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Title
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PERCEPTIONS OF FLORIDA EDUCATORS AND SCHOOL BOARD MEMBERS REGARDING THE IMPACT OF SCHOOL INTEGRATION ON THE ACADEMIC GAINS AND SOCIAL ACCEPTANCE OF NEGRO CHILDREN.
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Creator
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BERVALDI, PAUL EDWIN, Florida Atlantic University, McCleary, Edward J.
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Abstract/Description
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The purpose of this study was to determine how Florida educators and school board members perceive the effect of school integration on the academic gains and social acceptance of Negro children. Procedure: The design for this study provided for two independent variables and ten dependent variables for each scale of a composite questionnaire: a ten item academic gains scale (AGS) and a ten item social acceptance scale (SAS). One independent variable was district grouping (DG); this variable...
Show moreThe purpose of this study was to determine how Florida educators and school board members perceive the effect of school integration on the academic gains and social acceptance of Negro children. Procedure: The design for this study provided for two independent variables and ten dependent variables for each scale of a composite questionnaire: a ten item academic gains scale (AGS) and a ten item social acceptance scale (SAS). One independent variable was district grouping (DG); this variable was based on a weighted index that classified Florida's school districts into five groups with similar demographic features. The other independent variable was job classification (JC); this variable consisted of elementary and secondary teachers, elementary and secondary principals, superintendents, and school board members. The dependent variables, in each case, were the ten item scores for that scale. A multivariate test of significance (p < .05), employing the Wilks' lambda criterion, was used for testing the hypotheses for each set of scales. In addition, univariate F tests were used to determine if individual items within a scale exceeded chance expectation at the .05 level. Conclusions: 1. Based on the statewide survey-- a. On the academic gains scale (AGS): (1) Perceptions cf the academic gains of Negro students do not differ significantly as a result of interaction between JC's and DG's . (2) Perceptions of the academic gains of Negro students do not differ significantly as a result of JC. (3) Perceptions of the academic gains of Negro students do differ significantly as a result of DG. b. On the social acceptance scale (SAS) : (1) Perceptions of the social acceptance of Negro students do not differ significantly as a result of interaction between JC and DG. (2) Perceptions of the social acceptance of Negro students do not differ significantly as a result of JC. (3) Perceptions of the social acceptance of Negro students do not differ significantly as a result of DG. 2. Based on the correlation study-- There are significant correlations for each JC with measures of social acceptance and academic gains.
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Date Issued
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1978
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PURL
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http://purl.flvc.org/fcla/dt/11706
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Format
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Document (PDF)