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Title: Using digital collections for research, teaching, and scholarship.
Creator: Ress, Sunghae
Abstract/Description: This poster presentation will illustrate how digital collections add value to the scholarly communication chain by supporting research, teaching, and scholarship in several ways: 1) increase access to primary materials, 2) increase access to special collections and archives 3) increase access to local materials of historical, cultural, and artistic significance 4) expand open access 5) foster collaboration with faculty and students 6) increase the reputation and visibility of your university...
Show moreThis poster presentation will illustrate how digital collections add value to the scholarly communication chain by supporting research, teaching, and scholarship in several ways: 1) increase access to primary materials, 2) increase access to special collections and archives 3) increase access to local materials of historical, cultural, and artistic significance 4) expand open access 5) foster collaboration with faculty and students 6) increase the reputation and visibility of your university and library. I will use specific examples from the Florida Atlantic University Digital Collections to “show and tell” and include the importance of creating metadata to enhance discovery and access to your digital collections. In addition, this poster will very briefly touch upon digital sustainability; mainly that of ensuring ongoing access to digital collections and ensuring long term preservation of these same materials.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00002897
Subject Headings: Scholarly communication, Research, Teaching, Learning and scholarship, Open access
Format: Document (PDF)

Title: A virtual reference shelf for nursing students and faculty: selected sources.
Creator: Lomax, Eleanor, Setterlund, Susan K.
Abstract/Description: A virtual shelf for nursing that closely mirrors what previously was found on a physical reference shelf is now a reasonable goal. Advantages of doing this for nursing students and faculty in an academic setting are enumerated. Overviews of relevant vendor and publisher interfaces and models are included. The authors present a selected list of appropriate electronic reference sources that demonstrate how ebooks and internet sites can be combined to build a virtual reference shelf in this...
Show moreA virtual shelf for nursing that closely mirrors what previously was found on a physical reference shelf is now a reasonable goal. Advantages of doing this for nursing students and faculty in an academic setting are enumerated. Overviews of relevant vendor and publisher interfaces and models are included. The authors present a selected list of appropriate electronic reference sources that demonstrate how ebooks and internet sites can be combined to build a virtual reference shelf in this subject area.
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Date Issued: 2005-01
PURL: http://purl.flvc.org/fcla/dt/11507
Subject Headings: Electronic reference sources, Electronic resources, Nursing--Study and teaching
Format: Document (PDF)

Title: A few of the "hows" of school-keeping : a lecture delivered before the American Institute of Instruction, at their fourteenth anniversary, at Pittsfield, Ms.
Creator: Howard, Roger S., William D. Ticknor & Co
Abstract/Description: By Roger S. Howard, principal of the Latin High School, Newburyport.
PURL: http://purl.flvc.org/fau/fd/fauwsb13f22
Subject Headings: Speeches, addresses, etc., American -- 19th century, Teaching -- United States
Format: E-book

Title: An Examination of Literacy Based Beha.
Creator: Hall Pistorio, Kalynn, Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Preparing young children for kindergarten is an important task. There are many skills that need to be learned. Simple everyday school and daily living tasks are kindergarten readiness skills that need to be taught. Many preschool students struggle to learn these skills unless taught directly. There are a sufficient number of interventions that have been used to teach various skills to students, but few have been identified as evidenced-based practices for teaching skills to at-risk preschool...
Show morePreparing young children for kindergarten is an important task. There are many skills that need to be learned. Simple everyday school and daily living tasks are kindergarten readiness skills that need to be taught. Many preschool students struggle to learn these skills unless taught directly. There are a sufficient number of interventions that have been used to teach various skills to students, but few have been identified as evidenced-based practices for teaching skills to at-risk preschool students in the classroom. Literacy based behavioral interventions (LBBI) (Bucholz, Brady, Duffy, Scott, & Kontosh, 2008) are a class of intervention that have been found to be effective to teach a variety of skills. This type of intervention consists of a combination of sequenced visuals and words to either teach a new skill and/or increase or decrease a behavior. Several studies have shown that a storybook LBBI is an effective intervention for teaching new skills including daily living skills, but to date only one study has looked at the effects of a storybook LBBI with preschool children who are at-risk (Hall, Brady, & Morris, 2017). This study expanded the storybook LBBI literature by exploring the effect of small group-delivered storybook LBBIs on preschool students who were at-risk and struggling to learn basic kindergarten readiness skills. Using a multiple baseline design across skills, this study examined the effectiveness of using LBBIs delivered in a small group to teach kindergarten readiness skills and the children’s ability to maintain and generalize these skills. Four preschool students were taught three skills including cutting with scissors, using liquid glue, and matching. Data were collected on the steps correct and independent on the task analysis for each skill. The results found an increase in skill acquisition with students learning the new skills and maintaining those skills after the removal of the LBBI. Students were also able to generalize these new skills to novel materials. Implications for research and practice are discussed.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013066
Subject Headings: Preschool children--Education., Teaching young children., Kindergarten., Literacy.
Format: Document (PDF)

