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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
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)
Multicultural education and high school English teachers: a teacher awareness study
Title
Multicultural education and high school English teachers: a teacher awareness study.
Creator
Hamilton, Rebecca, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
Multicultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school...
Show moreMulticultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school district participated in an online survey, and 11 of those respondents also participated in a follow-up personal interview. According to multiple scholars, there are three categories for multicultural education: Recognition, Transformation, and Action, with Recognition serving to recognize and respect other cultures without any change to the mainstream curriculum and instruction, Transformation serving to transform the curriculum and instruction to reflect students and their various cultures while introducing them to others and meeting the various instructional needs of the students, and Action motivating students to take action to bring about social justice. Overall, high school English teachers’ understanding of effective multicultural education is on the Transformation level. The survey found that high school English teachers use multicultural education on the Action level; however, the follow-up interviews did not support that finding. Also based on the interviews, teachers are willing and eager to learn more and would like the district to implement their suggestions to help with their learning.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004376, http://purl.flvc.org/fau/fd/FA00004376
Subject Headings
Cultural pluralism, Curriculum planning, Educational equalization, English language -- Study and teaching (Secondary), English literature -- Study and teaching (Secondary), Ethnicity -- Study and teaching, Multicultural education -- Case studies, Teachers, Training of
Format
Document (PDF)
correlation of standardized benchmark testing and teacher-assigned grades in 10th-grade English courses
Title
A correlation of standardized benchmark testing and teacher-assigned grades in 10th-grade English courses.
Creator
Beaulieu, Christopher A., College of Education, Department of Teaching and Learning
Abstract/Description
The accountability measures implemented by the states as a result of federal government mandates required by the No Child Left Behind Act (2001 [NCLB]) have created the need for states to develop standardized benchmark assessments as part of the compliance requirements set by the federally mandated act. State and local standardized tests have become an everyday part of public school life. A quantitative study was conducted to assess the correlation of students' scores on the reading portion...
Show moreThe accountability measures implemented by the states as a result of federal government mandates required by the No Child Left Behind Act (2001 [NCLB]) have created the need for states to develop standardized benchmark assessments as part of the compliance requirements set by the federally mandated act. State and local standardized tests have become an everyday part of public school life. A quantitative study was conducted to assess the correlation of students' scores on the reading portion of the Florida Comprehensive Assessment Test (FCAT) and students' reading percent scale-scores on one Florida county's benchmark reading assessment (CBAT) with students' teacher-assigned grades (TAG) for 10th-grade, English Language Arts courses. The study also assessed the predictive values of the 3 criterion variables and the moderating effects of 6 categorical variables: Race (White, Black, and Hispanic), Socioeconomic status (SES), English Language Learner status (ELL), and Students with Disabilities status (SWD), which contribute to Florida's Adequate Yearly Progress (AYP) ranking of school grading policy. The study found that there was a moderate and positive correlation among the 3 criterion variables and that the combination of students' scores on the reading portions of both the CBAT and the FCAT showed a significant predictive value in predicting students' TAG. The study showed an even higher predictive value of the combination of students' scores on the CBAT and students' TAG in predicting students' scores on the FCAT. The study showed there was a moderating effect of the categorical variable Race on the correlation between students' CBAT reading scores and students' TAG; however, Race did not moderate the correlation between students' scores on FCAT and students' TAG., The study found a moderating effect of the categorical variable SES on the correlation between students' scores on CBAT and students' scores on FCAT and students' TAG. The study showed a moderating effect of the categorical variable ELL between students' scores on FCAT and students' TAG and between students' scores on CBAT and students' TAG. The categorical variable SWD did not show any moderating effect between students' scores on CBAT and students' TAG, or between students' scores on FCAT and students' TAG.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/192981
Subject Headings
Educational tests and measurements, Education, Secondary, Study and teaching, English language, Rhetoric, Ability testing, Grading and marking (Students)
Format
Document (PDF)