Current Search: Education and state -- United States (x)
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- Title
- The universities and the ruling class : how wealth puts knowledge in its pocket.
- Creator
- Horowitz, David
- Abstract/Description
-
This item is part of the Political & Rights Issues & Social Movements (PRISM) digital collection, a collaborative initiative between Florida Atlantic University and University of Central Florida in the Publication of Archival, Library & Museum Materials (PALMM).
- Date Issued
- 1969?
- PURL
- http://purl.flvc.org/fau/fd/FA00002814
- Subject Headings
- Business and education -- United States.
- Format
- Document (PDF)
- Title
- Florida middle grades pupil progression policies: their effects on middle school student achievement and retention rates.
- Creator
- Murray, Mary A., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Florida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students,...
Show moreFlorida H.B. 7087 (2006a), otherwise known as A++legislation, was created and adopted as a means to increase the rigor and relevance of a public school education, specifically at the middle school and high school levels. The anticipated result of the implementation of this bill was to better prepare middle school students for high school and thereby increase high school student performance and decrease the dropout rate. However, in increasing the promotion standards for middle grade students, interpretation and implementation have created additional barriers to grade level advancement. As a result, the possibility now exists for more students and especially those already at-risk of failure will be subject to higher retention rates. This may place them further at-risk of poor academic performance and of potentially dropping out of school, an opposite effect of the intent of the bill. This study was designed to evaluate the impact of the revised policies on middle school students.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2683536
- Subject Headings
- Education and state, Educational tests and measurements, Educational accountability, Achievement in education
- Format
- Document (PDF)
- Title
- Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.
- Creator
- Bamdas, Jo Ann, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study...
Show moreThe purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community. Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas -ti 5.0 software, and thematic analyses completed in order to triangulate the data. Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation., The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued a doctorate degree was "only step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186326
- Subject Headings
- Achievement motivation, Minority women, Education (Higher), Educational equalization, Motivation in education, Education, Aims and objectives
- Format
- Document (PDF)
- Title
- An American way to talk: forums as civic education in the 1930s.
- Creator
- Keith, William, 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/FADT186663p
- Subject Headings
- Civics -- Study and teaching -- United States, Adult education -- United States, Political socialization -- United States
- Format
- Set of related objects
- Title
- Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools.
- Creator
- Weaver, Tressey., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote...
Show moreThe purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote culturally relevant pedagogy and utilize culturally responsive leadership? The sample for this mixed methods study was secondary school principals and teachers in predominately African American schools. Seven principals and 43 teachers participated in the study. The research methods used were vignettes, interviews, surveys, content analysis, and document analysis. Vignettes containing 10 scenarios of principals performing culturally responsive leadership practices were distributed to principals who were asked to rate them with a Likert scale. In addition, principals were asked 13 open ended questions about culturally relevant pedagogy and culturally responsive leadership in an interview. Teachers were asked to complete a 10 question on-line survey about their principals' leadership from a culturally responsive perspective. Reviews of school improvement plans, principals' messages, and mission and vision statements were also conducted., The study found that (a) principals admitted that they had a limited knowledge of the concepts of culturally relevant pedagogy and culturally responsive leadership, (b) principals theoretically viewed culturally relevant pedagogy and culturally responsive leadership as useful tools in educating African American student populations as evidenced by their responses to the vignettes, (c) principals had a general understanding of African American culture and exhibited sensitivity to the cultural needs of African American students, (d) stressed the managing of difficult students or the diffusing of problematic situations as a benefit of having teachers trained in culturally relevant pedagogy and (e) principals in the study did not actively encourage teachers to utilize culturally relevant pedagogy as a means to improve the academic achievement of African American students.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/215296
- Subject Headings
- Educational leadership, Critical pedagogy, African American children, Education, Afrocentrism, Study and teaching, Educational equalization
- Format
- Document (PDF)
- Title
- The development of global-mindedness: school leadership perspectives.
- Creator
- Hersey, Maria., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel...
Show moreThe purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel experience, second language ability, and years of teaching experience. The findings also reported positive relationships between the subscales of Hett's (1993) Global-Mindedness Scale and the attributes of international-mindedness as defined by the International Baccalaureate's learner profile. The results of this study are intended to advance knowledge of the development of global-mindedness for school leaders around the world.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3342108
- Subject Headings
- Education and globalization, Educational leadership, Critical pedagogy, School improvement programs, Education, Primary, Aims and objectives
- Format
- Document (PDF)
- Title
- The threat of school choice and changes in public school organizations.
