Current Search: Schools (x)
Pages
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Title
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A COMPARATIVE ANALYSIS OF MIDDLE SCHOOL DISCIPLINE PROBLEMS AS PERCEIVED BY MEMBERS OF THE SCHOOL COMMUNITY.
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Creator
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MITCHELL, ERMA BADGER., Florida Atlantic University
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Abstract/Description
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Purpose: The purpose of this study was to identify specific student behaviors that are perceived by school community members as primary discipline problems. Conclusion and Recommendations: It is concluded from the results of these analyses that a variety of differences do exist among members of the school community in their perceptions of student behaviors identified as discipline problems. Educators who are committed to the principles of education have proven to be most effective in the...
Show morePurpose: The purpose of this study was to identify specific student behaviors that are perceived by school community members as primary discipline problems. Conclusion and Recommendations: It is concluded from the results of these analyses that a variety of differences do exist among members of the school community in their perceptions of student behaviors identified as discipline problems. Educators who are committed to the principles of education have proven to be most effective in the practice of the profession. In contemporary education, the lack of communication among various segments of the community decreases this sense of commitment and, therefore, limits the full implementation of these principles. If schools are to become more effective, all members of the school community must be provided ways to become involved in the creation of the proper learning environment. The primary responsibility for providing methods by which school community members can better communicate their concerns about school discipline rests with administrators, for they are the educational leaders of the schools.
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Date Issued
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1979
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PURL
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http://purl.flvc.org/fcla/dt/11745
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Subject Headings
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School discipline, Middle schools
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Format
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Document (PDF)
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Title
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Decentralization and the city schools.
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Creator
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Feldman, Sandra
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Abstract/Description
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This item is part of the Political & Rights Issues & Social Movements (PRISM) digital collection, a collaborative initiative between Florida Atlantic University and University of Central Florida in the Publication of Archival, Library & Museum Materials (PALMM).
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Date Issued
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[1968]
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PURL
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http://purl.flvc.org/fau/fd/FA00002617
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Subject Headings
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Schools -- decentralization
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Format
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Document (PDF)
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Title
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AN EXAMINATION OF STUDENT, TEACHER, AND PARENT PERCEPTIONS OF A JUNIOR HIGH SCHOOL'S MOST PRESSING DISCIPLINE PROBLEMS.
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Creator
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CHANEY, JANE ELLIOTT, Florida Atlantic University, Wiegman, Robert R.
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Abstract/Description
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The purpose of the study was to examine the perceptions of students, parents, and teachers relative to a junior high school's most pressing discipline problems and to determine whether these three groups shared a common perception of the problems. The "most pressing discipline problems" were defined as the problems which needed the greatest and most immediate attention. A random sample of students and parents and all classroom teachers from one junior high school responded to a questionnaire....
Show moreThe purpose of the study was to examine the perceptions of students, parents, and teachers relative to a junior high school's most pressing discipline problems and to determine whether these three groups shared a common perception of the problems. The "most pressing discipline problems" were defined as the problems which needed the greatest and most immediate attention. A random sample of students and parents and all classroom teachers from one junior high school responded to a questionnaire. Participants were asked to review a list of student behaviors for which referrals to the administration were commonly made and to indicate whether they agreed or disagreed that the specified behavior warranted referral. They were then asked to go through the list a second time and to rank order the behaviors which they agreed warranted referral in terms of their perceptions of the school's most pressing problems. Participants were instructed to assign a "1" to the most pressing problem from their perspective, "2" to the next most pressing, and so on until all the behaviors which warranted referral to the administration had been assigned a rank. Based on the data collected and statistical analysis, the following conclusions were reached: (1) Students, parents, and teachers did not share a common perception about which behaviors warranted referral to the administration. Parents and teachers did share a common perception, but student responses indicated a different perception. (2) Students, parents, and teachers did not share a common perception of the school's most pressing discipline problem. Students and parents ranked drug or alcohol possession or use on school grounds as the most pressing problem; teachers ranked impertinence and discourtesy to teachers or administrators as "most pressing." (3) The problems which are perceived as representing the most pressing discipline problems in the school are not the same as those which are most frequently reflected on actual referrals to the administration. (4) Teachers within some subject areas have a common perception of which discipline problems are most pressing (specifically, physical education, science, and mathematics). Teachers within the other subject areas do not share a common perception. (5) Students who had been referred to the administration for disciplinary reasons and those who had not been referred shared a common perception of the school's most pressing problems. (6) Teachers from different subject areas did not refer, proportionately, the same number of students to the administration for disciplinary reasons. Physical education teachers referred a statistically significant greater number of students than did other teachers; social studies teachers referred a statistically significant smaller number than other teachers.
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Date Issued
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1981
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PURL
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http://purl.flvc.org/fcla/dt/11786
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Subject Headings
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School discipline
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Format
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Document (PDF)
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Title
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BREAKING THE MOLD: IMPLEMENTING RADICAL INNOVATION AT THE DISTRICT AND SCHOOL LEVELS.
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Creator
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Holcombe, Joseph, Shockley, Robert, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
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Abstract/Description
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Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools....
Show moreVery little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did school leaders manage school climate change during the implementation? In this context, radical innovation is defined as an innovation that significantly changes the ways in which the school organization operates and delivers education to students (Zaltman, Duncan, & Holbek, 1973).
