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Title: IS IT ENOUGH? EXAMINING INSTRUCTIONAL MANAGEMENT IN A NEW PARADIGM OF TEACHING AND LEARNING.
Creator: Critelli Jr., John E., Reyes-Guerra, Daniel, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: For decades, educational leadership researchers have focused on school leadership behaviors, competencies, and skills that impact student outcomes measured by the students’ performance on standardized tests. This practice has narrowed the focus for how the field approaches teaching and learning and the evaluation models that measure school, teacher, leader, and student academic performance. To examine leadership and teaching and learning that support the development of the whole child and not...
Show moreFor decades, educational leadership researchers have focused on school leadership behaviors, competencies, and skills that impact student outcomes measured by the students’ performance on standardized tests. This practice has narrowed the focus for how the field approaches teaching and learning and the evaluation models that measure school, teacher, leader, and student academic performance. To examine leadership and teaching and learning that support the development of the whole child and not just their performance on exams, this quantitative study set out to examine: Is there a relationship between a school leadership teams’ prioritization of SEL, their instructional management practice, and the teachers’ use of SEL pedagogy in the classroom? To examine the research question, a set of five sub-research questions were developed to organize and guide this work. Interest to participate in this study was gained by aligning the research to the district’s strategic plan. The sample included 107 teacher participants drawn from five participant public elementary schools in a large diverse urban school district. Data applied in the analysis were collected through the application of three instruments. Two of the instruments were developed and pilot tested as part of this research. The results of this research indicate that despite the ample evidence that shows instructional management having a positive impact on student learning, its effect on the pedagogies examined that support the development of social and emotional competence was limited. The greatest contribution of this study was the development of a valid and reliable tool to evaluate ten social and emotional learning teacher/pedagogical practices.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014176
Subject Headings: Educational leadership, Effective teaching, Instructional management, Learning
Format: Document (PDF)

Title: DEEP LEARNING OF POSTURAL AND OCULAR DYNAMICS TO PREDICT ENGAGEMENT AND LEARNING OF AUDIOVISUAL MATERIALS.
Creator: Perez, Nicole, Barenholtz, Elan, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Engagement with educational instruction and related materials is an important part of learning and contributes to test performance. There are various measures of engagement including self-reports, observations, pupil diameter, and posture. With the challenges associated with obtaining accurate engagement levels, such as difficulties with measuring variations in engagement, the present study used a novel approach to predict engagement from posture by using deep learning. Deep learning was used...
Show moreEngagement with educational instruction and related materials is an important part of learning and contributes to test performance. There are various measures of engagement including self-reports, observations, pupil diameter, and posture. With the challenges associated with obtaining accurate engagement levels, such as difficulties with measuring variations in engagement, the present study used a novel approach to predict engagement from posture by using deep learning. Deep learning was used to analyze a labeled outline of the participants and extract key points that are expected to predict engagement. In the first experiment two short lectures were presented and participants were tested on a lecture to motivate engagement. The next experiment had videos that varied in interest to understand whether a more interesting presentation engages participants more, therefore helping participants achieve higher comprehension scores. In a third experiment, one video was presented to attempt to use posture to predict comprehension rather than engagement. The fourth experiment had videos that varied in level of difficulty to determine whether a challenging topic versus an easier topic affects engagement. T-tests revealed that the more interesting Ted Talk was rated as more engaging, and for the fourth study, the more difficult video was rated as more engaging. Comparing average pupil sizes did not reveal significant differences that would relate to differences in the engagement scores, and average pupil dilation did not correlate with engagement. Analyzing posture through deep learning resulted in three accurate predictive models and a way to predict comprehension. Since engagement relates to learning, researchers and educators can benefit from accurate engagement measures.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013558
Subject Headings: Instruction, Effective teaching, Pupil (Eye), Posture, Deep learning, Engagement
Format: Document (PDF)

