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- Title
- THE EFFECTIVENESS OF A SYNERGISTIC MODEL IN TEACHING FIFTH GRADERS HOW TO DO RESEARCH.
- Creator
- DENNARD, KHA PHRANCES., Florida Atlantic University, Weppner, Daniel B.
- Abstract/Description
-
The primary purpose of this study was to determine the effectiveness of a synergistic research model in teaching fifth graders how to do research. The secondary purpose was to determine if achievement means of the treatment group in an open research and development school were comparable to achievement means of the treatment group in a traditional school. Four fifth grade teachers in the research and development school, two teachers in the traditional school, and their 167 fifth grade...
Show moreThe primary purpose of this study was to determine the effectiveness of a synergistic research model in teaching fifth graders how to do research. The secondary purpose was to determine if achievement means of the treatment group in an open research and development school were comparable to achievement means of the treatment group in a traditional school. Four fifth grade teachers in the research and development school, two teachers in the traditional school, and their 167 fifth grade students comprised three experimental and three control groups. The researcher conducted two three hour workshops on two consecutive days in the classrooms of the three experimental groups. Specific, behaviorally defined skills of the synergistic research process were demonstrated by the researcher as they were practiced and developed by the teachers and students. One experimental and one control group in the research and development school were pretested on "A Test of Knowledge, Comprehension and Application of Selected Research Competencies," constructed by the researcher. Experimental teachers used the synergistic model in teaching their students how to do research during the last nine week period of the school year. Experimental and control groups were posttested using a different form of the instrument. The Solomon Four Group and Posttest Only Control Group Designs were used to generate 2 x 2 factorial analyses of variance utilizing the SPSS MANOVA Program. It was found that treatment groups in both the traditional and research and development schools achieved significantly higher posttest scores than the control groups. It was further concluded that the achievement means of the treatment group in the traditional school were comparable to the achievement means of the treatment group in the research and development school.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11841
- Subject Headings
- Report writing, School reports, Academic achievement, Learning, Psychology of
- Format
- Document (PDF)
- Title
- THE ACADEMIC PERFORMANCE OF GENERAL EDUCATIONAL DEVELOPMENT ENTRANTS COMPARED WITH HIGH SCHOOL DIPLOMA ENTRANTS TO BROWARD COMMUNITY COLLEGE, 1980 - 1983 (REMEDIAL, GED, ADULT EDUCATION; FLORIDA).
- Creator
- GRADY, DONNA KATHERINE., Florida Atlantic University, MacKenzie, Donald G.
- Abstract/Description
-
This study was undertaken in an effort to determine, through the study of six carefully chosen variables, whether the student obtaining a GED diploma was as well prepared for post-secondary educational experiences as the student who completed a regular high school program and received a diploma. Subjects for the study consisted of all GED entrants to Broward Community College (a public, fully accredited two-year community college located in Ft. Lauderdale, Florida) during the Fall term of...
Show moreThis study was undertaken in an effort to determine, through the study of six carefully chosen variables, whether the student obtaining a GED diploma was as well prepared for post-secondary educational experiences as the student who completed a regular high school program and received a diploma. Subjects for the study consisted of all GED entrants to Broward Community College (a public, fully accredited two-year community college located in Ft. Lauderdale, Florida) during the Fall term of 1980 and a randomly selected sample of high school diploma entrants for the same term who were matched to the GED entrants for age, sex and race. Subjects numbered 458 GED entrants and 458 high school diploma entrants, for a total of 916. The record for each subject was assessed for the three-year period beginning with the Fall term of 1980 and continuing through the Summer term of 1983, or a total of nine terms. Using the Statistical Package for the Social Sciences (SPSS), statistics involving the variables were obtained with computer assistance. In all cases, GED entrants were compared to high school diploma entrants, with the confidence level being established at .05. The six variables studied were: (1) Incidence of enrollment in "remedial" courses; (2) Degree of success in "remedial" courses as evidenced by passing grade; (3) Overall grade point average; (4) Successful completion of programs as evidenced by degree or certificate awarded; (5) Enrollment pattern as evidenced by length of enrollment; (6) Indicated major area of study (academic as compared with technical) Results were supportive of the null hypotheses variables 2, 3, and 5; they were not supportive in connection with variables 1 and 6. Results concerning variable 4 were inconclusive due to the very small number of degrees or certificates awarded to either group. The overall conclusion reached was that GED entrants to post-secondary educational programs would probably need some remediation, especially in the area of mathematics. Mandatory assessment and placement for GED entrants was recommended, as were other revisions in College policy regarding grading practices and retention efforts.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11842
- Subject Headings
- Broward Community College--Students, Academic achievement, GED tests
- Format
- Document (PDF)
- Title
- THE EFFECT OF THE INDIVIDUALIZED MANPOWER TRAINING SYSTEM INSTRUCTION PROGRAM IN BASIC MATH SKILLS ON THE ACHIEVEMENT LEVEL AND DROPOUT AND FAILURE RATE OF MATHEMATICS OF BUSINESS STUDENTS AT DAYTONA BEACH COMMUNITY COLLEGE (FLORIDA).
