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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
- 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 junior naturalist program.
- Creator
- Powell, Courtney, Meltzer, Carol, Graduate College
- Date Issued
- 2011-04-08
- PURL
- http://purl.flvc.org/fcla/dt/3164681
- Subject Headings
- Environmental education, Education, Elementary, Curriculum planning
- Format
- Document (PDF)
- Title
- A MODEL MICROCOMPUTER-BASED MANAGEMENT SYSTEM FOR LEARNING DISABLED ELEMENTARY SCHOOL STUDENTS.
- Creator
- STAGGS, MARY WEEKS, Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to develop a model management program which would substantially increase the efficiency of the special education teacher and administrator by using the microcomputer. An investigation utilizing a survey of South Florida schools to determine which schools had access to microcomputers, followed by a questionnaire to forty-two selected schools revealed that only fifteen of the schools surveyed were using the microcomputer in special education classes. Telephone...
Show moreThe purpose of this study was to develop a model management program which would substantially increase the efficiency of the special education teacher and administrator by using the microcomputer. An investigation utilizing a survey of South Florida schools to determine which schools had access to microcomputers, followed by a questionnaire to forty-two selected schools revealed that only fifteen of the schools surveyed were using the microcomputer in special education classes. Telephone calls to these fifteen schools revealed that only six were using the microcomputer to assist with management procedures for special education classes. A personal visit to each of the six schools which were using the microcomputer determined that the only duty the microcomputer was performing was attendance record-keeping. The information gathered from the survey, questionnaire, telephone calls, and personal visits indicated a need for the development of a program to be utilized with a microcomputer at the school level which would assist in the management of special education. The study then focused on the development of a model program in one elementary school which would assist with special education management. This was accomplished by designing a computer program that accomplished a variety of record-keeping tasks on the microcomputer such as attendance records, mailing labels, classroom rosters and other demographic data for individual classes. Programs were also utilized that assisted with the scoring of student mastery tests that were a part of a county-wide unified curriculum. The RECIPE program, which assists with the task of creating and implementing the individual education program, was incorporated into the model. Several recommendations were made at the conclusion of this study. The microcomputer should be more accessible to school administrators and teachers. In-service training in the use of the microcomputer should be provided to all interested personnel and students. A computer department should be a part of the school system to provide programmers, in-service trainers, and to program, evaluate, and disseminate software. Colleges and universities should begin classes in computer literacy and programming for all future teachers. Educators must take over the job of writing and programming appropriate software for use in our schools. Education in the microcomputer age should not be in the hands of technicians.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11850
- Subject Headings
- Special education, Children with disabilities--Education, Elementary school administration, Electronic data processing--Education (Elementary)
- Format
- Document (PDF)
- Title
- THE HANDCUFFS OF POVERTY: AN ANALYSIS OF THE RELATIONSHIP BETWEEN GOVERNMENT INTERVENTION IN PUBLIC ELEMENTARY SCHOOLS AND STUDENT ACADEMIC ACHIEVEMENT IN A LARGE URBAN DISTRICT.
- Creator
- Grasinger, Justin, Meredith Mountford, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
In this study, the researcher uses quantitative methods to examine the extent to which Title I funding helps public schools with large populations of economically-disadvantaged students increase student academic achievement in reading and math in grades 3–5, and whether the leaders of these schools utilize specific social justice actions identified through a review of literature. The researcher gathers grade level student proficiency data for students in grades 3–5 and performs a bivariate...
Show moreIn this study, the researcher uses quantitative methods to examine the extent to which Title I funding helps public schools with large populations of economically-disadvantaged students increase student academic achievement in reading and math in grades 3–5, and whether the leaders of these schools utilize specific social justice actions identified through a review of literature. The researcher gathers grade level student proficiency data for students in grades 3–5 and performs a bivariate correlation and a simple regression analysis to determine the extent to which identified schools receiving Title I funds are able to increase student proficiency rates over a three-year period. The researcher further analyzes the data through a social justice lens to determine possible social justice solutions to the persistent problem of the income-achievement gap.
Show less - Date Issued
- 2024
- PURL
- http://purl.flvc.org/fau/fd/FA00014411
- Subject Headings
- Elementary schools, Social justice, Poverty, Educational leadership
- Format
- Document (PDF)
- Title
- The effects of the Enright Arithmetic Program on the emotional deficits associated with learned helplessness.