Title: DEEP LEARNING OF POSTURAL AND OCULAR DYNAMICS TO PREDICT ENGAGEMENT AND LEARNING OF AUDIOVISUAL MATERIALS.
Creator: Perez, Nicole, Barenholtz, Elan, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Engagement with educational instruction and related materials is an important part of learning and contributes to test performance. There are various measures of engagement including self-reports, observations, pupil diameter, and posture. With the challenges associated with obtaining accurate engagement levels, such as difficulties with measuring variations in engagement, the present study used a novel approach to predict engagement from posture by using deep learning. Deep learning was used...
Show moreEngagement with educational instruction and related materials is an important part of learning and contributes to test performance. There are various measures of engagement including self-reports, observations, pupil diameter, and posture. With the challenges associated with obtaining accurate engagement levels, such as difficulties with measuring variations in engagement, the present study used a novel approach to predict engagement from posture by using deep learning. Deep learning was used to analyze a labeled outline of the participants and extract key points that are expected to predict engagement. In the first experiment two short lectures were presented and participants were tested on a lecture to motivate engagement. The next experiment had videos that varied in interest to understand whether a more interesting presentation engages participants more, therefore helping participants achieve higher comprehension scores. In a third experiment, one video was presented to attempt to use posture to predict comprehension rather than engagement. The fourth experiment had videos that varied in level of difficulty to determine whether a challenging topic versus an easier topic affects engagement. T-tests revealed that the more interesting Ted Talk was rated as more engaging, and for the fourth study, the more difficult video was rated as more engaging. Comparing average pupil sizes did not reveal significant differences that would relate to differences in the engagement scores, and average pupil dilation did not correlate with engagement. Analyzing posture through deep learning resulted in three accurate predictive models and a way to predict comprehension. Since engagement relates to learning, researchers and educators can benefit from accurate engagement measures.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013558
Subject Headings: Instruction, Effective teaching, Pupil (Eye), Posture, Deep learning, Engagement
Format: Document (PDF)

Title: Equitable access to educational resources: an investigation of the distribution of teacher qualityacross secondary schools in South Florida.
Creator: Richards, Sabrina, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not...
Show moreThis quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not available from the district. The researcher accessed publicly available teacher quality data from the Florida Department of Education regarding advanced degree completion, out-of-field teachers, and highly qualified teachers to serve as measures of teacher quality at secondary schools. Data were collected and analyzed using quantitative methods for 119 schools that served as the unit of analysis. Using multiple regressions, the study found a significant negative relationship between the percentage of students participating in the free and reduced-price lunch program and the percentage of teachers who possessed an advanced degree. The study also found a significant positive relationship between the percentages of Black students, English language learners, students with disabilities, students participating in the free and reduced-price lunch program and the percentage of out-offield teachers. Additionally, the study found a significant positive relationship between the percentages of Hispanic students, students with disabilities, students participating in the free and reduced-price lunch program, and the percentage of not highly qualified teachers at schools. The investigation also discovered predictive relationships between some of these school characteristics and the measures of teacher quality examined in the study. All of the findings provided evidence of structural inequality regarding the distribution of teacher quality and were analyzed by the study’s theoretical framework, which drew on critical race theory, critical multiculturalism, and other critical studies. These works underscore the inequitable distribution of teacher quality. Implications and suggestions for future research are offered for further examination of the equitable distribution of teacher quality and the role of policy to inform the equitable distribution of teacher quality across schools in order to address the most urgent problem facing U.S. education: the unequal distribution of quality teachers.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004155, http://purl.flvc.org/fau/fd/FA00004155
Subject Headings: Educational equalization, Educational evaluation, Effective teaching, Teachers, Rating of
Format: Document (PDF)