- Creator
- MILLER, KATHLEEN NOBLE., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to determine if requiring business mathematics students at Daytona Beach Community College (DBCC) to participate in a remedial mathematics program would increase their achievement level and decrease the failure and dropout rate. The 80 students enrolled in business mathematics who scored at the 9.9 grade level or below on the Test of Adult Basic Education (TABE), math fundamentals section, adapted from the California Achievement Test, 1967 edition, participated...
Show moreThe purpose of this study was to determine if requiring business mathematics students at Daytona Beach Community College (DBCC) to participate in a remedial mathematics program would increase their achievement level and decrease the failure and dropout rate. The 80 students enrolled in business mathematics who scored at the 9.9 grade level or below on the Test of Adult Basic Education (TABE), math fundamentals section, adapted from the California Achievement Test, 1967 edition, participated in the experiment. A posttest only control group design with randomization was developed. The 80 students were randomly divided into two groups. The treatment group participated in the Individualized Manpower Training System (IMTS) remedial program; the control group did not. Three achievement tests were developed, validated and administered to the students in both groups. The Finn Multivariate statistical program for multivariate analysis of variance (manova) and the SPSS statistical program for one-way analysis of variance (anova) were used to determine if no significant difference existed at the 0.05 level between the achievement levels of students who receive remedial instruction and those who did not. The scores from the three achievement tests were analyzed. The results of the manova and anova procedures indicated that the achievement level of the treatment group was significantly higher than the achievement level of the control group, and that the effects of the three achievement tests within each group were interacting. The SPSS program for chi square was used to determine if there were no significant differences between the number of students in the treatment group and control group who passed, failed or dropped the course. The computed chi square was not significant at the 0.05 level. Thus, no significant differences existed between the number of students in the treatment and control group who passed, failed or dropped the course. The conclusions drawn from the findings include: (1) Requiring business mathematics students at DBCC to participate in the IMTS diagnostic/prescriptive remedial program in business mathematics skills will raise their achievement level. (2) The IMTS remedial program in basic mathematics skills is not likely to significantly reduce the failure or dropout rate of business mathematics students at DBCC.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11843
- Subject Headings
- Mathematics--Remedial teaching, Business mathematics
- Format
- Document (PDF)
- Title
- PROFILES OF INTELLECTUAL ABILITIES OF SELECTED STUDENTS ENROLLED IN A GENERAL EDUCATION DIPLOMA PREPARATION PROGRAM (GED).
- Creator
- NUTT, TRUDI ANN., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to conduct an examination of the intellectual abilities of forty-seven selected students who had left the traditional high school prior to receiving a diploma and enrolled in a General Education Diploma (G.E.D.) preparation program in Broward County, Florida. The focus of this study was to provide a descriptive profile of the intellectual abilities of one group of dropout/dropin students. The two questions addressed were: (1) What are the intellectual patterns of...
Show moreThe purpose of this study was to conduct an examination of the intellectual abilities of forty-seven selected students who had left the traditional high school prior to receiving a diploma and enrolled in a General Education Diploma (G.E.D.) preparation program in Broward County, Florida. The focus of this study was to provide a descriptive profile of the intellectual abilities of one group of dropout/dropin students. The two questions addressed were: (1) What are the intellectual patterns of groupings that describe the dropout/dropin students' intellectual abilities? (2) What are the implications for future program development for dropouts/dropins by administrators and curriculum designers? The Structure of Intellect Abilities Test, Career and Vocational Form, was the instrument used to gather the data and Q-type factor analytic procedures were used to develop the profiles. The results of this study provided a description of six significantly different groupings (types) of intellectual abilities: Type I was characterized by a strong intellectual abilities profile. Type II was characterized by an erratic-intellectual abilities profile. Type III was characterized by a consistently weak intellectual abilities profile. Type IV was characterized by a relatively strong intellectual abilities profile. Type V was characterized by a very depressed intellectual abilities profile. Unclassified was such a diverse (mixed) grouping. None of the subjects factor loaded with the other five types. This study implies the need for administrators to provide leadership in the establishment of a more individualized curriculum. In addition, administrators and curriculum designers need to restructure their perceptions of and reactions to the dropout student, particularly in regard to their thinking abilities. Educators must accept the reality that intellectual abilities can be defined, diagnosed and developed, enabling more students to successfully complete their secondary education without unnecessary disruption.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11844
- Subject Headings
- GED tests, High school dropouts--Intelligence levels, High school dropouts--Florida--Broward County
- Format
- Document (PDF)
- Title
- THE PART-TIME ADULT STUDENT AND THE TRADITIONAL STUDENT IN THE COMMUNITY COLLEGE: A COMPARISON OF ACADEMIC NEEDS (FLORIDA, STUDENT SERVICES, CURRICULUM NEEDS).
- Creator
- NICK, ELIZABETH A., Florida Atlantic University
- Abstract/Description
-
The purpose of the study was to compare the academic needs of the adult part-time student, 22 years of age and older, with the needs of the traditional full-time student, 21 years of age and younger, in order to identify curricular and student services needs important to the adult student. Data was obtained from a random sample of 500 credit-taking students attending Broward Community College in south Florida. The closed-ended questionnaire was returned by over two-thirds of the students....
