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Title: Variables affecting attitudes of regular education elementary school teachers toward selected issues on inclusion.
Creator: Breslow, Ellen N., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade...
Show moreThe purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade level taught, and gender. Additionally, the issue of whether teachers have a positive attitude toward inclusion was addressed. The instrument used in this study was developed by researchers at the Division of Special Education and Rehabilitation, Syracuse University (Erevelles, Black, & Meyer, 1992). It contains 22 questions and uses a 5-point Likert-type scale. However, after conducting a reliability study, only 16 of the 22 questions were used for this study. Validation of the instrument was obtained by submitting the instrument to several authorities in the area of special education. Reliability was obtained by the use of a FORTRAN program to maximize coefficient alpha (Morris, 1978a, 1978b). The entire population of 473 respondents showed a coefficient alpha of .85. The sample of 20 schools was randomly selected from the 115 elementary schools within the Broward County Public School System in Florida, during the 1994-1995 school year. Surveys were distributed to 473 regular-education teachers from the 20 elementary schools. Eight hypotheses were developed to determine if there was a significant difference between attitudes and the aforementioned variables. Multiple linear regression was the statistical tool used for data analysis. All hypotheses were tested at the.05 level of significance. Based on the findings of this study, years of teaching experience and age were the only variables that predicted the attitudes of regular-education elementary school teachers toward the inclusion of students with disabilities in the regular classroom setting. Additionally, a significant multiple correlation of.07 (F[7,465] = 4.97, p < .0005) was evidenced in predicting the criterion variable of attitude from all predictor variables. Results also revealed teachers' negative attitudes toward the topic of inclusion.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12482
Subject Headings: Mainstreaming in education, Elementary school teachers--Attitudes, Children with disabilities--Education
Format: Document (PDF)

Title: An examination of required technology course syllabi in elementary teacher preparation programs.
Creator: Goudy, Linda Mae., Florida Atlantic University, Bryan, Valerie
Abstract/Description: Computer literacy is analogous to reading literacy---without it, failure is nearly assured. The inexorable conclusion from many is that technology integration in the elementary setting must begin with the training of the teachers. The study of how that transference is inculcated into the teachers of tomorrow was the thrust of this study. This study was designed to examine syllabi from the 55 top-rated colleges and universities (as identified by US News and World Report) to identify how, and...
Show moreComputer literacy is analogous to reading literacy---without it, failure is nearly assured. The inexorable conclusion from many is that technology integration in the elementary setting must begin with the training of the teachers. The study of how that transference is inculcated into the teachers of tomorrow was the thrust of this study. This study was designed to examine syllabi from the 55 top-rated colleges and universities (as identified by US News and World Report) to identify how, and what, the "best" colleges of education were teaching in the required technology courses offered in their undergraduate Elementary Teacher Preparation programs. Twenty-four of those schools submitted 30 syllabi and 42 Teacher Preparation Program Surveys. Of the surveys that were returned, 16 were from deans and 26 were from professors. The following findings were determined: (1) The incorporation of technology into teacher preparation was pandemic. (2) An obvious pedagogical shift from behaviorism to constructivism was evident. (3) The syllabi fell into one of two diametrically opposed groups, representative of constructionist and behaviorist underpinnings. Within each of those two groups, commonality was observed in the use of Bloom's Taxonomy, themes, concepts, and activities. (4) Although 96 percent of instructors self-identified their instructional strategy as constructionist, the analysis of syllabi failed to affirm this. (5) A noteworthy difference was noted between the deans of colleges and their instructors as to the perceived preparedness of students to integrate technology into their future teaching and learning. (6) Both instructors and deans indicated that their colleges' provided (a) support for technology, (b) sufficient technology facilities and, (c) ample technology training, yet despite the support, training and facilities noted, faculty technology knowledge was identified by both deans and instructors as low. Technology is most assuredly making inroads into the halls of academia, by virtue of the ubiquitous presence of technology into teacher preparation programs, further, the underpinnings of constructionism and Bloom's Taxonomy are evident. The rate of improvement in faculty knowledge of technology and the disparity between dean and instructor's perception of student preparedness, however, raised cause for concern and further research.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11995
Subject Headings: Elementary school teachers--Training of, Computers--Study and teaching (Elementary), Computer managed instruction
Format: Document (PDF)

