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- Title
- Criteria for selecting classroom teachers.
- Creator
- Meltzer, Carol, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to examine criteria used by public school administrators who select from among applicants to fill elementary and secondary classroom teaching positions in a large southeastern school district. The study was designed to determine the relative importance of criteria used by hiring officials when selecting first-time classroom teachers. The sample for this study included 76 South Florida public elementary (47) and secondary (29) principals. The survey instrument...
Show moreThe purpose of this study was to examine criteria used by public school administrators who select from among applicants to fill elementary and secondary classroom teaching positions in a large southeastern school district. The study was designed to determine the relative importance of criteria used by hiring officials when selecting first-time classroom teachers. The sample for this study included 76 South Florida public elementary (47) and secondary (29) principals. The survey instrument included 16 criteria. Each criterion was categorized into one of two subscales of the teacher selection process (credentials or interview). The design of this study included a series of eight factorial analyses of variance (ANOVAs) performed to examine the relationships between responses on the two subscales and school level, and selected administrator demographic variables. All eight analyses included identical school levels (elementary and secondary) and identical criteria subscales (credentials and interview). However, each of the eight analyses included a third factor pertaining to one of the eight administrator demographic variables (highest degree completed, number of years taught, number of certifications, number of years in administration, number of years at current school, age, gender, and ethnicity). Results indicated that means in the credentials subscale were significantly higher for secondary than for elementary administrators (p <.05). This difference in means was consistent regardless of which of the eight other demographic variables were included in the factorial analysis of variance design. Means in the interview subscale for elementary and secondary administrators were not significantly different. Means in both the credentials and the interview subscales for the eight demographic variables were not significantly different as main effects, or along with school level as two-way interactions. T-test results that indicated elementary administrators rated the interview subscale higher than the credentials subscale were in agreement with ANOVA results that indicated the credentials subscale was rated higher by secondary than by elementary administrators. The highest rated criterion, "enthusiasm for teaching" was rated most effective by 89% of the elementary and 97% of the secondary administrators surveyed. The lowest rated criterion, "test scores" was rated most effective by none of the elementary and four percent of the secondary administrators surveyed.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/12391
- Subject Headings
- Education, Elementary, Education, Secondary
- Format
- Document (PDF)
- Title
- A NEEDS ANALYSIS FOR A DOCTORAL PROGRAM IN EDUCATION FOR NON-SCHOOL EDUCATORS AND TRAINERS IN THE ELEVEN COUNTY EAST CENTRAL FLORIDA REGION.
- Creator
- GWISE, THOMAS EDWARD., Florida Atlantic University, Weppner, Daniel B., Sciortino, Philip T.
- Abstract/Description
-
This study was conducted to analyze the perceived need for a doctoral program in education for non-school educators and trainers in the eleven county East Central Florida region. A two-part survey instrument was used to collect data related to the strength of the need and to the competencies required by the survey respondents. Sixty competencies were derived from the literature. Respondents were asked to rate each competency item as essential, important, supplemental or non-essential to both...
Show moreThis study was conducted to analyze the perceived need for a doctoral program in education for non-school educators and trainers in the eleven county East Central Florida region. A two-part survey instrument was used to collect data related to the strength of the need and to the competencies required by the survey respondents. Sixty competencies were derived from the literature. Respondents were asked to rate each competency item as essential, important, supplemental or non-essential to both their present positions and to their future goals. Instruments were mailed to 314 non-school educators and trainers in the eleven county East Central Florida region. One hundred and thirty-nine responses were received for a response rate of 44 percent. The data indicate that a strong need exists for such a program, particularly for those non-school educators and trainers who are in or who aspire to positions in leadership, management, and administration. The four major components of the need are people skills, communication skills, technological skills, and professional skills. Further, the need identified in East Central Florida is congruous with the needs of non-school educators and trainers nationwide. Sixteen core competency areas were identified: (1) effective working relations, (2) organizational decision making, (3) strategic planning, (4) instructional program planning, (5) general management, (6) internal resource management, (7) supervision, (8) report preparation, (9) specification writing, (10) interpersonal relations, (11) public speaking, (12) written communication, (13) team building, (14) organizational interfacing, (15) learning goals and objectives, and (16) evaluation. A data based, competency centered program design for a doctoral program in education for non-school educators and trainers was formulated. The design mandates achievement of functional competency at the terminal degree level in each of four academic clusters: Professional, Research, Technological, and Education and Training.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11852
- Subject Headings
- Educators--Education (Higher)
- Format
- Document (PDF)
- Title
- THE RELATIVE EFFICACY OF THE LEITER INTERNATIONAL PERFORMANCE SCALE AND THE WECHSLER PRESCHOOL AND PRIMARY SCALE OF INTELLIGENCE IN DETERMINING GIFTEDNESS IN BLACK CHILDREN AND WHITE CHILDREN.
