View All Items
(81 - 100 of 333)
Pages
- Title
- A STUDY OF THE RELATIONSHIP OF ALLOCATED INSTRUCTIONAL TIME AND OTHER SELECT FACTORS TO ACHIEVEMENT IN SCIENCE AT THE FIFTH GRADE LEVEL.
- Creator
- Romance, Nancy, Florida Atlantic University
- Abstract/Description
-
The study was designed to determine the impact of time, materials and activities upon student achievement in science at the fifth grade level. The variables used represent factors which can be manipulated by educators. The sample included 1,393 fifth grade students and seventy-one teachers in nineteen elementary schools of a large, Florida school district. Assessment instruments included STEP Science, CAT Reading and student and teacher questionnaires. Statistical treatment of the data...
Show moreThe study was designed to determine the impact of time, materials and activities upon student achievement in science at the fifth grade level. The variables used represent factors which can be manipulated by educators. The sample included 1,393 fifth grade students and seventy-one teachers in nineteen elementary schools of a large, Florida school district. Assessment instruments included STEP Science, CAT Reading and student and teacher questionnaires. Statistical treatment of the data included Pearson product-moment correlation coefficients and multiple regression analysis using Fortran programming. Analysis of data revealed that time allotted for science varied considerably (15-180 minutes per week). Data reported by both students and teachers on the three variables represented positive and significant relationships. Student and teacher estimates of time allotted for science were positively correlated (r = 0.41, r = 0.30) with achievement in science. Reading achievement was significantly (r = 0.91) related to achievement in science. Regression analyses using teacher and student data revealed (r^2 = 0.84, r^2 = 0.82) that when time, materials and activities were partialled out, reading was the major predictor of science achievement. F-ratios were not significant at the .05 confidence level. While the statistical significance of this study is slight, some recommendations can be made both from the findings and from the insights gained as part of the process. Recommendations of the study include: (1) There is a need to define clearly the amount of time which should be allotted for science instruction at the fifth grade level to minimize discrepancies. (2) There is a need to further analyze the reasons behind the inconsistencies in instructional time allotted for science. (3) There is a need to investigate whether instruction designed to integrate reading in the content area of science results in greater gains in achievement in science and in reading. (4) There is a need to develop a system to implement, evaluate, and monitor the district's science program to prevent such reported inconsistencies in time, materials and activities. (5) There is a need to provide all students with the necessary materials for learning in science. (6) There is a need to continue with standardized testing information being disseminated to the parents and/or community.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11799
- Subject Headings
- Science--Study and teaching (Elementary)--Florida
- Format
- Document (PDF)
- Title
- TEACHING SOCIAL STUDIES THROUGH THE MEDIA OF ART.
- Creator
- EVERTZ, BARBARA JANE BLOOM., Florida Atlantic University, Marina, William
- Abstract/Description
-
This thesis was prepared as experimental curriculum for social studies utilizing an art approach. It contains specific concept based lesson plans in the areas of geography, American history and government. All of the concepts are achieved through the use of art skills rather than textbook interpretations. They require the student to use higher level taxonomic skills in the preparation of a final observable product such as maps, posters, flags and models. The concepts presented contain a...
Show moreThis thesis was prepared as experimental curriculum for social studies utilizing an art approach. It contains specific concept based lesson plans in the areas of geography, American history and government. All of the concepts are achieved through the use of art skills rather than textbook interpretations. They require the student to use higher level taxonomic skills in the preparation of a final observable product such as maps, posters, flags and models. The concepts presented contain a teacher's rationale, student's discovery question, list of necessary materials, suggested textbook sources, method of presentation by the teacher to the students and discussion questions to follow the presentation by the students of their product.
Show less - Date Issued
- 1971
- PURL
- http://purl.flvc.org/fcla/dt/13467
- Subject Headings
- Social sciences--Study and teaching., History in art.
- Format
- Document (PDF)
- Title
- The impact of curriculum design on health promoting behaviors at a community college in south Florida.
- Creator
- Hubbard, Ann Balaka., Florida Atlantic University, Decker, Larry E.
- Abstract/Description
-
The turn of the century has been greeted with major health care changes. Society is striving toward goals of health-promotion and wellness, historically nursing education's domain. To promote health in a population of community college students, this pilot study implemented health-promoting curriculum at a local community college. The theoretical framework for this research was Nola J. Pender's Health-Promotion Model. This framework was operationalized by Pender and Walker (1987) in an...
