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Title: Does leadership matter?: the relationship of school leadership to a safe school climate,bullying, and fighting in middle school.
Creator: Leff, Jonathan M., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student...
Show moreThe purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student fights, and a safe school climate and the number of bullying incidents and student fights. The study surveyed 12 middle schools located in a large, urban district in south Florida. Principal leadership style was determined from the MLQ-5X, school safety climate was determined from the school district’s Annual Customer Survey, and the reported number of fights and bullying incidents recorded in the school district’s Discipline Management System were collected via records request for each participating middle school and tallied. Pearson correlations were conducted to examine the bivariate association between the leadership dimensions, a safe school climate, and school violence. Separate multiple linear regression models were used to examine the following relationships: leadership style and the number of reported fights and reported bullying incidents; leadership style and a safe school climate; and a safe school climate and the number of reported fights and reported bullying incidents. The findings suggested that there were no statistically significant correlations between leadership style (transformational, transactional, and laissez-faire), and bullying or fighting, and no statistically significant correlation between principal leadership style and middle school climate. There was a statistically significant correlation found between school climate and the number of student fights. The significance of this finding is important because it illustrates the adverse impact fighting has on student safety, which, in turn, adversely affects the school climate. Therefore, it is up to the school leader to create a climate where everyone feels safe can focus on student achievement.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004133, http://purl.flvc.org/fau/fd/FA00004133
Subject Headings: Bullying in schools -- Prevention, Education, Secondary -- Sociological aspects, Educational leadership, Educational leadership, Middle school students -- Attitudes, Middle school teachers -- Attitudes, School management and organization
Format: Document (PDF)

Title: Influence of a professional development module focused on the research-based evidence of the culture and gender bias found in Disney animated fairy tales on preprimary early childhood teachers.
Creator: Doran, Ruth A., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Disney commands a strong market presence worldwide in print and multimedia products used for early childhood entertainment. Yet, the gender and cultural bias found in Disney animated fairy tale media has been well documented. Although preprimary early childhood teachers are urged to maintain a multicultural environment that is free of bias and stereotypes, very little training or support is presented to guide preprimary early childhood teachers in the selection of materials for use in their...
Show moreDisney commands a strong market presence worldwide in print and multimedia products used for early childhood entertainment. Yet, the gender and cultural bias found in Disney animated fairy tale media has been well documented. Although preprimary early childhood teachers are urged to maintain a multicultural environment that is free of bias and stereotypes, very little training or support is presented to guide preprimary early childhood teachers in the selection of materials for use in their preprimary early childhood classrooms. The study sought to investigate the influence of a professional development module focused on the gender and cultural bias found in Disney animated fairy tale media on preprimary early childhood teachers. How would they respond to this professional development module? Would it change their intentions to use Disney animated fairy tale media with preprimary early childhood children? Would the participation in this preprimary early childhood professional development module actually change their practice? Using both quantitative and qualitative inquiries, participating preprimary early education teachers reported mixed findings. While some preprimary early childhood teachers were clearly influenced by their discovery of the existence of bias in this media, others revealed a cognitive dissonance from a strong personal and emotional attachment to Disney animated fairy tale media products juxtaposed against the evidence of cultural and gender bias found in the media. Implications and suggestions for future research included the expansion of professional development modules and higher education/teacher education to include the study and consideration of the content of children's media., Policymakers and advocates need to address concerns of bias found in children's media with respect to gender and cultural bias development during the preoperative developmental stage of preprimary children. Further, interdisciplinary discussion needs to the concern of the influence of media on the holistic development of young children.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186328
Subject Headings: Teachers, In-service training, Social aspects, Education, Preschool, School improvement programs, Curriculum planning, Multicultural education
Format: Document (PDF)

Title: Preparing Florida faculty to teach online.
Creator: Arsht, Stephanie., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher...
Show moreThe purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3166833
Subject Headings: Educational leadership, Study and teaching (Graduate), Education, Higher, Computer-assisted instruction, College teachers, In-service training, Effective teaching, Internet in education, Distance education
Format: Document (PDF)