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Date Issued
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2020
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PURL
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http://purl.flvc.org/fau/fd/FA00013537
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Subject Headings
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Public schools, Innovation, School leadership
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Format
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Document (PDF)
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Title
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Factors That Contribute to Healthy Professional Relationships and a Positive Perception of School Climate in Christian Schools.
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Creator
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Hoffman, Tammy, Vaughan, Michelle, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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Several Christian schools are becoming insolvent due to competition from larger private and charter schools. The purpose of this explanatory sequential mixed methods study was to determine teacher and administrators’ perception of school climate in the dimension of “Professional Relationships” in two accredited secondary Christian schools in South Florida, identify factors that contribute to healthy interpersonal relationships between the two groups, and determine how each group’s Christian...
Show moreSeveral Christian schools are becoming insolvent due to competition from larger private and charter schools. The purpose of this explanatory sequential mixed methods study was to determine teacher and administrators’ perception of school climate in the dimension of “Professional Relationships” in two accredited secondary Christian schools in South Florida, identify factors that contribute to healthy interpersonal relationships between the two groups, and determine how each group’s Christian faith influenced their actions. This study was unique because it included the administrators. The Organizational Climate Descriptive Questionnaire Revised for Secondary Schools (OCDQ-RS) survey was administered and results indicated that the participants’ perception of school climate was strongly influenced by their interpersonal relationships with their leaders, and positive interactions with one leader balanced out negative interactions with another leader. The survey results determined that School B’s participants scored above average in all five behaviors, and in “Teacher Engaged Behavior” their high score was an outlier, but the qualitative strand proved the score was appropriate. A t-test proved there was a significant statistical difference between the two research sites. Both schools scored above average in their openness scores, supporting the literature that Christian schools tend to have healthier school climates than public schools. An intrinsic case study was used for the qualitative strand, and the results indicated that teachers appreciate “Intentional Compassionate Leaders” who demonstrate healthy communication skills and compassion, and administrators appreciate “Professional Teachers” who demonstrate healthy communication skills and reciprocal compliance. Teachers appreciate administrators who demonstrate humility, Christian leadership, collaboration, accessibility, and visibility. These findings are significant for all educators because they identify concrete actions that teachers and administrators can take to improve their professional relationships. Christian school leaders could consider conducting a school climate study with a qualitative strand and following the Christian Transformational Leadership style, which encourages leaders to develop professional relationships with teachers, provide teachers with growth opportunities, develop a shared vision with their staff, and incorporates the three R’s, which stand for Christian school leaders who are “responsible” to secure “resources” and implement “reform” to keep their school in business.
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Date Issued
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2018
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PURL
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http://purl.flvc.org/fau/fd/FA00013069
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Subject Headings
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Christian schools., Church schools--Administration., Interpersonal relations., School climate
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Format
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Document (PDF)
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Title
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Why Parents Choose Non-Denominational Private Schools for Their Children: Preferences In International Settings.
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Creator
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Segovia Bonet, Jorge, Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
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Abstract/Description
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This study offers a better understanding of the reasons why parents from six different countries across the Western hemisphere chose private, non-denominational schools for their children’s education. The findings deepen the knowledge in what is currently an underdeveloped field of research in education. The overarching research question was: What are the primary reasons why parents chose a private nondenominational school in Mexico, Spain, Costa Rica, United States, United Kingdom, and South...
Show moreThis study offers a better understanding of the reasons why parents from six different countries across the Western hemisphere chose private, non-denominational schools for their children’s education. The findings deepen the knowledge in what is currently an underdeveloped field of research in education. The overarching research question was: What are the primary reasons why parents chose a private nondenominational school in Mexico, Spain, Costa Rica, United States, United Kingdom, and South Africa for their children’s education? To explore this question in depth, the researcher considered five sub-questions and employed a grounded theory qualitative research design. Data were collected twofold through focus groups and individual interviews and analyzed iteratively to develop a fresh theoretical perspective on the topic of parent school choice. Extant literature explains that the most frequent reasons to choose a private school include quality of education, location, participation of parents and being able to be heard, financial resources, and parents’ prior educational experiences. Contributing to the literature, this study revealed four major reasons for private school selection: consideration of private education as an investment for the future, smaller class size, the opportunity for students and their families to establish social contacts, and the academic quality of the school. In addition, three reasons specific to certain countries were identified: importance of learning the English language, quality of the facilities, and extended school day. Finally, eight additional secondary reasons were found including: international character of the school, happiness of the students in the school, distance from parents’ home, quality of the environment, prestige or tradition of the school, private management and organization, values and ethos of the school, and the non-denominational nature of the school. These findings can help private—and public—school administrators make better decisions to improve the quality of their educational offerings in knowing what parents most value. Parents may also find value in understanding the factors for consideration when evaluating public versus private school options. Finally, recommendations for practice and research for the field of education are offered.
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Date Issued
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2019
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PURL
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http://purl.flvc.org/fau/fd/FA00013260
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Subject Headings
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Private schools, Parents, School choice, International
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Format
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Document (PDF)
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Title
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An investigation of the attitudes of selected persons toward public schools' responsibility for school-age child care.
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Creator
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Klein, Gail Irwin., Florida Atlantic University, Weppner, Daniel B.
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Abstract/Description
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The purpose of this investigation was to compare the attitudes of district superintendents, school board chairpersons and elementary principals toward Florida public schools' responsibility for school-age child care. A survey was sent to 534 subjects and a total of 455 surveys were returned. Each participant indicated certain demographic information and, in addition, responded to the six attitude items. The demographic data were analyzed by each opinion item on the survey. Utilizing cross...