Show moreThe turn of the century has been greeted with major health care changes. Society is striving toward goals of health-promotion and wellness, historically nursing education's domain. To promote health in a population of community college students, this pilot study implemented health-promoting curriculum at a local community college. The theoretical framework for this research was Nola J. Pender's Health-Promotion Model. This framework was operationalized by Pender and Walker (1987) in an instrument, "Health-Promoting Lifestyle Profile II" (HPLP II). This instrument evaluates health-promoting behavior. The HPLP II was administered to: (a) An experimental group of 50 nursing students and 67 non-nursing students, and (b) a control group of 24 nursing and 31 non-nursing students for base-line measurement. The experimental group attended a health-promotion continuing education curriculum incorporating Pender and Walker's health-promotion subscales. After completion of the continuing education program, a post-test of the HPLP II was given. Without intervention, the control group completed the HPLP II for comparison. Descriptive statistics and analysis of variance (ANOVA) were used to analyze the data. One hundred and seventy-two participants responded to the HPLP II pre-test. One hundred and sixty students responded to the post-test HPLP II, yielding a 93 percent overall response rate. It was found that: (1) Univariate ANOVA testing demonstrated significant differences among the characteristics of the sample by age, gender, ethnic background, and religion. (2) ANOVA testing demonstrated that there was a difference in health-promoting practices on the nutrition subscale by religion. (3) Health promoting deficiencies occurred on all subscales, with mean scores ranging from 2.14 to 3.09. (4) ANOVA testing demonstrated that there was a difference in groups (i.e. control and experimental across program areas) pre and post test on the interpersonal relation subscale between groups. Recommendations to the nursing field should be geared toward educating faculty on curriculum design of health promotion education. Uniform health promotion education materials should be created and utilized in the classroom setting. Future research in health promotion and health promotion education should include larger, more diverse samples from a variety of community colleges in order to strengthen the research findings. The time frame for the research conducted should also be lengthened to strengthen the research findings. Finally, the specific teaching methodology utilized in the health promotion education curriculum should be examined so that individual learning styles are acknowledged.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/11993
- Subject Headings
- Health promotion, Medical education, Nursing--Study and teaching (Graduate)
- Format
- Document (PDF)
- Title
- The effects of accommodating students' learning styles on academic achievement and attitudes towards algebra.
- Creator
- Husni, Nabil Afif., Florida Atlantic University, Urich, Ted R.
- Abstract/Description
-
The purpose of this study was to compare the academic achievement and attitude of students who were enrolled in Algebra for College Students taught by traditional lecture methods of instruction with students taught by methods of instruction that matched student learning style preferences. This study included 84 students who were enrolled in Algebra for College Students at Palm Beach Community College. The study was designed to determine whether students' age, gender, GPA, and the number of...
Show moreThe purpose of this study was to compare the academic achievement and attitude of students who were enrolled in Algebra for College Students taught by traditional lecture methods of instruction with students taught by methods of instruction that matched student learning style preferences. This study included 84 students who were enrolled in Algebra for College Students at Palm Beach Community College. The study was designed to determine whether students' age, gender, GPA, and the number of hours worked were correlated with students' attitude gain scores or with their algebra gain scores. Four instruments were used to collect information for this study: (a) an algebra pre-test/posttest, (b) a background questionnaire, (c) the Productivity Environmental Preference Survey, and (d) an attitude survey. Reliability was obtained using the SPSS software. The algebra pre-test/posttest and the attitude survey had alpha reliability coefficients of 0.7022 and 0.8154 respectively. Twelve hypotheses were developed to determine if there were significant relationships between and among attitudes towards algebra, academic achievement in algebra, and the aforementioned variables. Multiple linear regression was the statistical tool used for data analysis. Each hypothesis was tested at the 0.1/12 = 0.0083 level of significance. Based on the findings, gender played a significant role in this study. Male students who were taught by methods of instruction corresponding to their learning style preferences had slightly higher attitudinal gain scores and consistently higher achievement gain scores than male students who were taught by the traditional lecture method of instruction. On the other hand, female students who were taught by methods of instruction that accommodated their learning style preferences had higher attitudinal gain scores and relatively no change in academic achievement. Additionally, analyses of data collected from male students revealed a significant negative relationship between male students' academic achievement in algebra and the number of hours worked per week. In contrast, analyses of data collected from female students showed a significant positive relationship between female students' academic achievement and number of hours worked per week.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12510
- Subject Headings
- Algebra--Study and teaching (Higher), Academic achievement
- Format
- Document (PDF)
- Title
- THE IDENTIFICATION OF AND SUGGESTED PROVISIONS FOR THE TEACHING OF THE MATHEMATICAL CONCEPTS NECESSARY FOR SUCCESS IN A COURSE OF PSSC PHYSICS.