Title: THE EFFECTIVENESS OF COMPUTER ASSISTED INSTRUCTION IN COLLEGE ALGEBRA.
Creator: DIEM, DENNIS CHARLTON., Florida Atlantic University, Burgess, Ernest E.
Abstract/Description: This study was designed to determine the extent to which micro-computer instruction affects the learning of mathematics in College Algebra when used as a substitute for traditional methods of instruction. The computer programs involved in the study were designed to teach the student how to find and graph the solution set of linear inequalities with two variables. The lessons were programmed on an Apple II microcomputer and were designed using relatively simple linear branching techniques. The...
Show moreThis study was designed to determine the extent to which micro-computer instruction affects the learning of mathematics in College Algebra when used as a substitute for traditional methods of instruction. The computer programs involved in the study were designed to teach the student how to find and graph the solution set of linear inequalities with two variables. The lessons were programmed on an Apple II microcomputer and were designed using relatively simple linear branching techniques. The subjects involved in the study were enrolled in two sections of College Algebra in an upper division university. The students were randomly assigned to four groups and each group was taught using varying methods of instruction. One group received traditional classroom lecture followed by textbook homework. A second group was exposed to a computer tutorial program followed by textbook homework. A third group received classroom lecture followed by a computer drill and practice program. A fourth group completed both the computer tutorial and the computer drill and practice programs. Prior to exposure to different teaching methods, each group was administered a pre-test to determine the extent of their knowledge of the subject matter, establish the randomness assertion, and to determine whether or not the groups were equivalent at the outset. After each group received instruction, a post-test was administered to determine relative levels of achievement. One way between subjects analysis of variance was used with the pre-test scores to determine initial differences between the groups. The same statistical procedure was used with the post-test scores. The results of analysis of variance, at the .05 level, indicated that no significant differences in learning took place between the four groups in the study. However, observation of the data seemed to suggest differences which favored the more conventional lecture, homework group. Recommendations for future study included replication of the experiment using the same or modified populations. Additional variables could also be identified such as student attitude, academic background, sex, and age.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11807
Subject Headings: Algebra--Study and teaching (Higher), Computer-assisted instruction
Format: Document (PDF)

Title: The effect of curriculum specific computer-aided instruction on student achievement in college algebra, a comparative study.
Creator: Cox, Gregg Clayton, Florida Atlantic University, Burgess, Ernest E.
Abstract/Description: This study was designed to determine the effects of curriculum specific computer aided instruction on student achievement in a College Algebra course. Curriculum specific software is microcomputer software which provides both computerized instruction and practice for each topic in the accompanying textbook and is now available for many college mathematics texts. Using methods outlined by Diem (1982) in a previous study, College Algebra students were randomly assigned to one of four groups....
Show moreThis study was designed to determine the effects of curriculum specific computer aided instruction on student achievement in a College Algebra course. Curriculum specific software is microcomputer software which provides both computerized instruction and practice for each topic in the accompanying textbook and is now available for many college mathematics texts. Using methods outlined by Diem (1982) in a previous study, College Algebra students were randomly assigned to one of four groups. Six hypotheses were formulated and tested by comparing both post-test scores and growth quotients for various appropriate groups. At the.05 level of significance the following hypotheses were rejected: There is no significant difference in achievement in learning mathematics between College Algebra students who study linear inequalities using curriculum specific microcomputer drill and practice with traditional lecture and College Algebra students who study linear inequalities using a traditional lecture-homework approach. There is no significant difference in achievement among those receiving curriculum specific microcomputer aided instruction as a result of students' score on the pretest, whether placed in the upper, middle, or lower third of the pretest scores. Implications of the study included the following: (1) The use of curriculum specific computerized drill and practice can significantly increase the mathematics achievement of those students receiving a traditional lecture. (2) There is a significant relationship between a student's pretest score and their level of success when using curriculum specific microcomputer aided instruction. Recommendations for further study included the following: (1) Replication of this experiment investigating different factors such as: (a) Differences related to age, (b) attitude toward computer aided instruction, (c) type of text and software, and (d) differences related to previous computing experience. (2) Research which compares various forms of curriculum specific drill and practice. (3) Development of computerized tutorials which significantly increase student achievement.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12250
Subject Headings: Algebra--Computer-assisted instruction, Algebra--Study and teaching (Higher), Computer-assisted instruction
Format: Document (PDF)

