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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.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12391
Subject Headings: Education, Elementary, Education, Secondary
Format: Document (PDF)

Title: Grade point average and the Iowa Tests of Basic Skills Battery as predictors of success in the pre-International Baccalaureate Program.
Creator: Pullease, Barbara Gail, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this two-year study was to develop a model for predicting the success of ninth grade students enrolled in the pre-International Baccalaureate Program. The program's rigorous academic curriculum was offered to students throughout the school district who met admission requirements. The predictor variables were eighth grade grade point average (GPA) and Vocabulary, Reading Comprehension, Total Language, Total Work-Study, and Total Mathematics subscores on the Iowa Tests of Basic...
Show moreThe purpose of this two-year study was to develop a model for predicting the success of ninth grade students enrolled in the pre-International Baccalaureate Program. The program's rigorous academic curriculum was offered to students throughout the school district who met admission requirements. The predictor variables were eighth grade grade point average (GPA) and Vocabulary, Reading Comprehension, Total Language, Total Work-Study, and Total Mathematics subscores on the Iowa Tests of Basic Skills Battery (ITBS). The study involved 195 students (79 males and 116 females; 83 Blacks, 100 Whites, 5 Hispanic, and 7 of Asian descent). Multiple regression analysis demonstrated that there was a significant relationship between the predictors of eighth grade GPA (p\ <.001) and the ITBS battery (p\ <.001) and the criterion of ninth grade GPA. All ITBS subtest scores were significantly related with GPA at p\ <.001 with the exception of Vocabulary (p\ <.05).
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12262
Subject Headings: Education, Tests and Measurements, Education, Secondary
Format: Document (PDF)

Title: A status study of nonpublic high schools' voluntary compliance with Florida RAISE requirements and other selected quality variables.
Creator: Mims, Nancy Griffin., Florida Atlantic University
Abstract/Description: The purpose of this study was to determine the levels of voluntary compliance with Florida's Raise Achievement in Secondary Education (RAISE) requirements and other quality variables by nonpublic high schools in five geographical regions. A population of 137 nonpublic schools with 40 or more students were divided into three school categories: Catholic, religious affiliated (non-Catholic), and non-religious. The data were organized into 24 selected items taken from a questionnaire to determine...
Show moreThe purpose of this study was to determine the levels of voluntary compliance with Florida's Raise Achievement in Secondary Education (RAISE) requirements and other quality variables by nonpublic high schools in five geographical regions. A population of 137 nonpublic schools with 40 or more students were divided into three school categories: Catholic, religious affiliated (non-Catholic), and non-religious. The data were organized into 24 selected items taken from a questionnaire to determine the status of teacher certification, school accreditation, courses and credits required for graduation, length of class periods, enrollment, and availability of science laboratories. The data obtained determined the level of voluntary compliance with Florida's RAISE requirements and other quality variables, the eligibility of nonpublic schools graduating seniors seeking admission to Florida public universities and the Florida Academic Scholar Program. Items of concern were cross tabulated for frequencies and percentages in the three school categories and within each of the five geographical regions. It was concluded that there was a 76.5% compliance with RAISE requirements by nonpublic high schools. Eighty-eight percent of the Catholic schools, 71% of the religious affiliated schools, and 75% of nonreligious schools complied with RAISE requirements. Therefore, graduating seniors would have the courses in the curriculum required for entrance to Florida public universities. The nonpublic high schools (75.3%), however, fell short of meeting the requirements for the Florida Academic Scholar Program. This deficiency was due to a lack of advanced courses or not enough extra credits offered to students. The data also showed that 53% of the nonpublic school teachers hold Florida professional certificates and that schools accredited by major accrediting agencies were more often in full compliance with RAISE requirements. A lack of response by nonreligious schools indicated that they had no interest in the study or were not willing to share information and, therefore, the findings were not conclusive. The study did, however, indicate that the RAISE requirements have had an impact on nonpublic high schools who have begun to implement more fine arts and life skills into their curriculum and add additional class periods.
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Date Issued: 1988
PURL: http://purl.flvc.org/fcla/dt/11927
Subject Headings: Raise Achievement in Secondary Education--Florida, Academic achievement--United States, Education, Secondary--Florida
Format: Document (PDF)

