View All Items

Title: INDEPENDENT VS. PUBLIC HIGHER EDUCATION: IS THERE A DIFFERENCE? (GOVERNMENT INTRUSION, REGULATION, POLITICAL CONTROL, PLURALISTIC SYSTEM).
Creator: PANZA, THOMAS F., Florida Atlantic University
Abstract/Description: This study critically examines the differences between independent and public higher education by analyzing a series of dimensions associated with American higher education. A historical review encompasses an analysis of the development of early American institutions; economic/political linkages between State and private institutions; the role of governing boards of trustees; and an examination of democratic/equalitarian philosophy of education. The legal differences between private...
Show moreThis study critically examines the differences between independent and public higher education by analyzing a series of dimensions associated with American higher education. A historical review encompasses an analysis of the development of early American institutions; economic/political linkages between State and private institutions; the role of governing boards of trustees; and an examination of democratic/equalitarian philosophy of education. The legal differences between private/independent institutions and public institutions were examined in the context of State action, symbiotic relation rule, close nexus test, and civil rights legislation. An analysis of common descriptors used in the literature to identify the characteristics of independent higher education was made including diversity, pluralistic system, excellence, flexibility, academic freedom, and public funding for independent institutions. A case study was conducted to place the historical analysis, judicial interpretations/legal precedent, and commonly used descriptors of independent higher education in a realistic political setting to test the accuracy of the assumptions contained within each dimension examined. The case study centered on a legislative enactment passed purportedly to protect the public from alleged substandard off-campus educational operations being conducted by accredited institutions. A critical analysis of the legislative purposes, operational effect, and regulations propounded by the State Board of Education was conducted which demonstrated intrusionary governmental regulation forcing the independent accredited institutions to comply with legislative requirements while not receiving the emoluments and economic benefit of a public institution. The issue of whether this type of regulation is needed when Florida has laws controlling deceptive trade practices and fraud in place was questioned and examined. An independent institution must be free to set its own academic mission, make its own curricular decisions, create its own environment of teaching-learning linkage, be accountable for its educational product by describing the expected outcomes and being willing to withstand the scrutiny of peer review through accreditation, and report publicly the academic dimensions of the program to the appropriate State agencies and system supporting same, thus allowing the educational consumers the ability to make a wise choice through information and not unnecessary government intrusion.
Show less
Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11873
Subject Headings: Education, Higher--Evaluation
Format: Document (PDF)

Title: AN ANALYSIS OF ADULT DISTRIBUTIVE EDUCATION IN FLORIDA PUBLIC EDUCATION RESULTING IN A PROGRAM WHERE THE COMMUNITY COLLEGE CAN BECOME A PRIMARY INSTITUTION OF DELIVERY.
Creator: MCELHENY, THOMAS JAMES., Florida Atlantic University
Abstract/Description: Purpose of the Study: The purpose of this study is to determine the status and scope of Adult Distributive Education offered in Florida by district school systems, community colleges and public universities and to suggest a development program under which a Florida community college could become a delivery system for Adult Distributive Education in its service area. Presently, there is no comprehensive listing of Adult Distributive Education offered in Florida public education. To be...
Show morePurpose of the Study: The purpose of this study is to determine the status and scope of Adult Distributive Education offered in Florida by district school systems, community colleges and public universities and to suggest a development program under which a Florida community college could become a delivery system for Adult Distributive Education in its service area. Presently, there is no comprehensive listing of Adult Distributive Education offered in Florida public education. To be effective every organization must have an accurate and complete information base upon which decisions are made. In keeping with the spirit and intent of both The Florida State Plan for Vocational Education, fiscal years 1978-1982, and recent legislation requiring complete and meaningful information for educational decision making, this study will determine the current stat~s and scope of Adult Distributive Education offerings throughout Florida provided by district school systems, community colleges and universities, to classify these offerings into categories of logical order, and to establish a system under which a community college could become an educational delivery system for such programming.
Show less
Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11733
Subject Headings: Adult education--Florida--Evaluation
Format: Document (PDF)

