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Title: DESK-TOP KITS IN THE TEACHING OF INTRODUCTORY CHEMISTRY IN THE COMMUNITY COLLEGE: AN APPROACH BASED ON THE PIAGETIAN MODEL.
Creator: Baker, Marion Hale, Florida Atlantic University, Cook, Joseph B., Foley, Jack L.
Abstract/Description: Recent literature has suggested that many entering college students have not yet reached Piaget's formal operational level of intellectual development. The material in introductory chemistry, however, requires formal operational thought processes and chemistry instruction typically assumes that this level has been reached by students. The premise of this study was that if many introductory chemistry students have not yet reached formal operational levels but work exclusively at the concrete...
Show moreRecent literature has suggested that many entering college students have not yet reached Piaget's formal operational level of intellectual development. The material in introductory chemistry, however, requires formal operational thought processes and chemistry instruction typically assumes that this level has been reached by students. The premise of this study was that if many introductory chemistry students have not yet reached formal operational levels but work exclusively at the concrete operational stage, instruction should be directed toward concrete thought processes with the aim of helping the student advance from the concrete to the abstract. Desk-top kits containing chemicals, model-building materials and demonstration devices were distributed to each student during lecture. Each student handled the materials, contructed models and performed his own demonstrations as concepts were introduced. Relationships between the material or process itself (e.g., solutions or precipitation), seen firsthand, and the symbolic representation of that material or process were stressed. This study has demonstrated that, by taking into account the intellectual level of the learner, greater growth and higher achievement can result for introductory chemistry students. It has presented evidence that the Piagetian model of intellectual development is a useful approach for chemical educators to pursue. Presentation of new material in concrete terms with individual handling of materials and models and the individual performance of demonstrations can help introductory chemistry students grow and achieve. It is interesting that, while this approach may be necessary for the concrete operational members of a class, the formal operational members can also benefit from it.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11699
Subject Headings: Chemistry--Study and teaching (Higher), Science--Study and teaching--Aids and devices
Format: Document (PDF)

Title: A COMPUTERIZED MODEL FOR PLACEMENT AND DIAGNOSTIC TESTING IN COLLEGE REMEDIAL MATHEMATICS.
Creator: HIRMANPOUR, IRAJ., Florida Atlantic University, Brumbaugh, Douglas K.
Abstract/Description: This study uses Gagne's theory of learning hierarchies to analyze the learning tasks of a college remedial mathematics course into a sequence of subordinate tasks and designs a diagnostic test for the course based upon the model. Furthermore, a computer system that implements the diagnostic system based on the task analysis model of diagnosis is developed. The topics normally covered in college remedial mathematics courses are divided into ten major areas, and each topic is divided into a set...
Show moreThis study uses Gagne's theory of learning hierarchies to analyze the learning tasks of a college remedial mathematics course into a sequence of subordinate tasks and designs a diagnostic test for the course based upon the model. Furthermore, a computer system that implements the diagnostic system based on the task analysis model of diagnosis is developed. The topics normally covered in college remedial mathematics courses are divided into ten major areas, and each topic is divided into a set of subordinate tasks. The subdivision is expressed through statements of performance objectives. A numbering which depicts the hierarchical structures of subtasks is used, and the test design conforms to this structure. Computer programs are written to allow the program user to enter the result of task analysis and the tests to be administered. The tests can be administered via a computer terminal identify the student's mathematical deficiencies. Test results and information from the task analysis can be used to produce a report of student deficiencies. It is hypothesized that such a detailed report of the student's deficiencies will enable the instructor to prescribe an individually tailored remedial course for the student. Each student's test performance is recorded, and a computer program is provided to perform item analysis and to compute test reliability coefficients for any group of students. The result of this study is a set of computer programs which implements the task analysis model of diagnosis for any subject where hierarchical relationships can be defined. This study also provides the testing instruments for separating college freshmen into remedial and non-remedial groups and for the diagnostic testing of the remedial group. It is concluded that the digital computer can be used to implement the task analysis model of diagnosis and that the software provided should be helpful to those who want to design and evaluate diagnostic tests.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11774
Subject Headings: Mathematics--Remedial teaching--Ability testing, Algebra--Study and teaching (Higher)
Format: Document (PDF)

