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- Title
- A CONCURRENT VALIDATION OF THE INSTRUCTIONAL STYLES INVENTORY USING COMMUNITY COLLEGE MATH AND SOCIAL SCIENCE TEACHERS.
- Creator
- LOPEZ, RICHARD., Florida Atlantic University
- Abstract/Description
-
The purposes of this study were: (1) to gather reliability data on the Instructional Styles Inventory; (2) to gather concurrent validity data on the inventory and (3) to determine if either an individual's graduate preparation or his academic discipline, or both, influence his instructional style. Test/retest reliability coefficients for the Instructional Styles Inventory were obtained on a sample of 50 Florida International University faculty. Approximately a ten week interval elapsed...
Show moreThe purposes of this study were: (1) to gather reliability data on the Instructional Styles Inventory; (2) to gather concurrent validity data on the inventory and (3) to determine if either an individual's graduate preparation or his academic discipline, or both, influence his instructional style. Test/retest reliability coefficients for the Instructional Styles Inventory were obtained on a sample of 50 Florida International University faculty. Approximately a ten week interval elapsed between administrations. Relatively low reliability coefficients were obtained, ranging from .172 to .767, with only three elements (Independence, Numeric and Influence) significant at the .05 level. The analysis of the interaction effect revealed a non-significant F ratio indicating that graduate preparation and academic discipline did not interact to influence the scores for the elements assessed in the inventory. The analysis of the main effect of graduate degree also produced a non-significant F ratio. This indicated that there were no significant differences between community college teachers with education degrees and those with non-education degrees across the elements assessed in the inventory.
Show less - Date Issued
- 1977
- PURL
- http://purl.flvc.org/fcla/dt/11684
- Subject Headings
- College teaching, Educational tests and measurements
- Format
- Document (PDF)
- Title
- THE CONSTRUCTION AND IMPLEMENTATION OF A VISIBLE RANGE SPECTROPHOTOMETER FOR HIGH SCHOOL CHEMISTRY.
- Creator
- Helmick, Robert William, Florida Atlantic University
- Abstract/Description
-
An inexpensive visible range spectrophotometer of good instructional value is prepared as a means of introducing instrumental analysis to the high school chemistry curriculum. Design and details of construction of the spectrophotometer are presented and five standard spectrophotometric experiments are adapted for high school chemistry. The five experiments are used to correlate results obtained with the inexpensive spectrophotometer to those obtained with a commercial spectrophotometer, the...
Show moreAn inexpensive visible range spectrophotometer of good instructional value is prepared as a means of introducing instrumental analysis to the high school chemistry curriculum. Design and details of construction of the spectrophotometer are presented and five standard spectrophotometric experiments are adapted for high school chemistry. The five experiments are used to correlate results obtained with the inexpensive spectrophotometer to those obtained with a commercial spectrophotometer, the Bausch and Lomb Spectronic 20.
Show less - Date Issued
- 1974
- PURL
- http://purl.flvc.org/fcla/dt/13666
- Subject Headings
- Chemistry--Study and teaching (Secondary), Spectrophotometry
- Format
- Document (PDF)
- Title
- A REALISTIC APPROACH TO THE TEACHING OF BASIC JUNIOR HIGH SCIENCE STUDENTS.
- Creator
- STULL, DONNA JEAN., Florida Atlantic University
- Abstract/Description
-
Changes took place in the science curriculum during the 1960's; the "classical" approach was discarded for laboratory oriented courses. The courses were excellent for highly motivated students but little was developed for the slow or basic students. This author found that in trying to develop a course for basics, one must look at the students and develop a program around their needs. They need to teel important and that they are not failures. This writer also found the teacher to be of prime...
Show moreChanges took place in the science curriculum during the 1960's; the "classical" approach was discarded for laboratory oriented courses. The courses were excellent for highly motivated students but little was developed for the slow or basic students. This author found that in trying to develop a course for basics, one must look at the students and develop a program around their needs. They need to teel important and that they are not failures. This writer also found the teacher to be of prime importance to the su.ccess of the program, strict discipline and lecturing will not work with the basic students. The teacher must be willing to remove failure from the classroom, make the material sufficiently elementary, arouse curiosity, and make the material appealing and relevant. A basic program must be based on a humanistic approach, if the children are to learn.
Show less - Date Issued
- 1971
- PURL
- http://purl.flvc.org/fcla/dt/13460
- Subject Headings
- Science--Study and teaching (Secondary)
- Format
- Document (PDF)
- Title
- REALISTIC OBJECTIVES FOR A SECONDARY SCHOOL PHYSICS PROGRAM.
