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- Title
- Sabbath Sacred Service.
- Creator
- Reusch, G. Roberta, Florida Atlantic University, Robinson, Kenneth H., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
As all music must, Jewish music of temple and synagogue has changed, and changed again through the long centuries. Because of an enduring interest in the old rituals and the old ways; however, it might be said that the music of Judaism still contains small nuggets of the musical form used in the days of the Prophets. Certainly, in recent years, musicologists have shown increasing interest in reconstructing the ancient patterns. They have become more and more certain that the musical service...
Show moreAs all music must, Jewish music of temple and synagogue has changed, and changed again through the long centuries. Because of an enduring interest in the old rituals and the old ways; however, it might be said that the music of Judaism still contains small nuggets of the musical form used in the days of the Prophets. Certainly, in recent years, musicologists have shown increasing interest in reconstructing the ancient patterns. They have become more and more certain that the musical service of the temple, as initiated by David, was carried by the Judaeo-Christians to the early Christian church and was the basis of the music of the Catholic liturgy. The early modes, or scale patterns, of the Jews were closely related to those of the Greeks, the Egyptians, the Babylonians; the source was primarily Oriental. However, just as a new moral value made their religion unique, the Jews added an individual meaning to music that provided the foundation of Western musical style. When the people of Israel wandered all over the world during the past two thousand years, their music went with them. The scale patterns and melody patterns changed according to the ways of the particular country and the style of the day. Through the centuries the "People of the Book" made an effort to remember the old chants. At first generation after generation of priests chanted the Scripture and transmitted the musical tradition orally. Hand signals came into being to help remember the particular pattern and punctuation given each word. Many years later written symbols were substituted for the hand signals and each symbol represented a melodic pattern and mode. Slowly a more precise system evolved from this primitive writing until today's notation came into use. This particular musical service was based on ancient modal and melodic patterns. The portion of Scripture in which each response was found determined which mode or cantillation (chant) was used in the song. In many of the responses, the antiphonal or responsorial form was used for this form was one of the most common in the ancient Orient. As much as possible, the mode and cantillation chosen was that of the Yemenite, Babylonian, or Sephardic-Oriental sections of the Jewish world. These peoples, especially the Yemenites, remained relatively free of outside influences over the years and their music could be considered purer in style. The harmony was designed to combine the sound of an era when harmony was nonexistent with today's insistence upon harmonic variety. The whole of the service was written to provide listeners with a brief glimpse into ancient musical history, using a portion of the musical heritage given Western civilization by the Jewish nation.
Show less - Date Issued
- 1969
- PURL
- http://purl.flvc.org/fau/fd/FA00000642
- Subject Headings
- Synagogue music--Sabbath services, Jews--Music--History and criticism
- Format
- Document (PDF)
- Title
- A COMPARATIVE STUDY OF AN AUDIO-TUTORIAL AND A TRADITIONAL METHOD OF TEACHING INTERMEDIATE COLLEGE ALGEBRA TO THE COMMUNITY COLLEGE STUDENTS.
- Creator
- CHINN, JAMES ALBERT, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The problem of this experiment was to test and compare the effects of an audio-tutorial method and a traditional lecture method of instruction of Intermediate College Algebra at Broward Community College, and to determine how the commercially-prepared and teacher-made audio-tutorial materials should be revised or altered for the improvement of the instruction of Intermediate College Algebra. The null hypotheses were based on the assumption that if significant initial differences in...
Show moreThe problem of this experiment was to test and compare the effects of an audio-tutorial method and a traditional lecture method of instruction of Intermediate College Algebra at Broward Community College, and to determine how the commercially-prepared and teacher-made audio-tutorial materials should be revised or altered for the improvement of the instruction of Intermediate College Algebra. The null hypotheses were based on the assumption that if significant initial differences in intellectual aptitude as measured by the Otis Mental Abilities Test, Form Am, existed between the groups, these differences would be adjusted with an Otis covariate. The Otis analysis revealed no significant differences, at the .05 level, between groups in mental ability. The seven null hypotheses were tested, as a part of the overall analysis of the study. The interpretation of analysis results lead to the rejection at the .05 level of the first hypothesis. (There is no significant difference in the mathematics achievement of the audio-tutorial and traditionally taught students.) The other hypotheses, two through seven, were accepted. As a result of the rejection of only the first hypothesis and an investigation of the linear trends of the pre- and post-test results it was concluded that the audiotutorial instructional method was superior, under the defined parameters, to the traditional method. It was concluded from the results of the attitude questionnaire that the audio-tutorial instructional approach had a positive effect on the students' attitude toward the course.