Title: Perspectives of Florida Middle Social Studies Teachers Regarding the Impact of High-Stakes Testing on Their Instructional Choices and Resulting Student Learning.
Creator: Mulhall, Jennifer, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed-methods study was situated within one Florida county and investigated the impact of a newly initiated end-of-course Civics examination upon middle school teachers’ instruction and student learning. High-stakes testing is often a polarizing issue regarding the perceived benefits and challenges for both students and teachers. Participating teachers completed surveys comprised of Likert-type items and short-answer questions inquiring about their instructional choices and resulting...
Show moreThis mixed-methods study was situated within one Florida county and investigated the impact of a newly initiated end-of-course Civics examination upon middle school teachers’ instruction and student learning. High-stakes testing is often a polarizing issue regarding the perceived benefits and challenges for both students and teachers. Participating teachers completed surveys comprised of Likert-type items and short-answer questions inquiring about their instructional choices and resulting student learning with and without the presence of the Civics EOC examination. A subset of department instructional leaders were interviewed providing additional qualitative data with a wider scope due to their dual positioning as teachers and as links between the social studies teachers at their school and the School District of Sunshine County. The analysis of the data reveals that while civics teachers value the increased prestige brought to the subject area with the introduction of the end-of-course examination, the heightened importance of standards has a resulted in a focus on breadth of content coverage rather than depth of learning, leading to content-centered rather than student-centered classroom environments and subsequent loss of voice and choice in curricular decisions for teachers and students. Teachers feel intense pressure to cover the curriculum, raise test scores and engage in test preparation; they question the soundness of the examination to adequately assess the learning of all students and to capture the essence of civics education: active engagement. Teachers’ perspectives on the effect of the examination on teacher practice and student learning were framed within contextual factors that emerged in the analysis: the abandonment of the policy to introduce foundational content at the elementary level; a lack of communication among stakeholders, but particularly between state-level decision makers and local educators; and an absence of the ongoing scaffolding required to create a strong foundation of knowledge and skills to foster continued growth. Consequently, the recommendations of this study of educators’ voices on the policies that impact their profession are directed primarily at state level policy makers and future researchers regarding the flow of communication, inclusion of teacher feedback, continued teacher development, addition of a participatory component, and curricular alignment.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013134
Subject Headings: Middle school teachers, Social studies--Study and teaching (Middle school), Civics--Examinations, Education and state--Florida, Mixed methods research
Format: Document (PDF)

Title: The art of leadership: a study of administrative practices in Florida's schools of the arts.
Creator: Perry, Kevin Gardner., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts...
Show moreThe purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts. Prinicpals ranked the practices in order of importance. Although the statistical analyses revealed no significant differences among the variables of instructional levels (elementary, middle, and secondary), gender, or school grade designations, descriptive statistics as well as qualitative data found a number of emergent themes including principal outreach, principal advocacy, focus, flexibility, curriculum, funding challenges, and the commitment to being there(i.e., at the school). Based on the findings, a plus one model was developed illustrating the tensions across organizational management, instructional leadership, and artistic leadership, all of which must function simultaneously in order to lead a successful school of the arts. While only one study, the findings suggest that regular school principals might want to consider incorporating successful school-of-the-arts practices in their own schools.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352282
Subject Headings: Educational leadership, Educational administration, Arts, Study and teaching, Teacher-principal relationships
Format: Document (PDF)

