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MANAGEMENT TRAINING ACT OF 1981: REACTIONS OF FLORIDA SCHOOL ADMINISTRATORS TO VARIOUS COMPONENTS OF THE LAW
Title
MANAGEMENT TRAINING ACT OF 1981: REACTIONS OF FLORIDA SCHOOL ADMINISTRATORS TO VARIOUS COMPONENTS OF THE LAW.
Creator
WILLIE, ALFRED FRANK, JR., Florida Atlantic University
Abstract/Description
Purpose. This study was conducted to assess the reactions of Florida school administrators to the various components of the Management Training Act of 1981. Procedure. A thorough literature search was undertaken to determine more precisely those characteristics indicative of management training in education. A twenty-five item questionnaire was developed which assessed the reactions of participants in the Florida Academy for School Leaders' (FASL) management institutes. A total of one hundred...
Show morePurpose. This study was conducted to assess the reactions of Florida school administrators to the various components of the Management Training Act of 1981. Procedure. A thorough literature search was undertaken to determine more precisely those characteristics indicative of management training in education. A twenty-five item questionnaire was developed which assessed the reactions of participants in the Florida Academy for School Leaders' (FASL) management institutes. A total of one hundred eighty-five Florida administrators participated in the study. Florida school administrators approved of the value and content of the FASL institutes, and indicated that more effective and relevant presentations would result from a team of presenters representing different levels within the state. On-the-job training received a strong recommendation as the most valuable method of training. They also indicated a need for local management training programs. Selection committees were endorsed by the administrators. Survey participants highly supported competency-based administrative certification and compensation for administrators who demonstrate "high performing competencies." Two research hypotheses were formulated. Analysis of the data received indicated no significant difference among the reactions of Florida school administrators by role to the various components of the Management Training Act of 1981. The second null hypothesis was rejected as the analysis of the data indicated significant differences among the reactions of Florida school administrators by state region to the various components of the law. The variables that showed significant differences were knowledge of FASL institutes, selection, certification, and compensation. Among the recommendations for further research was a recognition of the need for a study of current participants of the FASL institutes and their relationship to the reactions of the first participants.
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Date Issued
1983
PURL
http://purl.flvc.org/fcla/dt/11831
Subject Headings
Educational law and legislation--Florida
Format
Document (PDF)
speaker's influence on school legislation and finance in the Florida Legislature
Title
The speaker's influence on school legislation and finance in the Florida Legislature.
Creator
Turk, Robert Allan., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description
This dissertation was designed to determine the source and legacy of power which makes the speaker of the House of Representatives a very powerful figure in the Florida Legislatures, as well as determine whether a significant relationship exists between the speaker's power and the amount of educational benefits and school funding received by his constituency. The Florida speaker possesses more power and influence over school legislation and finance than any other member of the House. His/her...
Show moreThis dissertation was designed to determine the source and legacy of power which makes the speaker of the House of Representatives a very powerful figure in the Florida Legislatures, as well as determine whether a significant relationship exists between the speaker's power and the amount of educational benefits and school funding received by his constituency. The Florida speaker possesses more power and influence over school legislation and finance than any other member of the House. His/her priorities have a significant effect on whether the school districts, community colleges, and state universities, receive adequate funding for quality education. The power of the Florida speaker comes from long historical development in England and America via the House rules and precedents established by previous speakers. Although limited by tradition to one term, the Florida speaker ranks among the most powerful speakers in the nation. This study concludes that the speaker of the Florida House has sufficient power to lead his party/faction in the House, guide the flow of legislation, and significantly influence funding for his home district.
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Date Issued
1991
PURL
http://purl.flvc.org/fcla/dt/12266
Subject Headings
Legislators--Florida, Education--Florida--Finance, Educational law and legislation--Florida
Format
Document (PDF)
The Implications and Impact of Impartial Due Process Procedures on Planning, Programming and Staffing by Exceptional Student Education Divisions Within the Florida School System
Title
The Implications and Impact of Impartial Due Process Procedures on Planning, Programming and Staffing by Exceptional Student Education Divisions Within the Florida School System.
