View All Items

Title: Likeability and Popularity as Sources of Influence within Primary School Friendships.
Creator: Valdes, Olivia M., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: It is well documented that friends influence adaptive behaviors (Brechwald & Prinstein, 2011). However, it remains unclear how influence manifests itself. The current study investigated the role of likeability and popularity in determining the relative influence that a child exercises on his or her friend’s prosocial behavior and academic achievement in a sample of elementary schooled children (N=679). The results suggest that more liked friends have more influence over their less liked...
Show moreIt is well documented that friends influence adaptive behaviors (Brechwald & Prinstein, 2011). However, it remains unclear how influence manifests itself. The current study investigated the role of likeability and popularity in determining the relative influence that a child exercises on his or her friend’s prosocial behavior and academic achievement in a sample of elementary schooled children (N=679). The results suggest that more liked friends have more influence over their less liked friends’ prosocial behavior and academic achievement. Both more- and less-popular friends influenced each other’s academic achievement. Residualized analyses, however, which take into account the shared overlap between likeability and popularity, suggest that the more-liked friend continued to influence the prosocial behavior and academic achievement of the less-liked friend, whereas more-popular children had no influence over their less-popular counterparts.
Show less
Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013024
Subject Headings: Friendship in children, Popularity, Social influence, School children
Format: Document (PDF)

Title: The relationship between gender, laterality, brain dominance, and learning-disabled labeling of selected elementary school-aged students in Dade County, Florida.
Creator: Morrison, Lorena Ann Prosser., Florida Atlantic University, Pyle, Wilma J.
Abstract/Description: Problem. The major purpose of this research was to identify right-hemispheric elementary-aged male students who are being labeled as learning disabled. Secondly, to find learning and teaching strategies that would assist these students in re-entering and progressing academically in the regular-self-contained elementary classroom. Subjects used. Subjects were from an LD gifted student population at Cutler Ridge Elementary School in Dade County, Florida. Twenty-one students were in the research...
Show moreProblem. The major purpose of this research was to identify right-hemispheric elementary-aged male students who are being labeled as learning disabled. Secondly, to find learning and teaching strategies that would assist these students in re-entering and progressing academically in the regular-self-contained elementary classroom. Subjects used. Subjects were from an LD gifted student population at Cutler Ridge Elementary School in Dade County, Florida. Twenty-one students were in the research study. An experimental and a control group were randomly assigned from this LD gifted group of students ranging from second to fifth graders. Findings and conclusions. There were two major questions to be answered in the study: (1) Is there any relationship between gender, laterality, brain dominance, and being placed in LD programs? (2) Is there a curriculum, a method or a strategy of teaching that will accommodate the right-brain student once he is identified? Assessment tools used to answer the first question or test the first hypothesis were a Teacher observation Checklist for Handedness, and the Style of Learning and Thinking (SOLAT) hemisphericity test for elementary-aged children by Paul Torrance and published by Scholastic Testing Services. Using a chi-square test of proportions, it was determined that there is a correlation between gender, laterality, brain dominance, and LD placement. In order to answer the second question regarding assisting these students (once they are identified) to re-enter and progress academically in the regular self-contained elementary classroom, a treatment of ten learning activities was developed and administered over a period of ten weeks for one hour per week. At the conclusion of the treatment, a post-test was administered by using the Matrix Analogies Test--Short Form by J. Naglieri and published by the Psychological Corporation. A differences between means of hypothesis tests was performed and the Z scores of the means of the percentile ranks, stanines, and age equivalents showed no significant difference in academic performance between the experimental and control group. Therefore, a treatment curriculum or strategy for teaching the right-brain male was not found or clearly defined. Recommendations. (1) Right-brain students should remain in regular classroom situations where they will have a support team to determine that they will be accommodated in the regular classroom. (2) Educational efforts and finances should be a concern and should support a holistic approach to teaching children in order to keep the curriculum from being unbalanced with a left-brain orientation. (3) Future teachers should be prepared with a knowledge base for teaching right-brain students. (4) Further efforts to discover curriculum strategies for teaching right-brain children are needed.
Show less
Date Issued: 1989
PURL: http://purl.flvc.org/fcla/dt/12240
Subject Headings: School children--Ability testing, Learning ability, Cerebral dominance, Laterality
Format: Document (PDF)

