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Title: A case study of planning and implementing whole-school reform at a middle school.
Creator: Abramowitz, Rochelle., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this study was to investigate the dilemmas of planning and implementing whole-school reform in a middle school from the perception of administrators, teachers and parents. A qualitative case study approach was used. Data collection included interviews, observations, and document analysis. Interviews with 28 participants were divided into three consecutive sessions conducted from the bottom up in terms of the hierarchy of power in the organization. Data were transcribed, coded,...
Show moreThe purpose of this study was to investigate the dilemmas of planning and implementing whole-school reform in a middle school from the perception of administrators, teachers and parents. A qualitative case study approach was used. Data collection included interviews, observations, and document analysis. Interviews with 28 participants were divided into three consecutive sessions conducted from the bottom up in terms of the hierarchy of power in the organization. Data were transcribed, coded, triangulated, and analyzed to understand the views of participants. The study resulted in three major findings: (a) The principal enhanced the learning organization's capacity for whole-school reform by balancing tensions and conflicts; (b) Implementing a high-stakes testing regime and reform design simultaneously contributed to teacher overload, and reduced the capacity of teachers to implement whole-school reform; and, (c) Learning communities had a pivotal role in fostering collaboration for whole-school reform. The study concluded that: (a) Principal leadership is vital to successful whole-school reform implementation; (b) The crucial challenge of principals in whole-school reform is forging a network of strong relationships within and across staff work teams and the community through the development of learning communities and professional development; and, (c) Whole-school reform must be balanced with and adapted to accountability system if it is to have a chance of succeeding.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12080
Subject Headings: Middle school education, Educational change, Educational leadership, School management and organization
Format: Document (PDF)

Title: A private school leadership perspective on highly qualified middle school science teachers.
Creator: Bogaski, Carolyn Siniscalchi, Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders’ definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ.
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004349, http://purl.flvc.org/fau/fd/FA00004349
Subject Headings: Comparative education, Educational leadership, School management and organization, Science -- Study and teaching (Middle school)
Format: Document (PDF)

Title: An exploratory multiple case study of succession planning for higher education community engagement practitioners in selected higher education institutions in theSoutheastern region of the United States.
Creator: Louisy, Heidi, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Succession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results...
Show moreSuccession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results revealed that HEIs are not currently using succession planning strategies for the HECEP role. Further, although the study revealed that professional development opportunities for HECEPs exist, only 50% of institutional study participants were aware of, and participated. Finally, based on the credentials of individuals currently in HECEP roles and data obtained from this study (including data from an expert judge linked to the professional development program analyzed as part of this study), the researcher provides a job specification template for determining if institutions have a pipeline of individuals who could be prepared to assume the HECEP role in the future. This study, although limited in scope as it relates to succession planning, provides insight into the attitudes and perceptions of specific higher education professionals toward the professional development of employees, and more specifically, the HECEP role.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004303, http://purl.flvc.org/fau/fd/FA00004303
Subject Headings: Education, Higher -- Aims and objectives, Educational leadership, Leadership in education, Organizational change, School management and organization, Universities and colleges -- Administration
Format: Document (PDF)

Title: An analysis of Florida's school districts' attendance policies and their relationship to high school attendance rates.
Creator: Reardon, Ryan Turner., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this non-experimental correlational study was to determine the relationship between the type of attendance policies in the high schools of the 67 Florida school districts, the size of the school district (number of high school students), the socioeconomic status (SES) of the school district, and the average daily attendance rate of the district. Additionally, the study determined if the relationship between policy type and attendance rate was moderated by SES and size. To test...
Show moreThe purpose of this non-experimental correlational study was to determine the relationship between the type of attendance policies in the high schools of the 67 Florida school districts, the size of the school district (number of high school students), the socioeconomic status (SES) of the school district, and the average daily attendance rate of the district. Additionally, the study determined if the relationship between policy type and attendance rate was moderated by SES and size. To test the research questions, high school attendance polices were examined and coded into one of three pre-determined categories: punitive, reward, or affective. The SES level and district size were also examined. A percentage was calculated for each district with respect to the makeup of attendance policies (by type). Polices that were punitive in nature were found to be most commonly implemented (mean 81.14 percent)., No significant relationships existed among the independent variables policy type, SES level and district size when tested with the dependent variable average daily attendance rate. Furthermore, district size and SES showed no significant moderation effects on the relationship between policy type and average daily attendance rate. An additional analysis of a large urban school district showed that when examining school level average daily attendance rates, school size showed no significant relationship, while school SES level did. The conclusion of this study was that while a heavy emphasis was placed on the implementation of punitive policy, when measured at the district level, average daily attendance rates were not significantly related to the variables of policy type, SES level, or district size, nor was the relationship between policy type and average daily attendance rate moderated by SES or district size., Recommendations for future research, school leaders, and policymakers were to assess the effectiveness of using reward and affective policies in conjunction with punitive policies, to conduct an assessment of policy effectiveness using school level data as the unit of analysis, and while attendance policies are typically created at the district level, schools should be given the autonomy to create and implement attendance programs conducive to their individual needs.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/58010
Subject Headings: School attendance, Juvenile delinquency, Dropout behavior, Prediction of, School management and organization
Format: Document (PDF)

