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- Title
- SPECIAL EDUCATION COMPETENCIES OF BUILDING LEVEL ADMINISTRATORS IN A SCHOOL-BASED MANAGED PUBLIC SCHOOL SYSTEM.
- Creator
- EHREN, BARBARA J., Florida Atlantic University, Smith, Lawrence E.
- Abstract/Description
-
This study was undertaken because of the increased role of the building level administrator in the administration of special education programs at the school level. The essential purposes of the study were to assess the special education competencies of regular elementary, middle, and high school principals or designees, in a school-based managed public school system in Florida, and to locate sources of knowledge/training contributing to the attainment of competencies. As a basis for the...
Show moreThis study was undertaken because of the increased role of the building level administrator in the administration of special education programs at the school level. The essential purposes of the study were to assess the special education competencies of regular elementary, middle, and high school principals or designees, in a school-based managed public school system in Florida, and to locate sources of knowledge/training contributing to the attainment of competencies. As a basis for the study, eight competencies previously delineated by Nevin in Vermont in 1977 were utilized. A portion of the present study sought to validate the eight competencies as essential for implementation of special education programs in Florida. A predominantly closed form type questionnaire was used to obtain the following data for each of the eight competencies: (1) determination of essential vs. non-essential, (2) level of possession of the competency (level 0 = no competency, level 1 = level of awareness, level 2 = level of understanding, level 3 = level of mastery or application), and (3) sources of knowledge/training in the past contributing to competencies possessed and desirable sources of knowledge/training for further training on competencies not yet mastered. Sources included university coursework, in-service by the district, special conferences, on the job experience, and reading professional literature. Major findings were that most respondents: (1) considered all eight competencies to be essential, (2) have not mastered all eight competencies but possessed each to a degree of understanding, and (3) obtained knowledge/training most often from on the job experience and wished to receive further training by in-service provided by the district. Competencies not mastered tended to be those requiring specific knowledge in special education involving due process, student records, federal and state mandates, programming policies, and staff functions/qualifications. Several implications relative to competency status, pre-service and in-service training, and future research with building level administrators are discussed.
Show less - Date Issued
- 1981
- PURL
- http://purl.flvc.org/fcla/dt/11778
- Subject Headings
- Special education--Florida--Administration
- Format
- Document (PDF)
- Title
- A COMPARATIVE STUDY OF MALE AND FEMALE SCHOOL BOARD MEMBERS' ATTITUDES TOWARD WOMEN ADMINISTRATORS IN THE STATE OF FLORIDA (DISCRIMINATION, SCHOOL BOARDS).
- Creator
- GARNETT, PATRICIA F., Florida Atlantic University, Gray, Mary B., Urich, Ted R., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Although legislation regarding women's rights has been passed in recent years, it has had little effect on the number of women in educational administration. This dissertation was undertaken to compare the attitudes of male and female school board members toward women in administrative positions in the state of Florida. The test instrument was the Women as Managers Scale (WAMS) developed by Peters, Terborg, and Taynor in 1974 for the purpose of detecting biased attitudes toward women in...
Show moreAlthough legislation regarding women's rights has been passed in recent years, it has had little effect on the number of women in educational administration. This dissertation was undertaken to compare the attitudes of male and female school board members toward women in administrative positions in the state of Florida. The test instrument was the Women as Managers Scale (WAMS) developed by Peters, Terborg, and Taynor in 1974 for the purpose of detecting biased attitudes toward women in various organizations. This was a self-administered questionnaire sent to 100 percent of the school board members in the state of Florida for 1982-83 as listed in the Florida Education Directory. Seventy-three percent of the board members returned the questionnaire, with 65 percent returning full information. There were 160 males and 61 females included in the study. Responses came from 65 of the 67 counties. Information was obtained regarding age, sex, size of school district, and level of education in addition to the twenty questions of the questionnaire which covered four different attitude factors. Using the SPSS formula for analysis of variance, each dependent variable was used in an analysis with each independent variable to determine if any specific factor could be a possible cause of the attitudes reported. The null hypotheses stated that there would be no significant change in the attitudes of male and female school board members toward women in administration regardless of age or level of education. The results of the survey showed that there was a difference between male and female board members' attitudes; however, the results of the analysis of variance tests for interactions of age, sex, and educational level were not significant at the .05 Alpha level. Sex was the only significant variable, but since sex differences in attitudes among Florida school board members were not significantly dependent upon age or educational level, the null hypotheses could not be rejected. Males were consistently more negative than females in their perceptions of women as managers across the age and educational level intervals used in the study.
Show less - Date Issued
- 1985
- PURL
- http://purl.flvc.org/fcla/dt/11872
- Subject Headings
- Education--Florida--Administration, Women in education--Florida
- Format
- Document (PDF)
- Title
- Adult Learner Success in Accelerated Associate Degree Programs at a Regionally Accredited Multi-Campus Proprietary Institution.
- Creator
- Kreitner, David J., Floyd, Deborah L., Florida Atlantic University
- Abstract/Description
-
The advent of the global knowledge economy and changing demographics have pressured the American postsecondary system to develop flexible alternative educational opportunities for adult learners. One of the most widespread institutional responses has been the development of accelerated courses and degree programs. Accelerated degree programs offer educational opportunities in time frames of less duration than the traditional semester or quarter formats. Concerns for maintaining educational...
Show moreThe advent of the global knowledge economy and changing demographics have pressured the American postsecondary system to develop flexible alternative educational opportunities for adult learners. One of the most widespread institutional responses has been the development of accelerated courses and degree programs. Accelerated degree programs offer educational opportunities in time frames of less duration than the traditional semester or quarter formats. Concerns for maintaining educational quality make it imperative to develop best practices for the effective design of time-intensive curricula. The study found a strong correlation between student experiences rated in terms of Donaldson's and Graham's principles and perceptions of the relevance and applicability of their learning in their "lifeworlds." No significant correlation was found with GP A. Additionally, no significant correlation was found between perceived success in learning and final GP A. The graduates of associate degree programs at a regionally accredited multicampus proprietary institution in Florida comprised the study sample.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000673
- Subject Headings
- Educational acceleration--Florida, Educational change--Design and implementation, Continuing education--Florida--Administration, Adult education--Planning
- Format
- Document (PDF)