Title: MODERATED LONGITUDINAL ASSOCIATIONS BETWEEN PEER REJECTION AND WEIGHT CONCERNS IN PRIMARY SCHOOL CHILDREN.
Creator: Herrmann, Emily N., Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Weight concerns challenge the well-being of many children and adolescents. As many as 70% of children report body dissatisfaction (Tatangelo et al., 2016). By adolescence, weight concerns are normative (Davison et al., 2003; Field et al., 1999). Negative weight-related cognitions are troublesome because they lead to emotional and behavioral maladaptive functioning and most importantly, unhealthy weight-control behaviors (Neumark-Sztainer et al., 2006; ter Bogt et al., 2006). Rejected children...
Show moreWeight concerns challenge the well-being of many children and adolescents. As many as 70% of children report body dissatisfaction (Tatangelo et al., 2016). By adolescence, weight concerns are normative (Davison et al., 2003; Field et al., 1999). Negative weight-related cognitions are troublesome because they lead to emotional and behavioral maladaptive functioning and most importantly, unhealthy weight-control behaviors (Neumark-Sztainer et al., 2006; ter Bogt et al., 2006). Rejected children are especially at risk for body dissatisfaction, however the order of effects is not clear (Mikami & Hinshaw, 2006; Rancourt & Prinstein, 2010). Regression analyses were conducted to test the hypothesis that peer rejection predicts weight concerns in primary school age children, and that this association is moderated by emotional and conduct problems. Results indicated that peer rejection predicted weight concerns in 5th grade children, and low emotional problems strengthened this association; conduct problems predicted weight concerns in 3rd grade children.
Show less
Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013835
Subject Headings: School children, Weight Concern, Rejection (Psychology) in children.
Format: Document (PDF)

Title: FACTORS THAT INHIBIT OR ENHANCE BEHAVIORAL REMEDIATION IN DEVIANT SECONDARY SCHOOL STUDENTS.
Creator: KRAYER, DOROTHE MARTIN., Florida Atlantic University
Abstract/Description: This study of one hundred subjects, selected randomly from three hundred deviant secondary school students, was conducted to determine if there was a significant difference between those subjects whose behavior was improved over the period of one year and those whose behavior remained the same or deteriorated. Variables from home relationships, peer affinities, achievement, duration of the behavior problem, enrollment in vocational education, drug usage, discipline measures and behavior types...
Show moreThis study of one hundred subjects, selected randomly from three hundred deviant secondary school students, was conducted to determine if there was a significant difference between those subjects whose behavior was improved over the period of one year and those whose behavior remained the same or deteriorated. Variables from home relationships, peer affinities, achievement, duration of the behavior problem, enrollment in vocational education, drug usage, discipline measures and behavior types were studeid for measures of central tendency. A factor analysis was conducted to reduce the number of variables to a cluster of factors or constructs. Nine factors emerged from the original forty-two variables. They were named: Adaptability, Behavior, Maturity, Student Response, Parental Attitude, Achievement, Home, Y and E, and External Influence. Regression analyses were run to select the possible predictors of success or failure in behavior modification from the original variables and from the nine factors. Of the original variables, student attitude and response to parents were the most significant. Amongst the factors, Student Response and Parental Attitude lead the rest. A multivariate analysis of variance tested the hypothesis: there is no significant difference between those students deemed successful in behavior change and those deemed failures. The nine factors were used as dependent measures in the rejection of the null hypothesis with a P less than .01. The univariate F tests, using factors Student Response and Parental Attitude, caused the rejection of the null hypothesis of a common means with a P less than .01. The hypothesis, in a second multivariate analysis, when the dependent variables were the original variables, was also rejected by the findings with a P less than .01. The variables which contributed to the rejection of the null hypothesis of common means with P less than .01, on the univariate tests, were student attitude, response to parents, grade point average change, vocational education, counseling, home atmosphere, and parental cooperation.
Show less
Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11630
Subject Headings: Problem children--Education, School discipline
Format: Document (PDF)

Title: PREDICTING THE FORMATION OF MUTUAL ANTIPATHIES IN PRIMARY AND MIDDLE SCHOOL CLASSROOMS.
Creator: Yoho, Michael, Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Enemy relationships play an important role in shaping identity, adjustment, and group cohesion. However, little is known about the causes of enemy relationships. The current study identified the role of individual and dyadic attributes in the formation of new mutual antipathies in primary and middle school children (N=372). Participants completed identical surveys at three time points during a single school year. Self-reports described children’s conduct problems and emotional problems. Peer...
Show moreEnemy relationships play an important role in shaping identity, adjustment, and group cohesion. However, little is known about the causes of enemy relationships. The current study identified the role of individual and dyadic attributes in the formation of new mutual antipathies in primary and middle school children (N=372). Participants completed identical surveys at three time points during a single school year. Self-reports described children’s conduct problems and emotional problems. Peer nominations measured children’s popularity, academic achievement, athleticism, and acceptance. The results indicated that enemy formation was driven by undesirable traits at both the individual and dyadic levels. At the individual level, lower academic achievement and higher conduct problems increased the odds of enemy formation. At the dyadic level, similarities between peers on conduct problems and emotional problems increased the odds of enemy formation. The findings, together with previous studies on the consequences of participation in enemy relationships, suggest that problems from enemy relationships contribute to the formation of new enemy relationships.
Show less
Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014090
Subject Headings: Antipathy, Aversion, Interpersonal relations, School children, Enemies
Format: Document (PDF)

