Weppner, Daniel B.

The purpose of this study was to investigate whether a particular mathematics program, which has been proven effective in changing student proficiency in mathematics, will also alter student emotional reactions to failure. The program selected for this study is unique in that through a series of diagnostic tests and remedial lessons, the student and teacher can accurately pinpoint the student's processing errors in mathematics. The sample consisted of 126 eighth grade mathematics students from a public middle school. There were five independent variables: sex, race (black vs. white), attributional style (internal vs. external), proficiency level in mathematics (high vs. low), and grouping for instruction (Enright Program vs. control). The dependent variables consisted of test scores collected before the mathematics program and immediately after completion of the program on the affective factors of anxiety, hostility, and depression. The results showed a significant difference in student emotional reactions to failure after being exposed to the Enright Arithmetic Program as compared to students in the control group. The students in the Enright group had significantly less negative affective reactions to failure in relation to all three of the dependent variables after working with the Enright Arithmetic Program than did the students who were not afforded the opportunity to work with the program. This study thus demonstrated that the Enright Arithmetic Program not only improves student proficiency levels in mathematics, but also alters students' emotional reactions to a stressful failure situation in the classroom in a positive way.

The primary purpose of this research study was to predict student success in four programs at a technical university. The predictors of success: Scholastic Aptitude Test Verbal (SATV) and mathematics (SATM) scores, high school rank (HR), number of mathematics courses taken in high school (NMC), mathematics grade point average (MGPA), and age were examined to find the relationship with grade point average at the time of graduation (GPA) for each of four degree programs. Data was comprised of 254 freshman of Embry-Riddle Aeronautical University at Daytona Beach in the fall 1982. Of these 254 freshmen, 51 were from the Aeronautical Engineering program, 163 were from the Aeronautical Science program, 25 were from the Computer Science program, and 15 were from the Aviation Management program. Pearson product moment correlation coefficients between GPA and each of the six predictors were computed. For the entire sample, SATM (r =.47, p <.001), MGPA (r =.45, p <.001), HR (r =.46, p <.001), and SATV (r =.26, p <.001) were significant predictors of GPA. HR (r = 0.55, p <.001) SATM (r =.48, p <.001), and MGPA (r =.43, p <.01) were found to be significant predictors of GPA for the Aeronautical Engineering program. MGPA (r =.53, p <.001) was the best predictor of GPA for the Aeronautical Science program. SATM (r =.51, p <.001), HR (r =.47, p <.001), and SATV (r =.34, p <.001) were significant predictors of GPA for the Aeronautical Science program. Age and NMC were not significant predictors of GPA in any program. The results of multiple regression analysis indicated that the correlation coefficient was significant for the entire sample (F(6,178) = 14.14, p <.01), the Aeronautical Engineering program (F(6,33) = 4.24, p <$.01), and the Aeronautical Science program (F(6,109) = 14.34, p <.01). A student's GPA at the 95% level of confidence could be estimated within one letter grade for the Aeronautical Engineering and Aeronautical Science programs. It was recommended that the high school rank be included as an admission criterion in addition to SAT scores. This study could be extended to compare the success rates of students in different programs.

Florida State Law (1981) requires each school district to implement a researched-based method for identifying and selecting school administrators. In 1986 the Palm Beach County, Florida school district began a Potential Administrator Program. Legal and utilitarian concerns required that analyses of various instruments and methods of candidate assessment and selection be undertaken. The purpose of the present study was to examine the relative validity of peer raters compared with other sources in selecting participants for inclusion in a principal training program. The other sources were superordinate and self-ratings. The relationship between peer raters who were nominated and those who were not nominated by the candidates was also explored to determine the effect of using nominated raters exclusively. The sample for this study was drawn from 262 secondary school teachers in Palm Beach County who were eligible to apply for the training program. Using a Likert type scale, peer raters (n = 958) and superordinate raters (n = 42) evaluated the subjects (n = 54) on thirteen behavioral dimensions determined by research to be characteristic of high performing principals. Each candidate also completed a self-rating on the same behavioral dimensions. Finally, each candidate underwent a work sample assessment based on three of the dimensions. This assessment was divided into a communications and a content portion for evaluation purposes. Thirty candidates were chosen for the training program. An analysis of multi-trait multi-method matrices of the rating sources and behavioral traits, as well as an analysis of variance of the composite rating source means, and a stepwise multiple regression analysis predicting the work sample assessment from the three ratings sources indicated support for using peer ratings in selecting principal candidates. Peers added unique information to that provided by superordinate and self-raters relative to the targeted dimensions. Data on using raters nominated by candidates was inconclusive. Analyses were performed on: (1) a multi-trait multi-method matrix of nominated and non-nominated peer ratings and behavioral traits; 2) an analysis of correlations between these two rating sources and superordinate ratings, self-ratings, and work sample assessments. Further studies using larger samples and including elementary school candidates are recommended.