Show moreThe purpose of the study was to compare the academic needs of the adult part-time student, 22 years of age and older, with the needs of the traditional full-time student, 21 years of age and younger, in order to identify curricular and student services needs important to the adult student. Data was obtained from a random sample of 500 credit-taking students attending Broward Community College in south Florida. The closed-ended questionnaire was returned by over two-thirds of the students. Statistical tests of significance were chi-square and Kendall's tau. Results indicate the null hypotheses of no significant differences between the adult part-time student's curricular and student services needs and the needs of the traditional full-time student are not supported. The correlation coefficients indicate a weak to moderate association for the significant variables. The null hypotheses of no significant differences between the adult part-time student's curricular and student services needs and the needs of the part-time student, 21 years of age and younger are supported. The correlation coefficients indicate a weak to very weak association for the significant variables. Lambda, performed on the socioeconomic variables, indicate little or no predictive power by the adult (or younger) part-time student and the traditional full-time student. Among the findings are most adult part-time students usually attend night classes, need a greater selection of courses and academic advisors at night, need courses that will transfer to an upper level university, and plan to be on campus only to study and/or attend class. About a fourth expressed a need for daycare. Over half of all student indicated a need for courses to upgrade skills in effective communication, math, reading, and writing. Two-thirds of the students attend part-time. The majority are 22 years of age and older. The traditional full-time student comprise only one-fourth of the total student population. Findings indicate the needs of the adult part-time student (as well as the needs of the younger part-time student) should be strongly considered in decisions pertaining to curricular and student services needs.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11845
- Subject Headings
- Part-time students--Florida, College students--Florida, Adult education--Florida, Broward Community College--Students
- Format
- Document (PDF)
- Title
- ARTICULATION IN THE BIOLOGICAL AND PHYSICAL SCIENCES BETWEEN THE UNIVERSITY OF CENTRAL FLORIDA AND VALENCIA COMMUNITY COLLEGE.
- Creator
- FLAGG, THOMAS JOHN, Florida Atlantic University, Armstrong, John
- Abstract/Description
-
Valencia Community College (VCC) transfer and University of Central Florida (UCF) native students majoring in biological or physical science from 1976-1980 were compared. Comparisons included upper division GPA and course hours completed for BS Degreed students, lower and upper division GPA for all students, dropout data, and retaking of core curriculum courses. Means, standard deviations, and t tests were utilized. Equated via standardized tests, VCC and UCF student transcripts produced raw...
Show moreValencia Community College (VCC) transfer and University of Central Florida (UCF) native students majoring in biological or physical science from 1976-1980 were compared. Comparisons included upper division GPA and course hours completed for BS Degreed students, lower and upper division GPA for all students, dropout data, and retaking of core curriculum courses. Means, standard deviations, and t tests were utilized. Equated via standardized tests, VCC and UCF student transcripts produced raw data for each comparison. Of twenty analyses, only three proved significant: (1) lower division GPA for Category 2 (below population mean) biology majors; (2) upper division hours completed for Category 1 (above population mean) physical science majors; (3) hours completed at dropout for Category 2 biology majors. In the 17 other areas of analysis there was no significant difference between transfer and native students. Transfer shock is a reality for VCC students majoring in natural sciences. Strong counseling efforts at VCC should be directed at potential biology majors who score below the population mean on standardized tests. Warnings and/or recommendations concerning the rigors of science majors would benefit these students educationally and financially.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11846
- Subject Headings
- Valencia Community College--Curricula
- Format
- Document (PDF)
- Title
- THE CHANGING ROLE OF THE COUNTY EXTENSION AGENT AS A COMMUNITY EDUCATOR.
- Creator
- KLATT, ELAINE THERESE., Florida Atlantic University
- Abstract/Description
-
Problem. This study was designed to elicit opinions of the respective role perceptions of county extension agents employed by the Florida Cooperative Extension Service system. The study examined the responses of 236 county extension agents on a survey instrument designed to analyze and determine what county extension agents perceive to be their present role as community educators and what they perceive to be their desired role as community educators. Procedure. The procedure used in this...
Show moreProblem. This study was designed to elicit opinions of the respective role perceptions of county extension agents employed by the Florida Cooperative Extension Service system. The study examined the responses of 236 county extension agents on a survey instrument designed to analyze and determine what county extension agents perceive to be their present role as community educators and what they perceive to be their desired role as community educators. Procedure. The procedure used in this study included a review of the literature. Data were obtained from a questionnaire mailed to 287 county extension agents in the State of Florida. Two hundred and thirty-six respondents represented an 84 percent return. The statistical tests used in this study for analysis of results were the t-test and Analysis of Variance. Conclusions. The data led to the following conclusions: (1) Out of twenty-five items in the questionnaire, twenty-four were significantly different. Twenty-two of the items were significant at .01 and twenty-four at the .05 level of confidence. (2) The item with the highest level of difference pertained to county extension agents' present and desired role perceptions "as the leading educators in communities." The results would indicate that 90 percent of the county extension agents aspire to be leading educators in their communities. On the other hand, 65 percent of the respondents presently do not enjoy a role as leading educators in communities. (3) The data indicates that county extension agents would prefer that university specialists expand their role of support to county education programs. (4) The data shows that 90 percent of county extension agents perceive themselves to be community educators in their present role. Similarly, 98 percent of the respondents "strongly agreed" that extension agents should be community educators. Therefore, it can be concluded that county extension agents perceive their role to be a community educator. (5) The discrepancies between what county extension agents perceive to be their present role as community educators and what they perceive to be their desired role as community educators do not relate to such population variables as size of county or age.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11847
- Subject Headings
- Agricultural extension workers--Florida--Attitudes, Community development--Florida, Florida Cooperative Extension Service
- Format
- Document (PDF)
- Title
- A STUDY OF THE EFFECTS OF THE STAFF DEVELOPMENT CENTER AT VALENCIA COMMUNITY COLLEGE ON FACULTY AWARENESS AND USE OF EDUCATIONAL CONCEPTS, MEDIA MATERIALS, AND TESTING STRATEGIES.
