Current Search: Teachers--Florida (x)
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(1 - 12 of 12)
- Title
- STATUS OF SUBSTITUTE TEACHER PROGRAMS AND A MODEL STAFF DEVELOPMENT PLAN FOR THREE SOUTH FLORIDA COUNTIES.
- Creator
- BRAKE, HAROLD M., Florida Atlantic University, Urich, Ted R.
- Abstract/Description
-
Purpose. The primary purpose of this study was to determine the status of substitute teacher program services in selected counties in South Florida. The evidence from the investigation was then used in the development of a model of desirable characteristics for substitute teacher programs to improve the selection, placement, training, and evaluation of substitute teachers in the districts investigated. Specific questions to be answered were the following: (1) What are the current practices...
Show morePurpose. The primary purpose of this study was to determine the status of substitute teacher program services in selected counties in South Florida. The evidence from the investigation was then used in the development of a model of desirable characteristics for substitute teacher programs to improve the selection, placement, training, and evaluation of substitute teachers in the districts investigated. Specific questions to be answered were the following: (1) What are the current practices and procedures for the selection, placement, training, and evaluation of substitute teachers in selected counties in South Florida? (2) What alternatives can be developed for a model program to improve the selection, placement, training, and evaluation of substitute teachers in selected counties in South Florida? Procedure. This study was limited to the three school districts of Broward, Martin, and Palm Beach, located on the southeast coast of Florida. These three school districts represented small, moderately large, and large school districts in South Florida. Four surveys were developed for this study. The four surveys were designed to obtain information and perceptions from the four district groups that deal with substitute teachers: (1) the district office, (2) principals, (3) teachers, and (4) substitute teachers. The instruments dealt basically with the four areas of substitute teacher services: (1) selection, (2) placement, (3) training or orientation, and (4) evaluation. Conclusions and Recommendations. Although selection procedures and placement procedures were rated as "satisfactory" or above by the vast majority of principal, teacher, and substitute teacher respondents in all three school districts, there was still need for improvement in these substitute teacher services. Orientation procedures and evaluation procedures were areas of concern of principal, teacher, and substitute teacher respondents in all three school districts. These areas of substitute teacher services need to be improved to meet the needs of principals, teachers, and substitute teachers. In summary, substitute teachers make a valuable contribution to the continuity of the educational program. It is the responsibility of the administration to provide the best possible substitute teacher service to assure the success of the educational program when the regular teacher is absent.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11839
- Format
- Document (PDF)
- Title
- PREVALENCE, SOURCES, AND SYMPTOMS OF TEACHER STRESS AMONG PUBLIC SCHOOL TEACHERS IN FLORIDA.
- Creator
- BUCKLEW, NANCY DEZZUTTI, Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
Purpose. The purpose of this study was to determine the prevalence, sources, and symptoms of teacher stress among public school teachers in Florida. Procedure. Stress was defined as a response syndrome of negative affects resulting from aspects of the teacher's job and mediated by the perception that the demands constitute a threat to self-esteem and by coping mechanisms activated to reduce the perceived threat. The instrument used in collecting the data for this study was a mail...
Show morePurpose. The purpose of this study was to determine the prevalence, sources, and symptoms of teacher stress among public school teachers in Florida. Procedure. Stress was defined as a response syndrome of negative affects resulting from aspects of the teacher's job and mediated by the perception that the demands constitute a threat to self-esteem and by coping mechanisms activated to reduce the perceived threat. The instrument used in collecting the data for this study was a mail questionnaire, with a scale ranging from zero to four, for assessing the intensity of each item. The questionnaire consisted of biographical and school environmental characteristics, fifty possible sources of teacher stress, a general stress question, and sixteen possible symptoms of teacher stress. As a pilot study, the questionnaire was administered to a group of public school teachers in Palm Beach County for the purpose of examining each item for clarity. Items found to be ambiguous were revised or deleted. The 325 sample population was randomly selected from the Florida Teaching Profession/National Education Association membership. The mail questionnaire had a 78 percent response for a total of 248 respondents. The data were transformed to computer cards and submitted for statistical analysis through the Florida Atlantic University Computer Center, Boca Raton, Florida. Means, rank-order, T-tests, analysis of variance, and factor analysis were applied to the data for the purpose of determining the level of significance in deciding to reject or accept the research hypotheses at the .05 level. Conclusions and Recommendations. It is concluded from the results of the analysis that teacher stress is prevalent in Florida. Forty-one percent of the respondents reported being a teacher was either very stressful or extremely stressful. Self-reported teacher stress appeared to be similarly distributed for the biographical and school environmental characteristics. Pupil misbehavior accounted for the largest percentage of sources of stress with high means. The priority source of stress as perceived by the teachers was inadequate teaching salaries. Teachers, regardless of biographical or environmental characteristics, appear to share common perceptions concerning the sources and symptoms of teacher stress. Recommendations for reducing and/or dealing with stress are presented with suggestions ranging from inservice programs, a teacher social support system to administrative consistency and teacher bargaining unit concerns.