- Creator
- DOUTHAT, JAMES ROBERT, JR., Florida Atlantic University
- Abstract/Description
-
This thesis was prepared out of the necessity for an identification of the concepts of mathematics used in PSSC physics. First, a survey of past and current educational journals was used to establish general mathematical prerequisites for PSSC physics. Then the necessary mathematical concepts as conceived by the authors of the PSSC textbook are discussed, with no attempt to state the level of proficiency required in behavioral terms for the identified topics. A survey of the literature was...
Show moreThis thesis was prepared out of the necessity for an identification of the concepts of mathematics used in PSSC physics. First, a survey of past and current educational journals was used to establish general mathematical prerequisites for PSSC physics. Then the necessary mathematical concepts as conceived by the authors of the PSSC textbook are discussed, with no attempt to state the level of proficiency required in behavioral terms for the identified topics. A survey of the literature was made in order to suggest provisions for the teaching of these concepts. These suggestions take the form of mathematics-physics curriculum changes such as integrated mathematics-physics courses, fusion of science applications into the mathematics curriculum, and the institution of a mathematics course specifically designed to prepare students for the study of physics.
Show less - Date Issued
- 1971
- PURL
- http://purl.flvc.org/fcla/dt/13451
- Subject Headings
- Physics--Study and teaching, Mathematical ability, Mathematical physics
- Format
- Document (PDF)
- Title
- THE DEVELOPMENT AND TESTING OF GROUP INSTRUCTIONAL MODULES FOR THE TEACHING OF JUDAICA.
- Creator
- Corseri, Richard Alan, Florida Atlantic University, Council, Charles T.
- Abstract/Description
-
This dissertation was prepared in order to explore the results of the use of group instructional modules in the teaching of Judaica upon the data recall of various groups of students. The students who provide the data were selected from a variety of educational institutions, including a university, a community college, and several non- Orthodox Hebrew schools. The group instructional modules reflect an audio-visual approach. They were prepared by this investigator and reflect his experiences...
Show moreThis dissertation was prepared in order to explore the results of the use of group instructional modules in the teaching of Judaica upon the data recall of various groups of students. The students who provide the data were selected from a variety of educational institutions, including a university, a community college, and several non- Orthodox Hebrew schools. The group instructional modules reflect an audio-visual approach. They were prepared by this investigator and reflect his experiences as a teacher of Judaica at various institutions. The desire to contribute to the existing media resources arose from what the investigator perceived as a need to expand the quantity and variety of audio-visual materials that are relevant to the subject matter. Because the methodology of the research and presentation and interpretation of the data resulting from it must be consistent with the literature of Jewish civilization as it relates to the use of visual media in education, an extensive review of the literature was required. For many scholars it has been considered axiomatic that the Jews created little in the field of visual, and especially representative, art. This was considered the result of an essentially negative attitude to the subject. However, a more careful survey of the literature suggests that a better description of the Jewish attitude to visual art, including representative art, is that of ambivalence. Further, the quantity and variety of such art during the millenia of Jewish history is far more extensive than is commonly acknowledged. From the Biblical beginnings to the present century it seems that the ability to clearly define the place of art in terms of Jewish civilization has proved elusive. To what extent this traditional ambiva lence has affected the definition of Jewish art, and to what degree it is likely to influence the development of contemporary visual materials relevant to Jewish subject matter, is considered in the dissertation. It is noted within the review of literature that the investigator desires to provide evidence that the recently developed software resources are within the bounds of good taste and theological restrictions as defined by the Halachah (Jewish Law). The themes of the group instructional modules include Biblical and Talmudic history, medieval legends, Jewish art and architecture, modern Israel, Zionism, and related topics. The results of the testing of the hypo theses suggest that the modules do indeed have a positive effect upon the data recall of students at all educational levels under consideration, and therefore provide a basis for an instructional program.
Show less - Date Issued
- 1977
- PURL
- http://purl.flvc.org/fcla/dt/11702
- Subject Headings
- Jews--Education, Judaism--Study and teaching
- Format
- Document (PDF)
- Title
- DESIGN AND EVALUATION OF A MODEL TO TRAIN COMMUNITY COLLEGE INSTRUCTORS IN EFFECTIVE USE OF LECTURE-DISCUSSION.