Title: Virtual science instructional strategies: a set of actual practices as perceived by secondary science educators.
Creator: Gillette, Tammy J., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the...
Show moreThe purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching., There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of technology tools that were used by online instructors. Online instructors tend to rely on more technological tools such as virtual labs. A list of preferred instructional practices was generated from the qualitative responses to the open-ended questions. Research concerned with this line of inquiry should continue in order to enhance both theory and practice in regard to online instruction.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/2182083
Subject Headings: Distance education, Computer-assisted instruction, Science, Study and teaching (Secondary), Computer-assisted instruction, Education, Effect of technological innovations on, Teaching, Aids and devices
Format: Document (PDF)

Title: ATOMIC MOLECULAR THEORY: A PROGRAMMED TEXT USED IN THE TEACHING OF BASIC ATOMIC AND MOLECULAR ORBITAL THEORY IN A HIGH SCHOOL PROGRAM OF CHEMISTRY.
Creator: SEVERANCE, H. WILSON, JR., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Chemistry and Biochemistry
Abstract/Description: This program was developed from necessity found in the teaching of molecular geometry to high school chemistry classes. Recent journals and textbooks were consulted in evaluation of the modern emphasis on instruction in molecular geometry at the high school level, and the topic was then developed fully for use in the chemistry course at the Ransom School, serving as a base for other instructional units. A self-teaching concept was employed in this manual in order that the student might...
Show moreThis program was developed from necessity found in the teaching of molecular geometry to high school chemistry classes. Recent journals and textbooks were consulted in evaluation of the modern emphasis on instruction in molecular geometry at the high school level, and the topic was then developed fully for use in the chemistry course at the Ransom School, serving as a base for other instructional units. A self-teaching concept was employed in this manual in order that the student might proceed at his own pace and according to his own needs. The principal intention was to familiarize the student with the shapes and configurations of various molecules and thereby to give him greater insight into the physical picture of molecular interaction in chemical reaction.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/13656
Subject Headings: Molecular orbitals--Study and teaching (Secondary), Chemistry--Study and teaching (Secondary)--Programmed instruction, Atomic theory--Study and teaching (Secondary)
Format: Document (PDF)

Title: An investigation of the teaching practices of music teaching artists participating in four selected elementary school arts integration projects.
Creator: Vazquez, Olga M., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methodology study investigated the arts integration practices of music teaching artists participating in four selected elementary school arts integration projects in the United States. This study also explored the possibility that music teaching artists’ formal education, arts integration training and professional development, and their own attitudes as well as different stakeholders’ attitudes about arts integration and music education impacted their arts integration practices....
Show moreThis mixed methodology study investigated the arts integration practices of music teaching artists participating in four selected elementary school arts integration projects in the United States. This study also explored the possibility that music teaching artists’ formal education, arts integration training and professional development, and their own attitudes as well as different stakeholders’ attitudes about arts integration and music education impacted their arts integration practices. The explanatory two-phase design of this study began with the collection and analysis of quantitative data and was followed by the collection and analysis of qualitative data, thus connecting the results from the former to those from the latter. The quantitative data provided information for purposefully selecting the interview participants who provided the qualitative data collection in phase two. The data gathered in this study indicate that the music teaching artists shared similar beliefs about arts integration but that they believed their school leaders’ goals and objectives differed from their own. The data also provided evidence for concluding that the music teaching artists believe that the most successful arts integration projects are those that are collaborative partnerships between an arts specialist or classroom teacher and a teaching artist. A unexpected finding in this study was the teaching and exploration of sound in arts integration projects team taught between a sound teaching artist,–some without musical backgrounds or formal training–a music teaching artist, and a classroom teacher. The statistical analysis in this study regarding the degree to which formal education, arts integration professional development and training, music teaching artists’ attitudes about arts integration, and the beliefs held by music teaching artists regarding school leaders’ and their arts organization’s administrators’ attitudes about arts integration were predictors of the arts integration practices as self-reported by music teaching artists produced results that were non-significant. The content analysis of curriculum documents and student products submitted by the study participants revealed information to support the findings from the interview and survey data
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004230, http://purl.flvc.org/fau/fd/FA00004230
Subject Headings: Artists as teachers, Interdisciplinary approach in education, Music -- Instruction and study, Project method in teaching
Format: Document (PDF)