Show less - Date Issued
- 1981
- PURL
- http://purl.flvc.org/fcla/dt/11776
- Subject Headings
- Job stress
- Format
- Document (PDF)
- Title
- MEMBERSHIP SATISFACTION OF THREE TEACHER COLLECTIVE BARGAINING UNITS WITH BARGAINING AGENT PERFORMANCE IN THREE SELECTED EAST COAST COUNTIES DURING A PERIOD OF DEMOGRAPHIC CHANGE.
- Creator
- WALKER, JOYCE A., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to determine whether the teacher bargaining unit members of three selected lower east coast counties of Florida were satisfied with the performance of their bargaining agents. The population selected was the entire membership of the three bargaining units. A stratified random sampling of 20 percent each of senior high, junior high, and elementary personnel was used to give a proportional sample. A Likert-type survey scale consisting of forty items was constructed...
Show moreThe purpose of this study was to determine whether the teacher bargaining unit members of three selected lower east coast counties of Florida were satisfied with the performance of their bargaining agents. The population selected was the entire membership of the three bargaining units. A stratified random sampling of 20 percent each of senior high, junior high, and elementary personnel was used to give a proportional sample. A Likert-type survey scale consisting of forty items was constructed, validated, and distributed to the stratified random sample. 271 responses were received. The main hypothesis that the membership was satisfied with the bargaining agent performance was tested statistically by a "t" test and was not accepted. Nine areas of dissatisfaction were: salary, pay supplements, overtime, pay scale steps, increments for degrees/hours, medical plans, dental plans, number of students, and planning time. Secondary hypotheses that no significant differences existed among subgroups were generally supported, but there were exceptions, such as in sex, age, and membership status. It was concluded that the agents should strive to improve in the areas of dissatisfaction in negotiations.
Show less - Date Issued
- 1985, 1985
- PURL
- http://purl.flvc.org/fcla/dt/11859
- Subject Headings
- Collective bargaining--Teachers--Florida
- Format
- Document (PDF)
- Title
- Attitudes of faculty members at Florida's community colleges regarding tenure/continuing contract.
- Creator
- Johnson, Katherine McDonald., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
Tenure has long been a debated issue. Does tenure protect academic freedom or does it protect the incompetent? Declining enrollments, increasing tuition, plus curriculum changes have caused the issue of tenure to be scrutinized. The purpose of this study was to survey the attitudes of faculty members at Florida's community colleges regarding tenure/continuing contract related to age, gender, rank, years of employment and tenure/continuing contract status. A review of related literature...