In Dade County Public Schools a program for exceptional students actually began in 1940 with four classes for the physically handicapped. Through legislation, policy issues, research, organizations, and parent groups, many people worked toward that goal long before 1940. Assistance for the handicapped in Europe can be traced back to the late 1700s; such support lent impetus for our culture to also assist the deviant. The first efforts toward providing an education for the handicapped were directed toward students with visible conditions, primarily the physically impaired, the deaf, and the blind. Then the movement to help the mentally retarded was initiated. Special education progressed through: segregation in institutions; limited integration with special classes housed in regular school facilities; and integration, or mainstreaming, in classes with regular students. Legislation at the federal and state levels assisted the ESE movement, as had policy changes at the local level. The mandate of P.L. 94-142, the Education for All Handicapped Children Act, signed into law in 1975, brought about dramatic changes in ESE. The purpose of this historial analysis was to depict the influences that resulted in the establishment of special education in Dade County Public Schools and the improvement of ESE programs in what is now the fourth largest school district in the United States.

The purpose of this investigation was to compare the attitudes of district superintendents, school board chairpersons and elementary principals toward Florida public schools' responsibility for school-age child care. A survey was sent to 534 subjects and a total of 455 surveys were returned. Each participant indicated certain demographic information and, in addition, responded to the six attitude items. The demographic data were analyzed by each opinion item on the survey. Utilizing cross-tabulation procedures, chi-square statistics were reported. Cooper's test for item polarity was also utilized. In order to determine the strength of the association between the independent demographic variables and the dependent opinion variables, an analysis of variance was done. In addition, the Scheffe procedure was used. The findings of the study indicated that a majority of the respondents (65.1%) do not agree that school-age child care should be a responsibility of the public schools. However, if school-age child care is located in the public schools, a majority of the respondents (58.5%) agree with it being administered by public school personnel and a similar percentage disagree with the program being administered by community agencies. A large percentage (84.6%) agree that school-age child care should be primarily financed through fees paid by parents and 93.3% disagree with funding from school board budget. There is no significant difference in attitudes toward the issue among the three responding groups. In addition, there is no significant relationship between the number of K-12 students in the school district and the attitudes of corresponding respondents nor between the socio-economic level of the school's population and the attitudes. There is a significant relationship between the attitudes of the respondents and the following variables: geographic location of the school district; present status of the district involvement with school-age child care; and the principals' experience with school-age child care.

Historically, the rights of handicapped children evolved slowly until the enactment of the Education for All Handicapped Children Act of 1975. It was this Act that guaranteed handicapped students access to a "free appropriate public education." Since the implementation of this legislation, its ambiguous language has caused controversy to arise over what constitutes an appropriate education. One of the more problematic areas has been that of "related services," where the courts have been left to interpret the parameters of these services. The purpose of this study was to provide updated knowledge in related services litigation so professionals may develop procedures and make appropriate decisions regarding the individual needs of handicapped children. The study was limited to specific areas of related services including: medical, school health services, physical and occupational therapy, and transportation of the physically impaired. An analysis of related service provisions for handicapped children in the State of Florida was examined with data presented on the present status of school health services for these students within the state. Research questions included in this study dealt with the parameters of related services. A selected review of related service decisions at both the court and state administrative level was analyzed in the areas the study addressed. These decisions are shown in the summary tables with the name of the case and point of law presented. Suggested guidelines are provided for those persons who make decisions on behalf of handicapped students. These recommendations are not to be considered legal opinions, but only to provide guidance in the complex area of related services.