Title: A NEW USE FOR GENERALIZATIONS IN THE TEACHING OF WORLD HISTORY.
Creator: STANTON, MARY E., Florida Atlantic University
Abstract/Description: In an effort to resolve the declining popularity of World History in the Community Junior College, "A New Use for Generalizations in the Teaching of World History" was designed. Students have rebelled at traditional World History courses because they have been forced to memorize masses of irrelevant data; they have not been shown meaningful transitions that would give students a sense of confidence in their inheritance from the past; and students have not received help from World History...
Show moreIn an effort to resolve the declining popularity of World History in the Community Junior College, "A New Use for Generalizations in the Teaching of World History" was designed. Students have rebelled at traditional World History courses because they have been forced to memorize masses of irrelevant data; they have not been shown meaningful transitions that would give students a sense of confidence in their inheritance from the past; and students have not received help from World History content to solve current problems. "Living Ages," a syllabus for a World History course using generalizations was included in the dissertation. The course had been taught by Mary Stanton while head of the Social Science Department and professor of history at Palm Beach Atlantic College in West Palm Beach. A slight revision of the chronological time-line models gave more time for the emerging Third World Nations. The author's current revision utilizing the principles of the doctoral dissertation will make the course ready to teach as a survey of World History on the college level.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11668
Subject Headings: History--Study and teaching, Social sciences--Study and teaching
Format: Document (PDF)

Title: Euclid, the van Hiele levels, and the Geometer's Sketchpad.
Creator: Thompson, Elpida, Florida Atlantic University, Yiu, Paul Y.
Abstract/Description: As an educator, my greatest concern is to provide my students with instruction that will raise their level of understanding in mathematics. For geometry in particular, the van Hiele Theory is a way to measure a student's level of geometric understanding. Geometry instruction that raises a student's van Hiele level can be enhanced with two important resources, the ancient text of Euclid's Elements a contemporary dynamic geometry software program like the Geometer's Sketchpad. Euclid's Elements...
Show moreAs an educator, my greatest concern is to provide my students with instruction that will raise their level of understanding in mathematics. For geometry in particular, the van Hiele Theory is a way to measure a student's level of geometric understanding. Geometry instruction that raises a student's van Hiele level can be enhanced with two important resources, the ancient text of Euclid's Elements a contemporary dynamic geometry software program like the Geometer's Sketchpad. Euclid's Elements can be read as a book of geometric constructions rather than a list of theorems neatly arranged in logical order. The Geometer's Sketchpad is a convenient and efficient tool for geometric constructions. It is only natural to incorporate these two resources in geometry instruction. The logical structure of Euclid's Elements is intimidating to most learners, but teaching and learning need not be pursued logically linearly. This thesis is an attempt to incorporate some of the important constructions in Euclid's Elements with Geometer's Sketchpad, through the design of instruction modules in geometric constructions, to help students better understand geometry, and to improve their van Hiele level of understanding of geometry.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/13366
Subject Headings: Geometry--Study and teaching (Secondary), Mathematics--Study and teaching--Technological innovations
Format: Document (PDF)

Title: Factors influencing the retention of nurse preceptors in a critical care education program.
Creator: Borglund, Susan T., Florida Atlantic University, Brown, Carolyn L.
Abstract/Description: The use of nurse preceptors in critical care education programs is an accepted method of orienting unskilled nurses to critical care units. Data generated from focus group interviews of experienced nurse preceptors were used to identify, describe and understand the factors that influence nurse preceptors to decide whether or not to remain participants in the education program. The willingness of nurse preceptors to continue participation may depend on preceptor desire to share with others,...
Show moreThe use of nurse preceptors in critical care education programs is an accepted method of orienting unskilled nurses to critical care units. Data generated from focus group interviews of experienced nurse preceptors were used to identify, describe and understand the factors that influence nurse preceptors to decide whether or not to remain participants in the education program. The willingness of nurse preceptors to continue participation may depend on preceptor desire to share with others, preceptor ability to resolve conflict and understanding by all partners in the critical care education program of the preceptor role's complexity. As the need for skilled critical care nurses grows, knowledge and understanding of these factors may assist nurses in education, administration and practice in planning strategies to support preceptors in their roles.
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Date Issued: 1993
PURL: http://purl.flvc.org/fcla/dt/14943
Subject Headings: Intensive care nursing--Study and teaching, Nursing--Study and teaching (Preceptorship)
Format: Document (PDF)

