Current Search: Curriculum planning--Florida (x)
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- Title
- History at the Gates: How Teacher and School Characteristics Relate to Implementation of a State Mandate on Holocaust Education.
- Creator
- Dobrick, Alison, Fritzer, Penelope, Florida Atlantic University
- Abstract/Description
-
This quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about...
Show moreThis quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about the Holocaust in elementary classrooms. The findings of this study demonstrate the background knowledge and resources that teachers need to increase their implementation of Holocaust education in the classroom. Suggestions for the development of more effective workshops, information dissemination strategies, and teacher resources for Holocaust education and other mandated areas are also included in this study. To provide the necessary background for the exploration of the implementation of Florida's Holocaust education mandate, this study examines: the importance of Holocaust education; effective instructional practices in Holocaust education; connections between Holocaust education and multicultural goals; and the history of the passage of legislation related to Holocaust education. As the title suggests, teachers are the final "gatekeepers" of the curriculum: their decisions determine the extent to which topics will be taught. For this reason, this study examines the connections between teachers, their experiences, and their decisions to teach about crucial, mandated subjects like the Holocaust.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/fau/fd/FA00000662
- Subject Headings
- Holocaust, Jewish (1939-1945)--Study and teaching (Elementary)--Florida, Curriculum planning--Florida, Effective teaching--Florida, Multicultural education--Florida
- 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)