- Creator
- Johnson, Henry Eugene, III., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
The purpose of this study was to investigate whether a particular mathematics program, which has been proven effective in changing student proficiency in mathematics, will also alter student emotional reactions to failure. The program selected for this study is unique in that through a series of diagnostic tests and remedial lessons, the student and teacher can accurately pinpoint the student's processing errors in mathematics. The sample consisted of 126 eighth grade mathematics students...
Show moreThe purpose of this study was to investigate whether a particular mathematics program, which has been proven effective in changing student proficiency in mathematics, will also alter student emotional reactions to failure. The program selected for this study is unique in that through a series of diagnostic tests and remedial lessons, the student and teacher can accurately pinpoint the student's processing errors in mathematics. The sample consisted of 126 eighth grade mathematics students from a public middle school. There were five independent variables: sex, race (black vs. white), attributional style (internal vs. external), proficiency level in mathematics (high vs. low), and grouping for instruction (Enright Program vs. control). The dependent variables consisted of test scores collected before the mathematics program and immediately after completion of the program on the affective factors of anxiety, hostility, and depression. The results showed a significant difference in student emotional reactions to failure after being exposed to the Enright Arithmetic Program as compared to students in the control group. The students in the Enright group had significantly less negative affective reactions to failure in relation to all three of the dependent variables after working with the Enright Arithmetic Program than did the students who were not afforded the opportunity to work with the program. This study thus demonstrated that the Enright Arithmetic Program not only improves student proficiency levels in mathematics, but also alters students' emotional reactions to a stressful failure situation in the classroom in a positive way.
Show less - Date Issued
- 1988
- PURL
- http://purl.flvc.org/fcla/dt/11930
- Subject Headings
- Enright Arithmetic Program--Psychological aspects, Education, Elementary, Education
- Format
- Document (PDF)
- Title
- A comparison of the metacognitive knowledge about reading of fourth-grade students with and without learning disabilities taught by two methods of reading instruction in inclusion classrooms.
- Creator
- Bunker, Melise Rankin, Florida Atlantic University, Smiley, Lydia R.
- Abstract/Description
-
Although metacognition is an area that has been receiving considerable research interest in recent years, few studies have been concerned with metacognitive knowledge about reading. An even fewer number of studies have included students with learning disabilities (LD) as part of the subject pool. This reality is cause for concern. Increasingly, students with LD are receiving their reading instruction in general education classrooms. Because little is known about the effects of method of...
Show moreAlthough metacognition is an area that has been receiving considerable research interest in recent years, few studies have been concerned with metacognitive knowledge about reading. An even fewer number of studies have included students with learning disabilities (LD) as part of the subject pool. This reality is cause for concern. Increasingly, students with LD are receiving their reading instruction in general education classrooms. Because little is known about the effects of method of reading instruction on students with LD in general education classrooms, the purpose of this study was to determine if there was a difference between the metacognitive awareness about reading of fourth-grade students with LD and without LD (NLD) taught by code-based (CB) and meaning-based (MB) instruction in inclusion classrooms. Further, the study was concerned with determining if there was an interaction between learning condition (LD, NLD) and instructional approach (CB, MB). A total of 88 fourth graders from seven elementary schools in a large south Florida school district participated in the study: 38 were students with LD; 50 were students without LD. Forty-five of the students received their reading instruction in CB classrooms and 43 were taught reading in MB classrooms. All students were given the silent reading section of an informal reading inventory, a metacognitive interview, and a metacognitive questionnaire. Results revealed that although there is a significant difference between the metacognitive knowledge about reading between students with and without LD, this difference did not appear to be influenced by their method of reading instruction. Students with LD consistently scored below students without LD, whether they were in code-based or in meaning-based classrooms.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12511
- Subject Headings
- Reading (Elementary), Inclusive education, Learning disabled children--Education
- Format
- Document (PDF)
- Title
- Assessment of a school-based health program for fifth graders.
- Creator
- Falasco, Marianne Rita., Florida Atlantic University, Hayes, Janice S.
- Abstract/Description
-
The purpose of the study is to determine if the American Heart Association Heart Power Kit influences knowledge of cardiovascular risk. The efficacy of showing this program to a class of fifth grade students was compared to the efficacy of not showing it. The participants of the study were twenty-seven children, ages ten to twelve in two separate classes. Each class completed the A Heart Smart cognitive pre-test and post-test at the beginning and end of six months. The experimental group...
