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Title: RETRENCHMENT: PRACTICES, POLICIES, AND EFFECTS IN THE COLLEGES OF EDUCATION IN THE FLORIDA STATE UNIVERSITY SYSTEM.
Creator: LARGUE, EULA MURIEL., The Florida State University
Abstract/Description: This is a descriptive study designed to determine the aspects of retrenchment within the Colleges of Education in the nine public universities of Florida. The analysis was based on reports made by the universities to the Board of Regents and on the responses to a written questionnaire from the Deans and Chairpersons of the Colleges of Education concerning their perception of retrenchment and retrenchment policies. Whereas formal written policy for coping with retrenchment did not exist at any...
Show moreThis is a descriptive study designed to determine the aspects of retrenchment within the Colleges of Education in the nine public universities of Florida. The analysis was based on reports made by the universities to the Board of Regents and on the responses to a written questionnaire from the Deans and Chairpersons of the Colleges of Education concerning their perception of retrenchment and retrenchment policies. Whereas formal written policy for coping with retrenchment did not exist at any level in the State University System, informal practices were evident in the decision-making structure according to the findings.
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Date Issued: 1980, 1980
Identifier: AAI8019601, 2989600, FSDT2989600, fsu:74107
Format: Document (PDF)

Title: COMPETENCY EXPECTATIONS FOR PRINCIPALS OF LARGE AND SMALL HIGH SCHOOLS AS REPORTED BY FOUR REFERENCE GROUPS IN THE STATE OF FLORIDA.
Creator: ROTHER, ALBERT JOSEPH., Florida State University
Abstract/Description: One of the most significant and pervasive trends in American society has been the steady consolidation of institutions. This trend has resulted in an increase in the institutions organizational size. The high schools of Florida and the nation have reflected this trend toward bigness displaying a dramatic increase in average enrollment between 1965 and 1970. The physical nature of the high school, relative to size, has changed. Has the role of the principal and the competencies required by the...
Show moreOne of the most significant and pervasive trends in American society has been the steady consolidation of institutions. This trend has resulted in an increase in the institutions organizational size. The high schools of Florida and the nation have reflected this trend toward bigness displaying a dramatic increase in average enrollment between 1965 and 1970. The physical nature of the high school, relative to size, has changed. Has the role of the principal and the competencies required by the nature of the job changed as the size of the school changed?, This study employed an instrument which required respondents to rate seventy competencies in a real and ideal situation, and for large (enrollment of 1,500 or more students) and small (enrollment of 750 or fewer students) high schools. The analysis of the data revealed a high degree of agreement among all responding groups (principals, teachers, superintendents, and school board members) relative to the competencies necessary to successfully perform the functions and complete the tasks associated with the high school principalship in a large or small high school., Generally those competencies related to human relations were considered to be more important than those related to organizational management. In addition, all respondent groups ideally placed great emphasis upon those competencies related to the instructional process while in the real situation they acknowledged that these competencies did not always receive the attention of the principal they deserve. The single most important concern registered by all respondent groups was pupil control. Maintaining order, providing discipline and minimizing disruptions were considered the highest priority. Considered least important were competencies related to research and development projects, student activities, and auxiliary services. The respondents did not see the public schools as testing laboratories for new experimental educational theories, programs or materials. They also viewed the management of the student activities program and services such as food and transportation as supportive and not central to the successful operation of the high school as a place of learning.
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Date Issued: 1981, 1981
Identifier: AAI8125860, 3085035, FSDT3085035, fsu:74533
Format: Document (PDF)

Title: READING ACHIEVEMENT, STUDENT ATTITUDE, AND PROGRAM COSTS: A COMPARATIVE STUDY OF TWO PROGRAMED SUPPLEMENTARY READING PROGRAMS.
Creator: CARLTON, SUSAN BETH., Florida State University
Abstract/Description: This study investigated reading achievement, student attitude, and program cost-benefits and cost-effectiveness of Title I reading programs at two schools with comparable predicted reading achievement scores. School A utilized district adopted supplementary programmed learning materials (Hoffman Language Arts Reading Program) and was staffed by a reading teacher and two paid aides. School B used a similar supplementary reading approach (Ginn Reading 720 Tutorial Program) that utilized...
Show moreThis study investigated reading achievement, student attitude, and program cost-benefits and cost-effectiveness of Title I reading programs at two schools with comparable predicted reading achievement scores. School A utilized district adopted supplementary programmed learning materials (Hoffman Language Arts Reading Program) and was staffed by a reading teacher and two paid aides. School B used a similar supplementary reading approach (Ginn Reading 720 Tutorial Program) that utilized programmed materials and was staffed by one teacher, one paid aide, and three trained volunteer tutors. Subjects included all first and second grade Title I reading students at the two target schools., Analysis of pretest/posttest reading achievement scores, obtained by administration of the California Achievement Test, Form C, indicated no significant differences (at the .05 level) in reading achievement between first grade students or second grade students in the two programs., Two attitude scales (Title I Attitude Survey and Guice Attitudinal Scale) were administered to students. Guice survey results indicated no significant difference in attitudes between first grade groups; second grade scores indicated significant differences in attitude toward teacher (.05 (alpha) level) and school (.001 (alpha) level) in favor of School B (Ginn). Combined mean attitude scores were also significant (.01 (alpha) level) in favor of School B (Ginn). A significant difference (.05 (alpha) level) in Title I survey of first grade students at School A and School B favored School B., School A program implementation costs (Hoffman) exceeded those of School B (Ginn). NPV (10 and 15% discount rates) calculated from a 5-year projected cost-benefit and cost-effectiveness analysis, showed School B's reading program to be more favorable economically than that of School A when only material costs were included and when volunteer service was treated as a quantitative benefit. When volunteer service was treated as a cost, School A's program showed greater economic benefits.
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Date Issued: 1981, 1981
Identifier: AAI8205708, 3085139, FSDT3085139, fsu:74634
Format: Document (PDF)

Title: THE OPTIMIZATION OF SCHOOL DISTRICT CASH MANAGEMENT IN FLORIDA PUBLIC SCHOOL DISTRICTS.
Creator: WALTON, HOWARD CHARLES, III., Florida State University
Abstract/Description: This study examines the relationship of the Florida public school cash management systems: district variables, school board variables, investment techniques, and investment officer characteristics to interest revenue and rate of return on investment of idle funds. Questionnaires and interviews were used to collect data from district finance officers. The cash management variables were analyzed using step-wise multiple regression., The findings indicate district variables contribute 77% of the...
Show moreThis study examines the relationship of the Florida public school cash management systems: district variables, school board variables, investment techniques, and investment officer characteristics to interest revenue and rate of return on investment of idle funds. Questionnaires and interviews were used to collect data from district finance officers. The cash management variables were analyzed using step-wise multiple regression., The findings indicate district variables contribute 77% of the change in interest revenue and 7% in rate of return. The contribution by individual system is: district, 7%; school board, 26%; investment technique, 47%; and investment officer characteristics, 8%. The individual variables contribution are: flowcharting, 28%; investment of net payroll, 14%; presence of a written investment plan, 7%; bidding of depository, 3%; school board involvement in banking, 8%; minimum amount invested, 5%; and, weekly investment planning period, 5%., The results indicate major weaknesses in planning and in the amount of political influence on the program., The recommendations are that the state require the investment of idle cash, that the state develop a cash investment information systems, and that the state auditor criteria be required to be based upon investment rates provided by state investment information systems.
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Date Issued: 1981, 1981
Identifier: AAI8205702, 3085135, FSDT3085135, fsu:74630
Format: Document (PDF)

