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Title: Democracy in action: the contribution of the ‘Debate Watch’ project to civic participation.
Creator: Pickering, Barbara, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued: 2009-01-30
PURL: http://purl.flvc.org/fau/fd/FADT210469p
Subject Headings: Civics -- Study and teaching -- United States, Communication in politics -- United States, Campaign debates -- United States
Format: Set of related objects

Title: The role of argument in civics education: enhancing citizenship in a transcultural society.
Creator: McKerrow, Raymie E., Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued: 2009-01-30
PURL: http://purl.flvc.org/fau/fd/FADT186477p
Subject Headings: Democracy -- United States, Rhetoric -- Philosophy, Rhetoric -- United States, Civics -- Study and teaching -- United States
Format: Set of related objects

Title: An American way to talk: forums as civic education in the 1930s.
Creator: Keith, William, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued: 2009-01-30
PURL: http://purl.flvc.org/fau/fd/FADT186663p
Subject Headings: Civics -- Study and teaching -- United States, Adult education -- United States, Political socialization -- United States
Format: Set of related objects

Title: Educating our students to educate other students about ‘other’ students: teaching activities.
Creator: Brod, Harry, Mitchell, Karen, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued: 2009-01-30
PURL: http://purl.flvc.org/fau/FADT186474p
Subject Headings: Civics -- Study and teaching -- United States, Pluralism (Social sciences) -- Study and teaching -- United States, United States -- Ethnic relations -- Study and teaching
Format: Set of related objects

Title: A few of the "hows" of school-keeping : a lecture delivered before the American Institute of Instruction, at their fourteenth anniversary, at Pittsfield, Ms.
Creator: Howard, Roger S., William D. Ticknor & Co
Abstract/Description: By Roger S. Howard, principal of the Latin High School, Newburyport.
PURL: http://purl.flvc.org/fau/fd/fauwsb13f22
Subject Headings: Speeches, addresses, etc., American -- 19th century, Teaching -- United States
Format: E-book

Title: Creating the ideal citizen: rhetorical education and the public sphere.
Creator: Lunceford, Brett, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued: 2009-01-30
PURL: http://purl.flvc.org/fau/fd/FADT186480p
Subject Headings: Rhetoric -- Political aspects, Rhetoric -- Study and teaching -- United States, Rhetoric -- Study and teaching -- Social aspects -- United States
Format: Set of related objects

Title: Does civics education actually work?.
Creator: Gainous, Jason, Martens, Allison, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued: 2009-01-30
PURL: http://purl.flvc.org/fau/fd/FADT186667p
Subject Headings: Civics, Civics -- Study and teaching -- United States, Moral education -- United States
Format: Set of related objects

Title: Whither civic education.
Creator: Scher, Richard, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued: 2009-01-30
PURL: http://purl.flvc.org/fau/fd/FADT186471p
Subject Headings: Civics -- Study and teaching -- United States, Education, Higher -- Aims and objectives -- United States, Political science
Format: Set of related objects

Title: Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse.
Creator: Schaub, Cynthia R., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to analyze the development of preservice teachers' beliefs in regard to diversity concepts and issues. The current study finds a positive development in preservice teacher candidates' professional beliefs about diversity as shown through observations, interviews, and document analysis at the beginning and end of upper division coursework in an elementary education degree program that infuses diversity throughout the program. Reflection is at the core of the goals...
Show moreThe purpose of this study was to analyze the development of preservice teachers' beliefs in regard to diversity concepts and issues. The current study finds a positive development in preservice teacher candidates' professional beliefs about diversity as shown through observations, interviews, and document analysis at the beginning and end of upper division coursework in an elementary education degree program that infuses diversity throughout the program. Reflection is at the core of the goals of the college of education in which this program resides. Findings from this study revealed that through reflection and discourse, a majority of the senior students did show development in their professional beliefs about diversity concepts and issues. These findings may add to literature on program evaluation in the study of diversity concepts and infusion throughout upper division coursework. This study was limited due to an extremely low response rate and other spurious factors.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362566
Subject Headings: Teachers, Training of, Teachers, Attitudes, Teaching, Sociological aspects, Teacher-student relationships, Multicultural education
Format: Document (PDF)