Title: PERCEPTIONS OF TEACHING BEHAVIORS AND TEACHER CHARACTERISTICS IN CLINICAL NURSING SETTINGS: A COMPARATIVE STUDY OF ASSOCIATE DEGREE AND BACCALAUREATE DEGREE NURSING STUDENTS AND FACULTY.
Creator: POOLE, NOREEN KING, Florida Atlantic University
Abstract/Description: This study compared the perceptions of Associate Degree (A.D.N.) and Baccalaureate Degree (B.S.N.) nursing students and faculty concerning teaching behaviors and teacher characteristics in clinical nursing settings. The Clinical Teacher Behavior and Characteristic (CTBC) Questionnaire, consisting of 94 items, was developed for use in this study and was administered to a total of 565 A.D.N. and B.S.N. respondents. Both descriptive and inferential statistical procedures were used to analyze...
Show moreThis study compared the perceptions of Associate Degree (A.D.N.) and Baccalaureate Degree (B.S.N.) nursing students and faculty concerning teaching behaviors and teacher characteristics in clinical nursing settings. The Clinical Teacher Behavior and Characteristic (CTBC) Questionnaire, consisting of 94 items, was developed for use in this study and was administered to a total of 565 A.D.N. and B.S.N. respondents. Both descriptive and inferential statistical procedures were used to analyze group responses. Items were mean-rank ordered according to respondent groups tested. Generally, respondents in both A.D.N. and B.S.N. programs identified: (a) professional nursing competencies, (b) interpersonal relationship skills, and (c) evaluation methods as the most effective teaching behaviors in clinical nursing settings. Least effective items included those associated with: (a) personal attributes, (b) instructional methods, and (c) theoretical orientation. Significant differences were disclosed by ANOVA in testing the six null hypotheses and led to the rejection of five null hypotheses at the .05 level of significance. Both A.D.N. and B.S.N. faculty tended to assign stronger levels of agreement to the teaching behaviors than did students; the student groups demonstrated closer agreement to each other than to their respective faculties. The B.S.N. faculty assigned greater importance to items centering on theoretical approaches and interpersonal skills than did the A.D.N. faculty. In addition to the significant differences found among A.D.N. and B.S.N. respondent groups, the findings suggested that there may be differences in perceptions of clinical teaching behaviors associated with where the faculty's basic nursing education occurred, that is, diploma schools, A.D.N., or B.S.N. programs. The total sample estimate of reliability-internal consistency for the CTBC questionnaire was .96, suggesting that the instrument has the potential for accurately assessing respondents' opinions in future studies of this nature.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11809
Subject Headings: Nurse practitioners--Study and teaching, Nursing--Study and teaching
Format: Document (PDF)