- Creator
- RAPEE, MARCIA RUBIN, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Purpose. This dissertation was designed to study the relative efficacy of the 1948 standardization of the Leiter International Performance Scale, the 1975 standardization of the Leiter International Performance Scale, and the Wechsler Preschool and Primary Scale of Intelligence for placing children in the gifted range of intellectual functioning. In addition, this dissertation addressed the relationship of a preschool screening instrument, the Developmental Indicators for the Assessment of...
Show morePurpose. This dissertation was designed to study the relative efficacy of the 1948 standardization of the Leiter International Performance Scale, the 1975 standardization of the Leiter International Performance Scale, and the Wechsler Preschool and Primary Scale of Intelligence for placing children in the gifted range of intellectual functioning. In addition, this dissertation addressed the relationship of a preschool screening instrument, the Developmental Indicators for the Assessment of Learning with the 1948 standardization of the Leiter International Performance Scale, the 1975 standardization of the Leiter International Performance Scale, and the Wechsler Preschool and Primary Scale of Intelligence. Results. The results indicated that there was a significant difference in the number of white children and black children placed into gifted classes, based upon the WPPSI and LIPS. Inspite of the fact that both white children and black children scored both higher and lower on the LIPS than the WPPSI statistically, based upon observed and predicted frequencies, the WPPSI did favor the white children in terms of gifted placement. There was no significant difference between the number of white children and black children placed in gifted classes based upon the LIPS. Discriminant root analysis corroborated these findings by statistically indicating the discriminant roots inherent in the WPPSI for the black children in this study. These discriminant roots were the following six subtests: Information; Vocabulary; Arithmetic; Comprehension; Mazes and Block Design. In addition, a multiple regression analysis corroborated that the 1948 LIPS is statistically nondiscriminatory by revealing that race was not a significant predictor of the 1948 LIPS IQ score.
Show less - Date Issued
- 1980
- PURL
- http://purl.flvc.org/fcla/dt/11759
- Subject Headings
- Education, Educational Psychology
- Format
- Document (PDF)
- Title
- The impact of art integration as an intervention to assist learners' visual perception and concept understanding in elementary science.
- Creator
- Smilan, Cathy A., Florida Atlantic University, College of Education, Department of Teaching and Learning
- Abstract/Description
-
Art integration as educational reform has been the focus of recent debate. The suggestion has been made that the arts can provide unique learning opportunities in other content areas. To provide empirical evidence for this added value of the arts in learning, this study investigated the efficacy of teaching science concepts in and through the visual arts by implementing an art integrated lesson. The study investigated the impact of an art integration to assist elementary level learners'...
Show moreArt integration as educational reform has been the focus of recent debate. The suggestion has been made that the arts can provide unique learning opportunities in other content areas. To provide empirical evidence for this added value of the arts in learning, this study investigated the efficacy of teaching science concepts in and through the visual arts by implementing an art integrated lesson. The study investigated the impact of an art integration to assist elementary level learners' visual perception so they could more accurately form mental models of the science ideas. The hypothesis suggests that participants in the art intervention who construct a three-dimensional representation of abstract science concepts will gain an increased understanding of those concepts. Specifically, students who work with parallel concepts in art and science to make and manipulate three-dimensional, kinetic models of the sun, earth, and moon will be able to more accurately visualize the relationships between these heavenly bodies. Fifth grade students participated in the study which was integrated into the regular curriculum. Seventy-six randomly selected students comprised the experimental group and participated in the art project. After the completion of traditional textbook and lecture presentation by the classroom teachers, a researcher developed Science Concept Test was administered to all fifth grade students. Statistically significant results indicated that the differences between the groups on the science concept test were due to the integration of the art intervention. These empirical data show significant differences between the group receiving the art intervention and the group receiving traditional classroom instruction, supporting the efficacy of the art integration model. In conclusion, the study supports the literature that suggests the efficacy of art integration partnerships as alternative avenues for presenting and representing knowledge. The study additionally supports the literature establishing the need for concrete modeling of science concepts at the elementary level. Furthermore, the study indicates the need for further investigation into attitudes toward art integration partnerships, the role of the arts in the culture of education, and the viability of instruments to assess conceptual understanding in the visual arts and in science.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/12092
- Subject Headings
- Education, Art, Education, Sciences
- Format
- Document (PDF)
- Title
- Exploring selected factors in the relationship between school climate and leadership behaviors in two Saint Lucie County elementary schools.
- Creator
- Centerbar, Alberta Elaine., Florida Atlantic University, Hunt, John J., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The research study was designed to determine if significant correlations existed between selected factors of school climate and selected factors of leadership behaviors. The responses of the instructional staff of two Saint Lucie County elementary schools served as the basis for the study. The correlation of several bivariate combinations was studied for both schools independently. The Pearson product-moment correlation statistic was used to determine if a significant relationship existed at...