Title: AN EXPERIMENT IN TEACHING TECHNIQUE: TRADITIONAL INSTRUCTION COMPARED TO STUDENT INVOLVEMENT IN THE LEARNING PROCESS (SECONDARY SCIENCE).
Creator: JANES, SHELLEY KING, Florida Atlantic University, Adams, Ralph M., Charles E. Schmidt College of Science, Department of Biological Sciences
Abstract/Description: The history of the public high school is discussed including characterization of the slow learner, the culturally disadvantaged and the problem student. Two identical groups of students participated in the experiment; one group actively and physically involved in the educational process; the other less actively and physically involved. The raw score data were statistically analyzed. The mean, median and ninety-five percent confidence interval were similar for both groups. Thus, attempts to...
Show moreThe history of the public high school is discussed including characterization of the slow learner, the culturally disadvantaged and the problem student. Two identical groups of students participated in the experiment; one group actively and physically involved in the educational process; the other less actively and physically involved. The raw score data were statistically analyzed. The mean, median and ninety-five percent confidence interval were similar for both groups. Thus, attempts to physically involve these students will not increase their achievement. The current methods of teaching, curricula and building designs are discussed.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/13784
Subject Headings: Botany--Study and teaching (Secondary), Slow learning children, Children with social disabilities--Education (Secondary)
Format: Document (PDF)

Title: A Study of a Curriculum to be Conducted Mainly by Television for Secondary School Children Living in American Samoa.
Creator: Steinbaugh, Byron Frew, Howard, Homer, Florida Atlantic University
Abstract/Description: In 1900 Commander Benjamin F. Tilley, then in administrative charge of the Samoan Islands for the United States Navy, found a greater degree of literacy among the Samoan people in their own language than among Americans in the United States in the English language. The missionaries had pioneered in furthering education in Samoa for the main purpose of training native pastors and they made great numbers of the people highly literate in their own tongue. However, the naval administration, from...
Show moreIn 1900 Commander Benjamin F. Tilley, then in administrative charge of the Samoan Islands for the United States Navy, found a greater degree of literacy among the Samoan people in their own language than among Americans in the United States in the English language. The missionaries had pioneered in furthering education in Samoa for the main purpose of training native pastors and they made great numbers of the people highly literate in their own tongue. However, the naval administration, from the beginning of their rule, adopted a policy of establishing a secular school system for the people. In addition to the work of the missionaries , the naval administrator, on July 6, 1901, requested that the Navy Department allot money for the purpose of establishing a school near the naval station. This was to mark the start of many appeals for federal assistance to establish a complete range of public schools in American Samoa.
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Date Issued: 1966
PURL: http://purl.flvc.org/fau/fd/FA00000645
Subject Headings: Education--Curricula--American Samoa, Television in secondary education--American Samoa, Education, Secondary--American Samoa
Format: Document (PDF)

Title: Changes in high school curricular offerings before and after the implementation of the Florida Comprehensive Assessment Test (FCAT).
Creator: Eyerman, Gina L., Florida Atlantic University, Pisapia, John
Abstract/Description: Changing the educational paradigm has been the focus of state legislatures in many states including Florida. Florida implemented a new version of a state-mandated test, which is the Florida Comprehensive Assessment Test (FCAT) in 1998. A quantitative five-year study of secondary school curricular arrays was conducted to determine course scheduling trends before and after the implementation of the FCAT. Student enrollment was counted in specified courses for 23 comprehensive high schools in...
Show moreChanging the educational paradigm has been the focus of state legislatures in many states including Florida. Florida implemented a new version of a state-mandated test, which is the Florida Comprehensive Assessment Test (FCAT) in 1998. A quantitative five-year study of secondary school curricular arrays was conducted to determine course scheduling trends before and after the implementation of the FCAT. Student enrollment was counted in specified courses for 23 comprehensive high schools in Broward County, Florida for two years before and three years after the implementation of the FCAT. Six contextual variables---dropout rate, ethnic makeup, scheduling platform, school grade, socioeconomic status, and stability rate---were used to determine their impact on the changes that occurred. The study found that student enrollment increased in English and math courses and decreased in remedial and vocational courses since the implementation of the FCAT. This research also found a significant inverse correlation between a stability factor and student enrollment in math courses. The stability factor is the percentage of students enrolled in the same school in October and February of a given school year. A linear regression of the contextual variables and the subject areas being studied found three significant relationships that could be used to predict course enrollment for the following year. The research found that math, social studies, and exceptional student education (ESE) English had a significant relationship with the contextual variables.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11992
Subject Headings: Education, Secondary--Curricula--United States, Florida Comprehensive Assessment Test
Format: Document (PDF)