- Creator
- Hanisch, John L., Florida Atlantic University
- Abstract/Description
-
The steady decline in the enrollment of students in the physics program at the secondary school level demands a reevaluation of the objectives of the present program. The real problems which are present in the school today are discussed, and the present objectives and courses are analyzed and rejected because they do not solve these problems. A new set of objectives is suggested and a course which meets these goals is discussed. A sample three week unit from the course is designed and shows...
Show moreThe steady decline in the enrollment of students in the physics program at the secondary school level demands a reevaluation of the objectives of the present program. The real problems which are present in the school today are discussed, and the present objectives and courses are analyzed and rejected because they do not solve these problems. A new set of objectives is suggested and a course which meets these goals is discussed. A sample three week unit from the course is designed and shows that the course is practical and can be incorporated on a national level.
Show less - Date Issued
- 1971
- PURL
- http://purl.flvc.org/fcla/dt/13425
- Subject Headings
- Physics--Study and teaching (Secondary)
- Format
- Document (PDF)
- Title
- STUDENT ACHIEVEMENT IN INTERMEDIATE ACCOUNTING THEORY WHO COMPLETED PRINCIPLES OF ACCOUNTING AT A COMMUNITY/JUNIOR COLLEGE OR THE SUBSTITUTE COURSE AT FLORIDA ATLANTIC UNIVERSITY.
- Creator
- HOLLIS, JOSEPH EARL., Florida Atlantic University, Council, Charles T.
- Abstract/Description
-
The purpose of this study was to examine the level of academic achievement in Intermediate Accounting Theory I and II of community/junior college students who completed Principles of Accounting I and II before matriculating at Florida Atlantic University and those who followed an alternate track and completed a substitute course at Florida Atlantic University after matriculation. The Scheffe method of multiple comparison was used to determine if significant differences exist at the .05 level....
Show moreThe purpose of this study was to examine the level of academic achievement in Intermediate Accounting Theory I and II of community/junior college students who completed Principles of Accounting I and II before matriculating at Florida Atlantic University and those who followed an alternate track and completed a substitute course at Florida Atlantic University after matriculation. The Scheffe method of multiple comparison was used to determine if significant differences exist at the .05 level. Sixteen hypotheses were tested comparing academic achievement in Principles of Accounting I and II or the substitute course with Intermediate Accounting I and II. Students were grouped as matriculating from Broward Community College, Miami-Dade Community College, Palm Beach Junior College, other Florida community/junior colleges, out-of-state community colleges or having completed the substitute course. These groups were then sub-grouped by grade level achievement in Principles of Accounting I and II. The F probabilities should be interpreted in light of the small N within some of the sub-groups. There is no significant difference between the grades received in Intermediate Accounting Theory I and II by students who completed Principles of Accounting I and II at a junior college and those who completed the substitute course at Florida Atlantic University. Significant differences do exist within some junior colleges when grouped by grade scale, but there seems to be no consistent pattern. The substitute course students had significant differences in Intermediate Accounting Theory I and II with substitute course.
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fcla/dt/11673
- Subject Headings
- Accounting--Study and teaching (Higher)
- Format
- Document (PDF)
- Title
- A STUDY OF WITHDRAWALS OF MATHEMATICS STUDENTS AT INDIAN RIVER COMMUNITY COLLEGE.
- Creator
- DEAL, THOMAS CONNOLLY., Florida Atlantic University, Smith, Lawrence E.
- Abstract/Description
-
The purpose of this study was to determine the relationship between students who withdrew from selected mathematics courses and students who completed selected mathematics courses at Indian River Community College for the academic years 1975-76, 1976-77, and 1977-78. Summary: Two types of withdrawals were considered; formal withdrawal and informal withdrawal. Formal withdrawal was defined to be those students who officially withdrew from a course. Informal withdrawal was defined to be those...