Title: A multi-site case study of a professional learning community model: the impact of learning team meetings on teacher practice and student achievement from the perspective of teachers and instructional leaders.
Creator: Meles, Ora., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the impact of the implementation of a structured professional learning community model referred to as Learning Team Meetings (LTMs) on teacher practice and student achievement from the perspective of teachers and instructional leaders at high-need schools. To accomplish this purpose, a multi-site case study was conducted at three school sites (an elementary, middle, and high school) all within the same region of one of the largest urban school...
Show moreThe purpose of this study was to examine the impact of the implementation of a structured professional learning community model referred to as Learning Team Meetings (LTMs) on teacher practice and student achievement from the perspective of teachers and instructional leaders at high-need schools. To accomplish this purpose, a multi-site case study was conducted at three school sites (an elementary, middle, and high school) all within the same region of one of the largest urban school districts in South Florida. Qualitative research methods, including one-on-one observations, interviews, focus groups, and review of documents were utilized to analyze, contrast, and compare perceptions,beliefs, and assumptions of the participants in the study. The participants included teachers, principals, assistant principals, instructional coaches, and Learning Team Facilitators (LTFs). A total of 20 participants were involved in the study. The conceptual framework for this study is rooted in the guiding principles of organizational learning and effective professional development practices. Professional Learning Communities (PLCs) offer formal structures to provide teachers with learning enriched, ongoing, job-embedded staff development (Hord & Sommers, 2008). This study focused on one trajectory or type of PLC, and sought to better understand the implementation of an organizational systemic knowledge transfer structure and the impact on teacher practice from the participants' perception. The research design profided thick, rich data, which offered in-depth understandings of the participants' perception, beliefs, and assumption about the LTMs' impact on teacher practice and student achievement. Through the research it was determined that participants among all three of the schools sites believed that LTMs were changing teacher practice., Further, the participants at each of the school sites recognized the significance of the LTF and that he or she plays an essential role in the LTMs. The significance of the study,implications of these findings, and recommendations for further research are also presented.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333059
Subject Headings: Professional learning communities, Teachers, In-service training, School improvement programs, Teaching teams, Reflective teaching, Group work in education, Educational leadership
Format: Document (PDF)

Title: Reading strategies in secondary social studies: teacher reported practice and professional development.
Creator: Newstreet, Carmen L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active...
Show moreThis quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active prereading, during-reading, and postreading strategies. Additionally, the survey asked teachers to self-report their observations of student independent implementation of the same active reading strategies. These data were used to provide an in-depth look that expanded on high school social studies teachers' self-reported classroom practices relating to reading. The results of this study indicated that there was no significant relationship between teachers' reading professional development through CRISS and their self-reported classroom practices in the implementation of active pre-, during, and postreading strategies. Further findings indicated no significant relationship between teachers' reading professional development through CRISS and their self-reported observations of student independent implementation of the same active reading strategies. Lastly, there were no correlations that indicated that years teaching in the classroom moderated these relationships. Implications and suggestions for future research were offered for future reading professional development for secondary teachers and educational researchers who intend to utilize survey instruments.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333061
Subject Headings: Social studies, Study and teaching (Secondary), Reading, Psychology of, Teacher effectiveness, Achievement in education, Content area reading, Reading comprehension, Reading (Secondary)
Format: Document (PDF)

Title: Technology and fifth grade teaching: a study of teacher reported classroom practice, professional development, access, and support.
Creator: Beaudry, Debbie., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how...
Show moreThis mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development., The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3329831
Subject Headings: Classroom management, Internet in education, Education, Elementary, Computer-assisted instruction, Curriculum planning, Teachers, Training of, Evaluation, Active learning, Evaluation
Format: Document (PDF)

Title: An Investigation of Foundational Instructional Principles in International Mathematics Classrooms: An lSD Analysis of TJMSS Video Data.
Creator: Rodney, Desmond W., Kumar, David D., Florida Atlantic University
Abstract/Description: The central purpose of this study is to investigate whether cross national classroom video recordings reflect foundational principles of instruction as identified by lSD theorists. Principles of instruction remain true regardless of program or context when implemented by appropriate instructional systems design procedures. These theoretical elements however, require deeper empirical investigation in authentic classroom settings. This study posits that foundational principles are observable in...
Show moreThe central purpose of this study is to investigate whether cross national classroom video recordings reflect foundational principles of instruction as identified by lSD theorists. Principles of instruction remain true regardless of program or context when implemented by appropriate instructional systems design procedures. These theoretical elements however, require deeper empirical investigation in authentic classroom settings. This study posits that foundational principles are observable in non lSD systematized settings. Further it suggests that they are represented differently in classroom video recordings across countries, based on their performance level on a standardized assessment. The study shows inter alia that, (1) Instructional principles as conceptualized by lSD theorists are observable from non-ISD systematized settings. (2) The language and knowledge of ISD can be fused with curriculum studies to create sharper lens for investigating classroom phenomena. Foundational principles provide an important point of departure for this shared language. (3) Iterative video analysis is effectively combined with video observation protocols to study instructional contexts. (4) The occurrence of demonstration and real world integration stand out as more significant in higher performing countries than in lower performing countries. (5) This study adds support to earlier investigations which suggest that there are global patterns of teaching. (6) TIMSS performance tier does not correlate with a greater occurrence of foundational principles of instruction.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000690
Subject Headings: Mathematics--Study and teaching--Cross-cultural studies, Educational tests and measurements, Teacher effectiveness--Cross-cultural studies, Instructional systems--Design--Cross-cultural studies
Format: Document (PDF)