Show moreTenure has long been a debated issue. Does tenure protect academic freedom or does it protect the incompetent? Declining enrollments, increasing tuition, plus curriculum changes have caused the issue of tenure to be scrutinized. The purpose of this study was to survey the attitudes of faculty members at Florida's community colleges regarding tenure/continuing contract related to age, gender, rank, years of employment and tenure/continuing contract status. A review of related literature includes an introduction to the tenure issue and history of tenure. Relative research and the pros and cons of tenure are also presented. Finally, the status of tenure in Florida is summarized. Eight hundred and seventy-nine faculty members composing a stratified random sample from 21 of Florida's 28 community colleges were asked to complete and return a Likert scaled survey. Six hundred and seventy surveys were returned, comprising a 76 percent response rate. Survey results were analyzed using five separate one-way analyses of variance, for the measuring of attitude as related to age, gender, rank, years of employment, and tenure/continuing contract status. Of the five hypotheses tested there were significant differences in attitude regarding tenure as related to rank and tenure/continuing contract status. Results of this survey were then compared to a 1971 survey on tenure published by the Commission on Academic Tenure. Upon this comparison, it was found that in this community college survey as well as the survey conducted in 1971, faculty displayed significant differences in attitudes regarding themselves and their institutions depending on their tenure/continuing contract status. This community college survey compared to the 1971 survey produced findings indicating that a greater sense of freedom to express ideas was related to faculty rank. Community college faculty and administrators may find this study useful as they evaluate academic freedom in the classroom versus job security.
Show less - Date Issued
- 1991
- PURL
- http://purl.flvc.org/fcla/dt/12268
- Subject Headings
- Community college teachers--Florida--Attitudes, College teachers--Tenure
- Format
- Document (PDF)
- Title
- An exploratory study of the perceptions and experiences of selected educators on the infusion of multicultural education into the language arts curriculum in Broward County, Florida, public schools.
- Creator
- Lawrence, Audrey Elaine., Florida Atlantic University, Urich, Ted R.
- Abstract/Description
-
The purpose of this study was to investigate and to explore the perceptions and experiences of selected educators on the infusion of multicultural education into the language arts curriculum in Broward County, Florida, Public Schools. This study also sought to discover the best practices of those language arts teachers who did infuse multicultural education into their curriculum. Little empirical data exists which elicits the views of language arts teachers about the infusion of multicultural...
Show moreThe purpose of this study was to investigate and to explore the perceptions and experiences of selected educators on the infusion of multicultural education into the language arts curriculum in Broward County, Florida, Public Schools. This study also sought to discover the best practices of those language arts teachers who did infuse multicultural education into their curriculum. Little empirical data exists which elicits the views of language arts teachers about the infusion of multicultural education into the curriculum. Limited research on the middle school level is available. A qualitative single-case study design was used. The study was conducted at multiple sites; and the primary sources of data were interviews, document analyses, and researcher participant and nonparticipant observations. The sample of 48 participants was selected from 9 Broward County, Florida, Public Schools, including 6 middle schools. The sample included middle school language arts teachers, as well as principals, assistant principals, media specialists, teachers of English for Speakers of Other Languages (ESOL), directors of multicultural education, and multicultural resource teachers. Based on the analysis of data, the perspectives and experiences of most teachers were multidimensional. Eight categories of findings relating to the perspectives of language arts teachers on the impact of multicultural education into the curriculum emerged: (a) multicultural education implementation; (b) the theoretical approaches used by language arts teachers to infuse multicultural education into the curriculum; (c) the impact of multicultural education on students, teachers, and the instructional process; (d) social and organizational factors that impact the infusion process; (e) the availability of resources, the authenticity of materials, and challenges encountered in the infusion process; (f) teacher needs; (g) the significance of the affective domain factors that teachers bring to the experience; (h) and standards and matrices. Overall, the participants in this study felt that the experience of teaching and learning from a multicultural perspective was enormously valuable to the self-concept, academic achievement, and the cultural appreciation among their students. The findings indicate that the curriculum that is presented or practiced is gradually moving beyond the lowest level of the additive approach toward a multicultural approach to infusion as suggested in the literature. Most practitioners are at Grant and Sleeter's (1999) single-group studies approach to multicultural education infusion which looks at the infusion of a single ethnic group.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/12607
- Subject Headings
- Language arts (Middle school)--Curricula, Multicultural education, Middle school teachers--Florida--Attitudes, Curriculum change
- Format
- Document (PDF)
- Title
- THE IMPACT OF FLORIDA'S COLLECTIVE BARGAINING LEGISLATION OF 1974 ON THE ELEMENTARY SCHOOL PRINCIPALSHIP IN DADE COUNTY, FLORIDA.