Title: PERCEPTIONS OF STUDENT TEACHERS, SUPERVISING TEACHERS, AND PROFESSORS OF EDUCATION TOWARD SELECTED ISSUES IN STUDENT TEACHING.
Creator: GLASGOW, DOROTHY D., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of this study was to determine the perceptions of student teachers, supervising teachers, and professors of education toward selected issues in student teaching. Fifty Florida Atlantic University student teachers and forty supervising teachers from Palm Beach County and Broward County, Florida, as well as forty professors who taught undergraduate education courses at Florida Atlantic University responded to the survey. The procedure used in the study included a review of...
Show moreThe purpose of this study was to determine the perceptions of student teachers, supervising teachers, and professors of education toward selected issues in student teaching. Fifty Florida Atlantic University student teachers and forty supervising teachers from Palm Beach County and Broward County, Florida, as well as forty professors who taught undergraduate education courses at Florida Atlantic University responded to the survey. The procedure used in the study included a review of literature. Data was obtained from parallel opinionnaires and demographic forms appropriate for each population. The opinionnaire consisted of thirty-five statements with a Likert-type scale for the participants to indicate their perception as to the level of importance each statement had to student teaching. The two hypotheses tested were (1) no significant differences existed among the perceptions of the populations toward selected issues in student teaching, and (2) no significant differences existed among the perceptions of the populations toward the selected issues when grouped into the areas of personal relations, self-interests, classroom performance and organization, and teaching concerns. Chi-square distribution analysis was used to determine significant differences of perceptions among the populations. Significant statistical differences existed on more than 30 percent of the student teaching issues presented on the opinionnaire. The hypothesis for six statements were rejected at the .05 level of significance and five statements were rejected at the .01 level of significance. The hypothesis for one grouped topic was rejected at the .05 level of significance, and three topic areas were rejected at the .01 level of significance. There were enough differences among the populations' perceptions toward the selected issues of student teaching presented in the research that attention should be given to these issues by those people that structure teacher education programs. It is not necessary for the populations to be in total agreement on all the issues, but future study should be given to the impact these differences have in the process of preparing college students to be teachers.
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/11878
Subject Headings: Student teaching--Florida--Palm Beach County, Student teaching--Florida--Broward County
Format: Document (PDF)

Title: A MODEL CURRICULUM FOR COMMUNITY COLLEGE-BOUND HIGH SCHOOL ENGLISH STUDENTS BASED ON COMMUNITY COLLEGE AND HIGH SCHOOL ENGLISH TEACHERS' PERCEPTIONS OF THE HIGH SCHOOL ENGLISH CURRICULUM.
Creator: MUSSO, EDNA H., Florida Atlantic University
Abstract/Description: While educators have always been aware of the need for articulation between and within school systems, they seldom are able to plan effectual movement from high school to the community college. The problem of high school/community college articulation is compounded by the newness of the community colleges, and the overwhelming problems of high school administration. The fragmented English curriculum is in special need of coordination. The lack of articulation between high schools and...
Show moreWhile educators have always been aware of the need for articulation between and within school systems, they seldom are able to plan effectual movement from high school to the community college. The problem of high school/community college articulation is compounded by the newness of the community colleges, and the overwhelming problems of high school administration. The fragmented English curriculum is in special need of coordination. The lack of articulation between high schools and community colleges is especially wasteful in states like Florida where most college-bound high school seniors go to a community college, but no coordinating programs were found to exist between the school systems. Where articulation programs are in effect, they are so productive that they inspire additional and continuing articulation. To help provide information that would promote a smooth and successful transfer from high school English to community college English, this study surveyed five Broward County, Florida, high school English faculties, and both of the Broward Community College (North and Central Campuses) English faculties.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11693
Subject Headings: English language--Study and teaching (Secondary), English language--Study and teaching (Higher), Articulation (Education)
Format: Document (PDF)