Title: Implementation of Raman Spectroscopy into First Year Undergraduate Chemistry Curriculum.
Creator: Hyvarinen, Satu, Rezler, Evonne, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Chemistry and Biochemistry
Abstract/Description: Raman spectroscopy based activities were developed and implemented into the first year chemistry undergraduate curriculum. The implementation of these experiences and experiments and the utility of Raman spectroscopy as a teaching tool to convey anchoring chemistry concepts using a hands-on Raman spectroscopy based approach are discussed. Fundamental principles of chemistry, such as the interaction of light with matter, molecular bonding, equilibrium, and acid base reactions are facilitated...
Show moreRaman spectroscopy based activities were developed and implemented into the first year chemistry undergraduate curriculum. The implementation of these experiences and experiments and the utility of Raman spectroscopy as a teaching tool to convey anchoring chemistry concepts using a hands-on Raman spectroscopy based approach are discussed. Fundamental principles of chemistry, such as the interaction of light with matter, molecular bonding, equilibrium, and acid base reactions are facilitated through use of these Raman spectroscopy based experiments and experiences. An assessment of student learning gains as a result of participation in a Raman spectroscopy experience was also conducted and is discussed.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013017
Subject Headings: Raman spectroscopy, Undergraduate chemistry, Chemistry--Study and teaching
Format: Document (PDF)

Title: A COMPARATIVE STUDY OF RATINGS OF PROPOSED TEACHER COMPETENCIES FOR MIDDLE SCHOOL ENGLISH.
Creator: AUGENSTEIN, MILDRED B., Florida Atlantic University
Abstract/Description: The purpose of the study was to develop and apply an instrumented procedure for deciding the relative importance of a tentative set of professional competencies proposed for middle school teachers of English, using the judgmental ratings by individuals in the general school community as the decision-making base. The results of this rating procedure were intended to demonstrate one way in which the broader educational community could be involved in expressing choices and in setting priorities...
Show moreThe purpose of the study was to develop and apply an instrumented procedure for deciding the relative importance of a tentative set of professional competencies proposed for middle school teachers of English, using the judgmental ratings by individuals in the general school community as the decision-making base. The results of this rating procedure were intended to demonstrate one way in which the broader educational community could be involved in expressing choices and in setting priorities for programs of competency-based teacher education. A selected group of 50 senior high school students, 50 teachers of middle school English, 50 educational leaders, and 50 patrons of middle schools in the south central administrative area of the Broward County, Florida, public school system were asked to rate a set of 12 general competencies and 60 subcompetencies according to their perceived importance for training and/or certificating teachers of English who work with middle school pupils of ages 10 through 14. The subjects used a forced-choice rank order rating system that resulted in a rank value for each of the general competencies and subcompetencies in the study. Strategies, administrative steps, and public relations materials for reaching each of the targeted groups were incorporated in the details of the procedure. The procedure developed by the study proved feasible and useful for determining the relative order of importance assigned to the proposed teacher competencies for middle school English by the vested interest groups who served as raters. Applications of the procedure are recommended for use by collaborative bodies which seek systematic ways to broaden the base of public involvement in decision-making for teacher education. viii
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11648
Subject Headings: English language--Study and teaching, Teachers--Rating of
Format: Document (PDF)

