As a result, in part, of computer anxiety, many educators are not utilizing available computer technology, even though its innovations extend to the classroom. Forty-four secondary English teachers from st. Johns County, Florida were given the Computer Attitude Rating Survey (CARS) along with a follow-up questionnaire, to identify anxiety levels and possible correlations with gender, education level, computer experience, and in-service training for this sample. Results indicate that men have less computer anxiety than women, that computer experience and in-service training decrease anxiety, and that Masters degree students have lower anxiety scores than do Baccalaureate degree students. These findings mirror earlier results, and provide directional data for decreasing the computer anxiety of future educators.

The purpose of this study was to identify and describe the possible components of structural autonomy that influence Nurse Practitioners' (NPs) perceptions of independence in practice. The components identified were NP state regulatory practices, educational background, and managed care environment. The study explored the relationship between NP structural autonomy as it relates to the above components and attitudinal autonomy as it relates to perceptions of independence in practice. A conceptual framework derived from a review of the literature demonstrated the possible relationships. The investigator employed a mail survey to collect data from certified NPs in six eastern and mid-eastern states. Current state regulations regarding advanced nursing practice were used to establish current state practice scores. The Nursing Autonomy Scale (Pankratz & Pankratz, 1974), the Index of Work Satisfaction (Stamps & Piedmonte, 1986), and the Professional Inventory (Hall, 1974) measured perceptions of autonomy. Additional information was collected to determine the NP demographic background, educational background, practice setting and managed care circumstances. Of 300 surveys mailed, 227 participants responded. Data analysis included correlation analysis, t-tests, analysis of variance, and multiple regression procedures. Demographic information was summarized with descriptive statistics. The major findings of the study were: (1) State regulatory guidelines do not affect perceptions of autonomy as measured on the scales used. (2) Preceptor experience during NP education does not affect perceptions of autonomy as measured on the scales used. (3) Pharmacology preparedness does not affect perceptions of autonomy as measured on the scales used. (4) Managed care circumstances do not affect autonomy as measured on the scales used. It was concluded that structural autonomy is a more complex and multi-dimensional experience than originally hypothesized. Many additional factors must be taken into consideration when exploring NPs' perceptions of autonomy. It may be that most NPs are practicing in an independent, yet collaborative role, which provides opportunity for autonomy. The investigator also concluded that NP educational programs do not adequately prepare NPs for independent prescriptive authority. Variables related to NP autonomy were not determined in the study, yet it is evident that NPs' perceptions of autonomy are affected by many variables. Further study is needed to ascertain these variables.

The purpose of this study was to develop and validate a survey that would help classroom teachers identify the attitudes toward school of fifth grade students in a classroom of approximately thirty students.The survey was developed from a list of statements suggested by fifth grade students. This list was categorized by a panel of judges to eliminate conflicting or confusing statements. The statements measured three objectives. These were: For the student to believe that attending school is valuable and important; For students to enjoy being at school; and For students to indicate they would choose attending school over other less appropriate activities.A sample group of 73 students completed the survey. The data were used to compute a reliability coefficient using the formula for coefficient alpha. The reliability coefficient for the survey was .8967 which indicates a reliable instrument.

The decision not to promote a student is a critical one; it could affect the rest of the student's academic career. It is imperative that such a decision be based on the best available research. This study reviews research that has been done on nonpromotion, dropouts, and the relationship between the two. Results from an examination of 1,024 dropouts' records show that 87.8% of dropouts had experienced nonpromotion one or more times. Recommendations for developing retention criteria and preventing dropouts are listed.

This curriculum project reviews the current research on laboratory activity formats and their effectiveness. The literature concerning laboratory safety and teacher liability is also reviewed. The revision of Florida state high school science requirements is presented and the curriculum developed corresponds to these revisions. The project includes laboratory activities that correspond to the course student performance standards as designated by the state of Florida for the Physics I course and strives to aid teachers in fulfilling the 72 hour laboratory time requirement to meet eligibility requirements for additional state funding. The criteria for selecting activities and materials are also included in this project. A sample evaluation form is included, as well as a summary of these teacher evaluations of the developed curriculum.