- Creator
- VICKERS, THOMAS WESLEY, Florida Atlantic University
- Abstract/Description
-
A model to train community college instructors in the use of classroom lecture-discussion was designed, field tested and evaluated. Data for the design of the model were obtained through questionnaires submitted to community college instructors and administrators, feedback from students involved in the field test and a review of the literature. Evaluation of the model measured its effectiveness in positively altering classroom use of lecture-discussion skills. Three instruments were developed...
Show moreA model to train community college instructors in the use of classroom lecture-discussion was designed, field tested and evaluated. Data for the design of the model were obtained through questionnaires submitted to community college instructors and administrators, feedback from students involved in the field test and a review of the literature. Evaluation of the model measured its effectiveness in positively altering classroom use of lecture-discussion skills. Three instruments were developed and used for evaluation along with the Flanders Interaction Analysis Scale. Demographic data were collected and analyzed to discern trends, patterns and interrelationships among the variables. Pre- and post-training scores on the evaluative instruments were obtained by having subjects present lecture-discussions under controlled conditions prior to and after undergoing the training prescribed in the model. Results indicated that the training model had a significant impact on classroom use of lecture-discussion. Subjects scored significantly higher on post-training evaluations, leading to the conclusion that the model was effective in teaching subjects lecture-discussion skills. A comparison of pre- and post-training scores obtained on the Flanders Scale indicated the training model had little effect on the amount of classroom time devoted to the four areas of activity measured. A correlation between self-evaluation scores and scores generated by subjects participating as students in the lecture-discussions indicated no relation. Regression analysis indicated self-evaluation scores were not accurate predictors of student evaluation scores, leading to the conclusion that instructor self-evaluations alone do not provide adequate measures of classroom use of lecture-discussion skills. Analysis of trends, patterns and interrelationships among the variables found that sex and age had little effect. Years of teaching experience had little effect, except for the indication that teachers with ten to twenty years of experience received greater training benefit than subjects in other age groups. Subjects with master's degrees received greater benefit from the training than subjects with bachelor's degrees. Active teachers scored higher on both pre- and post-training tests than non-teachers; however, the per cent of increase in scores was approximately the same. It was impossible to draw any conclusions as to the effect of subject taught upon scores received. Subjects presenting lecture-discussions under controlled conditions received scores that were not significantly different from scores received by subjects presenting under actual classroom conditions. It was recommended that the model be implemented to train community college instructors in the use of lecture-discussion.
Show less - Date Issued
- 1980
- PURL
- http://purl.flvc.org/fcla/dt/11762
- Subject Headings
- Lecture method in teaching, College teachers--Training of, Discussion
- Format
- Document (PDF)
- Title
- THE TEACHING OF CERTAIN ECONOMIC CONCEPTS AND UNDERSTANDINGS THROUGH THE USE OF DISTRIBUTIVE EDUCATION IN OCCUPATIONAL PROGRAMS.
- Creator
- BUCHANAN, KENNETH W., Florida Atlantic University
- Abstract/Description
-
This thesis was prepared as a study of the desirability and the feasibility of successfully teaching specific economic concepts and understandings, through the use of Distributive Education, to students in Florida vocational-technical schools. Five areas of economic understanding were measured by a questionnaire containing fifty questions. This instrument was administered to the experimental group of fifty-two students from the Lake County Area Vocational Technical Center in Eustis, Florida,...
Show moreThis thesis was prepared as a study of the desirability and the feasibility of successfully teaching specific economic concepts and understandings, through the use of Distributive Education, to students in Florida vocational-technical schools. Five areas of economic understanding were measured by a questionnaire containing fifty questions. This instrument was administered to the experimental group of fifty-two students from the Lake County Area Vocational Technical Center in Eustis, Florida, and two control groups; forty-eight students of the North Technical Education Center in Riviera Beach, Florida, and fifty students in Distributive Education programs in four high schools in Palm Beach County, Florida. The results of the test revealed the following: (a) economic concepts and understandings can be taught through this method, (b) students in this type proqram scored significantly higher than students that had not been exposed to a program of Distributive Education , and (c) the Lake County students scored as well on the whole as the high school Distributive Education students.
Show less - Date Issued
- 1973
- PURL
- http://purl.flvc.org/fcla/dt/13597
- Subject Headings
- Distributive education--Florida, Economics--Study and teaching
- Format
- Document (PDF)
- Title
- Predictors of English Reading Skill in Children from Spanish Speaking Homes: A Longitudinal Study from Five to 10 Years.
- Creator
- Tulloch, Michelle K., Hoff, Erika, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Learning to read is a fundamental skill that is understudied among children who hear more than one language at home. A particular limitation in the extant literature is that the samples are often Spanish-dominant and come from low-income households. This literature has evidence that Spanish skills – both language-specific (i.e., vocabulary) and language-general (i.e., phonological processing) – predict English reading ability. In the current study, we investigated the effect of oral language...