Title: A QUALITATIVE INQUIRY OF SCHOOL SOCIAL WORKERS’ PERCEIVED LEVEL OF COMPETENCY IN SUICIDE PREVENTION, ASSESSMENT, AND INTERVENTION.
Creator: Hughey, Brandy C., González, Manny J., Florida Atlantic University, School of Social Work, College of Social Work and Criminal Justice
Abstract/Description: The purpose of this study was to explore how social work practitioners employed in schools perceive their level of competency in suicide prevention, assessment, and intervention and to identify educational and professional challenges specific to this area of inquiry. This study sought to explore the following research questions: 1) How do school social workers perceive their level of competency in suicide prevention, assessment, and intervention with at-risk suicidal children and youth? 2)...
Show moreThe purpose of this study was to explore how social work practitioners employed in schools perceive their level of competency in suicide prevention, assessment, and intervention and to identify educational and professional challenges specific to this area of inquiry. This study sought to explore the following research questions: 1) How do school social workers perceive their level of competency in suicide prevention, assessment, and intervention with at-risk suicidal children and youth? 2) What are school social workers educational or professional challenges in providing suicide prevention, assessment, and intervention? This research study was predicated on a qualitative research design and conventional content analysis. The research design allowed for an in-depth examination of school social workers’ ability to make critical decisions when providing suicide prevention, assessment and intervention to youth at risk of suicide. The findings of this study suggest that, despite past and current education, training, and clinical practice experience working with at-risk suicidal youth, continual training is necessary in increasing perceived professional competency and addressing familial, organizational and societal challenges pertinent to at-risk suicidal youth.
Show less
Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013473
Subject Headings: Social workers, Professional Competence, School children, Suicide--Prevention
Format: Document (PDF)

Title: Perceptions of Florida's superintendents and school board chairpersons regarding the acquired immune deficiency syndrome (AIDS).
Creator: Hobbs, Leon Temples., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The problem investigated in this study was the comparison of the perceptions of Florida's superintendents of schools with those perceptions held by public school board chairpersons toward AIDS with respect to six particular variables of concern: (a) knowledge of the subject of AIDS, (b) personal biases, (c) students' rights, (d) employment policies, (e) operational guidelines, and (f) curriculum. The evaluation instrument was a 40-item questionnaire constructed using a five point Likert-type...
Show moreThe problem investigated in this study was the comparison of the perceptions of Florida's superintendents of schools with those perceptions held by public school board chairpersons toward AIDS with respect to six particular variables of concern: (a) knowledge of the subject of AIDS, (b) personal biases, (c) students' rights, (d) employment policies, (e) operational guidelines, and (f) curriculum. The evaluation instrument was a 40-item questionnaire constructed using a five point Likert-type scale. A numerical weighting of 1-5 was used to determine the strength of the responses. A high score revealed a negative perception about a question, while a low score indicated a positive perception. A questionnaire packet was mailed out to each of Florida's 67 superintendents of schools and 67 public school board chairpersons. Completed questionnaires were received from 19 of the state's 20 appointed superintendents, from 38 of the state's elected superintendents, from 17 Republican chairpersons, and from 37 Democratic chairpersons. Analysis of data revealed: (a) appointed superintendents were more willing to work in close proximity to someone with AIDS than were elected superintendents; (b) appointed superintendents were less willing to send students with AIDS to a special school comprised of other students with AIDS-related symptoms than were elected superintendents; (c) Republican board chairpersons had a stronger belief than did Democratic chairpersons that their knowledge of the causes and spread of AIDS was sufficient to allow them to converse with parents who may at times address the school board at meetings; and (d) school board chairpersons from small and medium sized districts felt more strongly than did the chairpersons from large districts that all students should be tested for the AIDS virus before being allowed to enroll in public school each year. The following conclusions were reached. A pyramidal diagram of the hierarchy of political vulnerability and issue voting astuteness possessed by school board members, appointed superintendents and elected superintendents, revealed that school board members are at the apex, the elected superintendents in the middle and the appointed superintendent at the base of the pyramid. Elected superintendents from small and medium sized districts are more politically conscious of their decisions and perceptions than are elected superintendents from large school districts. Recommendations for future, related investigations are presented.
Show less
Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12368
Subject Headings: School superintendents--Florida, AIDS (Disease) in children--Florida
Format: Document (PDF)