Show moreThe research study was designed to determine if significant correlations existed between selected factors of school climate and selected factors of leadership behaviors. The responses of the instructional staff of two Saint Lucie County elementary schools served as the basis for the study. The correlation of several bivariate combinations was studied for both schools independently. The Pearson product-moment correlation statistic was used to determine if a significant relationship existed at the.05 level. The Diagnostic Inventory of School Climate measured the following variables of school climate: (a) clear school mission, (b) safe learning environment, (c) expectation for success, (d) high morale, (e) effective instructional leadership, (f) quality classroom instruction, (g) monitoring student progress, and (h) positive home-school relations. Each of the climate variables was correlated with the following variables of leadership behavior as measured by the Diagnostic Survey for Leadership Improvement: (a) communication of the school principal, (b) control of the school principal, (c) decision making of the school principal, (d) interaction-influence of the school principal, and (e) confidence and trust processes of the school principal. It was concluded that in school one there were no statistically significant relationships between the variables of school climate and the variables of leadership behavior. However, in school two there were statistically significant relationships between: (a) the control of the school principal and high morale, (b) decision making of the school principal and high morale, (c) confidence and trust processes of the school principal and high morale, (d) decision making of the school principal and effective instructional leadership, (e) decision making of the school principal and quality classroom instruction, (f) control of the school principal and positive home-school relations, (g) decision making of the school principal and positive home-school relations, and (h) confidence and trust processes of the school principal and positive home-school relations.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12420
- Subject Headings
- Education, Administration, Education, Elementary
- Format
- Document (PDF)
- Title
- The relationship of selected principal characteristics to the integration of technology in schools.
- Creator
- Knee, Richard Henry, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Computers are an integral part of our society. The educational system is under considerable pressure to integrate computers into the curriculum both as a subject and as a teaching methodology. While research shows that there are positive trends in computer availability, most teachers have not yet fully integrated technology into the curriculum or their pedagogical methodologies. The purpose of this study was to determine the relationship of the principal's use of the microcomputer and other...
Show moreComputers are an integral part of our society. The educational system is under considerable pressure to integrate computers into the curriculum both as a subject and as a teaching methodology. While research shows that there are positive trends in computer availability, most teachers have not yet fully integrated technology into the curriculum or their pedagogical methodologies. The purpose of this study was to determine the relationship of the principal's use of the microcomputer and other principal characteristics. This included the location of the computer used, ethnicity, years of experience in education, age, gender and education, to the degree to which computer technology is integrated in the classroom. The sample was comprised of 40 elementary schools selected at random from Broward County and Dade County, Florida. A random sample of at least 20 teachers from each school was administered the Levels of Computer Use (LCU) survey to determine the degree to which technology was integrated into the classroom. The Technology Use Survey (TUS) was administered to the principal of the school to determine the level of computer use by the principal and other demographic factors related to the principal. Results indicated no significant relationship between the degree to which technology was integrated in the classroom, as determined by the LCU, and the principal's use of the microcomputer (r =.0779, p >.05). Moreover the location of the computer (r =.1068, p >.05), years of experience of the principal (r =.2505, p >.05), age (r =.0301, p >.05), gender (r =.1223, p >.05) and education (r =.0013, p >.05) were not found to have significant relationships with the degree to which technology was integrated in the classroom. A significant relationship was found between the ethnicity of the principal (r =.4582, p <.01) and the degree to which technology was integrated within the classroom. Suggestions for future research include studying the principal's role in the school in terms of their management or leadership role in the integration of technology in the curriculum. Future research should study other possible leaders in the school's organizational culture that might serve as a role model, and investigate the degree to which the principal's ethnic background may actually represent the socio-economic background of the school and other issues of equity.
Show less - Date Issued
- 1996
- PURL
- http://purl.flvc.org/fcla/dt/12443
- Subject Headings
- Education, Administration, Education, Technology
- Format
- Document (PDF)
- Title
- WHAT’S SCHOOL GOT TO DO WITH IT?PERCEPTIONS OF THE EDUCATIONAL EXPERIENCES OF YOUTH WHO HAVE EXPERIENCED INTERRUPTIONS TO THEIR PUBLIC SCHOOL EDUCATION.
- Creator
- Judd, Leslie, Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
In today’s educational climate highly focused on accountability, often measured through high stakes testing and graduation rates, it is critical that school leaders return to a focus on the initial aim of public education and ensure all students are afforded a quality education until graduation. Unfortunately, over 25,000 school-aged children in Florida are arrested for a felony offense annually, which is just one of many paths leading to an interruption in their learning and often entrance...
