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Title: WRITING IN THE CONTENT AREAS: A SURVEY OF THE INSTRUCTIONAL USES OF WRITING IN SELECTED CENTRAL FLORIDA HIGH SCHOOLS.
Creator: MCGEE, NANCY RASCO., Florida Atlantic University
Abstract/Description: The purpose of this study was to describe the ways in which secondary English, mathematics, science and social studies teachers utilize writing as an instructional methodology. Conclusions: 1. Although they consider writing important to success in their disciplines, high school teachers in the four major content areas do not frequently assign writing as an instructional activity. 2. Assigned writing is brief and consists primarily of exposition and reporting given fer the purpose of extending...
Show moreThe purpose of this study was to describe the ways in which secondary English, mathematics, science and social studies teachers utilize writing as an instructional methodology. Conclusions: 1. Although they consider writing important to success in their disciplines, high school teachers in the four major content areas do not frequently assign writing as an instructional activity. 2. Assigned writing is brief and consists primarily of exposition and reporting given fer the purpose of extending and/or expanding in-class activities. 3. Writing instruction is done through in-class supervision of the writing process, but outlining, revision/rewriting, and correcting errors are seldom used as teaching techniques. 4. Teachers are concerned with content more than form in commenting on student writing and in evaluating that writing. 5. The teaching of writing is seen primarily as the responsibility of the English teacher by both teachers and students. 6. Note-taking is the most widespread non-assigned writing task in the high school content areas as reported by both teachers and students. 7. High school students want to learn to write and associate their need for writing instruction with specific forms and improved communication.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11705
Subject Headings: Teaching--Aids and devices
Format: Document (PDF)

Title: THE DETERMINATION OF INSTRUCTIONAL STAFF CONCERNS ABOUT NAVY TRAINING DEVICES.
Creator: CAVITT, WILLIAM FRANKLIN, Florida Atlantic University, Harrow, Thomas L.
Abstract/Description: An effective formative evaluation process to determine instructional personnel concerns about training devices is needed. Knowledge of these concerns will allow managers to take appropriate action to improve device use. This study was designed to describe Navy instructional personnel concerns about training devices and present interventions to improve attitudes about these devices. The instruments used were a Stages of Concern Questionnaire (SoCQ) modified from the SoCQ originally developed...
Show moreAn effective formative evaluation process to determine instructional personnel concerns about training devices is needed. Knowledge of these concerns will allow managers to take appropriate action to improve device use. This study was designed to describe Navy instructional personnel concerns about training devices and present interventions to improve attitudes about these devices. The instruments used were a Stages of Concern Questionnaire (SoCQ) modified from the SoCQ originally developed by Gene E. Hall and his associates at the University of Texas at Austin, and a Stages of Concern Intervention Survey (SoCIS) developed for this study. Validity and reliability coefficients were calculated for both instruments prior to their use in the study. Using the SoCQ, 116 Navy instructional personnel at three locations were surveyed about five training devices. One hundred five personnel surveyed responded, equalling a 90% return rate. This survey indicated that individuals' rank/rate, age, and number of instructor duty tours have little influence on concerns about training devices. Whereas, various factors appear to enhance an individuals' attitude toward the devices' ability to improve training. These enhancement factors are: time as a Navy educator, educational degrees, time at present school, time associated with a device and formal training on a device. There was little difference detected in instructor and administrator concerns about training devices. One hundred Navy instructional personnel were surveyed to determine which interventions were perceived as effective in changing attitudes about training devices. Eighty-one percent of the questionnaires were returned. Various interventions were perceived effective in changing attitudes about training devices and were presented in this study. Interventions were perceived as having differential impact depending upon whether the instructional personnel had high self, high task, or low impact concerns. It was concluded that the revised SoCQ provided valid and reliable stages of concerns of Naval instructional personnel. The information was judged to be useful in designing strategies to improve the acceptance and utilization of an instructional device. It was also concluded that the patterns of concerns expressed by Navy instructional personnel are generally similar to patterns expressed by other educators. The key exception is that Navy instructional personnel displayed lower concerns in the area of management.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11849
Subject Headings: Synthetic training devices, Teaching--Aids and devices
Format: Document (PDF)