Title: Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools.
Creator: Weaver, Tressey., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote...
Show moreThe purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote culturally relevant pedagogy and utilize culturally responsive leadership? The sample for this mixed methods study was secondary school principals and teachers in predominately African American schools. Seven principals and 43 teachers participated in the study. The research methods used were vignettes, interviews, surveys, content analysis, and document analysis. Vignettes containing 10 scenarios of principals performing culturally responsive leadership practices were distributed to principals who were asked to rate them with a Likert scale. In addition, principals were asked 13 open ended questions about culturally relevant pedagogy and culturally responsive leadership in an interview. Teachers were asked to complete a 10 question on-line survey about their principals' leadership from a culturally responsive perspective. Reviews of school improvement plans, principals' messages, and mission and vision statements were also conducted., The study found that (a) principals admitted that they had a limited knowledge of the concepts of culturally relevant pedagogy and culturally responsive leadership, (b) principals theoretically viewed culturally relevant pedagogy and culturally responsive leadership as useful tools in educating African American student populations as evidenced by their responses to the vignettes, (c) principals had a general understanding of African American culture and exhibited sensitivity to the cultural needs of African American students, (d) stressed the managing of difficult students or the diffusing of problematic situations as a benefit of having teachers trained in culturally relevant pedagogy and (e) principals in the study did not actively encourage teachers to utilize culturally relevant pedagogy as a means to improve the academic achievement of African American students.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/215296
Subject Headings: Educational leadership, Critical pedagogy, African American children, Education, Afrocentrism, Study and teaching, Educational equalization
Format: Document (PDF)

Title: A readability analysis of elementary-level science textbooks.
Creator: Trainer, Robyn, Florida Atlantic University, Kumar, David D.
Abstract/Description: Given both the unprecedented attention to the importance of providing children with the best possible science textbooks and the overwhelming evidence that students in the United States are severely lacking the most basic science knowledge, the decline in the number of students pursuing science degrees is alarming. In spite of all the efforts being made, a disparity still exists between (1) the wealth of science information available, (2) the apparent ease of access to scientific information,...
Show moreGiven both the unprecedented attention to the importance of providing children with the best possible science textbooks and the overwhelming evidence that students in the United States are severely lacking the most basic science knowledge, the decline in the number of students pursuing science degrees is alarming. In spite of all the efforts being made, a disparity still exists between (1) the wealth of science information available, (2) the apparent ease of access to scientific information, and (3) the lack of scientific academic progress being made in classrooms across the United States. A literature review was conducted which included the areas of textbook analysis and textbook readability levels, the fields of textbook analysis and readability, and findings from recently published books about textbook readability. The majority of the literature reflected an urgent need for science textbooks to be revised. Based on the information gathered during the literature review, the study examined the readability levels of elementary level science textbooks that were published by six textbook publishers. Results from the study revealed that when used properly, readability formulas provide an objective look at textbooks. After applying these formulas to the selected elementary level science textbooks, it became clear that very few changes were implemented between the most recent previous editions and the current editions. The textbooks remain too difficult for the students using them. The findings from this study will help science textbook publishers and textbook writers see that some changes need to be made in the way their textbooks are written. In order to maintain a competitive edge in the global marketplace, more students need to pursue science. In order for more students to do that, they need to pursue science degrees, but in order for them to pursue science degrees, they need to have a certain degree of confidence and level of interest in the subject matter. For that to happen, science textbooks need to be more inviting, more user-friendly, and more interesting to the readers. This study concludes with recommendations for further research.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12227
Subject Headings: Science--Study and teaching (Elementary)--United States, Textbooks--United States--Readability, Education, Elementary--United States
Format: Document (PDF)