Title: Does evaluation make a difference? The effect of evaluation on remedial education in Florida's community colleges.
Creator: Lyes-MacLachlan, Shari., Florida Atlantic University, Leip, Leslie A., Nyhan, Ronald C., Holden, Eileen
Abstract/Description: Throughout the nation, many community college students arrive at the doors of public higher education without college-level skills. As the need for remediation over the years has grown, the controversy over who should be responsible for it---and whether it should be provided at all---has also grown. In Florida, more than 60 percent of all incoming college students must enroll in one or more remediation courses in the areas of reading, writing, or mathematics. Florida law requires students to...
Show moreThroughout the nation, many community college students arrive at the doors of public higher education without college-level skills. As the need for remediation over the years has grown, the controversy over who should be responsible for it---and whether it should be provided at all---has also grown. In Florida, more than 60 percent of all incoming college students must enroll in one or more remediation courses in the areas of reading, writing, or mathematics. Florida law requires students to take non-credit "College-Preparatory" classes if they score below mandated cut-off scores on state-approved placement tests. The central theory of this study is that ongoing, comprehensive and systematic evaluation that is effectively communicated and utilized in Florida's colleges can make a significant contribution to the College Preparatory program. While this study examines budgetary factors and student achievement rates, it focuses particularly on evaluation, the extent to which evaluation is being performed in the College Preparatory program, and how that evaluation throughout the state has changed over a five-year period. The study identifies four general areas of evaluation: (1) student-level evaluation, (2) program-level evaluation, (3) evaluation via communication in the organization and (4) utilization of evaluation in the organization. It analyzes the relationship between each area and the perceptions that faculty, administrators and staff have of remedial program success, and it distinguishes among faculty, administrator and staff perceptions of evaluation and preparatory program success. In the end, it is the synthesis of the four general areas of evaluation, along with input from its various stakeholders, which result in effects on remedial education.
Show less
Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12105
Subject Headings: Curriculum evaluation, Community colleges--Evaluation, Education--Research--Methodology, Remedial teaching--Evaluation
Format: Document (PDF)

Title: AN ANALYSIS OF STUDENT PERSONNEL SERVICES AT SEMINOLE COMMUNITY COLLEGE, SANFORD, FLORIDA.
Creator: CULP, MARGUERITE MCGANN., Florida Atlantic University, Kite, Robert H.
Abstract/Description: The problem addressed by this study was the lack of data to document the need for--or effectiveness of--the student personnel program at Seminole Community College. A literature review supported the need for continued evaluation of student personnel services at the local level. Four questions were generated as a result of this literature review: (1)Which student personnel services were considered essential by new students, by students who had completed at least one semester at the college,...
Show moreThe problem addressed by this study was the lack of data to document the need for--or effectiveness of--the student personnel program at Seminole Community College. A literature review supported the need for continued evaluation of student personnel services at the local level. Four questions were generated as a result of this literature review: (1)Which student personnel services were considered essential by new students, by students who had completed at least one semester at the college, and by faculty members? (2)Which services were new students actually intending to use? (3)How did faculty members and students who had used specific student personnel services rate them? (4)Did significant differences exist in the services needed by new students in relation to the variables of age, sex, enrollment status, and area of college enrollment? A study was designed to answer these questions. Survey instruments were constructed and distributed to a random sample of new students, currently enrolled students, and faculty members in the adult high school, college credit, and vocational-technical portions of the college. The instruments were returned by 87.9 percent of new students, 93.5 percent of currently enrolled students, and 88.1 percent of the faculty. Examination of the data, calculated in percentages, from new students, currently enrolled students, and faculty revealed that: (1)services defined as necessary were those related to admissions, testing and placement, academic and career counseling, and orientation; (2)new students intended to use services related to registration, academic and career counseling, orientation, and study techniques; (3)over 10 percent of new students who defined a service as essential indicated they would never use the service; (4)over 30 percent of the faculty and 60 percent of currently enrolled students were unable to evaluate student personnel services except for those services related to admissions, orientation, academic advisement, and registration; (5)faculty tended to rate as inadequate services connected to the placement of students in courses, academic advisement, and recruitment; and (6)the majority of students, both new and currently enrolled, indicated a lack of interest in personal or social counseling.
Show less
Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11779
Subject Headings: Counseling in adult education--Florida--Evaluation
Format: Document (PDF)