- Creator
- BIANCE, MICHAEL CHARLES, Florida Atlantic University, Kirby, John T.
- Abstract/Description
-
The passage of Florida's 1974 Collective Bargaining Act brought about a new era of labor relations between public employees and their employers. This legislation would, by its nature, have a general impact on education and a specific impact upon the Dade County, Florida principal who would administer the bargained agreements while having one himself. The purpose of this study, therefore, was to measure the degree of impact of collective bargaining upon the elementary principal. Conclusions: 1...
Show moreThe passage of Florida's 1974 Collective Bargaining Act brought about a new era of labor relations between public employees and their employers. This legislation would, by its nature, have a general impact on education and a specific impact upon the Dade County, Florida principal who would administer the bargained agreements while having one himself. The purpose of this study, therefore, was to measure the degree of impact of collective bargaining upon the elementary principal. Conclusions: 1. There was a significant negative change in regard to the dimensions of Persistence and Stress, yet, the impact of the significance was in objective areas in which other influences were very strong. 2. The impact of collective bargaining was not significant in regard to principals' Educational Background, Educational Experience as an elementary principal, Sex, Total Pupil Enrollment of his school, or the Socio-Economic Level of his school. 3. The overall impact of Florida's 1974 Bargaining Law has not been felt by Dade County Elementary Principals. An important contributive factor has been the resemblance of the negotiated agreements to existent Board Policy.
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fcla/dt/11678
- Format
- Document (PDF)
- Title
- The Social Construction Of Teachers and the Teaching Profession Among Florida State Legislators from 1984 to 2015.
- Creator
- Crespo, Janny, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Public officials at the state level currently are called upon to create, evaluate, and implement policies that assess the effectiveness of teacher performance and hold teachers accountable for student achievement. Therefore, understanding the social construction of the teaching profession among those public officials is crucial to understanding the impact of the policy agenda on the work of teachers as well as being essential to exercising influence on the policy process itself. This study...
Show morePublic officials at the state level currently are called upon to create, evaluate, and implement policies that assess the effectiveness of teacher performance and hold teachers accountable for student achievement. Therefore, understanding the social construction of the teaching profession among those public officials is crucial to understanding the impact of the policy agenda on the work of teachers as well as being essential to exercising influence on the policy process itself. This study was an analysis of legislation regarding teacher accountability in an effort to provide insight into how the Florida State Legislature socially constructs the teaching profession. This study used a qualitative methodology to place teachers, as a group, in Schneider and Ingram’s (1993) typology of target populations and made use of historical analysis to trace the changes that have occurred in the social construction of teachers during the period from 1984-2015. In doing so, it found teachers are negatively constructed with a positive power component, correspondingly labeled contenders, on Schneider and Ingram’s typology. Ultimately, the effect of the pressures placed upon teachers has been to create projections of ongoing teacher shortages and to discourage potential candidates from pursuing the profession.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00005928
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Education and state--Florida., Social constructionism., Teachers--Florida., Florida. Legislature
- Format
- Document (PDF)
- Title
- Perceptions of tenth-grade mathematics teachers and school administrators toward Florida's school accountability system: The A+ Plan.
- Creator
- Ferrer, Lourdes., Florida Atlantic University, Decker, Larry E.
- Abstract/Description
-
The purpose of this qualitative study was to learn how high school mathematics teachers and school administrators perceived Florida's school accountability system, the A+ Plan. This inquiry was conducted during the spring of 2001, in one of the largest urban school districts in Florida, with a sample of 27 participants, 21 teachers and 6 administrators, pre-selected from a high, an average, and a low performing high school. Data was gathered in the form of tape-recorded interviews, hand...