Title: Beyond fidelity: relating educational practices and their determinants to student learning gains.
Creator: Urdegar, Steven M., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at...
Show moreThis study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at their schools. Nearly 13,000 students in grades 2 through 5 were assigned to those teachers. Factor analyses were used to separately identify patterns within survey items that measured educational practices, leadership actions, and instructional program coherence. Then, the students' achievement gains were adjusted for the effects of fixed demographic and organizational variables through hierarchical linear modeling. Finally, classroom level relationships between the adjusted achievement gains, and subscales computed from the factors that were identified, were examined through a path analysis. Educational practices were found to align to six factors labeled Technology, Training Utility, Advanced Skills, Basic Skills, Grouping, and Assessment. Leadership actions were found to align to two factors labeled Relationship and Task. Fixed effects at the student, classroom, and school levels were found to have an impact on both the initial status and growth components of student achievement. In the path model, Task was found to have a significant direct effect on Advanced Skills, while the effect of Relationship on educational practices was partially mediated by Instructional Program Coherence. Both Advanced and Basic skills were found to have positive effects on Adjusted Gain when taught at the appropriate level, and negative effects, when taught at the inappropriate level., Technology was found to facilitate Basic Skills instruction overall, with greater benefits seen at the upper grades. It was concluded the rates of use seen for Advanced and Basic skills instruction were similar at the three types of schools examined because of poor differentiation due to innovation diffusion. Teachers who perceived their leaders as supportive, tended to rate their schools as more coherent and training requirements as more appropriate, and used technology and assessment more often, leading to gains in student achievement.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/77653
Subject Headings: School management and organization, Decision making, Education, Evaluation, Educational tests and measurements, School improvement programs, Evaluation
Format: Document (PDF)

Title: Block scheduling: Its impact on academic achievement, and the perceptions of students, teachers, and administrators.
Creator: Hamdy, Mona., Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study consists of three parts. The first part determined if significant differences exist in the scores of students on four standardized tests between two block and two traditional scheduling schools. The assessment instruments were standardized tests given to students in Palm Beach County School District in the state of Florida: (a) Comprehensive Test of Basic Skills (CTBS) for grade 9, (b) Grade Ten Assessment Test (GTAT), (c) Florida Writes (FW) for grade 10, and (d) High School...
Show moreThis study consists of three parts. The first part determined if significant differences exist in the scores of students on four standardized tests between two block and two traditional scheduling schools. The assessment instruments were standardized tests given to students in Palm Beach County School District in the state of Florida: (a) Comprehensive Test of Basic Skills (CTBS) for grade 9, (b) Grade Ten Assessment Test (GTAT), (c) Florida Writes (FW) for grade 10, and (d) High School Competency Test (HSCT) for grade 11. Approximately 2,000 students took each of the four tests for each grade, a total of 8,000 participants. Significant differences (p <.00125) were found between students scores on the FW and the HSCT. The traditional scheduling students outperformed those at the block scheduling schools in regards to the FW and the HSCT. Results of statistical analysis indicated a significant difference between the 4 x 4 schedule and the alternate day schedule only in terms of achievement on the Florida Writes. Students at the alternate day school outperformed those at the 4 x 4 scheduling school on the Florida Writes test. Schools' records indicated that the rate of suspension has decreased during the year of implementing block scheduling for the alternate day scheduling school, and increased for the 4 x 4 scheduling school. There was no change in the absentee rate at both types of block scheduling schools. The second part of this study was to compare differences in perceptions among teachers and students towards the two types of block scheduling. A Likert-type survey was answered by 101 teachers from both types of schools. Statistical analysis indicated a significant difference between the perceptions of teachers from the 4 x 4 and the alternate day scheduling schools in terms of class size. Teachers disagreed that class size has decreased because of the implementation of block scheduling. Regarding students' perceptions, 931 students from both schools participated in answering the questionnaire. There were significant differences among students on their preference to remain on block scheduling. The third part of this study examined differences between the perceptions of administrators of different types of block scheduling. A Likert-type survey consisting of 26 items was sent to selected principals throughout the nation. Twenty two out of the 24 items did not prove to be significant at the 0.0021 level. There were differences in administrators perceptions towards the failure rate. Similar results were found in regards to discipline problems. The Scheffe post hoc test was administered to determine which pairwise group differences were significant. Survey results indicated that administrators perceived that the science department is the happiest department with block scheduling, and that mathematics and foreign language are the least happy.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12477
Subject Headings: Schedules, School--Florida--Palm Beach County, High schools--Florida--Palm Beach County, School year--Florida--Palm Beach County, School management and organization, Academic achievement
Format: Document (PDF)