Title: Achievement and satisfaction in adult Spanish language courses with compressed and standard formats.
Creator: Schoenfeldt, Alyse Lesser., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: This study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in...
Show moreThis study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in southeast Florida, 73 in standard format courses, 56 in compressed formats. The findings indicated that adult students learning Spanish as a foreign language in compressed and standard time formats with an equal number of contact hours had similar levels of student achievement and intent to continue to the next level of Spanish. The one exception was that a significantly higher vocabulary and structure mean achievement score (<.05) was obtained by the students in the compressed term. The major conclusion is that an adult learner may expect similar results in an elementary Spanish course regardless of whether it is offered in a standard or compressed format. Inferences which can be drawn must be limited to similar populations and time frames. Since a learner's achievement and satisfaction level in elementary Spanish classes for adults is dependent upon many factors, not just the element of time, a multiple perspective is needed to analyze and assess foreign language learning. One implication is that courses be made available in a wide variety of time formats. It is recommended that administrators concerned with scheduling and curriculum planning use adult student needs assessments to determine what the adult learner considers to be convenient, flexible scheduling. Recommendations include replicating the study with a larger, more diverse population, amplifying it to include a qualitative segment for student personal responses, and adding a longitudinal component containing follow-up surveys over varying time periods.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12505
Subject Headings: Adult education, Academic achievement, Spanish language--Study and teaching
Format: Document (PDF)

Title: THE APPLICABILITY OF TRANSFORMATIONAL-GENERATIVE GRAMMAR TO THE TEACHING OF SPECIFIC AREAS IN FRENCH MORPHOLOGY AND SYNTAX.
Creator: WILLIAMS, PATRICIA GRAHAM., Florida Atlantic University, Trammell, Robert L.
Abstract/Description: This thesis is concerned with the question of the applicability of transformational-generative grammar to the teaching of French verb morphology and French interrogative structure. Past theories of Language learning and acquisition are reviewed in order to see how they correlate with and affect methodology. Then, the implications of the theory of transformational-generative grammar to language learning are studied and an effort is made to apply it, bearing these implications in mind, to...
Show moreThis thesis is concerned with the question of the applicability of transformational-generative grammar to the teaching of French verb morphology and French interrogative structure. Past theories of Language learning and acquisition are reviewed in order to see how they correlate with and affect methodology. Then, the implications of the theory of transformational-generative grammar to language learning are studied and an effort is made to apply it, bearing these implications in mind, to French morphology and syntax. The advantages and disadvantages of the application are pointed out, and determinations are made as to the direct applicability of transformationalgenerative grammar to the teaching of French verb morphology and interrogative structure as well as to foreign language teaching in general.
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Date Issued: 1972
PURL: http://purl.flvc.org/fcla/dt/13542
Subject Headings: Generative grammar, French language--Study and teaching
Format: Document (PDF)

Title: Caring attributes of nursing staff: Ratings by nursing students.
Creator: Benken, Barbara Jean., Florida Atlantic University, Parker, Marilyn
Abstract/Description: The purpose of this study was to describe caring attributes of nursing staff as rated by nursing students. A convenience sample of 166 second year associate degree nursing students was asked to rate caring attributes of nursing staff using the Nyberg Caring Assessment Scale, a twenty item 5-point Likert scale instrument. One hundred and thirty-seven nursing students volunteered to participate in the study. The caring attribute "communicate a helping, trusting attitude toward others" was rated...
Show moreThe purpose of this study was to describe caring attributes of nursing staff as rated by nursing students. A convenience sample of 166 second year associate degree nursing students was asked to rate caring attributes of nursing staff using the Nyberg Caring Assessment Scale, a twenty item 5-point Likert scale instrument. One hundred and thirty-seven nursing students volunteered to participate in the study. The caring attribute "communicate a helping, trusting attitude toward others" was rated as extremely important by the participants. The participants rated "remains committed to a continuing relationship" and "considers relationship before rules" as slightly important. The remaining items were rated as somewhat important to very important. The study adds to the literature of caring in nursing education and practice.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/15127
Subject Headings: Caring, Nursing--Philosophy, Nursing--Study and teaching
Format: Document (PDF)