Title: APPLICATION OF THE SITUATIONAL LEADERSHIP THEORY ON GOAL SETTING AND GOAL INTEGRATION FOR A PROGRAM OF MULTICULTURAL/MULTILINGUAL TEACHER IN-SERVICE EDUCATION IN ORANGE COUNTY, FLORIDA.
Creator: POOLE, GLORIA TERESA., Florida State University
Abstract/Description: This study investigated the relationship between the leadership styles of the instructional supervisors, the maturity level of the instructional staff, and the level of goals setting and integration, and the extent to which these variables are additives to the styles of the supervisors in the bilingual program of Orange County, Florida., The Hersey and Blanchard's Leadership Effectiveness and Adaptability (LEAD-Self/Lead-Other) instruments, the maturity level questionnaire, and the goals...
Show moreThis study investigated the relationship between the leadership styles of the instructional supervisors, the maturity level of the instructional staff, and the level of goals setting and integration, and the extent to which these variables are additives to the styles of the supervisors in the bilingual program of Orange County, Florida., The Hersey and Blanchard's Leadership Effectiveness and Adaptability (LEAD-Self/Lead-Other) instruments, the maturity level questionnaire, and the goals questionnaires developed by the researcher were used to collect data from 14 supervisors and 36 teachers. The use of frequency distributions, simple correlations, and a multiple regression analysis at the .05 level of significance answered the research questions., A low negative correlation between the self-perceived leadership styles of the instructional supervisors and the actual leadership styles was found. Leadership styles and maturity level held a low positive correlation. The level of goals held by the instructional staff was consistently higher than the goals of the supervisors; for the most part, both sets of data revealed a range of moderately high to high levels of goals and a significant level at r = .01 was found in relation to upgrading the design of the program to meet the needs of the staff and the goals of bilingual education. Further comparisons showed that high perceptions of goals related to teachers' needs and improving the in-service program were related to high level of maturity. A high positive correlation was found between maturity and goals for in-service education., A regression analysis was utilized to determine which of the variables measured were additives to the leadership styles of the instructional supervisor. A significance level at the .01 level was found between the leadership styles and the goals held by the instructional staff., This study recommended that further research be conducted with the utilization of a larger sample and in an experimental situation in which the leadership behavior of the instructional supervisor may be observed, in order to diagnose the effects of these behaviors on the instructional staff, and to further assess specific needs to promote changes in bilingual programs.
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Date Issued: 1982, 1982
Identifier: AAI8218652, 3085297, FSDT3085297, fsu:74792
Format: Document (PDF)

Title: AN ETHNOGRAPHIC STUDY OF A SUCCESSFUL FLORIDA MIDDLE SCHOOL PRINCIPAL.
Creator: PINNEY, NELSON MORROW., Florida State University
Abstract/Description: A profile of a selected successful and effective Florida middle school principal was developed from qualitative data generated from an anthropological fieldwork methodology in order to determine the relationships between the environment perceived by the principal and his actions in critical task areas. Luthans's contingency approach was used to explain the principal's organization and management behavior. Ethnography was employed to identify the individuals, groups, and other forces the...
Show moreA profile of a selected successful and effective Florida middle school principal was developed from qualitative data generated from an anthropological fieldwork methodology in order to determine the relationships between the environment perceived by the principal and his actions in critical task areas. Luthans's contingency approach was used to explain the principal's organization and management behavior. Ethnography was employed to identify the individuals, groups, and other forces the principal perceived to facilitate or inhibit achievement of his goals and to identify subsequent leadership and management activities he employed to take advantage of or cope with these perceptions. Differences were found between normative administrative behavior prescribed in the related literature and the selected principal's actual behavior. The principal was found to behave as a subordinate and subservient bureaucrat, a public relations agent, and a humanistic and benevolent father. Recommendations were made that the study be replicated and also duplicated to further investigate these three roles. Underscored was the need to understand the behavior of school administrators in the context of their social networks and the general phenomenon known as social entrepreneurship.
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Date Issued: 1982, 1982
Identifier: AAI8218651, 3085296, FSDT3085296, fsu:74791
Format: Document (PDF)

Title: EFFECTS OF A PREIMPLEMENTATION PROCESS ON CHANGING PARTICIPANT CONCERNS TOWARD LEGISLATIVELY MANDATED EDUCATION PROGRAMS.
Creator: LYLE, MARTHA BANKSON., Florida State University
Abstract/Description: The purpose of this study was to determine the effects of a preimplementation process on attitudes of teachers and administrators toward the legislatively mandated Florida Primary Education Program. The preimplementation process was a staff development procedure selected for changing attitudes. It included three district-wide one-day workshops and primary resource teachers employed at each school site to aid in the preimplementation process through personal support and assistance. The...
Show moreThe purpose of this study was to determine the effects of a preimplementation process on attitudes of teachers and administrators toward the legislatively mandated Florida Primary Education Program. The preimplementation process was a staff development procedure selected for changing attitudes. It included three district-wide one-day workshops and primary resource teachers employed at each school site to aid in the preimplementation process through personal support and assistance. The population included all kindergarten teachers, second grade teachers, and elementary school principals in the selected school district required to implement the mandated education program. The Stages of Concern Questionnaire (Hall, 1979) was used in a pretest, treatment, posttest research design. The questionnaire was developed to measure participant concern and was based on an hierarchy of stages of concern which included awareness, information, personal, management, consequence, collaboration, and refocusing concerns. Of the 279 participants, 192 answered both pretest and posttest questionnaires. The resultant data were examined using the t-test for correlated means to determine significant differences in intensity of the stages of concern over time, and the t-test for uncorrelated data to determine significant differences between the three groups (.05 level of significance)., Participants changed significantly in the intensity of their stages of concern over time, moving from the lower stages of awareness, information, and personal concerns to higher stages of management and refocusing concerns. Second grade teachers showed the most significant degree of change. Individual rates of change in stages of concern varied dependent on their entering stage, with those entering at lower levels moving more rapidly than those entering at higher levels of concern., Results of the study indicated that the selected school district should now provide staff development programs based on the management and refocusing stages of concern. It was recommended that the preimplementation process be used with future legislatively mandated education programs, and that the process should include major provision for identifying targeted interventions to resolve concerns through extensive staff development, personal support personnel in each school, and adequate time for a preimplementation process to occur.
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Date Issued: 1982, 1982
Identifier: AAI8212897, 3085221, FSDT3085221, fsu:74716
Format: Document (PDF)

Title: THE USE OF A NONDIRECTIVE INTERVIEW TECHNIQUE IN CORROBORATING THE INSERVICE TRAINING NEEDS OF PRINCIPALS.
Creator: HELMS, BEVERLY H., Florida State University
Abstract/Description: The purpose of this study was to determine the appropriateness of using a nondirective interview technique in verifying and/or clarifying inservice training needs of principals. The problem addressed was whether or not the use of the nondirective interview technique would, in conjunction with an administrative assessment form, provide for the personal involvement of the principal in a more precise identification of needs. The study also sought to determine whether the interview process would...
Show moreThe purpose of this study was to determine the appropriateness of using a nondirective interview technique in verifying and/or clarifying inservice training needs of principals. The problem addressed was whether or not the use of the nondirective interview technique would, in conjunction with an administrative assessment form, provide for the personal involvement of the principal in a more precise identification of needs. The study also sought to determine whether the interview process would provide collaboration between the researcher and the principal in self-exploration and problem solving, as related to the principals' identification of needs and alternatives to resolve those needs., Twenty principals from four Northwest Florida Counties completed a self-assessment form which included competencies associated with the managerial functions of planning, organizing, coordinating, communicating and stimulating. Following the principals' completion of the assessment form, the research conducted a nondirective interview with each principal. The phases and techniques employed during the nondirective interview were those associated with Joyce and Weil's nondirective teaching model, which was based on Rogers' client-centered therapy., Inservice training needs were identified on the basis of the principals' responses to the administrative assessment form. These were verified, clarified and expanded during the interview as a result of the collaboration between the researcher and principal., The following conclusions resulted from the study: (1) Principals evidence limited understanding, experience and/or training in specific competencies associated with the managerial functions of planning, organizing, coordinating, communicating and stimulating. (2) A definite discrepancy exists between the principals' level of knowledge and training with respect to the administrative process and that reported in the literature as being necessary to function effectively. (3) The use of a nondirective interview technique facilitates the confirmation, clarification and expansion of needs identified through the use of a traditional needs assessment questionnaire. (4) The nondirective interview technique promotes collaboration between the researcher and the principal in self-exploration and problem solving as related to the principal's identification of needs and alternatives to resolve those needs.
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Date Issued: 1982, 1982
Identifier: AAI8214929, 3085244, FSDT3085244, fsu:74739
Format: Document (PDF)

