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The effect of a reform on a school organizational culture after receiving a failing Florida Comprehensive Assessment Test rating

Abou-Assali, Mona
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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The purpose of this research was to explore the effects of a reform that took place in an elementary school during 2000/2001 as a result of a failure rating on the Florida Comprehensive Assessment Test on the structure and the personnel of the organization. ^ The exploration took place over a period of 10 months starting in August 2000 until June 2001. It focused on the effect of the failure rating on the: (a) structure and operation of the school; (b) morale, beliefs, behaviors, and daily lives of teachers and the principal; and (c) the effect of the reform effort on the leadership style of the principal, whether she became a transactional or a transformative leader. ^ The researcher assumed the role of a participant observer. Data sources were her personal recollections of major events that took place during the year of the reform, interviews, observations, and school documents. The sample included 15 teachers present during the time of the reform. Ten taught second through fifth grade. The remaining five participants were the music teacher, the counselor, and the writing, reading and technology specialists. Together they represented the instructional team or represented special education areas. ^ The findings indicated that the reform effort had an effect on the structure and the operation of the school. The changes included reorganization of the physical set up...

Effect of the Florida A+ Plan on curriculum and instruction in Title I public elementary schools

Lopez, Sharon Margaret
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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The purpose of this research was to study the effect of the Florida A+ Plan accountability program on curriculum and instruction in four Title I public elementary schools in the Miami-Dade County Public Schools system. It focused on the experiences of the school principals and the classroom teachers of the four schools as they related to curriculum and instruction. The study included an analysis of the school improvement plans in curriculum and instruction for each school during the school years 1998-2004. ^ The study was conducted in the format of interviews with the school principals and principal selected classroom teachers who taught third, fourth, or fifth grade during the first six years of the Florida A+ Plan. The analysis of the school improvement plans focused on the implementation of curriculum and instruction for each of the four schools. It focused on the goals and measurable objectives selected by each school to improve its instructional program in the academic subjects of reading, mathematics, writing, and science. ^ The findings indicated that under the pressure to improve their school grade on the Florida A+ Plan, each of the target schools, based on individual needs assessments, and restructured their instructional program each school year as documented in their school improvement plans. They altered their programs by analyzing student performance data to realign curriculum and instruction. The analysis of the interviews with the principals and the teachers showed that each school year they restructured their program to align it with the FCAT content. This realigning was a collaborative effort on the part of the administration and the instructional staff. ^

A study of indicators discriminating between the recipients and non -recipients of the International Baccalaureate Diploma

Tsukuda, Amy Toshiko
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
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This study examined relationships among variables in the Pre-International Baccalaureate (Pre-IB) Program admissions criteria and the Pre-IB Program course grades to discriminate between recipient and non recipient groups of the International Baccalaureate (IB) Diploma award. The study involved a multiracial sample of 142 IB Diploma graduates between the years 1992 and 1996 from one IB magnet school. The IB school is located within an urban high school of a predominantly Black student enrollment. A discriminant function analysis found that the highest correlations between predictors and the discriminant function were 9th- and 10th-grade mathematics and 10th-grade science course grades. Ninth-grade course grades of science, 9th-grade and 10th-grade course grades of English, foreign language, and social studies, and 7th-grade Iowa Tests of Basic Skills (ITBS) Reading Comprehension scores were also highly correlated to the discriminant function. The ITBS Battery and subscores of Vocabulary, Total Language, Total Work-Study, and Total Mathematics subscores in seventh grade and a grade point average from language arts, social studies, science, and mathematics in seventh grade were not highly correlated to the discriminant function. Recommendations were presented in the areas of curriculum and instruction...

The Relationship of Culturally Responsive Instruction and the Reading Comprehension and Attitude of Struggling Urban Adolescent Readers

Olukolu, Rona M
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
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Culturally responsive instruction refers to the identification of relevant cultural aspects of students’ lives and infusion of these into the curriculum. This instructional approach assumes that a culturally appropriate curriculum can potentially motivate, engage, and lead students to higher rates of achievement. This quasi-experimental study (N=44) investigated the relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers. The study incorporated the use of culturally responsive instruction using culturally relevant literature (CRL), the Bluford Series Novels, as authentic texts of instruction. Participants were seventh grade reading students at a Title I middle school in South Florida. After a baseline period, two different classes were taught for 8 weeks using different methods. One class formed the experimental group (n=22) and the other class formed the comparison group (n=22). The CRI curriculum for the experimental group embraced the socio-cultural perspective through the use of small discussion groups in which students read and constructed meaning with peers through interaction with the Bluford Series Novels; gave written responses to multiple strategies according to SCRAP – Summarize...