Title: Teacher Expertise in Motion: A Theory of the Synergistic Gears That Shape and Sustain Teacher Expertise.
Creator: Rodriguez, Christine N., Hyslop-Margison, Emery, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of...
Show moreThis study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge it. Through one-on-one interviews with 15 expert teachers, the generated data were scrutinized using a grounded theory approach. The analysis protocol followed a multi-step process of three stages – exploration, amalgamation, and conceptualization. In each of those stages, the data were examined using a cyclical and recursive process of investigation-interpretationintegration- illustration. By the completion of the conceptualization stage, a theory was developed to describe the interdependence of the four influential factors that shape and sustain teacher expertise. Among the findings, the study revealed that both endogenous and exogenous elements are necessary to develop and sustain teacher expertise. The endogenous factors are more intrinsic and include energy (a teacher’s drive, commitment, and ability to extend past her/his comfort zone) and examination (reflection and goal-setting), while the exogenous factors are more environmental and include encouragement (the succor a teacher receives through collaboration and school leadership) and erudition (professional learning that influences a teacher’s knowledge and skills). The theory proposes that the evolution of expertise is neither chronological nor linear; rather, each of the four factors plays an integral role and is interconnected and synergistic with the others. In addition, when one or more influences is lacking or is compromised, expertise is impeded. Impedances represent the challenges the participants reported as their expertise evolved. These challenges interfere with their energy, examination, encouragement, or erudition and, ultimately, their expertise. Furthermore, a diagram depicting a quaternary gear system was created to illustrate teacher expertise in motion. This is especially relevant at a time when teacher quality is the prominent discourse in the field and at the forefront of educational policy. Understanding the interdependent factors that shape and sustain teacher expertise can inform pre-service teachers, developing and expert teachers, educational leaders, and decision-makers on the nuances of teacher expertise as a way to optimize teacher growth and maximize student success.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004660, http://purl.flvc.org/fau/fd/FA00004660
Subject Headings: Effective teaching, Expertise, Performance -- Psychological aspects, Teacher educators, Teachers -- Training of, Teaching -- Psychological aspects
Format: Document (PDF)

Title: A study of the instruction of Latin American geography in secondary schools in southeast Florida.
Creator: Peterson, Andrew Brian., Florida Atlantic University, Kenzer, Martin S., Charles E. Schmidt College of Science, Department of Geosciences
Abstract/Description: The instruction of Latin American topics in southeast Florida is crucial to the future of the region. Geographic education has traditionally suffered in the United States, and Florida is no exception. The demographics of southeast Florida are changing to reflect a greater proportion of Latin Americans. Social studies programs at the secondary level should reflect this change and treat Latin American groups fairly. Textbooks in use in the region are second best choices for Latin American...
Show moreThe instruction of Latin American topics in southeast Florida is crucial to the future of the region. Geographic education has traditionally suffered in the United States, and Florida is no exception. The demographics of southeast Florida are changing to reflect a greater proportion of Latin Americans. Social studies programs at the secondary level should reflect this change and treat Latin American groups fairly. Textbooks in use in the region are second best choices for Latin American topical coverage. Social studies educators in southeast Florida are aware of the growing importance of Latin America to the region, but in many cases are unable to enhance activities at their school. The coverage of Latin American instruction in southeast Florida is adequate for the moment, but must be enriched in the near future to augment cultural understanding between groups so that they may live agreeably together in an ethnically diverse environment.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/14813
Subject Headings: Latin America--Geography--Study and teaching--Florida, Geography--Study and teaching
Format: Document (PDF)

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

Title: Educating our students to educate other students about ‘other’ students: teaching activities.
Creator: Brod, Harry, Mitchell, Karen, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued: 2009-01-30
PURL: http://purl.flvc.org/fau/FADT186474p
Subject Headings: Civics -- Study and teaching -- United States, Pluralism (Social sciences) -- Study and teaching -- United States, United States -- Ethnic relations -- Study and teaching
Format: Set of related objects

Title: An examination of how middle school science teachers conduct collaborative inquiry and reflection about students’ conceptual understanding.
Creator: Todd-Gibson, Christine, Weber, Roberta K., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face...
Show moreThis qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students’ conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students’ conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004066
Subject Headings: Achievement in education, Concept learning -- Study and teaching (Middle school), Inquiry (Theory of knowledge), Middle school teaching, Science -- Study and teaching (Middle school), Team learning approach in education
Format: Document (PDF)