Title: Children attend to intrinsic motions when learning nouns.
Creator: Iglesias, Adam, Florida Atlantic University, Kersten, Alan, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The present research was designed to test whether 3-year-old-English-speaking children preferentially associate novel nouns with intrinsic motion rather than extrinsic motion, as predicted by the theory of Kersten (1998). Intrinsic motion refers to the ways the parts of an object move in relation to one another. In contrast, extrinsic motion refers to the motion of an object as a whole with respect to an external reference point (e.g. another object). In two separate experiments, we...
Show moreThe present research was designed to test whether 3-year-old-English-speaking children preferentially associate novel nouns with intrinsic motion rather than extrinsic motion, as predicted by the theory of Kersten (1998). Intrinsic motion refers to the ways the parts of an object move in relation to one another. In contrast, extrinsic motion refers to the motion of an object as a whole with respect to an external reference point (e.g. another object). In two separate experiments, we demonstrated that nouns are associated with intrinsic motion and verbs are associated with extrinsic motion. Specifically, children were able to detect differences between stimuli paired with novel nouns based on intrinsic motion and stimuli paired with novel verbs based on extrinsic motion. In other words, we shed light on the different motion cues children attend to when learning nouns and verbs. Thus, children utilize motion cues in addition to static characteristics when learning nouns and verbs. Therefore, distinct types of motion information play an important role in the learning of nouns and verbs.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13270
Subject Headings: Motion, Vocabulary--Study and teaching (Primary), Language acquisition
Format: Document (PDF)

Title: THE DETERMINATION OF INSTRUCTIONAL STAFF CONCERNS ABOUT NAVY TRAINING DEVICES.
Creator: CAVITT, WILLIAM FRANKLIN, Florida Atlantic University, Harrow, Thomas L.
Abstract/Description: An effective formative evaluation process to determine instructional personnel concerns about training devices is needed. Knowledge of these concerns will allow managers to take appropriate action to improve device use. This study was designed to describe Navy instructional personnel concerns about training devices and present interventions to improve attitudes about these devices. The instruments used were a Stages of Concern Questionnaire (SoCQ) modified from the SoCQ originally developed...
Show moreAn effective formative evaluation process to determine instructional personnel concerns about training devices is needed. Knowledge of these concerns will allow managers to take appropriate action to improve device use. This study was designed to describe Navy instructional personnel concerns about training devices and present interventions to improve attitudes about these devices. The instruments used were a Stages of Concern Questionnaire (SoCQ) modified from the SoCQ originally developed by Gene E. Hall and his associates at the University of Texas at Austin, and a Stages of Concern Intervention Survey (SoCIS) developed for this study. Validity and reliability coefficients were calculated for both instruments prior to their use in the study. Using the SoCQ, 116 Navy instructional personnel at three locations were surveyed about five training devices. One hundred five personnel surveyed responded, equalling a 90% return rate. This survey indicated that individuals' rank/rate, age, and number of instructor duty tours have little influence on concerns about training devices. Whereas, various factors appear to enhance an individuals' attitude toward the devices' ability to improve training. These enhancement factors are: time as a Navy educator, educational degrees, time at present school, time associated with a device and formal training on a device. There was little difference detected in instructor and administrator concerns about training devices. One hundred Navy instructional personnel were surveyed to determine which interventions were perceived as effective in changing attitudes about training devices. Eighty-one percent of the questionnaires were returned. Various interventions were perceived effective in changing attitudes about training devices and were presented in this study. Interventions were perceived as having differential impact depending upon whether the instructional personnel had high self, high task, or low impact concerns. It was concluded that the revised SoCQ provided valid and reliable stages of concerns of Naval instructional personnel. The information was judged to be useful in designing strategies to improve the acceptance and utilization of an instructional device. It was also concluded that the patterns of concerns expressed by Navy instructional personnel are generally similar to patterns expressed by other educators. The key exception is that Navy instructional personnel displayed lower concerns in the area of management.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11849
Subject Headings: Synthetic training devices, Teaching--Aids and devices
Format: Document (PDF)

