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- Title
- The development of a telecollaborative program for an adult learning community: A case study of the program planning process.
- Creator
- Miller, Alicia Christine., Florida Atlantic University, Galbraith, Michael W., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to describe and analyze the program planning process used for planning technology programs for the South Consortium of Schools and of two member schools. This study sought to understand power and interests of the planning community and how they influenced the program process. A qualitative multi-case study design was used and the primary sources of data were interviews, document analysis, and researcher participant and nonparticipant observations. The sample of...
Show moreThe purpose of this study was to describe and analyze the program planning process used for planning technology programs for the South Consortium of Schools and of two member schools. This study sought to understand power and interests of the planning community and how they influenced the program process. A qualitative multi-case study design was used and the primary sources of data were interviews, document analysis, and researcher participant and nonparticipant observations. The sample of thirteen included a cross section of school personnel, parents, and community business partners. Findings were grouped into three categories, program planning community, program planning process, and negotiations of power and interests. Program planning communities were influenced by a national challenge to improve technology in the schools and by partnerships developed with parents, communities, and businesses. Factors critical to the planning process emphasized the importance of (a) having adequate time and information, (b) developing viable planning models addressing considerations of power and interests relationships, and (c) having effective managers and leaders. Program planning objectives focused on the acquisition of equipment versus integration of technology in the curriculum. Negotiations were the main practice of planning conducted by those in power who focused on meeting specific planning objectives. As a result of these findings, it was concluded that forming partnerships enhanced the program planning process, program planning models addressing negotiation of power and interests were not fully developed before planning began, and program planning attention was focused primarily on acquisition of equipment rather than integration of technology into curriculum.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12520
- Subject Headings
- Education, Administration, Education, Adult and Continuing, Education, Technology
- Format
- Document (PDF)
- Title
- Exploring selected factors in the relationship between school climate and leadership behaviors in two Saint Lucie County elementary schools.
- Creator
- Centerbar, Alberta Elaine., Florida Atlantic University, Hunt, John J., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The research study was designed to determine if significant correlations existed between selected factors of school climate and selected factors of leadership behaviors. The responses of the instructional staff of two Saint Lucie County elementary schools served as the basis for the study. The correlation of several bivariate combinations was studied for both schools independently. The Pearson product-moment correlation statistic was used to determine if a significant relationship existed at...
Show moreThe research study was designed to determine if significant correlations existed between selected factors of school climate and selected factors of leadership behaviors. The responses of the instructional staff of two Saint Lucie County elementary schools served as the basis for the study. The correlation of several bivariate combinations was studied for both schools independently. The Pearson product-moment correlation statistic was used to determine if a significant relationship existed at the.05 level. The Diagnostic Inventory of School Climate measured the following variables of school climate: (a) clear school mission, (b) safe learning environment, (c) expectation for success, (d) high morale, (e) effective instructional leadership, (f) quality classroom instruction, (g) monitoring student progress, and (h) positive home-school relations. Each of the climate variables was correlated with the following variables of leadership behavior as measured by the Diagnostic Survey for Leadership Improvement: (a) communication of the school principal, (b) control of the school principal, (c) decision making of the school principal, (d) interaction-influence of the school principal, and (e) confidence and trust processes of the school principal. It was concluded that in school one there were no statistically significant relationships between the variables of school climate and the variables of leadership behavior. However, in school two there were statistically significant relationships between: (a) the control of the school principal and high morale, (b) decision making of the school principal and high morale, (c) confidence and trust processes of the school principal and high morale, (d) decision making of the school principal and effective instructional leadership, (e) decision making of the school principal and quality classroom instruction, (f) control of the school principal and positive home-school relations, (g) decision making of the school principal and positive home-school relations, and (h) confidence and trust processes of the school principal and positive home-school relations.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12420
- Subject Headings
- Education, Administration, Education, Elementary
- Format
- Document (PDF)
- Title
- An investigation of relationships between school culture and leadership social interest.
- Creator
- Knutson, Kimberly Ann., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
-
This study investigated the relationship between school learning culture and leadership social interest in three groups of schools. Group One included schools attempting to improve student performance through participating in a staff development consortium. Group Two schools, also members of the staff development consortium, had made an additional commitment to participate in an action research process to improve student achievement. Group Three schools were designated as community schools....