Show moreThe purpose of this study was to determine the relationship between students who withdrew from selected mathematics courses and students who completed selected mathematics courses at Indian River Community College for the academic years 1975-76, 1976-77, and 1977-78. Summary: Two types of withdrawals were considered; formal withdrawal and informal withdrawal. Formal withdrawal was defined to be those students who officially withdrew from a course. Informal withdrawal was defined to be those students who ceased to attend class but had not gone through official channels of withdrawal. In analyzing the problem of withdrawals, prerequisite skills and the socio-economic level of the student were considered. The lack of prerequisite skills was determined by the score the students attained on the Indian River Community College Mathematics Placement Test. The socio-economic level of the student was determined by whether or not the individual was receiving financial assistance through a Basic Economic Opportunity Grant. A review of the literature showed that many factors contributed to the success or failure of students. Among the many factors were necessary prerequisite skills and socio-economic level of students, two areas of concentration in this study. Conclusions: 1. There was a significant difference in prerequisite skills between those students who withdrew and those students who completed selected mathematics courses. 2. There was a significant difference between the proportion of formal withdrawals from College Algebra for those students identified as socio-economically deprived and those students identified as nonsocio-economically deprived. 3. There was a significant difference between the proportion of informal withdrawals from the lower level freshman mathematics courses for students identified as socio-economically deprived and those students identified as nonsocio-economically deprived.
Show less - Date Issued
- 1978
- PURL
- http://purl.flvc.org/fcla/dt/11719
- Subject Headings
- Mathematics--Study and teaching--Florida
- Format
- Document (PDF)
- Title
- A comparison of the teaching styles of full-time and part-time community college faculty.
- Creator
- Johnson, Cynthia Smyth., Florida Atlantic University, Pisapia, John
- Abstract/Description
-
The purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six...
Show moreThe purpose of this study was to compare the teaching styles of full-time and part-time community college faculty. The Principles of Adult Learning Scale (PALS) and a modification of the PALS for students were used to measure teaching style. The PALS identifies the extent to which an instructor prefers a learner-centered or a teacher-centered style. The sample was comprised of 31 full-time and 42 part-time randomly selected faculty from seven Florida community colleges and 925 students. Six hypotheses were tested. The findings are summarized here: (1) There was a significant difference between full-time and part-time faculty in teaching style as measured by faculty self-report. Full-time faculty have a more teacher-centered preference than part-time faculty. (2) There was a significant difference between full-time and part-time faculty in teaching style as measured by student perception. Students perceived full-time faculty as more teacher-centered than part-time faculty. (3) There was a significant difference between faculty and student perceptions of teaching style. Students perceived faculty as more teacher-centered than faculty perceived themselves. (4) Faculty characteristics accounted for 17.4% of the variance in mean faculty PALS scores. (5) Student characteristics accounted for 4.2% of the variance in mean faculty PALS scores. (6) Course variables accounted for 47.7% of the variance in mean faculty PALS scores. Additional findings included: (1) Both full-time and part-time community college faculty prefer a teacher-centered style. (2) Students are more satisfied with the overall teaching style of part-time faculty than the teaching style of full-time faculty. (3) In regard to teaching style, part-time faculty are less influenced by the expectations of colleagues than full-time faculty. (4) As the number and percentage of faculty employed part time at community colleges have increased, the reasons adjunct faculty accept part-time employment have changed.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/12617
- Subject Headings
- Community college teachers, Adult education, Teaching
- Format
- Document (PDF)
- Title
- A comparative study of empathy of registered nurses based on academic preparation.
- Creator
- Eckler, Joanne Miller., Florida Atlantic University, Burrichter, Arthur W.
- Abstract/Description
-
The purpose of this study was to compare empathy levels of registered nurses based on three different types of academic preparation: associate degree (two-year program), diploma (three-year program), or baccalaureate degree (four-year program). The relationship of empathy to age, marital status, parental status, clinical experience, and length of time in practice was also investigated. Subjects (n = 122) for the study were registered nurses working at two acute care health settings in the...
Show moreThe purpose of this study was to compare empathy levels of registered nurses based on three different types of academic preparation: associate degree (two-year program), diploma (three-year program), or baccalaureate degree (four-year program). The relationship of empathy to age, marital status, parental status, clinical experience, and length of time in practice was also investigated. Subjects (n = 122) for the study were registered nurses working at two acute care health settings in the southeast metropolitan area of Florida. Two instruments were used: (a) Empathy Construct Rating Scale (ECRS), and (b) a demographic information questionnaire. The ECRS was chosen because of its proven construct validity and specificity to nursing (LaMonica, 1981). The demographic questionnaire assisted the investigator to determine any relationship between level of empathy and the aforementioned variables. A regression analysis was performed first to determine any relationship between empathy levels of registered nurses and the demographic variables. No significant relationship was found between professional preparation and the demographic variables. A one-way analysis (ANOVA) was performed to assess the strength and direction of the relationship between academic preparation and empathy. Using 0.05 level of significance as the criterion, statistical analysis revealed there was no relationship between registered nurses' academic preparation and level of empathy.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/12395
- Subject Headings
- Nursing--Study and teaching, Caring, Nursing
- Format
- Document (PDF)
- Title
- THE MANAGEMENT TRAINING NEEDS OF NON-NATIONAL CPA FIRMS.