Title: THE EFFECTIVENESS OF COMPUTER ASSISTED INSTRUCTION IN COLLEGE ALGEBRA.
Creator: DIEM, DENNIS CHARLTON., Florida Atlantic University, Burgess, Ernest E.
Abstract/Description: This study was designed to determine the extent to which micro-computer instruction affects the learning of mathematics in College Algebra when used as a substitute for traditional methods of instruction. The computer programs involved in the study were designed to teach the student how to find and graph the solution set of linear inequalities with two variables. The lessons were programmed on an Apple II microcomputer and were designed using relatively simple linear branching techniques. The...
Show moreThis study was designed to determine the extent to which micro-computer instruction affects the learning of mathematics in College Algebra when used as a substitute for traditional methods of instruction. The computer programs involved in the study were designed to teach the student how to find and graph the solution set of linear inequalities with two variables. The lessons were programmed on an Apple II microcomputer and were designed using relatively simple linear branching techniques. The subjects involved in the study were enrolled in two sections of College Algebra in an upper division university. The students were randomly assigned to four groups and each group was taught using varying methods of instruction. One group received traditional classroom lecture followed by textbook homework. A second group was exposed to a computer tutorial program followed by textbook homework. A third group received classroom lecture followed by a computer drill and practice program. A fourth group completed both the computer tutorial and the computer drill and practice programs. Prior to exposure to different teaching methods, each group was administered a pre-test to determine the extent of their knowledge of the subject matter, establish the randomness assertion, and to determine whether or not the groups were equivalent at the outset. After each group received instruction, a post-test was administered to determine relative levels of achievement. One way between subjects analysis of variance was used with the pre-test scores to determine initial differences between the groups. The same statistical procedure was used with the post-test scores. The results of analysis of variance, at the .05 level, indicated that no significant differences in learning took place between the four groups in the study. However, observation of the data seemed to suggest differences which favored the more conventional lecture, homework group. Recommendations for future study included replication of the experiment using the same or modified populations. Additional variables could also be identified such as student attitude, academic background, sex, and age.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11807
Subject Headings: Algebra--Study and teaching (Higher), Computer-assisted instruction
Format: Document (PDF)

Title: EFFECT OF COMPUTER GRAPHICS ON IMPROVING ESTIMATES TO AVERAGE SPEED PROBLEMS (INSTRUCTIONS).
Creator: SAAVEDRA, NELLY C., Florida Atlantic University
Abstract/Description: The present study evaluated the effectiveness of three instructional methods for improving students' estimates of average speed. The student's task was to estimate the average speed of a round trip when given the initial and return speeds. The discovery procedure simulated the round trip by showing one point that moved at the two simulated speeds and a second reference point that simulated the student's estimate. The graph method showed how increasing the initial speed influenced the average...
Show moreThe present study evaluated the effectiveness of three instructional methods for improving students' estimates of average speed. The student's task was to estimate the average speed of a round trip when given the initial and return speeds. The discovery procedure simulated the round trip by showing one point that moved at the two simulated speeds and a second reference point that simulated the student's estimate. The graph method showed how increasing the initial speed influenced the average speed when the return speed was held constant. The computation procedure presented the students with some problems in which they were shown how to compute the average speed by dividing total distance by total time. The results revealed that the discovery method was fairly successful but the graph method was less successful than anticipated and the computation method was a failure. The effectiveness of the discovery method was attributed to the concreteness of the examples and the interactive feedback provided by the reference point.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/14253
Subject Headings: Teaching--Methodology--Evaluation, Learning by discovery--Evaluation
Format: Document (PDF)