Show moreThe purpose of the study is to determine if the American Heart Association Heart Power Kit influences knowledge of cardiovascular risk. The efficacy of showing this program to a class of fifth grade students was compared to the efficacy of not showing it. The participants of the study were twenty-seven children, ages ten to twelve in two separate classes. Each class completed the A Heart Smart cognitive pre-test and post-test at the beginning and end of six months. The experimental group received the educational program; the control group did not. Data were analyzed by t-test at the .05 significance level. There was a significant difference between the pre-test and post-test of the experimental, not the control group (t = 1.07, df = 28, p = >.30). The results of the post-test showed an increase in knowledge after the program in the experimental group and no increase in knowledge in the control group.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/15724
- Subject Headings
- Health education (Elementary), Heart--Study and teaching (Elementary), Heart--Diseases--Prevention--Study and teaching (Elementary), Community health nursing
- Format
- Document (PDF)
- Title
- Six Original Music Programs Created for Elementary Children.
- Creator
- Murphy, Sarah Jane, Robinson, Kenneth H., Florida Atlantic University
- Abstract/Description
-
There is a lack of creative material for classroom and music teachers to use. Teachers do not often have the creative ability or the time required to create their own materials; therefore, the author felt a need existed for an in-depth study of elementary music programs. The themes of the programs chosen were such that they correlate closely with social study units. Considerable research was conducted to find the most appropriate songs and dances from many sources. Vhen there were none, the...
Show moreThere is a lack of creative material for classroom and music teachers to use. Teachers do not often have the creative ability or the time required to create their own materials; therefore, the author felt a need existed for an in-depth study of elementary music programs. The themes of the programs chosen were such that they correlate closely with social study units. Considerable research was conducted to find the most appropriate songs and dances from many sources. Vhen there were none, the author composed or created new material which was made available for elementary teachers. These programs may be adapted to meet the needs of individual schools. Teachers could modify or expand them to meet their own classroom situations. It was discovered that there was little related literature directed to the problem of preparing music programs for the elementary school. Dissertation Abstracts, issues of the Journal of Research in Music Education and Music Educators Journal were reviewed and it was found that an apparent void existed in this area. Additional programs may be developed in many other areas of the elementary music curriculum by those who are interested in this area of research.
Show less - Date Issued
- 1969
- PURL
- http://purl.flvc.org/fau/fd/FA00000639
- Subject Headings
- Music--Instruction and study, Education, Elementary--Curricula
- Format
- Document (PDF)
- Title
- An analysis of professional development in technology for elementary school teachers.
- Creator
- Meltzer, Sarah T., Florida Atlantic University, Bryan, Valerie
- Abstract/Description
-
The identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers...
Show moreThe identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers has a positive impact on student performance. More recent studies frequently indicate teachers are not being trained to use technology effectively; and consequently, limited integration of technology in the classroom is taking place (Catchings, 2000; Howery, 2001; Johnson, 2002). Ham's assertion in 1999 that very few studies make the process of professional development the object of research remains true today. A literature review of current research revealed commonly recommended professional and governmental guidelines, standards, and principles. Published recommended practices of professional development in technology indicated similar practices in the areas of planning, implementation, and follow up/support. The Staff Development in Technology Survey was sent via the Internet to 200 participants including 56 providers of professional development and 144 receivers. Actual practices as described by providers and receivers were compared with recommended practices from the literature review. An analysis of variances (ANOVA) indicated a significant difference between the responses of the providers and receivers in the areas of planning (p < .02), implementation (p < .01), and follow up/support (p < .01). The providers' mean ratings of perception of the effectiveness of planning (p < .01) and effectiveness of follow up/support (p < .05), was significantly different from the receivers' perceptions. There was no significance between responses regarding the effectiveness of implementation. A Model of Effective Professional Development in Technology, developed from the analysis of the literature reviewed and responses from providers and receivers, provides a foundation for school administrators, faculty, and staff in planning, implementing, and providing follow up/support for professional development in technology. Professional development should take place in a collaborative environment with extensive support and resources available. Administrators, faculty, and staff working together using the model ought to be able to implement effective professional development in technology.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12217
- Subject Headings
- Elementary school teachers--Training of, Education, Elementary--Computer network resources, Educational technology, Computer-assisted instruction
- Format
- Document (PDF)
- Title
- An analysis of integrated science and language arts themes in software at the elementary school level.
- Creator
- Libidinsky, Lisa Jill., Florida Atlantic University, Kumar, David D.
- Abstract/Description
-
There are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can...