- Creator
- SANITATE, FRANK., Florida Atlantic University, Bell, Gordon
- Abstract/Description
-
This is a study of the felt need for and current participation in management training by non-national certified public accounting firms. The data was gathered by questionnaire and shows that firms: - receive far less management training than desired - give it top priority over technical training for partners, and middle priority for high supervisory staff - prefer management training in certain areas over others - prefer outside sources, primarily their professional associations, to provide...
Show moreThis is a study of the felt need for and current participation in management training by non-national certified public accounting firms. The data was gathered by questionnaire and shows that firms: - receive far less management training than desired - give it top priority over technical training for partners, and middle priority for high supervisory staff - prefer management training in certain areas over others - prefer outside sources, primarily their professional associations, to provide training courses - feel it is not available enough to them. Yet, in actual practice they participate in and plan to participate in far less management training than they claim they want.
Show less - Date Issued
- 1978
- PURL
- http://purl.flvc.org/fcla/dt/13910
- Subject Headings
- Management--Study and teaching, Business education
- Format
- Document (PDF)
- Title
- HUMAN GENETICS LABORATORY MANUAL.
- Creator
- BUTLER, CAROL S., Florida Atlantic University, Stewart, Herbert H.
- Abstract/Description
-
The author prepared a college sophomore level genetics laboratory manual. The laboratory exercises are unique in that the student studies human organisms instead of the usual non-human plants and animal specimens. The one exception is "Polytene Chromosomes," in which the student studies Drosouhila. Most of the exercises are original; "Polymorphonuclear Leucocytes" and "Polytene Chromosomes," however, are revisions of portions of existing laboratory experiments. The manual should appeal to...
Show moreThe author prepared a college sophomore level genetics laboratory manual. The laboratory exercises are unique in that the student studies human organisms instead of the usual non-human plants and animal specimens. The one exception is "Polytene Chromosomes," in which the student studies Drosouhila. Most of the exercises are original; "Polymorphonuclear Leucocytes" and "Polytene Chromosomes," however, are revisions of portions of existing laboratory experiments. The manual should appeal to biology, physical anthropology, physical education, and psychology majors, and should be especially helpful to students planning careers in the medical professions. A knowledge of first year biology, elementary chemistry and mathematics including basic probability and statistics should be prerequisites. The twelve laboratory exercises assume that the student has had little exposure to genetics in the first year general biology course. The first three exercises, "The Physical Basis of Heredity," "Phenotypic Observations, Genotypic Deductions, Inheritance Predictions," and "Pedigree Chart in Genetic Analysis" are interesting, uncomplicated sessions which should give the students an anticipation of the semester's work. The fourth and fifth experiments are methods of determining femaleness in epithelial mucosal cells and in polymorphonuclear leucocytes. Exercise six, "A General Approach to Genetic Counseling," is not usually included in Human Genetics texts. It gives the student opportunity for personal growth and for professional consideration. The seventh exercise, "Lymphocyte Cultures," is divided into two sessions. Although the two parts are long, they are worth doing for the experience in exact timing and measurements, sterile techniques, proper dehydration, staining, and mounting that produce very fine permanent slides of the students' own chromosomes. For more detail of chromosomes, "Polytene Chromosomes" is included. Although prosophila is substituted for Homo sapiens in this laboratory session, the exercise is worthy of inclusion to provide additional experience in microtechnique and histological procedures as added knowledge for the second year student. The following exercise, "Human Chromosomes," properly is for two sessions. The student may go through the procedures of preparing his own karyotype, or he may prepare a karyotype of an unknown individual. The student learns the human chromosomes as defined by arm length and centromere position. "Dermatoglyphics" is interesting in that it shows sexual dimorphisms. Students so inclined may go on with the genetic similarities of races and of geographical areas as evidencep by dermatoglyphics. By the time the last two exercises are to be performed, the students are prepared for the complexity of "Hemoglobin Polymorphism in Selected Human Populations" and "Specific Genomes and the Degree of Relatedness." With the continuation of genetic research, the possibilities for additional exercises are almost limitless.
Show less - Date Issued
- 1974
- PURL
- http://purl.flvc.org/fcla/dt/11642
- Subject Headings
- Human genetics--Study and teaching
- Format
- Document (PDF)
- Title
- DEALING WITH PROSPERITY AND DEPRESSION: THE INTEREST METHOD IN A COMMUNITY COLLEGE HISTORY UNIT.