Title: A STUDY TO DETERMINE THE EXTENT TO WHICH SELECTED FLORIDA EDUCATORS, COMMUNITY LEADERS, AND LEGISLATORS AGREE ON WHAT SHOULD CONSTITUTE MINIMUM BASIC AND FUNCTIONAL SKILLS REQUIRED FOR SECONDARY SCHOOL GRADUATION.
Creator: COLMAN, CHARLES KINGSBURY, Florida Atlantic University, Wiegman, Robert R.
Abstract/Description: The purpose of this study was to determine the extent to which selected Florida Secondary School Principals, Minority Educators and Community Leaders, and Members of the Legislative Education Committees, agree on what should constitute minimum basic and functional skills required for secondary school graduation. Questions to be answered and explored in this study were: 1. What minimum basic and functional skills should constitute the graduation requirement for all students graduating from...
Show moreThe purpose of this study was to determine the extent to which selected Florida Secondary School Principals, Minority Educators and Community Leaders, and Members of the Legislative Education Committees, agree on what should constitute minimum basic and functional skills required for secondary school graduation. Questions to be answered and explored in this study were: 1. What minimum basic and functional skills should constitute the graduation requirement for all students graduating from public secondary schools? 2. Does or should the curriculum of the public secondary school provide for the transference of basic skills in mathematics and language to their practical application as a functional skill? 3. What readability level should be required of all students graduating from public secondary schools? 4. Are there or should there be remediation programs included in the curriculum of public secondary schools for those students who have been unable to achieve satisfactory progress? 5. How are or should existing or proposed basic skills and functional skills instructional programs be evaluated? 6. Are current Florida Secondary School Graduation Standards as outlined in Section 232.245 of the Florida Statute, titled "Pupil Progression," adequate?
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Date Issued: 1978
PURL: http://purl.flvc.org/fcla/dt/11708
Format: Document (PDF)

Title: West German secondary school education on the Holocaust.
Creator: Vann, Martin Eric., Florida Atlantic University, Kollander, Patricia A.
Abstract/Description: After World War II, Germany lay in ruins, both physically and morally. The Allies attempted denazification, but were unable to completely reform the educational system. Cold War exigencies dictated that lessons on the Nazi era, particularly the cruelties of the Holocaust, be soft-pedaled. While some German politicians urged greater openness, collective amnesia reigned for over a decade. Early texts showed Germans as mesmerized by Hitler, who, together with a few henchmen, was responsible for...
Show moreAfter World War II, Germany lay in ruins, both physically and morally. The Allies attempted denazification, but were unable to completely reform the educational system. Cold War exigencies dictated that lessons on the Nazi era, particularly the cruelties of the Holocaust, be soft-pedaled. While some German politicians urged greater openness, collective amnesia reigned for over a decade. Early texts showed Germans as mesmerized by Hitler, who, together with a few henchmen, was responsible for the mass murders. Gradually, as democracy took root in West Germany, educators responded to the changing political culture by teaching more of the true nature of Nazism. Each decade brought significant improvements in textual coverage as an ethos developed about the need to transmit Germany's recent ugly history. Teaching methods expanded to include field trips to a growing number of memorial centers and special projects which involved students on a personal and emotional level. Today, Germany's commitment to teaching youth about antisemitism and the Holocaust is to be commended for its thoroughness.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/15585
Subject Headings: Education, Secondary--Germany (West), Holocaust, Jewish (1939-1945), in textbooks--Germany (West), Germany (West)--Education (secondary)
Format: Document (PDF)