- Creator
- NICKEL, DONNA ARLENE., Florida Atlantic University
- Abstract/Description
-
The Curriculum and Instructional Development Center at Valencia Community College was established through funding under the Advanced Institutional Development Program-Title III from 1977 to 1981. This study measures the awareness and use of educational concepts, media materials, and testing strategies among the full-time faculty who were teaching at the college in 1977. Those faculty members who participated in the Curriculum and Instructional Development Center completed the Survey a second...
Show moreThe Curriculum and Instructional Development Center at Valencia Community College was established through funding under the Advanced Institutional Development Program-Title III from 1977 to 1981. This study measures the awareness and use of educational concepts, media materials, and testing strategies among the full-time faculty who were teaching at the college in 1977. Those faculty members who participated in the Curriculum and Instructional Development Center completed the Survey a second time at the beginning of the year's experience in January and again at the end of the year's experience in December. In January 1982, at the completion of the project, only those full-time faculty members who had been full-time faculty members in 1977, who were still at the college and who chose not to participate in this Curriculum and Instructional Development Center completed the questionnaire. The effects of the year's experience on those who chose to participate is compared with the growth and change among nonparticipants.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11848
- Subject Headings
- Continuing education centers, Community colleges--Faculty, Community college teachers
- 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.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11849
- Subject Headings
- Synthetic training devices, Teaching--Aids and devices
- Format
- Document (PDF)
- Title
- A MODEL MICROCOMPUTER-BASED MANAGEMENT SYSTEM FOR LEARNING DISABLED ELEMENTARY SCHOOL STUDENTS.
- Creator
- STAGGS, MARY WEEKS, Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to develop a model management program which would substantially increase the efficiency of the special education teacher and administrator by using the microcomputer. An investigation utilizing a survey of South Florida schools to determine which schools had access to microcomputers, followed by a questionnaire to forty-two selected schools revealed that only fifteen of the schools surveyed were using the microcomputer in special education classes. Telephone...
Show moreThe purpose of this study was to develop a model management program which would substantially increase the efficiency of the special education teacher and administrator by using the microcomputer. An investigation utilizing a survey of South Florida schools to determine which schools had access to microcomputers, followed by a questionnaire to forty-two selected schools revealed that only fifteen of the schools surveyed were using the microcomputer in special education classes. Telephone calls to these fifteen schools revealed that only six were using the microcomputer to assist with management procedures for special education classes. A personal visit to each of the six schools which were using the microcomputer determined that the only duty the microcomputer was performing was attendance record-keeping. The information gathered from the survey, questionnaire, telephone calls, and personal visits indicated a need for the development of a program to be utilized with a microcomputer at the school level which would assist in the management of special education. The study then focused on the development of a model program in one elementary school which would assist with special education management. This was accomplished by designing a computer program that accomplished a variety of record-keeping tasks on the microcomputer such as attendance records, mailing labels, classroom rosters and other demographic data for individual classes. Programs were also utilized that assisted with the scoring of student mastery tests that were a part of a county-wide unified curriculum. The RECIPE program, which assists with the task of creating and implementing the individual education program, was incorporated into the model. Several recommendations were made at the conclusion of this study. The microcomputer should be more accessible to school administrators and teachers. In-service training in the use of the microcomputer should be provided to all interested personnel and students. A computer department should be a part of the school system to provide programmers, in-service trainers, and to program, evaluate, and disseminate software. Colleges and universities should begin classes in computer literacy and programming for all future teachers. Educators must take over the job of writing and programming appropriate software for use in our schools. Education in the microcomputer age should not be in the hands of technicians.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11850
- Subject Headings
- Special education, Children with disabilities--Education, Elementary school administration, Electronic data processing--Education (Elementary)
- Format
- Document (PDF)
- Title
- LEVELS OF SATISFACTION AMONG PRINCIPALS IN SELECTED FLORIDA SCHOOL DISTRICTS (JOB DESCRIPTIVE INDEX).
- Creator
- CALLARMAN, MARY HELEN, Florida Atlantic University, Rothberg, Robert A., Weppner, Daniel B.