Title: DESK-TOP KITS IN THE TEACHING OF INTRODUCTORY CHEMISTRY IN THE COMMUNITY COLLEGE: AN APPROACH BASED ON THE PIAGETIAN MODEL.
Creator: Baker, Marion Hale, Florida Atlantic University, Cook, Joseph B., Foley, Jack L.
Abstract/Description: Recent literature has suggested that many entering college students have not yet reached Piaget's formal operational level of intellectual development. The material in introductory chemistry, however, requires formal operational thought processes and chemistry instruction typically assumes that this level has been reached by students. The premise of this study was that if many introductory chemistry students have not yet reached formal operational levels but work exclusively at the concrete...
Show moreRecent literature has suggested that many entering college students have not yet reached Piaget's formal operational level of intellectual development. The material in introductory chemistry, however, requires formal operational thought processes and chemistry instruction typically assumes that this level has been reached by students. The premise of this study was that if many introductory chemistry students have not yet reached formal operational levels but work exclusively at the concrete operational stage, instruction should be directed toward concrete thought processes with the aim of helping the student advance from the concrete to the abstract. Desk-top kits containing chemicals, model-building materials and demonstration devices were distributed to each student during lecture. Each student handled the materials, contructed models and performed his own demonstrations as concepts were introduced. Relationships between the material or process itself (e.g., solutions or precipitation), seen firsthand, and the symbolic representation of that material or process were stressed. This study has demonstrated that, by taking into account the intellectual level of the learner, greater growth and higher achievement can result for introductory chemistry students. It has presented evidence that the Piagetian model of intellectual development is a useful approach for chemical educators to pursue. Presentation of new material in concrete terms with individual handling of materials and models and the individual performance of demonstrations can help introductory chemistry students grow and achieve. It is interesting that, while this approach may be necessary for the concrete operational members of a class, the formal operational members can also benefit from it.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11699
Subject Headings: Chemistry--Study and teaching (Higher), Science--Study and teaching--Aids and devices
Format: Document (PDF)

Title: THE USE OF TESTED OVERHEAD PROJECTION SERIES AS A SUPPLEMENT IN AN INTRODUCTORY PHYSICAL SCIENCE PROGRAM.
Creator: BOLLINGER, DAVID LININGER., Florida Atlantic University, Banter, John C.
Abstract/Description: This was prepared as a study of the effect the supplementary use of portions of a science course titled "Tested Overhead Projection Series" would have on an introductory physical science program. Four classes were used with similar ability and composition. Two classes were control and two were experimental. Comparison of results indicated some supplementary presentations may have improved learning, but when all presentations of the supplementary program are considered the results suggest this...
Show moreThis was prepared as a study of the effect the supplementary use of portions of a science course titled "Tested Overhead Projection Series" would have on an introductory physical science program. Four classes were used with similar ability and composition. Two classes were control and two were experimental. Comparison of results indicated some supplementary presentations may have improved learning, but when all presentations of the supplementary program are considered the results suggest this supplementary approach had little or no effect.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/13678
Subject Headings: Science--Study and teaching--Aids and devices, Chemistry--Experiments
Format: Document (PDF)