The purpose of this project was to create supplemental instructional materials for the social studies text titled The World Now and Then.

Educational research indicates that integrating computers and other technologies into the curriculum, enhances student interest in learning. However, many teachers disregard these tools citing lack of time, equipment, or experience. Based on this information, the researcher designed a project which uses computers and other technologies to stimulate middle school language arts students' interest in learning. An initial survey of 166 middle school students determined that English grammar and usage is the least enjoyed portion of the language arts curriculum. The researcher then created ten computer and technology assisted learning activities which reinforce grammar-related content and skills. A seventh grade language arts class field tested the activities. They also completed several types of follow up instruments, and participated in personal interviews, which helped the researcher conclude that careful utilization of computers and other technologies to deliver unappealing portions of the curriculum may improve students interest in those areas.

A model of managerial control and an instrument-The School Managerial Control Questionnaire was developed by Bogotch (1989). These were tested using a sample of elementary, middle, and high school teachers in the nation's fourth largest school district. A study by Williams (1990) used the same model and instrument with a sample of elementary school teachers from the same school district. This study used the same model and instrument to measure control processes exercised by principals in small, rural school districts in North Florida. The model reflects two managerial behavior styles: Discretionary and ministerial; four managerial control processes: Standards, information, assessment, and incentives; and four selected tasks of curriculum and instruction: Teacher evaluation, staff development, curriculum development, and selection of texts and instructional materials. In addition to the dependent variables studied, five independent variables related to the demographical responses from the high school teachers were measured along the managerial behaviors, control processes and the selected curriculum and instructional tasks. This study validated Bogotch's model and his instrument as they relate to rural high school principals.

This case study was a qualitative investigation to describe the nature of teachers' involvement in school based management (SBM), and to describe how this involvement affected teachers' worklives. The review of related literature provided the historical background that led to SBM restructuring, examined what the literature has revealed on SBM, and investigated organizational commitment in the context of SBM. A semi-structured interview was the instrument used to gather the data. The participants of this case study were a random sample of teachers, a sample of teachers selected by their principals, and the principals currently employed at each of the three elementary schools in a single county school district in Florida. A total of 33 educators were interviewed and their responses were tape recorded to assist in the authentication of the transcribed data. The data were then compiled and analyzed. Themes and patterns were identified and placed into a matrix for purposes of assessing the interrelationships of responses offered in the context of the three elementary schools. The analysis and interpretation of data revealed that restructuring with SBM was implemented to a minimal degree at the elementary schools of Florida County. The results showed that the effects of restructuring were varied and included both positive and negative findings. For some teachers, involvement enhanced commitment to the organization and spurred them on to further efforts, while for most respondents restructuring activities were perceived as impositions that made it difficult to balance classroom and SBM responsibilities. Respondents also revealed that they doubted the potential of SBM as a means to improve the quality of education at Florida County Schools or as a process for producing significant academic achievements. Recommendations were made for practical application and for future research.

This project addressed the following question: How can teachers promote positive attitudes in a culturally pluralistic classroom? The review of related literature revealed a shortage of both research and practical applications regarding multicultural approaches in the classroom. Therefore, the purpose of this project was to develop a curriculum which incorporated appropriate learning activities and strategies designed to enhance positive attitudes toward cultural differences in the elementary classroom. The project was developed for third graders and goals which promoted a multicultural perspective were outlined. An attitudinal survey was developed and administered as a pre test to establish entry level attitudes toward diversity. Activities designed to facilitate the goal of the project were implemented during a six-week period. The attitudinal survey was readministered as a post test to assess potential changes in students' attitudes. The data gathered was analyzed using comparisons of pre and post test responses. Positive movement occurred regarding each statement on the survey and ranged from negligible to significant. It was therefore determined that the unit of instruction fostered the development of more positive attitudes in a culturally pluralistic classroom. Other conclusions and recommendations were also included.