Show less - Date Issued
- 1973
- PURL
- http://purl.flvc.org/fcla/dt/11625
- Subject Headings
- Mathematics, Education, General
- Format
- Document (PDF)
- Title
- A DESCRIPTIVE STUDY OF THE SELF-CONCEPTS OF SELECTED URBAN GERIATRIC POPULATIONS.
- Creator
- ANDERSON, CHRISTINE ELEANOR, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
An investigation was made of the relationship between personal factors of selected urban geriatric populations in Dade and Broward Counties, Florida and t he self concepts of the subjects as measured by scores on the Tennessee Self Concept Scale. Subjects under study were one hundred fifty-nine men and women volunteers over the age of sixty who were participants at the eight Senior Centers of Dade County, Ida Fisher Junior High's Community School, or Broward Community College's Services for...
Show moreAn investigation was made of the relationship between personal factors of selected urban geriatric populations in Dade and Broward Counties, Florida and t he self concepts of the subjects as measured by scores on the Tennessee Self Concept Scale. Subjects under study were one hundred fifty-nine men and women volunteers over the age of sixty who were participants at the eight Senior Centers of Dade County, Ida Fisher Junior High's Community School, or Broward Community College's Services for the Elderly Program. The instrument used to obtain the personal factors information (senior center, birthplace, ethnic group, sex, marital status, age, religious preferernce, number of children, income, former occupation, education) was a questionnaire devised by the investigator consisting of nineteen questions. The self concept assessments were obtained by using the Tennessee Self Concept Scale. The self concept scores which were used in this study were Total Positive, Self Criticism, Physical Self, Moral-Ethical Self, Personal Self, Family Self, and Social Self. The responses on the Tennessee Self Concept Scale and questionnaire were compared using a univariate analysis of variance for each personal factor as compared with each of the seven scores on the Tennessee Self Concept Scale for each subject. The results of this comparison were in terms of an F-test of analysis of variance, and the results were considered significant if they exceeded the .05 level. Additionally, data were graphed by senior center. Of the eleven personal factors which were investigated, six bore some significant relationship (at the .05 level) to one or more self concept scores of the subjects under investigation. These factors were senior center, sex, birthplace, educational level, ethnic group, and religious preference. When the data were graphed by senior center, it was found that Claude Pepper, Edison Courts, James Scott, Metropolitan, Smathers, and Ida Fisher senior centers had a similar Tennessee Self Concept Scale profile and similarities in the personal factors of birthplace, ethnic group, sex, marital status, religious preference, number of children, income, and education. Myers, Jollivette, and Malcolm Ross Senior Centers had similar Tennessee Self Concept Scale profiles and similarities in the personal factors of sex, marital status, number of children, income, and education. Broward Community College's Services for the Elderly Center had a unique profile and was exceptional in that its attendants had been professionals and had attended graduate school.
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fcla/dt/11671
- Subject Headings
- Education, Curriculum and Instruction
- Format
- Document (PDF)
- Title
- THE USE OF VIDEOTAPE MODULES TO IMPROVE TEACHING METHODS AND TECHNIQUES OF COMMUNITY COLLEGE ART TEACHERS.
- Creator
- ANDERSON, GEORGE S., JR., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The purpose of this study was to develop effective means of teaching certain fundamental concepts in art to community college art teachers and to community college art students. The study was limited to community college art teachers and art students with emphasis on the problems of teaching a diverse art student population. A review of the literature provided information that community college art teachers are confronted with a diverse student body having varied learning styles and art...
Show moreThe purpose of this study was to develop effective means of teaching certain fundamental concepts in art to community college art teachers and to community college art students. The study was limited to community college art teachers and art students with emphasis on the problems of teaching a diverse art student population. A review of the literature provided information that community college art teachers are confronted with a diverse student body having varied learning styles and art experiences. The art teacher does need different instructional methods in order to effectively present the subject matter. The literature was also a source of information that was used in the development of two instructional videotape modules.