Show moreThe purpose of this investigation was to compare the attitudes of district superintendents, school board chairpersons and elementary principals toward Florida public schools' responsibility for school-age child care. A survey was sent to 534 subjects and a total of 455 surveys were returned. Each participant indicated certain demographic information and, in addition, responded to the six attitude items. The demographic data were analyzed by each opinion item on the survey. Utilizing cross-tabulation procedures, chi-square statistics were reported. Cooper's test for item polarity was also utilized. In order to determine the strength of the association between the independent demographic variables and the dependent opinion variables, an analysis of variance was done. In addition, the Scheffe procedure was used. The findings of the study indicated that a majority of the respondents (65.1%) do not agree that school-age child care should be a responsibility of the public schools. However, if school-age child care is located in the public schools, a majority of the respondents (58.5%) agree with it being administered by public school personnel and a similar percentage disagree with the program being administered by community agencies. A large percentage (84.6%) agree that school-age child care should be primarily financed through fees paid by parents and 93.3% disagree with funding from school board budget. There is no significant difference in attitudes toward the issue among the three responding groups. In addition, there is no significant relationship between the number of K-12 students in the school district and the attitudes of corresponding respondents nor between the socio-economic level of the school's population and the attitudes. There is a significant relationship between the attitudes of the respondents and the following variables: geographic location of the school district; present status of the district involvement with school-age child care; and the principals' experience with school-age child care.
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Date Issued
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1988
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PURL
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http://purl.flvc.org/fcla/dt/11914
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Subject Headings
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Public schools, School-age child care
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Format
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Document (PDF)
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Title
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AN INVESTIGATION OF EIGHTH-GRADE STUDENT ATTITUDES REGARDING MIDDLE SCHOOL DISCIPLINARY PRACTICES.
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Creator
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BENOIT, RICHARD P., Florida Atlantic University, Kirby, John T.
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Abstract/Description
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It was the, purpose of this study to determine the attitudes of eighth grade middle school students in selected functional middle school centers regarding: (l) disciplinary practices; (2) the seriousness of disciplinary offenses; (3) the fairness of disciplinary action utilized for disciplinary offenses; and (4) the effectiveness of disciplinary action utilized for disciplinary offenses. Data were obtained by means of a questionnaire designed to measure subjective responses on Likert-type...
Show moreIt was the, purpose of this study to determine the attitudes of eighth grade middle school students in selected functional middle school centers regarding: (l) disciplinary practices; (2) the seriousness of disciplinary offenses; (3) the fairness of disciplinary action utilized for disciplinary offenses; and (4) the effectiveness of disciplinary action utilized for disciplinary offenses. Data were obtained by means of a questionnaire designed to measure subjective responses on Likert-type scales from eighth grade middle school students. The following conclusions seem to be warranted from the analysis of the data in the study: A majority of students perceived that their middle school center had a moderate disciplinary climate. The eighth grade middle school student had a realistic attitude concerning the seriousness of disciplinary offenses. The misuse of drugs, smoking tobacco, and possessing harmful articles were ranked as most serious, respectively. Gambling, forging school passes or excuses, and lying were considered least serious offenses. The fairness of the disciplinary action utilized for disciplinary offenses was perceived by students to be fair for all offenses considered in the study. The effectiveness of the disciplinary action utilized for disciplinary offenses was perceived by students to be effective for all offenses considered in the study. The relationships between the seriousness of each disciplinary offense and the fairness of the disciplinary action utilized indicated that there was consistency between the seriousness of the offense and the fairness of the disciplinary action utilized for all offenses considered in the study. The relationships between the seriousness of each infraction and the effectiveness of the disciplinary action utilized, indicated that there was consistency between the seriousness of the offense and the effectiveness of the disciplinary action utilized for all offenses considered in the study. The relationships between the fairness and the effectiveness of the disciplinary action utilized, indicated that there was consistency between the fairness and effectiveness of the disciplinary action utilized for all offenses considered in the study. The study implies that middle school educators should strive to maintain a moderate disciplinary climate in their respective school centers. In addition, the allocation of disciplinary measures should be commensurate with the severity of the offense committed and within the recipient's ability to comply.
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Date Issued
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1975
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PURL
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http://purl.flvc.org/fcla/dt/11654
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Subject Headings
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Middle schools--Discipline
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Format
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Document (PDF)
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Title
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A STUDY TO DETERMINE DETERRENTS TO DEVIANT SCHOOL BEHAVIOR AS PERCEIVED BY MIDDLE SCHOOL STUDENTS.
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Creator
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BROWN, ROBERT H., Florida Atlantic University, Smith, Lawrence E.
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Abstract/Description
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The purpose of this study was to identify factors serving as deterrents to deviant school behavior as perceived by students. Emphasis was placed on the identification of factors students perceived as: 1. Having prevented non-deviant students from deviating from the school's code of conduct 2. Deterrents which may have prevented deviant students from violating the school's code of conduct Questions explored and answered in this study were: 1. How do middle school students perceive deterrents...