Title: A Curriculum-Based Alternative Value-Added Model for Special Education Teacher Preparation Programs.
Creator: McCormick, Jazarae K., Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: The reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates...
Show moreThe reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates affect the learning gains of the K-12 students they teach. Designed to conform to the fundamental principles of evidence-based practice, candidate and program level data for 109 student teachers between 2013 and 2017 were analyzed. Results indicate that variation in K-12 students’ learning gains can likely be attributed to the instructional efforts of our special education teacher preparation program (TPP) completers. Limitations, implications, and directions for future inquiry across policy, practice, and scholarship are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004989, http://purl.flvc.org/fau/fd/FA00004979
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Special education teachers--Training of., Teaching & Instruction., Special education.
Format: Document (PDF)

Title: Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders.
Creator: Atwell, David Christopher, Wang, Victor, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a...
Show moreThe purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a blank spot in the research contributing to the literature on leadership, Mindset Theory (Dweck, 2006; Dweck, Chiu, & Hong, 1995), and Technology Readiness (Lin & Hsieh, 2012; Parasuraman, 2000). Furthermore it helped to determine the state of K-12 school leaders' status as 21st century leaders. The sample consisted of the school leaders of School District of Palm Beach County (SDPBC). This included 158 principals from 104 elementary, 31 middle, and 23 high schools. The researcher was a school district employee and therefore had access to the participants. Each of the four null hypotheses were rejected as SDPBC school leaders scored significantly higher on the TIS (p < .05) and TRI 2.0 (p < .01), there was a significant (p < .0125) positive relationship between TIS and the TRI 2.0, and that relationship was affected (p < .05) by gender, race, and experience.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004479, http://purl.flvc.org/fau/fd/FA00004479
Subject Headings: Blended learning, Educational technology, Effective teaching, Leadership in education, Metacognition, Teachers, Training of, Web based instruction
Format: Document (PDF)

Title: A Guitar Course for the Elementary School Student.
Creator: Fortgang, Steve B., Robinson, Kenneth H., Florida Atlantic University
Abstract/Description: It is the purpose of this study to create a guitar course for the elementary school student in an attempt to alleviate the definite lack of a beneficial guitar course principally for the elementary school student. This chordal guitar method is intended to accomnlish three things. 1. Teach students how to play songs on the guitar . 2 . Expose students to various kinds of music . 3 . Inspire students to make their own music. This guitar course is confidently presented as something new in the...
Show moreIt is the purpose of this study to create a guitar course for the elementary school student in an attempt to alleviate the definite lack of a beneficial guitar course principally for the elementary school student. This chordal guitar method is intended to accomnlish three things. 1. Teach students how to play songs on the guitar . 2 . Expose students to various kinds of music . 3 . Inspire students to make their own music. This guitar course is confidently presented as something new in the field of instruction . The material presented is so conceived as to be of permanent value and interest both technically and musically long after it has been mastered. The enthusiastic response to these lessons from students of all ages and all degrees of proficiency, from beginning to professional musicians, has been gratifying . It is hoped that you will enjoy the materials in this method book as much as the author has enjoyed preparing them.
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Date Issued: 1972
PURL: http://purl.flvc.org/fau/fd/FA00000632
Subject Headings: Guitar--Instruction and study, Guitar music--Teaching pieces, Guitar music--Juvenile
Format: Document (PDF)