Title: HOW STUDENT AFFAIRS DIRECTORS USE THEIR ASSESSMENT DATA TO MAKE CHANGES.
Creator: Goldstein, Rebecca, Bloom, Jennifer L., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Assessment is frequently cited within the student affairs literature as a way of continuously improving programs, services, and events (Henning & Roberts, 2016; Upcraft & Schuh, 1996). However, the data collected through assessment is infrequently used to improve student affairs offerings due to practitioners’ fear, practitioner’s lack of training, a lack of leadership within the division or university, or an emphasis on assessment as a method of reporting results rather than improving...
Show moreAssessment is frequently cited within the student affairs literature as a way of continuously improving programs, services, and events (Henning & Roberts, 2016; Upcraft & Schuh, 1996). However, the data collected through assessment is infrequently used to improve student affairs offerings due to practitioners’ fear, practitioner’s lack of training, a lack of leadership within the division or university, or an emphasis on assessment as a method of reporting results rather than improving offerings, such as programs, services, initiatives, or events (Cox et al., 2017; Fuller & Lane, 2017). In the limited published studies about how student affairs professionals use assessment data, many professionals admit they do not have a plan to use their assessment data and only a small number have a plan to use their assessment data to make changes (Beshara-Blauth, 2018; Cox et al., 2017; McCaul, 2015; Parnell et al., 2018; Ridgeway, 2014). The purpose of this qualitative study was to understand how student affairs directors who have been identified as exemplars use their assessment data to make changes. The research questions for the study were: 1) How do student affair directors use assessment data in their role to make changes? 2) How do student affairs directors learn to use their data to make changes? And, 3) What influences student affairs directors to use their data to make changes?
Show less
Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014248
Subject Headings: Student affairs administrators, Educational evaluation, Decision making
Format: Document (PDF)

Title: Peer reputations as a determinant of gender differences in school outcomes: Evidence for domain-specific effects.
Creator: Gelman, Lisa Borga, Florida Atlantic University, Perry, Louise C.
Abstract/Description: This study explored the impact of peer reputations for academic ability and school-related affect upon fourth- through eighth-graders' academic outcomes. In light of the prevailing stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer reputations in English would be more predictive of outcomes for girls than for boys, while math and science reputations would be most predictive of...
Show moreThis study explored the impact of peer reputations for academic ability and school-related affect upon fourth- through eighth-graders' academic outcomes. In light of the prevailing stereotypes regarding the differential academic abilities of girls and boys (favoring girls in English, and boys in math and science), it was hypothesized that peer reputations in English would be more predictive of outcomes for girls than for boys, while math and science reputations would be most predictive of boys' outcomes. Peer reputations were found to be predictive of school grades, but not of standardized test scores. Although ability reputations in most areas were predictive of grades for both sexes, modest gender differences were observed which were consistent with hypotheses. Results suggest that children's peer reputations may play an important role in their academic achievement, especially within domains most central to their gender identities. Implications and suggestions for future directions are discussed.
Show less
Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/13170
Subject Headings: Academic achievement--Evaluation, Educational evaluation, Intelligence levels, Group work in 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)

Title: Equitable access to educational resources: an investigation of the distribution of teacher qualityacross secondary schools in South Florida.
Creator: Richards, Sabrina, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not...
Show moreThis quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not available from the district. The researcher accessed publicly available teacher quality data from the Florida Department of Education regarding advanced degree completion, out-of-field teachers, and highly qualified teachers to serve as measures of teacher quality at secondary schools. Data were collected and analyzed using quantitative methods for 119 schools that served as the unit of analysis. Using multiple regressions, the study found a significant negative relationship between the percentage of students participating in the free and reduced-price lunch program and the percentage of teachers who possessed an advanced degree. The study also found a significant positive relationship between the percentages of Black students, English language learners, students with disabilities, students participating in the free and reduced-price lunch program and the percentage of out-offield teachers. Additionally, the study found a significant positive relationship between the percentages of Hispanic students, students with disabilities, students participating in the free and reduced-price lunch program, and the percentage of not highly qualified teachers at schools. The investigation also discovered predictive relationships between some of these school characteristics and the measures of teacher quality examined in the study. All of the findings provided evidence of structural inequality regarding the distribution of teacher quality and were analyzed by the study’s theoretical framework, which drew on critical race theory, critical multiculturalism, and other critical studies. These works underscore the inequitable distribution of teacher quality. Implications and suggestions for future research are offered for further examination of the equitable distribution of teacher quality and the role of policy to inform the equitable distribution of teacher quality across schools in order to address the most urgent problem facing U.S. education: the unequal distribution of quality teachers.
Show less
Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004155, http://purl.flvc.org/fau/fd/FA00004155
Subject Headings: Educational equalization, Educational evaluation, Effective teaching, Teachers, Rating of
Format: Document (PDF)