Show moreThe purpose of this qualitative study was to learn how high school mathematics teachers and school administrators perceived Florida's school accountability system, the A+ Plan. This inquiry was conducted during the spring of 2001, in one of the largest urban school districts in Florida, with a sample of 27 participants, 21 teachers and 6 administrators, pre-selected from a high, an average, and a low performing high school. Data was gathered in the form of tape-recorded interviews, hand written field notes, and document analysis. This study found that the school performance grade, teaching assignment course level, and race or ethnicity were not a source of variability in participants' perceptions. The A+ Plan was unanimously viewed as a bureaucratic reform initiative that used a power coercive approach to obtain compliance. Participants believed that the A+ Plan's fundamental belief that "every child can learn and that no child should be left behind" was unrealistic, and did not share the plan's central assumption that students' performance on the Florida Comprehensive Assessment Test is the direct result of their performance as teachers. They believed that students' natural abilities and personal motivations to learn surpass any other variable in determining the students' level of achievement. The FCAT was judged as an ineffective and unfair tool for teachers' accountability purpose because it did not provide information about students' academic growth in a year, and also, because it compared schools that differed in their students' demographics. The participants believed that they should not be held accountable, punished or rewarded for their students' performance on the FCAT because their students' scores on the mathematics section of the test was the outcome of their previous mathematics experience and English language proficiency. They believed that the school grade was merely a reflection of the school population, and that publicizing grades made the hiring and retention of qualified teachers more difficult and damaged their professional reputation and esteem in the community at large. The participants held that the A+ Plan was creating an environment where teachers perceived their work as more stressful and less rewarding because of what they view as unfair and unrealistic standards.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/11967
- Subject Headings
- Mathematics teachers--Florida--Attitudes, Educational change--Florida, Educational accountability--Florida, School administrators--Florida--Attitudes
- Format
- Document (PDF)
- Title
- A comparison between Florida State University System's female administrators and female faculty in their personal attributes and self-efficacy beliefs.
- Creator
- Berzok, Rosanna Star, Florida Atlantic University, MacKenzie, Donald G.
- Abstract/Description
-
The purpose of this study was to determine whether significant differences existed between female administrators and female faculty in public higher education in their perceptions of personal self-efficacy and their personal attributes. This was achieved by examining the relationship between the criterion variable, position held by females in higher education and the predictor variables, which included male and female characteristics, general self-efficacy beliefs, and social self-efficacy...
Show moreThe purpose of this study was to determine whether significant differences existed between female administrators and female faculty in public higher education in their perceptions of personal self-efficacy and their personal attributes. This was achieved by examining the relationship between the criterion variable, position held by females in higher education and the predictor variables, which included male and female characteristics, general self-efficacy beliefs, and social self-efficacy beliefs. A survey package including a demographics section, Personal Attributes Questionnaire (PAQ) and Self-Efficacy Scale for Adults (SES) was mailed to 200 female administrators and 200 female faculty employed by Florida's State University System. A stratified random selection was employed to obtain the 200 female faculty in order to ensure discipline diversity. The 200 female administrators were selected from the most current data available from the 10 universities' 1995-1996 graduate school catalogs and the 1995-1996 Directory of Women in Educational Leadership in Florida, published jointly from the Office of Postsecondary Education in Florida and Florida State University's Hardee Center for Women in Higher Education. Each scale and subscale was analyzed utilizing the analysis of variance (ANOVA) procedure. Three null hypotheses were tested at the.05 confidence level and then adjusted to the.0125 confidence level by employing the Bonferroni procedure. The employment of the Bonferroni statistical procedure eliminates the rejection of discrepant test outcomes due to Type I errors. Results of the ANOVA test applied to the General Self-Efficacy subscale were statistically significant at the .01 confidence level. Outcomes of this study proved to be significant to the growing body of women's research in that it denoted statistically significant results indicating that female administrators had a higher perception of general self-efficacy than female faculty. General self-efficacy is based on the premise that if an individual has a history of successful outcomes, than that individual will expect more successful outcomes than failures. General self-efficacy (identified as an internal barrier) may in fact be what is hindering more women from seeking administrative positions in higher education.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12518
- Subject Headings
- Self-efficacy
- Format
- Document (PDF)
- Title
- The status of the substitute teacher delivery system in the sixty-seven Florida Public School Districts and the perceptions of administrators, teachers, and substitute teachers toward the substitute teacher delivery system in the Polk County, Florida, Public School District.
- Creator
- Helmick, Robert William, Florida Atlantic University, Hunt, John J.