Title: THE EDUCATIONAL PROGRAMS OF THE NATIONAL URBAN LEAGUE AFFILIATES IN FLORIDA.
Creator: THREADCRAFT, MILTON HERMAN, JR., Florida State University
Abstract/Description: Purpose. The purpose of this study was to describe the Educational Programs of the eight National Urban League affiliates in Florida. Specifically, the study determined the educational impact of the affiliates of the National Urban League as perceived by selected personnel and program participants., Procedures. A survey was conducted of the 8 Florida affiliate directors, 16 educational staff members identified by the directors, and 40 participants--5 program participants from each affiliate....
Show morePurpose. The purpose of this study was to describe the Educational Programs of the eight National Urban League affiliates in Florida. Specifically, the study determined the educational impact of the affiliates of the National Urban League as perceived by selected personnel and program participants., Procedures. A survey was conducted of the 8 Florida affiliate directors, 16 educational staff members identified by the directors, and 40 participants--5 program participants from each affiliate. The affiliate cities were: Tampa, Miami, Jacksonville, Tallahassee, West Palm Beach, Ft. Lauderdale, Orlando, and St. Petersburg., Through the utilization of a survey instrument, information was gathered to determine the organization, nature of the offerings, instructional methods and materials used, outcomes, and evaluation procedures utilized in the training programs., Findings. Findings of the study showed that the function of the educational organization was to increase, retain, and promote the career mobility of black Americans and the disadvantaged population. Areas of concern among educational staff (local, regional and national) and the educational offerings varied from year to year and site to site, depending on existing conditions and funding opportunities. The survey instrument revealed 26 educational program offerings., The questions pertaining to the nature of offerings received a combined frequency average of 4.0, indicating that the program offerings were usually offered in the Urban League Affiliate cities. The instructional methods used to train participants were the same as public school methods, taking into consideration individual differences and needs. The questions pertaining to the degree of acquisition by participants of the skills, techniques, knowledge, understanding, and moral and ethical standards necessary for success in the world of work received a combined mean rating of 3.7 indicating that positve outcomes usually occurred. Outcomes were used to improve the instructional programs of the League Affiliates., Evaluation is used as an integral part of instruction. As indicated by 92% of the respondents, evaluations were made to determine the effectiveness of instruction and to determine the extent to which objectives were met. It was indicated during the interviews that the primary purpose of the evaluation was to assure the successful development of both programs and participants.
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Date Issued: 1982, 1982
Identifier: AAI8215253, 3085270, FSDT3085270, fsu:74765
Format: Document (PDF)

Title: MANAGEMENT COMPETENCIES NEEDED BY THE FLORIDA SCHOOL FOOD SERVICE ADMINISTRATORS AND SUPERVISORS: PREREQUISITES FOR A TRAINING PROGRAM.
Creator: RICKS, JOAN FORRESTER., Florida State University
Abstract/Description: This study identified and validated management competencies and training needed by Florida district school food service administrators and supervisors to operate a quality food service program. Competencies were identified from literature, developd into a survey instrument, reviewed by experts, revised to incorporate suggestions by experts, and validated by respondents who also identified training needed., The population consisted of school food service administrators and supervisors (133)...
Show moreThis study identified and validated management competencies and training needed by Florida district school food service administrators and supervisors to operate a quality food service program. Competencies were identified from literature, developd into a survey instrument, reviewed by experts, revised to incorporate suggestions by experts, and validated by respondents who also identified training needed., The population consisted of school food service administrators and supervisors (133) from 67 Florida districts. Usable data were returned from 62 administrators and 53 supervisors (115)., The survey instrument, utilizing a Likert-type scale, contained 50 management competencies. A mean rating for importance of 2.0 or more by a minimum of 55% of the respondents and a mean rating for need for training of 2.0 or more by a minimum of 55% of the respondents were criteria used in accepting items as validated competencies. Data analysis determined: (1) Characteristics of the administrators and supervisors. (2) Degree of importance and training need for the operation of a quality school food service program of the competencies by management skill categories--technical, communication, conceptual, and human--as perceived by administrators and supervisors. (3) Rank order by importance of competencies. (4) Differences between administrator and supervisor perceptions of importance of competencies and need for training. (5) Commonalities of competencies required by administrators and supervisors in small, medium, and large size districts., Findings indicated: (1) Respondents (89.5%) had attained a bachelor's or master's degree, with 69.6% certified in school food service; 92% had previous related food and nutrition work experience. (2) Indentified management competencies were important to the operation of quality school food service programs. (3) Administrators and supervisors considered technical skill management competencies more important than communication, conceptual, and human skill competencies. (4) Administrators perceived the need for more competencies than did supervisors. (5) Administrators had training needs in more competencies than did supervisors. (6) Competencies differed for administrators and supervisors in small, medium, and large size school districts.
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Date Issued: 1982, 1982
Identifier: AAI8214940, 3085251, FSDT3085251, fsu:74746
Format: Document (PDF)

Title: A STUDY OF THE GRADUATE EDUCATION OF PLANNERS IN NORTH AMERICA: A COMPETENCY-BASED PROGRAM FOR THE 1980S AND BEYOND.
Creator: SCHNEIDER, LOUIS FRANCIS., Florida State University
Abstract/Description: Planning, as the process of preparing for future development and effective management of resources and operations, has been practiced in most of the world spanning man's recorded history. Planning as a technical and professional field has been evolving for a century. Planning as a "teachable" discipline has been in curricula of higher education in North America since 1923., Planning is a unique process, profession, and curriculum because of its interdisciplinary nature and pragmatic goals. It...
Show morePlanning, as the process of preparing for future development and effective management of resources and operations, has been practiced in most of the world spanning man's recorded history. Planning as a technical and professional field has been evolving for a century. Planning as a "teachable" discipline has been in curricula of higher education in North America since 1923., Planning is a unique process, profession, and curriculum because of its interdisciplinary nature and pragmatic goals. It has borrowed science and methodology from architecture, landscape architecture, engineering, law, the humanities, and the social and physical sciences., Planning education in North America has developed as cities spread into metropoli; as communities expanded essential services; and as public concern encompassed economic and social resource development, social services, environmental conservation, and urban aesthetics at all governmental scales. As the agenda expanded and broadened, education programs proliferated in number, size, and diversity. By 1978, master's degree programs numbered 85 in the United States and Canada, 21 of which offered the doctoral degree. Rapid growth brought problems of identification, definition, relevance, and increasing competition from public administration and traditional academic disciplines. This study coincides with a time of reappraisal, redefinition, and renewal of planning education., The objective of this study is the development of a planning education program as a point of reference for educators as they reassess and redesign programs and curricula to meet future challenges. The research included a review of planning theory and practice, planning education, educational planning, and competency-based programming; an analysis of data collected for the Guide to Graduate Education in Urban and Regional Planning (Hamlin, 1978); a survey of 85 North American graduate schools of planning to update the above data through 1979 and to query chairpersons on the future of planning education; and a two-round Delphi survey of educational leaders on planning and education., An "average" contemporary planning educational program, competency-based educational objectives, and a planning skills matrix for the 1980s are developed. Based upon the findings, a planning education program for the 1980s and beyond is proposed as a contribution to planning educational evaluation and development.
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Date Issued: 1981, 1981
Identifier: AAI8205747, 3085214, FSDT3085214, fsu:74709
Format: Document (PDF)

Title: FUNCTIONS OF THE ROLES OF THE CURRICULUM COORDINATOR AND ASSISTANT PRINCIPAL FOR CURRICULUM IN FLORIDA PUBLIC ELEMENTARY SCHOOLS.
Creator: YOUNG, EVELYN BOYD., Florida State University
Abstract/Description: The purposes of this study were (1) to identify the actual and ideal roles of the elementary school building-level curriculum coordinator as perceived by coordinators and their principals, (2) to compare perceptions of the actual and ideal coordinator roles with aspects of the role of the assistant principal for curriculum. To collect necessary data, statements describing role related tasks identified from the literature were developed into a survey instrument., A total of 169 instruments...
Show moreThe purposes of this study were (1) to identify the actual and ideal roles of the elementary school building-level curriculum coordinator as perceived by coordinators and their principals, (2) to compare perceptions of the actual and ideal coordinator roles with aspects of the role of the assistant principal for curriculum. To collect necessary data, statements describing role related tasks identified from the literature were developed into a survey instrument., A total of 169 instruments were distributed by mail; 142 subjects--67 principals, 21 assistant principals for curriculum, and 54 curriculum coordinators employed in Florida elementary schools--responded, a return rate of 84%. To assist in data interpretation, structured interviews were also held with 11 additional randomly selected district and school level administrators., Forty respondents indicated that the curriculum coordinators had a high level of responsibility for 12 of the identified tasks, which dealt with curriculum development, educational research, human relations, development of school and community relations, and instructional strategies, were identified as appropriate for the ideal coordinator role by the combined principal and coordinator groups. Tasks dealing with personnel selection and evaluation were rejected by both principals and coordinators., No statistically significant relationships (.05) were found in perceptions of the actual and ideal responsibilities of the coordinators' role across selected variables (sex, age, position, and degree). The assistant principal for curriculum ideal role was similar to that of the curriculum coordinator, although the assistant principals did not perceive their actual level of responsibility for tasks described to be as high as that of the curriculum coordinators.
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Date Issued: 1982, 1982
Identifier: AAI8213725, 3085231, FSDT3085231, fsu:74726
Format: Document (PDF)