Title: AN IDENTIFICATION OF COMPETENCIES FOR EDUCATIONAL ADMINISTRATORS TO CONDUCT ASSESSMENTS OF THE LEARNING NEEDS OF ADULTS.
Creator: GARDNER, DANIEL LEE, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: This study addressed the problem of identifying competencies needed by educational administrators in order to assess the learning needs of adults in a community. The study identified thirty-two competencies which may be appropriate for inclusion in professional development programs or literature for educational administrators. Educational administrators who were known to design and implement adult education programs based on assessed learning needs of adults in their communities were selected...
Show moreThis study addressed the problem of identifying competencies needed by educational administrators in order to assess the learning needs of adults in a community. The study identified thirty-two competencies which may be appropriate for inclusion in professional development programs or literature for educational administrators. Educational administrators who were known to design and implement adult education programs based on assessed learning needs of adults in their communities were selected to provide data for this study . Eighty-eight of Florida's educational administrators were invited to participate by completing two questionnaires mailed to them on two occasions. They were selected by thirty educators who were knowledgeable of these programs from a regional or state- wide perspective. Two conclusions were drawn from the results of this study. It was concluded that competencies needed by educational administrators to assess the learning needs of adults in a community were identified. This conclusion was drawn and evidenced by the list of competencies developed through the application of the proposed research method. Secondly, it was concluded there was consensus regarding the competencies among the group of educational administrators participating in this study.
Show less
Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11734
Subject Headings: Adult education--Research, Adult education--Evaluation
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.
Show less
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: The effects of a community language learning/comprehension processing strategies model on second language reading comprehension.
Creator: Shames, Roberta., Florida Atlantic University, Messmore, Peter
Abstract/Description: The purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of...
Show moreThe purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of students taught by traditional ESOL strategies with those taught by a Community Language Learning/Comprehension Processing Strategies Model. Results were measured by the IDEA IPT Reading/Writing Test, Level 3. A summary of the data gathered in the study indicated that Level 1 LEP students could significantly increase their English language reading comprehension through the use of the same comprehension processing strategies taught to native English-speaking students. A slightly better result was obtained when these comprehension processing strategies were taught in conjunction with Community Language Learning strategies. The results of the study suggest the need for further investigation in this area in order to determine the best path of English reading instruction for LEP students.
Show less
Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12575
Subject Headings: English language--Study and teaching--Foreign speakers, Community education--Evaluation, Curriculum evaluation
Format: Document (PDF)

Title: STUDENT, FACULTY AND ADMINISTRATOR PERCEPTIONS OF THE ACADEMIC ADVISING NEEDS OF STUDENTS AT FLORIDA ATLANTIC UNIVERSITY (COUNSELING).
Creator: SIPPIN, ANA M. SANCHEZ, Florida Atlantic University
Abstract/Description: The primary purpose of this study was to determine the academic advising needs of students and compare the perceptions of these needs among selected upper division students, faculty, and academic administrators at Florida Atlantic University. A secondary purpose was to determine if any differences in perceptions were due to any of several demographic variables. A sample of upper division students, faculty, and administrators in the six colleges were surveyed using the Academic Advising Needs...
Show moreThe primary purpose of this study was to determine the academic advising needs of students and compare the perceptions of these needs among selected upper division students, faculty, and academic administrators at Florida Atlantic University. A secondary purpose was to determine if any differences in perceptions were due to any of several demographic variables. A sample of upper division students, faculty, and administrators in the six colleges were surveyed using the Academic Advising Needs Questionnaire developed by Burke (1981). The questionnaire was divided into three sections. The first section requested demographic data, the second section measured the extent to which respondents perceived how fifteen advising functions should be fulfilled and were being fulfilled by the academic advising program. The third section consisted of an open-ended item which allowed respondents to make additional comments concerning the academic advising program in general. Data were collected from 482 students, 162 faculty, and 46 administrators. Students indicated a need for all fifteen advising functions, while faculty indicated student need for twelve of the functions and administrators indicated student need for ten of the functions. A comparison of student and faculty perceptions of students' academic advising needs overall revealed a significant (.05 level) correlation (.59) between the two groups, however when the rank order of need scores for the two groups were compared within college, significant (.05 level) differences were found in three of the six colleges. Significant (.05 level) differences were evident when the rank order of need scores for students and administrators were compared overall and within colleges. Although the overall results revealed a significant (.05 level) correlation (.79) between faculty and administrator perceptions of students' academic advising needs, significant (.05 level) differences were evident when comparing the rank order of need scores between faculty and administrators within five of the six colleges.
Show less
Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11866
Subject Headings: Student-administrator relationships--Evaluation, Counseling in higher education
Format: Document (PDF)