- Abstract/Description
-
The primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue...
Show moreThe primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue substitute teacher certificates with the only Florida law requirement being fingerprints prior to employment. Substitute teacher delivery system identifies the preparation, selection, training, support, and evaluation of substitute teachers in a school district. Issues related to substitute teachers were substitute teacher pay, substitute teacher credentials, and substitute teacher training. The corollary purpose of this study was to compare the perceptions of selected administrators, teachers, and substitute teachers concerning the Polk County Schools substitute teacher delivery system, one of Florida's sixty-seven school districts. A review of the literature provides a national summary of teacher pay, substitute teacher role, substitute teacher status, and administrative procedures used to recruit, select, place, orient, and train substitute teachers. The analysis of data from the 1993-94 state survey provides the teachers per substitute teacher ratio, students per substitute teacher ratio, and state average of these values. In addition, the percentage of the total budgets used for substitute teacher pay is calculated. Daily pay rates and academic requirements for short-term and long-term substitute teachers were collected and state average values calculated. Seven research questions concerning the substitute teacher delivery system are answered. The district perception instrument was conducted in Polk County School District at 20 schools using a stratified random sample and analyzed with the chi-square analysis technique. Seven null hypotheses were rejected using the significance level of chi-square value indicating significant differences in perception in the survey participants; school-based administrators, teachers, and substitute teachers. The combination of the state survey results and district perception instrument can be used to assist a district in developing an action plan for improving a district's substitute teacher delivery system.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12400
- Subject Headings
- Substitute teachers--Florida--Evaluation, Substitute teachers--Rating of--Florida, Substitute teachers--Training of--Florida
- Format
- Document (PDF)
- Title
- Teacher perspectives on the effect of the Florida Public Accountability System on the middle school classroom.
- Creator
- Roberts, Helen, Florida Atlantic University, Jurenas, Albert C.
- Abstract/Description
-
The Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement...
Show moreThe Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement studies, drop out studies, and other data had been analyzed, little research focused on the impact of the FCAT from the perspective of the classroom teacher. This study examines the impact of the Florida Public Accountability System and the FCAT on the middle school classroom from the teacher's perspective. A survey of 130 middle school teachers was conducted in the spring of 2004. The study included closed-ended questions and space for additional comments. The impact was measured based on three variables, the impact on instructional methodologies, the impact on the quality of education and the impact on job satisfaction. Each of these variables was further analyzed to see if the grade of the school in which the teacher works has an effect on their responses to the survey. Furthermore, an analysis was conducted to determine if the subject area which the teacher teaches affected responses to the survey. Results indicate that responses are split on the majority of questions relating to the impact of the FCAT and the Florida Public Accountability System on both the instructional methodologies in classrooms and on the quality of education. These results showing both positive and negative responses between individual teachers indicate a lack of agreement within the teaching profession and create an interesting dynamic for school leaders. The results indicate less disagreement on the effects on job satisfaction with teachers reporting little impact on their own personal job satisfaction however, more impact on staff morale. A school's grade did not appear to influence differences in responses. However, the subject areas that a teacher reported teaching did seem to influence teacher responses. With increasing emphasis on accountability in mind, including Federal No Child Left Behind requirements, further research in this area is recommended.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12160
- Subject Headings
- Educational accountability--Florida, Educational tests and measurements--Florida, Academic achievement--Florida, Florida Comprehensive Assessment Test, Middle school education, Middle school teachers--Florida--Attitudes
- Format
- Document (PDF)
- Title
- Interview with Howard Shapiro – ca. 2001.
- Creator
- Shapiro, Howard (Interviewee), Carbonara, Michelina M. (Interviewer)
- Date Issued
- 2001-02-26
- PURL
- http://purl.flvc.org/fau/fd/FADT78801
- Subject Headings
- Brooklyn (New York, N.Y.), United States Army, World War, 1939-1945, Arturo Toscanini School, Tamarac (Fla.), Fort Lauderdale Preparatory School, Oral histories --Florida, Oral history, Teachers --Florida --Biography
- Format
- Set of related objects