Title: Understanding how national board certified secondary mathematics teachers integrate academic and social knowledge of students into their practice.
Creator: Cook, Karen, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an...
Show moreThis qualitative case study investigated how six National Board Certified secondary mathematics teachers integrate knowledge of students into their practice to create socio- academic spaces for learning. Individual audiotaped interviews were utilized to generate data about what knowledge these teachers had of their students, how they gathered this knowledge, and how this knowledge of students influenced their decisions related to curriculum and instruction. The data were used to form an understanding of the nature and function of the socio- academic spaces that teachers create in planning for and delivering instruction. The study revealed that as teachers interact independently with the curriculum, they create spaces for analysis and reflection. In addition, as they interact with their students around the curriculum, they create spaces for their students to practice, to make connections, to communicate, and to apply and experience math.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004357, http://purl.flvc.org/fau/fd/FA00004357
Subject Headings: Classroom environment, Curriculum planning, Education, Secondary, Educational psychology, Educational sociology, Mathematics -- Study and teaching (Secondary), National Board for Professional Teaching Standards (U.S.)
Format: Document (PDF)

Title: Dual enrollment: the way forward.
Creator: Khazem, Jad, Holman, Mirya R.
Date Issued: 2012-04-06
PURL: http://purl.flvc.org/fcla/dt/3350908
Subject Headings: Dual enrollment, College credits, High school students, Educational acceleration, College admissions, Enrollments, Education --secondary
Format: Document (PDF)

Title: Experiential education techniques and procedures applied to secondary school archaeological study tours.
Creator: Rinker, David Bruce, Florida Atlantic University, Kennedy, William J., Dorothy F. Schmidt College of Arts and Letters, Department of Anthropology
Abstract/Description: The existing body of knowledge within the field of experiential education is reviewed in relation to its potential for use in secondary school study tours. Existing techniques and procedures within the field are applied to a specific itinerary for an archaeological study tour of Maya sites in the Yucatan peninsula of Mexico. Anthropological and archaeological goals for the tour are suggested and a blend of experiential and pedagogical teaching and assessment strategies are presented for use...
Show moreThe existing body of knowledge within the field of experiential education is reviewed in relation to its potential for use in secondary school study tours. Existing techniques and procedures within the field are applied to a specific itinerary for an archaeological study tour of Maya sites in the Yucatan peninsula of Mexico. Anthropological and archaeological goals for the tour are suggested and a blend of experiential and pedagogical teaching and assessment strategies are presented for use by travel studies coordinators who would attempt such a tour. A logistical lesson plan is presented for consideration in offering the study tour for academic credit.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/14862
Subject Headings: Experiential learning, Education, Secondary, Archaeology--Field work, Field work (Educational method)
Format: Document (PDF)

Title: Here, Let Me Show You: The Use of Senior Exhibitions in Conjunction with Traditional Assessments.
Creator: Mimbs, Christopher, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This case study examined how senior exhibitions function in a progressive educational environment that employs traditional assessments. The researcher interviewed 18 students and three faculty members of The Crefeld School about the Creative Expression, one of the 14 exhibitions that students are required to complete for graduation. The researcher conducted a document analysis and content analysis of rubrics for two essays and the Creative Expression. The researcher conducted a survey of...
Show moreThis case study examined how senior exhibitions function in a progressive educational environment that employs traditional assessments. The researcher interviewed 18 students and three faculty members of The Crefeld School about the Creative Expression, one of the 14 exhibitions that students are required to complete for graduation. The researcher conducted a document analysis and content analysis of rubrics for two essays and the Creative Expression. The researcher conducted a survey of student participants and a questionnaire to assess students’ perceptions of authenticity. The researcher observed three students present their Creative Expression in front of faculty, students, and family. The researcher conducted a survey analysis based on Cooper’s (1976) and Whitney’s (1978) tests for polarity of sentiment and Hsu’s (1979) test for disagreement. The researcher used a program designed by Morris (1979) and transposed to Microsoft Excel by Liebermann and Morris (2015) in order to calculate p values and to determine the ES value based on the standard deviation. The researcher also attempted to conduct a point biserial Pearson Product Moment to determine if a relationship existed between results on a mathematics exam and results on the Creative Expression. The findings of the study revealed that students at The Crefeld School had a positive experience working on the Creative Expression; many of them identified how the project reflected their interests, prepared them for college and careers, and was a good representation of authentic assessment. Tests for polarity were used to measure participants’ perceptions of authenticity. The category of task had the least amount of disagreement, while the category of overall authenticity had the most disagreement. Document analysis and content analysis of rubrics showed how thorough the rubric descriptions were so students knew how they were being assessed; interviews with students and faculty revealed that the rubrics, while used as guidelines, were not followed strictly in any of the major assessments. Survey data revealed any disagreements in responses to survey questions, based on Cooper’s (1976) and Whitney’s (1978) tests for polarity. As no dichotomous variable existed, a point biserial test was unwarranted regarding results on a traditional assessments and on the Creative Expression.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004733, http://purl.flvc.org/fau/fd/FA00004733
Subject Headings: Action theory., Education, Secondary--Evaluation., School improvement programs., Educational evaluation--Methodology., Educational tests and measurements., Educational innovations.
Format: Document (PDF)