Title: A MODEL FOR UNDERGRADUATE PROFESSIONAL PREPARATION PROGRAMS FOR WOMEN ATHLETIC COACHES IN SOUTHEASTERN SENIOR COLLEGES AND UNIVERSITIES.
Creator: WHIDDON, NANCY SUE, Florida Atlantic University
Abstract/Description: Statement of the Problem: The purpose of this study was to develop a model undergraduate preparation program for women athletic coaches and to investigate the status of existing programs in southeastern colleges and universities. The study's findings and model program were intended to stimulate personnel in institutions of higher education to initiate and expand course offerings and learning experiences in coaching women's sports. In addition, the model was developed to provide guidelines for...
Show moreStatement of the Problem: The purpose of this study was to develop a model undergraduate preparation program for women athletic coaches and to investigate the status of existing programs in southeastern colleges and universities. The study's findings and model program were intended to stimulate personnel in institutions of higher education to initiate and expand course offerings and learning experiences in coaching women's sports. In addition, the model was developed to provide guidelines for establishing certification requirements in interscholastic coaching. Conclusions: The study revealed that although most of the responding southeastern senior institutions offered programs or courses for prospective women coaches, some needed additional implementations to comply with Title IX. The model program was designed, with Title IX in mind, for implementation in southeastern institutions. Coaching programs with high standards are imperative if the needs of prospective and in-service women coaches are to be met and if the quality of coaching in women's athletics is to be upgraded. If certification standards for interscholastic coaching are to be established, a cooperative effort among higher education and state and national secondary athletic associations is necessary.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11691
Subject Headings: Sports for women--Coaching, Coaching (Athletics), Physical education teachers--Training of
Format: Document (PDF)

Title: THE IMPACT OF FLORIDA'S COLLECTIVE BARGAINING LEGISLATION OF 1974 ON THE ELEMENTARY SCHOOL PRINCIPALSHIP IN DADE COUNTY, FLORIDA.
Creator: BIANCE, MICHAEL CHARLES, Florida Atlantic University, Kirby, John T.
Abstract/Description: The passage of Florida's 1974 Collective Bargaining Act brought about a new era of labor relations between public employees and their employers. This legislation would, by its nature, have a general impact on education and a specific impact upon the Dade County, Florida principal who would administer the bargained agreements while having one himself. The purpose of this study, therefore, was to measure the degree of impact of collective bargaining upon the elementary principal. Conclusions: 1...
Show moreThe passage of Florida's 1974 Collective Bargaining Act brought about a new era of labor relations between public employees and their employers. This legislation would, by its nature, have a general impact on education and a specific impact upon the Dade County, Florida principal who would administer the bargained agreements while having one himself. The purpose of this study, therefore, was to measure the degree of impact of collective bargaining upon the elementary principal. Conclusions: 1. There was a significant negative change in regard to the dimensions of Persistence and Stress, yet, the impact of the significance was in objective areas in which other influences were very strong. 2. The impact of collective bargaining was not significant in regard to principals' Educational Background, Educational Experience as an elementary principal, Sex, Total Pupil Enrollment of his school, or the Socio-Economic Level of his school. 3. The overall impact of Florida's 1974 Bargaining Law has not been felt by Dade County Elementary Principals. An important contributive factor has been the resemblance of the negotiated agreements to existent Board Policy.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11678
Format: Document (PDF)

Title: Teacher Perceptions of Technology Integration Professional Development in a 1:1 Chromebook Environment.
Creator: Yankelevich, Eleonora, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: A variety of computing devices are available in today’s classrooms, but they have not guaranteed the effective integration of technology. Nationally, teachers have ample devices, applications, productivity software, and digital audio and video tools. Despite all this, the literature suggests these tools are not employed to enhance student learning according to best practices. The purpose of this qualitative case study was to describe and understand perceptions of a technology integration...
Show moreA variety of computing devices are available in today’s classrooms, but they have not guaranteed the effective integration of technology. Nationally, teachers have ample devices, applications, productivity software, and digital audio and video tools. Despite all this, the literature suggests these tools are not employed to enhance student learning according to best practices. The purpose of this qualitative case study was to describe and understand perceptions of a technology integration professional development (TIPD) experience of elementary teachers at a suburban, independent school. The TIPD was an ongoing, 40-minute class led by a technology specialist, taking place in teachers’ classrooms, engaging teachers and their students in a 1:1 Chromebook environment. Data collected were through classroom observations, teacher written reflections, school documents, and face-to-face interviews. The results of multiple cycles of coding wrought findings in regard to teachers’ perceptions of effective technology integration, technology class as professional development (PD), and technology class as enabling effective technology integration. The findings showed teachers perceived technology integration to be effective if it benefited the skills or productivity of themselves or their students and if it directly related to their curriculum. Teachers required the support of their colleagues, technology specialist, IT department, as well as traditional and alternative forms of PD to overcome internal and external barriers to integration. Five of the seven teachers explicitly conveyed the technology class to be effective TIPD and all seven learned about a technology tool or resource, technical knowledge or skills, or ideas for integration during the technology classes. Findings also showed the technology class enabled reflection, which led to ideas for integration; the class enabled integration when the content was related to or the tools were useful for their subject area; the class provided the collaboration necessary for integration to occur.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004968, http://purl.flvc.org/fau/fd/FA00004958
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Elementary school teachers--Training of., Educational technology., Professional development.
Format: Document (PDF)