Show moreLearning to read is a fundamental skill that is understudied among children who hear more than one language at home. A particular limitation in the extant literature is that the samples are often Spanish-dominant and come from low-income households. This literature has evidence that Spanish skills – both language-specific (i.e., vocabulary) and language-general (i.e., phonological processing) – predict English reading ability. In the current study, we investigated the effect of oral language skills in both English and Spanish, as well as other pre-literacy skills, on the English reading skill of Spanish-English bilinguals who are English dominant and received English only instruction from school entry. The oral language skills and other pre-literacy skills of 101 Spanish-English dual language learners were assessed at 5 years. English reading skill was measured annually from 6 to 10 years. Latent growth curve analysis was used to model initial English reading skill at 6 years and the growth of English reading skill from 6 to 10 years. Four sets of hypothesized foundational skills measured at child age 5 years were tested as predictors of subsequent English reading skill: (1) English oral language skills, (2) Spanish oral language skills, (3) English and Spanish oral language skills, and (4) English and Spanish oral language skills, with other pre-literacy skills. The results of structural equation modeling indicated that English vocabulary and phonological awareness measured in Spanish were significant predictors when English and Spanish skills were entered separately. When English and Spanish oral language skills were included together, Spanish oral language skills did not explain English reading growth better than when oral language skills were modeled independently. The best model of predictors of English reading for bilingual 5-year-olds included only English vocabulary and English letter recognition.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014162
- Subject Headings
- Reading, English language--Study and teaching--Spanish speakers
- Format
- Document (PDF)
- Title
- Creating the ideal citizen: rhetorical education and the public sphere.
- Creator
- Lunceford, Brett, 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/fd/FADT186480p
- Subject Headings
- Rhetoric -- Political aspects, Rhetoric -- Study and teaching -- United States, Rhetoric -- Study and teaching -- Social aspects -- United States
- Format
- Set of related objects
- Title
- Exploring the impact of electronic textbook tools on student achievement in world history.
- Creator
- Bonner, Cathy E., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension...
Show moreThis mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension World History pretest and posttest that were administered. A Factorial ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the influence of the Scholastic Reading Inventory (SRI) moderator. Using the eEdition World History textbook tools of highlight and animation did not significantly impact the World History knowledge and comprehension scores achieved by participants and the participant's SRI level did not significantly moderate the relative effectiveness of the conditions. Interview data from 3 Student Focus groups and 1 Teacher Focus group were analyzed with an open exploratory coding strategy. The resulting classification code of "ease of use" was characterized by: (a) time required to learn to use the tools, and (b) time to complete the tasks. A second code, "choice" was characterized by: (a) choice of instruction tools, and (b) choice in monitoring and assessing student activity. The focus groups indicated that they would use the tools in the future due to benefits such as the ability to modify the information to match their learning and instructional preferences. They also stressed that more instruction on the use of eEdition tools was needed.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3329829
- Subject Headings
- Achievement in education, History, Study and teaching (Secondary), Curriculum planning, Internet in education, Effective teaching, Educational technology
- Format
- Document (PDF)
- Title
- Assessment of a school-based health program for fifth graders.
- Creator
- Falasco, Marianne Rita., Florida Atlantic University, Hayes, Janice S.
- Abstract/Description
-
The purpose of the study is to determine if the American Heart Association Heart Power Kit influences knowledge of cardiovascular risk. The efficacy of showing this program to a class of fifth grade students was compared to the efficacy of not showing it. The participants of the study were twenty-seven children, ages ten to twelve in two separate classes. Each class completed the A Heart Smart cognitive pre-test and post-test at the beginning and end of six months. The experimental group...
Show moreThe purpose of the study is to determine if the American Heart Association Heart Power Kit influences knowledge of cardiovascular risk. The efficacy of showing this program to a class of fifth grade students was compared to the efficacy of not showing it. The participants of the study were twenty-seven children, ages ten to twelve in two separate classes. Each class completed the A Heart Smart cognitive pre-test and post-test at the beginning and end of six months. The experimental group received the educational program; the control group did not. Data were analyzed by t-test at the .05 significance level. There was a significant difference between the pre-test and post-test of the experimental, not the control group (t = 1.07, df = 28, p = >.30). The results of the post-test showed an increase in knowledge after the program in the experimental group and no increase in knowledge in the control group.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/15724
- Subject Headings
- Health education (Elementary), Heart--Study and teaching (Elementary), Heart--Diseases--Prevention--Study and teaching (Elementary), Community health nursing
- Format
- Document (PDF)
- Title
- The effects of instructional format on community college students' geometric construction performance.