Title: Using the "We the People...The Citizen and the Constitution" curriculum to improve middle school minority student knowledge and understanding of the United States Constitution and perception of their rights and responsibilities in American society.
Creator: Shreffler, Michael R., Florida Atlantic University, College of Education, Department of Teaching and Learning
Abstract/Description: The focus of this study was to determine whether the We the People...The Citizen and the Constitution curriculum improved knowledge and understanding of the U.S. Constitution of middle school minority students. A second focus of this study was to determine if the same curriculum improved student perception of their rights and responsibilities in American society. The Test on the History and Principles of the United States Constitution Level II was used to determine whether there existed a...
Show moreThe focus of this study was to determine whether the We the People...The Citizen and the Constitution curriculum improved knowledge and understanding of the U.S. Constitution of middle school minority students. A second focus of this study was to determine if the same curriculum improved student perception of their rights and responsibilities in American society. The Test on the History and Principles of the United States Constitution Level II was used to determine whether there existed a difference between middle school minority students participating in the We the People...The Citizen and the Constitution curriculum and middle school minority students enrolled in the traditional textbook-driven civics education program. The second instrument, Student Perception Questionnaire, measured perception of the rights and responsibilities of middle school minority students who participated in the We the People...The Citizen and the Constitution curriculum and students enrolled in the traditional textbook-driven civics education curriculum. The instruments were administered to a total of 247 8th grade middle school students. The inquiry found significant differences in knowledge and understanding between 8th grade students who used the We the People...The Citizen and the Constitution curriculum and students who used the traditional textbook-driven civics education curriculum. Independent sample t tests revealed mean pretest values to be nearly identical but posttest values to be higher among students using the We the People...The Citizen and the Constitution curriculum. The results demonstrated that the We the People...The Citizen and the Constitution curriculum had a greater impact on the knowledge and understanding of the U.S. Constitution of middle school minority students participating in the We the People...The Citizen and the Constitution curriculum compared to students enrolled in the traditional textbook-driven civics education program. The study also found that there was only a marginally improved student perception between those students who participated in the We the People...The Citizen and the Constitution curriculum and students enrolled in the traditional textbook-driven curriculum. Independent sample tests revealed that the change was insignificant. Research on effective citizenship education programs in American schools can play a significant role in the continuous efforts of social studies educators in promoting political participation among minority populations.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12058
Subject Headings: Education, Bilingual and Multicultural, Education, Secondary, Education, Social Sciences, Sociology, Ethnic and Racial Studies, Education, Curriculum and Instruction
Format: Document (PDF)