Title: A comparison of practices for teaching math word problems in Turkey and the United States.
Creator: Erkan, Betul, Zainuddin, Hanizah, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This multiple case study investigated pedagogical differences and similarities among practices used to teach word problems in private schools of Turkey and the United States, the factors impacting teachers’ instructional decisions, and their approaches to teaching word problems as well as the role of culture in teaching and learning word problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high school mathematics teachers from private or independent schools. The...
Show moreThis multiple case study investigated pedagogical differences and similarities among practices used to teach word problems in private schools of Turkey and the United States, the factors impacting teachers’ instructional decisions, and their approaches to teaching word problems as well as the role of culture in teaching and learning word problems. Quantitative survey data were collected from 28 Turkish and 27 U.S. high school mathematics teachers from private or independent schools. The survey investigated teachers’ background information, resources used, and their use of teaching practices (teacher-centered, student-centered, concrete-visualizing, analytical) and types of word problems (true or practice-oriented) as well as their thoughts about the structure of word problems. Qualitative data were collected through classroom observations, videotaping, and focus-group interviews from four ninth grade algebra teachers in Turkey and the United States. Qualitative data helped the researcher expand upon the quantitative findings and examine how word problems actually were being taught in the classroom, the factors impacting teachers’ instruction and approaches to teaching word problems, and participants’ reflections on their own practices as well as on their international partners’ word problems instruction. The findings indicated no significant difference for most survey items, but descriptive statistical analysis revealed that Turkish survey participants incorporated teacher-centered, concrete-visualizing practices, and practice-oriented word problems more often in their instruction, while U.S. survey participants frequently used student centered, concrete-visualizing practices, and true problems. Qualitative findings pointed out what specific teaching practices were evident in the classrooms observed and videotaped in Turkey and the United States. While Turkish teachers thought the university entrance examination and national curriculum had the biggest impact on their teaching, U.S. teachers found school environment (traditional versus progressive) and student perception of word problems as influential on their instruction. The role of culture on teaching and learning word problems was observed in regard to teacher centered versus student-centered instruction, teacher versus student role, and student engagement. Study findings also indicated that cross-examination of teaching promotes teachers’ reflection on their own practices and, thus, should be encouraged and promoted across STEM disciplines and throughout a teaching career. Implications and recommendations for future research, curriculum developers, and mathematics teachers are discussed.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004193, http://purl.flvc.org/fau/fd/FA00004193
Subject Headings: Educational tests and measurements, Mathematics -- Study and teaching -- Cross cultural studies, Word problems (Mathematics) -- Study and teaching -- Turkey, Word problems (Mathematics) -- Study and teaching -- United States
Format: Document (PDF)

Title: A study of seventh grade geometry posttest scores after using the GeoLeg manipulative tool.
Creator: Pacilli, Phyllis., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this research was to identify if 1) there is a difference in student achievement between students who use the GeoLeg manipulative tool and students who use a traditional compass, protractor, and ruler on the same geometry unit; 2) there is a difference in student achievement between the genders between those who use the GeoLeg manipulative tool and those students who do not; and 3) there is a relationship between identified learning styles and student achievement on a geometry...
Show moreThe purpose of this research was to identify if 1) there is a difference in student achievement between students who use the GeoLeg manipulative tool and students who use a traditional compass, protractor, and ruler on the same geometry unit; 2) there is a difference in student achievement between the genders between those who use the GeoLeg manipulative tool and those students who do not; and 3) there is a relationship between identified learning styles and student achievement on a geometry unit posttest after using the GeoLeg manipulative tool. There were 317 students in the study. The research found that students using the GeoLeg manipulative tool produced significantly better student performance on a posttest in this particular school setting. Although these results cannot be generalized to other school sites, it is plausible that these results could generalize to school sites whose demographics are similar. The research findings revealed that there was no statistically significant difference between male and female students within the treatment group. The significant finding is that the GeoLeg manipulative tool appears to work equally well with both genders. None of the learning styles, as identified by the Honey and Mumford Learning Styles Questionnaire, were correlated with student posttest score achievement on the tested geometry unit. In addition, there was no evidence to suggest that a student's learning style moderates the effectiveness of the use of the GeoLeg manipulative tool. There is no evidence to suggest that the effectiveness of the GeoLeg manipulative tool is any different depending upon the student's gender or learning style. The results of this research provide strong support for the use of the GeoLeg manipulative tool for improving student performance. Further research is needed to confirm these results in similar and different populations.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1927614
Subject Headings: Geometry, Study and teaching, Aids and devices, Mathematics, Study and teaching (Secondary), Teaching, Aids and devices, Achievement in education, Educational technology
Format: Document (PDF)