- Abstract/Description
-
This study examined job satisfaction as it affected principals of large and small high schools and middle/junior high schools on the dimensions of work, pay, promotion, supervision, and co-workers. More specifically, 125 principals in selected school districts of Central Florida were asked to complete the Job Descriptive Index (JDI) to determine if there is a difference in the levels of satisfaction among and between the levels of principalship and size of school. The statistically...
Show moreThis study examined job satisfaction as it affected principals of large and small high schools and middle/junior high schools on the dimensions of work, pay, promotion, supervision, and co-workers. More specifically, 125 principals in selected school districts of Central Florida were asked to complete the Job Descriptive Index (JDI) to determine if there is a difference in the levels of satisfaction among and between the levels of principalship and size of school. The statistically significant conclusions drawn from the data were: (1) Principals of large schools were more satisfied than principals of small schools on the dimension of promotion. (2) Principals of large middle/junior high schools were more satisfied on the dimensions of promotion, supervision, and co-workers than principals of small middle/junior high schools. (3) Principals of large middle/junior high schools were more satisfied on the supervision dimension than those of large high schools. (4) Principals of small high schools were more satisfied than principals of small middle/junior high schools on the promotion and co-worker dimensions. Perhaps the most important conclusion drawn from this research is that principals at all levels in large and small schools alike are more satisfied with those dimensions of the job over which they have some control and that pertain to interpersonal relations--co-workers, supervision, and the work itself--and are least satisfied with those dimensions over which they have little or no control--pay and promotion.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11851
- Subject Headings
- Job satisfaction--Testing
- Format
- Document (PDF)
- Title
- A NEEDS ANALYSIS FOR A DOCTORAL PROGRAM IN EDUCATION FOR NON-SCHOOL EDUCATORS AND TRAINERS IN THE ELEVEN COUNTY EAST CENTRAL FLORIDA REGION.
- Creator
- GWISE, THOMAS EDWARD., Florida Atlantic University, Weppner, Daniel B., Sciortino, Philip T.
- Abstract/Description
-
This study was conducted to analyze the perceived need for a doctoral program in education for non-school educators and trainers in the eleven county East Central Florida region. A two-part survey instrument was used to collect data related to the strength of the need and to the competencies required by the survey respondents. Sixty competencies were derived from the literature. Respondents were asked to rate each competency item as essential, important, supplemental or non-essential to both...
Show moreThis study was conducted to analyze the perceived need for a doctoral program in education for non-school educators and trainers in the eleven county East Central Florida region. A two-part survey instrument was used to collect data related to the strength of the need and to the competencies required by the survey respondents. Sixty competencies were derived from the literature. Respondents were asked to rate each competency item as essential, important, supplemental or non-essential to both their present positions and to their future goals. Instruments were mailed to 314 non-school educators and trainers in the eleven county East Central Florida region. One hundred and thirty-nine responses were received for a response rate of 44 percent. The data indicate that a strong need exists for such a program, particularly for those non-school educators and trainers who are in or who aspire to positions in leadership, management, and administration. The four major components of the need are people skills, communication skills, technological skills, and professional skills. Further, the need identified in East Central Florida is congruous with the needs of non-school educators and trainers nationwide. Sixteen core competency areas were identified: (1) effective working relations, (2) organizational decision making, (3) strategic planning, (4) instructional program planning, (5) general management, (6) internal resource management, (7) supervision, (8) report preparation, (9) specification writing, (10) interpersonal relations, (11) public speaking, (12) written communication, (13) team building, (14) organizational interfacing, (15) learning goals and objectives, and (16) evaluation. A data based, competency centered program design for a doctoral program in education for non-school educators and trainers was formulated. The design mandates achievement of functional competency at the terminal degree level in each of four academic clusters: Professional, Research, Technological, and Education and Training.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11852
- Subject Headings
- Educators--Education (Higher)
- Format
- Document (PDF)
- Title
- PERCEPTIONS OF SELECTED SCHOOL PERSONNEL TOWARD THEIR NEGOTIATED TEACHER EVALUATION PROCEDURES IN THE SCHOOL DISTRICT OF BROWARD COUNTY, FLORIDA.
- Creator
- BENSON, HAYWARD J., JR., Florida Atlantic University, Urich, Ted R.
- Abstract/Description
-
This study was a descriptive analysis of a population of teachers and administrators in the Broward School District to determine how they perceived the teacher evaluation process as prescribed by the negotiated contract between the Broward Classroom Teachers Association and the School Board of Broward County for the school years of 1979 through 1982. A random sample of teachers produced responses from 310 subjects, while the random sample of principals produced responses from eighty subjects....