- Creator
- Shryock, Brenda Manning., Florida Atlantic University, Shockley, Robert, Romance, Nancy
- Abstract/Description
-
The purpose of this study was to investigate which of two different instructional formats of a geometric construction activity was best suited to enhance student task performance. The subjects (N=50) were selected from community college students enrolled in introductory college mathematics courses and randomly assigned to one of two treatment groups. The groups differed in that group A received a different format of the procedural steps to reconstruct a given angle than that of group B. Form...
Show moreThe purpose of this study was to investigate which of two different instructional formats of a geometric construction activity was best suited to enhance student task performance. The subjects (N=50) were selected from community college students enrolled in introductory college mathematics courses and randomly assigned to one of two treatment groups. The groups differed in that group A received a different format of the procedural steps to reconstruct a given angle than that of group B. Form A consisted of adjoining text and diagrams where a diagram for each of the five steps of the task was pictured. Form B consisted of only two diagrams for the five-step process where it was necessary for subjects to determine which of the two diagrams was being referred to while proceeding through the steps. Both formats are representative of instructional materials currently in use in classrooms from the middle school level to the post-secondary level. During a personal interview session, each subject received one of two sets of directions describing the procedure of reproducing a given angle using a compass and straightedge. Each subject was asked to study the assigned set of directions with materials provided to practice the task. With the directions removed, each subject was then asked to reconstruct another, slightly different angle. Students given Form B, the reduced diagram format, significantly outperformed those students given Form A, x^2 (1, $N=50)=5.19, with no significant differences in the two groups with respect to the time spent studying the directions, t(48)=0.04, or completing the testing phase, t(48)=1.58. Other than use of the assigned form, mathematics ability was a significant factor in the subjects' ability to successfully complete the construction task, F(1,46)=7.79, p<.01. Verbal ability was not a significant factor, F(1,46)=1.81, p=.19, in the subjects' ability to successfully complete the construction task. Gender alone was not a significant factor, F1,46 =0.31, p = .58; however, when examined in combination with mathematics ability a significant interaction resulted, F1,46)=6.41, p=.02. Overall, success was significantly related to format, mathematics ability, and gender relative to mathematics ability.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12440
- Subject Headings
- Mathematics--Problems, exercises, etc, Problem solving, Mathematics--Study and teaching, Teaching--Aids and devices
- Format
- Document (PDF)
- Title
- Learning culture in the zone of proximal development: E-mail exchanges among foreign language learners.
- Creator
- Smasal, Marc., Florida Atlantic University, DuBravac, Stayc
- Abstract/Description
-
Scaffolding is the assistance of an expert learner provided to a novice learner to fulfill a given task. This study examined scaffolding in email messages between non-native speakers learning about German culture. The instructor used Internet resources to teach aspects of the target culture to students enrolled in a second semester German course. Email exchanges between two separate classes of German students were designed to elicit scaffolding. Unlike previous studies that have concentrated...
Show moreScaffolding is the assistance of an expert learner provided to a novice learner to fulfill a given task. This study examined scaffolding in email messages between non-native speakers learning about German culture. The instructor used Internet resources to teach aspects of the target culture to students enrolled in a second semester German course. Email exchanges between two separate classes of German students were designed to elicit scaffolding. Unlike previous studies that have concentrated on the grammatical competence of the students, this study focused on the development of cultural competence as subjects discussed four topics of German culture via email messages. Scaffolded cultural help enables participants to develop an opinion about selected cultural issues. Scaffolded help was found in few email messages and the analysis suggests that participants discussed cultural issues by exchanging factual knowledge rather than providing scaffolded help. Concludes with considerations for further research and teaching.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/13240
- Subject Headings
- German language--Study and teaching, Culture--Study and teaching, Language and culture, Electronic mail messages
- Format
- Document (PDF)
- Title
- The role of other-regulation in second language learners of beginning Spanish.
- Creator
- Seiden, Carolina M., Florida Atlantic University, DuBravac, Stayc
- Abstract/Description
-
This qualitative study analyzes speech data from learner's interaction in small group and paired activities in the classroom. The analysis is framed in Vygotsky's theory of language. The findings suggest that peer-peer interaction alone does not increase the opportunities for students to understand, practice and incorporate new concepts into their developing second language. Other-regulation---collaborative dialogue---and scaffolding---the task preparation so the student is compelled to...
