Current Search: Curriculum planning -- Florida -- Palm Beach County (x)
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- Title
- Integration of geospatial technologies into K-12 curriculum: an investigation of teacher and student perceptions and student academic achievement.
- Creator
- Goldstein, Donna L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development for teachers, and (d) evaluate teacher perceptions of the value of integrating GIS into their existing curricula. This study was quantitative and...
Show moreThe purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development for teachers, and (d) evaluate teacher perceptions of the value of integrating GIS into their existing curricula. This study was quantitative and quasi-experimental in design. The samples consisted of 1,425 students from one middle school and 62 teachers from Palm Beach County School District. Two instruments were used in this study: student surveys and teacher feedback forms. Data from the student surveys indicated that students perceive their learning is enhanced by inclusion of GIS and GPS. Data from the teacher feedback forms revealed positive perceptions of the GIS/GPS program as an integrative tool for their existing curricula and a positive assessment of the GIS professional development training. The relationship between GIS instruction and student academic achievement was evaluated, measured by FCAT reading scores and final grades in science and social studies. The findings support the constructivist theory that students learn best when actively engaged in the process. In this study standardized FCAT reading test results and science and social studies grades corroborate the students' perceptions that GIS and GPS integration enhances their learning. Study results show FCAT reading scores were higher for GIS students than for non-GIS students. The research further indicated a significant increase in FCAT reading scores for non-native English speaking GIS students and a significantly higher average science grade for non-White GIS students., The findings also show that students who had a greater frequency of GIS instruction had higher averages in science and social studies grades. Education reform requires bold initiatives and an organizational culture supportive of innovative ideas. The structured model for development and implementation of GIS in the K-12 public school system presented at the end of this study includes collaboration between district leadership, administrators and teachers, and a comprehensive approach to professional development.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/1927302
- Subject Headings
- Geographic information systems, Global Positioning System, Florida Comprehensive Assessment Test, Curriculum planning, Achievement in education
- Format
- Document (PDF)
- Title
- The impact of block scheduling on academic achievement and the perceptions of teachers and administrators in selected South Florida high schools.
- Creator
- Cosimano, Michael, Florida Atlantic University, Maslin-Ostrowski, Patricia, Decker, Larry E.
- Abstract/Description
-
The purpose of this study was to determine the impact of scheduling alternatives on (a) student achievement, student behavior, and attendance rates and (b) teacher and administrator perceptions. Archival data for student achievement, behavior, and attendance were obtained from the Palm Beach County School District. Perceptions of teachers and administrators were obtained through data collected from questionnaires administered through participating schools in this study. The research took...
Show moreThe purpose of this study was to determine the impact of scheduling alternatives on (a) student achievement, student behavior, and attendance rates and (b) teacher and administrator perceptions. Archival data for student achievement, behavior, and attendance were obtained from the Palm Beach County School District. Perceptions of teachers and administrators were obtained through data collected from questionnaires administered through participating schools in this study. The research took place at three high schools using either 4 x 4, A/B, or modified block schedules and two high schools using traditional schedules. The block-scheduled schools were used in a similar study in 1996 after 1 year of implementation. The current study investigated the impact of block scheduling for year 1 (1996) and year 6 (2001). Perceptions toward block scheduling were obtained from teachers and administrators working in the three block-scheduled schools. The findings in this study support prior research which found that block scheduling may enhance student achievement levels in reading, writing and mathematics. Based on the findings, it appears that the modified block schedule may be a better choice over the 4 x 4 and the A/B schedules in terms of increasing student achievement, decreasing student behavior problems, and increasing student attendance rates. Tentative findings on the perceptions of teachers and administrators appeared to indicate a preference toward remaining on the block schedule over the traditional schedule.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/12090
- Subject Headings
- Academic achievement, School management and organization
- Format
- Document (PDF)