Show less - Date Issued
- 1979
- PURL
- http://purl.flvc.org/fcla/dt/11742
- Subject Headings
- Education, Art
- Format
- Document (PDF)
- Title
- THE RELATIVE EFFICACY OF THE LEITER INTERNATIONAL PERFORMANCE SCALE AND THE WECHSLER PRESCHOOL AND PRIMARY SCALE OF INTELLIGENCE IN DETERMINING GIFTEDNESS IN BLACK CHILDREN AND WHITE CHILDREN.
- Creator
- RAPEE, MARCIA RUBIN, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Purpose. This dissertation was designed to study the relative efficacy of the 1948 standardization of the Leiter International Performance Scale, the 1975 standardization of the Leiter International Performance Scale, and the Wechsler Preschool and Primary Scale of Intelligence for placing children in the gifted range of intellectual functioning. In addition, this dissertation addressed the relationship of a preschool screening instrument, the Developmental Indicators for the Assessment of...
Show morePurpose. This dissertation was designed to study the relative efficacy of the 1948 standardization of the Leiter International Performance Scale, the 1975 standardization of the Leiter International Performance Scale, and the Wechsler Preschool and Primary Scale of Intelligence for placing children in the gifted range of intellectual functioning. In addition, this dissertation addressed the relationship of a preschool screening instrument, the Developmental Indicators for the Assessment of Learning with the 1948 standardization of the Leiter International Performance Scale, the 1975 standardization of the Leiter International Performance Scale, and the Wechsler Preschool and Primary Scale of Intelligence. Results. The results indicated that there was a significant difference in the number of white children and black children placed into gifted classes, based upon the WPPSI and LIPS. Inspite of the fact that both white children and black children scored both higher and lower on the LIPS than the WPPSI statistically, based upon observed and predicted frequencies, the WPPSI did favor the white children in terms of gifted placement. There was no significant difference between the number of white children and black children placed in gifted classes based upon the LIPS. Discriminant root analysis corroborated these findings by statistically indicating the discriminant roots inherent in the WPPSI for the black children in this study. These discriminant roots were the following six subtests: Information; Vocabulary; Arithmetic; Comprehension; Mazes and Block Design. In addition, a multiple regression analysis corroborated that the 1948 LIPS is statistically nondiscriminatory by revealing that race was not a significant predictor of the 1948 LIPS IQ score.
Show less - Date Issued
- 1980
- PURL
- http://purl.flvc.org/fcla/dt/11759
- Subject Headings
- Education, Educational Psychology
- Format
- Document (PDF)
- Title
- A COMPARATIVE STUDY OF THE BASIC SKILLS ATTAINMENT OF SIXTH GRADE PUPILS IN PUBLIC AND PRIVATE SCHOOLS IN VOLUSIA COUNTY.
- Creator
- TRAVIS, DONALD O'NEIL, Florida Atlantic University, College of Education, School of Public Administration
- Abstract/Description
-
At the time of this study the private schools in Volusia County were enjoying much publicity portraying them as institutions that provided a "better" quality of education for their students. A review of the literature revealed this view to be shared by many evaluators of current education programs. The findings of these evaluators were based on varying methodologies of obtaining data. In most cases, the public school students and the private school students were compared in unmatched groups....
Show moreAt the time of this study the private schools in Volusia County were enjoying much publicity portraying them as institutions that provided a "better" quality of education for their students. A review of the literature revealed this view to be shared by many evaluators of current education programs. The findings of these evaluators were based on varying methodologies of obtaining data. In most cases, the public school students and the private school students were compared in unmatched groups. This study takes issue with the methodology used in those previous studies. The number of intervening variables allowed to interact makes the results suspect. In the present study, public and private school students were matched on five variables: sex, ethnic background, socioeconomic level, geographical location, and IQ. This decreased the number of intervening variables allowed to interact between the groups. The sixth grade students of seven private schools in Volusia County participated in the study. For each of the 187 private school students, a public school sixth grade student of the same sex, ethnic background, socioeconomic status, geographical region, and IQ was chosen. These students were given the Comprehensive Test of Basic Skills in Mathematics, Language and Reading. Comparison of scores between groups showed that the public school sample scored significantly higher on the Comprehensive Test of Basic Skills than the private school students. The public school students had a mean standard score of 535 compared to a mean of 500 for private school students. Converted to grade equivalents, the scores of public school students yielded a mean placement of eighth grade, seventh month versus seventh grade, seventh month for private school students. This reflected an achievement level one year greater for the public school student than the private school student. When these results were submitted to careful statistical controls, it was found the assumption of homogeneity of variance was not violated.