Show moreThis qualitative study analyzes speech data from learner's interaction in small group and paired activities in the classroom. The analysis is framed in Vygotsky's theory of language. The findings suggest that peer-peer interaction alone does not increase the opportunities for students to understand, practice and incorporate new concepts into their developing second language. Other-regulation---collaborative dialogue---and scaffolding---the task preparation so the student is compelled to perform a task that appears to be within his/her reach---are compromised when the task lacks context and personal significance for the students.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/13120
- Subject Headings
- Second language acquisition, Interdisciplinary approach in education, Spanish language--Study and teaching, Language and languages--Study and teaching
- Format
- Document (PDF)
- Title
- Some Construction Problems Related to the Incircle of a Triangle.
- Creator
- Bell, Amy B., Yiu, Paul Y., Florida Atlantic University
- Abstract/Description
-
This thesis explores several construction problems related to the incircle of a triangle. Firstly, as a generalization of a theorem of D. W. Hansen, we find two quadruples of quantities related to a triangle which have equal sums and equal sums of squares. We also study the construction problems of triangles with centroid on the incircle, and those with a specified cevian - a median, an angle bisector, or an altitude- bisected by the incircle. Detailed analysis leads to designs of animation...
Show moreThis thesis explores several construction problems related to the incircle of a triangle. Firstly, as a generalization of a theorem of D. W. Hansen, we find two quadruples of quantities related to a triangle which have equal sums and equal sums of squares. We also study the construction problems of triangles with centroid on the incircle, and those with a specified cevian - a median, an angle bisector, or an altitude- bisected by the incircle. Detailed analysis leads to designs of animation pictures using the dynamic software Geometer's Sketchpad.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fau/fd/FA00000725
- Subject Headings
- Geometry--Problems, exercises, etc, Geometry--Study and teaching (Secondary), Mathematics--Study and teaching--Technological innovations
- Format
- Document (PDF)
- Title
- SELECTED SOCIOPSYCHOLOGICAL ATTITUDES ASSOCIATED WITH FOREIGN LANGUAGE INSTRUCTION IN HIGH SCHOOL AND POSTSECONDARY STUDENTS.
- Creator
- AKE, CATHERINE ANN., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to determine if selected sociopyschological variables were influenced by foreign language instruction. Attitude surveys were administered to 260 students from a high school, a junior college, and a university in Florida before and after instruction in introductory Spanish classes. A combination of instruments developed by Gardner and Lambert at McGill University was adapted for the study. A Likert-type scale was used to elicit responses regarding anomie,...
Show moreThe purpose of this study was to determine if selected sociopyschological variables were influenced by foreign language instruction. Attitude surveys were administered to 260 students from a high school, a junior college, and a university in Florida before and after instruction in introductory Spanish classes. A combination of instruments developed by Gardner and Lambert at McGill University was adapted for the study. A Likert-type scale was used to elicit responses regarding anomie, ethnocentrism, and attitude toward Hispanics; a semantic differential scale, to elicit stereotypes of Americans, Spaniards, Cubans, Puerto Ricans, and Mexicans. Data obtained were analyzed by one-way analyses of variance, correlation and t-tests for significance, and the orthogonal comparison method. Results included the following: The university students did not change attitudes significantly on any variable tested. The junior college students' attitudes improved significantly toward Mexicans. The high school students' attitudes toward Hispanics in general and toward Mexicans in particular declined significantly. For the total sample, there was a significant trend toward anomie following instruction, but there was no change in ethnocentrism. A significant positive relationship existed between these two variables prior to instruction; no significant relationship existed afterward. Stereotypes elicited rated Americans most favorably followed by Spaniards. There were no significant differentiations made between the other three groups. It was concluded that instruction in Spanish neither improved overall attitude toward Hispanics nor decreased ethnocentrism. Nevertheless, it was found that the high school students' attitudes were flexible and susceptible to change. Recommendations included the reassessment of affective goals in foreign language instruction and the development of cultural awareness units to be incorporated into the curriculum.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11796
- Subject Headings
- Spanish language--Study and teaching--Psychological aspects, Spanish language--Study and teaching--Florida, Students--Attitudes
- Format
- Document (PDF)
- Title
- Culture as a factor in the motivation of heritage speakers to study Spanish at the college level in South Florida.