- Creator
- MOSES, JAMES HENRY., Florida Atlantic University, Mohl, Raymond A.
- Abstract/Description
-
This thesis contends that using the interest method of teaching history motivates learning and maintains the challenge of teaching. The philosophy behind the interest method stems from the conflict between elitist and realist thinking at the community college level. This clash is often reflected in poor student-response and in effective teaching. The interest method integrates the positive points of each philosophy. All student levels are served without sacrificing individual achievement...
Show moreThis thesis contends that using the interest method of teaching history motivates learning and maintains the challenge of teaching. The philosophy behind the interest method stems from the conflict between elitist and realist thinking at the community college level. This clash is often reflected in poor student-response and in effective teaching. The interest method integrates the positive points of each philosophy. All student levels are served without sacrificing individual achievement groups or course material. The instructor's intellectual activity is also stimulated promoting teaching efficiency and enthusiasm. The prosperity and depression decades (1920-1940) are chosen to best illustrate the interest method.
Show less - Date Issued
- 1971
- PURL
- http://purl.flvc.org/fcla/dt/13432
- Subject Headings
- History--Study and teaching., Community colleges.
- Format
- Document (PDF)
- Title
- A SELF-RELIANT APPROACH TO CHEMICAL INSTRUMENTATION.
- Creator
- N'GURUMO, N'DETENGA., Florida Atlantic University, Schultz, Franklin A., Charles E. Schmidt College of Science, Department of Chemistry and Biochemistry
- Abstract/Description
-
This thesis was planned to aid teachers in introducing chemical instrumentation in upper secondary or undergraduate chemistry courses. The problems encountered and solved in the construction of a single beam visible range spectrophotometer, conductance bridge, and polarimeter are described. Experiments were carried out with each instrument to demonstrate their efficiency as compared to commercial models. Pertinent theory on the operation of the instruments is included that can be easily...
Show moreThis thesis was planned to aid teachers in introducing chemical instrumentation in upper secondary or undergraduate chemistry courses. The problems encountered and solved in the construction of a single beam visible range spectrophotometer, conductance bridge, and polarimeter are described. Experiments were carried out with each instrument to demonstrate their efficiency as compared to commercial models. Pertinent theory on the operation of the instruments is included that can be easily understood by students on this educational level. Construction of the instruments is simple and inexpensive, which allows schools with limited budgets to introduce topics on instrumentation into the chemistry curriculum.
Show less - Date Issued
- 1974
- PURL
- http://purl.flvc.org/fcla/dt/13690
- Subject Headings
- Chemistry--Study and teaching (Secondary)
- Format
- Document (PDF)
- Title
- VERIFICATION OF ECONOMICS AND MARKETING COMPETENCIES AS PERCEIVED BY MID-LEVEL AVIATION MANAGERS AND EVALUATION OF THE IDECC EM LAPS AS AN ENABLING STRATEGY TO ACHIEVE THESE COMPETENCIES.
- Creator
- WEATHERFORD, PHILIP APEL., Florida Atlantic University, Buckner, Leroy M.
- Abstract/Description
-
The dual purpose of this study was to verify if the Interstate Distributive Education Curriculum Consortium (IDECC) Economics-Marketing (EM) competencies were foundational to the job performance of mid-level aviation managers, and evaluate the effectiveness of the IDECC EM Learning Activity Packages (LAPs) in teaching the concepts and understandings for EM competency achievement. The IDECC EM LAPs were also evaluated to determine their effectiveness in teaching college and university academic...