Title: SELECTED COMMUNITY INSTITUTIONS' EFFECT ON LITERACY OF BLACK YOUTH MEMBERS.
Creator: FAYSON, GEORGE LEWIS, SR., Florida Atlantic University, Kerensky, Vasil M., Smith, Lawrence E.
Abstract/Description: Purpose. The purpose of this study was to determine the positive contributions of community social agencies and institutions outside the home and school on the literacy and academic success of black youth members. Recent assessment at the State's level indicates that 37 percent of the state's 11th graders failed Part II of the Florida State Student Assessment Test (formerly termed the Functional Literacy Test) during the Fall of 1977. Evaluation of the Fall, 1978, testing revealed that 26...
Show morePurpose. The purpose of this study was to determine the positive contributions of community social agencies and institutions outside the home and school on the literacy and academic success of black youth members. Recent assessment at the State's level indicates that 37 percent of the state's 11th graders failed Part II of the Florida State Student Assessment Test (formerly termed the Functional Literacy Test) during the Fall of 1977. Evaluation of the Fall, 1978, testing revealed that 26 percent of the State's 11th graders failed to show mastery of skills necessary to be considered functionally literate. A closer exploration of these statistics revealed that a particular segment of the 11th graders--specifically, black youth--performed in a reverse order: 78 percent of black 11th graders failed in the Fall of 1977, and 61 percent failed again during the Fall of 1978. This data indicated that black students at the 11th grade level failed twice as often as their white counterparts. The Fall of 1979 testing showed some gain on the part of all 11th graders, however, black 11th graders continue to fail at a disproportionate rate. The sample in this study was drawn from the four high schools situated in the north and central-mainland areas of Brevard County, Florida. The sample includes only those black students who had attempted the State Student Assessment Program during their residency in Brevard County, Florida. There currently is no well-defined methodology relating to the informal learning of children. This study attempted to develop a model which scaled a child's participation in activities which may foster informal learning. Scaled participating was based of membership, office held, committee chaired, and the number of hours per week of involvement in community-based activities. The data compiled and analyzed for the subject population yielded a correlation between community institutional participation and demonstrated literacy on the State Student Assessment Test. The scores were tabulated for each respondent. The data were transmitted to IBM computer cards and submitted for statistical analyses through the use of the Florida Atlantic University's Computer Center. The Statistical Package for the Social Sciences was used to compute Pearson's product-moment Correlation, in addition the Fisher t-test was used to verify the level of significance in deciding to reject or accept the research hypothesis at the .05 level of confidence. Conclusions and Recommendation. In testing the hypothesis, there were no significant differences at the .05 level of significance in students who participated in community institutions' activities and those students having little or no participation in community institutions' sponsored activities. Based on the statistical analysis of the responses, the previously stated hypothesis should be rejected. However, a very interesting phenomenon appears when females who participated in headstart programs are compared with females who had not participated in the headstart programs. The female students with headstart exposure experienced a higher degree of success in passing the SSAT. There was not a significant difference in the achievement of black male students with headstart exposure as compared with the black male students without headstart exposure. It is concluded from the results of these analyses that a variety of variables, outside of the home and school, do play a role in the general literacy of our youth. If educational systems are to become more effective, all segments of the community must be provided ways to become involved in the creation of proper learning environments. It is recommended that a replication of this study be made utilizing a large urban district. It is also recommended that replication of this study be made using the white counterpart to this study.
Show less
Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11772
Subject Headings: African American children--Education--Florida, Community and school
Format: Document (PDF)

Title: Resiliency enhancement: A comparison of after-school child care programs for selected elementary school students.
Creator: Martin, James F., Florida Atlantic University, Morris, John D.
Abstract/Description: The purpose of this study was to determine whether at-risk elementary school students enrolled in an after-school program offering resiliency training would be positively affected both academically and behaviorally. Survey results and literature reviews indicate that the issue of at-risk, neglected, or abused students is the number one issue facing society and has moved it to the forefront of educational prominence. Although there is a substantial amount of literature on the subject, most is...
Show moreThe purpose of this study was to determine whether at-risk elementary school students enrolled in an after-school program offering resiliency training would be positively affected both academically and behaviorally. Survey results and literature reviews indicate that the issue of at-risk, neglected, or abused students is the number one issue facing society and has moved it to the forefront of educational prominence. Although there is a substantial amount of literature on the subject, most is not research based and is focused only on the pathology or risk factors with which children have to cope, rather than on controlled, evaluative studies that could assess success or failure of specific strategies or programs. The researcher evaluated students from two Florida elementary schools identified by the Florida Department of Education as "critically low performing schools." The students in the population were identified as critically low academic achievers and/or those demonstrating aggressive behaviors. The key characteristics of students targeted were academic performance and behavior in school. The schools identified in the study, in addition to having low academic achievement and a high level of behavior problems, also had demographic issues that contributed to the needs of the school population. The researcher targeted appropriate activities and behaviors necessary to evaluate the programs within each of the schools selected. Although results of the statistical treatment failed to reveal significant differences among the hypotheses tested, resiliency enhancement is still a viable means by which academic or behavioral gains can be made with students. The researcher suggests that additional evaluative activities be incorporated into future studies. It is recommended that further analysis to determine the specifies of problems facing individual schools be more qualitative. It is also suggested that increasing the sample size to increase the power of the analysis will rule out the inconclusiveness of the analysis. Previous research indicates that although students may make academic or behavioral gains, they may still be far from the absolute levels of performance that are recognized as being significant. This research has also established that the imperative for growth and development exists and develops naturally in the presence of certain environmental attributes. Other conclusions and recommendations for further study were offered.
Show less
Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12636
Subject Headings: School-age child care, Resilience (Personality trait) in children, Children with social disabilities--Education
Format: Document (PDF)