Show moreThis study was a descriptive analysis of a population of teachers and administrators in the Broward School District to determine how they perceived the teacher evaluation process as prescribed by the negotiated contract between the Broward Classroom Teachers Association and the School Board of Broward County for the school years of 1979 through 1982. A random sample of teachers produced responses from 310 subjects, while the random sample of principals produced responses from eighty subjects. For purposes of this study, subjects were grouped as either (1) Teacher, Elementary; (2) Teacher, Secondary; (3) Principal, Elementary; or (4) Principal, Secondary. The two independent variables in the study consisted of subject by Position and Level. Each independent variable had subjects in two levels; Principals and Teachers in the instance of Position, Elementary and Secondary in the instance of Level. When the data were analyzed, the major hypothesis tested revealed that principals more than teachers regard the evaluation process as an occasion for meaningful dialogue; advance notice of the time for formal evaluation was of little concern to either group; and, both groups perceived evaluations as a means for improving instruction. From the secondary findings, one significant fact was that both teachers and administrators felt that negotiating the evaluation procedures was of little importance; administrators did not feel frustrated nor hindered by some of the procedures. The author expected teachers to be more supportive of the procedures than administrators, however, both groups were essentially neutral.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11853
- Format
- Document (PDF)
- Title
- PERCEIVED IDEAL LEADERSHIP BEHAVIOR OF PUBLIC HIGH SCHOOL PRINCIPALS IN FLORIDA (SUPERINTENDENTS, KEY DESIGNATED ADMINISTRATORS, FIVE REPORTING REGIONS).
- Creator
- BECKER, KENNETH RAYMOND, Florida Atlantic University, Smith, Lawrence E.
- Abstract/Description
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Procedure. The Ideal Leader Behavior Description Questionnaire (ILBDQ) was the instrument used with 516 respondents in this study. The ILBDQ provided an Initiating Structure score and Consideration score for each respondent. Findings. On a statewide basis, among participants, no significant differences in perception were observed at the .05 level of confidence except for high school principals on the Consideration dimension. Also, certain significant differences were observed between some...
Show moreProcedure. The Ideal Leader Behavior Description Questionnaire (ILBDQ) was the instrument used with 516 respondents in this study. The ILBDQ provided an Initiating Structure score and Consideration score for each respondent. Findings. On a statewide basis, among participants, no significant differences in perception were observed at the .05 level of confidence except for high school principals on the Consideration dimension. Also, certain significant differences were observed between some regions and within some regions. Differences were noted by years of academic experience, degree earned, age of respondent, and/or position held. Recommendations. (1) Incorporate variables of administrative level, region, years of experience, degree, and age in the development of principal competencies. (2) Initiate follow-up studies using the same methods to determine the impact of competency training. Include elementary and middle school principals and compare results. (3) Investigate the regions that are most widely divergent and explore the cause(s) of divergence. (4) Initiate a follow-up study of a comparison of the items on the ILBDQ with the Florida principal competencies.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11854
- Subject Headings
- Leadership
- Format
- Document (PDF)
- Title
- ATTITUDES TOWARD MERIT PAY FOR INSTRUCTIONAL PERSONNEL: A SURVEY OF FLORIDA PUBLIC SCHOOL DISTRICT POLICY MAKERS AND ADMINISTRATORS.
- Creator
- WIEGMAN, JOHN ROBERT, Florida Atlantic University
- Abstract/Description
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The purpose of this investigation was to examine whether the perceptions of school board members, superintendents, instructional administrators, and personnel administrators were non-supportive or supportive of merit pay. The attitudes toward the study topic were sought through a survey instrument. Three hundred seventy-six respondents provided replies to the survey instrument; a 74 percent return. Descriptive analyses, Scheffe's F-test, and Cramer's V were used to test the direction and...
Show moreThe purpose of this investigation was to examine whether the perceptions of school board members, superintendents, instructional administrators, and personnel administrators were non-supportive or supportive of merit pay. The attitudes toward the study topic were sought through a survey instrument. Three hundred seventy-six respondents provided replies to the survey instrument; a 74 percent return. Descriptive analyses, Scheffe's F-test, and Cramer's V were used to test the direction and significance of response. The findings of the study indicate that the perceptions of Florida public school policy makers and administrators toward merit pay for instructional personnel are mildly non-supportive. The study concluded with two recommendations for further research: (1) A longitudinal study should be initiated to examine the effects of teacher merit pay on a specific population over a sufficient period of time, and (2) survey groups likely to hold distinct attitudes toward merit pay (i.e., teacher, legislators) should be included in the survey population.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11856
- Subject Headings
- Bonuses (Employee fringe benefits)--Education, School administrators--Florida--Attitudes
- Format
- Document (PDF)
- Title
- PREVALENCE AND SOURCES OF ADMINISTRATIVE STRESS AMONG CHIEF ADMINISTRATIVE OFFICERS IN BROWARD COUNTY, FLORIDA NONPUBLIC SCHOOLS.
- Creator
- WEISSBERG, LEON., Florida Atlantic University, Wells, Jack G.
- Abstract/Description
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This study is designed to determine the prevalences and sources of administrative stress among chief administrative officers in Broward County, Florida nonpublic schools. The study offers a brief history of nonpublic school education in Broward County, in Florida, and in the United States. In a review of the literature the study identified pertinent administrative and managerial stress research. The researcher developed the Nonpublic School Administrative Stress Survey (NSASS) instrument...