Title: Beyond fidelity: relating educational practices and their determinants to student learning gains.
Creator: Urdegar, Steven M., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at...
Show moreThis study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at their schools. Nearly 13,000 students in grades 2 through 5 were assigned to those teachers. Factor analyses were used to separately identify patterns within survey items that measured educational practices, leadership actions, and instructional program coherence. Then, the students' achievement gains were adjusted for the effects of fixed demographic and organizational variables through hierarchical linear modeling. Finally, classroom level relationships between the adjusted achievement gains, and subscales computed from the factors that were identified, were examined through a path analysis. Educational practices were found to align to six factors labeled Technology, Training Utility, Advanced Skills, Basic Skills, Grouping, and Assessment. Leadership actions were found to align to two factors labeled Relationship and Task. Fixed effects at the student, classroom, and school levels were found to have an impact on both the initial status and growth components of student achievement. In the path model, Task was found to have a significant direct effect on Advanced Skills, while the effect of Relationship on educational practices was partially mediated by Instructional Program Coherence. Both Advanced and Basic skills were found to have positive effects on Adjusted Gain when taught at the appropriate level, and negative effects, when taught at the inappropriate level., Technology was found to facilitate Basic Skills instruction overall, with greater benefits seen at the upper grades. It was concluded the rates of use seen for Advanced and Basic skills instruction were similar at the three types of schools examined because of poor differentiation due to innovation diffusion. Teachers who perceived their leaders as supportive, tended to rate their schools as more coherent and training requirements as more appropriate, and used technology and assessment more often, leading to gains in student achievement.
Show less
Date Issued: 2008
PURL: http://purl.flvc.org/FAU/77653
Subject Headings: School management and organization, Decision making, Education, Evaluation, Educational tests and measurements, School improvement programs, Evaluation
Format: Document (PDF)

Title: Impact of Collaborative Work Analysis Professional Development in Teacher Practice and Student Writing.
Creator: Shealy, Kristin L., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers' perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were...
Show moreThis qualitative research study explored the influence of collaborative analysis of student work (CASW) as professional development on teacher practice, specifically during lessons and on written teacher feedback on student work. Additionally, teachers' perceptions about the influence of CASW sessions and three 2-week instructional cycles on student writing, including the professional development sessions, lessons, and teacher written feedback, were investigated. Qualitative data were collected including teacher interviews, CASW observations, classroom observations, and document analysis. Findings indicated that teachers felt that CASW influenced their increased awareness of teaching and student learning, and implications for future teaching for the whole group as well as ideas for next steps for individual students emerged. Teachers supported CASW being job-embedded and practical to daily work; they voiced concerns over the time and scheduling facilitating the professional development required. Teachers responded that they felt that CASW helped them question their assessment of student writing, consistency within and across grade levels and subjects, and the appropriate level of difficulty of their curriculum. Teachers expressed their desire to be able to meet with students more regularly to go over their teacher written feedback and felt that CASW may possibly influence student work over time. Two teachers felt that the CASW professional development could have influenced their written feedback; four teachers felt that it did not. Implications for professional development, public policy, and further research are given.
Show less
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004547, http://purl.flvc.org/fau/fd/FA00004547
Subject Headings: Academic achievement -- Evaluation, Action research in education, Educational tests and measurements, Effective teaching, Teachers, Training of -- Evaluation
Format: Document (PDF)