Title: THE PRIMITIVE AS MENTOR IN TWO NOVELS BY KEN KESEY (OREGON).
Creator: MOORE, WILLIAM OSCAR, JR., Florida Atlantic University
Abstract/Description: The primitive-as-mentor character in American fiction has been adapted by Ken Kesey in his two novels, One Flew Over The Cuckoo's Nest and Sometimes a Great Notion. In Cuckoo's Nest the primitive is Randle P. McMurphy. His spontaneity, physical independence, and intuitive responses to life qualify him as a primitive. He teaches Chief Bromden, the Indian narrator, that a full awakening of the senses can lead to a deeper humanity and that fear of the Combine is worse than the Combine itself....
Show moreThe primitive-as-mentor character in American fiction has been adapted by Ken Kesey in his two novels, One Flew Over The Cuckoo's Nest and Sometimes a Great Notion. In Cuckoo's Nest the primitive is Randle P. McMurphy. His spontaneity, physical independence, and intuitive responses to life qualify him as a primitive. He teaches Chief Bromden, the Indian narrator, that a full awakening of the senses can lead to a deeper humanity and that fear of the Combine is worse than the Combine itself. McMurphy transfers his life to the Chief and sets him psychologically free. In Notion Hank Stamper is the primitive. His physical approach to life and his self-determined existence brand him as a primitive. He rescues his half brother Lee from an overly intellectual life in the suicidal East and a near deadly quest for revenge in the wilds of Oregon.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/14270
Subject Headings: Kesey, Ken--Characters--Teachers., Kesey, Ken.--One flew over the cuckoo's nest., Kesey, Ken.--Sometimes a great notion.
Format: Document (PDF)

Title: RECRUITMENT, PROGRAMS AND RETENTION OF DISADVANTAGED YOUTH IN FLORIDA COMMUNITY-JUNIOR COLLEGES.
Creator: ANDERSON, DAVID LEE., Florida Atlantic University
Abstract/Description: The purpose of this study was to determine effectiveness of the recruitment methods, programs available, and retention methods and procedures used for the disadvantaged youth in Florida Public Community Junior Colleges. In order to identify and compare evidence related to this purpose a survey questionnaire was sent to the counseling department in each college. The questionnaire was constructed to obtain data from these areas: (1) methods of recruitment, (2) identification of ethnic and...
Show moreThe purpose of this study was to determine effectiveness of the recruitment methods, programs available, and retention methods and procedures used for the disadvantaged youth in Florida Public Community Junior Colleges. In order to identify and compare evidence related to this purpose a survey questionnaire was sent to the counseling department in each college. The questionnaire was constructed to obtain data from these areas: (1) methods of recruitment, (2) identification of ethnic and economic categories included in disadvantagement, (3) methods of selection of students, (4) material aid given by college to disadvantaged students, (4) extent and effectiveness of vocational and occupational programs, (6) the present status of student retention, and (7) follow up programs on dropouts. The questionnaire was sent to five Florida Community Junior Colleges for their reaction and response. Three of the five respondents mentioned an imbalance in emphasis between recruitment and programs and between programs and retention. After consultation with an advisor, several more questions on programs were added to correct imbalance and add other pertinent information to the study. The questionnaire was sent to the 28 Florida Community Colleges and seven of their satellite campuses. Community Junior Colleges surveyed were identified by the 1971-72 edition of the American Association of Community Junior College's Directory. Of the 23 out of 35 questionnaires which were filled out by the community junior colleges, 18 were reported by major campuses and 5 were from satellite campuses, representing 64.3% of the total surveyed. Every questionnaire that was returned was utilized in the statistical analysis, and is reflected in the above percentage of those surveyed. Chapter II shows an analysis of data for the entire study and a preliminary discussion of recruitment and retention. The statistical treatment of the findings for recruitment and retention is given in detail. Chapter III reflects a preliminary discussion of programs, and the analysis of results of the programs now in operation for disadvantaged students. Chapter IV records final findings and implications. Major Conclusions and Implications: The Florida community colleges in fact have both diverse offerings and student populations. Documentation of the commitment to serve in general is more evident than research to determine specific opportunity for the disadvantaged. Special training programs are geared to the academic offering of the college with conservative emphasis on remediation. There seems to be an unwillingness to admit a need for institutional change, especially as programs relate to retention.
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Date Issued: 1973
PURL: http://purl.flvc.org/fcla/dt/11627
Subject Headings: Junior college students--Florida, Junior colleges--Florida, Community colleges--Florida, Education, Higher, Teaching--Aids and devices, Community college teachers
Format: Document (PDF)