Title: CYCLIC IRRELEVANCY: A THEORETICAL CONSTRUCT FOR THE ANALYSIS OF CERTAIN FEEDBACK MALFUNCTIONS IN EDUCATIONAL SYSTEMS.
Creator: HANSEN, HAROLD CHARLES JULIUS., Florida Atlantic University, Harmes, Harold M.
Abstract/Description: As systems, schools receive inputs from their suprasystems and produce output which is returned to the suprasystems. Criteria for evaluating quality of output are best defined by the suprasystems which receive the output. When school systems produce output which meets suprasystem criteria, a state of concordance between the educational subsystem and its suprasystems is achieved. However, the out-put of an educational system may not meet the expectations of its suprasystems. Deductive analysis...
Show moreAs systems, schools receive inputs from their suprasystems and produce output which is returned to the suprasystems. Criteria for evaluating quality of output are best defined by the suprasystems which receive the output. When school systems produce output which meets suprasystem criteria, a state of concordance between the educational subsystem and its suprasystems is achieved. However, the out-put of an educational system may not meet the expectations of its suprasystems. Deductive analysis is the method used in this dissertation for establishing proof of cyclic irrelevancy from the assumptions, definitions and postulates widely accepted by scholars in the field of systems theory. Corollaries which logically follow are also formulated. Based upon the identification and description of cyclic irrelevancy and its corollaries, a theoretical prescriptive model for interruption of cyclic irrelevancy is described.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/11672
Subject Headings: System theory, School management and organization
Format: Document (PDF)

Title: The desired role vs. the actual role of the Lutheran elementary school board as viewed by selected principals, school board chairpersons, and pastors of the Lutheran Church-Missouri Synod.
Creator: Stucky, Bradd William, Florida Atlantic University, Urich, Ted R.
Abstract/Description: The Lutheran Church-Missouri Synod has always advocated Christian day schools. One of the major missions of the Lutheran Church-Missouri Synod, according to its Constitution, is the furtherance of Christian parochial schools and thorough instruction in confirmation. Although the governance of each school varies, typically, a school board's general duties include defining policy and ensuring its implementation. The purpose of this study was to determine the degree of similarity between the...
Show moreThe Lutheran Church-Missouri Synod has always advocated Christian day schools. One of the major missions of the Lutheran Church-Missouri Synod, according to its Constitution, is the furtherance of Christian parochial schools and thorough instruction in confirmation. Although the governance of each school varies, typically, a school board's general duties include defining policy and ensuring its implementation. The purpose of this study was to determine the degree of similarity between the desired role and the actual role of the Lutheran elementary school board as described by principals, school board chairpersons, and pastors in the Lutheran Church-Missouri Synod elementary schools in the United States. The sample was comprised of 200 Lutheran Church-Missouri Synod schools selected at random from the United States during the 1999--2000 School Year. The School Board Function Survey instrument for the principal, school board chairperson, and pastor were sent to each of the selected schools. It consisted of 47 tasks commonly associated with school boards. Respondents were asked to indicate on a Likert scale the (a) desired amount of involvement they believed the school board should have with a task and (b) the actual amount of involvement they believed the school board does have with a task. Data were analyzed via two statistical procedures. First, a paired t-test was calculated. Second, a table of the mean differences in the ratings was provided. A general threshold for significance was set at the .05 alpha level. Results indicated a significant difference between the desired role and actual role of the school board on 38, 26, and 35 of 47 tasks commonly associated with the school board as viewed by principals, school board chairpersons, and pastors, respectively. School leaders would do well to provide opportunities that clarify the mission of the school and the role of the school board. Subsequently, upon a clear delineation of the mission and role of the school board, consistent and continual examination by the principal, the school board chairperson, and the pastor would seem beneficial.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12629
Subject Headings: Lutheran Church--Missouri Synod --Board of Parish Education, Lutheran Church--Education--United States, Elementary school administration, School boards--United States, School management and organization
Format: Document (PDF)

Title: A DEVELOPMENTAL MODEL FOR BROADLY REPRESENTATIVE STATE ORGANIZATIONS OF PRIVATE SCHOOLS.
Creator: SIKKENGA, ROGER WAYNE, Florida Atlantic University
Abstract/Description: This study presents a model for the development of statewide organizations of private schools. The model is intended for use in states where such organizations are not now existent or where existing organizations are in need of strengthening. Literature reviewed for the study included the history of private education in America, the development of one such state organization--The Florida Association of Academic Nonpublic Schools (FAANS), the need for, benefits of, and advantages of such...
Show moreThis study presents a model for the development of statewide organizations of private schools. The model is intended for use in states where such organizations are not now existent or where existing organizations are in need of strengthening. Literature reviewed for the study included the history of private education in America, the development of one such state organization--The Florida Association of Academic Nonpublic Schools (FAANS), the need for, benefits of, and advantages of such organizations and the cautions and problems inherent in their development. The methodology involved use of two extensive survey questionnaires sent to twelve selected State Education Agency officials in the public sector of education, and the heads of eight selected existing statewide organizations of private schools. The analysis of collected data and formulation of generalizations and conclusions from those data led to the suggested process for development of statewide organizations of private schools. Conclusions drawn from the study included the following: (1) Private education is growing, is more diverse than ever, and is coming together into statewide associations of private schools. Twenty-five such statewide associations of private schools are now formally organized. (2) Communication among private schools and between the private and public sectors of education is a serious problem in most states surveyed and must be improved. (3) Private school leadership within each state must work together to meet common needs and resolve common problems. They must then join hands with public educators forming a partnership to improve educational opportunities for all the state's children. (4) Wide variation exists within the states surveyed in regards to the amount and type of state regulation of private education, state aid to private education, and the state's knowledge about private schools within each state. (5) Private school organizations within states must be broadly representative of all private education within the state. (6) Private school organizations should avoid becoming overly aggressive in seeking state and federal aid in goods and services. (7) Private education leaders must take the initiative in establishing communication and working relationships first among themselves and then with their counterparts in public education. (8) The state education agencies must view private education as a partner in education, must establish a liaison office within the department, and must take seriously the several laws mandating assistance for private schools and their students within the states. The model includes a study of factors influencing effective organizational development, recommendations for membership, a discussion of potential organizational goals and objectives, and a step-by-step plan for beginning such an organization. Implementation of the model is shown to vary from state to state due to differences in state laws and regulations, the political climate of the state, and the nature of and working relationships among private schools within each state.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11768
Subject Headings: Florida Association of Academic Nonpublic Schools, Private schools, School management and organization
Format: Document (PDF)