The Mystery Planet, Kindergarten through Grade Two; STEM Enrichment Activities: kindergarten through grade 6

Adapted from the NASA Educational Resources
Fonte: VIDE Division of Curriculum and Instruction; VIDE Division of Curriculum and Instruction ( St. Croix Curriculum Center ) Publicador: VIDE Division of Curriculum and Instruction; VIDE Division of Curriculum and Instruction ( St. Croix Curriculum Center )
Tipo: mixed material Formato: (3) 3 pg. PDF files
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This project is made possible through the Virgin Islands Department of Education, Division of Curriculum and Instruction, Ms. Cheryl Willocks, Director.

Learning About Different Types of Energy

Adapted from the NASA Educational Resources
Fonte: VIDE Division of Curriculum and Instruction (NASA Educational Resource Center); VIDE Division of Curriculum and Instruction (NASA Educational Resource Center) ( St. Croix Curriculum Center ) Publicador: VIDE Division of Curriculum and Instruction (NASA Educational Resource Center); VIDE Division of Curriculum and Instruction (NASA Educational Resource Center) ( St. Croix Curriculum Center )
Tipo: mixed material Formato: (5) 3 pg. PDF files
Português
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This project is created through the Virgin Islands Department of Education, Division of Curriculum and Instruction, Directed by Ms. Cheryl Willocks.

Orthodoxy, Heterodoxy and Instruction

McCoy, Daniel Stewart
Fonte: University of Florida ( [Gainesville, Fla.] ) Publicador: University of Florida ( [Gainesville, Fla.] )
Tipo: Artigo de Revista Científica Formato: 1 online resource (198 p.)
Publicado em //2015 Português
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In the series University of Florida Digital Collections.; Includes vita.; (Bibliography) Includes bibliographical references.; (Source of Description) Description based on online resource; title from PDF title page.; (Source of Description) This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.; (Thesis) Thesis (Ph.D.)--University of Florida, 2015.; (Local) Adviser: DANA,THOMAS M.; (Local) Co-adviser: EMIHOVICH,CATHERINE A.; (Electronic Access) RESTRICTED TO UF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE UNTIL 2017-05-31; (Statement of Responsibility) by Daniel Stewart McCoy.

Teacher Capacity and Assessment Reform: Assumptions of Policy, Realities of Practice

Berger, Rebecca H.
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
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Thesis (PhD) - Indiana University, School of Education, 2005; An aspect of the standards movement in the late 1980s and early 1990s was a focus on assessment that dominated all levels of formal education. Policy makers attempted to influence educational reform through the adoption of standards that were used to drive curriculum and assessment decisions. Concurrently, other advocates for assessment reform criticized the reliance on standardized testing as a measure of student achievement and proposed the use of other methods to capture student performance. Expanded use of classroom assessment was also encouraged. Unexamined assumptions about teaching and learning underlie assessment reform efforts; this leads to proposed reforms that serve different ends with little shared understanding of assessment purposes or desired outcomes across populations. Using a qualitative design, this research examined how teachers interpret and enact assessment reform given the unexamined assumptions and contradictions that beset reform efforts. Observation, interviews and document collection formed the bulk of the data. Data were collected and analyzed from individual teachers, administrators, and teacher committees. The analysis utilized the concept of teacher capacity in order to examine both individual and collective responses to reform implementation. Currently...

An evaluation of a curriculum response to the State of Florida mandate for computer literacy at a large comprehensive high school in Dade County, Florida

Broughton, Beverly Arlene
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
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Minimum Student Performance Standards in Computer Literacy and Science were passed by the Florida Legislature through the Educational Reform Act of 1983. This act mandated that all Florida high school graduates receive training in computer literacy. Schools and school systems were charged with the task of determining the best methods to deliver this instruction to their students. The scope of this study is to evaluate one school's response to the state of Florida's computer literacy mandate. The study was conducted at Miami Palmetto Senior High School, located in Dade County, Florida. The administration of Miami Palmetto Senior High School chose to develop and implement a new program to comply with the state mandate - integrating computer literacy into the existing biology curriculum. The study evaluated the curriculum to determine if computer literacy could be integrated successfully and meet both the biology and computer literacy objectives. The findings in this study showed that there were no significant differences between biology scores of the students taking the integrated curriculum and those taking a traditional curriculum of biology. Student in the integrated curriculum not only met the biology objectives as well as those in the traditional curriculum...