Title: Teacher collegiality and collaboration in exemplary high school math departments.
Creator: Numeroff, Donna., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description: Research maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the...
Show moreResearch maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the state of Florida were involved in this multi-site case study. The researcher collected data from interviews, observations, and documents. Sixty-one math teachers including department chairs were individually interviewed. These interviews were transcribed and coded for commonalities. Observations were recorded during teacher planning hours, department meetings, and teacher lunch times. Also, pertinent documents such as course syllabi, department mission statements, school mission statements, and school improvement plans were collected. All data were triangulated and analyzed, and findings support that collegial relationships impact teachers' work lives, which reduce uncertainty and stress; collegial departments are tightly structured democratic systems where distributed leadership increases instructional effectiveness and creates a familial environment; collaborative cultures affect student learning by emphasizing a fair and equitable education for all students improving parental involvement; and the department chair as instructional and managerial leader plays a major role as a change agent within the professional collegial community.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12128
Subject Headings: Teachers--Professional relationships, Educational leadership--Case studies, Classroom management--Florida--Case studies, Mathematics--Study and teaching (Secondary)
Format: Document (PDF)

Title: The impact of community college presidents' mentoring practices on protege success.
Creator: Ray, Magdala T., Florida Atlantic University, Pisapia, John
Abstract/Description: Filling the pipeline to the community college presidency with diverse and qualified candidates who mirror the demographics of the student population and who are prepared to lead amidst the complexity of the 21st century institution can be accomplished through a variety of strategies. This study focuses on the impact of current community college presidents' mentoring activities on the career advancement of their proteges---in whom they see the potential to fulfill the requirements for...
Show moreFilling the pipeline to the community college presidency with diverse and qualified candidates who mirror the demographics of the student population and who are prepared to lead amidst the complexity of the 21st century institution can be accomplished through a variety of strategies. This study focuses on the impact of current community college presidents' mentoring activities on the career advancement of their proteges---in whom they see the potential to fulfill the requirements for community college leadership as a president. The profile of contextual factors (age, gender, ethnicity, geographic location and duration of the mentoring relationship) and mentoring activities developed through this study reveals that current community college presidents are involved in guiding their proteges by teaching the job, providing challenge, and teaching the politics of the job. They are helping their proteges through career help, protection and sponsorship, and they are encouraging their proteges through career counseling, friendship and demonstrated trust. Of the contextual factors and mentoring activities, the two which are most significant in predicting protege career advancement are the duration of the mentoring relationship and the teaching of the politics of the job. Implications and recommendations derived from this study include training and development of mentor/protege relationships within the community college system for better awareness and understanding of the mentoring activities and continued emphasis on increased mentoring opportunities for minorities.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12102
Subject Headings: Mentoring in education, College teachers--In-service training, Educational leadership, Community college presidents--United States, Community college administrators, Career development--United States
Format: Document (PDF)