- Creator
- Thompson, Jeanethe D., Florida Atlantic University, Pisapia, John
- Abstract/Description
-
This study tested the assumption that faced with the threat of losing students via vouchers public school principals would make changes in their organizational practices to improve their schools and avoid this occurrence. Two variables were investigated: (a) the level of threat and (b) school organizational practices. Data were collected using a 55-item mail survey-questionnaire, structured to assess changes in school organizational practices perceived by teachers at the randomly selected...
Show moreThis study tested the assumption that faced with the threat of losing students via vouchers public school principals would make changes in their organizational practices to improve their schools and avoid this occurrence. Two variables were investigated: (a) the level of threat and (b) school organizational practices. Data were collected using a 55-item mail survey-questionnaire, structured to assess changes in school organizational practices perceived by teachers at the randomly selected schools. The School Organization Teacher Survey was field-tested twice to check reliability and validity. Cronbach alpha values were 0.88 and 0.93 for the pilots. The unit of analysis for this study was the school. Eight hundred (800) surveys were sent to 160 schools; 331 representing 112 schools were completed and returned for a response rate of 71.3%. Descriptive statistics, multiple regression, and analysis of variance techniques were utilized to determine whether and to what degree relationships existed between the independent variable of grade and threat and the dependent variable of change in the organizational practices by the principals. The results of this study are consistent with the literature on public school choice or market theory. First, a strong relationship was found between school choice and changes in school organizational practices. Faced with the voucher threat, Florida public school principals made changes in teaching conditions, enhancing opportunities for student learning, and encouraging parental involvement. Second, the level of threat felt dictated the level of response by principals. Principals at low performing schools felt a greater sense of urgency and responded more quickly and to a greater degree. Principals at high performing schools, on the other hand, did not feel this threat and did not make changes in their organizational practices. The results from this provide support for the use of choice as a mechanism for school reform, since, as the results indicate, principals made changes in their practices to improve the performance of their students when faced with the threat of losing students to other schools through vouchers or opportunity scholarships.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fau/fd/FADT12107
- Subject Headings
- School choice--United States, School management and organization--United States, Educational equalization--United States, Charter schools--United States, Privatization in education--United States
- Format
- Document (PDF)
- Title
- Sizing up the principalship: the relationship between school size and principal leadership in elementary and middle schools.
- Creator
- Kaplan, Mark J., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study examined the issue of school size and the potential impact that school size has on the leadership behaviors of principals. Contextual factors were also considered as potential moderators of the relationship between transformational/ transactional/laissez-faire leadership behavior and school size. Data were collected and analyzed using quantitative methods. A survey was conducted based on a chosen model to gather the data. Multi-factor Leadership Questionnaire (MLQ) surveys were...
Show moreThis study examined the issue of school size and the potential impact that school size has on the leadership behaviors of principals. Contextual factors were also considered as potential moderators of the relationship between transformational/ transactional/laissez-faire leadership behavior and school size. Data were collected and analyzed using quantitative methods. A survey was conducted based on a chosen model to gather the data. Multi-factor Leadership Questionnaire (MLQ) surveys were distributed electronically to school staff in elementary and middle schools in Sunshine County, Florida for input regarding their principal's behavior. Using one-way and two-way analysis of variance tests for the main and moderating factors, the survey results indicated that while the main effect of size has no direct impact on principal leadership behavior, contextual factors (socio-economics, principal gender, and principal experience) do moderate the relationship between specific transformational principal leadership behaviors and school size.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3171397
- Subject Headings
- School management and organization, Educational leadership, School principals, Action research in education
- Format
- Document (PDF)
- Title
- A comparative analysis of teacher-authored websites in high school honors and advanced placement physics for web-design and NSES content and process standards.
- Creator
- Persin, Ronald C., College of Education, Department of Teaching and Learning
- Abstract/Description
-
The purpose of this study was to investigate whether statistically significant differences existed between high school Honors Physics websites and those of Advanced Placement (AP) Physics in terms of web-design, National Science Education Standards (NSES) Physics content, and NSES Science Process standards. The procedure began with the selection of 152 sites comprising two groups with equal sample sizes of 76 for Honors Physics and for Advanced Placement Physics. The websites used in the...