Title: Distributed leadership: An exploratory study.
Creator: Lucia, Rosemary T., Florida Atlantic University, Bogotch, Ira
Abstract/Description: The purpose of this study was to investigate the distribution of leadership and its effectiveness in an elementary school setting. This investigation viewed distribution as a horizontal continuous process, rather than a hierarchical process with administrators, teachers and support staff each demonstrating varying degrees of involvement in leadership activities according to roles, situations, leadership styles and organizational relationships. This study was anchored in a democratic,...
Show moreThe purpose of this study was to investigate the distribution of leadership and its effectiveness in an elementary school setting. This investigation viewed distribution as a horizontal continuous process, rather than a hierarchical process with administrators, teachers and support staff each demonstrating varying degrees of involvement in leadership activities according to roles, situations, leadership styles and organizational relationships. This study was anchored in a democratic, distributed perspective using the work of Jack Gibb, Richard E. Elmore, Peter Gronn, and James Spillane as its foundation. The design of this study involved the use of both quantitative and qualitative methods. The quantitative path involved data collection through surveys and existing documents. The qualitative data collection involved interviews and observations. In order to maximize the probability for identifying the dynamics and effects of distributed leadership in elementary schools, the settings for this study included schools engaged in a guidance grant model in both Broward County and Pasco County Public School Districts in Florida, which, on the surface, appeared to have distributed leadership components already in practice. The sample for this study included six Florida elementary schools, three located in Broward County and three in Pasco County. Four of these schools, two from Broward County and two from Pasco County, had been implementing the guidance reform effort. The two remaining schools, one in Broward County and one in Pasco County, demonstrated similar demographics and closely matched socioeconomic status of the grant schools, but were outside the guidance grant program. The population used in this sampling included principals, assistant principals, teachers, titled teacher leaders, school counselors and support staff. The findings of this study confirmed the theories of Gibb, Elmore, Gronn, and Spillane through the development of the Distributed Leadership Cycle. Distributed leadership is the key to effective collaboration that will positively impact the quality of teaching and learning, thus impacting student achievement. It is this integrative, relational model of distribution that will propel schools forward. Distributed leadership is the theoretical lens through which leadership practice in school can be reconfigured and re-conceptualized for the 21st century.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12122
Subject Headings: Educational leadership, Education--Philosophy, School management and organization, Educational change
Format: Document (PDF)

Title: Does leadership matter?: the relationship of school leadership to a safe school climate,bullying, and fighting in middle school.
Creator: Leff, Jonathan M., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student...
Show moreThe purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student fights, and a safe school climate and the number of bullying incidents and student fights. The study surveyed 12 middle schools located in a large, urban district in south Florida. Principal leadership style was determined from the MLQ-5X, school safety climate was determined from the school district’s Annual Customer Survey, and the reported number of fights and bullying incidents recorded in the school district’s Discipline Management System were collected via records request for each participating middle school and tallied. Pearson correlations were conducted to examine the bivariate association between the leadership dimensions, a safe school climate, and school violence. Separate multiple linear regression models were used to examine the following relationships: leadership style and the number of reported fights and reported bullying incidents; leadership style and a safe school climate; and a safe school climate and the number of reported fights and reported bullying incidents. The findings suggested that there were no statistically significant correlations between leadership style (transformational, transactional, and laissez-faire), and bullying or fighting, and no statistically significant correlation between principal leadership style and middle school climate. There was a statistically significant correlation found between school climate and the number of student fights. The significance of this finding is important because it illustrates the adverse impact fighting has on student safety, which, in turn, adversely affects the school climate. Therefore, it is up to the school leader to create a climate where everyone feels safe can focus on student achievement.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004133, http://purl.flvc.org/fau/fd/FA00004133
Subject Headings: Bullying in schools -- Prevention, Education, Secondary -- Sociological aspects, Educational leadership, Educational leadership, Middle school students -- Attitudes, Middle school teachers -- Attitudes, School management and organization
Format: Document (PDF)