Show moreThe purpose of this study was to identify factors serving as deterrents to deviant school behavior as perceived by students. Emphasis was placed on the identification of factors students perceived as: 1. Having prevented non-deviant students from deviating from the school's code of conduct 2. Deterrents which may have prevented deviant students from violating the school's code of conduct Questions explored and answered in this study were: 1. How do middle school students perceive deterrents for deviant school behavior? 2. How do parents', teachers', and administrators' efforts affect student school behavior? 3. What can schools do in the area of deterring deviant behavior? 4. What effect, if any, do the fa mil y and/or significant others have on deterring deviant behavior of students? 5. What can students do in the area cf helping themselves and others to practice good behavior? 6. What are some of the causes of deviant school behavior and delinquency? Conclusions: 1. Data from this study revealed that middle school students believe schools can deter deviant behavior by the practical application of good school-home communication, group counseling, good teaching, teacher-student conferences, individual counseling, and extra-curricular activities 2. Deviant school behavior is indicative of many factors: curriculum, teacher performance, administrative performance, horne conditions, emotional disabilities, learning disabilities, in-school management, and extracurricular activities
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Date Issued
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1979
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PURL
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http://purl.flvc.org/fcla/dt/11721
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Subject Headings
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Deviant behavior, School discipline
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Format
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Document (PDF)
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Title
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FLORIDA'S APPROACH TO THE SELECTION OF SCHOOL SUPERINTENDENTS: PERCEPTIONS OF BOARD MEMBERS AND ADMINISTRATORS IN SELECTED SCHOOL DISTRICTS.
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Creator
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SELLO, JAKE., Florida Atlantic University
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Abstract/Description
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The purpose of this study was to investigate the perceived differences in the administration of school districts in Florida which have operated under both an appointed and elected school superintendent. The following questions were investigated: (1) Are appointed or elected school superintendents perceived to be more competent? (2) Are there perceived differences in the administration of public schools of Florida which now have an appointed rather than an elected school superintendent? (3)...
Show moreThe purpose of this study was to investigate the perceived differences in the administration of school districts in Florida which have operated under both an appointed and elected school superintendent. The following questions were investigated: (1) Are appointed or elected school superintendents perceived to be more competent? (2) Are there perceived differences in the administration of public schools of Florida which now have an appointed rather than an elected school superintendent? (3) Are administrators who have served under both elected and appointed superintendents more satisfied with the performance of the appointed superintendent? Tentative guidelines were developed from the literature relating to tasks, areas of responsibility, and administrative and supervisory functions of school superintendents. From the guidelines, an oral interview guide was developed. The oral interview data was used in developing the questionnaire items. Oral interviews were conducted with board members and administrators during the Spring of 1985. Questionnaires were mailed to board members and administrators in the selected districts. The questionnaire data revealed at the.01 level of significance the following information: (1) It was perceived that the appointed superintendents had more professional training than the elected superintendents at a means chi-square of 21.80; (2) It was perceived that the appointed superintendents were better prepared in the area of curriculum development than the elected superintendents at a means chi-square of 16.08; (3) It was perceived that the appointed superintendents possessed more knowledge in the area of personnel selection than the elected superintendents at a means chi-square of 9.92; (4) It was perceived that the appointed superintendents had a better working knowledge of the budget process than the elected superintendents at a means chi-square of 19.80; (5) It was perceived that the appointed superintendents had a better working knowledge of capital outlay than the elected superintendents at a means chi-square of 13.20; (6) It was perceived that the appointed superintendents were better prepared in the area of leadership than the elected superintendents at a means chi-square of 7.50.
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Date Issued
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1987
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PURL
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http://purl.flvc.org/fcla/dt/11902
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Subject Headings
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School superintendents--Florida
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Format
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Document (PDF)
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Title
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The validity of peer ratings in the selection of potential school administrators.
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Creator
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Linksman, Jay M., Florida Atlantic University, Bernardin, Harold John, Weppner, Daniel B.
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Abstract/Description
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Florida State Law (1981) requires each school district to implement a researched-based method for identifying and selecting school administrators. In 1986 the Palm Beach County, Florida school district began a Potential Administrator Program. Legal and utilitarian concerns required that analyses of various instruments and methods of candidate assessment and selection be undertaken. The purpose of the present study was to examine the relative validity of peer raters compared with other sources...
Show moreFlorida State Law (1981) requires each school district to implement a researched-based method for identifying and selecting school administrators. In 1986 the Palm Beach County, Florida school district began a Potential Administrator Program. Legal and utilitarian concerns required that analyses of various instruments and methods of candidate assessment and selection be undertaken. The purpose of the present study was to examine the relative validity of peer raters compared with other sources in selecting participants for inclusion in a principal training program. The other sources were superordinate and self-ratings. The relationship between peer raters who were nominated and those who were not nominated by the candidates was also explored to determine the effect of using nominated raters exclusively. The sample for this study was drawn from 262 secondary school teachers in Palm Beach County who were eligible to apply for the training program. Using a Likert type scale, peer raters (n = 958) and superordinate raters (n = 42) evaluated the subjects (n = 54) on thirteen behavioral dimensions determined by research to be characteristic of high performing principals. Each candidate also completed a self-rating on the same behavioral dimensions. Finally, each candidate underwent a work sample assessment based on three of the dimensions. This assessment was divided into a communications and a content portion for evaluation purposes. Thirty candidates were chosen for the training program. An analysis of multi-trait multi-method matrices of the rating sources and behavioral traits, as well as an analysis of variance of the composite rating source means, and a stepwise multiple regression analysis predicting the work sample assessment from the three ratings sources indicated support for using peer ratings in selecting principal candidates. Peers added unique information to that provided by superordinate and self-raters relative to the targeted dimensions. Data on using raters nominated by candidates was inconclusive. Analyses were performed on: (1) a multi-trait multi-method matrix of nominated and non-nominated peer ratings and behavioral traits; 2) an analysis of correlations between these two rating sources and superordinate ratings, self-ratings, and work sample assessments. Further studies using larger samples and including elementary school candidates are recommended.