Show moreIn today’s educational climate highly focused on accountability, often measured through high stakes testing and graduation rates, it is critical that school leaders return to a focus on the initial aim of public education and ensure all students are afforded a quality education until graduation. Unfortunately, over 25,000 school-aged children in Florida are arrested for a felony offense annually, which is just one of many paths leading to an interruption in their learning and often entrance to the school-to-prison pipeline. Additionally, these students are often not allowed to return or have their return to traditional school settings postponed by being placed at alternative school settings. The purpose of this qualitative phenomenology study was to describe the K-12 educational experience as perceived by males ages 15-21 who had an interruption in their education while attending a public school in Florida. The perceptions of the K-12 educational experiences were generally defined as what each participant reported as his personal experience while attending a K-12 public educational setting.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013611
- Subject Headings
- Educational administration, Educational leadership, Educational policy
- Format
- Document (PDF)
- Title
- Modern School of Stelton twenty-fifth anniversary, 1915-1940.
- Creator
- Ferrer, Francisco
- 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
- 1940
- PURL
- http://purl.flvc.org/fau/fd/FA00002548
- Subject Headings
- Moral education
- Format
- Document (PDF)
- Title
- Economic Concepts in Distributive Education.
- Creator
- Haydock, Michael P., Buckner, Leroy M., Florida Atlantic University
- Abstract/Description
-
The Distributive Education program has its roots in both educatio and distribution. This environment encompasses Distributive Education as an educational service to marketing and distribution. Distributive Education has as one of its purposes a commitment to teach the skills and competencies needed for employment of secondary and post-secondary students for careers in marketing and distribution. In the past few years Distributive Education has seen the advent of the Interstate Distributive...
Show moreThe Distributive Education program has its roots in both educatio and distribution. This environment encompasses Distributive Education as an educational service to marketing and distribution. Distributive Education has as one of its purposes a commitment to teach the skills and competencies needed for employment of secondary and post-secondary students for careers in marketing and distribution. In the past few years Distributive Education has seen the advent of the Interstate Distributive Education Curriculum Consortium (IDECC). This study dealt with an analysis of 76 jobs in distribution and the creation of Learning Activities Packages (LAP's) that would develop 983 technical competencies needed to master the 76 jobs. The competency areas developed included: advertising, communications, display, human relations, mathematics, merchandising, operations and management, product and service technology, and selling. Related to all other areas of instruction and to all competencies needed in distributive employment are certain economic understandings. These understandings should facilitate the distributive process by serving as a basis for management decisions and by enabling employees to comprehend the reasons for certain processes and procedures. The economic understandings and concepts have never been integrated into the IDECC system. The purpose of this project is to integr ate economic understandings and concepts of our free enterprise system into the Learning Activity Packages of the Intersiate Distributive Education Curriculum Consortium. This study proves conclusively that a Distributive Education student needs some knowledge of economic understandings and concepts. He does not need to be extensively exposed to economics in the form of the focus of a course but should know those economic concepts which are necessary to master the 983 technical competencies in the IDECC system and which will enable a Distributive Education student to perform adequetely as an employee entering a job area in the field of marketing and distribution. The highlights of this study are a complete list of economic concepts which a Distributive Education student should know, and a competency - concept matrix which matches each competency in the IDECC system with an economic concept.
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fau/fd/FA00000633
- Subject Headings
- Distributive education
- Format
- Document (PDF)
- Title
- A NEW APPROACH TO CURRICULUM ORGANIZATION: THE ADMINISTRATIVE IMPLICATIONS OF CASSIRER'S THEORY OF SYMBOLIC FORM.
- Creator
- MORSE, ROBERT EVERETT., Florida Atlantic University
- Abstract/Description
-
It is the purpose of this study to explore the administrative implications of an alternative to the rationale of the subject-centered organization used by many nonpublic secondary schools. The literature review shows that the planning and assessment of education goals involves assumptions which administrators are being challenged to reexamine. The study proposes and tests a new conceptual framework based on Cassirer's theory of symbolic form as a suitable base for the development of...
Show moreIt is the purpose of this study to explore the administrative implications of an alternative to the rationale of the subject-centered organization used by many nonpublic secondary schools. The literature review shows that the planning and assessment of education goals involves assumptions which administrators are being challenged to reexamine. The study proposes and tests a new conceptual framework based on Cassirer's theory of symbolic form as a suitable base for the development of administrative plans and programs. The study itself is exploratory and descriptive. It is limited to nonpublic schools and directed to the secondary level. Following Katz, theses are set out and tested against preset criteria. The study presents three major findings: (1) The symbolic nature of knowledge is a suitable substitute for the logic of the disciplines in organizing a curriculum; (2) The object of knowledge is superior to the disciplines for organizing the curriculum; (3) An organization based on symbolic skills and the object of study provides an analytical tool for judging the appropriateness of educational goals and programs. In terms of the prespecified criteria the superiority of the proposed conceptual framework provides the theoretical justification for expanding the organization of curriculum experiences beyond the structure of a discipline to the structure of human knowledge. Based on the affirmation of the theses eight conclusions are presented. For example, it is concluded that programs and services provided by nonpublic schools should be built on the definition of man as a symbol using animal, i.e., "animal symbolicum." Another conclusion is that under the proposed conceptual framework the problem of organization and the problem of syntax are merged. Based on the findings and conclusions, administrative implications are presented for the following topics: (1) theoretical concerns, (2) program planning, (3) program implementation, (4) program evaluation, (5) instructional leadership.