Title: DEVELOPMENT AND EVALUATION OF A TRAINING MODEL IN THE USE OF ROLE PLAY BY COMMUNITY COLLEGE FACULTY (SIMULATION, INSTRUCTIONAL TECHNIQUES, EDUCATIONAL).
Creator: RENO, ERIC EUGENE, Florida Atlantic University
Abstract/Description: A training model in the use of role play by community faculty was developed, evaluated, and tested to determine its effectiveness. The study was conducted in an Improvement of College Instruction Class at Florida Atlantic University Fall term of 1983. Prior to training, eighteen students were asked to prepare role plays which were videotaped and evaluated for the thirteen skills required for an effective role play, as established in the training model. Evaluations were made by students who...
Show moreA training model in the use of role play by community faculty was developed, evaluated, and tested to determine its effectiveness. The study was conducted in an Improvement of College Instruction Class at Florida Atlantic University Fall term of 1983. Prior to training, eighteen students were asked to prepare role plays which were videotaped and evaluated for the thirteen skills required for an effective role play, as established in the training model. Evaluations were made by students who prepared and observed the activities, and instructors who designed the training model. In four subsequent classes the students were instructed in the use of role play through the training model. They were assigned to prepare role plays for the sixth class which were again videotaped and evaluated. Scores from the pre- and post-evaluation instruments were analyzed to determine the effectiveness of the training model. Four hypotheses were established. A t-test measured hypotheses one through three to determine if significant differences existed between pre- and post-training scores as measured by three evaluation instruments (Self, Peer, and Instructor). The three hypotheses were rejected, using an .05 level of significance. The training model appeared to significantly improve an instructor's ability to prepare and deliver a role play. A Pearson product-moment correlation was used to test hypothesis four, the correlation of self and peer post-training scores. The study failed to reject hypothesis four, using an .05 level of significance. They were not predictors of each other's ability to conduct a role play. Four questions addressing the relationships among demographic variables were also answered. Prior teaching experience and the higher the degree held appeared to have a positive effect on the use of the training model. Teaching level supported the advantage of previous teaching experience, and subject area provided no information due to the limited number of students in each area. It was recommended the study be replicated using larger numbers of students and that a follow-up study be done to determine if the participating students had incorporated role play into their teaching strategies.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11871
Subject Headings: Role playing--Evaluation, Teachers--Training of--Florida--Boca Raton
Format: Document (PDF)

Title: The utilization of part-time personnel in certified positions in the public schools of Florida.
Creator: Gundlach, Kathryn McGhee., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: This study was designed to determine the current status of school district utilization of part-time certificated personnel in the public schools of Florida for the 1992-1993 school year. The study also examines if there is a difference between urban and rural school districts use of these employees and whether a significant difference exists in where part-time personnel are placed in a school setting. This study was also designed to determine if a significant difference is present in the...
Show moreThis study was designed to determine the current status of school district utilization of part-time certificated personnel in the public schools of Florida for the 1992-1993 school year. The study also examines if there is a difference between urban and rural school districts use of these employees and whether a significant difference exists in where part-time personnel are placed in a school setting. This study was also designed to determine if a significant difference is present in the perceptions of part-time employees and their supervisors as they relate to job commitment and work related communications. A number of research questions were also studied including: the total number of part-time employees in the state and how many districts utilize part-time workers, general demographics of the part-time employee, the advantages of such an employment option to both the employer and employee, and benefits offered to these employees. This study consisted of three questionnaires developed by the researcher. The first questionnaire was directed to the superintendent of each school district in the State of Florida. The second questionnaire was sent to part-time employees and the third questionnaire was directed to the supervisors of the part-time workers. General descriptive statistics were utilized to answer the research questions. In order to determine the relationship between urban and rural school district usage of part-time workers and the district placement of such workers t-tests were performed. T-tests were performed to determine if significant differences occurred between the perceptions of the part-time workers and their supervisors as they pertained to job commitment and communication issues. The findings indicated there was no significant difference in the utilization of part-time workers between urban and rural school districts in the State of Florida. Indications were that there was a significant difference in the utilization of part-time employees when staffing regular education and special education classes. There was no significant difference in the perception of the part-time worker and their supervisor concerning communication issues, but there was a significant difference in their perceptions concerning job commitment.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12388
Subject Headings: Teachers, Part-time--Florida, Part-time employment--Florida, Public schools--Florida--Employees
Format: Document (PDF)

Title: A study of teacher response to a program of whole-school change.
Creator: Solomon, Gail Fern, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: This single site qualitative case study of a large high school was conducted during the course of one school year. The study focused on how secondary level teachers of the four core content areas, language arts, science, social studies and mathematics, responded to a program of whole school change. In addition to teachers, the administration and support staff were interviewed. The primary sources of data were the results of one hour interviews, document analysis and researcher non-participant...
Show moreThis single site qualitative case study of a large high school was conducted during the course of one school year. The study focused on how secondary level teachers of the four core content areas, language arts, science, social studies and mathematics, responded to a program of whole school change. In addition to teachers, the administration and support staff were interviewed. The primary sources of data were the results of one hour interviews, document analysis and researcher non-participant observations. The purpose of this study was to identify and understand teachers' various responses to a program of whole school change. The major concepts underlying the study were the meaning of change, the need for schools to change, the change process, the role of people involved in the change process and the proliferation of various programs of whole school change. The research findings highlighted the importance of: recognizing only one whole school change initiative as the primary focus, being knowledgeable of the whole school change initiative, constantly working on personalizing the school's vision, facing external and internal change forces, handling challenges and dealing with the rate of change. The conclusions of the study are that from attempted implementation of multiple school change initiatives perhaps only one change initiative will rise to prominence, teacher involvement and buy-in are important components of successful whole school change, educators face both internal and external factors while implementing whole school change and the principal plays a crucial role in successful whole school change.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12084
Subject Headings: Educational change, Educational leadership, Teachers--Attitudes, School management and organization
Format: Document (PDF)