Title: A STUDY OF THE MARKETING ASPECT OF ACADEMIC DEPARTMENT ADMINISTRATIVE TASKS AS PERCEIVED BY HOSPITALITY PROGRAM ADMINISTRATORS.
Creator: CALNAN, THOMAS WARD., Florida State University
Abstract/Description: The use of a marketing approach is an avenue open to hospitality management program administrators who will be faced in the next decade with problems related to expanding programs in an environment of decreasing resources., The purposes of this study were to identify the administrative tasks perceived by hospitality management program administrators as being their responsibilities, to assess their perceptions of marketing applied to the tasks, and to determine educational programs and...
Show moreThe use of a marketing approach is an avenue open to hospitality management program administrators who will be faced in the next decade with problems related to expanding programs in an environment of decreasing resources., The purposes of this study were to identify the administrative tasks perceived by hospitality management program administrators as being their responsibilities, to assess their perceptions of marketing applied to the tasks, and to determine educational programs and services for administrators of hospitality management programs., A review of the related research included the four concepts of marketing philosophy, marketing applied to the nonprofit sector, the marketing role of academic department heads, and hospitality management program administration., A survey instrument was designed to collect the data; 219 were sent to institutions offering baccalaureate degree programs in hospitality management. Of the 149 responses, 92 met the criterion representing 42.0% of the institutions polled and 89.3% of the 103 confirmed four-year hospitality programs., The conclusions of the study were: (1) Forty-seven of the 49 selected administrative tasks were accepted by the majority of the respondents as their responsibility. (2) Thirty-nine of the 49 tasks were perceived as being marketing functions by the majority. (3) The number of marketing courses taken by the respondents did not make a significant difference in their perception of the tasks as a marketing function.
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Date Issued: 1982, 1982
Identifier: AAI8225278, 3085336, FSDT3085336, fsu:74831
Format: Document (PDF)

Title: THE DECISION-MAKING DIMENSION OF SCHOOL-BASED MANAGEMENT: A PARTICIPANT OBSERVATION STUDY OF A SELECTED SCHOOL IN FLORIDA.
Creator: HIGGINS, SAMUEL GRIFFITH., Florida State University
Abstract/Description: The objective of the study was to determine the magnitude and scope of the decision-making dimension of school-based management in a rural Florida school. The focus was on the personnel involved in the decision-making process, and the identification of the factors which affected the implementation of school-based management., The ethnographic technique of participant observation provided qualitative data about the interdependent behavior of school persons that affected a school's...
Show moreThe objective of the study was to determine the magnitude and scope of the decision-making dimension of school-based management in a rural Florida school. The focus was on the personnel involved in the decision-making process, and the identification of the factors which affected the implementation of school-based management., The ethnographic technique of participant observation provided qualitative data about the interdependent behavior of school persons that affected a school's implementation of school-based management. Unobstrusive observations, unstructured interviews, and documents and records enabled the researcher to capture the totality of the school system and community environment. An observation model provided the basis for recording and analysing the actions of school faculty and staff relative to school-based management, distinguish policy formulation from routine administration, and determine both the mode and the breadth of the decision-making process., A number of hypotheses were generated from the study. First, the social system of a school is influenced by both state laws and regulations, and the subtle authoritarianism of the hierarchial structure of a school district., Second, school site personnel can be involved in a consentaneous decision-making process within the constraints of external factors that place certain responsibilities for school operations on the principal. Third, a horizontal decision-making process can exist at a school without the overt or negotiated actions of hierarchial organizational structures, and within the parameters of state laws and regulations., Fourth, consentaneous decision making in a school can be an effective step toward limited implementation of school-based management. Fifth, a participant observation study of a school will reveal the scope of the decision-making process as related to school-based management., Sixth, policies can be formulated by the day-to-day decision-making process, which have implications for school-based management. Seventh and last, a school can be involved in a consentaneous decision-making process which establishes policies and procedures for the implementation of both state laws and the broader concept of school-based management.
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Date Issued: 1982, 1982
Identifier: AAI8225286, 3085341, FSDT3085341, fsu:74836
Format: Document (PDF)

Title: AN HISTORICAL STUDY OF COLLECTIVE BARGAINING IN ESCAMBIA COUNTY, FLORIDA - 1975-1979.
Creator: HUGHES, ULYSSES., Florida State University
Abstract/Description: Laws requiring public employers to bargain collectively with their employees have existed in many states for a number of years. It was not until 1974 that public employees in the state of Florida gained the right to bargain collectively., During the first two years of collective bargaining between the teachers of Escambia County, Florida, and the school board, many conflicts developed. These conflicts resulted in the two parties not being able to reach agreement on a contract for the first...
Show moreLaws requiring public employers to bargain collectively with their employees have existed in many states for a number of years. It was not until 1974 that public employees in the state of Florida gained the right to bargain collectively., During the first two years of collective bargaining between the teachers of Escambia County, Florida, and the school board, many conflicts developed. These conflicts resulted in the two parties not being able to reach agreement on a contract for the first two years., Florida Statutes, Chapter 447, required the parties to collective bargaining to bargain in good faith and refrain from conduct that created an unfair advantage to either party. In Escambia County the school board, during the first two years, was found to be guilty of bad faith bargaining and an unfair labor practice by the Public Employee Relations Commission (PERC) and First District Court of Appeal. PERC and the court based their decision on the fact that the board (1) refused to deduct association dues from its employees as required by law, (2) refused to bargain collectively in good faith with the Escambia Education Association, and (3) coerced, threatened and interfered with employees and the exercise of their rights guaranteed to them by the statutes (District Court of Appeal Case No. cc245, 1977; PERC order No. 75-E-6-31 Case No. 8H-RC-754-1015, 1975)., During the second three years of bargaining in Escambia County, the board did not have a single conflict that required third party intervention., Eight selected individuals, familiar with the bargaining process during the time period covered by this study, were asked to give their views, by way of a questionnaire, on how the bargaining process progressed the first two years compared to the second three years. There was unanimous agreement among these respondents that the board and the teachers profited over the second three years because the board approached the bargaining process in good faith with a sincere desire not to interfere with the rights of the teachers guaranteed by Florida Statute., This action of the board resulted in the board and the teachers reaching a collective bargaining agreement during each of the second three years.
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Date Issued: 1982, 1982
Identifier: AAI8225289, 3085343, FSDT3085343, fsu:74838
Format: Document (PDF)

Title: THE IDENTIFICATION AND VALIDATION OF CRITICAL COMPETENCIES FOR INSTRUCTIONAL SUPERVISORS IN GEORGIA.
Creator: HOPKINS, DANIEL WEBSTER., Florida State University
Abstract/Description: The purpose of this study was to determine the critical competencies needed by Georgia instructional supervisors in performing effectively on the job; to validate such competencies by ratings by selected supervisory personnel; and to prioritize those competencies as to their importance for emphasis based upon the consensus of selected administrative and instructional supervisory personnel in Georgia school districts., A review of literature, recent legislative mandates, and Georgia State...
Show moreThe purpose of this study was to determine the critical competencies needed by Georgia instructional supervisors in performing effectively on the job; to validate such competencies by ratings by selected supervisory personnel; and to prioritize those competencies as to their importance for emphasis based upon the consensus of selected administrative and instructional supervisory personnel in Georgia school districts., A review of literature, recent legislative mandates, and Georgia State Board of Education policies was made. A compilation of selected competencies emerged. A competency identification process required the submission of the statements to an outside jury for validation. A response instrument enabled the respondents to evaluate and rank each competency statement on a Likert scale of 1-5 (one, high; five, low). A taxonomy category was used to classify each competency statement., The sample for this study included eighty-eight supervisors who worked in the Georgia Department of Education and three consortia in Georgia school districts: Cooperative Education Service Agencies (CESA); Georgia Learning Resource Systems (GLRS); and The Psychoeducational Network for the Severely Emotionally Disturbed Child (SED)., An analysis of the data resulted in the following findings: (1) Of the thirty-six accepted competencies rated as needing emphasis by the outside jury, twenty were directly related to Georgia legislation and Department of Education policies. (2) Among the twenty competencies relating to Georgia legislation and department of education policies, there were six in the affective domain, four in the knowledge domain, and ten in the performance domain. (3) The outside jury members who participated in the study validated more competencies in the performance domain as opposed to competencies in the affective and knowledge domains.
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Date Issued: 1982, 1982
Identifier: AAI8228124, 3085378, FSDT3085378, fsu:74873
Format: Document (PDF)