Title: PUBLIC SCHOOL ADVISORY COMMITTEES: CHARACTERISTICS, CONTRIBUTIONS, AND PERCEPTIONS OF ROLE AND FUNCTIONS.
Creator: CHINN, BEVERLY DUKE, Florida Atlantic University, Logsdon, James D.
Abstract/Description: The purpose of this study is to determine the make-up, organizational structure, and operational aspects of school advisory committees as well as to identify their contributions to local educational programs as reported by principals and advisory committee chairpersons. This study also reports differences in the perceptions of school principals and advisory committee chairpersons as to the role and functions of school advisory committees. Research questions relating to make-up, organizational...
Show moreThe purpose of this study is to determine the make-up, organizational structure, and operational aspects of school advisory committees as well as to identify their contributions to local educational programs as reported by principals and advisory committee chairpersons. This study also reports differences in the perceptions of school principals and advisory committee chairpersons as to the role and functions of school advisory committees. Research questions relating to make-up, organizational structure, operational aspects, and contributions of advisory committees were analyzed. Conclusions: It was concluded that advisory committees are predominately female, as are their chairpersons. Committees usually meet monthly at the school during the evenings. Most committees do not have a constitution and by-laws. School principals and advisory committee chairpersons bad significant differences in perceptions regarding the role and functions of school advisory committees. Dade, Broward, and Palm Beach Counties' respondents had significantly different perceptions regarding the role and functions of school advisory committees. Chairpersons reported that the advisory committees had made contributions in the areas of school safety, maintenance and improvement of the school plant, community and race relations, and articulation between schools. School principals reported that advisory committees had made contributions in the areas of preparation of the school budget, preparation of the annual report of school progress, community and race relations, school safety, and determination of school goals.
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Date Issued: 1975
PURL: http://purl.flvc.org/fcla/dt/11659
Subject Headings: Citizens' advisory committees in education, Algebra--Programmed instruction, Algebra--Study and teaching (Higher)
Format: Document (PDF)

Title: An investigation of the effect of gender, cognitive level, and attitude of seventh-grade science students on an identification of key variables task using an expert system.
Creator: Schmidt, Diane., Florida Atlantic University, Voss, Stephen
Abstract/Description: Problem. The study was designed to investigate the relationship of gender, cognitive level, and attitude with mastery of weather vocabulary and concepts, development of weather prediction skills and concepts, frequency of variables manipulated per trial using an expert system, and difference in attitude (pre and post treatment). These variables represent factors which may have importance in science instruction. Procedures. The sample included 83 7th grade students enrolled in general science...
Show moreProblem. The study was designed to investigate the relationship of gender, cognitive level, and attitude with mastery of weather vocabulary and concepts, development of weather prediction skills and concepts, frequency of variables manipulated per trial using an expert system, and difference in attitude (pre and post treatment). These variables represent factors which may have importance in science instruction. Procedures. The sample included 83 7th grade students enrolled in general science courses in a private school in an urban area. Assessment instruments included Test of Logical Thinking, Student Appraisal Inventory, Textbook Test, Prediction Test, and frequency of variables manipulated per trial while using the expert system, Weather Prediction. A record of grouping preferences while using the expert system and an opinion survey were employed. Findings and conclusions. (1) None of the independent variables (gender, cognitive level, or attitude) had a statistically significant correlation with the variables under study. (2) The analysis of variance produced no statistically significant relationship for mastery of weather vocabulary and concepts or mastery of weather prediction skills and concepts with the independent variables. Nor was there a significant relationship between difference in attitude and gender or cognitive level. (3) For this small sample, the interaction of gender, cognitive level and attitude did seem to have an effect on frequency of variables manipulated. High cognitive level females with low attitudes were the most methodical and low cognitive level males with high attitudes were the most random in their approach. This was a weak conclusion based on some unequal and small cell sizes. (4) An expert system computer program was found to be a useful tool in studying student manipulation of variables. Recommendations. (1) Recommendations for further study include: investigation into: (a) the effect of student practice on multivariate problems, (b) the effect of personality factors on student manipulation of variables, (c) the order and direction of change of frequency of variables manipulated by students, (d) the frequency of variables manipulated per trial by a larger number of subjects or different aged subjects. (2) Recommendations for curriculum planning, classroom management using computer programs, and for computer program development are also included.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/12275
Subject Headings: Science--Computer-assisted instruction, Science--Study and teaching--Data processing
Format: Document (PDF)