Show moreThe purpose of this study was to investigate whether statistically significant differences existed between high school Honors Physics websites and those of Advanced Placement (AP) Physics in terms of web-design, National Science Education Standards (NSES) Physics content, and NSES Science Process standards. The procedure began with the selection of 152 sites comprising two groups with equal sample sizes of 76 for Honors Physics and for Advanced Placement Physics. The websites used in the study were accumulated using the Google[TM] search engine. To find Honors Physics websites, the search words "honors physics high school" were entered as the query into the search engine. To find sites for Advanced Placement Physics, the query, "advanced placement physics high school," was entered into the search engine. The evaluation of each website was performed using an instrument developed by the researcher based on three attributes: Web-design, NSES Physics content, and NSES Science Process standards. A "1" was scored if the website was found to have each attribute, otherwise a "0" was given. This process continued until all 76 websites were evaluated for each of the two types of physics websites, Honors and Advanced Placement. Subsequently the data were processed using Excel functions and the SPSS statistical software program. The mean and standard deviation were computed individually for the three attributes under consideration. Three, 2-tailed, independent samples t tests were performed to compare the two groups of physics websites separately on the basis of Web Design, Physics Content, and Science Process. The results of the study indicated that there was only one statistically significant difference between high school Honors Physics websites and those of AP Physics., The only difference detected was in terms of National Science Education Standards Physics content. It was found that Advanced Placement Physics websites contained more NSES physics content than Honors Physics websites. There was no significant difference found between the two types of high school physics websites in regards to web-design, and NSES science process standards. It is hoped that the results of this study may serve as a guide for researchers to explore the role of Web-Assisted Instruction (WAI) as an enhancement to traditional instruction in physics. With the first generation to grow up in the digital age now in high school, WAI may prove to be useful as method to improve critical thinking skills and provide opportunities for inquiry beyond the classroom.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/192988
- Subject Headings
- Science, Study and teaching (Secondary), Standards, Internet in education, Standards, Web sites, Design and construction, Standards, Technical education
- Format
- Document (PDF)
- Title
- Whither civic education.
- Creator
- Scher, Richard, 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/FADT186471p
- Subject Headings
- Civics -- Study and teaching -- United States, Education, Higher -- Aims and objectives -- United States, Political science
- Format
- Set of related objects
- Title
- Effects of the four pillars on statewide high school graduation rates.
- Creator
- Daniel, Harry M., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study investigated the relationship of statewide high school graduation rates of student ethnic groups from 2002 to 2006 to the four policy pillars of the No Child Left Behind (NCLB) Act of 2001: Accountability for Results; Expanded Flexibility and Local Control; Expanded Options for Parents, Strengthening Teacher Quality. The quantitative, non-experimental, multivariate, correlational design addressed four research questions and six hypotheses. The research population was composed of...
Show moreThis study investigated the relationship of statewide high school graduation rates of student ethnic groups from 2002 to 2006 to the four policy pillars of the No Child Left Behind (NCLB) Act of 2001: Accountability for Results; Expanded Flexibility and Local Control; Expanded Options for Parents, Strengthening Teacher Quality. The quantitative, non-experimental, multivariate, correlational design addressed four research questions and six hypotheses. The research population was composed of high school students in all 50 states and the District of Columbia. The predictor variables were the four policy pillars themselves. Data were collected through archival reports from the Education Commission of the States (ECS) and State Accountability Report Workbooks provided by state departments of education to create an index of implementation to determine the extent to which the four policy pillars were implemented. The criterion variable was high school graduation rate split across student ethnic groups. Graduation rates of subgroup student populations were collected from the Average Freshman Graduation Rates archives for the ninth grade cohort entering in 2001 and exiting in 2006. Data were analyzed both by a one-factor correlational analysis of covariance with one covariate to determine the impact of each NCLB policy pillar, and by a four-factor analysis of covariance with one covariate to determine the impact of all NCLB policy pillars together. The study found that no significant relationships existed between any of the four NCLB policy pillars, singularly or between all four of the policy pillars together, and statewide high school graduation rates among any student racial or ethnic subgroups for the academic years covered in the study. Reasons for the lack of significant relationships are a source for further study. It is recommended that such studies examine the effect of policy implementation that currently allows: (a) each state to set its own test and measurement standards or its own criteria for teacher certification; (b) parents to keep their children in failing schools even if those children are also failing; and (c) each state to underfund mandates.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004099, http://purl.flvc.org/fau/fd/FA00004099
- Subject Headings
- Academic achievement -- United States, Education and state -- United States, Educational accountability -- United States, Educational equalization -- United States, School improvement programs -- United States, United States -- No Child Left Behind Act of 2001
- Format
- Document (PDF)
- Title
- The art of leadership: a study of administrative practices in Florida's schools of the arts.