Creator
Kelly, Zara Ann, Rothberg, Robert A., Weppner, Daniel B., Florida Atlantic University
Abstract/Description
The purpose of this study was to describe the implications and impact of impartial due process procedures on planning, programming and staffing by exceptional student education divisions within the Florida school system. A questionnaire was developed by the author, and validated by three directors of exceptional student education. Items for the questionnaire were drawn from the literature related to the effects of P.L. 94-142 on departments of special education. The questionnaire was...
Show moreThe purpose of this study was to describe the implications and impact of impartial due process procedures on planning, programming and staffing by exceptional student education divisions within the Florida school system. A questionnaire was developed by the author, and validated by three directors of exceptional student education. Items for the questionnaire were drawn from the literature related to the effects of P.L. 94-142 on departments of special education. The questionnaire was distributed to the sixty-seven directors of exceptional student education in Florida. There were fifty respondents, or a 75 percent return . Tables were developed to indicate the percentage of responders within each category on the questionnaire. Tables of rank order were developed to detail types of problems encountered by responders, solutions utilized by responders, and particulars of policy changes and staff development plans. In summary, this study provided data which indicated the areas of impact and concern to directors of exceptional student education in Florida. General and specific recommendations for remediation strategies are outlined.
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Date Issued
1982
PURL
http://purl.flvc.org/fau/fd/FA00000672
Subject Headings
Special education--Florida, Special education--Law and legislation--Florida
Format
Document (PDF)
BROWARD COUNTY PRINCIPALS' AND EXCEPTIONAL EDUCATION TEACHERS' PERCEPTIONS OF THE PROBLEMS IN COMPLYING WITH PUBLIC LAW 94-142 (MAINSTREAMING, HANDICAPPED, LEAST RESTRICTIVE ENVIRONMENT; FLORIDA)
Title
BROWARD COUNTY PRINCIPALS' AND EXCEPTIONAL EDUCATION TEACHERS' PERCEPTIONS OF THE PROBLEMS IN COMPLYING WITH PUBLIC LAW 94-142 (MAINSTREAMING, HANDICAPPED, LEAST RESTRICTIVE ENVIRONMENT; FLORIDA).
Creator
COULTER, CHERYL WOLFORD, Florida Atlantic University, Smith, Lawrence E.
Abstract/Description
Problem. The purpose of this study was to assess principals and exceptional education teachers of Broward County, Florida, as to their perceptions of the problems in complying with Public Law 94-142. Also of interest was the comparison of the four sets of perceptions that were investigated. Findings. (1) More statistical disagreement than agreement was found among principals and exceptional education teachers in regard to their self perceptions and perceptions of the other group; (2)...
Show moreProblem. The purpose of this study was to assess principals and exceptional education teachers of Broward County, Florida, as to their perceptions of the problems in complying with Public Law 94-142. Also of interest was the comparison of the four sets of perceptions that were investigated. Findings. (1) More statistical disagreement than agreement was found among principals and exceptional education teachers in regard to their self perceptions and perceptions of the other group; (2) Principals perceived the following items "difficult" for themselves: (a) evaluating students as soon as possible after referral; (b) providing individual evaluations by a multidisciplinary team; (c) conducting IEP meetings at a time convenient to parents; (3) Exceptional education teachers perceived the following items difficult for themselves: (a) evaluating students as soon as possible after referral; (b) conducting IEP meetings at a time convenient to parents; (4) Principals perceived "lack of funds" as being their biggest obstacle in successfully implementing Public Law 94-142; (5) Exceptional education teachers perceived "class size" to be their biggest obstacle in successfully implementing Public Law 94-142
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Date Issued
1983
PURL
http://purl.flvc.org/fcla/dt/11836
Format
Document (PDF)
Negligent tort liability of Florida higher education institutions
Title
Negligent tort liability of Florida higher education institutions.
Creator
Panayiotou, Chrysanthos Andreas., Florida Atlantic University, Jurenas, Albert C.
Abstract/Description
During the last thirty years our society has increasingly become more litigious. The reasons behind the increase in legal actions were the enactment of the Tort Act by the Florida legislature, the Civil Rights Act, and Federal Tort Act by the U.S. government. The large monetary awards and the ever-increasing awards in punitive damages have fueled this increase in litigation. Lawyers motivated by the large monetary compensation, typically ranging between one third to one half of the total...