Show moreThe dual purpose of this study was to verify if the Interstate Distributive Education Curriculum Consortium (IDECC) Economics-Marketing (EM) competencies were foundational to the job performance of mid-level aviation managers, and evaluate the effectiveness of the IDECC EM Learning Activity Packages (LAPs) in teaching the concepts and understandings for EM competency achievement. The IDECC EM LAPs were also evaluated to determine their effectiveness in teaching college and university academic content areas as opposed to occupational skills. A judgment sample was drawn of mid-level aviation managers located in the central portion of Florida, and students enrolled in a business management course at an aeronautical university. A Likert five-position scale survey instrument was administered to obtain perceptions of agreement or disagreement with the EM competency statements. A quasi-experimental non-equivalent control group research design was used to evaluate the instructional delivery system. Each intact class section was randomly assigned to one of three instructional treatments: IDECC EM LAPs, modified IDECC EM lecture only, and traditional lecture method. The groups were administered a pre-test and post-test. Group gains and achievement were evaluated. Major findings and conclusions were: (1) Managers and students perceived the EM competencies foundational to job performance; (2) The IDECC EM LAPs resulted in significantly higher student gain and achievement; (3) IDECC EM LAPs were an effective instructional delivery system; (4) IDECC EM LAPs were effective in teaching academic content; and (5) IDECC EM LAPs were effective for teaching college and university business subjects. Implications relative to student achievement, motivation, curriculum design, and contingency style management for instruction were presented. Proposals for future application and research involving new areas of competency development and instruction, and learning styles research were made.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11825
- Subject Headings
- Aeronautics--Management--Study and teaching
- Format
- Document (PDF)
- Title
- IS IT ENOUGH? EXAMINING INSTRUCTIONAL MANAGEMENT IN A NEW PARADIGM OF TEACHING AND LEARNING.
- Creator
- Critelli Jr., John E., Reyes-Guerra, Daniel, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
For decades, educational leadership researchers have focused on school leadership behaviors, competencies, and skills that impact student outcomes measured by the students’ performance on standardized tests. This practice has narrowed the focus for how the field approaches teaching and learning and the evaluation models that measure school, teacher, leader, and student academic performance. To examine leadership and teaching and learning that support the development of the whole child and not...
Show moreFor decades, educational leadership researchers have focused on school leadership behaviors, competencies, and skills that impact student outcomes measured by the students’ performance on standardized tests. This practice has narrowed the focus for how the field approaches teaching and learning and the evaluation models that measure school, teacher, leader, and student academic performance. To examine leadership and teaching and learning that support the development of the whole child and not just their performance on exams, this quantitative study set out to examine: Is there a relationship between a school leadership teams’ prioritization of SEL, their instructional management practice, and the teachers’ use of SEL pedagogy in the classroom? To examine the research question, a set of five sub-research questions were developed to organize and guide this work. Interest to participate in this study was gained by aligning the research to the district’s strategic plan. The sample included 107 teacher participants drawn from five participant public elementary schools in a large diverse urban school district. Data applied in the analysis were collected through the application of three instruments. Two of the instruments were developed and pilot tested as part of this research. The results of this research indicate that despite the ample evidence that shows instructional management having a positive impact on student learning, its effect on the pedagogies examined that support the development of social and emotional competence was limited. The greatest contribution of this study was the development of a valid and reliable tool to evaluate ten social and emotional learning teacher/pedagogical practices.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014176
- Subject Headings
- Educational leadership, Effective teaching, Instructional management, Learning
- Format
- Document (PDF)
- Title
- Conch in the classroom: integrating queen conch activities in the curriculum.
- Creator
- Shawl, Amber L., Harbor Branch Oceanographic Institute
- Date Issued
- 2006
- PURL
- http://purl.flvc.org/FCLA/DT/2144791
- Subject Headings
- Marine biology --Study and teaching --Florida, Queen conch, Marine sciences --Study and teaching --Florida
- Format
- Document (PDF)
- Title
- Clinical nurse leader [SM] stories: a phenomenological study about the meaning of leadership at the bedside.
- Creator
- Sorbello, Barbara C., Christine E. Lynn College of Nursing
- Abstract/Description
-
A new role has been developed in nursing named the Clinical Nurse LeaderSM (CNL®). This new role positions the masters prepared nurse at the patient's bedside to oversee care coordination and serve as a resource for the clinical nursing team, and to bridge the gaps in health care delivery to better meet the needs of patients in all health care delivery settings. Since this is a new role, there is a paucity of research that has been conducted surrounding these nurses. A phenomenological...