Title: The effects of computer-assisted instruction on achievement in the accounting principles course on the community college level.
Creator: Sparkman, S. Keith, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: Many of the studies dealing with computer-assisted instruction in accounting appear to be descriptive and anecdotal in nature (Bialaszewski, Kocakulah & Bialaszewski, 1986; Cerullo, Topiol & Klein, 1989; Helmi, 1986; Kent & Linnegar, 1988). The purpose of this research was to estimate the effect, if any, that a specific computer-assisted instruction (CAI) program, Hypergraphics, had on student achievement in a basic accounting course at a community college. The results of this study indicate...
Show moreMany of the studies dealing with computer-assisted instruction in accounting appear to be descriptive and anecdotal in nature (Bialaszewski, Kocakulah & Bialaszewski, 1986; Cerullo, Topiol & Klein, 1989; Helmi, 1986; Kent & Linnegar, 1988). The purpose of this research was to estimate the effect, if any, that a specific computer-assisted instruction (CAI) program, Hypergraphics, had on student achievement in a basic accounting course at a community college. The results of this study indicate that CAI is no better, yet no worse than traditional instructional methods. The results of this study also indicate that students' grade point averages (GPAs) may contribute to their degree of success in accounting. Students with medium GPAs and students with high GPAs achieved at significantly (p $<$.05) higher levels in an accounting course, regardless of treatment.
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Date Issued: 1992
PURL: http://purl.flvc.org/fcla/dt/12300
Subject Headings: Accounting--Computer-assisted instruction, Community colleges--Study and teaching
Format: Document (PDF)

Title: An examination of required technology course syllabi in elementary teacher preparation programs.
Creator: Goudy, Linda Mae., Florida Atlantic University, Bryan, Valerie
Abstract/Description: Computer literacy is analogous to reading literacy---without it, failure is nearly assured. The inexorable conclusion from many is that technology integration in the elementary setting must begin with the training of the teachers. The study of how that transference is inculcated into the teachers of tomorrow was the thrust of this study. This study was designed to examine syllabi from the 55 top-rated colleges and universities (as identified by US News and World Report) to identify how, and...
Show moreComputer literacy is analogous to reading literacy---without it, failure is nearly assured. The inexorable conclusion from many is that technology integration in the elementary setting must begin with the training of the teachers. The study of how that transference is inculcated into the teachers of tomorrow was the thrust of this study. This study was designed to examine syllabi from the 55 top-rated colleges and universities (as identified by US News and World Report) to identify how, and what, the "best" colleges of education were teaching in the required technology courses offered in their undergraduate Elementary Teacher Preparation programs. Twenty-four of those schools submitted 30 syllabi and 42 Teacher Preparation Program Surveys. Of the surveys that were returned, 16 were from deans and 26 were from professors. The following findings were determined: (1) The incorporation of technology into teacher preparation was pandemic. (2) An obvious pedagogical shift from behaviorism to constructivism was evident. (3) The syllabi fell into one of two diametrically opposed groups, representative of constructionist and behaviorist underpinnings. Within each of those two groups, commonality was observed in the use of Bloom's Taxonomy, themes, concepts, and activities. (4) Although 96 percent of instructors self-identified their instructional strategy as constructionist, the analysis of syllabi failed to affirm this. (5) A noteworthy difference was noted between the deans of colleges and their instructors as to the perceived preparedness of students to integrate technology into their future teaching and learning. (6) Both instructors and deans indicated that their colleges' provided (a) support for technology, (b) sufficient technology facilities and, (c) ample technology training, yet despite the support, training and facilities noted, faculty technology knowledge was identified by both deans and instructors as low. Technology is most assuredly making inroads into the halls of academia, by virtue of the ubiquitous presence of technology into teacher preparation programs, further, the underpinnings of constructionism and Bloom's Taxonomy are evident. The rate of improvement in faculty knowledge of technology and the disparity between dean and instructor's perception of student preparedness, however, raised cause for concern and further research.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11995
Subject Headings: Elementary school teachers--Training of, Computers--Study and teaching (Elementary), Computer managed instruction
Format: Document (PDF)