Title: The relationship between the perceived leadership styles of directors of associate degree radiography programs and faculty satisfaction, willingness to exert extra effort, perceived director effectiveness, and program outcomes.
Creator: Shaver, Gary Wayne., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description: The focus of this study was to examine the faculty-perceived leadership styles of directors of associate degree radiography programs and to determine if significant relationships existed between those styles and faculty perceptions of director effectiveness, faculties' satisfaction, and the faculties' willingness to exert extra effort. This study also examined the relationships between the directors' leadership styles and three radiography program outcomes: American Registry of Radiologic...
Show moreThe focus of this study was to examine the faculty-perceived leadership styles of directors of associate degree radiography programs and to determine if significant relationships existed between those styles and faculty perceptions of director effectiveness, faculties' satisfaction, and the faculties' willingness to exert extra effort. This study also examined the relationships between the directors' leadership styles and three radiography program outcomes: American Registry of Radiologic Technologists (ARRT) exam pass rate, program completion rate, and job placement rate. Further, the relationship between the directors' leadership styles and demographic information was also examined. Directors' leadership styles were measured with the Multifactor Leadership Questionnaire (MLQ) (Form 5x-Short). Director, faculty, and program-specific demographic information was assessed with two researcher-designed questionnaires. Demographic questionnaires were mailed to all directors of Joint Review Committee on Education in Radiologic Technology (JRCERT) accredited associate degree radiography programs (n = 321) located in the United States and Puerto Rico. One hundred and fifty-one (47%) responses were received. Faculty (n = 352) were randomly selected from names submitted by their respective program director. Each was sent a demographic questionnaire and the MLQ (Form 5x-Short). One hundred and seventy-six (50%) responses were received. Hierarchical multiple regression procedures and Pearson correlations were used to analyze the data. The findings of this study indicated that the transformational, transactional, and laissez-faire factors are significant predictors of program director effectiveness, faculty satisfaction, and the faculties' willingness to exert extra effort and the American Registry of Radiologic Technologists (ARRT) Exam pass rate. None of the leadership factors significantly predicted program completion rate, job placement rate, or the eight and five-year JRCERT accreditation awards. There was no significant correlation between directors' leadership styles and the demographic variables.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12048
Subject Headings: Radiography--Study and teaching (Higher), College teachers--Attitudes, Educational leadership
Format: Document (PDF)

Title: The Impact of a Museum-Based Science Methods Course on Early Childhood/Elementary Pre-Service Teachers' Self-Efficacy and Ability to Develop Curriculum Using a Constructivist Approach.
Creator: Templeton, Chelneca Kegley, Burnaford, Gail, Florida Atlantic University
Abstract/Description: The focus of this study was to discover what impact a museum-based science methods course would have on 14 early childhood/elementary pre-service teachers' selfefficacy and ability to develop curriculum using a constructivist approach. Data were gathered using the STEBI-B, modified by Bleicher (2004). A paired-samples t test indicated there was significant change in the pre-service teachers ' self-efficacy pre-and post-museum course participation. The investigation also analyzed student...
Show moreThe focus of this study was to discover what impact a museum-based science methods course would have on 14 early childhood/elementary pre-service teachers' selfefficacy and ability to develop curriculum using a constructivist approach. Data were gathered using the STEBI-B, modified by Bleicher (2004). A paired-samples t test indicated there was significant change in the pre-service teachers ' self-efficacy pre-and post-museum course participation. The investigation also analyzed student-created learning centers intended for use in the students' future classrooms. Students created two learning centers, one before interaction with exhibits in the museum and one at the end of the course. At the conclusion of the semester, both sets of learning centers were analyzed using the Framework for Assessing Excellence instrument (Serrell, 2006). A paired-samples t test showed increased ability to create constructivist-based materials. The third area of study involved a focus group comprised of the pre-service teachers. Researcher-designed questions focused on the change in self-efficacy beliefs of the pre-service teachers, from pre-to post-museum experience. Questions were designed to add depth to information gained from the quantitative data gained from the STEBI-B and the Framework for Assessing Excellence. Qualitative procedures were conducted to determine common themes and beliefs derived from written reflections and audiotaped focus group discussion. Students reported the museum context did increase their confidence, excitement, and ability to develop and use resources for science instruction.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000713
Subject Headings: Constructivism (Education), Educational innovations, Teachers--Training of, Interdisciplinary approach in education
Format: Document (PDF)