Show moreThere are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can enable students to learn real-life connections. In addition, with the onset of technology and the increased usage of technological programs in the schools, teachers can use technology to support an integrated curriculum. When teachers use a combined instructional focus of science, language arts, and technology to produce lessons, students are able to gain knowledge of concepts and skills necessary for appropriate academic growth and development. Given that there are many software programs available to teachers for classroom use, it is imperative that quality software is used for instruction. Using criteria based upon an intensive literature review of integrated instruction in the areas of science and language arts, this study examines science and language arts software programs to determine whether there are science and language arts integrated themes in the software analyzed. Also, this study examines whether more science and language arts integrated themes are present in science or language arts software programs. Overall, this study finds a significant difference between language arts software and science software when looking at integrated themes. This study shows that science software shows integrated themes with language arts more often than does language arts software with science. The findings in this study can serve as a reference point for educators when selecting software that is meaningful and effective in the elementary classroom. Based on this study, it is apparent that there is a need to evaluate software for appropriate use in the classroom in order to promote effective education.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/11985
- Subject Headings
- Education, Elementary--Computer-assisted instruction, Language arts (Elementary)--Juvenile software, Science--Study and teaching (Elementary)--Juvenile software, Interdisciplinary approach in education
- Format
- Document (PDF)
- Title
- The elementary principal's role in promoting reading improvement.
- Creator
- Hillard, Lurana Case., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
-
The primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school...
Show moreThe primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school principals' reported success in leading reading improvement at their schools and reported level of agreement with the Survey Form for Elementary Principals , (Hillard, 2005), the Instructional Leadership Behavior Checklist (McEwen, 1997), and the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78). In a qualitative analysis of selected interview questions, five major themes emerged: Philosophical Framework, Human Resources, Programs/Strategies, Use of Data, and Use of Federal and State Initiatives and Information. The principals had initiated reading improvement before the Just Read, Florida! initiative had begun. When analyzing the Survey Form for Elementary Principals and the Instructional Leadership Behavior Checklist (McEwen, 1997), a pattern of high agreement emerged with a majority of the statements that earned average scores in the range of 4.0 to 5.0. On the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78), the principals' scores were exceptionally high, comparable with those of the top entrepreneurs in the United States. The overarching conclusion of the study centers on the identification of these exemplar principals as "educational entrepreneurs" who employ innovation, teacher empowerment, shared leadership, and reliance upon data to lead reading improvement in their schools.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12156
- Subject Headings
- Reading (Elementary), Reading (Elementary)--Florida, Educational innovations--Florida, School improvement programs--Florida, School principals--Florida, Elementary school administration--Florida--Evaluation
- Format
- Document (PDF)
- Title
- The relationship between professional development and the changing reading practices of teachers in low-performing elementary schools.
- Creator
- Vaughan, Michelle., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing...
Show moreThe purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing reading practices they reported on an initial survey of 13 teachers. Interviews, observations, focus groups, and collection of archival data was completed over the course of 5 months in order to determine the influence of professional development on their reading practices. It was determined that teacher change following professional development is heavily influenced by the domain of power the directive or development is coming from. A continuum was developed to illustrate the relationship between these varying domains of power and their influence on changes made within reading practice. The changes were categorized as tending toward self-propelled or compelled changes. Teachers within this study reported higher levels of change when they were personally vested in professional development experiences and when those experiences met the immediate needs of their own personal growth or the growth of the students in their classroom.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/227978
- Subject Headings
- Teachers, Training of, Educational change, Language arts (Elementary), Reading, Study and teaching (Elementary)
- Format
- Document (PDF)
- Title
- THE ENGAGEMENT PRACTICES OF TEACHERS IN A SELECT ELEMENTARY SCHOOL OF PALM BEACH COUNTY: QUALITATIVE STUDY.
- Creator
- Hirmina, Amgad, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
The purpose of this qualitative case study was to describe the interactive teaching methods of full-time elementary school teachers who worked in a highly ranked public elementary school located in Palm Beach County in South Florida, United States (the School District of Palm Beach County, 2019). The dissertation identified methods used by these teachers to enhance interaction between themselves and students in their classes. Objectives of the study were to explore: (1) the verbal and non...