Title: READING ACHIEVEMENT OF SELECTED ADULT STUDENTS ENROLLED IN A REMEDIAL READING PROGRAM WITH DIFFERING LEVELS OF SELF CONCEPT.
Creator: JOHNSON, TOMMY K., Florida State University
Abstract/Description: This study investigated self concept and reading achievement of experimental and control subjects. Experimental group utilized fourteen commercial cassette tapes entitled "Dynamics of Personal Growth and Motivation" as the treatment associated with 60 hours of remedial reading instruction. The control group was provided 60 hours of remedial reading instruction. Both groups were staffed with the same reading teachers. The design employed was a pretest and posttest control group with matching...
Show moreThis study investigated self concept and reading achievement of experimental and control subjects. Experimental group utilized fourteen commercial cassette tapes entitled "Dynamics of Personal Growth and Motivation" as the treatment associated with 60 hours of remedial reading instruction. The control group was provided 60 hours of remedial reading instruction. Both groups were staffed with the same reading teachers. The design employed was a pretest and posttest control group with matching subjects, (DIAGRAM, TABLE OR GRAPHIC OMITTED...PLEASE SEE DAI), Subjects for this project were fifty-eight Caucasian males enrolled in a remedial reading program during the spring and summer of 1982. The population sample consisted of equal numbers of sergeants, corporals, and privates whose ages ranged from 17 to 29 years., The investigator provided the orientation and the administration of the fourteen prerecorded taped counseling treatment sessions, in-treatment and post evaluations to the experimental group. The pre- and posttest of the Tennessee Self Concept Scale, and California Achievement Test were administered by classroom teachers and a test administrator., Analysis of pretest-posttest Total Positive Scale, Self Criticism Scale, Self Satisfaction Scale scores, and Total Reading Achievement scores, obtained by administration of the Tennessee Self Concept Scale and the California Achievement Test (Form A and B), indicated significant differences (at the .05 level) in affective and reading achievement between the experimental and control subjects. No significant differences were identified between the two groups with low self concept as measured by the Behavior Scale score on the Tennessee Self Concept Scale and reading achievement.
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Date Issued: 1983, 1983
Identifier: AAI8309275, 3085510, FSDT3085510, fsu:75002
Format: Document (PDF)

Title: A COMPARISON OF PARENT/CITIZEN/ADVISORY INVOLVEMENT AND PARTICIPATION IN SELECTED EFFECTIVE AND INEFFECTIVE FLORIDA ELEMENTARY SCHOOLS.
Creator: TOOTLE, ROBBIE ROBERTS., Florida State University
Abstract/Description: The purpose of the study, a criterion-group design, was to investigate and compare: (1) the patterns of citizen involvement/participation; and (2) the characteristics of local school advisory committees in 60 selected Florida elementary schools identified, according to state documents, as either effective or ineffective schools., The study focused on four patterns of citizen involvement/participation and eight characteristics of advisory committees. The patterns were: Community School...
Show moreThe purpose of the study, a criterion-group design, was to investigate and compare: (1) the patterns of citizen involvement/participation; and (2) the characteristics of local school advisory committees in 60 selected Florida elementary schools identified, according to state documents, as either effective or ineffective schools., The study focused on four patterns of citizen involvement/participation and eight characteristics of advisory committees. The patterns were: Community School Activities, School Support Activities, Student Involved Activities, and Decision Making Activities. The characteristics were: Participation in Decision Making Activities, Representation of Community, Membership Groups, Selection Process, Length of Service, Arrangement of Service, Preparation for Meetings, and Provisions for Committees., A questionnaire was constructed from a pool of statements derived from: (1) a review of pertinent literature; (2) Florida statutes; (3) the Florida Education Council; and (4) a pilot study conducted in connection with this study. The questionnaire was administered through telephone interviews with the principals of the 60 selected schools., Mixed design analysis of variance tests (p < .05) were utilized to analyze the group differences in terms of high and low percentages of students on free/reduced lunch (income level). The Duncan multiple range test was used to locate the differences., The analysis of data included the following among the results: (1) income level was found to be a significant factor in the differences in citizen contribution levels in effective schools, but was not found to be significantly associated with levels of citizen contribution in ineffective schools; (2) no specific patterns of citizen involvement/participation were found to be associated with either effective or ineffective schools; (3) the percent response in the advisory committee characteristics was found to be significantly higher in effective schools than in ineffective schools., Recommendations included the following: (1) future studies of citizen/advisory involvement and participation should include middle schools and high schools; and (2) further investigation needs to be directed to the area of citizen involvement/participation in high and low income-effective schools.
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Date Issued: 1982, 1982
Identifier: AAI8225313, 3085362, FSDT3085362, fsu:74857
Format: Document (PDF)

Title: A DESIGN FOR AN EVOLVING CENTRALIZED STATE GOVERNMENT PRODUCTIVITY IMPROVEMENT PROGRAM: A COMPREHENSIVE MODEL WITH APPLICATIONS TO FLORIDA.
Creator: WILLIAMS, RICHARD ELLIS., Florida State University
Abstract/Description: This exploratory study examined the rationale for and the meaning of state government productivity; designed a prototype model to be used as a base for an evolving state government productivity improvement program; identified significant model inhibitors in the current Florida program; and recommended modifications that will move the Florida program closer to the prototype design., This research will enhance the efforts of state government managers in structuring and implementing viable...
Show moreThis exploratory study examined the rationale for and the meaning of state government productivity; designed a prototype model to be used as a base for an evolving state government productivity improvement program; identified significant model inhibitors in the current Florida program; and recommended modifications that will move the Florida program closer to the prototype design., This research will enhance the efforts of state government managers in structuring and implementing viable productivity improvement programs. An exhaustive study of state government productivity initiatives was conducted over a three year period. This study was characterized by a comprehensive data collection effort which featured personal and telephone interviews; on-site productivity program visits; and a meticulous review of select surveys of state government productivity efforts as documented by the council of state governments. Findings suggested a focus on four main components in design of a prototype model for state government productivity improvement programs. These program components are: a productivity council; a productivity center; a central coordinating unit; and agency designed productivity plans., The study concluded with the integration of a hierarchical management planning system with a select administrative structure in describing an evolving, centralized, state government productivity improvement program. Indications for further research are also documented.
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Date Issued: 1982, 1982
Identifier: AAI8225314, 3085363, FSDT3085363, fsu:74858
Format: Document (PDF)

Title: AN ANALYSIS OF A STATEWIDE CAREER EDUCATION NEEDS SURVEY UNDER VARYING POPULATION CONDITIONS.
Creator: WUTHRICH, ZACK ALLEN., Florida State University
Abstract/Description: This study investigated differences and similarities among school personnel and economic sector groups drawn from school districts of differing population profiles upon responses to a statewide career education needs assessment., Data were 548 responses from 67 Florida school districts within five occupational categories: principals, teachers, counselors, district coordinators, and business people. Seven demographic characteristics were used to further participation samples into three...
Show moreThis study investigated differences and similarities among school personnel and economic sector groups drawn from school districts of differing population profiles upon responses to a statewide career education needs assessment., Data were 548 responses from 67 Florida school districts within five occupational categories: principals, teachers, counselors, district coordinators, and business people. Seven demographic characteristics were used to further participation samples into three population profile groups. Given 20 career education student behavior statements, respondents estimated student proficiency and ranked items for program importance. A needs index was generated through multiplication of proficiency by importance for each case item. Group responses were compared using measures of association, distribution, and ordinal displacement. Magnitude measures were applied to proficiency ratings. Results were interpretively related to three program planning principles: programs should meet pupil needs, be community responsive, and have goal consensus among implementing personnel., Differences were more related to occupations than population profiles. Differences between occupations within profiles tended to be greater than between profiles within occupations. Educators rated pupils more proficient than did business persons. Principals rated pupils higher than others and highest in larger districts. Business persons rated pupils lowest in larger districts. Educators tended to place most importance upon skills. Teachers ranked attitudes higher than did other educators. Business groups ranked attitudes highest and career knowledge lowest. The needs index tended to follow the same patterns as importance rankings. Smaller districts were more concordant and intermediate districts less concordant than larger districts. Primary sources of discord for "intermediate" and "metropolitan" areas were district coordinators and counselors. Business groups were concordant across population profles (.918), as were teachers (.941)., Coordinated and clearly defined community responsive career education programs that meet pupil needs may not exist throughout Florida schools. Differences among educators indicated need for program goal clarity. Differences between educational program planners and business persons suggested a lack of systematic incorporation of community values into career education. Pupils might be better served by entering careers from programs more focused upon the work ethics and attitudes valued by potential employers.
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Date Issued: 1982, 1982
Identifier: AAI8225316, 3085365, FSDT3085365, fsu:74860
Format: Document (PDF)