Title: Aesthetic education: A curriculum supplement for elementary music class.
Creator: Ruswick, William John., Florida Atlantic University, Keaton, Kenneth
Abstract/Description: Over the last several years the Broward County, Florida school system has experienced a dramatic decline in music programs. In Broward County, as in many school systems across the nation, programs in music and the other arts are finding themselves reduced because of curtailed funding. The problems are constantly debated by school board members and top administration officials. Meanwhile, young people are deprived of music. A major concern of the music community has been an inability to...
Show moreOver the last several years the Broward County, Florida school system has experienced a dramatic decline in music programs. In Broward County, as in many school systems across the nation, programs in music and the other arts are finding themselves reduced because of curtailed funding. The problems are constantly debated by school board members and top administration officials. Meanwhile, young people are deprived of music. A major concern of the music community has been an inability to propose a truly self-justifying curriculum. Therefore, an aesthetically based curriculum supplement has been developed with the intention of cementing the place of music in the overall elementary school curriculum. This will be a major approach to curriculum building with instruction, which will include music theories, musical styles and periods, musicians, composition and historical facts. The objective is to create an understanding of music, establishing music as an integral part of school curriculum.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/15146
Subject Headings: Music--Instruction and study, School music--Instruction and study, Music--Philosophy and aesthetics, Aesthetics--Study and teaching (Elementary)
Format: Document (PDF)

Title: Preparing Florida faculty to teach online.
Creator: Arsht, Stephanie., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher...
Show moreThe purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3166833
Subject Headings: Educational leadership, Study and teaching (Graduate), Education, Higher, Computer-assisted instruction, College teachers, In-service training, Effective teaching, Internet in education, Distance education
Format: Document (PDF)

Title: Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools.
Creator: Escuder, Ana, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns...
Show moreThis study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns of teachers; their beliefs about technology, mathematics as a subject, math teaching, and learning; external factors such as resources and school support; their TPACK development; and their instrumental orchestration approach through classroom observations. Among the major findings, the study revealed that the personal concerns of the teacher users of GeoGebra included the desire to continue learning the new features of the software, as well as the desire to connect themselves with others in common endeavors for the benefit of other teachers and, ultimately, the students... There was a consensus among the teacher users that they had to strike a balance between their professional goals and the available resources.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362325
Subject Headings: Mathematics, Study and teaching (Middle school), Mathematics, Study and teaching, Computer-assisted instruction, Educational technology, Educational innovations, Educational change
Format: Document (PDF)

Title: Effects of problem-based learning with web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students.
Creator: Yurick, Karla Anne., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based...
Show moreThis study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based nanotechnology anchor, Catching the Rays, followed. Catching the Rays navigated subjects through a nano quest on sunscreen. After the intervention, a posttest was administered for each science conceptual understanding and attitude towards science. Following, a purposeful selection of interviewees (N=6) participated in a Nano Post- Interview. Pretest/posttest data were analyzed using a paired t test. Results of the paired t test for science conceptual understanding (post- being larger than pre-, p <. 01) and attitude towards science (post- being larger than pre-, p < .01) were significant at the p < .05 alpha level. Nano Post-Interview data were coded and analyzed independently by two raters for emerging themes. Two themes of "Risks and Benefits" and "Solves Problems" emerged from subjects' (N=6) responses to perception of science in society questions. The theme of "Risks and Benefits" strongly suggests that subjects have a positive perception that nanotechnology comes with risks and benefits to society. The theme of "Solves Problems" strongly suggests subjects have a positive perception that nanotechnology is governed by society's needs and is used to help solve society's problems. Findings from this study suggest that PBL with web-anchored instruction in nanotechnology had a positive effect on subjects' science conceptual understanding, attitude towards science, and perception of science in society.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3322517
Subject Headings: Science, Study and teaching (Elementary), Computer-assisted instruction, Educational technology, Achievement in education, Cognition in children, Knowledge, Theory of
Format: Document (PDF)

Title: PROGRAMMING THE COMPOUND TENSES IN FRENCH.
Creator: DUPUIS, ESTELLE DUGUET., Florida Atlantic University, Resnick, Melvyn C.
Abstract/Description: Examination of the several French-language teaching programs published in the last few years reveals many of these to be methodologically unsound when evaluated according to recognized criteria (e .g., Albert Valdman, Trends in Language Teaching) as well as being deficient in their treatment of the French compound tenses, which are generally left untaught in these texts. A completely self-instructional linear programmed course was then devised to teach the morphology and internal syntactic...
Show moreExamination of the several French-language teaching programs published in the last few years reveals many of these to be methodologically unsound when evaluated according to recognized criteria (e .g., Albert Valdman, Trends in Language Teaching) as well as being deficient in their treatment of the French compound tenses, which are generally left untaught in these texts. A completely self-instructional linear programmed course was then devised to teach the morphology and internal syntactic structure of French verb phrases containing all the compound tenses, with both regular and irregular participles and the auxiliaries etre and avoir. This program was then tested, evaluated, and finally revised. The results demonstrate that the morphology and structure of French verb phrases containing compound verbs can be successfully taught by a completely self-instructional programmed text.
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Date Issued: 1971
PURL: http://purl.flvc.org/fcla/dt/13446
Subject Headings: French language--Study and teaching--English speakers, French language--Verb phrase, French language--Programmed instruction
Format: Document (PDF)