Show less - Date Issued
- 1981
- PURL
- http://purl.flvc.org/fcla/dt/11791
- Subject Headings
- Private schools--Florida--Volusia County--Evaluation, Public schools--Florida--Volusia County--Evaluation, Sixth grade (Education)
- Format
- Document (PDF)
- Title
- A PILOT STUDY OF LEARNING INSTRUCTIONAL STYLES AS A PREDICTOR OF EDUCATIONAL OUTCOMES IN PRINCIPLES OF ACCOUNTING I AT BROWARD COMMUNITY COLLEGE.
- Creator
- BATTLE, COLIN, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Broward Community College (Florida) has experienced high attrition in its Principles of Accounting I. The present study investigates the relationship of grades with divergent instructional/learning styles. Subject literature indicated individual approaches to perceiving, thinking, remembering and problem solving. These traits are possessed by both learners and teachers. However, the interaction of instructional/learning styles remained unexplored at the community college level. Further,...
Show moreBroward Community College (Florida) has experienced high attrition in its Principles of Accounting I. The present study investigates the relationship of grades with divergent instructional/learning styles. Subject literature indicated individual approaches to perceiving, thinking, remembering and problem solving. These traits are possessed by both learners and teachers. However, the interaction of instructional/learning styles remained unexplored at the community college level. Further, accounting education has not provided discussion of the issue. Using the Learning Styles Inventory (LSI) and the Canfield Instructional Style Inventory (CIS), learning and instructional preferences were obtained. This style data was used to determine measures of divergence between instructor's and learner's style along 17 selected factors. The sum of these differences provided a total divergent measure of instructional/learning style (TMD) and were based on key score preference zones representing broad measures of instructional/learning style. Students and instructors in Principles of Accounting I during Term I 1979/80 were selected. Results were summarized and three statistics applied. Z-tests showed significant differences exist on the TMD between campuses of the college. Significant differences were not found between full- and part-time faculty on the same measure. Results required all statistics be performed by campus Multiple correlation analysis by campus indicated low multiple R and R('2) values for the relationship of grades, TMD, and quality points. An alternate correlation analysis was postulated based on the 17 individual factors making up the TMD and indicated a stronger multiple R and R('2). Chi-Square analysis were performed on each of the selected factors. The factors Achievement/Independence and Numeric were found to relate to grades for Campus #1. The analysis for Campus #2 indicated the variables Numeric, Affiliation/Peer, Eminence/Competition and Reading affect the relationship with grades. In conclusion, TMD and quality points in multiple correlation analysis are questionable as predictors of grades. A composite measure of difference (TMD) inhibits the strength of each selected factor and alternate procedures are too general an identification of style preference. Campus groupings lacked the homogeneity required by the distinctive characteristics of teaching and learning., .
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11801
- Subject Headings
- Education, Community College
- 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
-
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)
- Title
- THE DEVELOPMENT AND FIELD TESTING OF AN INSTRUMENT FOR PREDICTING GENERAL EDUCATION DIPLOMA ADULT EDUCATION DROPOUTS.
- Creator
- TIERNEY, BRIAN ASHLEY, Florida Atlantic University, College of Education, School of Public Administration
- Abstract/Description
-
The purpose of this study was the development and field testing of an instrument for predicting adult education dropouts. The test instrument was designed to predict whether or not a student enrolling in an adult education high school review course would become a dropout. The sample consisted of eight classes of adult education students enrolled in a General Education Diploma (G.E.D.) review program. The developed test instrument used descriptive word pairs. These word pairs were antonyms....