Title: Attachment styles and aggressor-victim relationships in preadolescence.
Creator: Miller, Ashley M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low...
Show moreThe current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low appearance self-efficacy, a high avoidance attachment, high depression, high cross-gender typed behavior, high internalizing behavior, and low global self-worth.
Show less
Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358753
Subject Headings: Bullying in schools, Aggressiveness in children, Interpersonal conflict in children, Social interaction in children, Interaction analysis in education
Format: Document (PDF)

Title: Demonstration Motivation Encourages Aggressive Reactions To Peer Rejection and Victimization.
Creator: Aults, Christopher D., Perry, David G., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Some, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by...
Show moreSome, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by peers as particularly frustrating, humiliating, and shameful, and these reactions increase the children’s threshold for exhibiting aggression during peer interactions. Participants were 195 children in the fourth through seventh grades of a school serving an ethnically and racially diverse student population (94 girls and 101 boys; M age = 10.1 years). Children completed self- and peer-report questionnaires in the fall and spring of a school year. Measures included rejection and victimization by peers, demonstration self-guides (narcissism, self-efficacy for demonstration attributes, felt pressure for gender conformity, and sexist ideology), aggression toward peers, and other variables testing secondary hypotheses. Consistent with the focal hypothesis, children with demonstration self-guides were more likely than other children to increase their aggression following peer rejection or victimization. However, this result was more common for girls than for boys; for boys, increased aggression more often reflected additive rather than interactive effects of peer rejection/victimization and demonstration motivation. Support for the focal hypothesis also depended on additional moderator variables, including gender of the peer group rejecting or victimizing the child, the nature of the demonstration self-guide, and gender of the target of the child’s own aggression.
Show less
Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004646
Subject Headings: Aggressiveness in children -- Evaluation, Behavior disorders in children, Bullying in schools, Child psychopathology, Conduct disorders in children, Interpersonal relations -- Psychological aspects, Rejection (Psychology) in children
Format: Document (PDF)

Title: An empirical study of children's enjoyment and perceived competence in physical education and its effects on their physical activity participation outside of school.
Creator: Brazendale, Keith., College of Education, Department of Exercise Science and Health Promotion
Abstract/Description: The purpose of this study was to explore the relationship between children's enjoyment and perceived competence in physical education (PE) and the effects these factors may have on physical activity participation outside of school. Fifth through eighth grade (n = 100) school children completed questionnaires pertaining to their enjoyment in PE, perceived competence in PE, and physical activity participation outside of school. Results indicated a positive significant relationship between...
Show moreThe purpose of this study was to explore the relationship between children's enjoyment and perceived competence in physical education (PE) and the effects these factors may have on physical activity participation outside of school. Fifth through eighth grade (n = 100) school children completed questionnaires pertaining to their enjoyment in PE, perceived competence in PE, and physical activity participation outside of school. Results indicated a positive significant relationship between enjoyment in PE, and perceived competence in PE (p<0.01). Children with higher perceptions of competence in school PE, reported greater physical activity participation outside of the school environment (p<0.002). Enjoyment in PE had no statistical significance in determining physical activity participation outside of school (p>0.05). Understanding the factors which influence physical activity participation can help inform future policies and strategies aimed at providing developmentally appropriate experiences, ultimately providing intrinsic motivation to seek out, and sustain, regular physical activity strategies aimed at providing developmentally appropriate experiences, ultimately providing intrinsic motivation to seek out, and sustain, regular physical activity participation.
Show less
Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362328
Subject Headings: Physical education and training, Study and teaching (Middle school), Sports for children, Health aspects, Physical fitness for children, Middle school students, Attitudes
Format: Document (PDF)