Title: The development, implementation, and evaluation of a Strategic Prejudice Reduction Framework and its effect on dogmatism levels of college students.
Creator: Allgood, Ilene, Florida Atlantic University, Diaz, Carlos F., Pisapia, John
Abstract/Description: Dogmatism is an uncritical, rigid way of thinking that correlates strongly with prejudice. Prejudice is an attitude, usually unfavorable, toward individuals or groups, arrived at through an uncritical thought process and a disregard of the facts. Dogmatism, because of its connection with prejudice, vitiates students' chances for learning. Dogmatism in teachers creates an inequitable distribution of education to the extent that marginalized minority students are shortchanged educational...
Show moreDogmatism is an uncritical, rigid way of thinking that correlates strongly with prejudice. Prejudice is an attitude, usually unfavorable, toward individuals or groups, arrived at through an uncritical thought process and a disregard of the facts. Dogmatism, because of its connection with prejudice, vitiates students' chances for learning. Dogmatism in teachers creates an inequitable distribution of education to the extent that marginalized minority students are shortchanged educational opportunities. The nature of dogmatism and its impact on education is covered in the literature. Moreover, pedagogical and andragogical strategies which utilize the cognitive and affective domains to heighten critical thinking ability and empathy for others are also addressed in the literature. A Strategic Prejudice-Reduction Framework, the Dogmatism Diminution Model (DDM), was developed, implemented, and evaluated in a university setting. The DDM is not designed to be a discrete course; rather it is meant to be infused within a multicultural education class. The key features of the DDM are its domains, the Cognitive, Reflective, Emotive, and Active through which the course content is relayed. The Cognitive and Emotive domains of the DDM correspond to the cognitive and affective literature, the Reflective domain corresponds to the literature on critical thinking, but the Active domain of the DDM is not associated with the behavioral domain of the literature. Instead it is related to the research on service learning. Three hypotheses were tested. Two dealt with the DDM and the third with a demographic correlate of dogmatism. In order to determine the effectiveness of the DDM, Milton Rokeach's (1960) Dogmatism Scale was administered in a pretest/posttest design. The data were submitted to an ANCOVA and subsequently to a post hoc Scheffe test to determine between which pairs of groups differences in means occurred. ANCOVA was used to compensate for the effect that the pretest might have on the results of the posttest. The comparison of means among the four groups identified a significant reduction in the level of dogmatism at the alpha = .05 level between the DDM group and the Control group as well as one of the other two experimental groups. However, in a paired-score comparison of the treatment group itself, no significance was found with the sample of 31 subjects. This could be attributed to a lack of power in the sample size. Finally, a Pearson Product Moment Correlation of .154 was significant at the 95% confidence level between the variables of dogmatism and degree of religiosity.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12583
Subject Headings: Dogmatism, College students--Attitudes, Multicultural education, Prejudices, Teacher-student relationships
Format: Document (PDF)

Title: THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ SOCIAL EMOTIONAL COMPETENCE AND TEACHER BURNOUT, SECONDARY TRAUMATIC STRESS, AND COMPASSION SATISFACTION.
Creator: Glass, Bridget Kathleen, Villares, Elizabeth, Florida Atlantic University, Department of Counselor Education, College of Education
Abstract/Description: Teachers are essential to the academic and social-emotional progress of children in the US (Jennings & Greenberg, 2009). American teachers work tirelessly to provide quality instruction in a safe learning environment that nurtures the educational and emotional needs of their students (Jennings & Greenberg, 2009). Many teachers report that the emotional toll of teaching has impacted their professional and personal lives in a negative way (Werner Juarez et al., 2020) As a result, teachers are...
Show moreTeachers are essential to the academic and social-emotional progress of children in the US (Jennings & Greenberg, 2009). American teachers work tirelessly to provide quality instruction in a safe learning environment that nurtures the educational and emotional needs of their students (Jennings & Greenberg, 2009). Many teachers report that the emotional toll of teaching has impacted their professional and personal lives in a negative way (Werner Juarez et al., 2020) As a result, teachers are vulnerable to the development of occupational hazards such as stress, burnout, and secondary traumatic stress (STS) which may diminish their professional quality of life (Richards, 2012). The literature indicates that the deterioration of professional quality of life is strongly correlated to more systemic problems in education, such as elevated attrition rates and the retention of highly qualified teachers (Schutz & Zembylas, 2009). The research suggests that indicators for these professional deficits may begin to present during the preparation phase of teaching (Miller & Flint-Stipp, 2019). However, most universities provide inadequate training for the protection and improvement of teacher well-being across the span of their careers (Schonert-Reichl, 2017). In addition, there has been little research invested in the development of compassion satisfaction, a protective factor in cultivating teacher resilience (Pérez-Chacón et al., 2021). The purpose of this study was to explore the relationship between social and emotional competence (SEC) and professional quality of life factors in pre-service teachers. A nonexperimental, correlational design was used to examined whether emotion regulation and relationship management skills is predictive of an educators’ perceived levels of burnout, STS, and compassion satisfaction (N = 51).
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013881
Subject Headings: Teachers--Job stress, Secondary traumatic stress, Burnout, Professional, Compassion satisfaction
Format: Document (PDF)