Title: A COMPENSATORY READING PROGRAM FOR THE COMMUNITY JUNIOR COLLEGE.
Creator: WEISS, LUCILE S., Florida Atlantic University, Wiegman, Robert R.
Abstract/Description: The purpose of this study was to determine if a compensatory reading program based on the language experience approach could raise the reading level o f underachieving disadvantaged students in the community junior colleges to a level commensurate with their ability and high enough for subsequent success in college level academic courses. The literature indicates that this student has special needs which must be met if he is to succeed in college level work. Programs which meet these needs...
Show moreThe purpose of this study was to determine if a compensatory reading program based on the language experience approach could raise the reading level o f underachieving disadvantaged students in the community junior colleges to a level commensurate with their ability and high enough for subsequent success in college level academic courses. The literature indicates that this student has special needs which must be met if he is to succeed in college level work. Programs which meet these needs must be developed to implement the open door policy and the concept of universal higher education. The community colleges actively recruit students who would not attend college if such programs were not promised. Statistics indicate, however, that only a small percentage of these students succeed in college level courses. It is suggested by this fact that the programs offered arc inadequate. The failure of these students imposes a great burden on the students and on the colleges. The program which is the subject of this study was implemented during the fall quarter, 1974, at Broward Community College, Broward County, Florida, as part of its Special Services Program. Ninety four entering freshmen needed compensatory reading instruction. Forty two of these were enrolled in the Special Services Reading Component, SRD 999. Fifty two were enrolled in the experimental program. All Ss were administered the Nelson Denny Reading Test, form A, during the first week of the quarter. They were also administered the Revised Beta Examination and produced a projective drawing of a person. The potential reading level of each student was calculated from the IQ score of the Beta Examination. The drawings were evaluated on five criteria as a measure of self concept. During the final week of the quarter the students produced a second drawing and were administered the Nelson Denny Reading Test, form B. Thirty six of the experimental group and twenty six of the control group remained to complete the post tests and earn a grade. An analysis of covariance showed there was no statistically significant difference between the groups for the vocabulary subtest of the Nelson Denny Reading Test. There was statistically significant difference, at the .5% level of confidence, for both paragraph comprehension and total reading. Difference in persistence between the groups was tested by the z-test of correlated proportions. It was not statistically significant. The test of chi square, corrected for continuity, was applied to the changes in self concept as measured by the projective drawings. There was statistically significant difference between the groups for only one of five criteria. The study was limited both in number of subjects and in time allowed. The fifteen week quarter was further shortened by the necessity of administering pre and post tests. Two weeks at the beginning of the quarter and one week at the end of the quarter were used for testing. The students met for threa hours a week. It was concluded that replication of the study for a longer period of time would be worthwhile. The students enrolled in the experimental program were also enrolled in at least one other compensatory course and in some cases in college level courses. Success in academic courses, however, depends largely upon reading ability. It is suggested that this program be implemented as a pre-college enrollment course.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11634
Subject Headings: Reading--Remedial teaching, Compensatory education, Community colleges--Curricula
Format: Document (PDF)

Title: COMPETENCIES FOR TEACHING ENGLISH TO MEXICAN AMERICAN ADULTS: AN IDENTIFICATION AND CLASSIFICATION.
Creator: CRIDER, LAURA ARBREE., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: This study began with an investigation of Mexican American adult literacy rates and socioeconomic status in the U. S. A review of the literature revealed the Mexican American ethnic minority, in comparison with other ethnic minorities in the U. S., to have the lowest levels of educational attainment, socioeconomic status, health and nutrition rates, and political participation. Mexican American immigration and U. S. residency rates were shown to be higher than other immigrant groups, but...
Show moreThis study began with an investigation of Mexican American adult literacy rates and socioeconomic status in the U. S. A review of the literature revealed the Mexican American ethnic minority, in comparison with other ethnic minorities in the U. S., to have the lowest levels of educational attainment, socioeconomic status, health and nutrition rates, and political participation. Mexican American immigration and U. S. residency rates were shown to be higher than other immigrant groups, but their U. S. naturalization rates were disproportionately low. Mexican American participation rates in U. S. Adult Education literacy training programs were also lower than other ethnic groups. Based on these findings, the author assumed that there were special competencies for teaching English to Mexican American adults. In an attempt to identify these assumed competencies, the opinions of teachers actively involved in teaching English to Mexican American adults were sought. The Delphi survey technique was the main tool used in gathering data. The study was limited to Florida because of evidence of increasing Mexican American immigration in this state and the author's accessibility to the school system. The implications of the study were that personal concern is an important competency for teaching English to Mexican American adults, there is a lack of awareness of the Mexican influx into the U. S., and there is a need for more emphasis on cultural and linguistic pluralism in American education.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11727
Subject Headings: Mexican Americans--Education, English language--Study and teaching
Format: Document (PDF)