Show moreThe purpose of this qualitative case study was to describe the interactive teaching methods of full-time elementary school teachers who worked in a highly ranked public elementary school located in Palm Beach County in South Florida, United States (the School District of Palm Beach County, 2019). The dissertation identified methods used by these teachers to enhance interaction between themselves and students in their classes. Objectives of the study were to explore: (1) the verbal and non-verbal activities used by the teachers to engage their students in the learning process in their classes; (2) the creative thinking process of the teachers; (3) the classroom settings that enhanced the interaction between teachers and students; (4) the transdisciplinary skills of the teachers; and (5) the relation between transformational leadership criteria of teachers and their effective engagement with students in classrooms.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013380
- Subject Headings
- Elementary school teaching, Elementary school teachers, Palm Beach County (Fla), Engagement, Qualitative research, Interaction analysis in education
- 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 heartbeat of a caring leader.
- Creator
- Robbins, Lynn K., Florida Atlantic University
- Abstract/Description
-
This doctoral dissertation explores the life of an African-American female elementary school principal using a unifying qualitative method incorporating biography, portraiture and anthropology called A renaissance method for studying leadership: A caring perspective. A portrait of the principal was derived using this method where verbatim statements were taken from friends, family, teachers, colleagues and supervisors as well as the principal herself at the school site and the town where she...
Show moreThis doctoral dissertation explores the life of an African-American female elementary school principal using a unifying qualitative method incorporating biography, portraiture and anthropology called A renaissance method for studying leadership: A caring perspective. A portrait of the principal was derived using this method where verbatim statements were taken from friends, family, teachers, colleagues and supervisors as well as the principal herself at the school site and the town where she was raised to identify emerging themes. The findings indicate that her humanistic approach to leading in high poverty and minority schools was grounded on her ethic of caring, one that she experienced as a child and that became embedded within her character as a human being. The dual significance of this study is that (a) the method provides researchers a new approach to studying the life of a leader from a humanistic approach and (b) the story provides the reader an opportunity to step inside the life of a good leader through an authentic story being told using the words and observations of those who knew her well.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/12197
- Subject Headings
- Elementary school principals--Biography, Education, Elementary--Social aspects, School environment--United States, African American women educators--Biography, Educational leadership--Biography
- Format
- Document (PDF)
- Title
- The Relationship Between Mandatory 3rd Grade Retention and School Performance in Florida.
- Creator
- Shields-Proctor, Cheryl A., Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The mixed method study analyzed Florida’s 3rd grade retention policy found in F.S. 1008.25 for its rational and intended purpose. In addition, the study investigated the relationship and hypothetical impact of 3rd grade mandatory retention policy on school grades in elementary schools across the state of Florida. A critical policy analysis used policy document analysis through the lens of critical race theory. Correlation analyses investigated the relationship between the practice of holding...
Show moreThe mixed method study analyzed Florida’s 3rd grade retention policy found in F.S. 1008.25 for its rational and intended purpose. In addition, the study investigated the relationship and hypothetical impact of 3rd grade mandatory retention policy on school grades in elementary schools across the state of Florida. A critical policy analysis used policy document analysis through the lens of critical race theory. Correlation analyses investigated the relationship between the practice of holding students back in grade and the outcomes resulting from high stakes tests moderated by school characteristics of minority rate, free reduced lunch rate and Title I status. The findings show Florida Statute 1008.25 places some schools with high Minority rates, and high FRL rates in a paradoxical situation from which the schools cannot escape. All schools are obligated to enact the terms of education legislation, yet my study demonstrates a negative correlation for the “majority minority” schools (Darling-Hammond, 2010).
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004823, http://purl.flvc.org/fau/fd/FA00004823
- Subject Headings
- Education, Elementary--Florida., Educational tests and measurements--Florida., Grade repetition--Florida., School children.
- Format
- Document (PDF)
- Title
- Demographic predictors of success in a CAI program among elementary students.
- Creator
- Shutrump, George Joseph., Florida Atlantic University, Morris, John D., Kerensky, Vasil M.
- Abstract/Description
-
This study used a discriminant analysis procedure to identify the demographic variables (school, teacher, grade level, subject, test used for evaluation, semester of treatment, and gender) or subsets of variables that would predict elementary students' success with computer assisted instruction (CAl). Also, multiple factorial analyses of variance were performed to test the interaction effect between treatment (CAl) and the demographic variables. Recommendations suggest that future research...