- Creator
- Perry, Kevin Gardner., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts...
Show moreThe purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts. Prinicpals ranked the practices in order of importance. Although the statistical analyses revealed no significant differences among the variables of instructional levels (elementary, middle, and secondary), gender, or school grade designations, descriptive statistics as well as qualitative data found a number of emergent themes including principal outreach, principal advocacy, focus, flexibility, curriculum, funding challenges, and the commitment to being there(i.e., at the school). Based on the findings, a plus one model was developed illustrating the tensions across organizational management, instructional leadership, and artistic leadership, all of which must function simultaneously in order to lead a successful school of the arts. While only one study, the findings suggest that regular school principals might want to consider incorporating successful school-of-the-arts practices in their own schools.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3352282
- Subject Headings
- Educational leadership, Educational administration, Arts, Study and teaching, Teacher-principal relationships
- Format
- Document (PDF)
- Title
- An examination of the role and career paths of chief research administrators in selected major research universities in the United States.
- Creator
- Nash, Julie., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain...
Show moreThe Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain information to define the persona and career path(s) of the CRA at research universities in the United States. Survey data related to career pathways resulted in the emergence of four main pathways; Faculty/Academic, Administrative, Private Industry, and a Combination of the first three pathways. The results indicated that the most highly cited pathway to the position of the CRA was the Faculty/Academic (83%). The least traveled pathway to the position of CRA was found to be Administrative, that is, beginning at the lowest levels of a research office or administrative position and progressing through the ranks of the research office.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3360957
- Subject Headings
- Universities and colleges, Administration, College administrators, Training of, United States, Educational leadership, United States, Action research in education, United States
- Format
- Document (PDF)
- Title
- Quality children's literature that supports fifth-grade state standards in United States history: A content analysis of historical fiction, biography, and informational tradebooks.
- Creator
- Baxley, Traci P., Florida Atlantic University, Matanzo, Jane Brady
- Abstract/Description
-
This study sought to investigate the benefits of using children's literature in fifth grade classrooms in order to promote greater student interest, engagement, and understanding of key grade level history standards. Instruments were created by the researcher to examine the criteria expected for both standards and literary quality in history-related historical fiction, biography, and informational tradebooks. Children's literature was selected based on expert's recommendations and award...
Show moreThis study sought to investigate the benefits of using children's literature in fifth grade classrooms in order to promote greater student interest, engagement, and understanding of key grade level history standards. Instruments were created by the researcher to examine the criteria expected for both standards and literary quality in history-related historical fiction, biography, and informational tradebooks. Children's literature was selected based on expert's recommendations and award winning and honor books from 1970 to present. Four sets of content-analyzed Historical Literary Triads, one historical fiction, one biography, and one informational tradebook, for three United States Historical Eras most frequently addressed by 48 states and the District of Columbia's fifth grade standards were analyzed. Using a content analysis approach, data concerning the representation of fifth grade United States history state standards in select children's books were compiled. The literature was analyzed for the frequency with which the United States history standards were met and for its ability to support and/or reinforce the standards. Data concerning the presence of criteria designated for quality in children's literature were compiled. The degree of the presence of both quality and standards criteria was calculated both within an Era and among the three Historical Eras. The researcher then compared the comments and examples of individual genres with degrees of standards presented in the completed Historical Literary Triads used within a Historical Era. A discussion of content comparisons, reinforcements, and extensions presented or not presented by the Historical Literary Triads was discussed. These analyses assisted the researcher in determining the degree of quality and supportive content that was contained in the recommended and/or award winning books and the degree to which the Historical Literacy Triads created complemented United States history state standards. The content analysis concluded that while each children's literature book had some merit in terms of literary quality and/or addressing United States history standards, the Historical Literary Triads was overwhelmingly more inclusive, assuring breadth and depth of the materials needed for fostering historical learning and historical inquiry.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12140
- Format
- Document (PDF)
- Title
- Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools.