Show moreThis study investigated the relationship between school learning culture and leadership social interest in three groups of schools. Group One included schools attempting to improve student performance through participating in a staff development consortium. Group Two schools, also members of the staff development consortium, had made an additional commitment to participate in an action research process to improve student achievement. Group Three schools were designated as community schools. Four research questions were explored: (a) Is there a relationship between school leadership social interest and school learning culture? (b) Is there a relationship between school leadership social interest and school type? (c) Are there differences in school leadership and faculty perception of school learning culture? and (d) Are there differences in school learning culture by school type? Data were voluntarily submitted by 12 schools that were members of the South Florida Center for Educational Leaders Consortium of Schools or were Broward County Community Schools. School administrators and teacher leaders completed the Basic Adlerian Scales for Interpersonal Success (BASIS-A Inventory). School leadership and faculty completed the School Professional Staff as Learning Community (SPSLC) and a demographic questionnaire. A total of 289 questionnaires were returned, for a response rate of (46%). Major findings include: (a) a significant relationship exists between school leadership social interest and the fourth school culture subscale (r = .33, p < .01) concerning the faculty's capacity to observe and give feedback on classroom behaviors to increase capacity; (b) Group One and Group Two schools differed on the second (F = 5.993, df = 288, p < .003) and fifth (F = 3.846, df = 288, p < .022) subscales of the SPSLO, concerning shared visioning and school conditions and capacity for continuous learning respectively; and (c) Group Two and Group Three schools differed on subscale three (F = 3.947, df = 288, p < .020), which assessed the collective creativity and learning of the organization. Leadership social interest is correlated to trusting learning environments that facilitate transformational learning. This study supports the literature describing learning organization leaders as being teachers, leaders, and designers, all of which are equated to social interest.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/12603
- Subject Headings
- Education, Administration, Education, Adult and Continuing, Education, Educational Psychology
- Format
- Document (PDF)
- Title
- A meta-analysis of Hersey and Blanchard's Situational Leadership Theory.
- Creator
- Wiggin, Harold Ellwood, Jr., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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This study examined the validity of Hersey and Blanchard' s Situational Leadership Theory (SLT). The meta-analytic techniques of Hunter, Schmidt, and Jackson were used to investigate two research questions: (1) Does the matching of leadership styles and follower maturity influence outcome measures? (2) Can any of the remaining variance be attributed to moderator variables? A literature search from January, 1968 to April, 1990 produced 26 acceptable studies with 52 separate effects. A...
Show moreThis study examined the validity of Hersey and Blanchard' s Situational Leadership Theory (SLT). The meta-analytic techniques of Hunter, Schmidt, and Jackson were used to investigate two research questions: (1) Does the matching of leadership styles and follower maturity influence outcome measures? (2) Can any of the remaining variance be attributed to moderator variables? A literature search from January, 1968 to April, 1990 produced 26 acceptable studies with 52 separate effects. A correlation coefficient was reported for each study. In studies with multiple effects the correlation was computed from an aggregation of those effects. A mean and variance were tabulated, and corrections were made for sampling error and attenuation. The corrected mean was.0498 with a variance of.0076. This was not significant. The criterion for significance was that the mean must be more than two standard deviations greater than zero (Hunter, Schmidt, & Jackson, 1982, p.28). An analysis of residual variance justified a search for moderator effects. Length of study proved to be the only influential moderator (.4343 mean and 0.0 standard deviation) when the Vertiz, et al. outlier was removed. With the exception of increasing the length of treatment, no evidence was obtained to support the Situational Leadership Theory. Future research should include longer durations, and more designs should incorporate outcome measures. Finally, measurement precision needs to improve for both leadership and maturity.
Show less - Date Issued
- 1991
- PURL
- http://purl.flvc.org/fcla/dt/12289
- Subject Headings
- Sociology, Theory and Methods, Psychology, Social, Education, Administration
- 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
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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)
- Title
- The relationship of selected principal characteristics to the integration of technology in schools.
- Creator
- Knee, Richard Henry, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Computers are an integral part of our society. The educational system is under considerable pressure to integrate computers into the curriculum both as a subject and as a teaching methodology. While research shows that there are positive trends in computer availability, most teachers have not yet fully integrated technology into the curriculum or their pedagogical methodologies. The purpose of this study was to determine the relationship of the principal's use of the microcomputer and other...