Title: THE IMPACT OF GEORGIA'S PERFORMANCE-BASED TEACHER CERTIFICATION PROGRAM ON THE SUPERVISORY TASKS OF ASSESSMENT AND STAFF DEVELOPMENT FOR BEGINNING TEACHERS.
Creator: BRUBAKER, MARY JOANNE ALLMAN., Florida State University
Abstract/Description: The purpose of this study was to describe the implementation of performance-based certification in Georgia as it impacted upon the instructional supervision provided to beginning teachers participating in the on-the-job performance assessment phase of certification. Specific information was sought concerning the supervisory tasks of assessment and staff development through a case study approach, using a structured interview schedule. The study proposed to answer the following questions: (1)...
Show moreThe purpose of this study was to describe the implementation of performance-based certification in Georgia as it impacted upon the instructional supervision provided to beginning teachers participating in the on-the-job performance assessment phase of certification. Specific information was sought concerning the supervisory tasks of assessment and staff development through a case study approach, using a structured interview schedule. The study proposed to answer the following questions: (1) Does the assessment of beginning teachers involve a cyclical process of planning, observation, analysis, and feedback? and (2) Does staff development for beginning teachers address strengths and weaknesses identified during teacher assessment?, A sample school system representative of Georgia school systems was selected for this study. The population sample consisted of 59 participants., From the data obtained, the following conclusions were generated. Beginning teachers received orientation to the performance-based certification program from the Regional Assessment Center yet more than half were not sure of half or more of the teaching competencies to be assessed. Beginning teachers received little if any assistance in planning for assessment. Assessment procedures for the interviews and observations were implemented according to guidelines. Analysis and feedback to the beginning teacher concerning teaching performance was much more detailed and specific if the original Regional Assessment Center data collector conducted the post-observation conference. The school system had no definitive staff development framework and policy for beginning teachers. Staff development addressed the needs of individual school faculties and was usually conducted by Cooperative Educational Service Agency consultants. Beginning teachers had to find out about staff development opportunities on their own initiative. There was confusion regarding the responsibilities of each supervisory group in the assessment process as well as in staff development efforts. Supervisory personnel were not sensitive to the needs of beginning teachers participating in the performance-based certification program.
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Date Issued: 1983, 1983
Identifier: AAI8314398, 3085548, FSDT3085548, fsu:75040
Format: Document (PDF)

Title: Teacher's grade retention decisions: Timing, factors, and process.
Creator: Biegler, Cynthia Dennis., Florida State University
Abstract/Description: Numerous studies have concluded that retention provides little benefit to students. Yet it is estimated that half of all students have been retained by the time they reach ninth grade. This study was undertaken to examine the process through which retention occurs. Explicit focus was placed upon the timing and salient student characteristics that were an integral part of the classroom teachers' retention decisions. The research was guided by the following questions: What is the process...
Show moreNumerous studies have concluded that retention provides little benefit to students. Yet it is estimated that half of all students have been retained by the time they reach ninth grade. This study was undertaken to examine the process through which retention occurs. Explicit focus was placed upon the timing and salient student characteristics that were an integral part of the classroom teachers' retention decisions. The research was guided by the following questions: What is the process whereby students are retained in grade? In what time frames are decisions made that assign a student to a second year at a specific grade level? Is the timing of a retention decision influenced by the factor upon which it is based?, The ethnographic study focused on one grade level of teachers in one school for a full school year. First grade was chosen because it typically has the largest number of retentions for this school. Data for this study were collected through interviews, observations, and examination of documents., A number of trends seemed to emerge from the data. This school used retention conferences that included the teacher, administrator, counselor, learning disabilities teacher, and Chapter 1 teachers. While all the participants could raise questions and discuss the case, the administrator made the decision based primarily upon the input of the teacher. However, all members of the conference shared responsibility for the decision. When the teacher's main reason for retention was based upon immaturity, the decisions seemed to be made early in the year. Transfer students often were viewed as having moved from a school that provided an inferior academic background, and the teacher's decision to seek retention was made soon after the child's entry into school. In the relatively few cases that seemed to predominantly involve academic standing, decisions appeared to be made much later in the term., Additional factors that seemed to enter into the retention decisions were: parental approval, maintenance of teacher's standing with teacher peer group, family factors, previous retentions, classroom conduct, student age, fear that the child would not be fostered by teachers in the next grade, protection from difficulty in later grades, and belief that it was better to retain in first rather than later grades.
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Date Issued: 1995, 1995
Identifier: AAI9526486, 3088577, FSDT3088577, fsu:77379
Format: Document (PDF)

Title: Toward a computer-integrated education system: A design-experiment to create an electronic educational systems design tool.
Creator: Rowley, Kurtis Wayne., Florida State University
Abstract/Description: A study was conducted to determine how to design computer-based tools to support the design and improvement of educational systems, and whether the application of such tools could be beneficial to educators. The literature review included an analysis of: the history of educational systems, various approaches to Educational Systems Design (ESD), and the history of computer-integrated manufacturing. A model for a computer-integrated education (CIE) system was derived. Design requirements for...
Show moreA study was conducted to determine how to design computer-based tools to support the design and improvement of educational systems, and whether the application of such tools could be beneficial to educators. The literature review included an analysis of: the history of educational systems, various approaches to Educational Systems Design (ESD), and the history of computer-integrated manufacturing. A model for a computer-integrated education (CIE) system was derived. Design requirements for the key component of CIE, a computer-based ESD Tool, were derived. A prototype of the ESD Tool was developed in Microsoft's Visual BASIC$\sp{\rm TM}$ during a four-round, iterative, design-experiment that included: data collection from educator informants, decisions about the design of the prototype, and development or refinement of the prototype., The informants identified several important issues for implementation and acceptance of the ESD Tool, made numerous design suggestions, identified political issues for the ESD Tool, and identified tasks for which the ESD Tool could be helpful to educational planners, administrators, and researchers. The results support the conclusion that computer-based tools could be useful in the design and improvement of educational systems, as evidenced by the successful prototype of the ESD Tool, and responses of the informants during the study. To better substantiate this conclusion, issues are identified for further research and development of the ESD Tool and the CIE model. Reflections on the meaning of the results and the utility of the design-experiment methodology are included. Eighteen screens from three versions of the ESD Tool are depicted.
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Date Issued: 1995, 1995
Identifier: AAI9540061, 3088693, FSDT3088693, fsu:77495
Format: Document (PDF)

Title: Governance dimensions and faculty perceptions of their participation in the governance of Nigerian Federal Universities.
Creator: Onwunli, Agatha Uruaku., Florida State University
Abstract/Description: The purpose of the study was to determine the level, patterns, and extent of academic staff participation in the decision-making process in Nigerian Federal Universities., A multi-stage sampling procedure was used to select participants. The primary sampling units were nine Federal Universities randomly selected from 21 universities. Three universities were selected from each of three regions in Nigeria. The secondary sampling units were 701 academic staff also randomly selected from the nine...
Show moreThe purpose of the study was to determine the level, patterns, and extent of academic staff participation in the decision-making process in Nigerian Federal Universities., A multi-stage sampling procedure was used to select participants. The primary sampling units were nine Federal Universities randomly selected from 21 universities. Three universities were selected from each of three regions in Nigeria. The secondary sampling units were 701 academic staff also randomly selected from the nine universities. Unstructured personal interviews were conducted for data clarification. A total of 575 usable questionnaires were collected and analyzed using descriptive statistics, chi square test, t-test and one-way analysis of variance., Results of the data analysis revealed: (1) academic staff are actively involved in making decisions that are academic in nature through the senate, (2) academic staff are told about nonacademic decisions after such decisions are made, (3) those with less than five years experience were more enthusiastic about the impact of their participation on decision outcomes, (4) a complex relationship was observed between the administrators and the academic staff. For example, a separate jurisdiction pattern of participation (where academic staff make academic decisions and administrators make personnel decisions), and also administrative primacy kind of governance dimension (where administrators consult academic staff and consider their views carefully before decisions are made) was indicated. (5) Academic staff who were former administrators perceived their participation in governance as effective while academic staff who had never served in administrative positions perceived their own participation as ineffective. (6) Although there were regional and age differences in "attitude toward participation" and "when academic staff are usually consulted," responses were in the same direction. (7) Academic staff were not satisfied with the consultation process at their universities. (8) Attempts were being made in some universities to decentralize authority., The recommendations made include: (1) improvement of the consultation process, (2) improvement of the relationship between academic staff and administrators, and (3) more involvement of academic staff in other governance issues especially selection/appointment of administrators.
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Date Issued: 1994, 1994
Identifier: AAI9511348, 3088490, FSDT3088490, fsu:77295
Format: Document (PDF)