Title: Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers.
Creator: Kerr, Rebecca., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or...
Show moreThe purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360802
Subject Headings: Science, Study and teaching (Middle school), School management and organization, Computer-assisted instruction, Academic achievement, Evaluation, High technology and education
Format: Document (PDF)

Computer-assisted instruction (8)	+ -
Effective teaching (4)	+ -
Algebra--Study and teaching (Higher) (3)	+ -
Educational technology (3)	+ -
Science (3)	+ -

Academic achievement (2)	+ -
Distance education (2)	+ -
Education (2)	+ -
Educational leadership (2)	+ -
Effect of technological innovations on (2)	+ -
Interdisciplinary approach in education (2)	+ -
Internet in education (2)	+ -
Project method in teaching (2)	+ -
Study and teaching (Middle school) (2)	+ -
Accounting--Computer-assisted instruction (1)	+ -
Achievement in education (1)	+ -
Aesthetics--Study and teaching (Elementary) (1)	+ -
Aids and devices (1)	+ -
Algebra--Computer-assisted instruction (1)	+ -
Algebra--Programmed instruction (1)	+ -
Artists as teachers (1)	+ -
Athletic trainers -- Training of (1)	+ -
Atomic theory--Study and teaching (Secondary) (1)	+ -
Blended learning (1)	+ -
Career development (1)	+ -
Chemistry--Study and teaching (Secondary)--Programmed instruction (1)	+ -
Citizens' advisory committees in education (1)	+ -
Cognition in children (1)	+ -
College teachers (1)	+ -
Community colleges--Study and teaching (1)	+ -

Academic achievement--Florida--Palm Beach County (1)	+ -
Cognitive styles--Florida--Palm Beach County--Case studies (1)	+ -
Florida (1)	+ -
Individualized instruction--Florida--Palm Beach County--Case studies (1)	+ -
Mathematics--Study and teaching (Middle school)--Florida--Palm Beach County--Case studies (1)	+ -

Florida Atlantic University (20)	+ -
College of Education (11)	+ -
Department of Curriculum, Culture, and Educational Inquiry (6)	+ -
Department of Educational Leadership and Research Methodology (4)	+ -
Burgess, Ernest E. (2)	+ -

Charles E. Schmidt College of Science (2)	+ -
Kumar, David D. (2)	+ -
Arsht, Stephanie. (1)	+ -
Atwell, David Christopher (1)	+ -
Barenholtz, Elan (1)	+ -
Brady, Michael P. (1)	+ -
Bryan, Valerie (1)	+ -
Burnaford, Gail (1)	+ -
CHINN, BEVERLY DUKE (1)	+ -
Colarulli, Rosemary (1)	+ -
Cox, Gregg Clayton (1)	+ -
Critelli Jr., John E. (1)	+ -
DIEM, DENNIS CHARLTON. (1)	+ -
DUPUIS, ESTELLE DUGUET. (1)	+ -
De Avila, Elizabeth (1)	+ -
Department of Chemistry and Biochemistry (1)	+ -
Department of Exceptional Student Education (1)	+ -
Department of Psychology (1)	+ -
Dorothy F. Schmidt College of Arts and Letters (1)	+ -
Durnell-Uwechue, Nannetta Y. (1)	+ -
Escuder, Ana (1)	+ -
Fortgang, Steve B. (1)	+ -
Frank, Eva M. (1)	+ -
Gillette, Tammy J. (1)	+ -
Goudy, Linda Mae. (1)	+ -

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