Show moreComputers are an integral part of our society. The educational system is under considerable pressure to integrate computers into the curriculum both as a subject and as a teaching methodology. While research shows that there are positive trends in computer availability, most teachers have not yet fully integrated technology into the curriculum or their pedagogical methodologies. The purpose of this study was to determine the relationship of the principal's use of the microcomputer and other principal characteristics. This included the location of the computer used, ethnicity, years of experience in education, age, gender and education, to the degree to which computer technology is integrated in the classroom. The sample was comprised of 40 elementary schools selected at random from Broward County and Dade County, Florida. A random sample of at least 20 teachers from each school was administered the Levels of Computer Use (LCU) survey to determine the degree to which technology was integrated into the classroom. The Technology Use Survey (TUS) was administered to the principal of the school to determine the level of computer use by the principal and other demographic factors related to the principal. Results indicated no significant relationship between the degree to which technology was integrated in the classroom, as determined by the LCU, and the principal's use of the microcomputer (r =.0779, p >.05). Moreover the location of the computer (r =.1068, p >.05), years of experience of the principal (r =.2505, p >.05), age (r =.0301, p >.05), gender (r =.1223, p >.05) and education (r =.0013, p >.05) were not found to have significant relationships with the degree to which technology was integrated in the classroom. A significant relationship was found between the ethnicity of the principal (r =.4582, p <.01) and the degree to which technology was integrated within the classroom. Suggestions for future research include studying the principal's role in the school in terms of their management or leadership role in the integration of technology in the curriculum. Future research should study other possible leaders in the school's organizational culture that might serve as a role model, and investigate the degree to which the principal's ethnic background may actually represent the socio-economic background of the school and other issues of equity.
Show less - Date Issued
- 1996
- PURL
- http://purl.flvc.org/fcla/dt/12443
- Subject Headings
- Education, Administration, Education, Technology
- Format
- Document (PDF)
- Title
- STRESS: SOURCES, SYMPTOMS AND ALLEVIATORS AS REPORTED BY SELECTED PUBLIC SCHOOL ADMINISTRATORS IN THE STATE OF FLORIDA.
- Creator
- BARBER, JACQUELYN B., Florida Atlantic University, College of Education
- Abstract/Description
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The purpose of this study was to determine the prevalence of stress reported by public school administrators in the State of Florida. The statistical analysis was directed at the sources of stress identified, the symptoms of stress reported and the stress alleviators enumerated by the sample group. Comparisons were made on the interrelationship of these three factors. Additional comparisons were made between reported sources, symptoms, and alleviators of stress when considering these...
Show moreThe purpose of this study was to determine the prevalence of stress reported by public school administrators in the State of Florida. The statistical analysis was directed at the sources of stress identified, the symptoms of stress reported and the stress alleviators enumerated by the sample group. Comparisons were made on the interrelationship of these three factors. Additional comparisons were made between reported sources, symptoms, and alleviators of stress when considering these variables: age, sex, length of administrative experience, school level, school size, school racial population and level of administrative responsibility (job position). A ninety-two item questionnaire was mailed to a stratified random sampling of members of the Florida Association of School Administrators. A return of 207 questionnaires represented a sampling of 11.44 percent of the membership. Statistical treatment of the data included two-way analyses of variance, t-tests and item analysis. The main category identified as a source of stress was student discipline followed by time management, energy demands, laws and reports, and professional status. The individual item identified as most stressful by the total sample was "student respect for authority." There was a statistically significant relationship between the subjects' perception of the stressfulness of their jobs and the frequencies of sources and symptoms of stress reported. High school and Middle/Junior High reported a significantly higher score on sources than Elementary. Other variables did not show significant differences. The most common symptoms identified were "emotional tension, alertness, keyed-up" and "general irritability, hyperexcitation or depression." The most frequent alleviators reported were "passive time (ex.: T.V., movies);" "individual interests (ex.: reading, hobbies);" "interpersonal time with one or a few individuals;" and "aerobic exercise." Recommendations from this study are that administrative training programs, inservice workshops and professional articles should address the following items: effective disciplinary techniques, effective time mangement, energy drain reduction, efficient reporting procedures, and the development of effective interpersonal skills and leadership techniques. School administrators also need to work more closely with legislators, school boards, law enforcement agencies, social service agencies, parents and others in addressing issues which are causing stress.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11793
- Subject Headings
- Education, Administration
- Format
- Document (PDF)