Title: Bullying in schools: the role of empathy, temperament, and emotion regulation.
Creator: Gagnon, Chantal M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Peer aggression and bullying are significant problems for children in American schools. While a large body of research has been conducted in this area, none to date has examined the combined roles of temperament (behavioral activation system, or BAS, and behavioral inhibition system, or BIS), and empathy in predicting participation in bullying interactions. Previous research has found that low empathy facilitates aggressive behavior, while high empathy inhibits it, and has linked poor emotion...
Show morePeer aggression and bullying are significant problems for children in American schools. While a large body of research has been conducted in this area, none to date has examined the combined roles of temperament (behavioral activation system, or BAS, and behavioral inhibition system, or BIS), and empathy in predicting participation in bullying interactions. Previous research has found that low empathy facilitates aggressive behavior, while high empathy inhibits it, and has linked poor emotion regulation to conduct disorders. Thus, if these factors can predict behaviors towards peers, they may also predict (independently and in combination) involvement in bullying, specifically the roles assumed in those interactions - that is: bully, victim, bully-victim (a child who is both bully and victim), or defender/protector. The present study tested 226 middle school students on a measure of empathy (Interpersonal Reactivity Index), and a measure of temperament (BIS/BAS Scales). The students also completed a Peer Nomination Inventory to identify children who were aggressive toward others, victimized by peers, and/or protected peers from bullies. Although not all predictions were supported, results showed that certain sub-components of empathy, such as empathic concern (affective empathy) and personal distress (a measure of emotion regulation) predicted the behavior of "pure bullies" (bullies who are not themselves victimized), but not of other aggressive children such as bully-victims. High BAS drive and low BIS were significant predictors of aggressive behavior, and BAS reward responsiveness predicted protective behavior. Victimized children had higher fantasy (ability to identify with fictional characters) and lower perspective-taking (cognitive empathy) skills, and tended not to have overlapping characteristics and behaviors with protective children., These characteristics did not interact significantly with each other or with age, gender, ethnicity, or SES of students. It was concluded that pure bullies lack affective empathy, and victims lack cognitive empathy. That is, empathy is multidimensional and empathy deficits vary in type, but all lead to some form of socioemotional impairment. Furthermore, aggressive victims are a unique sub-group of children with unique characteristics.
Show less
Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3342106
Subject Headings: Bullying in schools, Prevention, Bullying, Prevention, School violence, Prevention, Aggressiveness in children, Violence, Psychological aspects, Violence, Social aspects
Format: Document (PDF)

Title: Elementary school teachers’ perceptions of bullying and antibullying curriculum: a qualitative case study.
Creator: Moosai, Vikaash, Hyslop-Margison, Emery, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Numerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and...
Show moreNumerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and the antibullying curriculum implemented during the 2011 school year. The data collected included approximately 50 hours of interviews and the disaggregation of each school’s discipline summary report. There were two major themes that emerged from the study. The first theme (elementary school bullying) addressed the individuals responsible for addressing bullying, the outcomes of bullying, the characterisitcs of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school anti-bullying curriculua) addressed the professional development offered and what is needed, the components within an anti-bullying curriculum and what is needed, and the ways in which special needs students are addressed through an anti-bullying curriculum.
Show less
Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004310
Subject Headings: Aggressiveness in children -- Prevention, Bullying in schools -- Prevention -- Case studies, Curriculum planning, School violence -- Study and teaching (Elementary)
Format: Document (PDF)

Title: A STUDY OF THE OUTCOMES OF THE FLORIDA NEW PRINCIPALS PROGRAM AS PERCEIVED BY THE PROGRAM PARTICIPANTS.
Creator: RALPH, SHARON MARIE, Florida Atlantic University
Abstract/Description: The Florida Legislature mandated that all school districts shall implement a New Principals Program for training prospective new principals. For the 1986-87 school year this program was implemented in 44 of the 67 school districts in the State of Florida. The primary purpose of this study was to examine the perceptions of the interim principals, assistant principal/intern principals and intern principals concerning the effectiveness of the three components of the Florida New Principals...
Show moreThe Florida Legislature mandated that all school districts shall implement a New Principals Program for training prospective new principals. For the 1986-87 school year this program was implemented in 44 of the 67 school districts in the State of Florida. The primary purpose of this study was to examine the perceptions of the interim principals, assistant principal/intern principals and intern principals concerning the effectiveness of the three components of the Florida New Principals Program. The Florida Council on Educational Management (FCEM) developed Guidelines for the selection, training and performance appraisal components. Also examined were differences in perceptions concerning the effectiveness of the New Principals Program in relation to the demographic data of the three participant groups. Data was obtained from 276 New Principals Program participants. One hundred nine interim principals, 128 assistant principal/intern principals and 39 intern principals were sent a Florida New Principals Program Participant Questionnaire. Using a Likert scale, participants indicated their perceptions of program experiences. There were statistically significant differences (p <.05) between the interim principals and the assistant principal/intern principals groups and between the intern principals and the assistant principal/intern principals groups for all three program components. The interim principals and intern principals groups reported more positive perceptions than did the assistant principal/intern principals group. A t-test indicated a significant difference (p <.01) between the male and female interim principals' perceptions of the selection procedures component. There was no significant difference between male and female assistant principal/intern principals' or intern principals' perceptions of this component. No other significant interaction was detected between the race or number of years as a school administrator and the training or performance appraisal component. Further review of participants' responses indicated that selection procedures and training activities were implemented more often than the appraisal performance process. A review of the comments, and recommendations from the program participants has been included, as well as overall conclusions and recommendations for program improvement and further research.
Show less
Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11912
Subject Headings: School superintendents--In-service training--Florida, Gifted children--Identification, Wechsler Intelligence Scale for Children
Format: Document (PDF)