Title: The impact of block scheduling on academic achievement and the perceptions of teachers and administrators in selected South Florida high schools.
Creator: Cosimano, Michael, Florida Atlantic University, Maslin-Ostrowski, Patricia, Decker, Larry E.
Abstract/Description: The purpose of this study was to determine the impact of scheduling alternatives on (a) student achievement, student behavior, and attendance rates and (b) teacher and administrator perceptions. Archival data for student achievement, behavior, and attendance were obtained from the Palm Beach County School District. Perceptions of teachers and administrators were obtained through data collected from questionnaires administered through participating schools in this study. The research took...
Show moreThe purpose of this study was to determine the impact of scheduling alternatives on (a) student achievement, student behavior, and attendance rates and (b) teacher and administrator perceptions. Archival data for student achievement, behavior, and attendance were obtained from the Palm Beach County School District. Perceptions of teachers and administrators were obtained through data collected from questionnaires administered through participating schools in this study. The research took place at three high schools using either 4 x 4, A/B, or modified block schedules and two high schools using traditional schedules. The block-scheduled schools were used in a similar study in 1996 after 1 year of implementation. The current study investigated the impact of block scheduling for year 1 (1996) and year 6 (2001). Perceptions toward block scheduling were obtained from teachers and administrators working in the three block-scheduled schools. The findings in this study support prior research which found that block scheduling may enhance student achievement levels in reading, writing and mathematics. Based on the findings, it appears that the modified block schedule may be a better choice over the 4 x 4 and the A/B schedules in terms of increasing student achievement, decreasing student behavior problems, and increasing student attendance rates. Tentative findings on the perceptions of teachers and administrators appeared to indicate a preference toward remaining on the block schedule over the traditional schedule.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12090
Subject Headings: Academic achievement, School management and organization
Format: Document (PDF)

Title: Organizational servant leadership and its relationship to secondary school effectiveness.
Creator: Herbst, Joel David., Florida Atlantic University, Pisapia, John
Abstract/Description: The purpose of this study was to determine if schools where higher degrees of servant leadership were practiced performed better than schools that practiced lower degrees of servant leadership. Servant leadership is the understanding and practice of leadership that places the good of those led over the self-interest of the leader. The characteristics of servant leadership include valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing...
Show moreThe purpose of this study was to determine if schools where higher degrees of servant leadership were practiced performed better than schools that practiced lower degrees of servant leadership. Servant leadership is the understanding and practice of leadership that places the good of those led over the self-interest of the leader. The characteristics of servant leadership include valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. Variables utilized to determine the relationship between servant leadership and school effectiveness included the Florida Comprehensive Assessment Test (FCAT) test scores in writing, reading, mathematics, annual learning gains in mathematics, annual learning gains in reading, annual learning gains made by the lowest 25th percentile of students, attendance, dropout rates, and critical incidents. Additionally, contextual variables were examined to determine their relationship between servant leadership and school effectiveness. Contextual variables included principal tenure, socioeconomic status, ethnicity, and school size. The primary means of data collection for this exploratory quantitative non-experimental study were obtained utilizing the Organizational Leadership Assessment (OLA) instrument developed by James Laub (1999). This study gathered data from 24 high schools (N = 24) in Broward County, Florida. Each school was provided with 46 servant leadership surveys for completion by the school principal, 5 assistant principals, 12 department chairpersons, and 28 instructional staff members. A total of 1,104 servant leadership surveys were distributed and 884 were returned resulting in an 80 percent aggregate return rate. The data were subjected to correctional analyses utilizing a .10 level of significance due to the exploratory nature of the study. The major find of this study was that positive relationships were found to exist between servant leadership and student achievement. The study also found a relationship of bipolarity between servant leadership and ethnicity. However, the study did not find any significant relationship between other contextual variables and servant leadership. In general, in schools where greater degrees of servant leadership are being practiced, students are achieving at a higher rate than in schools were lower degrees of servant leadership are being practiced. The findings lend support to the conclusion that principals who embed the characteristics of servant leadership throughout their organizations may expect high levels of student achievement, particularly in mathematics, reading, and annual learning gains.
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Date Issued: 2003, 2003
PURL: http://purl.flvc.org/fcla/dt/12066
Subject Headings: Educational leadership, School improvement programs, School principals, School management and organization
Format: Document (PDF)

Title: A qualitative study of participants' role expectations on school advisory councils.
Creator: Huie, Kathleen K., Florida Atlantic University, Jurenas, Albert C.
Abstract/Description: This qualitative study examined the role expectations of participants on School Advisory Councils (SACs). Selected teachers, principals, parents, and community members were interviewed, SAC meetings observed, and SAC documents analyzed in an investigation into the roles of the SAC and SACs' impact on school reform. Data was transcribed, coded, triangulated, and analyzed to understand the views of SAC members. The study resulted in nine major findings: (a) State and local policies are unclear...
Show moreThis qualitative study examined the role expectations of participants on School Advisory Councils (SACs). Selected teachers, principals, parents, and community members were interviewed, SAC meetings observed, and SAC documents analyzed in an investigation into the roles of the SAC and SACs' impact on school reform. Data was transcribed, coded, triangulated, and analyzed to understand the views of SAC members. The study resulted in nine major findings: (a) State and local policies are unclear about the actual role of SAC, (b) past histories and current contexts shaped participation in SAC, (c) involvement in SAC was a result of personal motivation, (d) availability of information was an important reason for participation in SAC, (e) SAC participation brought the opportunity to have a voice and vote, (f) reform of curriculum, instruction, and assessment was not addressed by SAC, (g) SAC serves mainly as support, (h) the accomplishments of SAC are elusive, and (i) principals and chairs of SAC have the clearest view of the role of the SAC. The study concludes that SAC makes no significant impact on school reform, that connections between SAC and school reform are difficult to identify and recommends further research, a lessening of emphasis on high-risk, state-mandated assessments; and a change in state law to clarify the role of SAC.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12631
Subject Headings: Citizens' advisory committees in education, Community and school, Educational change, School management and organization
Format: Document (PDF)