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Date Issued
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1988
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PURL
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http://purl.flvc.org/fcla/dt/11920
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Subject Headings
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School administrators, Peer review
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Format
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Document (PDF)
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Title
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JUPITER HIGH SCHOOL'S YEAR-ROUND PROGRAM WITH MANDATED ATTENDANCE BY TRACK.
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Creator
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NEAL, VIRGINIA FLEUR., Florida Atlantic University
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Abstract/Description
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The purpose of this study was to record and analyze the effects of a year-round school plan, namely Concept Six, during its first year of operation, on a small comprehensive high school. Three components critical to the success of the project were isolated for in-depth study: support services, quarter courses, and extracurricular activities. The study also included the historical background of year--round schools and the current status of year-round education at the secondary level....
Show moreThe purpose of this study was to record and analyze the effects of a year-round school plan, namely Concept Six, during its first year of operation, on a small comprehensive high school. Three components critical to the success of the project were isolated for in-depth study: support services, quarter courses, and extracurricular activities. The study also included the historical background of year--round schools and the current status of year-round education at the secondary level. Recommendations for further study include the following items: availability and quality of curriculum; participation in extra-curricular activities, effects of early graduation on students and high school programs: community acceptance of year-round school; effects of geographic tracking on socialization cf students; academic performance; scheduling processes; discipline and attendance.
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Date Issued
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1978
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PURL
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http://purl.flvc.org/fcla/dt/11704
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Subject Headings
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School year, Schedules, School--Florida--Jupiter, Schools--Florida--Jupiter, Jupiter High School
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Format
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Document (PDF)
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Title
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VANDALISM IN SELECTED FLORIDA SCHOOLS.
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Creator
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BOWER, RUTH, Florida Atlantic University, McCleary, Edward J.
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Abstract/Description
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The purpose of this study was to determine if there was a significant relationship between the rate (cost and incidence) of vandalism and nine characteristics of the average public school. The characteristics selected were: 1. Stability of instructional staff 2. Racial balance in the school 3. Number of students transported to the school 4. Academic achievement of students in the school 5. Income of students' parents 6. Job status of students' parents 7. Geographic location of the school 8....
Show moreThe purpose of this study was to determine if there was a significant relationship between the rate (cost and incidence) of vandalism and nine characteristics of the average public school. The characteristics selected were: 1. Stability of instructional staff 2. Racial balance in the school 3. Number of students transported to the school 4. Academic achievement of students in the school 5. Income of students' parents 6. Job status of students' parents 7. Geographic location of the school 8. Community school or not a community school 9. Student withdrawal from school. These factors were stated in a null hypothsis form. All variables were tested separately against cost of vandalism and incidence of vandalism. In all analyses involving a correlation coefficient as a test of the hypothesis, the Spearman Rank Order Correlation Coefficient was used since either one or both variables were ordinal in nature. In all analyses involving the t test (where two groups were tested), a program for the t test based on estimates of the separate group variances and an adjusted degrees of freedom was used since the within group variances tended to be heterogeneous. Ten school districts in the State of Florida were purposively selected for the study giving a total of 375 schools. The districts were selected to provide a diversity in geographic location, population size, average family income, percent urban, median education, and number of white collar workers. The geometric growth of the cost of vandalism is shown in this study and some of the measures being used to combat vandalism. An examination of the results shows that the factors wherein the school system might have some control include the following: teacher replacement, school academic scores, withdrawal of students, and community schools. In these instances no significant relationship to the rate of vandalism was apparent. The variables that did show a statistically significant relationship are: high percent of minority students, inner-city schools, a low percent of transported students, and schools where 30 percent or more of the parents had an income of less than $3,000. These factors are social conditions over which the schools have no direct control.
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Date Issued
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1976
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PURL
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http://purl.flvc.org/fcla/dt/11697
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Format
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Document (PDF)
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Title
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A STUDY OF MALE PRINCIPALS' ATTITUDES TOWARD WOMEN ASPIRING TO SCHOOL-BASED ADMINISTRATIVE POSITIONS.
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Creator
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AIELLO, KATHLEEN H., Florida Atlantic University
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Abstract/Description
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The purpose of this study was to investigate the attitudes of male principals in the State of Florida toward women aspiring to school-based administrative positions. Specifically, the study examined the following: (1) the overall attitudes of male principals toward women, (2) their attitudes toward selected behavior traits, (3) their attitudes toward selected feminine barriers, (4) their attitudes toward selected manager traits, and (5) their overall attitudes toward women with relationship...