- Creator
- Escuder, Ana, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns...
Show moreThis study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns of teachers; their beliefs about technology, mathematics as a subject, math teaching, and learning; external factors such as resources and school support; their TPACK development; and their instrumental orchestration approach through classroom observations. Among the major findings, the study revealed that the personal concerns of the teacher users of GeoGebra included the desire to continue learning the new features of the software, as well as the desire to connect themselves with others in common endeavors for the benefit of other teachers and, ultimately, the students... There was a consensus among the teacher users that they had to strike a balance between their professional goals and the available resources.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362325
- Subject Headings
- Mathematics, Study and teaching (Middle school), Mathematics, Study and teaching, Computer-assisted instruction, Educational technology, Educational innovations, Educational change
- Format
- Document (PDF)
- Title
- A readability analysis of elementary-level science textbooks.
- Creator
- Trainer, Robyn, Florida Atlantic University, Kumar, David D.
- Abstract/Description
-
Given both the unprecedented attention to the importance of providing children with the best possible science textbooks and the overwhelming evidence that students in the United States are severely lacking the most basic science knowledge, the decline in the number of students pursuing science degrees is alarming. In spite of all the efforts being made, a disparity still exists between (1) the wealth of science information available, (2) the apparent ease of access to scientific information,...
Show moreGiven both the unprecedented attention to the importance of providing children with the best possible science textbooks and the overwhelming evidence that students in the United States are severely lacking the most basic science knowledge, the decline in the number of students pursuing science degrees is alarming. In spite of all the efforts being made, a disparity still exists between (1) the wealth of science information available, (2) the apparent ease of access to scientific information, and (3) the lack of scientific academic progress being made in classrooms across the United States. A literature review was conducted which included the areas of textbook analysis and textbook readability levels, the fields of textbook analysis and readability, and findings from recently published books about textbook readability. The majority of the literature reflected an urgent need for science textbooks to be revised. Based on the information gathered during the literature review, the study examined the readability levels of elementary level science textbooks that were published by six textbook publishers. Results from the study revealed that when used properly, readability formulas provide an objective look at textbooks. After applying these formulas to the selected elementary level science textbooks, it became clear that very few changes were implemented between the most recent previous editions and the current editions. The textbooks remain too difficult for the students using them. The findings from this study will help science textbook publishers and textbook writers see that some changes need to be made in the way their textbooks are written. In order to maintain a competitive edge in the global marketplace, more students need to pursue science. In order for more students to do that, they need to pursue science degrees, but in order for them to pursue science degrees, they need to have a certain degree of confidence and level of interest in the subject matter. For that to happen, science textbooks need to be more inviting, more user-friendly, and more interesting to the readers. This study concludes with recommendations for further research.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12227
- Subject Headings
- Science--Study and teaching (Elementary)--United States, Textbooks--United States--Readability, Education, Elementary--United States
- Format
- Document (PDF)
- Title
- The call of public service: motivation and professional commitment in education.
- Creator
- Ackerina, Jacqueline., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector...
Show moreThe purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector participants, the majority were Caucasian, female, and under the age of 30. All respondents held at least a bachelor's degree and the majority held up to ten years tenure in education. Utilizing an abridged version of Perry's (1996) multi-dimensional scale that was modified for the education sector, the public service motivation (PSM) construct was measured using an Internet survey approach. Three of the public service motivation dimensions and two commitment items were used to operationalize the PSM and professional commitment of education professionals within their current roles. Correlation, regression, ANOVA, and t-test analyses were conducted to examine the data collected. Study findings concluded that education professionals possess public service motivation and are professionally committed to their careers. In addition, results indicated that school district administrators possessed higher levels of public service motivation than teachers. Furthermore, demographic characteristics indicated that educators who are older, more experienced, and highly educated possess higher levels of PSM. Perhaps the most critical discovery was that when comparing education professionals to their public administration counterparts, educators possessed higher levels of public service motivation. These findings have several important implications for education institutions, academic scholars, human resource managers, and leadership preparation programs that would all benefit from all
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3342031
- Subject Headings
- Motivation (Psychology), Educational leadership, Public administration, Education, Aims and objectives, Education, Social aspects
- Format
- Document (PDF)
- Title
- Does civics education actually work?.