Title: A standards-based content analysis of selected biological science websites.
Creator: Stewart, Joy E., College of Education, Department of Teaching and Learning
Abstract/Description: The purpose of this study was to analyze the biology content, instructional strategies, and assessment methods of 100 biological science websites that were appropriate for Grade 12 educational purposes. For the analysis of each website, an instrument, developed from the National Science Education Standards (NSES) for Grade 12 Life Science coupled with criteria derived from the Web-based Inquiry (WBI) for Learning Science instrument (Bodzin, 2005) and other pertinent published educational...
Show moreThe purpose of this study was to analyze the biology content, instructional strategies, and assessment methods of 100 biological science websites that were appropriate for Grade 12 educational purposes. For the analysis of each website, an instrument, developed from the National Science Education Standards (NSES) for Grade 12 Life Science coupled with criteria derived from the Web-based Inquiry (WBI) for Learning Science instrument (Bodzin, 2005) and other pertinent published educational literature, was utilized. The analysis focused on elucidating the appropriateness of the biology content, instructional strategies, and assessment tools of selected websites for facilitating the biological science education of Grade 12 students. Frequencies of agreement and disagreement of the content of each selected website with criteria included in the data collection instrument were used for alignment determination of the content of each website with the NSES. Chi-square tests were performed by Microsoft Excel to determine the statistical significance of differences of actual and expected 85% frequencies of alignment of the analyzed website parameters with indicators of alignment to NSES. Chi-square tests indicated that at a 0.05 level of significance there was an overall difference between the actual and expected 85% frequencies of alignment of biology content, instructional strategies and assessment methods with website indicators of alignment with the NSES (p < 0.05). Chi-square tests also indicated that there was a significant difference between the actual and expected frequencies of alignment of analyzed categories (biology content, instructional strategies, and assessment methods) of the sampled websites with website indicators of alignment with the NSES (p < 0.05)., Major findings of this study indicated that 3 out of 4 of the analyzed content attributes, 12 out of 13 of the instructional strategies, and all the assessment methods of the researched biological science websites were less than 85% aligned with the NSES. Only 11 out of 80 (13.75%) of the analyzed websites had collective biology content, instructional strategies, and assessment methods attributes that were 85% or more aligned with the NSES. Appropriately sequenced content that fostered acquisition of fundamental biology knowledge was the only content attribute with significantly more than 85% alignment with the NSES. Provision of illustrative examples to enhance understanding of facts and/or ideas in the context of a conceptual framework was the only instructional strategies attribute that was significantly more than 85% aligned with the NSES. Alignment of website attributes with the NSES has the potential to enhance the educational value of science websites. It is hoped that the findings of this study will motivate science website designers to comply with the NSES. Hope also exists that educators will be motivated to engage in standards-based reform measures for promoting scientific literacy among students.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2683127
Subject Headings: Science, Study and teaching (Secondary), Technological innovations, Science, Study and teaching (Secondary), Standards, Internet in education, Standards, Web sites, Standards
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: The art of leadership: a study of administrative practices in Florida's schools of the arts.
Creator: Perry, Kevin Gardner., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts...
Show moreThe purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts. Prinicpals ranked the practices in order of importance. Although the statistical analyses revealed no significant differences among the variables of instructional levels (elementary, middle, and secondary), gender, or school grade designations, descriptive statistics as well as qualitative data found a number of emergent themes including principal outreach, principal advocacy, focus, flexibility, curriculum, funding challenges, and the commitment to being there(i.e., at the school). Based on the findings, a plus one model was developed illustrating the tensions across organizational management, instructional leadership, and artistic leadership, all of which must function simultaneously in order to lead a successful school of the arts. While only one study, the findings suggest that regular school principals might want to consider incorporating successful school-of-the-arts practices in their own schools.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352282
Subject Headings: Educational leadership, Educational administration, Arts, Study and teaching, Teacher-principal relationships
Format: Document (PDF)