Show moreThe purpose of this study was the development and field testing of an instrument for predicting adult education dropouts. The test instrument was designed to predict whether or not a student enrolling in an adult education high school review course would become a dropout. The sample consisted of eight classes of adult education students enrolled in a General Education Diploma (G.E.D.) review program. The developed test instrument used descriptive word pairs. These word pairs were antonyms. The word pairs were designed to elicit attitudinal responses from the students. The student's responses to these word pairs were used in the prediction of the potential dropout. Stimulus pictures of hypothetical persisters and dropouts were used to stimulate the responses. The developed test instrument was used to measure the difference between the student's attitude toward the pictured hypothetical persister in Form I of the test instrument and that student's attitude toward the pictured hypothetical dropout in Form II. The difference between the student's scores on Form I and Form II of the developed test instrument was computed. The difference-score was matched to the student's subsequent behavior: dropout or persister. The interpretation of the data in the context of this research indicated that the study with a high difference-score is more likely to become a dropout and that the student with a low difference-score is more likely to become a persister. In this study the student's attitudinal responses to descriptive word pairs were used in analysis of the data. Analysis was performed in order to evaluate the contribution of specific descriptive word pairs and the relation of these word pairs to the prediction of the potential dropout. Analysis indicated that certain of the descriptive word pairs were found to be useful as predictors of student behavior: dropout or persister. It was concluded that the use of the developed test instrument using certain descriptive word pairs could be effective in predicting the potential dropout. It was recommended that early prediction of the potential dropout and sufficient concentration on effective guidance would be productive and would motivate the student to continue working toward his original goals.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11835
- Subject Headings
- Adult education, GED tests, Adult education dropouts
- Format
- Document (PDF)
- Title
- A COMPARATIVE STUDY OF MALE AND FEMALE SCHOOL BOARD MEMBERS' ATTITUDES TOWARD WOMEN ADMINISTRATORS IN THE STATE OF FLORIDA (DISCRIMINATION, SCHOOL BOARDS).
- Creator
- GARNETT, PATRICIA F., Florida Atlantic University, Gray, Mary B., Urich, Ted R., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Although legislation regarding women's rights has been passed in recent years, it has had little effect on the number of women in educational administration. This dissertation was undertaken to compare the attitudes of male and female school board members toward women in administrative positions in the state of Florida. The test instrument was the Women as Managers Scale (WAMS) developed by Peters, Terborg, and Taynor in 1974 for the purpose of detecting biased attitudes toward women in...
Show moreAlthough legislation regarding women's rights has been passed in recent years, it has had little effect on the number of women in educational administration. This dissertation was undertaken to compare the attitudes of male and female school board members toward women in administrative positions in the state of Florida. The test instrument was the Women as Managers Scale (WAMS) developed by Peters, Terborg, and Taynor in 1974 for the purpose of detecting biased attitudes toward women in various organizations. This was a self-administered questionnaire sent to 100 percent of the school board members in the state of Florida for 1982-83 as listed in the Florida Education Directory. Seventy-three percent of the board members returned the questionnaire, with 65 percent returning full information. There were 160 males and 61 females included in the study. Responses came from 65 of the 67 counties. Information was obtained regarding age, sex, size of school district, and level of education in addition to the twenty questions of the questionnaire which covered four different attitude factors. Using the SPSS formula for analysis of variance, each dependent variable was used in an analysis with each independent variable to determine if any specific factor could be a possible cause of the attitudes reported. The null hypotheses stated that there would be no significant change in the attitudes of male and female school board members toward women in administration regardless of age or level of education. The results of the survey showed that there was a difference between male and female board members' attitudes; however, the results of the analysis of variance tests for interactions of age, sex, and educational level were not significant at the .05 Alpha level. Sex was the only significant variable, but since sex differences in attitudes among Florida school board members were not significantly dependent upon age or educational level, the null hypotheses could not be rejected. Males were consistently more negative than females in their perceptions of women as managers across the age and educational level intervals used in the study.
Show less - Date Issued
- 1985
- PURL
- http://purl.flvc.org/fcla/dt/11872
- Subject Headings
- Education--Florida--Administration, Women in education--Florida
- Format
- Document (PDF)
- Title
- A COMPARISON OF ATTITUDES OF TENTH GRADE STUDENTS TOWARD SELECTED ASPECTS OF THE STUDY OF FOREIGN LANGUAGES (URUGUAY, BROWARD COUNTY, FLORIDA).
- Creator
- KOONCE, MARIA H., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study examines the differences in attitude between tenth grade students in Western High School, Broward County, Florida, and tenth grade students in Liceo Zorrilla, Montevideo, Uruguay, toward selected aspects of the study of foreign languages. A survey was administered to approximately 100 randomly selected tenth grade students from each group. It is hypothesized that no significant differences existed between the attitudes of the two groups toward selected aspects of the study of...