Title: A COMPARISON OF TWO COMMUNITY COLLEGE GENERAL CHEMISTRY CURRICULA AND AN ANALYSIS OF SELECTED PREDICTORS OF STUDENT SUCCESS.
Creator: ROSEN, JOHN FREDERICK., Florida Atlantic University
Abstract/Description: This study compared two approaches to the instruction of general chemistry. One approach was a three semester sequence in which all students, regardless of previous chemistry background, began in the first course of the sequence. The other approach was only two semesters long but required students to either have completed a separate one semester chemistry preparatory course or demonstrated prior preparation in chemistry. The Toledo Chemistry Placement Exam was used to determine whether...
Show moreThis study compared two approaches to the instruction of general chemistry. One approach was a three semester sequence in which all students, regardless of previous chemistry background, began in the first course of the sequence. The other approach was only two semesters long but required students to either have completed a separate one semester chemistry preparatory course or demonstrated prior preparation in chemistry. The Toledo Chemistry Placement Exam was used to determine whether students had enough of a chemistry background to begin the two semester general chemistry sequence. As a result of the study, future chemistry students may be placed into either the preparatory chemistry course or the two semester sequence of general chemistry based upon a prediction resulting from a composite of the Toledo exam and the reading comprehension exam score. Students with low reading comprehension will be advised to take a developmental reading course as well as the preparatory chemistry course.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11760
Subject Headings: Chemistry--Study and teaching (Higher)--Florida
Format: Document (PDF)

Title: A CONTRASTIVE ANALYSIS OF ENGLISH AND YORUBA SEGMENTAL PHONEMES.
Creator: RING, JAMES ANDREW., Florida Atlantic University, Resnick, Melvyn C.
Abstract/Description: This study is intended as an aid to the teaching of English as a foreign (or second) language to speakers of Yoruba. Four areas are discussed in relation to this aim: 1. the need for Nigeri an teachers who have studied the sound system of English 2. the theoretical basis and applications of contrastive analysis and error analysis (It is suggested that the two can operate together to reveal a learner's problems at the performance and competence levels respectively.) 3. the actual contrastive...
Show moreThis study is intended as an aid to the teaching of English as a foreign (or second) language to speakers of Yoruba. Four areas are discussed in relation to this aim: 1. the need for Nigeri an teachers who have studied the sound system of English 2. the theoretical basis and applications of contrastive analysis and error analysis (It is suggested that the two can operate together to reveal a learner's problems at the performance and competence levels respectively.) 3. the actual contrastive analysis (using Ladefoged's prime features as criteria for compariLon and prediction) 4. the error analysis, where errors are classified and discussed in regard to their explanation. It is shown that the articulatory parameters which cause allophonic variation in the native language (e.g. rate of breath release, vocal tract tension and coarticulation) are carried over into the pronunciation of the language being learned, and are major factors in producing a nonstandard accent.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/13860
Subject Headings: English language--Study and teaching--Nigerian students
Format: Document (PDF)

Title: THE RELATIONSHIP OF SELECTED UPPER-DIVISION UNIVERSITY AND PRIOR EXPERIENCE VARIATES TO POST-BACCALAUREATE EMPLOYABILITY.
Creator: HOUT-COOPER, NEIL, JR., Florida Atlantic University, McCleary, Edward J.
Abstract/Description: The purpose of this study was to perform a graduate survey of technology students utilizing a design model so as to produce an employability index (E.I.) that would indicate relationships existing between the graduates' prior experiences and current employability. It was intended to explore relationships between variates that exist in the graduates' educational experiences and the ultimate achievements of the graduate in terms of employment status and job responsibility. This research...
Show moreThe purpose of this study was to perform a graduate survey of technology students utilizing a design model so as to produce an employability index (E.I.) that would indicate relationships existing between the graduates' prior experiences and current employability. It was intended to explore relationships between variates that exist in the graduates' educational experiences and the ultimate achievements of the graduate in terms of employment status and job responsibility. This research indicates the particular traits and factors that produce the greatest correlation with employment success. It also indicates apparent deficiencies that may exist in the graduates' overall educational experiences. It was felt that there was a need for a study design that would employ a statistical methodology in comparing individual employability data to performance data derived from official records. In this manner the more salient elements of the graduate's academic and prior experience profiles were compared to post-baccalaureate performance.
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/11717
Subject Headings: Technical education, Engineering--Study and teaching, Industrial technicians
Format: Document (PDF)

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