Title: The relationship between leadership styles of directors of accredited higher education respiratory care programs and faculty satisfaction, willingness to exert extra effort, perceived director effectiveness, and program outcomes.
Creator: Weissman, Nancy L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ)....
Show moreThe purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ). Director, faculty and program information was measured with a researcher-designed questionnaire. CoARC accredited program directors (n=321) and their full and part-time faculty (n=172) received an e-mail and a web link to obtain demographic information. All participants received an e-mail from Mind Garden, Inc. with a web link to complete the MLQ. Regression analysis and t tests were used to analyze the data. The results found a significant relationship between faculty satisfaction, extra effort, and perceived director effectiveness and each of the predictors transformational, transactional, and passive/avoidant leadership behaviors. There was no relationship between program director leadership style and program outcomes. This study found no difference between the directors' and the faculty's perception of the directors' transformational and transactional leadership behaviors. However, there was a significant difference between the directors' and the faculties' perception of the directors' passive/avoidant behavior.
Show less
Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186324
Subject Headings: Educational leadership, Evaluation, College teaching, Evaluation, Organizational behavior, Medical care, Motivation in education
Format: Document (PDF)

Title: Non-Academic Factors Contributing to the Academic Outcomes of Students in a Community College Developmental Education Program.
Creator: Ray, Kenneth Jr., Pisapia, John, Florida Atlantic University
Abstract/Description: The purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey...
Show moreThe purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey of Student Engagement in combination with a SCCT instrument was completed by 936 students. The collection of data involved a web based database program. An analysis of the data included descriptive and correlational methods to examine these relationships. The results of the study revealed that neither SCCT, nor engagement factors contributed to the students' grade point average (GPA) and persistence. Additionally, when moderated by contextual factors, SCCT and Engagement demonstrated no influence on students' final GPA and persistence during the period of study. The data provided no evidence for an academic outcome predictive model involving SCCT, engagement or contextual factors for community college developmental students.
Show less
Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000689
Subject Headings: Motivation in education, Community colleges--United States--Evaluation, Learning, Psychology of, Education, Higher--Social aspects--Evaluation
Format: Document (PDF)

Title: Florida Student Progression Policies and Their Effect on Student Achievement.
Creator: Wright, Marielena P., Pisapia, John, Florida Atlantic University
Abstract/Description: This study investigated the varied district student progression policies from 9th to lOth grade and their effect on the district-level achievement of the high schools as measured by six categories of FCA T achievement consistent with those that comprise district grades during the 2005-2006 academic year. In Florida, the state assessment policy and the resulting rewards and sanctions policy, known as the Florida A+ Plan, are uniformly defined across districts while the state student...
Show moreThis study investigated the varied district student progression policies from 9th to lOth grade and their effect on the district-level achievement of the high schools as measured by six categories of FCA T achievement consistent with those that comprise district grades during the 2005-2006 academic year. In Florida, the state assessment policy and the resulting rewards and sanctions policy, known as the Florida A+ Plan, are uniformly defined across districts while the state student progression policy simply provides guidelines for districts to follow. This results in varied student progression policies in the 67 school districts within the state. A quantitative study of the district student progression policies for promotion from 9th to lOth grade and student achievement, as measured by the Florida Comprehensive Assessment Test (FCA T), was conducted to determine the effect of varied student progression policies on district FCA T achievement. Five predictor variables, based upon promotion requirements from the 9th to 1Oth grade, - number of credits, the type of credits, the availability of midyear promotion, additional requirements to be met for midyear promotion, and minimum grade point average - the six FCA T based criterion variables; and, two contextual variables - district socioeconomic status (SES) and district size were used in the study. Linear regression analysis was used to find that the inclusion of a minimum grade point average had a significant inverse relationship with FCA T Reading Learning Gains. Additionally, theSES of the district was found to significantly affect the relationship between the midyear promotion of students and FCAT Reading proficiency; the type of credits required for promotion and FCA T Math proficiency; and the minimum number of credits required for promotion and both FCA T Math learning gains and FCA T Reading learning gains of the lowest quartile of students. The second order interaction of district size on the effect of SES on the relationship between the predictor and criterion variables yielded significant moderating effects of district size on the moderating effect of SES for the relationships between the minimum number of credits required for promotion and both FCA T Math proficiency and FCA T Math learning gains.
Show less
Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000716
Subject Headings: Academic achievement--Florida--Evaluation, Florida Comprehensive Assessment Test--Evaluation, Educational tests and measurements--Florida--Evaluation, Grading and marking (Students), Educational sociology--Florida
Format: Document (PDF)