Show moreThis study is designed to determine the prevalences and sources of administrative stress among chief administrative officers in Broward County, Florida nonpublic schools. The study offers a brief history of nonpublic school education in Broward County, in Florida, and in the United States. In a review of the literature the study identified pertinent administrative and managerial stress research. The researcher developed the Nonpublic School Administrative Stress Survey (NSASS) instrument which was used to collect the information discussed. The study concluded that administrators have some specific sources of administrative stress. Respondents identified educational development as a source of administrative stress. This component included specific problem children, sufficient time spent with students, scheduling of classes, designing school programs, implementing school programs and establishing and implementing innovative ideas. Significance was discovered in determining the administrators self-reported perception of administrative stress for 3 of 11 variables. The variables of age, highest earned degree and years of experience at a particular school were significant in determining the perceptions of administrative stress held by the nonpublic school administrators. The variables of sex, state certification of administrators, clerical status (religious degree), school size, school level, school type, school administrative structure and certified status of school faculty, were inconclusive in determining significance as variables of perceived administrative stress. It was further discovered that biographical variables are more significant factors in determining perceptions of administrative stress than are environmental variables. The researcher concludes that there is a need for much greater emphasis on research in the nonpublic sector of education with particular emphasis upon the nonpublic school administrator. The results of the data are based on 62 nonpublic school chief administrative officers in Broward County, Florida nonpublic schools.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11857
- Subject Headings
- School administrators--Florida--Broward County, Stress (Psychology)
- Format
- Document (PDF)
- Title
- ENTRANCE AND PROMOTION COMPETENCIES FOR ELECTRONICS TECHNOLOGY IN BREVARD COUNTY (INDUSTRY, CARD SORT, TECHNICIAN; FLORIDA).
- Creator
- OSBORNE, KING WALTER., Florida Atlantic University
- Abstract/Description
-
A purpose of this research study was to determine and evaluate entrance and promotion competencies for electronic engineering technicians. A secondary purpose was to implement an uncommon method of collecting data. The study showed that the most important entrance competencies were related to positive attitude and ability to use basic test equipment. Other very important entrance competencies were related to component troubleshooting and logic gates. The study showed that the most important...
Show moreA purpose of this research study was to determine and evaluate entrance and promotion competencies for electronic engineering technicians. A secondary purpose was to implement an uncommon method of collecting data. The study showed that the most important entrance competencies were related to positive attitude and ability to use basic test equipment. Other very important entrance competencies were related to component troubleshooting and logic gates. The study showed that the most important promotion competencies were related to technical experience, positive attitude, cooperation, system and component troubleshooting, and oral communication skills. Behavioral indicators were developed for a number of the important competencies. Methods of teaching the skills related to positive attitude, cooperation, and troubleshooting are suggested. The study demonstrated an effective method for collecting data. The method included a structured interview with a card sort accompanied by an industry tour of the work environment. The analysis of the data was done on an IBM-Personal Computer using three original computer programs and one purchased program. Two of the programs incorporated interactive graphic analysis of data. Scatter graph comparisons of the ranking of the entrance and promotion competencies by supervisors and technicians are included. Tables are provided to compare the competencies for digital and non-digital jobs and to compare the competencies for research and non-research jobs. It is recommended that educators should place more emphasis on troubleshooting skills and that computer testing concepts and diagnostic troubleshooting programs need to be incorporated into the curriculum. Educators should remember that math and circuit analyzing skills, although important for the student, are much less important for the average working technician.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11858
- Subject Headings
- Community colleges--Florida--Brevard County--Entrance requirements, Electronic technicians--Education--Florida--Brevard County
- Format
- Document (PDF)
- Title
- MEMBERSHIP SATISFACTION OF THREE TEACHER COLLECTIVE BARGAINING UNITS WITH BARGAINING AGENT PERFORMANCE IN THREE SELECTED EAST COAST COUNTIES DURING A PERIOD OF DEMOGRAPHIC CHANGE.
- Creator
- WALKER, JOYCE A., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to determine whether the teacher bargaining unit members of three selected lower east coast counties of Florida were satisfied with the performance of their bargaining agents. The population selected was the entire membership of the three bargaining units. A stratified random sampling of 20 percent each of senior high, junior high, and elementary personnel was used to give a proportional sample. A Likert-type survey scale consisting of forty items was constructed...
Show moreThe purpose of this study was to determine whether the teacher bargaining unit members of three selected lower east coast counties of Florida were satisfied with the performance of their bargaining agents. The population selected was the entire membership of the three bargaining units. A stratified random sampling of 20 percent each of senior high, junior high, and elementary personnel was used to give a proportional sample. A Likert-type survey scale consisting of forty items was constructed, validated, and distributed to the stratified random sample. 271 responses were received. The main hypothesis that the membership was satisfied with the bargaining agent performance was tested statistically by a "t" test and was not accepted. Nine areas of dissatisfaction were: salary, pay supplements, overtime, pay scale steps, increments for degrees/hours, medical plans, dental plans, number of students, and planning time. Secondary hypotheses that no significant differences existed among subgroups were generally supported, but there were exceptions, such as in sex, age, and membership status. It was concluded that the agents should strive to improve in the areas of dissatisfaction in negotiations.
Show less - Date Issued
- 1985, 1985
- PURL
- http://purl.flvc.org/fcla/dt/11859
- Subject Headings
- Collective bargaining--Teachers--Florida
- Format
- Document (PDF)
- Title
- CRITICAL CARE COMPONENT OF UNDERGRADUATE NURSING EDUCATION: A STUDY OF PERCEPTIONS OF ASSOCIATE DEGREE AND BACCALAUREATE DEGREE NURSING FACULTY AND STUDENTS.