Title: EARLY CHILDHOOD TEACHERS’ PERSPECTIVES AND PRACTICES IN MULTICULTURAL EDUCATION IN SOUTH KOREA.
Creator: Lee, Yoonhee, Sembiante, Sabrina, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: The purpose of this dissertation research is to examine the perspectives of early childhood teachers with regard to multicultural education in South Korea. This study sought to identify teachers’ personal and professional beliefs about multicultural education as defined by their perceptions, descriptions, feelings, judgments, memories, and discussions with others. To better understand early childhood teachers’ perspectives of multicultural education in South Korea, the following research...
Show moreThe purpose of this dissertation research is to examine the perspectives of early childhood teachers with regard to multicultural education in South Korea. This study sought to identify teachers’ personal and professional beliefs about multicultural education as defined by their perceptions, descriptions, feelings, judgments, memories, and discussions with others. To better understand early childhood teachers’ perspectives of multicultural education in South Korea, the following research questions serve as a compass for the study: (a) What are South Korean early childhood teachers’ understandings and beliefs about multicultural education in their classrooms? (b) How do South Korean early childhood teachers implement multicultural practices in their classroom environment and curriculums? Findings show that teachers recognized a need for multicultural education because of the increasing diversity in South Korea. Although they understood embracing diversity, they shared opposing views about multicultural families while recognizing their bias as a challenge in the classroom. Teachers were unaware of the significance of the classroom environment and its influence on multicultural teaching, adding multicultural materials to accommodate children from multicultural families rather than actively integrating multiculturalism in curriculum and instructional interactions. Implications suggest avenues for increased multicultural understanding through teacher preparation, professional development, curricular revision, and policy changes.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014183
Subject Headings: Early childhood teachers--Korea (South), Early childhood education, Multicultural education--Korea (South)
Format: Document (PDF)

Title: PRINCIPALS BUILD TRUSTING RELATIONSHIPS WITH NOVICE AND EXPERIENCED TEACHERS AND STRENGTHEN TEACHER RETENTION IN LOW-PERFORMING, UNDERSERVED URBAN SCHOOLS.
Creator: Kosches, Sara Melissa, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Teacher turnover is a problem in all types of schools at all levels and is especially troubling in low-performing, high minority, urban schools. School principals have the challenge of building relationships with teachers in order to improve teacher retention while also balancing the many tasks and responsibilities they have throughout the day. Principals of low-performing, urban schools have difficulty retaining teachers and are challenged with hiring qualified teachers as many teacher...
Show moreTeacher turnover is a problem in all types of schools at all levels and is especially troubling in low-performing, high minority, urban schools. School principals have the challenge of building relationships with teachers in order to improve teacher retention while also balancing the many tasks and responsibilities they have throughout the day. Principals of low-performing, urban schools have difficulty retaining teachers and are challenged with hiring qualified teachers as many teacher candidates turn down opportunities to work in their schools. Teachers willing to work in low-performing schools are often lower quality, for example they have temporary teaching certificates or are teaching out of their content area (Baugh, 2021; Darling-Hammond & Post, 2000; Peske & Haycock, 2006). This staffing challenge, combined with vacant positions, has a negative impact on student achievement (Ronfeldt et al., 2013). This study explores the impact of school leadership on teacher retention in an urban school district specifically focusing on high minority, low-performing, underserved schools. This qualitative multi-site case study explored ways that principals in four low-performing, urban schools in Miami-Dade County established and sustained relationships with novice and experienced teachers as they managed their day-to-day activities. The research was guided by the research question: How do school principals develop and sustain trusting relationships with teachers at low-performing schools and how do these relationships impact teacher retention? Data was collected through principal interviews, focus groups with novice and experienced teachers, and document reviews. Case data was analyzed individually and through a cross-case analysis.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014308
Subject Headings: Teacher turnover, Urban schools, Low-performing schools, Educational leadership, School principals
Format: Document (PDF)

Title: TOWARD A FRAMEWORK FOR CREATIVE TEACHER PREPARATION.
Creator: Williams, Luke, Sembiante, Sabrina, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: This mixed methods study investigated the effectiveness of a novel educational framework, Creative Teacher Preparation (CTP), in enhancing the creative teaching abilities of undergraduate education students during field-based learning. The study focused on pre-service teachers enrolled in an undergraduate program designed for initial certification. The CTP framework is a synthesis of Lin's Creative Pedagogy and elements from traditional teacher preparation models. Within the CTP framework,...
Show moreThis mixed methods study investigated the effectiveness of a novel educational framework, Creative Teacher Preparation (CTP), in enhancing the creative teaching abilities of undergraduate education students during field-based learning. The study focused on pre-service teachers enrolled in an undergraduate program designed for initial certification. The CTP framework is a synthesis of Lin's Creative Pedagogy and elements from traditional teacher preparation models. Within the CTP framework, teacher candidates engaged in an eight-week seminar designed to improve their understanding of creative pedagogy and prepare them to implement creative teaching strategies during field-based learning. Employing an bb, the study consisted of two phases: an initial phase utilizing semi-structured interviews and field notes for data collection, followed by a final phase using a modified version of the Creativity Fostering Teacher Behaviors Index (CFTBIndex) (Soh, 2000). A control group was also observed to assess the statistical significance of the impact of the CTP framework, implemented through the eight-week seminar, on participants' creative teaching approaches.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014338
Subject Headings: Teachers--Training of, Creative teaching, Education--Study and teaching
Format: Document (PDF)

