This study attempted to identify causes of teacher attrition by using a survey distributed to 74 certificated teachers at Loretto Elementary School in Jacksonville, Florida. Seven possible causes of teacher attrition, identified in the review of the related literature, were worded in statement form for use in the survey. Each possible cause was stated from three different perspectives: as it applied to the individual respondent, to teachers as a whole, and to the general public. The teachers were then asked to indicate agreement or disagreement on a four-point Likert scale. Conclusions suggested that inadequate salary and physical harm were the two causes viewed by the respondents as most likely to drive both the respondents and most other teachers from teaching. The two causes least likely to foster teacher attrition were the requirement of non-teaching duties and a lack of adequate instructional supplies. Results also seemed to indicate a distinction between the way the respondents viewed the seven possible causes with respect to themselves and most other teachers. Results of the survey, supporting tables, and a copy of the survey are included.

One hundred forty students in grades 3, 5 and 8 were tested to compare error patterns for whole number addition, subtraction, multiplication, and division. Results showed that error patterns do persist from grade to grade. The most prevalent errors were: lack of mastery of basic addition and multiplication facts; failure to understand place value and numeration; and confusion with subtraction and regrouping. The study concluded that because error patterns endure, teachers must be prepared to identify and remediate, as well as prevent errors through informed methods. Future studies should focus on error patterns in other grades and the effect of computer assisted instruction on student errors.

Chronic absenteeism is a problem that has plagued the public school system for a number of years. The cost of missed days of school can be counted in missed work, missed participation, and missed opportunities. The chronically absent student falls behind his/her peers academically which may lead to grade level retention and truancy. Truancy has been identified as one of the key indicators associated with students in public schools who drop out of school. Truancy can also be a predictor of illegal drug use by students (U.S. Department of Education, 2006). Researchers have attempted to identify the various characteristics of truant or chronically absent students. Some studies have indicated that student chronic absenteeism may be associated with certain racial/ethnic cultures and tend to occur at some grade levels more than others (Florida Department of Education (FDOE), 2002, 2004a, 2005a, & 2006a). Other studies indicated that socioeconomic status and enrollment in the exceptional education program may be indicators for chronic absenteeism (FDOE, 2004a). Still others have indicated that certain types of disciplinary action used in the school may also indicate the level of chronic absenteeism and truancy (Hoffman, Llagas, & Snyder, 2003). The present research identified variables that have the greatest degree of association with student chronic absenteeism in Florida public schools. The variables that were identified as having the greatest association with students who were chronically absent included students assigned to in-school suspension, out-of-school suspension, exceptional educational programs, and who have not been promoted to the next grade. The greatest common factor is out-of-school suspension.

Listening is an integral part of our daily lives. There are many skills involved in listening that need to be taught to students, beginning at the kindergarten level. Students need to understand the importance of listening and the need to communicate with others. Our society has become so visual in the past twenty five years with new technology that many students are guilty of not being as attentive when listening is involved. The purpose of this project is to examine the relationship between reading and listening and to develop a program to enhance listening skills in kindergarten, The Holt Basal Reading System, which is used in Clay County, Florida will be used in this study. A variety of listening skills and activities will be included. This program was evaluated by two kindergarten teachers in Clay County. Both teachers rated the activities as motivating, effective, and useful.

The intent of this study was to determine if there was a difference in student performance when word problems or mathematical problem-solving skills are taught the traditional way or when students are taught through Computer Assisted Instruction, CAI. Ninety students in grades 9 through 12 participated in this study. The Stanford Test of Academic Skills, TASK, was administered for pre- and posttesting. No significant differences in achievement were found.

The purpose of this study was twofold--to gain understanding of early professional socialization in beginning nursing practice from the beginning practitioner's perspective and to explore the influences of mentoring on the professional socialization of beginning nurses. Participants were thirty-one novice practitioners from an associate in science degree nursing program in the Southeast section of the United States. The unique perspectives of beginning nurses were gained through the use of focus groups. Data analysis consisted of content analysis, data display and reduction, identification of themes, and conclusion drawing. Findings supported the notion that professional socialization occurs in phases. Beginners anticipate initial work environments that facilitate ongoing socialization. Mentoring/preceptorship relationships are anticipated and desired as part of the socialization process. Early in beginning practice novices demonstrated an external locus of control and focused on their preparation for the role and support systems. Late in beginning practice novices demonstrated an internal locus of control and were concerned about impending independent practice and the continuing need to learn. Findings may assist nursing educators and nursing practitioners to facilitate beginners' entry and role transition. Future research should address the mentors' perspective, locus of control, and differences based on the professional education program completed by the beginner.

It is considered by many linguists that all Americans speak an "astandard" English dialect. Field workers have for decades been involved in the task of interviewing people to determine regional dialects, the conclusion being that each dialect is a bona fide language system." However, an important point is that although there is a great diversity in oral language, there is only one accepted written form. (syntax and spelling). One of the most prominent of these divergent patterns is the Black non-Standard (BNS) language with which this paper will be concerned. The BNS language does not represent a failure to learn the rules of Standard English, but rather is an equally highly structured system with rules of its own. Yet, written language corresponds to Standard English rules. The BNS speaking person is exposed to language in conflicting ways. He learns to speak the language accepted by his home and peers. Aurally he is exposed to informal Standard English through school and the media (television, radio, movies). Visually, the materials he is presented to read are formal Standard English. As a result the question might be asked as to whether these conflicting presentations interfere with the achievement of this divergent speaker.

Social environment as related to school achievement was investigated. It was found that the importance of the model which the parent sets for the child in addition to the role assumed by the teacher play an important part in the development of the early childhood student. The environment in which a child lives and the person with whom the child interacts both affect the child in complex ways to influence the child's development and life chances. Research also shows that academic and intellectual gains are produced during the Head Start program year and that children who attend Head Start programs do perform better than their disadvantaged peers on such global measures of school success as passing each grade, staying in regular school tracks, and graduating from high school.

As stated before, it appears that the sixth grade students at San Jose Catholic School would benefit from reading skills practice that would give them the opportunity to become more involved in the learning process. This project is designed to implement cross-age tutoring at San Jose Catholic School with an entire sixth grade class tutoring a second grade class in reading. The goal of the project is to improve the attitude toward reading of the sixth graders. Attitudes before and after tutoring will be rated on a slightly modified version of the Estes Attitude Scale. It is expected, though it will not be formally measured, that both groups of students will also improve their reading skills. The second graders' skills should improve because of receiving individual help and attention, the sixth graders' skills should improve because they will be applying their reading skills in a real-life and useful situation.

In this paper, it is the purpose of the author to develop a parent education program to reinforce selected primary level reading skills in primary students through student-parent activities in the home, school, and community.Specifically, this program will be designed for parents of primary level participants in the Title I Reading Program in the Baker County School System in Macclenny, Florida. The ideas presented here should be generally applicable to parents of primary level reading students in any setting, taking into account the adaptation to specific local community resources and the consideration of school policies in differing localities in relation to parental involvement in the schools.The final product will consist of six parent-teacher sessions designed to promote parental profieiency in reinforcing reading skills in the areas of (1) improved attitudes toward education and its relative worth, (2) improved language development in children, (3) improved home study environment, (4) construction of and practice with games and activities for reinforcing selected primary level reading skills, (5) improved nutrition for children, (6) increased student-parent utilization of community resources, and (7) specific classroom tutoring and management techniques.