Title: The effects of instructional format on community college students' geometric construction performance.
Creator: Shryock, Brenda Manning., Florida Atlantic University, Shockley, Robert, Romance, Nancy
Abstract/Description: The purpose of this study was to investigate which of two different instructional formats of a geometric construction activity was best suited to enhance student task performance. The subjects (N=50) were selected from community college students enrolled in introductory college mathematics courses and randomly assigned to one of two treatment groups. The groups differed in that group A received a different format of the procedural steps to reconstruct a given angle than that of group B. Form...
Show moreThe purpose of this study was to investigate which of two different instructional formats of a geometric construction activity was best suited to enhance student task performance. The subjects (N=50) were selected from community college students enrolled in introductory college mathematics courses and randomly assigned to one of two treatment groups. The groups differed in that group A received a different format of the procedural steps to reconstruct a given angle than that of group B. Form A consisted of adjoining text and diagrams where a diagram for each of the five steps of the task was pictured. Form B consisted of only two diagrams for the five-step process where it was necessary for subjects to determine which of the two diagrams was being referred to while proceeding through the steps. Both formats are representative of instructional materials currently in use in classrooms from the middle school level to the post-secondary level. During a personal interview session, each subject received one of two sets of directions describing the procedure of reproducing a given angle using a compass and straightedge. Each subject was asked to study the assigned set of directions with materials provided to practice the task. With the directions removed, each subject was then asked to reconstruct another, slightly different angle. Students given Form B, the reduced diagram format, significantly outperformed those students given Form A, x^2 (1, $N=50)=5.19, with no significant differences in the two groups with respect to the time spent studying the directions, t(48)=0.04, or completing the testing phase, t(48)=1.58. Other than use of the assigned form, mathematics ability was a significant factor in the subjects' ability to successfully complete the construction task, F(1,46)=7.79, p<.01. Verbal ability was not a significant factor, F(1,46)=1.81, p=.19, in the subjects' ability to successfully complete the construction task. Gender alone was not a significant factor, F1,46 =0.31, p = .58; however, when examined in combination with mathematics ability a significant interaction resulted, F1,46)=6.41, p=.02. Overall, success was significantly related to format, mathematics ability, and gender relative to mathematics ability.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12440
Subject Headings: Mathematics--Problems, exercises, etc, Problem solving, Mathematics--Study and teaching, Teaching--Aids and devices
Format: Document (PDF)

Title: RECRUITMENT, PROGRAMS AND RETENTION OF DISADVANTAGED YOUTH IN FLORIDA COMMUNITY-JUNIOR COLLEGES.
Creator: ANDERSON, DAVID LEE., Florida Atlantic University
Abstract/Description: The purpose of this study was to determine effectiveness of the recruitment methods, programs available, and retention methods and procedures used for the disadvantaged youth in Florida Public Community Junior Colleges. In order to identify and compare evidence related to this purpose a survey questionnaire was sent to the counseling department in each college. The questionnaire was constructed to obtain data from these areas: (1) methods of recruitment, (2) identification of ethnic and...
Show moreThe purpose of this study was to determine effectiveness of the recruitment methods, programs available, and retention methods and procedures used for the disadvantaged youth in Florida Public Community Junior Colleges. In order to identify and compare evidence related to this purpose a survey questionnaire was sent to the counseling department in each college. The questionnaire was constructed to obtain data from these areas: (1) methods of recruitment, (2) identification of ethnic and economic categories included in disadvantagement, (3) methods of selection of students, (4) material aid given by college to disadvantaged students, (4) extent and effectiveness of vocational and occupational programs, (6) the present status of student retention, and (7) follow up programs on dropouts. The questionnaire was sent to five Florida Community Junior Colleges for their reaction and response. Three of the five respondents mentioned an imbalance in emphasis between recruitment and programs and between programs and retention. After consultation with an advisor, several more questions on programs were added to correct imbalance and add other pertinent information to the study. The questionnaire was sent to the 28 Florida Community Colleges and seven of their satellite campuses. Community Junior Colleges surveyed were identified by the 1971-72 edition of the American Association of Community Junior College's Directory. Of the 23 out of 35 questionnaires which were filled out by the community junior colleges, 18 were reported by major campuses and 5 were from satellite campuses, representing 64.3% of the total surveyed. Every questionnaire that was returned was utilized in the statistical analysis, and is reflected in the above percentage of those surveyed. Chapter II shows an analysis of data for the entire study and a preliminary discussion of recruitment and retention. The statistical treatment of the findings for recruitment and retention is given in detail. Chapter III reflects a preliminary discussion of programs, and the analysis of results of the programs now in operation for disadvantaged students. Chapter IV records final findings and implications. Major Conclusions and Implications: The Florida community colleges in fact have both diverse offerings and student populations. Documentation of the commitment to serve in general is more evident than research to determine specific opportunity for the disadvantaged. Special training programs are geared to the academic offering of the college with conservative emphasis on remediation. There seems to be an unwillingness to admit a need for institutional change, especially as programs relate to retention.
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Date Issued: 1973
PURL: http://purl.flvc.org/fcla/dt/11627
Subject Headings: Junior college students--Florida, Junior colleges--Florida, Community colleges--Florida, Education, Higher, Teaching--Aids and devices, Community college teachers
Format: Document (PDF)