Title: The relationship between conflict resolution/peer mediation and school climate as evidenced by selected critical incidents.
Creator: Davenport, Kathleen Ann., Florida Atlantic University, Jurenas, Albert C.
Abstract/Description: This research study investigated the relationship between a conflict resolution/peer mediation program and school climate as evidenced by selected critical disciplinary incidents and climate surveys. Variables investigated were survey participants' status: faculty or student. The subjects of this study were 225 students and 129 faculty members of Port St. Lucie High School in St. Lucie County, Florida. The critical incidents were compared between Port St. Lucie High School which implemented...
Show moreThis research study investigated the relationship between a conflict resolution/peer mediation program and school climate as evidenced by selected critical disciplinary incidents and climate surveys. Variables investigated were survey participants' status: faculty or student. The subjects of this study were 225 students and 129 faculty members of Port St. Lucie High School in St. Lucie County, Florida. The critical incidents were compared between Port St. Lucie High School which implemented the program and another comprehensive high school in St. Lucie County. The findings showed two major results: (a) although there was some increase in positive perception about school climate after the implementation of the conflict resolution/peer mediation program, it was not significant and (b) there was a decline in the rate of three of the disciplinary incidents measured, attempting to fight, fighting and striking another student were less than expected. Disrespect for others, however, was not decreased.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12501
Subject Headings: Conflict management, Mediation, Peer counseling of students, Classroom environment, School management and organization
Format: Document (PDF)

Title: The relationship between school climate and school performance in Miami-Dade County's schools of choice.
Creator: McLean, Dyona V., Florida Atlantic University, Pisapia, John
Abstract/Description: The purpose of the study was to determine whether a relationship exists between school climate and school performance in Miami Dade County's schools of choice. More specifically, the study sought to determine: (a) the climate in Miami Dade County's magnet programs/schools of choice; (b) whether high performing (A/B) magnet programs schools have a different climate than low performing (D/F) magnet programs/schools of choice; (c) if the relationship between school climate and school performance...
Show moreThe purpose of the study was to determine whether a relationship exists between school climate and school performance in Miami Dade County's schools of choice. More specifically, the study sought to determine: (a) the climate in Miami Dade County's magnet programs/schools of choice; (b) whether high performing (A/B) magnet programs schools have a different climate than low performing (D/F) magnet programs/schools of choice; (c) if the relationship between school climate and school performance is moderated by contextual factors; and (d) if a model can be developed to predict school performance using the variables in the study. Archival data was retrieved from the Florida Department of Education (FLDOE) website to determine school performance and from Miami Dade County Public Schools' (MDCPS') website, District Profiles and Statistical Abstracts from 1998-1999 to 2003-2004 to determine school climate. The MDCPS' data is based on survey responses from The School Climate Survey that is administered annually to 100 parents, staff and students in all 356 K-12 schools. Four questions guided the research and nine related hypotheses aligned to specific questions were analyzed and presented. The school was the unit of study. The results from School Climate Responses for 73 magnet programs/schools representing 12 percent of Miami Dade County Public Schools' 356 schools were analyzed. After determining a mean score for each selected item in the survey, the overall mean scores for each year was computed. The analysis employed a variety of procedures including Analysis of Variance (ANOVA), graphical analyses and Multiple Regression/Correlational Analyses. The study has implications for policy makers at the state and district level, principals, teachers and parents as they relate to reduction of school size and a trend towards schools-within-a school or theme schools. There are also issues that will inform future research and leadership development at the university level.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12210
Subject Headings: School management and organization--Florida--Miami-Dade County, School environment--Florida--Miami-Dade County, Education--Aims and objectives--Florida--Miami-Dade County, Educational leadership, School management and organization
Format: Document (PDF)