Title: The Relationship Between Mandatory 3rd Grade Retention and School Performance in Florida.
Creator: Shields-Proctor, Cheryl A., Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The mixed method study analyzed Florida’s 3rd grade retention policy found in F.S. 1008.25 for its rational and intended purpose. In addition, the study investigated the relationship and hypothetical impact of 3rd grade mandatory retention policy on school grades in elementary schools across the state of Florida. A critical policy analysis used policy document analysis through the lens of critical race theory. Correlation analyses investigated the relationship between the practice of holding...
Show moreThe mixed method study analyzed Florida’s 3rd grade retention policy found in F.S. 1008.25 for its rational and intended purpose. In addition, the study investigated the relationship and hypothetical impact of 3rd grade mandatory retention policy on school grades in elementary schools across the state of Florida. A critical policy analysis used policy document analysis through the lens of critical race theory. Correlation analyses investigated the relationship between the practice of holding students back in grade and the outcomes resulting from high stakes tests moderated by school characteristics of minority rate, free reduced lunch rate and Title I status. The findings show Florida Statute 1008.25 places some schools with high Minority rates, and high FRL rates in a paradoxical situation from which the schools cannot escape. All schools are obligated to enact the terms of education legislation, yet my study demonstrates a negative correlation for the “majority minority” schools (Darling-Hammond, 2010).
Show less
Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004823, http://purl.flvc.org/fau/fd/FA00004823
Subject Headings: Education, Elementary--Florida., Educational tests and measurements--Florida., Grade repetition--Florida., School children.
Format: Document (PDF)

Title: THE EFFECTIVENESS OF VARIOUS MANAGEMENT SYSTEMS IN SPECIAL EDUCATION SCHOOLS IN THAILAND.
Creator: ARRAYAVINYOO, PADOONG., Florida Atlantic University
Abstract/Description: The purpose of this study was to identify various management systems existing in special education schools in Thailand as well as to explore the teachers' perceptions concerning the effectiveness of those management systems in special education schools in Thailand. The population was comprised of teachers and principals in eleven special education schools in Bangkok and in other regions of the country. Three instruments were utilized: Form 3 and Form 5 of the Profile of a School and the...
Show moreThe purpose of this study was to identify various management systems existing in special education schools in Thailand as well as to explore the teachers' perceptions concerning the effectiveness of those management systems in special education schools in Thailand. The population was comprised of teachers and principals in eleven special education schools in Bangkok and in other regions of the country. Three instruments were utilized: Form 3 and Form 5 of the Profile of a School and the Effectiveness Rating of Management System. Three statistical techniques were used on the returned questionnaires (87% of those submitted to school personnel): The Pearson Product Moment Correlation Coefficient, the Scheffe Test and One Way Analysis of Variance, to determine the significance at p < .05 level of confidence. The statistical analyses yielded the following conclusions: (1) Management systems in special education schools fell into the Consultative Model, System 3 of Likert's management system. (2) The teachers in special education schools perceived their school's management system as effective. (3) There were significant correlations (r = .67) in mean scores between management systems and their measured effectiveness. (4) There were no significant correlations (r = -.085) between management systems and the level of education of the principals. (5) There were statistically significant differences between the teachers and the principals with regard to the perceptions of the management systems of the school. (6) Management systems under the leadership of female principals were not significantly different from those under the leadership of male principals. (7) Management systems among various types of special education schools were not significantly different. (8) Management systems in special education schools in Bangkok were not significantly different from those in the "up country" schools. Based upon the analyses and the findings, the following recommendations were made: (1) Likert's Survey Feedback strategy should be applied after the study so that school administrators could have maximum opportunities to improve their administration which would assist in moving the management systems toward System 4: the participatory model. (2) Further studies should include the replication of this study in order to detect the change, if there be any, in management systems after a period of time has elapsed.
Show less
Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11837
Subject Headings: School management and organization--Thailand, Children with disabilities--Education--Thailand
Format: Document (PDF)

Title: Variables affecting attitudes of regular education elementary school teachers toward selected issues on inclusion.
Creator: Breslow, Ellen N., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade...
Show moreThe purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade level taught, and gender. Additionally, the issue of whether teachers have a positive attitude toward inclusion was addressed. The instrument used in this study was developed by researchers at the Division of Special Education and Rehabilitation, Syracuse University (Erevelles, Black, & Meyer, 1992). It contains 22 questions and uses a 5-point Likert-type scale. However, after conducting a reliability study, only 16 of the 22 questions were used for this study. Validation of the instrument was obtained by submitting the instrument to several authorities in the area of special education. Reliability was obtained by the use of a FORTRAN program to maximize coefficient alpha (Morris, 1978a, 1978b). The entire population of 473 respondents showed a coefficient alpha of .85. The sample of 20 schools was randomly selected from the 115 elementary schools within the Broward County Public School System in Florida, during the 1994-1995 school year. Surveys were distributed to 473 regular-education teachers from the 20 elementary schools. Eight hypotheses were developed to determine if there was a significant difference between attitudes and the aforementioned variables. Multiple linear regression was the statistical tool used for data analysis. All hypotheses were tested at the.05 level of significance. Based on the findings of this study, years of teaching experience and age were the only variables that predicted the attitudes of regular-education elementary school teachers toward the inclusion of students with disabilities in the regular classroom setting. Additionally, a significant multiple correlation of.07 (F[7,465] = 4.97, p < .0005) was evidenced in predicting the criterion variable of attitude from all predictor variables. Results also revealed teachers' negative attitudes toward the topic of inclusion.
Show less
Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12482
Subject Headings: Mainstreaming in education, Elementary school teachers--Attitudes, Children with disabilities--Education
Format: Document (PDF)

