that is presented or practiced is gradually moving beyond the lowest level of the additive approach toward a multicultural approach to infusion as suggested in the literature. Most practitioners are at Grant and Sleeter's (1999) single-group studies approach to multicultural education infusion which looks at the infusion of a single ethnic group.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/12607
Subject Headings: Language arts (Middle school)--Curricula, Multicultural education, Middle school teachers--Florida--Attitudes, Curriculum change
Format: Document (PDF)

Title: The effect of professional development experiences on National Board for Professional Teaching Standards candidates' scores in Florida.
Creator: Warner, Kristen Lynne, Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description: National Board for Professional Teaching Standards Certification is one way in which teachers can demonstrate excellence in teaching. This study was conducted in order to examine the effect of the professional development experiences on overall scores on the assessment of candidates for National Board Certification RTM in Florida. The study was conducted using the entire population of candidates in Florida (1,787) during the 2000--2001 assessment cycle. A survey was used to collect data from...
Show moreNational Board for Professional Teaching Standards Certification is one way in which teachers can demonstrate excellence in teaching. This study was conducted in order to examine the effect of the professional development experiences on overall scores on the assessment of candidates for National Board Certification RTM in Florida. The study was conducted using the entire population of candidates in Florida (1,787) during the 2000--2001 assessment cycle. A survey was used to collect data from the candidates. Of the surveys sent, 62% were returned and used in the study. The survey included questions regarding the educational background, demographics, and professional development experiences of the teachers. To examine the effect of professional development experiences on the overall National Board Certification assessment scores, a multiple regression analysis was used. A predictive discriminant analysis was used to predict passing or non-passing group membership. The criterion variable used was the score on the National Board Certification assessment. Results indicated that professional development experiences coupled with background and demographics contributed significantly to a candidate's overall score. In the full model, controlling for all of the other variables in the model, holding an advanced degree in the field was found to contribute to the predictive accuracy of the model. Also, the number of hours preparing the portfolio and preparing for the assessment center also contributed to the predictive accuracy of the model. Bivariate correlations indicated that there was a positive correlation between candidates' overall scores and the number of hours of professional development. There was a positive correlation between the overall score and the amount of time preparing the portfolio entries and for the assessment center. The predictive accuracy of the full model for predicting passing and non-passing group membership was 58.7%. Tests of significance for the unique contribution of each subset of variables to the cross-validated classification accuracy of the full model were insignificant.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11977
Subject Headings: National Board for Professional Teaching Standards (U S ), Teachers--Training of--Florida, Professional socialization
Format: Document (PDF)

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