Title: The influence of a principal on school culture: A case study of a school in transition.
Creator: Eubanks, Barbara Gates., Florida State University
Abstract/Description: The purpose of this study was to examine one middle school's school improvement efforts over an eight year period of time (1986-94). This study builds on an earlier one in which I examined the factors that impacted my personal change as a teacher (Eubanks, 1992). As a participant in the everyday culture being examined, I continued that study with a more broad focus during the next two years. An emphasis on the school culture and the players that impacted it permeates this paper., Of the...
Show moreThe purpose of this study was to examine one middle school's school improvement efforts over an eight year period of time (1986-94). This study builds on an earlier one in which I examined the factors that impacted my personal change as a teacher (Eubanks, 1992). As a participant in the everyday culture being examined, I continued that study with a more broad focus during the next two years. An emphasis on the school culture and the players that impacted it permeates this paper., Of the seventeen participants in the study, fourteen were mathematics and/or science teachers at the school. The principal and two former assistant principals also participated in the research. Data were collected through personal interviews and by document analysis. At the close of each interview, the participants suggested other individuals who they thought had contradictory opinions. These individuals were also interviewed to provide contrasting points of view., After transcribing and analyzing each interview, preliminary findings were shared with the participant in the interview for further comments or suggestions. Similarly, during the writing stage for this paper, four participants in the culture critiqued chapter drafts and made suggestions for improvement or clarification. Additionally, a reader from outside the school culture also read and critiqued early drafts., During the interviews, the principal used two metaphors to describe the school as it attempted change: the king and his court, and the commander and the crew. He believed that each of these metaphors represented a chronological time period during which the principal saw himself using a certain leadership style. Accordingly, these metaphors are explored separately, then contrasted later to reveal their different foci., Four elements of school culture identified through this study are used to frame the data presented. Leadership opportunities, professionalism, communication, and power are examined individually from the principal's perspective and teachers' perspective.
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Date Issued: 1994, 1994
Identifier: AAI9514094, 3088552, FSDT3088552, fsu:77354
Format: Document (PDF)

Title: Alternative discipline trends in selected Florida schools.
Creator: Groomes, Eldrige Alliston., Florida State University
Abstract/Description: The Florida legislature granted local school boards the option to abolish corporal punishment in schools in 1989. Fourteen Florida school districts did so from 1989 to 1992. This study proposed to answer the following questions related to assessing the impact of Florida's public policy authorizing districts to prohibit the use of corporal punishment: (1) What is the legal context for addressing corporal punishment policies in the United States? (2) What Florida school districts have banned...
Show moreThe Florida legislature granted local school boards the option to abolish corporal punishment in schools in 1989. Fourteen Florida school districts did so from 1989 to 1992. This study proposed to answer the following questions related to assessing the impact of Florida's public policy authorizing districts to prohibit the use of corporal punishment: (1) What is the legal context for addressing corporal punishment policies in the United States? (2) What Florida school districts have banned corporal punishment since legislative authorization in 1989? (3) Within those districts which prohibit the use of corporal punishment, what trends are discernable with regard to such discipline alternatives as suspension, in-school suspension, referrals to courts or juvenile authorities, referrals to dropout prevention programs, and expulsion since enactment of the law? (4) Is there a difference in disciplinary actions taken for misbehavior in districts that have banned corporal punishment versus those that have not banned corporal punishment? (5) Have discipline alternatives been developed in districts which banned corporal punishment?, The study utilized an historical-legal case analysis of selected cases relating to issues of civil liability, criminal prosecution, cruel and unusual punishment, due process of law, equal protection of the law, and teacher dismissal affecting the use of corporal punishment in schools. The courts support the view that the use of corporal punishment is permissible when properly authorized and administered reasonably and in conformance with clear policy guidelines., The study involved two survey approaches. First, Florida school districts were surveyed to identify districts that had banned corporal punishment. Second, selected school administrators were surveyed regarding the administration of student discipline. Survey data was compared with district reports relating to instances of discipline., Trends that were noted include: (1) For districts banning corporal punishment, the incidence of suspension (both types) has increased. (2) Districts that have not formally banned corporal punishment reported modest declines in its use. (3) No new discipline alternatives were reported to have been developed in districts banning corporal punishment. (4) The use of suspension and parent conferencing increased markedly in districts banning corporal punishment.
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Date Issued: 1995, 1995
Identifier: AAI9544315, 3088728, FSDT3088728, fsu:77530
Format: Document (PDF)

Title: CRITICAL BEHAVIORS OF RESOURCE OR HELPING TEACHERS AS PERCEIVED BY ELEMENTARY SCHOOL TEACHERS AND PRINCIPALS.
Creator: PERRY, IONE LOUISE., The Florida State University
Date Issued: 1967, 1967
Identifier: AAI6807795, 2985757, FSDT2985757, fsu:70266
Format: Document (PDF)

Title: IMPLEMENTATION OF TITLE I OF THE HIGHER EDUCATION ACT OF 1965 IN TENNESSEE.
Creator: WELCH, FRANKLIN WELDON., The Florida State University
Date Issued: 1967, 1967
Identifier: AAI6807804, 2985761, FSDT2985761, fsu:70270
Format: Document (PDF)

Title: A STUDY OF THE APPLICATIONS OF CERTAIN STATE AND SOUTHERN ASSOCIATION STANDARDS IN SELECTED FLORIDA PUBLIC JUNIOR COLLEGES.
Creator: MCLENDON, ROBERT LEE, JR., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6816377, 2985815, FSDT2985815, fsu:70324
Format: Document (PDF)

Title: A COST-UTILITY ANALYSIS OF A SELECTED POST SECONDARY VOCATIONAL-TECHNICALEDUCATION PROGRAM.
Creator: RAICHLE, HENRY FREDERICK., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7016346, 2986185, FSDT2986185, fsu:70694
Format: Document (PDF)

Title: POSITIVE AND NEGATIVE FACTORS AFFECTING NUTRITION EDUCATION CURRICULUM CHANGE IN FLORIDA SCHOOL DISTRICTS.
Creator: O'FARRELL, MICHAEL JAMES., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7213548, 2986684, FSDT2986684, fsu:71193
Format: Document (PDF)

Title: ROLE EXPECTATIONS OF THE COUNTY SCHOOL LIBRARY SUPERVISOR AND THEIR PERCEIVED FULFILLMENT.
Creator: NEWCOMB, RUTH BECKER., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6911317, 2985875, FSDT2985875, fsu:70384
Format: Document (PDF)

Title: AN ANALYSIS OF RECENT DEVELOPMENTS IN MANAGERIAL TECHNOLOGY AND THEIR APPLICABILITY TO THE ADMINISTRATION OF INSTITUTIONS OF HIGHER EDUCATION.
Creator: WHEATLEY, EDWARD WARREN., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI6917688, 2985984, FSDT2985984, fsu:70493
Format: Document (PDF)

Title: EDUCATIONAL NEEDS OF MID-MANAGEMENT PERSONNEL IN FLORIDA WITH IMPLICATIONS FOR CURRICULUM DEVELOPMENT.
Creator: KIRK, HOWARD W., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7016332, 2986176, FSDT2986176, fsu:70685
Format: Document (PDF)