Title: A MODEL MICROCOMPUTER-BASED MANAGEMENT SYSTEM FOR LEARNING DISABLED ELEMENTARY SCHOOL STUDENTS.
Creator: STAGGS, MARY WEEKS, Florida Atlantic University
Abstract/Description: The purpose of this study was to develop a model management program which would substantially increase the efficiency of the special education teacher and administrator by using the microcomputer. An investigation utilizing a survey of South Florida schools to determine which schools had access to microcomputers, followed by a questionnaire to forty-two selected schools revealed that only fifteen of the schools surveyed were using the microcomputer in special education classes. Telephone...
Show moreThe purpose of this study was to develop a model management program which would substantially increase the efficiency of the special education teacher and administrator by using the microcomputer. An investigation utilizing a survey of South Florida schools to determine which schools had access to microcomputers, followed by a questionnaire to forty-two selected schools revealed that only fifteen of the schools surveyed were using the microcomputer in special education classes. Telephone calls to these fifteen schools revealed that only six were using the microcomputer to assist with management procedures for special education classes. A personal visit to each of the six schools which were using the microcomputer determined that the only duty the microcomputer was performing was attendance record-keeping. The information gathered from the survey, questionnaire, telephone calls, and personal visits indicated a need for the development of a program to be utilized with a microcomputer at the school level which would assist in the management of special education. The study then focused on the development of a model program in one elementary school which would assist with special education management. This was accomplished by designing a computer program that accomplished a variety of record-keeping tasks on the microcomputer such as attendance records, mailing labels, classroom rosters and other demographic data for individual classes. Programs were also utilized that assisted with the scoring of student mastery tests that were a part of a county-wide unified curriculum. The RECIPE program, which assists with the task of creating and implementing the individual education program, was incorporated into the model. Several recommendations were made at the conclusion of this study. The microcomputer should be more accessible to school administrators and teachers. In-service training in the use of the microcomputer should be provided to all interested personnel and students. A computer department should be a part of the school system to provide programmers, in-service trainers, and to program, evaluate, and disseminate software. Colleges and universities should begin classes in computer literacy and programming for all future teachers. Educators must take over the job of writing and programming appropriate software for use in our schools. Education in the microcomputer age should not be in the hands of technicians.
Show less
Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11850
Subject Headings: Special education, Children with disabilities--Education, Elementary school administration, Electronic data processing--Education (Elementary)
Format: Document (PDF)

Title: A Jewish/Hebrew choir program for elementary/middle schools choirs.
Creator: Luel-Rochberg, Liat., Florida Atlantic University, Fleitas, Patricia P.
Abstract/Description: Jewish Music should be a part of every multicultural school's voice program. The medleys included in this work are amid for all audiences. The words reflect Jewish values, morals and spirit that should be shared throughout the United States' diverse society.
Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/13003
Subject Headings: Children's choirs, Jews--Music, School music--Instruction and study--Activity programs, Songs, Hebrew
Format: Document (PDF)

FAU Theses and Dissertations (34)	+ -
Speeches (2)	+ -

School improvement programs (5)	+ -
Bullying in schools (4)	+ -
Education (4)	+ -
School children (4)	+ -
Achievement in education (3)	+ -

Educational counseling (3)	+ -
Motivation in education (3)	+ -
Psychological aspects (3)	+ -
Aggressiveness in children (2)	+ -
Children of immigrants (2)	+ -
Children with disabilities--Education (2)	+ -
Friendship in children (2)	+ -
Interaction analysis in education (2)	+ -
Interpersonal relations in children (2)	+ -
Learning disabled children (2)	+ -
AIDS (Disease) in children--Florida (1)	+ -
Academic achievement (1)	+ -
Achievement in education. (1)	+ -
Action research in education--Case studies. (1)	+ -
African American children--Education--Florida (1)	+ -
African American students -- Education (1)	+ -
Aggressiveness in children -- Evaluation (1)	+ -
Aggressiveness in children -- Prevention (1)	+ -
Antipathy (1)	+ -
Attitudes (1)	+ -
Aversion (1)	+ -
Behavior disorders in children (1)	+ -
Bible -- Hosea, XIV, 3 -- Sermons (1)	+ -
Boarding schools (1)	+ -
Boston Female Asylum (1)	+ -

United States (4)	+ -
Florida (3)	+ -
States (1)	+ -

Individuals with Disabilities Education Act 2004. (1)	+ -
No Child Left Behind Act of 2001. (1)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Collection

Topical Subject

Geographic Subject

Temporal Subject

Title as Subject

Genre

Type of Resource

Language

Creator

Format

Owner