Title: Approaching Authentic Assessment: Using Virtual School Teachers’ Expertise to Develop an Understanding of Full Time K-8 Virtual School Teacher Practices.
Creator: Seamster, Christina Lambert, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: According to Molnar (2014), full time virtual school education lacks a measurement tool that accurately measures effective virtual teacher practice. Using both qualitative and quantitative methods, the current study sought to understand the common practices among full time K-8 virtual school teachers, the extent to which teachers believed such practices impacted student learning, as well as the methods in which current standards, recommendations and practices were implemented in the full time...
Show moreAccording to Molnar (2014), full time virtual school education lacks a measurement tool that accurately measures effective virtual teacher practice. Using both qualitative and quantitative methods, the current study sought to understand the common practices among full time K-8 virtual school teachers, the extent to which teachers believed such practices impacted student learning, as well as the methods in which current standards, recommendations and practices were implemented in the full time K-8 virtual school setting. The relationship between virtual school teacher practices and their Technological Pedagogical and Content Knowledge (TPACK) was also explored. Using the standards, practices and recommendations developed for online learning from International Association for K–12 Online Learning (iNACOL), National Education Association (NEA), Southern Regional Education Board (SREB), and the International Society for Technology in Education (ISTE) a team of focus group members gave input on the common practices for teaching students in the full time K-8 virtual school environment. The results included 11 general virtual school teacher practices, 12 teacher practices relating to evaluation and three practices relating to special needs and diverse learners. Qualitative and quantitative findings indicated that teachers most frequently meet the established practices through the following strategies: phone conferences, live sessions with students, feedback on assessments, webmail communication, professional development, collaborating with peers/teacher collaboration, professional learning communities, curriculum based assessments on the phone, communicating with family stakeholders, and determining students in the bottom quartile. A framework for K-8 full time virtual school pedagogy which includes evaluating student learning and individualizing instruction through technology tools and collaborative methods was developed. Finally, the quantitative findings indicated that of the three virtual school teacher practice categories (teacher practice, evaluation and special needs and diverse learners), evaluation was the leading predictor of teacher TPACK scores. Specifically, collaboration, having an online voice and presence, and using data from assessments to modify instruction were found to significantly predict a teacher’s Technological Pedagogical and Content Knowledge. Using virtual school teachers’ expertise on the practices which most impact student learning and the methods for implementing virtual school teacher practices, the researcher created a draft full time K-8 virtual school teacher evaluation rubric.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004741, http://purl.flvc.org/fau/fd/FA00004741
Subject Headings: Teachers--Training of--Evaluation., Teachers--Rating of., Public schools--Effect of technological innovations on., Educational change--United States--Evaluation., Educational technology--United States--Evaluation., Pedagogical content knowledge., Computer-assisted instruction.
Format: Document (PDF)

Title: Effects of national board certification on retention of teachers in the classroom.
Creator: Jackson, Lewis., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study probes the impact that the National Board for Professional Teaching Standards (NBPTS) certification process has on teachers, schools, and school districts. In particular the study provides research to determine if National Board Certification significantly affects teachers staying in the classrooms as full time teachers. The NBPTS process is explored to better understand the background of the endeavor and how it may thereby assist in promoting teacher retention and whether this...
Show moreThis study probes the impact that the National Board for Professional Teaching Standards (NBPTS) certification process has on teachers, schools, and school districts. In particular the study provides research to determine if National Board Certification significantly affects teachers staying in the classrooms as full time teachers. The NBPTS process is explored to better understand the background of the endeavor and how it may thereby assist in promoting teacher retention and whether this concept is being realized. The history of leadership is also explored and discussed as it pertains to education and the NBPTS process. Beyond researching the relationship between National Board Certification and teachers leaving the classroom as full time teachers, this study also sought to determine if ethnicity (Black, White, Hispanic or Other) and/or gender were statistically significant moderators of this relationship. Of the total number of National Board Certified Teachers (NBCTs) who completed the survey (N=220), 22 participants reported that they were not teaching full time in the classroom at the time of this study. Of the total number of teachers who had not obtained NBC (general education teachers or GETs) who completed the survey (N=110), 28 participants reported that they were not teaching full time in the classroom at the time of this study. The results from this study indicate that GETs left the classroom as full time teachers, while remaining employed with the Broward School Board, at more than twice the rate of NBCTs.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/359925
Subject Headings: Teachers, Certification, Teacher turnover
Format: Document (PDF)