Title: SELECTIVE DISSEMINATION OF INFORMATION (SDI); HISTORY AND APPLICATION, TRENDS, AND ISSUES, 1958-1978: AN OVERVIEW FOR THE EDUCATIONAL ADMINISTRATOR.
Creator: DICKINSON, DAVID EARL., Florida Atlantic University, Smith, Lawrence E.
Abstract/Description: One of the key aspects of any administrative program is the forwarding of appropriate information to personnel who must use that information in the context of their work. The historical study provides the educational administrator with an instrument which will assist him in considering an information management concept, the selective dissemination of information (SDI). So that the educational administrator may judge whether SDI is suitable for his own unique purposes, an overview is given of...
Show moreOne of the key aspects of any administrative program is the forwarding of appropriate information to personnel who must use that information in the context of their work. The historical study provides the educational administrator with an instrument which will assist him in considering an information management concept, the selective dissemination of information (SDI). So that the educational administrator may judge whether SDI is suitable for his own unique purposes, an overview is given of SDI's various components, its development, its application in a myriad of diversified fields, its trends, and its issues. Since SDI's formalization, certain trends have emerged in its use. These trends have included its expansion into diverse fields, its coping with a proliferation of machine readable data bases, an increase in subscriberships to SDI systems, an increase on the use of group profiles by researchers, the use of SDI in information networks, and the use of microforms in SDI systems. There have been issues raised in the use of SDI, issues which the educational administrator should be familiar with in determining the applicability of SDI to his unique situation. The issues explored relate to cost evaluation, quality evaluation, user evaluation, data base problems, and limitations due to copyright law.
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Date Issued: 1979
PURL: http://purl.flvc.org/fcla/dt/11736
Subject Headings: School management and organization, Selective dissemination of information
Format: Document (PDF)

Title: A study of teacher response to a program of whole-school change.
Creator: Solomon, Gail Fern, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: This single site qualitative case study of a large high school was conducted during the course of one school year. The study focused on how secondary level teachers of the four core content areas, language arts, science, social studies and mathematics, responded to a program of whole school change. In addition to teachers, the administration and support staff were interviewed. The primary sources of data were the results of one hour interviews, document analysis and researcher non-participant...
Show moreThis single site qualitative case study of a large high school was conducted during the course of one school year. The study focused on how secondary level teachers of the four core content areas, language arts, science, social studies and mathematics, responded to a program of whole school change. In addition to teachers, the administration and support staff were interviewed. The primary sources of data were the results of one hour interviews, document analysis and researcher non-participant observations. The purpose of this study was to identify and understand teachers' various responses to a program of whole school change. The major concepts underlying the study were the meaning of change, the need for schools to change, the change process, the role of people involved in the change process and the proliferation of various programs of whole school change. The research findings highlighted the importance of: recognizing only one whole school change initiative as the primary focus, being knowledgeable of the whole school change initiative, constantly working on personalizing the school's vision, facing external and internal change forces, handling challenges and dealing with the rate of change. The conclusions of the study are that from attempted implementation of multiple school change initiatives perhaps only one change initiative will rise to prominence, teacher involvement and buy-in are important components of successful whole school change, educators face both internal and external factors while implementing whole school change and the principal plays a crucial role in successful whole school change.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12084
Subject Headings: Educational change, Educational leadership, Teachers--Attitudes, School management and organization
Format: Document (PDF)

Title: A STUDY OF THE ROLE OF THE URBAN ADVISORY COUNCIL CHAIRPERSON.
Creator: SHEELY, LAURENCE EUGENE., Florida Atlantic University
Abstract/Description: The purpose of this study was to determine if there are perceived differences in salient dimensions of the role of the urban advisory council chairperson among principals, advisory council chairpersons, and advisory council members, as well as between Community Schools and non-Community Schools. To measure the perceived role of the urban advisory council chairperson along five salient dimensions, an initial survey instrument was developed and administered to forty-one Assistant Principals for...
Show moreThe purpose of this study was to determine if there are perceived differences in salient dimensions of the role of the urban advisory council chairperson among principals, advisory council chairpersons, and advisory council members, as well as between Community Schools and non-Community Schools. To measure the perceived role of the urban advisory council chairperson along five salient dimensions, an initial survey instrument was developed and administered to forty-one Assistant Principals for Community Education. The results were factor analyzed, and the final survey instrument was expanded to the following eight salient dimensions: (1) Degree of Participation; (2) Linkage Between School and Community; (3) Shared Authority with Principal; (4) Parameters of Concern; (5) Responsibility for Council Operation; (6) Training; (7) Operational Involvement; (8) Leadership Experience. The three populations in this Dade County, Florida, study (principals, advisory council chairpersons, and advisory council members) were stratified into Community Schools and non-Community Schools. A cluster sampling method was used. Schools were randomly selected, and at each school the principal, the advisory council chairperson, and an advisory council member became part of the respective sample groups. The final survey instrument was sent to twenty-five persons in each of the six cells of the experimental design. The overall return rate was 82.7 percent with no cell less than 76 percent. Using the data from the final survey instrument, the hypotheses were tested with the Multivariate Analysis of Variance program at the Florida Atlantic University Computer Center. Of the three null hypotheses in this study, one was rejected and two were not rejected. The salient dimension, Responsibility for Council Operation, shows a significant difference in the perceived role of the advisory council chairperson between the principals and the representatives of the advisory council (chairpersons and members). No significant difference was found in any of the salient dimensions of the perceived role of the advisory council chairperson between Community Schools and non-Community Schools. Finally, it was found there is no significant interaction between the positions and the school types. Based on this study, it can be concluded that principals, advisory council chairpersons, and advisory council members do not hold similar perceptions of the role of the urban advisory council chairperson based on the salient dimension, Responsibility for Council Operation.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11756
Subject Headings: Citizens' advisory committees in education, School management and organization
Format: Document (PDF)