Title: Investigation of the value of teacher leadership capacity-building: Implementation of an intervention framework to raise student achievement.
Creator: Nowocien, Darlene J., Florida Atlantic University, Guglielmino, Lucy M., Acker-Hocevar, Michele A.
Abstract/Description: The purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers'...
Show moreThe purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers' classroom practices; (c) teachers' readiness for self-directed learning; and (d) student achievement. The study addressed four research questions and three hypotheses. Following the professional development intervention, teachers' perceived changes in their professional practices were documented on a self-report survey, with the greatest positive change reported in types and variety of instructional practices. Significant gains were found in teachers' observed effective behaviors (Florida Performance Measurement System scores), teachers' Self-directed Learning Readiness Scale scores and student achievement in reading. The outcomes, while they cannot, of course, be solely attributed to the intervention, support the concept that teacher leadership capacity is built from within when teachers are encouraged to take a greater responsibility for the design and implementation of their professional development and to share their strengths with their colleagues in a true learning community. The intervention was implemented in an at-risk school, but it provides a framework that can be replicated elsewhere. This project required a commitment of resources for observations, peer coaching, modeling instructional strategies, team meetings, reflective team planning, team data analysis, and a variety of professional development sessions chosen and designed by staff that took place both within and outside of the regularly scheduled workday. The school district, an outside private foundation, and additional grants provided funding for most expenses, including an on-site professional development facilitator. Further follow-up research is warranted given the brevity of this study and the time needed for systemic change.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12163
Subject Headings: Academic achievement--Measurement, Educational leadership--United States, Teacher participation in administration--United States, School improvement programs--United States, Educational change--United States
Format: Document (PDF)

Title: Sustaining reform efforts in Broward County schools: A study of the Coalition of Essential Schools.
Creator: Moffitt, Sharon., Florida Atlantic University, Pisapia, John
Abstract/Description: States, districts and schools continuously institute school reforms that propose to meet the needs of all students. Reform efforts come and go at such a rapid pace, it is often difficult for a school to participate in a reform effort long enough to give it a chance to succeed. This study looked at the internal and external contextual factors that contribute to the sustainability of a reform effort within a school. The purpose of this study was to determine the relationship of the level of...
Show moreStates, districts and schools continuously institute school reforms that propose to meet the needs of all students. Reform efforts come and go at such a rapid pace, it is often difficult for a school to participate in a reform effort long enough to give it a chance to succeed. This study looked at the internal and external contextual factors that contribute to the sustainability of a reform effort within a school. The purpose of this study was to determine the relationship of the level of integration of the core values of the Coalition Of Essential Schools (CES) into the management and instructional practices of the school and sustainability of the reform effort. This research is based on the belief that reform efforts must be maintained long enough to become the "way we do things" to have a significant impact on student achievement. Thirty schools within Broward County participated in this study. A survey questionnaire was developed by the researcher and 252 responses were returned. This study employed a quantitative study that was correlational in nature. Principal turnover results were surprising, as principals changed, sustainability rates rose. Findings indicate principal turnover and coordinator turnover had little impact on integration levels of the core values into the school's practices. The correlation between a school's socio economic status and sustainability found that schools with high numbers of students on free and reduced priced lunch had lower rates of sustainability. Research also indicated schools who were CES members for more than four years had high levels of integration of the core values into the school's practices. Finally, research showed that teacher turnover had a significant relationship to the level of integration of the core values of the CES into the school's practices and to the sustainability of the reform effort within the school.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12209
Subject Headings: Coalition of Essential Schools, Educational change--Florida--Broward County--Case studies, Teacher-administrator relationships, School management and organization
Format: Document (PDF)

Title: Teacher involvement in school reform.
Creator: Urban, Vickie Dodds, Florida Atlantic University, Maslin-Ostrawski, Patricia
Abstract/Description: This exploratory and descriptive case study of a cadre of teachers focused on their involvement in school reform through their participation as facilitators and coordinators in the Coalition of Essential Schools (CES) in the Broward County, FL Public School System. The purpose of the research was twofold. First, the research was conducted for the purpose of trying to discover characteristics common to the CES facilitators and coordinators used in this study. Second, the research was conducted...
Show moreThis exploratory and descriptive case study of a cadre of teachers focused on their involvement in school reform through their participation as facilitators and coordinators in the Coalition of Essential Schools (CES) in the Broward County, FL Public School System. The purpose of the research was twofold. First, the research was conducted for the purpose of trying to discover characteristics common to the CES facilitators and coordinators used in this study. Second, the research was conducted to describe the experiences and attitudes of these CES facilitators and coordinators in regard to their school reform efforts. Thirty-seven CES facilitators and coordinators participated in the quantitative part of the study. Thirteen of those 37 were interviewed for the qualitative portion of the research. Research showed that the participants in this study were highly self-directed, lifelong learners who were committed to education and school reform. Besides revealing the participants' perceptions of the benefits of involvement in school reform, the research also showed that many of the participants spent less time in the classroom as their role in school reform increased. Finally, the research showed that there are a growing number of teacher leaders who, having taken on new roles and responsibilities, do not fit in the present school organizational structure.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12530
Subject Headings: Educational change--Florida--Broward County--Case studies, Coalition of Essential Schools, Teacher-administrator relationships, School management and organization
Format: Document (PDF)