Title: A Meta-analysis of School Counselor-led Interventions on Social-emotional Skills and Competence for Middle and High School Students.
Creator: Owens, Anna Katharine, Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: This meta-analysis investigated the practical significance of school counselor-led social emotional learning (SEL) interventions on outcomes for students in Grades 6–12. The sample includes 28 studies involving 3,794 middle and high school students. The treatment group was comprised of a total of 2,032 students, who received interventions led by a certified school counselor. The control/comparison groups were derived from a sample of 1,762 middle and high school students who did not receive...
Show moreThis meta-analysis investigated the practical significance of school counselor-led social emotional learning (SEL) interventions on outcomes for students in Grades 6–12. The sample includes 28 studies involving 3,794 middle and high school students. The treatment group was comprised of a total of 2,032 students, who received interventions led by a certified school counselor. The control/comparison groups were derived from a sample of 1,762 middle and high school students who did not receive the school counselor-led intervention. The meta-analysis included a diverse sample of students, with ethnicity reported as 589 (15.52%) African American, 52 (1.37%) Asian, 1,162 (30.63%) Hispanic, 1,267 (33.39%) Caucasian, 11 (0.28%) Native American, 21 (0.55%) Pacific Islander, and 177 (4.66%) Multi-racial/Other. Of the studies included in the meta-analysis, the ethnicities of 412 (18.86%) students were not reported. A total of 12 studies were conducted at the middle school level, 10 at the high school level, and 6 studies reported a mixed setting of Grades 6–12. The sample included almost equal representation of 1,883 (49.63%) males and 1,847 (48.68%) females, and the genders of 69 (1.82%) students were not reported. The overall unweighted Cohen’s d effect size (ES) of the school counselor-led interventions was .312 (95% CI [.173, .452]). The ES for overall cognitive outcomes (d = 0.380) was slightly larger than for overall effective role functions outcomes (d =0.377) and affective outcomes (d = 0.356). The smallest ES reported for overall variables was for behavioral outcomes (d = 0.228). The largest ES for a specific student outcome measure was found for standardized achievement test scores (d = 0.612) (Vernez & Zimmer, 2007). Moderator analyses were conducted and are explored in the results and discussion. The results address the current gap in school counseling outcome research by broadening future research directions for comprehensive school counseling programs (CSCP) to incorporate SEL initiatives aimed for middle and high school students.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013138
Subject Headings: Counseling in middle school education, Educational counseling--Research, Counseling in secondary education, Meta-analysis, Social emotional learning
Format: Document (PDF)

Title: Exploring the impact of electronic textbook tools on student achievement in world history.
Creator: Bonner, Cathy E., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension...
Show moreThis mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension World History pretest and posttest that were administered. A Factorial ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the influence of the Scholastic Reading Inventory (SRI) moderator. Using the eEdition World History textbook tools of highlight and animation did not significantly impact the World History knowledge and comprehension scores achieved by participants and the participant's SRI level did not significantly moderate the relative effectiveness of the conditions. Interview data from 3 Student Focus groups and 1 Teacher Focus group were analyzed with an open exploratory coding strategy. The resulting classification code of "ease of use" was characterized by: (a) time required to learn to use the tools, and (b) time to complete the tasks. A second code, "choice" was characterized by: (a) choice of instruction tools, and (b) choice in monitoring and assessing student activity. The focus groups indicated that they would use the tools in the future due to benefits such as the ability to modify the information to match their learning and instructional preferences. They also stressed that more instruction on the use of eEdition tools was needed.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3329829
Subject Headings: Achievement in education, History, Study and teaching (Secondary), Curriculum planning, Internet in education, Effective teaching, Educational technology
Format: Document (PDF)

Title: Creating Spaces For Culturally Responsive Pedagogy Amid Standards Driven Curriculum In Secondary School English/Language Arts Classes.
Creator: Leichtman, Anala, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This hermeneutic phenomenological study emerged from concerns about the ways teachers’ pedagogical practices are affected by growing diversity in their classrooms and continuous education reform. Drawing on the perspectives of critical pedagogy and postcolonial literary theory, this study also explored the tension that exists between what students ought to learn in schools and what they actually learn. Data was gathered through two interviews and a classroom observation with each of eight...
Show moreThis hermeneutic phenomenological study emerged from concerns about the ways teachers’ pedagogical practices are affected by growing diversity in their classrooms and continuous education reform. Drawing on the perspectives of critical pedagogy and postcolonial literary theory, this study also explored the tension that exists between what students ought to learn in schools and what they actually learn. Data was gathered through two interviews and a classroom observation with each of eight high school language arts teachers in South Florida to gain an understanding of how they use their pedagogical practices to navigate changes that occur in the practice field and create spaces to utilize culturally responsive pedagogy in their implementation of the current secondary school English/Language Arts curriculum. Teachers’ reflections on their experiences, descriptions of the climate of their practice and how teachers create spaces for culturally responsive pedagogy were analyzed to consider how their pedagogical practices conform to or challenge the structural and normative assumptions of the practice field. Findings revealed that despite the constraints imposed on their pedagogy by education reform, including standardization of their practice, all teachers used culturally responsive pedagogy in their classrooms to achieve state mandated goals, albeit at a foundational level. While teachers unencumbered by standardized testing expressed higher levels of freedom to make pedagogical choices in their classrooms, all participants suggested that prescribed curriculum and resources could do more to represent students’ needs and growing diversity in schools rather than standardized assessments. Furthermore in their implementations of culturally responsive pedagogy, teachers continue to use students’ voices to represent standardized curriculum and universal literary themes rather than establishing them as curriculum in their own right. As such, this study’s findings extend discussions by educational and postcolonial literary theorists regarding whose knowledge has legitimacy as a part of curriculum especially in a practice field that emphasizes student performance at state mandated levels above all else.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013084
Subject Headings: Culturally relevant pedagogy., Multicultural education., Language arts (Secondary) Study and teaching
Format: Document (PDF)