Title: Sustaining reform efforts in Broward County schools: A study of the Coalition of Essential Schools.
Creator: Moffitt, Sharon., Florida Atlantic University, Pisapia, John
Abstract/Description: States, districts and schools continuously institute school reforms that propose to meet the needs of all students. Reform efforts come and go at such a rapid pace, it is often difficult for a school to participate in a reform effort long enough to give it a chance to succeed. This study looked at the internal and external contextual factors that contribute to the sustainability of a reform effort within a school. The purpose of this study was to determine the relationship of the level of...
Show moreStates, districts and schools continuously institute school reforms that propose to meet the needs of all students. Reform efforts come and go at such a rapid pace, it is often difficult for a school to participate in a reform effort long enough to give it a chance to succeed. This study looked at the internal and external contextual factors that contribute to the sustainability of a reform effort within a school. The purpose of this study was to determine the relationship of the level of integration of the core values of the Coalition Of Essential Schools (CES) into the management and instructional practices of the school and sustainability of the reform effort. This research is based on the belief that reform efforts must be maintained long enough to become the "way we do things" to have a significant impact on student achievement. Thirty schools within Broward County participated in this study. A survey questionnaire was developed by the researcher and 252 responses were returned. This study employed a quantitative study that was correlational in nature. Principal turnover results were surprising, as principals changed, sustainability rates rose. Findings indicate principal turnover and coordinator turnover had little impact on integration levels of the core values into the school's practices. The correlation between a school's socio economic status and sustainability found that schools with high numbers of students on free and reduced priced lunch had lower rates of sustainability. Research also indicated schools who were CES members for more than four years had high levels of integration of the core values into the school's practices. Finally, research showed that teacher turnover had a significant relationship to the level of integration of the core values of the CES into the school's practices and to the sustainability of the reform effort within the school.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12209
Subject Headings: Coalition of Essential Schools, Educational change--Florida--Broward County--Case studies, Teacher-administrator relationships, School management and organization
Format: Document (PDF)

Educational leadership (9)	+ -
Educational change (4)	+ -
Academic achievement (2)	+ -
Citizens' advisory committees in education (2)	+ -
Coalition of Essential Schools (2)	+ -

Educational change--Florida--Broward County--Case studies (2)	+ -
School improvement programs (2)	+ -
Teacher-administrator relationships (2)	+ -
Bullying in schools -- Prevention (1)	+ -
Burn out (Psychology) (1)	+ -
COVID-19 (1)	+ -
Classroom environment (1)	+ -
Community and school (1)	+ -
Comparative education (1)	+ -
Conflict management (1)	+ -
Decision making (1)	+ -
Dropout behavior, Prediction of (1)	+ -
Dual enrollment (1)	+ -
Education (1)	+ -
Education -- Effect of technological innovations on (1)	+ -
Education, Higher -- Aims and objectives (1)	+ -
Education, Higher--Administration (1)	+ -
Education, Secondary -- Sociological aspects (1)	+ -
Education--Aims and objectives--Florida--Miami-Dade County (1)	+ -
Education--Philosophy (1)	+ -
Educational tests and measurements (1)	+ -
Elementary school administration (1)	+ -
Evaluation (1)	+ -
Florida Association of Academic Nonpublic Schools (1)	+ -

Block scheduling (Education)--Florida (1)	+ -
Curriculum planning--Florida (1)	+ -
Florida (1)	+ -
High schools--Florida--Palm Beach County (1)	+ -
Schedules, School--Florida--Palm Beach County (1)	+ -

College of Education (8)	+ -
Department of Educational Leadership and Research Methodology (8)	+ -
Maslin-Ostrowski, Patricia (7)	+ -
Pisapia, John (4)	+ -
Urich, Ted R. (3)	+ -

Bogotch, Ira (2)	+ -
Jurenas, Albert C. (2)	+ -
Abramowitz, Rochelle. (1)	+ -
Adamo, Lauren (1)	+ -
Bogaski, Carolyn Siniscalchi (1)	+ -
Cosimano, Michael (1)	+ -
DICKINSON, DAVID EARL. (1)	+ -
Davenport, Kathleen Ann. (1)	+ -
DeRosa, Adam (1)	+ -
Decker, Larry E. (1)	+ -
Floyd, Deborah L. (1)	+ -
HANSEN, HAROLD CHARLES JULIUS. (1)	+ -
Hamdy, Mona. (1)	+ -
Harmes, Harold M. (1)	+ -
Herbst, Joel David. (1)	+ -
Huie, Kathleen K. (1)	+ -
Leff, Jonathan M. (1)	+ -
Louisy, Heidi (1)	+ -
Lucas, Nancy Joan. (1)	+ -
Lucia, Rosemary T. (1)	+ -
Maslin-Ostrawski, Patricia (1)	+ -
McLean, Dyona V. (1)	+ -
Moffitt, Sharon. (1)	+ -
Raab, Yaron Roni (1)	+ -

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