Show moreThe purpose of this study was to investigate the attitudes of male principals in the State of Florida toward women aspiring to school-based administrative positions. Specifically, the study examined the following: (1) the overall attitudes of male principals toward women, (2) their attitudes toward selected behavior traits, (3) their attitudes toward selected feminine barriers, (4) their attitudes toward selected manager traits, and (5) their overall attitudes toward women with relationship to five selected demographic characteristics: organizational level of employment, age, race, length of time in position, and school enrollment size. In order to assess the attitudes of male principals toward women, a questionnaire was mailed to 700 selected principals in public schools throughout the State of Florida. Of the 700 questionnaires mailed, 74 percent (517) were completed and returned. The questionnaire contained five demographic data items and twenty-one opinion statements which constituted the attitude scale. A seven step Likert-type scale was used to measure the strength of reported attitudes. The seven possible response choices for each item on the attitude scale were as follows: (1) strongly agree, (2) agree, (3) slightly agree, (4) neither agree nor disagree, (5) slightly disagree, (6) disagree, and (7) strongly disagree. Eleven of the opinion statements were positively directed so that agreement response choices indicated favorable attitudes toward women, and ten statements were negatively directed so that agreement response choices indicated unfavorable attitudes. In order to facilitate analysis of the data, each response choice was assigned a numeric weight which ranged from one to seven with the higher weights being assigned to the response choices that were more favorable toward women. Therefore, the higher a respondent's total score on the twenty-one opinion statements, the more favorable were his attitudes toward women. Analysis of the data clearly indicated that male principals in the State of Florida reported favorable attitudes toward women. Only 1.4 percent of the respondents expressed overall attitudes that were unfavorable toward women. A separation of the Women as Managers Scale into its three sub-elements indicated that 98.1 percent expressed favorable attitudes toward selected behavior traits, 90 percent expressed favorable attitudes toward selected feminine barriers and 97.5 percent expressed favorable attitudes toward selected manager traits. However, the intensity of favorable attitudes varied with each opinion statement. Pearson product-moment correlation coefficients indicated that the relationship of the five selected demographic variables to male principals' overall attitudes toward women was not statistically significant at the .05 level. The principals' overall attitudes toward women aspiring to school-based administrative positions were not significantly related to their organizational level of employment, age, race, length of time in position, or their school enrollment size. The study concluded with the following recommendations: (1) The study should be repeated with the same target population using a different instrument; (2) An attitude scale should be developed that specifically measures attitudes of principals toward women; (3) Further research is necessary in order to determine if attitude difference exists due to sex of the principal or to the nature of attitudes unique to the principalship; and (4) A method of assessing attitudes of male principals that excludes the social desirability factor identified as prevalent in attitude questionnaires needs to be developed.
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Date Issued
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1980
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PURL
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http://purl.flvc.org/fcla/dt/11769
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Subject Headings
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School principals--Florida--Attitudes, Women school administrators
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Format
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Document (PDF)
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Title
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COMPETENCIES NECESSARY FOR PRINCIPALS TO ADMINISTER INTERNAL ACCOUNTS IN SECONDARY SCHOOLS OF FLORIDA (STUDENT ACTIVITIES, EXTRA-CURRICULAR, SUPERVISION).
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Creator
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POLE, FRANCINE LESTOURGEON., Florida Atlantic University
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Abstract/Description
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The primary purpose of this study was to survey secondary school principals and district finance officers of Florida, so as to identify and evaluate the competencies which they deem necessary for administering the internal accounts. Additionally, the study sought to ascertain if there was agreement within and between the two respondent groups concerning the following: (1) the necessary competencies; (2) the level of importance of the specified competencies; (3) the most appropriate time for...
Show moreThe primary purpose of this study was to survey secondary school principals and district finance officers of Florida, so as to identify and evaluate the competencies which they deem necessary for administering the internal accounts. Additionally, the study sought to ascertain if there was agreement within and between the two respondent groups concerning the following: (1) the necessary competencies; (2) the level of importance of the specified competencies; (3) the most appropriate time for acquiring and developing the competencies; (4) the possible relationships between the indicated competencies and selected demographic characteristics. To examine these areas the survey research design was designated as appropriate and a questionnaire was designed to seek the necessary information. The individuals to be surveyed were from two populations. The first population consisted of the 67 district finance officers of Florida. Due to the small size of this population all members were surveyed. Of the 67 finance officers, 60 returned usable questionnaires. This gave an 89.5% return rate. The second population was randomly drawn from the 297 secondary schools of Florida. A sample size of 30%, or 89, of the 297 secondary schools was represented. Of the 89 principals, 72 returned usable questionnaires. This gave an 80.8% return rate. To analyze the areas under consideration, research questions and null hypotheses were developed. The statistics employed to perform the analysis were both descriptive and inferential. The descriptive statistics utilized were the following: means, standard deviations, minimum and maximum values and percentages. The inferential statistics employed were the one-way analysis of variance and the chi-square test for significance. The results indicated the following: (1) all competencies were perceived as necessary and, as groups, rated very to moderately important; (2) all competencies required an educational medium which, as groups, was perceived to be on-job training; (3) enrollment of the school may possibly affect the competency group, Business Management.
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Date Issued
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1986
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PURL
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http://purl.flvc.org/fcla/dt/11881
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Subject Headings
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High school principals--Florida, Schools--Accounting
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Format
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Document (PDF)
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Title
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PRINCIPLES OF SCHOOL-BASED MANAGEMENT: STATE OF THE PRACTICE IN FLORIDA ELEMENTARY SCHOOLS.
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Creator
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ESLER, MARY BROWN., Florida Atlantic University, Wells, Jack G.
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Abstract/Description
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The problem examined in this study was to determine the extent to which elementary school principals were exhibiting a commitment toward the practices of school-based management. The research of the literature reflected a paucity of evidence related to the implementation of school-based management. Florida schools have been directed toward school-based management as a result of a legislative mandate in an effort to bring about accountability at the local school level. The literature reflected...