Title: A comparative analysis of teacher-authored websites in high school honors and advanced placement physics for web-design and NSES content and process standards.
Creator: Persin, Ronald C., College of Education, Department of Teaching and Learning
Abstract/Description: The purpose of this study was to investigate whether statistically significant differences existed between high school Honors Physics websites and those of Advanced Placement (AP) Physics in terms of web-design, National Science Education Standards (NSES) Physics content, and NSES Science Process standards. The procedure began with the selection of 152 sites comprising two groups with equal sample sizes of 76 for Honors Physics and for Advanced Placement Physics. The websites used in the...
Show moreThe purpose of this study was to investigate whether statistically significant differences existed between high school Honors Physics websites and those of Advanced Placement (AP) Physics in terms of web-design, National Science Education Standards (NSES) Physics content, and NSES Science Process standards. The procedure began with the selection of 152 sites comprising two groups with equal sample sizes of 76 for Honors Physics and for Advanced Placement Physics. The websites used in the study were accumulated using the Google[TM] search engine. To find Honors Physics websites, the search words "honors physics high school" were entered as the query into the search engine. To find sites for Advanced Placement Physics, the query, "advanced placement physics high school," was entered into the search engine. The evaluation of each website was performed using an instrument developed by the researcher based on three attributes: Web-design, NSES Physics content, and NSES Science Process standards. A "1" was scored if the website was found to have each attribute, otherwise a "0" was given. This process continued until all 76 websites were evaluated for each of the two types of physics websites, Honors and Advanced Placement. Subsequently the data were processed using Excel functions and the SPSS statistical software program. The mean and standard deviation were computed individually for the three attributes under consideration. Three, 2-tailed, independent samples t tests were performed to compare the two groups of physics websites separately on the basis of Web Design, Physics Content, and Science Process. The results of the study indicated that there was only one statistically significant difference between high school Honors Physics websites and those of AP Physics., The only difference detected was in terms of National Science Education Standards Physics content. It was found that Advanced Placement Physics websites contained more NSES physics content than Honors Physics websites. There was no significant difference found between the two types of high school physics websites in regards to web-design, and NSES science process standards. It is hoped that the results of this study may serve as a guide for researchers to explore the role of Web-Assisted Instruction (WAI) as an enhancement to traditional instruction in physics. With the first generation to grow up in the digital age now in high school, WAI may prove to be useful as method to improve critical thinking skills and provide opportunities for inquiry beyond the classroom.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/192988
Subject Headings: Science, Study and teaching (Secondary), Standards, Internet in education, Standards, Web sites, Design and construction, Standards, Technical education
Format: Document (PDF)

Title: The relationship between principal leadership actions and business and social justice cultures in schools.
Creator: Reyes-Guerra, Daniel, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business...
Show moreThis study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business and Social Justice cultures was confirmed, and three latent cultures of Standards Performance, Democratic Community and Equity Curriculum were discovered. Of the schools participating, 74% had at least one of these cultures. The use of four leader actions was measured and statistically associated with different detected cultures. Managing/Transforming and Bridging actions were associated with all, Bonding was associated with all except the Equity Curriculum culture, and Bartering was associated only with the Business/Standards Performance culture. The schools' context had limited impact on the relationship between actions and culture., Only higher student poverty increased the principal's use of Managing/Transforming actions in schools with a Democratic Community culture. Four principal demographics - years as principal, years at the school, undergraduate major, and level of graduate study - had a actions and school culture. The study reinforces Pisapia's (2009) theory of strategic leadership, develops new instrumentation to measure cultures associated with social justice and accountability, and provides guidance to principals and those who educate them on leader actions associated with desired school cultures.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/215295
Subject Headings: Educational leadership, Critical pedagogy, Social justice, Study and teaching, Marginality, Social, School management and organization
Format: Document (PDF)

Title: Quality children's literature that supports fifth-grade state standards in United States history: A content analysis of historical fiction, biography, and informational tradebooks.
Creator: Baxley, Traci P., Florida Atlantic University, Matanzo, Jane Brady
Abstract/Description: This study sought to investigate the benefits of using children's literature in fifth grade classrooms in order to promote greater student interest, engagement, and understanding of key grade level history standards. Instruments were created by the researcher to examine the criteria expected for both standards and literary quality in history-related historical fiction, biography, and informational tradebooks. Children's literature was selected based on expert's recommendations and award...
Show moreThis study sought to investigate the benefits of using children's literature in fifth grade classrooms in order to promote greater student interest, engagement, and understanding of key grade level history standards. Instruments were created by the researcher to examine the criteria expected for both standards and literary quality in history-related historical fiction, biography, and informational tradebooks. Children's literature was selected based on expert's recommendations and award winning and honor books from 1970 to present. Four sets of content-analyzed Historical Literary Triads, one historical fiction, one biography, and one informational tradebook, for three United States Historical Eras most frequently addressed by 48 states and the District of Columbia's fifth grade standards were analyzed. Using a content analysis approach, data concerning the representation of fifth grade United States history state standards in select children's books were compiled. The literature was analyzed for the frequency with which the United States history standards were met and for its ability to support and/or reinforce the standards. Data concerning the presence of criteria designated for quality in children's literature were compiled. The degree of the presence of both quality and standards criteria was calculated both within an Era and among the three Historical Eras. The researcher then compared the comments and examples of individual genres with degrees of standards presented in the completed Historical Literary Triads used within a Historical Era. A discussion of content comparisons, reinforcements, and extensions presented or not presented by the Historical Literary Triads was discussed. These analyses assisted the researcher in determining the degree of quality and supportive content that was contained in the recommended and/or award winning books and the degree to which the Historical Literacy Triads created complemented United States history state standards. The content analysis concluded that while each children's literature book had some merit in terms of literary quality and/or addressing United States history standards, the Historical Literary Triads was overwhelmingly more inclusive, assuring breadth and depth of the materials needed for fostering historical learning and historical inquiry.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12140
Format: Document (PDF)