Show moreA new role has been developed in nursing named the Clinical Nurse LeaderSM (CNL®). This new role positions the masters prepared nurse at the patient's bedside to oversee care coordination and serve as a resource for the clinical nursing team, and to bridge the gaps in health care delivery to better meet the needs of patients in all health care delivery settings. Since this is a new role, there is a paucity of research that has been conducted surrounding these nurses. A phenomenological investigation examined the lived experiences of CNLs® to gain understanding about the meaning of leadership at the point of care and to discover the unique expressions of living caring that CNLs® experience as they embark upon this new role in the acute care hospital setting. Ten CNL® participants were interviewed for this study. Their stories about patient situations and relationships with other disciplines were shared with rich description and emotion. Hermeneutic analysis of the text revealed six essential themes. Six essential themes emerged revealing the essence of leading at the bedside and living caring in the CNL® role: navigating safe passage, pride in making a difference, bringing the bedside point of view, knowing the patient as person, helping nurses to grow, and CNLs® needing to be known, understood and affirmed. Taken as a whole through a synthesis of the themes, the understanding of the meaning of leading to CNLs® includes keeping their patients safe, being proud of their accomplishments and the respect gained from others, as well as being a helper and advocate for other nurses., This is accomplished through their privileged place at the bedside, where they come to know their patients as person and work hand in hand with nursing colleagues. When CNLs® are supported by management, and their roles are planned and understood, they are more fully able to optimally practice and live and grow in caring.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/1930496
- Subject Headings
- Nurse practitioners, Nursing services, Administration, Study and teaching, Nursing, Study and teaching (Graduate), Nursing ethics
- Format
- Document (PDF)
- Title
- Fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices.
- Creator
- Harcarik, Michele., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge,...
Show moreThis mixed methods study investigates the relationship between fifth-grade teachers' social studies knowledge and beliefs and their relationship to classroom practices. Quantitative data were collected through a beliefs and classroom practices survey and 60-item knowledge test covering the areas of American History, America and the World, Political Philosophy and American Government, and The Market Economy, in order to provide a comprehensive picture of fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. Additionally, qualitative data were collected through individual and focus group interviews. These data were used to provide an in-depth look that expanded on fifth-grade teachers' knowledge, beliefs, and self-reported classroom practices relating to social studies. The findings of this study indicate that there is a relationship between teachers' beliefs and their self-reported classroom practices in the areas of resources, best practice, time, the Sunshine State Standards, and personal interest. While there were no significant relationships between teachers' knowledge of social studies as a whole and their self-reported classroom practices, there were several significant correlations found in the areas of American History and Political Philosophy and American Government. Further findings indicate that teaching experience and demographic variables, such as age, gender, and education level moderate some of these relationships. Implications and suggestions for further research are offered for elementary education, teacher education, and the field of social studies.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/369195
- Subject Headings
- Classroom management, Social sciences, Study and teaching (Elementary), Effective teaching, Educational accountability, Teacher effectiveness
- Format
- Document (PDF)
- Title
- Predictors of scientific understanding of middle school students.
- Creator
- Strate, Joshua Matthew., College of Education, Department of Teaching and Learning
- Abstract/Description
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The purpose of this study was to determine if middle school student scientific understanding could be predicted by the variables: standardized 5th grade score in science, standardized 5th grade score in mathematics, standardized 5th grade score in reading, student attitude towards science, socioeconomic status, gender, and ethnicity. The areas of the comprehensive literature review were trends in science learning and teaching, research in the K-12 science education arena, what factors have...
Show moreThe purpose of this study was to determine if middle school student scientific understanding could be predicted by the variables: standardized 5th grade score in science, standardized 5th grade score in mathematics, standardized 5th grade score in reading, student attitude towards science, socioeconomic status, gender, and ethnicity. The areas of the comprehensive literature review were trends in science learning and teaching, research in the K-12 science education arena, what factors have influenced K-12 science education, scientific understanding, what research has been done on K-12 scientific understanding, and what factors have influenced science understanding in the K-12 arenas. Based on the results of the literature review, the researcher of this study examined a sample of middle school 8th grade students. An Attitude Towards Science Survey (SATS) Simpson & Oliver (1990) and a Survey of Scientific Understandings (Klapper, DeLucia, & Trent, 1993) were administered to these 116 middle school 8th grade students drawn from a total population of 1109 who attend this middle school in a typical county in Florida during the 2010- 2011 school year. Multiple linear regression analysis was used to test each sub-hypothesis and to provide a model that attempted to predict student scientific understanding. Seven null sub-hypotheses were formed to determine if there were significant relationships between student scientific understanding and the abovementioned variables. The results of the tests of the seven null sub-hypotheses showed that the sub-hypothesis that involved socioeconomic status was rejected, which indicated that the socioeconomic status of a family does influence the level of scientific understanding of a student., Low SES students performed lower on the scientific understanding survey, on average, than high SES students. This study can be a source of information for teachers in low-income schools by recognizing potential areas of concern for low-income students in their science classrooms. The study is also a guide for administrators in developing science curriculum that is designed to remediate critical science content. Recommendations, further research, and implications for stakeholders in the science education process are then identified in order to focus on the concerns that these stakeholders need to address through a needs assessment.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3334102
- Subject Headings
- Science, Study and teaching (Middle school), Science teachers, Training of, Middle school teaching, Achievement in education
- Format
- Document (PDF)
- Title
- IMPROVING STUDENT WRITING WITH PEER TUTORS: INITIATING A WRITING FELLOWS PROGRAM AT FLORIDA ATLANTIC UNIVERSITY.