Title: Teacher perspectives on the effect of the Florida Public Accountability System on the middle school classroom.
Creator: Roberts, Helen, Florida Atlantic University, Jurenas, Albert C.
Abstract/Description: The Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement...
Show moreThe Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement studies, drop out studies, and other data had been analyzed, little research focused on the impact of the FCAT from the perspective of the classroom teacher. This study examines the impact of the Florida Public Accountability System and the FCAT on the middle school classroom from the teacher's perspective. A survey of 130 middle school teachers was conducted in the spring of 2004. The study included closed-ended questions and space for additional comments. The impact was measured based on three variables, the impact on instructional methodologies, the impact on the quality of education and the impact on job satisfaction. Each of these variables was further analyzed to see if the grade of the school in which the teacher works has an effect on their responses to the survey. Furthermore, an analysis was conducted to determine if the subject area which the teacher teaches affected responses to the survey. Results indicate that responses are split on the majority of questions relating to the impact of the FCAT and the Florida Public Accountability System on both the instructional methodologies in classrooms and on the quality of education. These results showing both positive and negative responses between individual teachers indicate a lack of agreement within the teaching profession and create an interesting dynamic for school leaders. The results indicate less disagreement on the effects on job satisfaction with teachers reporting little impact on their own personal job satisfaction however, more impact on staff morale. A school's grade did not appear to influence differences in responses. However, the subject areas that a teacher reported teaching did seem to influence teacher responses. With increasing emphasis on accountability in mind, including Federal No Child Left Behind requirements, further research in this area is recommended.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12160
Subject Headings: Educational accountability--Florida, Educational tests and measurements--Florida, Academic achievement--Florida, Florida Comprehensive Assessment Test, Middle school education, Middle school teachers--Florida--Attitudes
Format: Document (PDF)

Title: 1989 Distinguished Teacher of the Year, Dr. D.V. Reddy.
Creator: Florida Atlantic University
Abstract/Description: Dr. D.V. Reddy, Professor of Ocean Engineering, College of Engineering, Florida Atlantic University
PURL: http://purl.flvc.org/fau/fd/faua0003448
Subject Headings: Florida Atlantic University -- History, Florida Atlantic University -- Faculty, Florida Atlantic University -- Photographs, Florida Atlantic University -- Archives, Florida Atlantic University -- Distinguisehd Teacher of the Year
Format: Image (JPEG2000)

Title: 1992 Distinguished Teacher of the Year, Dr. Raymond Mohl.
Creator: Florida Atlantic University
Abstract/Description: Dr. Raymond Mohl, Professor of History Dorothy F. Schmidt College of Arts and Letters, Florida Atlantic University
PURL: http://purl.flvc.org/fau/fd/faua0003447
Subject Headings: Florida Atlantic University -- History, Florida Atlantic University -- Faculty, Florida Atlantic University -- Photographs, Florida Atlantic University -- Archives, Florida Atlantic University -- Distinguisehd Teacher of the Year
Format: Image (JPEG2000)

Title: 1995 Distinguished Teacher of the Year, Dr. Jill Winland-Brown.
Creator: Florida Atlantic University
Abstract/Description: Distinguished Teacher of the Year, Dr. Jill Winland-Brown, 1995 Professor of Nursing, College of Nursing, Florida Atlantic University
PURL: http://purl.flvc.org/fau/fd/faua0003495
Subject Headings: Florida Atlantic University -- History, Florida Atlantic University -- Faculty, Florida Atlantic University -- Photographs, Florida Atlantic University -- Archives, Florida Atlantic University -- Distinguisehd Teacher of the Year
Format: Image (JPEG2000)

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