Title: Understanding teacher leadership and professional learning in a secondary mathematics department.
Creator: Higgins, Christine., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This ethnographic study investigated teacher leadership and professional learning in a secondary mathematics department. Qualitative data were collected through in-depth face-to-face interviews, observations, and document analysis. It is the social aspect of the school environment and specifically, the subject department, which presents an opportunity for teachers to learn and share their expertise with one another in an informal setting and for teacher leaders to emerge using their expertise...
Show moreThis ethnographic study investigated teacher leadership and professional learning in a secondary mathematics department. Qualitative data were collected through in-depth face-to-face interviews, observations, and document analysis. It is the social aspect of the school environment and specifically, the subject department, which presents an opportunity for teachers to learn and share their expertise with one another in an informal setting and for teacher leaders to emerge using their expertise and close proximity to affect the learning of colleagues. Teachers were asked to share their thoughts on leadership and learning within their department. A narrative was written to give the reader a better understanding of the day-to-day practices, behaviors, and habits of the teachers in the department, creating a holistic picture of the culture studied. ... teacher leadership is experienced informally through teachers sharing and talking about their practice. Teacher leadership is also experienced outside the department when teachers have opportunities to lead school professional development seminars and to practice leadership through role modeling. Professional learning is experienced one-on-one, as well as formally and informally through colleagues and organized workshops. Implications for administrators, department and team leaders, and policy implementation are discussed. This study may contribute to the development of teacher leadership and professional learning, which ultimately may lead to improving student achievement.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362376
Subject Headings: Educational leadership, School management and organization, Mathematics, Study and teaching (Secondary), Teacher effectiveness, School improvement programs
Format: Document (PDF)

Title: A MODEL CURRICULUM FOR COMMUNITY COLLEGE-BOUND HIGH SCHOOL ENGLISH STUDENTS BASED ON COMMUNITY COLLEGE AND HIGH SCHOOL ENGLISH TEACHERS' PERCEPTIONS OF THE HIGH SCHOOL ENGLISH CURRICULUM.
Creator: MUSSO, EDNA H., Florida Atlantic University
Abstract/Description: While educators have always been aware of the need for articulation between and within school systems, they seldom are able to plan effectual movement from high school to the community college. The problem of high school/community college articulation is compounded by the newness of the community colleges, and the overwhelming problems of high school administration. The fragmented English curriculum is in special need of coordination. The lack of articulation between high schools and...
Show moreWhile educators have always been aware of the need for articulation between and within school systems, they seldom are able to plan effectual movement from high school to the community college. The problem of high school/community college articulation is compounded by the newness of the community colleges, and the overwhelming problems of high school administration. The fragmented English curriculum is in special need of coordination. The lack of articulation between high schools and community colleges is especially wasteful in states like Florida where most college-bound high school seniors go to a community college, but no coordinating programs were found to exist between the school systems. Where articulation programs are in effect, they are so productive that they inspire additional and continuing articulation. To help provide information that would promote a smooth and successful transfer from high school English to community college English, this study surveyed five Broward County, Florida, high school English faculties, and both of the Broward Community College (North and Central Campuses) English faculties.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11693
Subject Headings: English language--Study and teaching (Secondary), English language--Study and teaching (Higher), Articulation (Education)
Format: Document (PDF)