Teacher talk: A community of colleagues that values practical teacher knowledge through sharing experiences

Lopez, Lylliam
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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The purpose of this study was to describe the experiences of five educators participating in a teacher-initiated learning community that valued practical teacher knowledge. Connelly and Clandinin (2000) argued that practical teacher knowledge grew out of experience through interaction in the professional knowledge landscape. Collaboration that promoted teacher learning was the foundation to effective school change (Wood, 1997). This teacher-initiated learning community consisted of members who had equal status and collaborated by participating in discourse on curriculum and instruction. The collegiality of the community fostered teacher professionalism that improved practice and benefited the school. This study focused on the following research questions: (1) What was the experience of these five educators in this learning community? (2) What did these five individuals understand about the nature of practical teacher knowledge? (3) According to the participants, what was the relationship between teacher empowerment and effective school change? ^ The participants were chosen because each voluntarily attended this teacher-initiated learning community. Each participant answered questions regarding the experience during three semi-structured tape-recorded interviews. The interviews were transcribed...

Heteronormativity and teaching: A phenomenological study of lesbian teachers

Melillo, Sandra M
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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The purpose of this phenomenological study was to understand what impact “heteronormativity” has on a lesbian teacher's perception of her instructional style, content, and context of curriculum taught. Through taped interviews with lesbian educators, this research examined the lived experience of the lesbian teacher. The framework for this study included theories related to historical, sociocultural, and psychosocial development while the methodology included a qualitative design using primary elements of a phenomenological study outlined without ignoring the influence associated with contextualism. Due to the sensitive nature of the study nine women who were the focus of this research were volunteers with the first serving as a “gatekeeper” to assist in the pilot study. The subsequent group evolved as a result of “snowballing” to gain more participants. ^ The data in the form of narrative derived from the interviews was transcribed, color-coded, and organized into four themes and associated sub-themes, based upon the perceptions of these educators. These themes characterized the coming out process of a lesbian, which directly paralleled the personal and professional development of the lesbian educator, emerged as a result of the analysis. They included: (a) self-acknowledgement; (b) self-indentification; (c) coming out to other lesbians by overcoming fear and establishing relationships; (d) coming out to others by overcoming heteronormativity by using support groups in defining a lesbian's role as a teacher. ^ The results of this study showed that the acceptance of the lesbian culture...

Advanced Placement and American education: A Foucauldian analysis of the Advanced Placement Program of the college board

Rehm, Jon
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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Advanced Placement is a series of courses and tests designed to determine mastery over introductory college material. It has become part of the American educational system. The changing conception of AP was examined using critical theory to determine what led to a view of continual success. The study utilized David Armstrong's variation of Michel Foucault's critical theory to construct an analytical framework. Black and Ubbes' data gathering techniques and Braun and Clark's data analysis were utilized as the analytical framework. Data included 1135 documents: 641 journal articles, 421 newspaper articles and 82 government documents. ^ The study revealed three historical ruptures correlated to three themes containing subthemes. The first rupture was the Sputnik launch in 1958. Its correlated theme was AP leading to school reform with subthemes of AP as reform for able students and AP's gaining of acceptance from secondary schools and higher education. The second rupture was the Nation at Risk report published in 1983. Its correlated theme was AP's shift in emphasis from the exam to the course with the subthemes of AP as a course, a shift in AP's target population, using AP courses to promote equity, and AP courses modifying curricula. The passage of the No Child Left Behind Act of 2001 was the third rupture. Its correlated theme was AP as a means to narrow the achievement gap with the subthemes of AP as a college preparatory program and the shifting of AP to an open access program. ^ The themes revealed a perception that progressively integrated the program into American education. The AP program changed emphasis from tests to curriculum...