Title: The Florida Comprehensive Assessment Test (FCAT) and the Predictive Utility of the PSAT for FCAT Preparedness.
Creator: Beard, Bernadine E. Dorantes, Bryan, Valerie, Florida Atlantic University
Abstract/Description: In the years since the establishment of the Florida Comprehensive Assessment test (FCAT) in 1998, the Florida public school districts have had little standardized, diagnostic data to assist in preparation for the FCA T. The FCAT serves as a high-stakes assessment for students as a graduation requirement, and it serves as a high-stakes assessment for school and district accountability for the Florida A++ Plan, and for national accountability within No Child Left Behind Act, 2001. A...
Show moreIn the years since the establishment of the Florida Comprehensive Assessment test (FCAT) in 1998, the Florida public school districts have had little standardized, diagnostic data to assist in preparation for the FCA T. The FCAT serves as a high-stakes assessment for students as a graduation requirement, and it serves as a high-stakes assessment for school and district accountability for the Florida A++ Plan, and for national accountability within No Child Left Behind Act, 2001. A quantitative study was conducted to determine if the College Board's Preliminary Scholastic Achievement Test, PSAT/NMSQT®, could be used to predict scores on the FCAT. More than 11 ,000 student test records ofBroward County public school lOth graders were used for this study. Predictive discriminant analyses were conducted using the October 2003 PSAT/NMSQT® and the March 2004 FCAT scores. Three contextual variables: gender, race/ethnicity, and socioeconomics were used to determine if the variables moderate the ability of the PSAT in classifying the students as passing the FCAT. The study found the percent of the groups correctly classified for predicting FCAT Reading from the PSAT Verbal scores for all subjects and each contextual variable ranged from 75 percent to 78.70 percent. The accuracy for the PSAT Verbal predicting failing the FCAT Reading for all of the subjects was at 84.50 percent, and the accuracy for PSAT Verbal predicting passing the FCAT Reading was at 71.40 percent. The study also found the percent of the groups correctly classified for predicting FCAT Math from PSAT Math scores for all subjects and each contextual variable ranged from 72.40 % to 76.00 percent. The accuracy for the PSAT Math predicting failing the FCAT Math for all subjects was at 89.70 percent and the accuracy for PSAT Math predicting passing the FCAT Math for all subjects was at 70.90 percent. The model in this study has proven to be successful in predicting FCAT success through the use of the PSAT scores. Recommendations for educators, both district and school staff, include exploring optimum utilization of available data through the PSAT, and optimum utilization of the PSAT score reports for direct intervention with students.
Show less
Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000649
Subject Headings: Florida Comprehensive Assessment Test, Educational tests and measurements--Florida--Evaluation, PSAT (Educational test)--Evaluation, Examinations--Scoring--Statistics
Format: Document (PDF)

Title: Possible Futures for Teacher Education Programs: Meta-Theory Orientation.
Creator: Svendsen, Jared C., Bogotch, Ira, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This...
Show moreThis study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This conceptualization grounds dominant teacher education modalities within a specific meta-theory orientation. Through this analysis, the author also explores an alternative conceptualization of teacher education that appeals to the educative power of contextual awareness, ontological sensitivity, and democratically recursive pedagogical and relational processes. Such a conceptualization reflects an alternative meta-theory orientation. For the purposes of this analysis, the author employed textual analysis of sampled website literature from Teacher Education Programs in six geographic regions within the United States. This textual analysis was grounded in the aforementioned conceptualizations and was intended to reveal meta-theory orientations as expressed in a program’s official text.
Show less
Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004679, http://purl.flvc.org/fau/fd/FA00004679
Subject Headings: Action research in education, Education -- Philosophy, Educational leadership, Effective teaching, Teacher effectiveness, Teachers -- Training of -- Evaluation
Format: Document (PDF)