Show moreThe problem examined in this study was to determine the extent to which elementary school principals were exhibiting a commitment toward the practices of school-based management. The research of the literature reflected a paucity of evidence related to the implementation of school-based management. Florida schools have been directed toward school-based management as a result of a legislative mandate in an effort to bring about accountability at the local school level. The literature reflected a void in revealing the state of the practice in elementary schools. The sample population of this study consisted of 311 Florida elementary school principals selected at random from those listed in the Florida Education Directory 1980-81. Two hundred forty-two of those responded, forming the survey sample. The survey instrument was developed by the Planning, Research and Evaluation Department of the State of Florida, Department of Education, in 1976. The areas covered by the survey included instruction, support services, parental involvement, management and finance. The conclusions were as follows: (1) About half of the elementary school principals were practicing school-based management. (2) Principals made the majority of decisions at the school level. (3) There was no significant difference in implementation of school-based management practices and geographical location. (4) Principals made the majority of management decisions compared to district level personnel and shared decision-making. (5) Parent Advisory Councils participated at a moderate level in all schools. (6) There was no evidence to suggest that implementation of school-based management was a function of (a) chronological age, (b) gender, (c) recency of Administration/Supervision certification, or (d) years of experience as a principal.
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Date Issued
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1981
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PURL
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http://purl.flvc.org/fcla/dt/11783
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Subject Headings
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Elementary school principals--Florida, Elementary school administration--Florida
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Format
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Document (PDF)
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Title
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RELATIONSHIP BETWEEN ADULTS PARTICIPATING IN EVENING COURSES AND THEIR OPINION OF THE DAY SCHOOL IN THE SAME BUILDING.
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Creator
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GOHEEN, ROSS WINFRED., Florida Atlantic University, MacKenzie, Donald G.
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Abstract/Description
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Purpose. The purpose of this study was to find out if attending an adult education course at the local high school had an effect on adults' opinion of the day-time operations in the same building. Procedure. A sample of 233 adults rated the local secondary school on a scale of 1 to 7. After they attended various ten-week adult education interest courses, 68 of the pretest sample were retested. The mean opinions of several demographic sub-groups of the pretest sample by age, sex, type of...
Show morePurpose. The purpose of this study was to find out if attending an adult education course at the local high school had an effect on adults' opinion of the day-time operations in the same building. Procedure. A sample of 233 adults rated the local secondary school on a scale of 1 to 7. After they attended various ten-week adult education interest courses, 68 of the pretest sample were retested. The mean opinions of several demographic sub-groups of the pretest sample by age, sex, type of dwelling (a socioeconomic indicator), length of residency, and education were compared. Findings. I. The ex post facto pretest revealed: (1) Night school clients rated the day school higher than non--participants. (p < .01) (2) Parents of high school student rated the school higher than non-parents. (p < .01) (3) Clients who had taken evening courses previously rated the day school higher than new clients. (p < .01) (4) New night school clients initially rated the day school no higher than non-clients. (5) Older adults rated the school higher than adults 28 and under. (p < .001) (6) There was no difference between male and female ratings. (7) Those living in separate homes rated the school higher than those from townhouses and apartments. (p < .05) (8) Those who lived five years or longer in the community rated the school higher than those who arrived more recently. (p < .001) (9) The level of education showed no effect on the rating. II. The test-retest analysis of variance revealed: (1) New clients showed a significant gain in their opinion of the day school at the end of their first night school course. (2) Those who had attended evening courses previously showed no gain in their rating after the course. III. Other findings included: (1) The night school itself was rated high, social advantages and instruction getting the most positive reaction. (2) The high school's programs, facilities and extramural activities received the most praise and discipline the most criticism. (3) Non-parent night school clients who rated the day school lowest on the pretest, rated it highest on the posttest. Recommendations. (1) Since evening school has a positive effect on participants' opinion of the day school, it is in the day school's best interests to promote adult education in the school. Community education should continue to be expanded and developed. (2) Night school is a low-risk opportunity for citizens to get involved with the local high school. Some may continue to get more involved into decision-making organizations like the school board, PTA and advisory councils. Future research could explore ways to get adults more involved to help bridge the widening gap between parents and their children who are in large school operations. (3) The local high school should make a continuous effort to communicate with all community citizens. Non-parents who receive much of their information via the media need more direct interaction with the school so they become aware of the positive things happening there.
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Date Issued
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1981
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PURL
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http://purl.flvc.org/fcla/dt/11785
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Subject Headings
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Adult education, Schools--Public relations, Community and school
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Format
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Document (PDF)
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Title
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A STUDY OF THE RELATIONSHIP BETWEEN DISCIPLINARY DECISIONS FOR DEFIANT STUDENT BEHAVIORS AND SPECIFIED ATTITUDES AND CHARACTERISTICS OF HIGH SCHOOL ADMINISTRATORS.
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Creator
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MITVALSKY, PATRICIA ANNE., Florida Atlantic University
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Abstract/Description
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Appropriate student discipline at the high school level is a subject on which varying opinions exist. Discipline is usually viewed from the perspective of student misbehavior. This study was designed to focus on the student discipline issue through an examination of the relationship between a set of specified administrator attitudes and characteristics and disciplinary decisions. The basic research design was a simulated field study. The subjects were practicing high school assistant...