- Creator
- Domansky, Shaelyn, Galin, Jeffrey R., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
- Abstract/Description
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Writing Fellows Programs (WFP) are in effect among college campuses across the country, including the University of Wisconsin-Madison and Nova Southeastern University; however, Florida Atlantic University has yet to establish a peer tutoring program that is tied to writing-intensive courses that would enable disciplines across campus to share the responsibility of improving student writing instead of delegating the task to the English Department or college writing center. There is also an...
Show moreWriting Fellows Programs (WFP) are in effect among college campuses across the country, including the University of Wisconsin-Madison and Nova Southeastern University; however, Florida Atlantic University has yet to establish a peer tutoring program that is tied to writing-intensive courses that would enable disciplines across campus to share the responsibility of improving student writing instead of delegating the task to the English Department or college writing center. There is also an apparent disconnect between the writing skills being taught within the non-English Department courses and the work being done within the University Center for Excellence in Writing (UCEW) to teach the effectiveness of strong, academic writing to students. This disconnect can be eliminated with the help of peer tutors acting as the bridge connecting the faculty across the disciplines to the UCEW.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013299
- Subject Headings
- Writing--Study and teaching (Higher), Tutors and tutoring, Peer teaching, Florida Atlantic University
- Format
- Document (PDF)
- Title
- CRITICAL CARE COMPONENT OF UNDERGRADUATE NURSING EDUCATION: A STUDY OF PERCEPTIONS OF ASSOCIATE DEGREE AND BACCALAUREATE DEGREE NURSING FACULTY AND STUDENTS.
- Creator
- BLAIS, KATHLEEN KOERNIG, Florida Atlantic University, Burgess, Ernest E.
- Abstract/Description
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This study compared the perceptions of Associate (ADN) and Baccalaureate (BSN) nursing faculty and students regarding undergraduate critical care nursing education. The purposes were to: 1) identify attitudes and beliefs of ADN and BSN nursing faculty and students regarding undergraduate critical care nursing education; 2) explore the extent to which faculty perceptions differ in relation to student perceptions; 3) explore the extent to which faculty perceptions differ in relation to the...
Show moreThis study compared the perceptions of Associate (ADN) and Baccalaureate (BSN) nursing faculty and students regarding undergraduate critical care nursing education. The purposes were to: 1) identify attitudes and beliefs of ADN and BSN nursing faculty and students regarding undergraduate critical care nursing education; 2) explore the extent to which faculty perceptions differ in relation to student perceptions; 3) explore the extent to which faculty perceptions differ in relation to the types of program in which they are teaching; 4) explore the extent to which faculty perceptions differ in relation to their demographic and biographic characteristics; and 5) explore the extent to which student perceptions differ in relation to students in the alternative program of study. The Critical Care Nursing Education Questionnaire, was developed for use in this study by the investigator and administered to 50 Associate and Baccalaureate nursing faculty and 211 Associate and Baccalaureate nursing students. Descriptive and inferential statistical procedures were used to analyze the group responses. Significant differences were identified by ANOVA testing of the eight null hypotheses and led to rejection of four null hypotheses at the .05 level of significance. Perceptions of faculty regarding undergraduate critical care nursing education include: 1> instruction should be offered at the baccalaureate level of undergraduate nursing education; 2) students should be permitted to perform critical care nursing procedures under the guidance of a critical care nurse or nursing instructor; 3) such instruction should be general in nature, offered over one full semester with between 48 and 96 hours of clinical experience; 4) instruction should be an elective available to all senior students; 5) the intensive care unit is not threatening for students, rather undergraduate critical care nursing education helps students gain confidence in their basic nursing skills; and 6) upon graduation, students should not be expected to function as practitioners of critical care nursing. Students were in stronger agreement with such instruction being required in all undergraduate nursing programs. Baccalaureate students were more likely to believe that upon graduation the nurse should have the knowledge and skill to function as a beginning practitioner of critical care nursing. All faculty and students indicated that undergraduate exposure to critical care nursing is important.
Show less - Date Issued
- 1985
- PURL
- http://purl.flvc.org/fcla/dt/11860
- Subject Headings
- Nursing--Study and teaching (Associate degree), Intensive care nursing--Study and teaching
- Format
- Document (PDF)