Show moreThis study examines the differences in attitude between tenth grade students in Western High School, Broward County, Florida, and tenth grade students in Liceo Zorrilla, Montevideo, Uruguay, toward selected aspects of the study of foreign languages. A survey was administered to approximately 100 randomly selected tenth grade students from each group. It is hypothesized that no significant differences existed between the attitudes of the two groups toward selected aspects of the study of foreign languages. It is also hypothesized that no significant differences existed between the two groups toward the positions that foreign language study should begin in the elementary school; that it should be continued in high school; that all students should have the option to take more than one language; and that all students should be required to take a foreign language. Findings indicate that significant statistical differences exist in the following positions: (1) that foreign language study should begin in the elementary school; (2) that foreign language study should continue in high school; and (3) that all students should be required to take a foreign language. Liceo Zorrilla tenth grade students favor these positions more markedly than Western High School tenth grade students. However, the correlation between the variables is weak. There is a high percentage of undecided Western High School respondents in the first of the two issues, and a high percentage of negative responses to the third issue from both groups. Significant differences do not exist in the following: (1) the attitude of the two groups toward selected aspects of the study of foreign languages; and (2) the position that all students should have the option to take more than one foreign language. The major conclusion reached is that tenth grade students in Western High School appear to be favorable toward an expansion of foreign language programs, as long as they are not required for all students. The major recommendations include: (1) additional comparative studies; (2) research regarding the job market in the community relative to foreign language needs; (3) steps to expand and improve foreign language programs in the country; and (4) additional studies of international magnitude.
Show less - Date Issued
- 1986
- PURL
- http://purl.flvc.org/fcla/dt/11877
- Subject Headings
- Education, Bilingual and Multicultural
- Format
- Document (PDF)
- Title
- The history of public education in Osceola County, Florida: 1887-1927.
- Creator
- Vogel, William Henry, III, Florida Atlantic University, Wells, Jack G., Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
The purpose of this study was to research the historical circumstances involved with the establishment, growth, development, and administration of public education in Osceola County, Florida, from 1987 to 1927. This chronological study was divided into periods which highlight key historical events. The historical periods are as follows: 1822-1886. Territorial and early statehood education, and education in geographic Osceola County before separation from Orange and Brevard Counties. This...
Show moreThe purpose of this study was to research the historical circumstances involved with the establishment, growth, development, and administration of public education in Osceola County, Florida, from 1987 to 1927. This chronological study was divided into periods which highlight key historical events. The historical periods are as follows: 1822-1886. Territorial and early statehood education, and education in geographic Osceola County before separation from Orange and Brevard Counties. This section includes the legal foundation for education found in the Florida Constitution of 1868. 1887-1914. Early historical development through 1915 when Superintendent N. J. Sears resigned to become a State Representative. 1915-1927. The challenges associated with World War I, providing for the growth of the Twenties, and the development of the major elements of a school system through the passing of the State Constitutional Amendment allowing the Legislature to directly appropriate money for schools. The geographical area of Osceola County was originally part of Orange and Brevard Counties. The County was established on May 12, 1887, by Section 7, Chapter 3768 of the Acts of 1887, Laws of Florida. State Senator J. Milton Bryan, an Orange County Senator who lived in Kissimmee, was credited with this legislation. The County's northern boundary was approximately one-fifth of the distance between Kissimmee and Orlando and its southern boundary extended to Lake Okeechobee. In 1917, Okeechobee County was formed from parts of Osceola and St. Lucie Counties, decreasing the size of Osceola County to 954,880 acres (1,480 square miles of land surface). The resulting Osceola County is today the sixth largest county in area in the state. By 1927, school population (ages 6-21) reached 3,378, a substantial increase from 815 in 1887. Educational categories studied in this dissertation include: educational funding, school sites and facilities, recruitment and qualifications of teachers, teaching conditions, curriculum development and Negro education. The hypothesis was: The Osceola County School District has satisfied the educational challenges of providing for student needs since its beginning, during periods of significant growth and demographic changes. The hypothesis was tested by examining each category to determine if the preponderance of evidence indicated that the districts' needs had been satisfied. In summary, the overall purpose of this study was to provide the first documentation of the development of public education in Osceola County, Florida, from 1887 to 1927.