Show less - Date Issued
- 1985
- PURL
- http://purl.flvc.org/fcla/dt/11861
- Subject Headings
- Education, Administration
- Format
- Document (PDF)
- Title
- Predicting retention of first-year college students.
- Creator
- Bebergal, Jennifer, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to investigate demographic and academic variables that may contribute to the persistence of students at a mid-size, public, four-year institution in southeast Florida. A discriminant analysis was performed using 16 demographic (gender, age, ethnicity, permanent address location, residential or commuter status, and types/amounts of financial aid received) and academic variables (major, high school GPA, SAT verbal scores, SAT quantitative scores, ACT composite...
Show moreThe purpose of this study was to investigate demographic and academic variables that may contribute to the persistence of students at a mid-size, public, four-year institution in southeast Florida. A discriminant analysis was performed using 16 demographic (gender, age, ethnicity, permanent address location, residential or commuter status, and types/amounts of financial aid received) and academic variables (major, high school GPA, SAT verbal scores, SAT quantitative scores, ACT composite scores, total credits attempted first semester, and type of orientation program attended) as predictors to differentiate between classification as a persister or a leaver. The predictive accuracy of the analysis was assessed using a one-tailed z test that compared the results of the analysis to the proportional chance expectation (Huberty, 1994). Analyses were also completed to investigate the contributions of individual and subsets of variables on predicting the criterion. The research questions considered were: Can a predictive model based on student demographic and academic variables known to an institution of higher education prior to a student's matriculation correctly classify students as potential persisters or leavers with greater accuracy than chance? Is there a significant relationship between the criterion and any of the individual variables or subsets of variables in the model that correctly classify students as potential persisters or leavers? The findings indicated that the model failed to classify students as persisters better than chance; however, it was able to provide some predictive accuracy in the classification of leavers. In the most parsimonious model, it was found that persisters were more likely to receive moderate student loan amounts and attempted greater numbers of credit hours than leavers. Since a large number of students at this institution expressed an intention to transfer from the onset of their studies and because student intent could not be used as a variable, the predictive accuracy of the model was affected. A recommendation of this study is to link student intent to the data to create a more successful model.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fcla/dt/12022
- Subject Headings
- Education, Higher
- Format
- Document (PDF)
- Title
- STRESS: SOURCES, SYMPTOMS AND ALLEVIATORS AS REPORTED BY SELECTED PUBLIC SCHOOL ADMINISTRATORS IN THE STATE OF FLORIDA.
- Creator
- BARBER, JACQUELYN B., Florida Atlantic University, College of Education
- Abstract/Description
-
The purpose of this study was to determine the prevalence of stress reported by public school administrators in the State of Florida. The statistical analysis was directed at the sources of stress identified, the symptoms of stress reported and the stress alleviators enumerated by the sample group. Comparisons were made on the interrelationship of these three factors. Additional comparisons were made between reported sources, symptoms, and alleviators of stress when considering these...
Show moreThe purpose of this study was to determine the prevalence of stress reported by public school administrators in the State of Florida. The statistical analysis was directed at the sources of stress identified, the symptoms of stress reported and the stress alleviators enumerated by the sample group. Comparisons were made on the interrelationship of these three factors. Additional comparisons were made between reported sources, symptoms, and alleviators of stress when considering these variables: age, sex, length of administrative experience, school level, school size, school racial population and level of administrative responsibility (job position). A ninety-two item questionnaire was mailed to a stratified random sampling of members of the Florida Association of School Administrators. A return of 207 questionnaires represented a sampling of 11.44 percent of the membership. Statistical treatment of the data included two-way analyses of variance, t-tests and item analysis. The main category identified as a source of stress was student discipline followed by time management, energy demands, laws and reports, and professional status. The individual item identified as most stressful by the total sample was "student respect for authority." There was a statistically significant relationship between the subjects' perception of the stressfulness of their jobs and the frequencies of sources and symptoms of stress reported. High school and Middle/Junior High reported a significantly higher score on sources than Elementary. Other variables did not show significant differences. The most common symptoms identified were "emotional tension, alertness, keyed-up" and "general irritability, hyperexcitation or depression." The most frequent alleviators reported were "passive time (ex.: T.V., movies);" "individual interests (ex.: reading, hobbies);" "interpersonal time with one or a few individuals;" and "aerobic exercise." Recommendations from this study are that administrative training programs, inservice workshops and professional articles should address the following items: effective disciplinary techniques, effective time mangement, energy drain reduction, efficient reporting procedures, and the development of effective interpersonal skills and leadership techniques. School administrators also need to work more closely with legislators, school boards, law enforcement agencies, social service agencies, parents and others in addressing issues which are causing stress.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11793
- Subject Headings
- Education, Administration
- Format
- Document (PDF)
- Title
- An investigation of relationships between school culture and leadership social interest.