Title: Teacher Perspectives on The Marzano Teacher Evaluation Model during year one of Implementation.
Creator: Wilkins, Bryan L., Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This qualitative study described teachers’ perspectives of The Marzano Teacher Evaluation Model during the first year of its implementation. Further, this study examined the relationship between teachers and their administrators during implementation. The researcher’s goal was to examine how teachers changed their behavior as the result of the first year following the implementation of The Marzano Teacher Evaluation Model.
Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004810, http://purl.flvc.org/fau/fd/FA00004810
Subject Headings: Marzano, Robert J.--Art and sciene of teaching--Criticism and interpretation., Effective teaching., Teachers--Rating of., Teacher effectiveness., Teaching--Aids and devices., Learning, Psychology of., Educational evaluation.
Format: Document (PDF)

Title: Curriculum-based readers theatre as an approach to teaching English language learners: teachers’ perceptions after professional development and classroom implementation.
Creator: Uribe, Samantha N., Burnaford, Gail, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigated second through fifth grade teachers’ perceptions of Curriculum-Based Readers Theatre (CBRT) as a relevant approach for teaching English Language Learners (ELLs). Quantitative survey data were collected from 18 teachers who worked at the school with the largest population of ELLs in a large South Florida school district. The surveys investigated teachers’ current use of ESOL instructional strategies prior to participating in a CBRT professional development...
Show moreThis mixed methods study investigated second through fifth grade teachers’ perceptions of Curriculum-Based Readers Theatre (CBRT) as a relevant approach for teaching English Language Learners (ELLs). Quantitative survey data were collected from 18 teachers who worked at the school with the largest population of ELLs in a large South Florida school district. The surveys investigated teachers’ current use of ESOL instructional strategies prior to participating in a CBRT professional development session as well as their ability to identify ESOL instructional strategies embedded within the approach after professional development and classroom implementation. Qualitative data were collected in the form of interviews and discussion board transcripts from eight participants, who were also members of a school-based Readers Theatre Professional Learning Community (PLC). Transcripts were used to investigate how participants implemented CBRT in their classrooms as well as how they described their identification and application of ESOL instructional strategies during implementation. The impact of PLC participation on CBRT implementation and identification of ESOL instructional strategies was also investigated. The findings indicated that participants recognized various ESOL instructional strategies embedded in the CBRT approach. In addition, data indicated that participants viewed CBRT as an effective means for delivering various ESOL instructional strategies. Both quantitative and qualitative data analysis led to similar conclusions and revealed that CBRT incorporates various ESOL instructional strategies that are recognized as effective for teaching ELLs. Teachers reported using CBRT at various points during instructional units and across all content areas. Implications and suggestions for future research are offered for the instruction of ELLs, the benefits of CBRT and other similar approaches, the design of school-based professional development, and the infusion of ESOL instructional strategies within teacher education and inservice professional learning experiences.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004068
Subject Headings: Active learning, Drama in education, English language -- Study and teaching (Elementary) -- Foreign speakers, Language experience approach in education, Readers' theater, Second language acquisition, Teachers, Training of, Teaching -- Aids and devices
Format: Document (PDF)