Title: A COMPARISON OF THE FLORIDA STATEWIDE ASSESSMENT TEST, THIRD AND FIFTH GRADE SKILLS AND THE DEVELOPMENTAL LEVEL OF THE THIRD AND FIFTH GRADE STUDENT.
Creator: TWITCHELL, RUTH EVERGLYN PALMER, Florida Atlantic University
Abstract/Description: The Educational Accountability Act of 1971 established the Florida Statewide Assessment Tests. By 1978 all students in selected grades in the Florida public schools were evaluated. Fifteen percent or more of the third grade students tested failed eight of the skills presented in the 1978-79 Assessment Test, while twenty-five of the skills were failed by fifteen percent or more of the fifth grade students. The question was: Were these skills appropriate to the age of the child to whom they...
Show moreThe Educational Accountability Act of 1971 established the Florida Statewide Assessment Tests. By 1978 all students in selected grades in the Florida public schools were evaluated. Fifteen percent or more of the third grade students tested failed eight of the skills presented in the 1978-79 Assessment Test, while twenty-five of the skills were failed by fifteen percent or more of the fifth grade students. The question was: Were these skills appropriate to the age of the child to whom they were presented? A panel was randomly selected from representatives of Psychology, Education, and Pediatrics Departments of accredited Colleges and Universities in the United States. The panel members received an instrument containing each of the thirty-three skills failed by fifteen percent or more of the third and fifth grade students. Respondents entered the age interval appropriate for mastery of the skill. Results showed a significant difference among the three responding groups at the .05 level of confidence for two of the twenty-five fifth grade skills and for none of the third grade skills. The respondents indicated all of the fifth grade skills were appropriate for entry level. Two third grade skills were judged appropriate for approximately six months beyond the entry level age. Standard deviations of frequency responses showed wide variation within each group. Educators displayed the widest spread in their responses, pediatricians the least. Age intervals from eight to eleven years were chosen by members of the same discipline. Numerous verbal responses were received. Several stated subjective judgment was inappropriate for determining what children should know. Many considered mastery an improper concept since the increasing complexity of skills taught to school children requires the need to continuously reteach and reinforce material.
Show less
Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11792
Subject Headings: Educational tests and measurements--Florida--Evaluation, Fifth grade (Education), Third grade (Education)
Format: Document (PDF)

Evaluation (10)	+ -
Educational evaluation (7)	+ -
Academic achievement (4)	+ -
Educational tests and measurements (4)	+ -
Motivation in education (4)	+ -

Academic achievement--Evaluation (3)	+ -
Computer-assisted instruction (3)	+ -
Educational tests and measurements--Florida--Evaluation (3)	+ -
Effective teaching (3)	+ -
Counseling in higher education (2)	+ -
Curriculum evaluation (2)	+ -
Curriculum planning (2)	+ -
Decision making (2)	+ -
Educational accountability (2)	+ -
Educational change (2)	+ -
Educational leadership (2)	+ -
Florida Comprehensive Assessment Test (2)	+ -
Group work in education (2)	+ -
Intelligence levels (2)	+ -
Internet in education (2)	+ -
Learning, Psychology of (2)	+ -
Medical care (2)	+ -
Methodology (2)	+ -
School improvement programs (2)	+ -
School management and organization (2)	+ -
Teachers--Rating of. (2)	+ -
Academic achievement -- Evaluation (1)	+ -
Academic achievement--Florida--Evaluation (1)	+ -
Academic achievement--United States--Evaluation (1)	+ -
Academic achievement. (1)	+ -

United States (5)	+ -
Academic achievement--Florida--Evaluation (2)	+ -
Florida (2)	+ -
Children with disabilities--Education--United States (1)	+ -
College teachers--In-service training--Florida (1)	+ -

Education--Standards--Florida (1)	+ -
Educational accountability--United States (1)	+ -
Educational tests and measurements--Florida (1)	+ -
Educational tests and measurements--Florida--Evaluation (1)	+ -
Learning disabled children--Education--United States (1)	+ -
Mathematics teachers--Training of--Florida (1)	+ -
Motivation in education--Florida (1)	+ -
Reading (Elementary)--Ability testing--Florida (1)	+ -
Special education--United States--Evaluation (1)	+ -
Teachers--Training of--Florida (1)	+ -

Florida Atlantic University (43)	+ -
College of Education (28)	+ -
Department of Educational Leadership and Research Methodology (17)	+ -
Department of Curriculum, Culture, and Educational Inquiry (8)	+ -
Pisapia, John (4)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Collection

Topical Subject

Geographic Subject

Genre Subject

Genre

Type of Resource

Language

Creator

Format

Owner