- Creator
- Seiden, Carolina M., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
- Abstract/Description
-
The purpose of this study is to understand culture as a factor in the motivation of heritage speakers of Spanish to study Spanish at the college level in South Florida. 59 participants divided into three groups of heritage speakers of Spanish at Florida Atlantic University at Boca Raton participated in a questionnaire survey, for a combination of quantitative and qualitative analyses. Subjects were grouped according to the degree of involvement in Spanish-related activities at the college...
Show moreThe purpose of this study is to understand culture as a factor in the motivation of heritage speakers of Spanish to study Spanish at the college level in South Florida. 59 participants divided into three groups of heritage speakers of Spanish at Florida Atlantic University at Boca Raton participated in a questionnaire survey, for a combination of quantitative and qualitative analyses. Subjects were grouped according to the degree of involvement in Spanish-related activities at the college-level. The instrument was a combination of Likert-scale questions as well as open-ended questions aimed at clarifying or expanding on topics presented during the Likert-scale part of the questionnaire. The findings of this study indicate that most heritage speakers understood culture as a part of their identity. Students who were enrolled in Spanish classes were not just looking to expand their Spanish knowledge, but to re-connect and re-establish links with their cultural heritage. Finally, those who chose not to study Spanish cite as their most important reason a dislike for the Spanish language. The results revealed the following implications for the heritage speaker curriculum: the need to address the unique demographic make-up of Spanish heritage speakers in South Florida; the necessity for a consistent and reliable methodology for the identification of heritage speakers, and; the importance of instructors' sensitivity to regional and social dialect variation.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/77651
- Subject Headings
- Cognition and culture, Spanish language, Study and teaching (Higher), Spanish speakers, Language and languages, Study and teaching (Higher), Social aspects, Language and culture, Study and teaching (Higher), Social aspects
- Format
- Document (PDF)
- Title
- Effects of national board certification on retention of teachers in the classroom.
- Creator
- Jackson, Lewis., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study probes the impact that the National Board for Professional Teaching Standards (NBPTS) certification process has on teachers, schools, and school districts. In particular the study provides research to determine if National Board Certification significantly affects teachers staying in the classrooms as full time teachers. The NBPTS process is explored to better understand the background of the endeavor and how it may thereby assist in promoting teacher retention and whether this...
Show moreThis study probes the impact that the National Board for Professional Teaching Standards (NBPTS) certification process has on teachers, schools, and school districts. In particular the study provides research to determine if National Board Certification significantly affects teachers staying in the classrooms as full time teachers. The NBPTS process is explored to better understand the background of the endeavor and how it may thereby assist in promoting teacher retention and whether this concept is being realized. The history of leadership is also explored and discussed as it pertains to education and the NBPTS process. Beyond researching the relationship between National Board Certification and teachers leaving the classroom as full time teachers, this study also sought to determine if ethnicity (Black, White, Hispanic or Other) and/or gender were statistically significant moderators of this relationship. Of the total number of National Board Certified Teachers (NBCTs) who completed the survey (N=220), 22 participants reported that they were not teaching full time in the classroom at the time of this study. Of the total number of teachers who had not obtained NBC (general education teachers or GETs) who completed the survey (N=110), 28 participants reported that they were not teaching full time in the classroom at the time of this study. The results from this study indicate that GETs left the classroom as full time teachers, while remaining employed with the Broward School Board, at more than twice the rate of NBCTs.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/359925
- Subject Headings
- Teachers, Certification, Teacher turnover
- Format
- Document (PDF)
- Title
- Multicultural education and high school English teachers: a teacher awareness study.
- Creator
- Hamilton, Rebecca, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Multicultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school...
Show moreMulticultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school district participated in an online survey, and 11 of those respondents also participated in a follow-up personal interview. According to multiple scholars, there are three categories for multicultural education: Recognition, Transformation, and Action, with Recognition serving to recognize and respect other cultures without any change to the mainstream curriculum and instruction, Transformation serving to transform the curriculum and instruction to reflect students and their various cultures while introducing them to others and meeting the various instructional needs of the students, and Action motivating students to take action to bring about social justice. Overall, high school English teachers’ understanding of effective multicultural education is on the Transformation level. The survey found that high school English teachers use multicultural education on the Action level; however, the follow-up interviews did not support that finding. Also based on the interviews, teachers are willing and eager to learn more and would like the district to implement their suggestions to help with their learning.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004376, http://purl.flvc.org/fau/fd/FA00004376
- Subject Headings
- Cultural pluralism, Curriculum planning, Educational equalization, English language -- Study and teaching (Secondary), English literature -- Study and teaching (Secondary), Ethnicity -- Study and teaching, Multicultural education -- Case studies, Teachers, Training of
- Format
- Document (PDF)