Title: A STUDY OF CONFLICTING CONCEPTS CONCERNING THE FUTURE SECONDARY SCHOOL PRINCIPALSHIP.
Creator: WATSON, HOYT FLOYD., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107129, 2986358, FSDT2986358, fsu:70867
Format: Document (PDF)

Title: THE ROLE OF CAMPUS SECURITY IN THE COLLEGE SETTING.
Creator: GELBER, SEYMOUR., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7124605, 2986509, FSDT2986509, fsu:71018
Format: Document (PDF)

Title: TASK PREFERENCE OF INSTRUCTIONAL SUPERVISORS AND THE DISBELIEF - BELIEF SYSTEM.
Creator: ESPOSITO, JAMES PETER, JR., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7209200, 2986573, FSDT2986573, fsu:71082
Format: Document (PDF)

Title: DEVELOPMENT OF A FLORIDA STATEWIDE AUTOMATED INVENTORY INFORMATION RETRIEVAL SYSTEM FOR PHYSICAL FACILITIES IN EDUCATION.
Creator: LOVE, JOHN WALLACE., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7213533, 2986678, FSDT2986678, fsu:71187
Format: Document (PDF)

Title: GUIDELINES FOR EFFORTS OF PUBLIC UNIVERSITIES TO ATTRACT CORPORATE SUPPORT.
Creator: SMITH, LUTHER, JR., The Florida State University
Date Issued: 1967, 1967
Identifier: AAI6807801, 2985760, FSDT2985760, fsu:70269
Format: Document (PDF)

Title: REPRESENTATIVE FACULTY PARTICIPATION IN THE DETERMINATION OF POLICIES IN A MULTI-CAMPUS PUBLIC INSTITUTION OF HIGHER EDUCATION: THE STATE UNIVERSITY OF NEW YORK FACULTY SENATE 1953-1965.
Creator: TRAUTLEIN, H. DAVID., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6811685, 2985777, FSDT2985777, fsu:70286
Format: Document (PDF)

Title: AN INVESTIGATION OF THE APPLICATION OF COMPUTER-ASSISTED INSTRUCTION AND INFORMATION RETRIEVAL SYSTEM TO ACADEMIC ADVISING IN A JUNIOR COLLEGE.
Creator: SMITH, HARRY VAUGHAN, JR., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6916396, 2985963, FSDT2985963, fsu:70472
Format: Document (PDF)

Title: A COMPUTERIZED SYSTEM FOR DESIGNING SCHOOL BUS ROUTES.
Creator: MA, CYNTHIA SANMAN., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7011140, 2986103, FSDT2986103, fsu:70612
Format: Document (PDF)

Title: A STUDY OF SOME ASPECTS OF THE CHIEF STUDENT PERSONNEL ADMINISTRATOR'S INTERACTIONS WITH ADMINISTRATORS OUTSIDE THE STUDENT PERSONNEL AREA AND WITH FACULTY.
Creator: PIERCE, DAVID LEE., The Florida State University
Date Issued: 1969, 1969
Identifier: AAI7011151, 2986109, FSDT2986109, fsu:70618
Format: Document (PDF)

Title: A STUDY OF THE DUTIES AND RESPONSIBILITIES OF THE COUNTY SUPERVISORS OF MUSIC IN FLORIDA SCHOOLS.
Creator: BOSKA, FREDERICK HARVEY., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7106969, 2986254, FSDT2986254, fsu:70763
Format: Document (PDF)

Title: A COMPUTERIZED SIMULATION MODEL FOR BOUNDARY PLANNING.
Creator: GANGWISH, NICHOLAS., The Florida State University
Date Issued: 1970, 1970
Identifier: AAI7107014, 2986283, FSDT2986283, fsu:70792
Format: Document (PDF)

Title: COMPUTER SIMULATION FOR ALLOCATING EDUCATIONAL RESOURCES BASED ON STUDENTACTIVITY MODULES.
Creator: PADRO, SUSAN., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7125794, 2986533, FSDT2986533, fsu:71042
Format: Document (PDF)

Title: COST - UTILITY ANALYSIS: AN EVALUATION AND RESOURCE ALLOCATION MODEL FOREDUCATIONAL PROGRAMS.
Creator: TUSCHER, LEROY JOSEPH., The Florida State University
Date Issued: 1971, 1971
Identifier: AAI7209219, 2986581, FSDT2986581, fsu:71090
Format: Document (PDF)

Title: AN ASSESSMENT OF THE PURPOSES OF THE GRADUATE ASSISTANTSHIP IN THE STATE UNIVERSITY SYSTEM OF FLORIDA: PRACTICES, PERCEPTIONS, AND PROPOSALS.
Creator: FIDLER, PAUL PERRY., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6816367, 2985809, FSDT2985809, fsu:70318
Format: Document (PDF)

Title: A COMPARISON OF TWO INSTRUCTIONAL STRATEGIES BASED ON COMPUTER-ASSISTED INSTRUCTION WITH A LECTURE - DISCUSSION STRATEGY FOR PRESENTATION OF GENERAL CURRICULUM CONCEPTS.
Creator: PROCTOR, WILLIAM LEE., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6900591, 2985847, FSDT2985847, fsu:70356
Format: Document (PDF)

Title: PREDICTION OF FOREIGN LANGUAGE LEARNING: DEVELOPMENT AND PRESENT STATUS.
Creator: KANNWISCHER, NELL DOLBY., The Florida State University
Date Issued: 1968, 1968
Identifier: AAI6900598, 2985856, FSDT2985856, fsu:70365
Format: Document (PDF)

Theses and Dissertations (466)	+ -
Digitized Theses and Dissertations (466)	+ -

Education, Higher (29)	+ -
Education, Teacher Training (13)	+ -
Education, Physical (11)	+ -
Education, Community College (10)	+ -
Education, Elementary (9)	+ -

Education, Guidance and Counseling (9)	+ -
Education, Curriculum and Instruction (8)	+ -
Education, General (8)	+ -
Education, Finance (7)	+ -
Education, Sociology of (6)	+ -
Education, Vocational (6)	+ -
Political Science, Public Administration (5)	+ -
Psychology, Industrial (5)	+ -
Education, Bilingual and Multicultural (4)	+ -
Education, Secondary (4)	+ -
Law (4)	+ -
Education, Adult and Continuing (3)	+ -
Education, Technology (3)	+ -
Sociology, Industrial and Labor Relations (3)	+ -
Black Studies (2)	+ -
Economics, General (2)	+ -
Education, Art (2)	+ -
Education, Business (2)	+ -
Education, Early Childhood (2)	+ -
Education, History of (2)	+ -
Health Sciences, Education (2)	+ -
Sociology, Criminology and Penology (2)	+ -
Women's Studies (2)	+ -
Biography (1)	+ -

The Florida State University (237)	+ -
Florida State University (226)	+ -
MORRISON, MABEL JEAN. (2)	+ -
, Smith, Robert Pleas, Jr. (1)	+ -
ACTON, MILTON EARL. (1)	+ -

ADAMSON, SEABRON CALVIN. (1)	+ -
ADENIKA, FREDERICK BOLUWAJI. (1)	+ -
AHMAD, FARIDA MOGHAL. (1)	+ -
AHN, SANG KEE. (1)	+ -
AL-HACHAMI, NAJI OBAID M. (1)	+ -
AL-HOUTHY, IBRAHIM MOHAMMED. (1)	+ -
ALDERMAN, ELIZABETH WATSON. (1)	+ -
ALVARADO L., JILMA G. (1)	+ -
AMELI, NOURI A. (1)	+ -
ANDERSEN, CARL CHRISTIAN, JR. (1)	+ -
ANZALONE, JOSEPH SAMUEL. (1)	+ -
APLIN, CHARLES O'NEAL. (1)	+ -
APONTE, EUSTIQUIO JOSE. (1)	+ -
ASKINS, THOMAS ALLEN. (1)	+ -
AUSTELL, JOHN TATE. (1)	+ -
Aldekhyyel, Nasser A. (1)	+ -
Alsheha, Faisal A. (1)	+ -
Anen, Anen. (1)	+ -
Antonio, Elena Hilario. (1)	+ -
Arthur, G. F. Kojo. (1)	+ -
Attakora, Kwaku Kyei-Baffour. (1)	+ -
Awkard, Julita Castro. (1)	+ -
BACKUS, THOMAS A. (1)	+ -
BAKER, JORDAN EMERSON, SR. (1)	+ -
BAKER, WILLIAM BRADLEY. (1)	+ -

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