Teachers' perceptions of the usefulness of Individual Education Plans (IEP)

Kreutzer, Renee C
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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Since 1997 federal special education policy mandated that all classroom teachers take part in planning and implementation of Individualized Education Plans (IEP) for students with disabilities. This legislation has given teachers new responsibilities because it requires greater participation in the IEP process. The purpose of this study was to examine teachers' perceptions of the usefulness of Individualized Education Plans (IEP). ^ Eighty seven certified Miami-Dade County Public School teachers, 60 general education teachers and 27 special education teachers were surveyed using an updated version of Rheams' (1989) The Teacher Perceptions of the Usefulness of IEPs. Subjects completed a survey form containing a demographic cover page, 18 Likert-scale statements and 3 open ended questions. This study looked at differences in perceptions by teacher group affiliation (general and special), grade level taught (elementary and secondary), and years of experience (<=5 and >5 years). The dependent variables were teacher preparedness; feasibility of IEP implementation; relevancy of IP to classroom instruction; and legal, professional and personal accountability with regard to the IEP. ^ Results of the Multivariate Analysis of Variance (MANOVA) revealed that (a) special education teachers held a more positive perception of overall IEP usefulness than general education teachers...

Intuition as it relates to curriculum, instruction, and resulting academic success in elementary school

Harris, Sallie Lott
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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Regardless of the fact that children learn in significantly different ways, most curriculum and instruction are guided by the idea that sequential organization of the material to be learned is the best and most efficient way of presenting information to children. Children who learn and think intuitively are denied their preference, forced to conform to the sequential nature of the curriculum and instruction. Based on the theory of psychological type, this study sought to identify any relationship between a student's cognitive style of learning, either Sensing or Intuitive, and his/her academic success in elementary school. The Murphy-Meisgeier Type Indicator for Children was used to identify the cognitive style of students in grades two through eight in a small, private, parochial school. Scores on a standardized achievement test and grades were then analyzed to see if there was a relationship of cognitive style to grades and achievement test scores. Also, the researcher investigated whether or not the teacher's cognitive style had any relationship to students' cognitive style and academic achievement. Although none of the results was statistically significant, the achievement test scores indicated that Sensing students score higher in reading...

The identification of early factors related to academic achievement among deaf students

Cunningham, Lisa Namey
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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The purpose of this research study was to examine specific factors believed to be related to academic achievement in deaf children. More specifically, this research sought to determine whether there was a significant difference in achievement between those students whose parents use oral communication only and those whose parents use some type of sign language. An additional purpose of this research was to determine if there was a significant difference in academic achievement with those deaf students who used amplification devices early in life. This study also sought to determine whether providing early intervention program which emphasizes and enables parents to develop a language rich environment had a significant impact on the academic achievement of deaf children and whether the age at which initial services are received influence deaf student's subsequent academic achievement. This study examined the relationship, if any, between intellectual ability and academic achievement among deaf children. Finally, this study sought to investigate the relationship between the degree of hearing loss and academic achievement. ^ Purposive sampling was used to select subjects for this study. All 228 eligible Deaf/Hard of Hearing (DHH) students enrolled in a Broward County Public School were included in the original sample. Sixty-one students actually participated in this study. A correlational method of statistical analysis as well as a cross classification (crosstabs) was used to analyze the data. ^ The results show that academic achievement in the areas of reading and mathematics was significantly related to parental mode of communication and the mode of communication used in school. Academic achievement...

Academic performance of college students in financial management and related prerequisite courses: A comparison of senior high school and commercial high school graduates attending Tamsui Oxford University College in Taiwan

Lin, Biing-Shyun
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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In Taiwan, the college freshmen are recruited graduates of both senior high school and senior vocational school. The Ministry of Education (MOE) of the Republic of China prescribes the standards of curriculum and equipment for schools at all levels and categories. There exists a considerably different curriculum arrangement for senior high schools and vocational high schools in Taiwan at the present time. The present study used a causal-comparative research design to identify the influences of different post-secondary educational background on specialized course performance of college business majors. ^ The students involved in this study were limited to the students of four business-related departments at Tamsui Oxford University College in Taiwan. Students were assigned to comparison groups based on their post-secondary educational background as senior high school graduates and commercial high school graduates. The analysis of this study included a comparison of students' performance on lower level courses and a comparison of students' performance in financial management. The analysis also considered the relationship between the students' performance in financial management and its related prerequisite courses. The Kolb Learning Style Inventory (LSI) survey was administered to categorize subjects' learning styles and to compare the learning styles between the two groups in this study. The applied statistical methods included t-test...