Statement of the Problem. This study was designed in response to a documented decline in music skills for the purpose of identifying, rating and analyzing proposed competencies to be possessed by a high school student following four years choral membership. Procedures. Randomly selected current or former choral instructors, high school choral students, and post-high school choir members rated a set of eight general and 68 associated sub-competencies according to their perceived importance for high school choral students. A forced-rank order rating system yielded rank order values for each general and sub-competency. Results. Answers were sought for the following questions: (1) Did the data obtained from the rating procedure concerning the general competencies lend themselves to a statistical rank order of relative importance? Results: Median values for the general and sub-competencies were extracted from the one-way frequency distribution. Arranging these values in order from smallest to largest achieved an average rank ordering of the data. (2) Do the groups differ when all general competencies are considered simultaneously? Results: Multivariate analysis of the rank order of competencies indicated differences, not attributed to chance occurred among the groups. (3) On which individual competencies do the groups differ? Results: Univariate F-tests revealed differences, not attributed to chance, existed among the groups on four of the general competencies. When the result was subjected to the Scheffe post-hoc, follow-up test, two of the four competencies were rejected as not containing differences from influences other than chance. (4) How do the groups differ on the individual general competencies? Results: Analysis of the remaining two general competencies revealed five sub-competencies for one and ten sub-competencies for the second contained significantly different ratings. Recommendations for Further Study. Pursuit of the investigation initiated through this study should seek answers to these questions to solidify and validate the findings of this study. (1) Would a replication of this study employing analogous or non-analogous populations of raters yield identical results? (2) How would the study results have been influenced by: a different membership for the Panel of Experts; a difference in independent variables; a simultaneous use of multiple variables; and, a different set of statistical tests?

This study was conducted to analyze the perceived need for a doctoral program in education for non-school educators and trainers in the eleven county East Central Florida region. A two-part survey instrument was used to collect data related to the strength of the need and to the competencies required by the survey respondents. Sixty competencies were derived from the literature. Respondents were asked to rate each competency item as essential, important, supplemental or non-essential to both their present positions and to their future goals. Instruments were mailed to 314 non-school educators and trainers in the eleven county East Central Florida region. One hundred and thirty-nine responses were received for a response rate of 44 percent. The data indicate that a strong need exists for such a program, particularly for those non-school educators and trainers who are in or who aspire to positions in leadership, management, and administration. The four major components of the need are people skills, communication skills, technological skills, and professional skills. Further, the need identified in East Central Florida is congruous with the needs of non-school educators and trainers nationwide. Sixteen core competency areas were identified: (1) effective working relations, (2) organizational decision making, (3) strategic planning, (4) instructional program planning, (5) general management, (6) internal resource management, (7) supervision, (8) report preparation, (9) specification writing, (10) interpersonal relations, (11) public speaking, (12) written communication, (13) team building, (14) organizational interfacing, (15) learning goals and objectives, and (16) evaluation. A data based, competency centered program design for a doctoral program in education for non-school educators and trainers was formulated. The design mandates achievement of functional competency at the terminal degree level in each of four academic clusters: Professional, Research, Technological, and Education and Training.

This study examined job satisfaction as it affected principals of large and small high schools and middle/junior high schools on the dimensions of work, pay, promotion, supervision, and co-workers. More specifically, 125 principals in selected school districts of Central Florida were asked to complete the Job Descriptive Index (JDI) to determine if there is a difference in the levels of satisfaction among and between the levels of principalship and size of school. The statistically significant conclusions drawn from the data were: (1) Principals of large schools were more satisfied than principals of small schools on the dimension of promotion. (2) Principals of large middle/junior high schools were more satisfied on the dimensions of promotion, supervision, and co-workers than principals of small middle/junior high schools. (3) Principals of large middle/junior high schools were more satisfied on the supervision dimension than those of large high schools. (4) Principals of small high schools were more satisfied than principals of small middle/junior high schools on the promotion and co-worker dimensions. Perhaps the most important conclusion drawn from this research is that principals at all levels in large and small schools alike are more satisfied with those dimensions of the job over which they have some control and that pertain to interpersonal relations--co-workers, supervision, and the work itself--and are least satisfied with those dimensions over which they have little or no control--pay and promotion.

The primary purpose of this study was to determine the effectiveness of a synergistic research model in teaching fifth graders how to do research. The secondary purpose was to determine if achievement means of the treatment group in an open research and development school were comparable to achievement means of the treatment group in a traditional school. Four fifth grade teachers in the research and development school, two teachers in the traditional school, and their 167 fifth grade students comprised three experimental and three control groups. The researcher conducted two three hour workshops on two consecutive days in the classrooms of the three experimental groups. Specific, behaviorally defined skills of the synergistic research process were demonstrated by the researcher as they were practiced and developed by the teachers and students. One experimental and one control group in the research and development school were pretested on "A Test of Knowledge, Comprehension and Application of Selected Research Competencies," constructed by the researcher. Experimental teachers used the synergistic model in teaching their students how to do research during the last nine week period of the school year. Experimental and control groups were posttested using a different form of the instrument. The Solomon Four Group and Posttest Only Control Group Designs were used to generate 2 x 2 factorial analyses of variance utilizing the SPSS MANOVA Program. It was found that treatment groups in both the traditional and research and development schools achieved significantly higher posttest scores than the control groups. It was further concluded that the achievement means of the treatment group in the traditional school were comparable to the achievement means of the treatment group in the research and development school.