Show less - Date Issued
- 1990
- PURL
- http://purl.flvc.org/fcla/dt/12255
- Subject Headings
- County school systems--Florida--History, Public schools--Florida--Osceola County--History, Education--Florida--Osceola County--History
- Format
- Document (PDF)
- Title
- Grade point average and the Iowa Tests of Basic Skills Battery as predictors of success in the pre-International Baccalaureate Program.
- Creator
- Pullease, Barbara Gail, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this two-year study was to develop a model for predicting the success of ninth grade students enrolled in the pre-International Baccalaureate Program. The program's rigorous academic curriculum was offered to students throughout the school district who met admission requirements. The predictor variables were eighth grade grade point average (GPA) and Vocabulary, Reading Comprehension, Total Language, Total Work-Study, and Total Mathematics subscores on the Iowa Tests of Basic...
Show moreThe purpose of this two-year study was to develop a model for predicting the success of ninth grade students enrolled in the pre-International Baccalaureate Program. The program's rigorous academic curriculum was offered to students throughout the school district who met admission requirements. The predictor variables were eighth grade grade point average (GPA) and Vocabulary, Reading Comprehension, Total Language, Total Work-Study, and Total Mathematics subscores on the Iowa Tests of Basic Skills Battery (ITBS). The study involved 195 students (79 males and 116 females; 83 Blacks, 100 Whites, 5 Hispanic, and 7 of Asian descent). Multiple regression analysis demonstrated that there was a significant relationship between the predictors of eighth grade GPA (p\ <.001) and the ITBS battery (p\ <.001) and the criterion of ninth grade GPA. All ITBS subtest scores were significantly related with GPA at p\ <.001 with the exception of Vocabulary (p\ <.05).
Show less - Date Issued
- 1990
- PURL
- http://purl.flvc.org/fcla/dt/12262
- Subject Headings
- Education, Tests and Measurements, Education, Secondary
- 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
- Criteria for selecting classroom teachers.
- Creator
- Meltzer, Carol, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to examine criteria used by public school administrators who select from among applicants to fill elementary and secondary classroom teaching positions in a large southeastern school district. The study was designed to determine the relative importance of criteria used by hiring officials when selecting first-time classroom teachers. The sample for this study included 76 South Florida public elementary (47) and secondary (29) principals. The survey instrument...
Show moreThe purpose of this study was to examine criteria used by public school administrators who select from among applicants to fill elementary and secondary classroom teaching positions in a large southeastern school district. The study was designed to determine the relative importance of criteria used by hiring officials when selecting first-time classroom teachers. The sample for this study included 76 South Florida public elementary (47) and secondary (29) principals. The survey instrument included 16 criteria. Each criterion was categorized into one of two subscales of the teacher selection process (credentials or interview). The design of this study included a series of eight factorial analyses of variance (ANOVAs) performed to examine the relationships between responses on the two subscales and school level, and selected administrator demographic variables. All eight analyses included identical school levels (elementary and secondary) and identical criteria subscales (credentials and interview). However, each of the eight analyses included a third factor pertaining to one of the eight administrator demographic variables (highest degree completed, number of years taught, number of certifications, number of years in administration, number of years at current school, age, gender, and ethnicity). Results indicated that means in the credentials subscale were significantly higher for secondary than for elementary administrators (p <.05). This difference in means was consistent regardless of which of the eight other demographic variables were included in the factorial analysis of variance design. Means in the interview subscale for elementary and secondary administrators were not significantly different. Means in both the credentials and the interview subscales for the eight demographic variables were not significantly different as main effects, or along with school level as two-way interactions. T-test results that indicated elementary administrators rated the interview subscale higher than the credentials subscale were in agreement with ANOVA results that indicated the credentials subscale was rated higher by secondary than by elementary administrators. The highest rated criterion, "enthusiasm for teaching" was rated most effective by 89% of the elementary and 97% of the secondary administrators surveyed. The lowest rated criterion, "test scores" was rated most effective by none of the elementary and four percent of the secondary administrators surveyed.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/12391
- Subject Headings
- Education, Elementary, Education, Secondary
- Format
- Document (PDF)
- Title
- The effect of ethics instruction on the moral development of adult real estate students.