Show moreDuring the last thirty years our society has increasingly become more litigious. The reasons behind the increase in legal actions were the enactment of the Tort Act by the Florida legislature, the Civil Rights Act, and Federal Tort Act by the U.S. government. The large monetary awards and the ever-increasing awards in punitive damages have fueled this increase in litigation. Lawyers motivated by the large monetary compensation, typically ranging between one third to one half of the total awards, have been further fueling this litigation explosion. The majority of this litigation is directed to organizations with "deep pockets" which can pay the large monetary awards. Higher Education Institutions (HEI) with large budgets, and therefore "deep pockets", are becoming frequent defendants in negligence tort actions. This study examined the forty published negligence tort cases brought against Florida HEIs from 1845 until 2000. These cases were then classified by type of negligence, cause of action, and damage awards. The most frequently occurring type of negligence was the breach of duty of care. The most frequent cause of action was breach of duty to warn, and medical malpractice had the largest damage awards. A legal framework consisting of Florida and Federal statutory law, as well as Florida and Federal common law was created. The purpose of this legal framework was to identify the areas of the law that causes most of the litigation and help HEI minimize their liability to this legal activity. Based on this legal framework, a training program for HEI employees was outlined. The training program includes a section for all HEI employees, and a specialized section for administration, faculty, maintenance personnel, and security personnel. The findings of this study will be helpful to people working at Florida HEI in minimizing their liability to legal actions directed at them, personally. The results of this dissertation could also be useful to the administration or governing boards of HEIs by aiding them in identifying and reducing their liabilities to the tort of negligence. This study could also be used as a reference by HEIs of other states of the United States. Even though the law differs from state to state, findings that refer to federal statutory or common law are applicable to all states of the Union.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/11984
Subject Headings
Tort liability of universities and colleges--Florida, Negligence, Education, Higher--Law and legislation--Florida, Torts
Format
Document (PDF)
The Implications of Florida's 1998 Constitutional Revision on Education Finance Reform : A Legal Analysis Of Florida' s 1998 Constitution Revision Concerning Its Impact To The Legitimacy Of Florida's Education Financing Plan
Title
The Implications of Florida's 1998 Constitutional Revision on Education Finance Reform : A Legal Analysis Of Florida' s 1998 Constitution Revision Concerning Its Impact To The Legitimacy Of Florida's Education Financing Plan.
Creator
Hodge, Patricia C., Bogotch, Ira, Sughrue, Jennifer, Florida Atlantic University
Abstract/Description
Children of extreme poverty, who attend schools in impoverished neighborhoods, traditionally fall years behind their counterparts before they reach school age. While there have been numerous studies done on the effects of poverty on student achievement, there are few remedies for closing the gap for students in poverty. Additionally, educators in schools that serve a majority of students of poverty find that they have limited resources but are given more mandates than schools in economically...
Show moreChildren of extreme poverty, who attend schools in impoverished neighborhoods, traditionally fall years behind their counterparts before they reach school age. While there have been numerous studies done on the effects of poverty on student achievement, there are few remedies for closing the gap for students in poverty. Additionally, educators in schools that serve a majority of students of poverty find that they have limited resources but are given more mandates than schools in economically richer areas. With the increasing mandates of the No Child Left Behind Act, educators are struggling to incorporate the new demands into budget that are stretched beyond capacity. Are there strategies that advocates for better education can use to mobilize legislators to make greater provisions for education? The members of the Florida Constitution Revision Commission felt that they could bring change to the educational provisions by changing their state 's constitution. They changed the terms of art of the education article of Florida's constitution to increase the duty required of the legislature to provide for education. Further, they provided a definition of their concept of adequate provisions for education. This study seeks to determine if the change ofthe language of the educational article of Florida's constitution will impact the outcome of a challenge to the adequacy of the Florida's educational provisions.
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Date Issued
2008
PURL
http://purl.flvc.org/fau/fd/FA00000668
Subject Headings
Educational law and legislation--Florida, Public schools--Florida--Finance, Academic achievement--Economic aspects--Florida, United States --NoChild Left Behind Act of 2001
Format
Document (PDF)