Title: The Effectiveness Of The National Board Certification As It Relates To The Advanced Placement Calculus AB Exam.
Creator: Antunez, Fernando Oscar, Furner, Joseph M., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards' Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards....
Show moreThis study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards' Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction. A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen's d (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores. Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender. With a reliability estimate using Cronbach's alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success. The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher's professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004477, http://purl.flvc.org/fau/fd/FA00004477
Subject Headings: Achievement in education -- Florida, Advanced placement programs (Education), Calculus -- Examinations, questions, etc, Mathematics -- Study and teaching (Secondary), National Board for Professional Teaching Standards (U.S.), Teacher effectiveness -- Florida, Teachers -- Certification -- Florida
Format: Document (PDF)

Title: A Study of the In-Service Needs in Music of the Elementary Classroom Teachers of Broward Counry, Florida.
Creator: Slater, Betty Jane, Robinson, Kenneth H., Florida Atlantic University
Abstract/Description: It was the purpose of this study to examine data gathered from the elementary classroom teachers of the Broward County school system in the state of Florida. An attempt was made to decide the extent to which music was included in the curriculum, the strengths and weaknesses of instruction of these offerings, and the advisability of planning inservice training programs in music for the classroom teachers to strengthen the total presentation. The method of research employed was a review of the...
Show moreIt was the purpose of this study to examine data gathered from the elementary classroom teachers of the Broward County school system in the state of Florida. An attempt was made to decide the extent to which music was included in the curriculum, the strengths and weaknesses of instruction of these offerings, and the advisability of planning inservice training programs in music for the classroom teachers to strengthen the total presentation. The method of research employed was a review of the literature and the formulation of three types of questionnaires that were sent to the elementary classroom teachers, principals, and music specialists. The classroom teacher data were coded, transferred to cards, and tabulated electronically. The principal and music specialist data were tabulated by the researcher with the aid of an assistant. The data were presented with reference to background, scheduling, and areas of strengths and weaknesses in musical instruction, through a series of tables and figures, an analysis of each, an interpretation of the results, and recommendations for improving instruction. It was determined that musical opportunities afforded the students of the Broward County school system varied to such a degree that in-service training programs in music need to be planned in the areas of instructing instrumental, creative, and singing activities, as these received the lowest cumulative percentages from the tabulation of the classroom teachers' self-analysis. The strengths of the classroom teachers' musical instruction lay in the utilization of listening activities.
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Date Issued: 1968
PURL: http://purl.flvc.org/fau/fd/FA00000644
Subject Headings: Music--Instruction and study--Florida--Broward County--Juvenile, Music teachers--Training of, School music--Florida--Broward County, Elementary school teachers--In-service training
Format: Document (PDF)

Title: Responding to the Florida Teacher Standards for the English as a Second Language Endorsement: A Study of Elementary Preservice Teachers’ Perceptions.
Creator: Shamon, Cheryl, Zainuddin, Hanizah, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to examine preservice teachers' (PSTs) perceptions regarding their knowledge of the English as a Second Language (ESOL) domains as suggested in the Florida Teacher Standards for English as a Second Language Endorsement (FTSEE), their beliefs regarding the types of assessments and assignments that provided them with the best method of understanding the ESOL domains, and other factors they perceived as influencing their understanding. This mixed methods study...
Show moreThe purpose of this study was to examine preservice teachers' (PSTs) perceptions regarding their knowledge of the English as a Second Language (ESOL) domains as suggested in the Florida Teacher Standards for English as a Second Language Endorsement (FTSEE), their beliefs regarding the types of assessments and assignments that provided them with the best method of understanding the ESOL domains, and other factors they perceived as influencing their understanding. This mixed methods study collected both quantitative (survey) and qualitative (interview) data. Study participants were elementary education majors enrolled in an ESOL infused program model. Findings from the study indicated that PSTs had an overall understanding of the ESOL domains and were prepared to incorporate a wide variety of instructional strategies and methods into their lesson plans. While culturally competent, they had not yet developed the understanding of how to take an advocacy approach to empower their students in both the school and community. While some PSTs demonstrated a basic understanding of the components of oral language and literacy development in ELLs, many had not yet obtained an in-depth understanding of the specific language thresholds at each language proficiency level nor understanding of the grammatical and linguistic complexities of spoken and written English. These findings imply that further development is needed so that PSTs are better prepared in the following competencies: the ability to write language objectives across the content areas based on the output of oral and written language; the ability to select the appropriate instructional strategies, curriculum, and materials based on language proficiency levels; and the ability to interpret and make informed decisions based on ELLs' assessment results. PSTs valued assignments and activities that allowed them to integrate their own knowledge base into scenarios that might actually occur when they become teachers, or reflected scenarios encountered in teaching situations. They valued opportunities to observe and work with ELLs in the field and desired more opportunities to work with a larger variety of language proficiency levels and ages. Outside influences such as jobs, own school experiences, knowledge of another language, and societal interactions also contributed to their ESOL knowledge.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004546, http://purl.flvc.org/fau/fd/FA00004546
Subject Headings: Education, Bilingual -- Standards, Effective teaching, Language and languages -- Study and teaching (Elementary) -- Foreign speakers, Language teachers, Training of, Prediction of teacher success, Second language acquisition -- Standards
Format: Document (PDF)

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