Show moreAppropriate student discipline at the high school level is a subject on which varying opinions exist. Discipline is usually viewed from the perspective of student misbehavior. This study was designed to focus on the student discipline issue through an examination of the relationship between a set of specified administrator attitudes and characteristics and disciplinary decisions. The basic research design was a simulated field study. The subjects were practicing high school assistant administrators from twenty-two high schools located in a large urban school district. Independent variables selected for the study were (1) attitudes toward appropriate discipline for defiant student behaviors, (2) perceptions of and willingness to comply with the disciplinary expectations of the principal, teachers and other administrators, (3) years of experience as high school administrators, (4) personal experience rearing high school children and (5) sex of the administrators. The measure of the dependent variable was derived from the disciplinary decisions of the subjects to five hypothetical case studies portraying defiant and/or disobedient student behaviors. Multiple regression analysis was employed to test the primary hypothesis of the study. The major finding was that those subjects who most strongly perceived that teachers expected strict disciplinary action for defiant student behaviors were the same subjects who made the most severe disciplinary decisions. A finding that approached statistical significance was that those subjects who had children of their own who had graduated from high school tended to take less stringent disciplinary action than those who had not reared children through the high school years. The findings indicated that role behavior seems to be a more promising focus for the examination of influences on disciplinary decisions. The non-significant relationship between the attitude toward discipline scale responses and the disciplinary behavior of the subjects indicated that disciplinary actions tended to be independent of the disciplinary attitudes of the subjects included in the study. Among the recommendations for further research was a recognition of the need to examine differences in beliefs and behaviors of administrators in relation to the disciplinary process that takes place prior to the final disciplinary action.
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Date Issued
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1982
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PURL
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http://purl.flvc.org/fcla/dt/11820
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Subject Headings
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School discipline, School administrators, Student-administrator relationships
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Format
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Document (PDF)
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Title
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ACHIEVEMENT CENTERS FOR CHILDREN AND FAMILIES: HISTORY OF A FULL-SERVICE COMMUNITY SCHOOL.
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Creator
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Salzman, Kaitlin Noelle, Sembiante, Sabrina F., Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
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Abstract/Description
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Full-service community schools (FSCSs) are a holistic, multifaceted reform strategy aimed at improving the educational life experiences and outcomes of underserved student populations (Sanders, 2016; Sanders & Galindo, 2020), designed to provide more equitable educational experiences (Sanders et al., 2018). Black, Native American, and LatinX children represent three-quarters of children living in poverty today, because of systemic inequities and racial disparities that these groups have...
Show moreFull-service community schools (FSCSs) are a holistic, multifaceted reform strategy aimed at improving the educational life experiences and outcomes of underserved student populations (Sanders, 2016; Sanders & Galindo, 2020), designed to provide more equitable educational experiences (Sanders et al., 2018). Black, Native American, and LatinX children represent three-quarters of children living in poverty today, because of systemic inequities and racial disparities that these groups have experienced for decades (Gennetian & Yoshikawa, 2021). The purpose of this study is to document the evolution of a full-service community school, as well as its alignment to the highly effective community school (HECS) model. Richardson’s (2009) HECS model was implemented to identify the relationship between leadership, collaborative partners, and organizational development, and their ability to produce beneficial outcomes and, ultimately, a highly effective FSCS. The research site was the Achievement Centers for Children and Families (ACCF), a long-standing, full-service community school located in Delray Beach, Florida. Data for this qualitative case study were collected using an oral history methodology which included interviews and document analysis.
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Date Issued
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2022
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PURL
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http://purl.flvc.org/fau/fd/FA00014045
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Subject Headings
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Community schools, Multicultural education, Community schools--Florida
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Format
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Document (PDF)
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Title
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UNLOCKING THE MYSTERY OF SCHOOL IMPROVEMENT: THE CENTRALITY OF LEARNING FOR EFFECTIVE PRINCIPAL SUPERVISORS.
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Creator
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Green, Vivian Morris, Reyes-Guerra, Daniel, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
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Abstract/Description
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The role of principal supervisors has changed significantly, moving away from a focus on compliance and towards a greater emphasis on nurturing principals' instructional leadership skills. As a result of this evolution, there is now an increased presence of supervisors in schools, but there are no clear guidelines for their activities. This study aims to fill this gap by developing a theory that explains how principal supervisors can effectively support principals in their roles. The insights...
Show moreThe role of principal supervisors has changed significantly, moving away from a focus on compliance and towards a greater emphasis on nurturing principals' instructional leadership skills. As a result of this evolution, there is now an increased presence of supervisors in schools, but there are no clear guidelines for their activities. This study aims to fill this gap by developing a theory that explains how principal supervisors can effectively support principals in their roles. The insights gained from this study will have significant implications for the future training and professional development of principal supervisors, which aims to improve the effectiveness of principal leadership and, in turn, enhance student outcomes. The study seeks to answer the key research question: "How do principal supervisors and their principals perceive how principal supervisors provide effective support?" Using a qualitative approach and grounded theory design, the study collected data through 15 semi-structured interviews involving three principal supervisors and 12 principals who had worked together for at least three years. The resulting grounded theory outlines a comprehensive framework that explains how principal supervisors can offer impactful support to principals.
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Date Issued
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2024
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PURL
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http://purl.flvc.org/fau/fd/FA00014482
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Subject Headings
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School principals, Educational leadership, Educational administration, School management and organization
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Format
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Document (PDF)
Pages