- Creator
- BLAIS, KATHLEEN KOERNIG, Florida Atlantic University, Burgess, Ernest E.
- Abstract/Description
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This study compared the perceptions of Associate (ADN) and Baccalaureate (BSN) nursing faculty and students regarding undergraduate critical care nursing education. The purposes were to: 1) identify attitudes and beliefs of ADN and BSN nursing faculty and students regarding undergraduate critical care nursing education; 2) explore the extent to which faculty perceptions differ in relation to student perceptions; 3) explore the extent to which faculty perceptions differ in relation to the...
Show moreThis study compared the perceptions of Associate (ADN) and Baccalaureate (BSN) nursing faculty and students regarding undergraduate critical care nursing education. The purposes were to: 1) identify attitudes and beliefs of ADN and BSN nursing faculty and students regarding undergraduate critical care nursing education; 2) explore the extent to which faculty perceptions differ in relation to student perceptions; 3) explore the extent to which faculty perceptions differ in relation to the types of program in which they are teaching; 4) explore the extent to which faculty perceptions differ in relation to their demographic and biographic characteristics; and 5) explore the extent to which student perceptions differ in relation to students in the alternative program of study. The Critical Care Nursing Education Questionnaire, was developed for use in this study by the investigator and administered to 50 Associate and Baccalaureate nursing faculty and 211 Associate and Baccalaureate nursing students. Descriptive and inferential statistical procedures were used to analyze the group responses. Significant differences were identified by ANOVA testing of the eight null hypotheses and led to rejection of four null hypotheses at the .05 level of significance. Perceptions of faculty regarding undergraduate critical care nursing education include: 1> instruction should be offered at the baccalaureate level of undergraduate nursing education; 2) students should be permitted to perform critical care nursing procedures under the guidance of a critical care nurse or nursing instructor; 3) such instruction should be general in nature, offered over one full semester with between 48 and 96 hours of clinical experience; 4) instruction should be an elective available to all senior students; 5) the intensive care unit is not threatening for students, rather undergraduate critical care nursing education helps students gain confidence in their basic nursing skills; and 6) upon graduation, students should not be expected to function as practitioners of critical care nursing. Students were in stronger agreement with such instruction being required in all undergraduate nursing programs. Baccalaureate students were more likely to believe that upon graduation the nurse should have the knowledge and skill to function as a beginning practitioner of critical care nursing. All faculty and students indicated that undergraduate exposure to critical care nursing is important.
Show less - Date Issued
- 1985
- PURL
- http://purl.flvc.org/fcla/dt/11860
- Subject Headings
- Nursing--Study and teaching (Associate degree), Intensive care nursing--Study and teaching
- Format
- Document (PDF)
- Title
- A NEW APPROACH TO CURRICULUM ORGANIZATION: THE ADMINISTRATIVE IMPLICATIONS OF CASSIRER'S THEORY OF SYMBOLIC FORM.
- Creator
- MORSE, ROBERT EVERETT., Florida Atlantic University
- Abstract/Description
-
It is the purpose of this study to explore the administrative implications of an alternative to the rationale of the subject-centered organization used by many nonpublic secondary schools. The literature review shows that the planning and assessment of education goals involves assumptions which administrators are being challenged to reexamine. The study proposes and tests a new conceptual framework based on Cassirer's theory of symbolic form as a suitable base for the development of...
Show moreIt is the purpose of this study to explore the administrative implications of an alternative to the rationale of the subject-centered organization used by many nonpublic secondary schools. The literature review shows that the planning and assessment of education goals involves assumptions which administrators are being challenged to reexamine. The study proposes and tests a new conceptual framework based on Cassirer's theory of symbolic form as a suitable base for the development of administrative plans and programs. The study itself is exploratory and descriptive. It is limited to nonpublic schools and directed to the secondary level. Following Katz, theses are set out and tested against preset criteria. The study presents three major findings: (1) The symbolic nature of knowledge is a suitable substitute for the logic of the disciplines in organizing a curriculum; (2) The object of knowledge is superior to the disciplines for organizing the curriculum; (3) An organization based on symbolic skills and the object of study provides an analytical tool for judging the appropriateness of educational goals and programs. In terms of the prespecified criteria the superiority of the proposed conceptual framework provides the theoretical justification for expanding the organization of curriculum experiences beyond the structure of a discipline to the structure of human knowledge. Based on the affirmation of the theses eight conclusions are presented. For example, it is concluded that programs and services provided by nonpublic schools should be built on the definition of man as a symbol using animal, i.e., "animal symbolicum." Another conclusion is that under the proposed conceptual framework the problem of organization and the problem of syntax are merged. Based on the findings and conclusions, administrative implications are presented for the following topics: (1) theoretical concerns, (2) program planning, (3) program implementation, (4) program evaluation, (5) instructional leadership.
Show less - Date Issued
- 1985
- PURL
- http://purl.flvc.org/fcla/dt/11861
- Subject Headings
- Education, Administration
- Format
- Document (PDF)