- Creator
- Gainous, Jason, Martens, Allison, 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/FADT186667p
- Subject Headings
- Civics, Civics -- Study and teaching -- United States, Moral education -- United States
- Format
- Set of related objects
- Title
- The relationship between principal leadership actions and business and social justice cultures in schools.
- Creator
- Reyes-Guerra, Daniel, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business...
Show moreThis study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business and Social Justice cultures was confirmed, and three latent cultures of Standards Performance, Democratic Community and Equity Curriculum were discovered. Of the schools participating, 74% had at least one of these cultures. The use of four leader actions was measured and statistically associated with different detected cultures. Managing/Transforming and Bridging actions were associated with all, Bonding was associated with all except the Equity Curriculum culture, and Bartering was associated only with the Business/Standards Performance culture. The schools' context had limited impact on the relationship between actions and culture., Only higher student poverty increased the principal's use of Managing/Transforming actions in schools with a Democratic Community culture. Four principal demographics - years as principal, years at the school, undergraduate major, and level of graduate study - had a actions and school culture. The study reinforces Pisapia's (2009) theory of strategic leadership, develops new instrumentation to measure cultures associated with social justice and accountability, and provides guidance to principals and those who educate them on leader actions associated with desired school cultures.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/215295
- Subject Headings
- Educational leadership, Critical pedagogy, Social justice, Study and teaching, Marginality, Social, School management and organization
- Format
- Document (PDF)
- Title
- State planning strategies to implement the Scientific Based Research components of the NCLB Act.
- Creator
- Mohammed, Shereeza F., Florida Atlantic University, Pisapia, John
- Abstract/Description
-
The recent shift toward favoring the scientific paradigm and evidence-based practice has resulted in the comprehensive use of the term Scientific Based Research (SBR) in the No Child Left Behind Act. This shift to economically introduce scientifically based interventions to nationally raise student achievement has taken on greater significance. The purpose of this study was to determine the relationships among a state's capacity to implement the SBR components, its contextual environment, its...
Show moreThe recent shift toward favoring the scientific paradigm and evidence-based practice has resulted in the comprehensive use of the term Scientific Based Research (SBR) in the No Child Left Behind Act. This shift to economically introduce scientifically based interventions to nationally raise student achievement has taken on greater significance. The purpose of this study was to determine the relationships among a state's capacity to implement the SBR components, its contextual environment, its implementation strategy and the comprehensiveness of its planned policy implementation. The data for Capacity to implement, Context and Strategy were gathered through a 66-item survey sent to State Program Directors for the Title IA, Comprehensive School Reform, and Reading First programs in each of the fifty states. The response rate was 70%. The data for Comprehensiveness came from content analysis of the SBR components found in federally approved state plans. Correlational analysis and multiple regressions were used to elucidate the nature of the relationships among the variables. The study resulted in three major conclusions. First, based on the assumptions of the evaluative literature, the study expected to find that the presence of certain Capacity, Contextual or Strategic factors would favor higher Comprehensiveness of implementation in state plans. However, this study found that some factors: Horizontal Linkages, Amount of Knowledge, Internal and External Technical Assistance, Partnership and Coordination, and Political Support were less useful than expected in producing a comprehensive state plan. Second, policy makers and implementation planners can allocate resources to the following practically significant factors to plan implementation of federal mandates more efficiently: Cross Functional Linkage, Finances, and Negotiation. They can also minimize efforts to utilize Partnerships, Coordination and Horizontal Linkages which though statistically and practically significant, were negatively related factors. Finally, if extra resources are available, the following strategies, all statistically significant but of low practical significance, can used to support the establishment of effective and efficient planning decisions: the Amount and Knowledge of Personnel; Internal Technical Assistance; Political support; and Technical Assistance from External Agencies. Therefore, careful calculation and prioritization of resources by state planners along these guidelines can be used to optimize implementation planning.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12175
- Subject Headings
- School improvement programs--United States, United States --No Child Left Behind Act of 2001, Federal aid to education--United States, Education--Standards--United States, Education and state--United States
- Format
- Document (PDF)