Title: Facilitating and learning behavior in a secondary school travel studies program.
Creator: Rinker, David Bruce, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: This study examines the activities of 17 students and four teachers who participated in a 15 day study tour to South Africa, Zimbabwe and Botswana. It describes how the school staff, who planned and conducted this tour, accomplished their supervising, teaching and facilitating tasks. The study seeks to determine how the students learned during this academic program and how travel to a foreign country affected their learning. The researcher accomplished the study as a participant observer,...
Show moreThis study examines the activities of 17 students and four teachers who participated in a 15 day study tour to South Africa, Zimbabwe and Botswana. It describes how the school staff, who planned and conducted this tour, accomplished their supervising, teaching and facilitating tasks. The study seeks to determine how the students learned during this academic program and how travel to a foreign country affected their learning. The researcher accomplished the study as a participant observer, observing and interviewing students and staff while they were involved with the tour. Other data was collected by reviewing documents and analyzing responses to a questionnaire. Findings concerning the staff's participation are descriptive in nature. The researcher followed an analytic progression to describe actions of the school's board, administration and travel staff during the southern Africa program and describes what the staff's activities caused students to do. The investigation of student activities uses an interpretive approach to the analysis of collected data. It describes their activity and attributes intent to their behavior. Through the descriptions of the staff's activities and the analysis of the students' activities the researcher was able to answer the questions originally posed for the investigation; How do educators facilitate learning during foreign travel studies programs for a secondary school and how do students learn during these tours? The study found that the Lake Worth Christian School's staff developed and implemented the southern Africa program using procedures that were predetermined by school policy and procedures developed specifically for this particular trip and the students who were selected for it. The study found that the school staff utilized both classroom and experiential instruction methodology to prepare students for their encounters and to facilitate their learning in the field. With regard to students' learning activities the study found they accepted and understood the concept of experiential education. Students demonstrated an overwhelming enthusiasm for learning through direct involvement with their subject matter. The study confirmed a dominant social nature of the students' activities and suggested that the convivial atmosphere both attracted the students and enhanced their learning process. The study confirmed that, during the southern Africa program, learning behavior was affected by contrasts and similarities of student characteristics. Students demonstrated wide varieties of interest and significant differences in age and experience. The study also confirmed differences in student and staff approaches to subject matter they encountered within the various historical, cultural and natural sites. It found students approached information gathering differently in these disparate sites.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12541
Subject Headings: Foreign study--South Africa, Education, Secondary, Youth travel programs--South Africa, Experiential learning
Format: Document (PDF)

Title: THE HISTORY OF THE SURVIVAL OF AN ELITIST BLACK HIGH SCHOOL IN SOUTH FLORIDA FROM 1907-1981.
Creator: CEROS-LIVINGSTON, JOSEPH JAMES, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: The purpose of this study was to trace the historical events that influenced the retention of Dillard High school as a functioning four-year comprehensive educational center during the desegregation process in Broward County, Florida. Individuals, organizations and procedures were identified that permitted Dillard to survive as the only original black high school in the county. Nine black community leaders closely identified with Dillard were interviewed and their responses summarized. Much...
Show moreThe purpose of this study was to trace the historical events that influenced the retention of Dillard High school as a functioning four-year comprehensive educational center during the desegregation process in Broward County, Florida. Individuals, organizations and procedures were identified that permitted Dillard to survive as the only original black high school in the county. Nine black community leaders closely identified with Dillard were interviewed and their responses summarized. Much of the black history was of an oral nature since most original documents about Dillard are not now in existence. Desegregation in the 1970s saw the closing of most predominantly black education facilities. The main issue in Broward County was then, and remains today, "where the school bus stops." As a result of this study, it was concluded that: (1) Black citizens of Broward County believed in neighborhood schools in black areas; (2) Busing in Broward County must involve whites and blacks; (3) Dillard was a symbol of black pride; (4) The Dillard alumni, area residents plus important segments of the white community combined efforts to save the school; (5) W. George Allen's lawsuit was a major factor in saving the school; (6) Federal Judge Cabot's decision saved Dillard; (7) Dillard's principal, Mr. Charles B. Morton, provided the leadership to insure racial harmony from 1964 to 1973; (8) A school center that does not actively relate to its community does not grow in excellence and may even cease to exist.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11814
Format: Document (PDF)

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