- Creator
- Knutson, Kimberly Ann., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
-
This study investigated the relationship between school learning culture and leadership social interest in three groups of schools. Group One included schools attempting to improve student performance through participating in a staff development consortium. Group Two schools, also members of the staff development consortium, had made an additional commitment to participate in an action research process to improve student achievement. Group Three schools were designated as community schools....
Show moreThis study investigated the relationship between school learning culture and leadership social interest in three groups of schools. Group One included schools attempting to improve student performance through participating in a staff development consortium. Group Two schools, also members of the staff development consortium, had made an additional commitment to participate in an action research process to improve student achievement. Group Three schools were designated as community schools. Four research questions were explored: (a) Is there a relationship between school leadership social interest and school learning culture? (b) Is there a relationship between school leadership social interest and school type? (c) Are there differences in school leadership and faculty perception of school learning culture? and (d) Are there differences in school learning culture by school type? Data were voluntarily submitted by 12 schools that were members of the South Florida Center for Educational Leaders Consortium of Schools or were Broward County Community Schools. School administrators and teacher leaders completed the Basic Adlerian Scales for Interpersonal Success (BASIS-A Inventory). School leadership and faculty completed the School Professional Staff as Learning Community (SPSLC) and a demographic questionnaire. A total of 289 questionnaires were returned, for a response rate of (46%). Major findings include: (a) a significant relationship exists between school leadership social interest and the fourth school culture subscale (r = .33, p < .01) concerning the faculty's capacity to observe and give feedback on classroom behaviors to increase capacity; (b) Group One and Group Two schools differed on the second (F = 5.993, df = 288, p < .003) and fifth (F = 3.846, df = 288, p < .022) subscales of the SPSLO, concerning shared visioning and school conditions and capacity for continuous learning respectively; and (c) Group Two and Group Three schools differed on subscale three (F = 3.947, df = 288, p < .020), which assessed the collective creativity and learning of the organization. Leadership social interest is correlated to trusting learning environments that facilitate transformational learning. This study supports the literature describing learning organization leaders as being teachers, leaders, and designers, all of which are equated to social interest.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/12603
- Subject Headings
- Education, Administration, Education, Adult and Continuing, Education, Educational Psychology
- Format
- Document (PDF)
- Title
- THE PERSPECTIVES OF HIGHER EDUCATION LEADERS AND BUSINESS EXECUTIVES ON THE FUNDING GAP BETWEEN LIBERAL ARTS AND STEM EDUCATION: A CASE STUDY.
- Creator
- Taal, Badara Alioune F., Warshaw, Jarrett B., Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
This qualitative case study investigated the perspectives of higher education leaders and business executive on the funding gap between liberal arts programs and STEM education in a public research level 2 institution in Florida. The purpose of this qualitative case study was to explore and explain participants’ perspectives and finding ways to narrow the funding gap. Historically, Congress has been open in its allocation of funds to higher education research and, recently, allotted 97% to...
Show moreThis qualitative case study investigated the perspectives of higher education leaders and business executive on the funding gap between liberal arts programs and STEM education in a public research level 2 institution in Florida. The purpose of this qualitative case study was to explore and explain participants’ perspectives and finding ways to narrow the funding gap. Historically, Congress has been open in its allocation of funds to higher education research and, recently, allotted 97% to STEM and Science related disciplines and 3% to non-science fields. At the state level, funding to these two programmatic areas showed a comparable pattern to that of the U.S. Congress with 93% of funds allocated to Engineering and Science, and 7% to non-science disciplines and fields. There were four central research questions to help understand participants’ perspectives of the values of these fields. This study included seven participants who met the following criteria: deans, associate deans, provosts, with at least 10 years of work experience in the position; dean, associate deans, or provosts who retired within the last five years; and a business executive, director or a Chief Operation Officer, with working relations to the university and with similar work experiences. Data were collected primarily from semi-structured interviews, which lasted for 45 minutes per session. Additionally, documents were collected from interview sites. Data were codded and analyzed in two cycles.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013697
- Subject Headings
- Educational leadership
- Format
- Document (PDF)
- Title
- THE JOBS TRAINING PROGRAM OF THE NATIONAL ALLIANCE OF BUSINESSMEN: A CASE STUDY OF ONE UTILITY'S PROGRAM.
- Creator
- GREENE, GEORGE EDWARD, III., Florida Atlantic University, Zimmerer, Thomas W., College of Business, Department of Management
- Abstract/Description
-
This thesis is a case study of the JOBS Program of Florida Power Corporation from its creation in 1968 through the end of 1973. It reviews the program decisions which were initially made, summarizes highlights by year and gives case histories of both disappointments and achievements. It evaluates the program in terms of cost, employment of trainees, earnings of trainees and supervisory evaluations of company employed former trainees. The thesis analyzes biographical and test data for...