- Creator
- Long, Deborah H., Florida Atlantic University, Guglielmino, Lucy M., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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A baseline examination of real estate licensees' ethical reasoning abilities implemented by this researcher in 1993 indicated that the subjects (n = 82) were ethically immature compared to adults in general. The purpose of this study was to test the effect of ethics instruction upon the moral reasoning ability of adult real estate students. The subjects were drawn from two real estate post-licensing classes offered at a private vocational school: one class (n = 14) served as the experimental...
Show moreA baseline examination of real estate licensees' ethical reasoning abilities implemented by this researcher in 1993 indicated that the subjects (n = 82) were ethically immature compared to adults in general. The purpose of this study was to test the effect of ethics instruction upon the moral reasoning ability of adult real estate students. The subjects were drawn from two real estate post-licensing classes offered at a private vocational school: one class (n = 14) served as the experimental group and received the traditional curriculum without ethics instruction; the other class (n = 21) served as the treatment group and received a 15 hour ethics program as part or their 45 hour program. The ethics program used in this study incorporated the best teaching practices described in research literature, including small group discussion, role play and teacher- and peer-led activities designed to simulate the reality of the real estate business. Subjects were administered the Defining Issues Test (DIT), a measure of moral reasoning, as a pre- and post-test. ANOVA and ANCOVA indicated that students in the treatment group experienced the Blatt Effect, a one-developmental stage increase in their moral reasoning abilities: the mean P-score at the beginning of the program was 27.07; at the end of the program, the mean P-score was 41.24. Students in the control group did not experience significant change in their scores. Further analysis indicated that gender was significant: female licensees scored higher on the DIT than did males. Those licensees who were members of the National Association of Realtors, a professional society with its own code of ethics, also scored higher than did non-members. No significant relationships were found between DIT scores and the licensees' age, license status, sales experience, real estate income, or level of formal education. The overall results of this study indicate that the ethics intervention program was effective in improving DIT scores. The probability exists that this program might have a similar effect on a larger sample of licensees as well as on other professionals.
Show less - Date Issued
- 1994
- PURL
- http://purl.flvc.org/fcla/dt/12375
- Subject Headings
- Education, Adult and Continuing, Education, Business, Education, Curriculum and Instruction, Education, Vocational
- 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
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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
- The origin, development, and issues of the community education movement in the United States, 1935-1995.
- Creator
- Seubert, Mary Jean, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this historical study was to discover (a) if the absence of a common, understandable definition of community education was a primary reason for the field's apparent lack of recognition in the public education arena and (b) if the definition problem was also associated with the concerns of community educators about the future viability of the field. The study was open to the discovery of another or other feasible reasons for the problems confronting the field. Its purpose was...
Show moreThe purpose of this historical study was to discover (a) if the absence of a common, understandable definition of community education was a primary reason for the field's apparent lack of recognition in the public education arena and (b) if the definition problem was also associated with the concerns of community educators about the future viability of the field. The study was open to the discovery of another or other feasible reasons for the problems confronting the field. Its purpose was achieved through an examination of the media of the community education field and other pertinent media. The researcher surveyed the educational origins of the community education movement in the United States in order to explore the historical context of the movement that has its roots in Flint, Michigan, and to discern its possible relationship to earlier educational movements. Additionally, the researcher (a) examined the development of community education in Flint, from its beginning as a recreational program to its growth into a community school program and its maturation into a community education process, and (b) surveyed several definitions published during the maturation period. The evolution of the movement on a national level was also explored, as were several continuing issues that dealt with the implementation of the community education process on a field-wide basis. Discovered in the strategies offered to resolve the issues was the consensus that the field needed to become committed to its process components, especially community involvement. The community involvement component was considered to be the factor that made community education different from public education. The study revealed that the absence of a common, understandable definition of community education was not a primary reason for the problems confronting the field of community education. The researcher discovered a more tenable reason for the problems: Community educators had not fully implemented the process components of community education on a field-wide basis, especially the community involvement component. Throughout the development of community education, the field's leaders had maintained that community education would not succeed without this implementation. Other conclusions and recommendations for further study were offered.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12411
- Subject Headings
- History, United States, Education, History of
- 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
- 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)