Title: The fugitive slave law; tried by the Old and New Testaments.
Creator: Thompson, Joseph P. (Joseph Parrish) 1819-1879, Mark H. Newman & Co.
Abstract/Description: By Joseph P. Thompson, Pastor of the Broadway Tabernacle Church. "Reprinted from The New Englander for Nov., 1850." "New Haven: Printed by B.L. Hamlen, printer to Yale College"--Title page verso. Includes bibliographical references. FAU copy appears to be untrimmed (23 cm); side stitched with brown cord.
PURL: http://purl.flvc.org/fau/fd/fauwsb15f2
Subject Headings: Fugitive slaves -- Biblical teaching, Fugitive slaves -- Legal status, laws, etc -- United States, Slavery -- United States -- Biblical teaching, Slavery and the church -- United States, Slavery in the Bible, United States -- Fugitive slave law (1850) -- Moral and ethical aspects
Format: E-book

Title: The relationship between professional development and the changing reading practices of teachers in low-performing elementary schools.
Creator: Vaughan, Michelle., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing...
Show moreThe purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing reading practices they reported on an initial survey of 13 teachers. Interviews, observations, focus groups, and collection of archival data was completed over the course of 5 months in order to determine the influence of professional development on their reading practices. It was determined that teacher change following professional development is heavily influenced by the domain of power the directive or development is coming from. A continuum was developed to illustrate the relationship between these varying domains of power and their influence on changes made within reading practice. The changes were categorized as tending toward self-propelled or compelled changes. Teachers within this study reported higher levels of change when they were personally vested in professional development experiences and when those experiences met the immediate needs of their own personal growth or the growth of the students in their classroom.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/227978
Subject Headings: Teachers, Training of, Educational change, Language arts (Elementary), Reading, Study and teaching (Elementary)
Format: Document (PDF)

Title: Factors That Influence African American Males to Become Public School Teachers.
Creator: Howard, Thomas E., Maslin-Ostrowski, Patricia, Florida Atlantic University
Abstract/Description: This study was designed to investigate the career choice factors that influenced African American males to become public school teachers. The sample consisted of 122 African American male teachers and administrators who were employed in Florida's Public School System at the time of this study. This quantitative study utilized a computerized cross-sectional survey as the design. Twenty-one intrinsic and extrinsic career choice factors were examined using descriptive and inferential statistics,...
Show moreThis study was designed to investigate the career choice factors that influenced African American males to become public school teachers. The sample consisted of 122 African American male teachers and administrators who were employed in Florida's Public School System at the time of this study. This quantitative study utilized a computerized cross-sectional survey as the design. Twenty-one intrinsic and extrinsic career choice factors were examined using descriptive and inferential statistics, including independent sample t tests and ANOVA to determine the significance of their effects. Results of the study revealed that all twenty-one career choice factors influenced African American males in their decision to become public school teachers. However, the level of influence of intrinsic career choice factors (i.e., opportunity to work with children, importance of teaching and contribution to society) was significantly higher than the level of influence of extrinsic career choice factors (i.e., salary, advancement opportunities and fringe benefits) on the career choice decisions of African American male public school teachers. For educational and political leaders at the national, state and local levels, these findings may provide them with valuable information to consider as they develop recruitment strategies aimed at increasing the number of African American male public school teachers.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000669
Subject Headings: African American educators--United States, Multicultural education--United States, Minority teachers--Recruiting, Teaching--Vocational guidance
Format: Document (PDF)

FAU Theses and Dissertations (37)	+ -
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