Show moreThis thesis is a case study of the JOBS Program of Florida Power Corporation from its creation in 1968 through the end of 1973. It reviews the program decisions which were initially made, summarizes highlights by year and gives case histories of both disappointments and achievements. It evaluates the program in terms of cost, employment of trainees, earnings of trainees and supervisory evaluations of company employed former trainees. The thesis analyzes biographical and test data for predictors of success in selecting trainees.
Show less - Date Issued
- 1975
- PURL
- http://purl.flvc.org/fcla/dt/13692
- Subject Headings
- Education, Business
- Format
- Document (PDF)
- Title
- THE USE OF VIDEOTAPE MODULES TO IMPROVE TEACHING METHODS AND TECHNIQUES OF COMMUNITY COLLEGE ART TEACHERS.
- Creator
- ANDERSON, GEORGE S., JR., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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The purpose of this study was to develop effective means of teaching certain fundamental concepts in art to community college art teachers and to community college art students. The study was limited to community college art teachers and art students with emphasis on the problems of teaching a diverse art student population. A review of the literature provided information that community college art teachers are confronted with a diverse student body having varied learning styles and art...
Show moreThe purpose of this study was to develop effective means of teaching certain fundamental concepts in art to community college art teachers and to community college art students. The study was limited to community college art teachers and art students with emphasis on the problems of teaching a diverse art student population. A review of the literature provided information that community college art teachers are confronted with a diverse student body having varied learning styles and art experiences. The art teacher does need different instructional methods in order to effectively present the subject matter. The literature was also a source of information that was used in the development of two instructional videotape modules.
Show less - Date Issued
- 1979
- PURL
- http://purl.flvc.org/fcla/dt/11742
- Subject Headings
- Education, Art
- Format
- Document (PDF)
- Title
- Build a Better Mousetrap: A Review of State School Accountability Models and Their Relation to the Socio-Economic Status of Students.
- Creator
- Houchens, Paul, Reyes-Guerra, Daniel, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
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This study aims to identify [or create] equitable accountability systems that can be used to drive sustainable school improvement. In this context, equitable accountability is defined as a measure more of the school’s impact on student achievement and less a measure of the socio-economic status of the students enrolled in the school. To do this, the study begins with a review of the history and current state of school accountability policies in the US and its relation to the concepts of...
Show moreThis study aims to identify [or create] equitable accountability systems that can be used to drive sustainable school improvement. In this context, equitable accountability is defined as a measure more of the school’s impact on student achievement and less a measure of the socio-economic status of the students enrolled in the school. To do this, the study begins with a review of the history and current state of school accountability policies in the US and its relation to the concepts of school improvement, between accountability and student achievement, a review of accountability policy in each state and the possible future model of accountability policy. This study uses both qualitative and quantitative methods with a policy analysis informing state correlational comparisons, which in turn informed the models to be applied to the Florida data to identify how they perform (correlate), culminating in the development of a new school accountability model. The policy analysis revealed current school accountability in all 50 states and the District of Columbia as well as the relationship between socio-economic status and school accountability in each where data were available. Five of these state models were shown to be significantly less related to socio-economic status than Florida. However, only two of these models performed similarly when applied to Florida data. Finally, a model was proposed that included aspects from these states and available literature that performed similarly to these two states. This study represents an important first step in a larger policy discussion of how to hold schools accountable for their impact on students and not a measure of the demographics of the students they are serving.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014138
- Subject Headings
- Education policy, Education and state, Educational sociology, Educational leadership
- Format
- Document (PDF)
- Title
- A MODEL FOR PUPIL PROGRESSION AND COMPENSATORY EDUCATION BASED ON A STUDY OF THE PLANS IN FLORIDA'S SIXTY-SEVEN COUNTIES.
- Creator
- RYAN, KATHLEEN PATRICIA., Florida Atlantic University
- Abstract/Description
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Responding to demands for high school graduation competency testing and an end to social promotion, the Florida Legislature acted in 1976 to require each school district to adopt a pupil progression plan and in 1977 to adopt a compensatory education plan. The passage of these two acts identified Florida as the state with the most comprehensive state mandated, competency based educational programs, focusing on the basic skills of reading, writing, and arithmetic. Other states have taken some...