Show moreThis study used a discriminant analysis procedure to identify the demographic variables (school, teacher, grade level, subject, test used for evaluation, semester of treatment, and gender) or subsets of variables that would predict elementary students' success with computer assisted instruction (CAl). Also, multiple factorial analyses of variance were performed to test the interaction effect between treatment (CAl) and the demographic variables. Recommendations suggest that future research attempt to identify the appropriate teacher training in the use of computers for instruction that will produce recurring student achievement with CAl. It is also suggested that future research examining the academic effects of CAl in the elementary classroom (grade 2 through 5) should not be concerned with the grade level of the student, the subject being studied (mathematics or language arts), the test used for evaluation (local or standardized), or the gender of the student.
Show less - Date Issued
- 1993
- PURL
- http://purl.flvc.org/fcla/dt/12348
- Subject Headings
- Computer-assisted instruction--Evaluation, Education, Elementary--United States, Education--Demographic aspects
- Format
- Document (PDF)
- Title
- Variables affecting attitudes of regular education elementary school teachers toward selected issues on inclusion.
- Creator
- Breslow, Ellen N., Florida Atlantic University, Urich, Ted R.
- Abstract/Description
-
The purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade...
Show moreThe purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade level taught, and gender. Additionally, the issue of whether teachers have a positive attitude toward inclusion was addressed. The instrument used in this study was developed by researchers at the Division of Special Education and Rehabilitation, Syracuse University (Erevelles, Black, & Meyer, 1992). It contains 22 questions and uses a 5-point Likert-type scale. However, after conducting a reliability study, only 16 of the 22 questions were used for this study. Validation of the instrument was obtained by submitting the instrument to several authorities in the area of special education. Reliability was obtained by the use of a FORTRAN program to maximize coefficient alpha (Morris, 1978a, 1978b). The entire population of 473 respondents showed a coefficient alpha of .85. The sample of 20 schools was randomly selected from the 115 elementary schools within the Broward County Public School System in Florida, during the 1994-1995 school year. Surveys were distributed to 473 regular-education teachers from the 20 elementary schools. Eight hypotheses were developed to determine if there was a significant difference between attitudes and the aforementioned variables. Multiple linear regression was the statistical tool used for data analysis. All hypotheses were tested at the.05 level of significance. Based on the findings of this study, years of teaching experience and age were the only variables that predicted the attitudes of regular-education elementary school teachers toward the inclusion of students with disabilities in the regular classroom setting. Additionally, a significant multiple correlation of.07 (F[7,465] = 4.97, p < .0005) was evidenced in predicting the criterion variable of attitude from all predictor variables. Results also revealed teachers' negative attitudes toward the topic of inclusion.
Show less - Date Issued
- 1996
- PURL
- http://purl.flvc.org/fcla/dt/12482
- Subject Headings
- Mainstreaming in education, Elementary school teachers--Attitudes, Children with disabilities--Education
- Format
- Document (PDF)
- Title
- THE CONSEQUENCES OF ELEMENTARY SCHOOL STATE ACCOUNTABILITY DATA USAGE IN ONE FLORIDA SCHOOL DISTRICT.
- Creator
- Killeen, Mary K., Mountford, Meredith, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
The accountability era has produced school grading systems that purport to evaluate school effectiveness yet utilize hegemonic formulas that label low-scoring schools and neighborhoods, depriving them of incentive monies tied to their school grades. This quantitative study analyzed the publicly available data of 106 elementary schools in one large urban district in Florida through the lens of Effective Schools Research. Significant findings revealed that the work of Edmonds (1982) and Lezotte...
Show moreThe accountability era has produced school grading systems that purport to evaluate school effectiveness yet utilize hegemonic formulas that label low-scoring schools and neighborhoods, depriving them of incentive monies tied to their school grades. This quantitative study analyzed the publicly available data of 106 elementary schools in one large urban district in Florida through the lens of Effective Schools Research. Significant findings revealed that the work of Edmonds (1982) and Lezotte (1991) supports a growth model when it comes to school-based assessments and outcomes. The schools in the sample earned cumulative incentive rewards over time that were negatively correlated with the schools’ average percentage of economically disadvantaged students. The lower a school’s average percentage of economically disadvantaged students, the higher the school's average grade. This finding held true for the “A”-graded schools with the lowest average economically disadvantaged percentages from 1999 to 2019. This study also found that the schools in the sample with the larger average percentages of economically disadvantaged students would exhibit higher school grades if calculations using only their language arts and math gains were used. These findings have implications for how we might rebuild the assessment of our neighborhood schools and transform the policy structures that contribute to social and educational inequities.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014331
- Subject Headings
- Educational evaluation, Elementary schools--Evaluation, Education and state--Florida
- Format
- Document (PDF)