The effects of participation in an Internet -based project on the development of global knowledge, global mindedness, and global pedagogy among preservice social studies teachers

Zong, Guichun
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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In order to prepare younger generations to live in a world characterized by interconnectedness, developing global and international perspectives for future teachers has been recommended by the National Council for the Social Studies and the National Council for the Accreditation of Teacher Education. The purpose of this study was to investigate the effects that participation in the International Communication and Negotiation Simulation (ICONS), an Internet-based communication project has on preservice social studies teachers' global knowledge, global mindedness, and global teaching strategies. ^ The study was conducted at a public university in South Florida. A combination of quantitative and qualitative approaches was employed. Two groups of preservice social studies teachers were chosen as participants: a control group composed of 14 preservice teachers who enrolled in a global education class in the summer semester of 1998 and an experimental group that included nine preservice teachers who took the same class in the fall semester of 1998. The summer class was conducted in a traditional format, which included lectures, classroom discussions, and student presentations. The fall class incorporated a five-week Internet-based communication project. The Global Mindedness Scale (Hett...

Problems faced by beginning principals

Gonzalez, Daisy
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
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The job of a principal is becoming more demanding and more critical each year. Principals are asked to undertake huge challenges and to succeed regardless of what obstacles lie ahead. The purpose of this study was to identify which Administrative Task Areas and Specific Task Areas caused the most difficulties for first- and second-year principals.^ A survey was taken of first- and second-year principals in Dade County, Florida. These beginning principals rated their level of proficiency for each administrative task area and each specific task within those areas. Participants rated their perceptions on a scale from one to four. The data were analyzed based on frequency distributions, percentages, means, and standard deviations.^ Beginning principals perceived themselves as least proficient in the administrative task areas of management and personnel duties. They believed their strongest areas were curriculum and instruction and school-community relations. Within these areas, the specific administrative task areas identified as most problematic were identifying proper procedures for construction in the schools, visiting classrooms to help teachers improve instruction, awareness of issues related to school law, establishing accounting procedures for the school's internal funds...

Assessing the effectiveness of five-year mechanical engineering technology programs of junior colleges in Taiwan, R.O.C.: An application of the CIPP evaluation model

Chiang, Pei-Ling Wu
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
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The purpose of this study was to evaluate the mechanical engineering technology curriculum effectiveness at the junior college in Taiwan by using the CIPP evaluation model. The study concerned the areas of the curriculum, curriculum materials, individualized instruction, support services, teaching effectiveness, student achievement, and job performance. A descriptive survey method was used with questionnaires for data collection from faculty, students, graduates, and employers.^ All categories of respondents tended to agree that the curriculum provides appropriate occupational knowledge and skills. Students, graduates, and faculty tended to be satisfied with the curriculum; faculty tended to be satisfied with student achievement; graduates tended to be satisfied with their job preparation; and employers were most satisfied with graduates' job performance.^ Conclusions were drawn in the context, input, process, and product of the CIPP model. In Context area: Students were dissatisfied with curriculum flexibility in students characteristics. Graduates were dissatisfied with curriculum design for student's adaptability in new economic and industrial conditions; practicum flexibility in student characteristics; and course overlap. Both students and graduates were dissatisfied with practicum credit hours. Both faculty and students were dissatisfied with the number of required courses.^ In Input area: Students...

A qualitative study of curriculum and instructional efforts in relation to high stakes federal and district policies in one low-performing elementary school

Dulude, Eliane
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
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Les enjeux liés aux politiques éducatives ont considérablement changé au cours des dernières décennies. Ces changements sont liés, entre autres, à l’accroissement de l’imputabilité et de la reddition de compte qui est devenue une caractéristique importante des réformes curriculaires et pédagogiques. Les politiques à enjeux élevés exercent une pression énorme sur les districts et les écoles états-unienne afin qu’ils augmentent le rendement des élèves en utilisant des systèmes de conséquences (Hall & Ryan, 2011; Loeb & Strunk, 2007). Ces politiques envoient de puissants messages sur l'importance de certaines matières scolaires au détriment d'autres - circonscrivant les exigences en termes de compétences et de connaissances. La langue maternelle d’enseignement et les mathématiques sont devenues des mesures centrales sur lesquelles reposent l’évaluation et le degré de performance des districts et des écoles. Conséquemment, les administrateurs de districts et les directions d’écoles ont souvent recours à des réformes curriculaires et pédagogiques comme moyen d'augmenter le rendement des élèves dans les matières scolaires visées par ces politiques. Les politiques contraignent les acteurs scolaires de concentrer les ressources sur les programmes curriculaires et les évaluations...