Title: ATOMIC MOLECULAR THEORY: A PROGRAMMED TEXT USED IN THE TEACHING OF BASIC ATOMIC AND MOLECULAR ORBITAL THEORY IN A HIGH SCHOOL PROGRAM OF CHEMISTRY.
Creator: SEVERANCE, H. WILSON, JR., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Chemistry and Biochemistry
Abstract/Description: This program was developed from necessity found in the teaching of molecular geometry to high school chemistry classes. Recent journals and textbooks were consulted in evaluation of the modern emphasis on instruction in molecular geometry at the high school level, and the topic was then developed fully for use in the chemistry course at the Ransom School, serving as a base for other instructional units. A self-teaching concept was employed in this manual in order that the student might...
Show moreThis program was developed from necessity found in the teaching of molecular geometry to high school chemistry classes. Recent journals and textbooks were consulted in evaluation of the modern emphasis on instruction in molecular geometry at the high school level, and the topic was then developed fully for use in the chemistry course at the Ransom School, serving as a base for other instructional units. A self-teaching concept was employed in this manual in order that the student might proceed at his own pace and according to his own needs. The principal intention was to familiarize the student with the shapes and configurations of various molecules and thereby to give him greater insight into the physical picture of molecular interaction in chemical reaction.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/13656
Subject Headings: Molecular orbitals--Study and teaching (Secondary), Chemistry--Study and teaching (Secondary)--Programmed instruction, Atomic theory--Study and teaching (Secondary)
Format: Document (PDF)

Title: Teaching to transform: toward an action-oriented feminist pedagogy in women’s studies.
Creator: Siddiqui, Shereen, Brown, Susan Love, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
Abstract/Description: This qualitative study was conducted to develop a better understanding of the place of praxis in higher education women’s studies programs in the U.S. Built upon theories of feminist pedagogy, feminist praxis, activism, experiential education, and academic service-learning, the research explores how praxis is reflected and taught in women’s studies programs, how these programs impact students’ understanding of feminist theory and practice, and what factors affect the implementation of action...
Show moreThis qualitative study was conducted to develop a better understanding of the place of praxis in higher education women’s studies programs in the U.S. Built upon theories of feminist pedagogy, feminist praxis, activism, experiential education, and academic service-learning, the research explores how praxis is reflected and taught in women’s studies programs, how these programs impact students’ understanding of feminist theory and practice, and what factors affect the implementation of action-oriented pedagogy. Examples of several action-oriented projects that have successfully been implemented in women’s studies courses are offered, and a case study demonstrates the impact of these projects. The methods used include document review of women’s studies mission statements and syllabi, and interviews with women’s studies faculty and alumnae. The interview data were coded and analyzed using a grounded theory approach.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004410, http://purl.flvc.org/fau/fd/FA00004410
Subject Headings: Communication in social action -- Study and teaching, Critical pedagogy, Feminism -- Study and teaching (Higher), Feminism and higher education, Mentoring in education, Social action -- Study and teaching, Women's studies
Format: Document (PDF)

Title: Training ocean engineers for the twenty-first century.
Creator: Clark, A. M., Harbor Branch Oceanographic Institute
Date Issued: 1992
PURL: http://purl.flvc.org/FCLA/DT/3338512
Subject Headings: Ocean engineering, Ocean engineering--Study and teaching
Format: Document (PDF)

Title: Plugging the school-to-prison pipeline: the impacts of culturally responsive teaching practices.
Creator: Maceda, Cynthia, Baxley, Traci P., Brown, Martha
Date Issued: 2013-04-05
PURL: http://purl.flvc.org/fcla/dt/3361117
Subject Headings: Imprisonment, Teaching--Practice, Student-centered learning
Format: Document (PDF)

Title: A formative evaluation of the grassy waters preserve aquatic connections and watershed awareness (acwa) environmental education program.
Creator: Hopler, Sarah, Meltzer, Carol, Graduate College
Date Issued: 2011-04-08
PURL: http://purl.flvc.org/fcla/dt/3164541
Subject Headings: Environmental sciences --Study and teaching, Environmental education, Wetland conservation
Format: Document (PDF)

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