Show moreResponding to demands for high school graduation competency testing and an end to social promotion, the Florida Legislature acted in 1976 to require each school district to adopt a pupil progression plan and in 1977 to adopt a compensatory education plan. The passage of these two acts identified Florida as the state with the most comprehensive state mandated, competency based educational programs, focusing on the basic skills of reading, writing, and arithmetic. Other states have taken some action toward requiring that each secondary school student master some level of basic skills competency before graduation. However, no state has gone as far as Florida with statewide minimum standards, testing, remediation funding, and cost effectiveness accountability. The consensus model plan for compensatory education uses the results of the state assessment tests to both identify the target population and as a pre-test for evaluation purposes with a locally developed criterion referenced test as the post-test. The grade levels served would be the eleventh plus at least one other grade, most often eighth. The teaching method would be a diagnostic and prescriptive approach.
Show less - Date Issued
- 1979
- PURL
- http://purl.flvc.org/fcla/dt/11722
- Subject Headings
- Compensatory education--Education--Florida
- Format
- Document (PDF)
- Title
- SoftBoard: A Web-based application sharing system for distance learning.
- Creator
- Adusumilli, Krishna K., Florida Atlantic University, Chung Hsu, Sam
- Abstract/Description
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The thesis describes the development of SoftBoard, a Web-based application sharing system. The main goal is to create a convenient tool for conducting virtual office hours for distance education over the Internet. It has been reported in the recent research papers that the current Internet is still not suitable for supporting collaborative tools such as audio/video conferencing and some advanced application sharing features as proclaimed by developers. However the Internet can be used to a...
Show moreThe thesis describes the development of SoftBoard, a Web-based application sharing system. The main goal is to create a convenient tool for conducting virtual office hours for distance education over the Internet. It has been reported in the recent research papers that the current Internet is still not suitable for supporting collaborative tools such as audio/video conferencing and some advanced application sharing features as proclaimed by developers. However the Internet can be used to a lesser degree to fulfill needs of smaller application sharing systems which are not very network bandwidth intensive. SoftBoard is designed to be used over today's Internet, and can be easily invoked from a standard Web browser. It is developed in Java and is implemented using Java's Remote Method Invocation (RMI) for networking. A light pen can be used with SoftBoard to provide a convenient way for creating non-textual contents free hand. The thesis is part of the ongoing research work at Florida Atlantic University's Center for Innovative Distance Education Technologies (CIDET). Research work has been done to validate the present Internet for its capabilities to hold a true distance education program using various available collaborative tools.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/15705
- Subject Headings
- Internet in education, Distance education
- Format
- Document (PDF)
- Title
- An exploration of the relationship between mathematics anxiety level and perceptual learning style of adult learners in a community college setting.
- Creator
- Cook, Roberta Parrino., Florida Atlantic University, Guglielmino, Lucy M., Morris, John D., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study investigates the relationships between and among math anxiety level, perceptual learning style (audio, visual, tactile/kinesthetic), age, gender, and math performance. The subjects were 501 community college students taking remedial credit Introductory Algebra and college credit Basic College Algebra. A questionnaire measuring math anxiety level, perceptual learning style, and personal demographics was developed and administered to the participants. Math anxiety level was measured...
Show moreThis study investigates the relationships between and among math anxiety level, perceptual learning style (audio, visual, tactile/kinesthetic), age, gender, and math performance. The subjects were 501 community college students taking remedial credit Introductory Algebra and college credit Basic College Algebra. A questionnaire measuring math anxiety level, perceptual learning style, and personal demographics was developed and administered to the participants. Math anxiety level was measured by the Brief Math Anxiety Rating Scale (BMARS), a subscale of Suinn's Math Anxiety Rating Scale (MARS). Perceptual learning style was measured by the Learning Style Inventory-Adapted (LSI-A), an adaptation of the CITE Learning Style Inventory. The results showed that math anxiety level was significantly correlated to one or more learning styles for all groups studied. Math Anxiety level was also significantly correlated to gender but did not have significant correlations with age or math performance. For the female subjects, there were significant positive correlations between math anxiety level and two learning styles: tactile/kinesthetic and audio. For males, there was a significant positive correlation between math anxiety level and audio learning style only. While the math anxiety levels of females were significantly higher than those of males, their course grades were as well. They were also significantly older than the males in the study group and had significantly higher preferences for the visual learning style than the males. Multiple regression analyses were performed with the predictor variables of age, gender, learning style; and the criterion variable math anxiety level. The regression models were statistically significant and predicted up to 15% of the variance in math anxiety level. Multiple regression analyses were performed on subgroups of the original groups. These groups were comprised of the participants who received letter grades from A-F. Those receiving incompletes or withdrawals were not included in this part of the study. The predictor variables for the regressions in these models were: age, gender, math anxiety level, and perceptual learning style. The criterion variable was math performance, measured by the final grade in the course. All but one of the regression models were statistically significant, predicting up to 16% of the variance in math performance. The remedial credit model was not significant. Further research is needed with a more comprehensive learning style instrument and possibly a different measure for evaluating math performance that would also include all the incomplete grades and withdrawals.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12528
- Subject Headings
- Education, Community College, Education, Mathematics, Education, Adult and Continuing, Education, Educational Psychology
- Format
- Document (PDF)