Title: THE EFFECTS OF UTILIZING VERBAL AND GRAPHIC ADVANCE ORGANIZERS ON LEARNING AND RETENTION OF AN AERONAUTICAL CONCEPT.
Creator: RICHARDSON, CHARLES EDWARD, Florida Atlantic University
Abstract/Description: This study sought to determine the effects of two types of advance organizers on the learning and retention of an aeronautical concept, and the interaction of both advance organizers across the learner variable of Cumulative Grade Point Average (CGPA). The 126 subjects selected for testing consisted of students enrolled in the Aircraft Turbine Engine Theory course at Embry-Riddle Aeronautical University, Daytona Beach, Florida. Students were randomly assigned to one of three experimental...
Show moreThis study sought to determine the effects of two types of advance organizers on the learning and retention of an aeronautical concept, and the interaction of both advance organizers across the learner variable of Cumulative Grade Point Average (CGPA). The 126 subjects selected for testing consisted of students enrolled in the Aircraft Turbine Engine Theory course at Embry-Riddle Aeronautical University, Daytona Beach, Florida. Students were randomly assigned to one of three experimental groups within four intact class sections. The treatment instrument was two different modes of "The Bernoulli Principle of Energy Conservation in a Moving Fluid." The experimental treatment was administered at the beginning of the sixth week of a 14 week course. The first group read a verbal advance organizer; the second examined a graphic organizer; and the third received a placebo. Following the treatments, the subjects began a six hour block of instruction, Aircraft Turbine Compressor Theory, which extended over two weeks. Following the instruction, a learning test was administered to each intact class section. Seven weeks later, a delayed retention test was administered. A statistical analysis of the results indicated that: (1) the advance organizer in verbal or graphic form was an effective approach to learning and retention of an aeronautical concept; (2) the verbal advance organizer tended to be more effective than the graphic in both learning and retention; and (3) the graphic advance organizer was most effective in the retention of material by those students who had exhibited a lower standand of over-all performance (CGPA) in the past.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11867
Subject Headings: Teaching--Aids and devices, Learning, Psychology of, Memory, Aeronautics--Study and teaching (Higher)--Florida--Daytona Beach, Embry-Riddle Aeronautical University --Daytona Beach Campus--Students
Format: Document (PDF)

Teaching--Aids and devices (5)	+ -
Science--Study and teaching--Aids and devices (2)	+ -
Active learning (1)	+ -
Aeronautics--Study and teaching (Higher)--Florida--Daytona Beach (1)	+ -
Chemistry--Experiments (1)	+ -

Chemistry--Study and teaching (Higher) (1)	+ -
Community college teachers (1)	+ -
Community colleges--Florida (1)	+ -
Drama in education (1)	+ -
Education, Higher (1)	+ -
Educational evaluation. (1)	+ -
Effective teaching. (1)	+ -
Embry-Riddle Aeronautical University --Daytona Beach Campus--Students (1)	+ -
English language -- Study and teaching (Elementary) -- Foreign speakers (1)	+ -
Junior college students--Florida (1)	+ -
Junior colleges--Florida (1)	+ -
Language experience approach in education (1)	+ -
Learning, Psychology of (1)	+ -
Learning, Psychology of. (1)	+ -
Marzano, Robert J.--Art and sciene of teaching--Criticism and interpretation. (1)	+ -
Mathematics--Problems, exercises, etc (1)	+ -
Mathematics--Study and teaching (1)	+ -
Memory (1)	+ -
Problem solving (1)	+ -
Readers' theater (1)	+ -
Second language acquisition (1)	+ -
Synthetic training devices (1)	+ -
Teacher effectiveness. (1)	+ -
Teachers, Training of (1)	+ -
Teachers--Rating of. (1)	+ -

Florida Atlantic University (8)	+ -
College of Education (2)	+ -
ANDERSON, DAVID LEE. (1)	+ -
BOLLINGER, DAVID LININGER. (1)	+ -
Baker, Marion Hale (1)	+ -

Banter, John C. (1)	+ -
Burnaford, Gail (1)	+ -
CAVITT, WILLIAM FRANKLIN (1)	+ -
Cook, Joseph B. (1)	+ -
Department of Curriculum, Culture, and Educational Inquiry (1)	+ -
Department of Educational Leadership and Research Methodology (1)	+ -
Foley, Jack L. (1)	+ -
Harrow, Thomas L. (1)	+ -
MCGEE, NANCY RASCO. (1)	+ -
Mountford, Meredith L. (1)	+ -
RICHARDSON, CHARLES EDWARD (1)	+ -
Romance, Nancy (1)	+ -
Shockley, Robert (1)	+ -
Shryock, Brenda Manning. (1)	+ -
Uribe, Samantha N. (1)	+ -
Wilkins, Bryan L. (1)	+ -

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