We are living in an information based society that has resulted in the availability of new technology for use by students and teachers. The video camera is an ideal tool for disseminating information and teaching skills; it is easy to use, produces immediate results and feedback, and catches the students' attention in an instant. Yet, many teachers shy away from incorporating the video camera as a part of their classroom curriculum. Some are wary of the camera itself. Others fail to see its potential as a part of their classroom curriculum since there are already many skills to be taught during the school day. Child-created video has value as a part of the curriculum. Therefore, support in the form of a manual written for teachers will make the video camera user-friendly for both teachers and their students. Child-created video can become an integral part of the classroom curriculum. Since there are no prerequisite skills to film making (Cox, 1983), it is appropriate for all age levels. This project resulted in the production of a manual designed for use by teachers and their students in the Duval County (Florida) School System. The manual gives sequential instructions for the planning and production of a child-created video production. Activities that enhance camera skills and visual techniques are included. The manual was evaluated by teachers and personnel familiar with classroom video production techniques who then made recommendations as to it's usefulness as a guide for teachers.

As present trends in education indicate, learning with technology is increasingly being considered as a means of instructional delivery for K-1 2 learners. Educational leaders must be informed of how to provide the experiences, skills, and knowledge required of the learners for whom they are responsible. This qualitative study examined the conceptualization of a school district's attempt to design and implement a high-computer-access (HCA) program. Research methodologies included interview, observation, and analysis of related documents. The results comprised the thinking of the HCA program designers and how they viewed learning theory and effective instruction principles in relationship to the HCA environments they were creating. The findings from this study indicated that designing and implementing an HCA program into a school district involves several issues. These issues were organized into the following themes: (a) goals and assumptions; (b) appropriation; (c) transformative teaching; (d) child-centered instruction; and (e) logistics. The goals and assumptions theme addressed the participants' thinking about the organization's and the designers' goals that evolved during the design phase. The appropriations theme encompassed the use of computer as a learning and teaching tool. Reported changes in instructional planning and delivery are represented in the transformative teaching theme. The child-centered instruction theme resulted from participants' numerous references to learning theory. The fifth theme, logistics, included the procurement, maintenance, and knowledge acquisition inherent in HCA environments. Further investigation of these themes may assist educational leaders who would choose to implement HCA environments into their schools.

Green Cove Springs Elementary School is located in a rural community and has a population of approximately five hundred and fifty fourth and fifth grade students. The classes are mostly self-contained, except for some grouping in reading and mathematics. There is one resource specialist in physical education who sees each class every day and one music resource specialist who sees each class twice a week and has classes in recorder and guitar.In a survey taken last year of parents and teachers, respondents were asked to rank many areas of the curriculum in order of importance. When the results came in, music was next to last on the list. Whether or not it is correct to assume that some subject areas have greater importance than others, the results of the survey were disturbing in that they indicated that the respondents felt music and the other arts were not as important as other areas of the curriculum.Although a few students show growth in their knowledge of the musical content taught, the majority not only fail to acquire musical concepts, but also become bored and frustrated and begin to have negative attitudes towards music.The purpose of this project was to increase elementary students' understanding and knowledge of musical concepts and skills through a curriculum of music activities related to the language arts and mathematics. The program was implemented jointly by the classroom teacher and the music resource specialist. It was expected that the implementation of this project would provide elementary students more opportunities to experience success in learning musical, mathematics, and language arts content through more frequent music activities.The objectives for the project were threefold. First, for the students to show cognitive growth in musical content and maintain a positive attitude toward music study. Secondly, to demonstrate the part the music specialists play in reinforcing language arts and mathematics skills. Thirdly, to provide a means for the classroom teacher to become involved in the students' music instruction and increase the teachers' understanding and appreciation of the value of music in the curriculum.Classroom teachers were chosen to participate with the music resource specialist in the program to allow more frequent music experiences for the students than are possible when the music resource specialist is totally responsible for all music instruction. The portion of the curriculum for the classroom teacher consisted of prepared lessons with activities that require little musical background. This was done to gain the cooperation and acceptance of the classroom teacher.

The purpose of this study was to find out if practicing primary teachers use nonverbal communication (NVC) effectively in class management. Eighty University of North Florida graduate students who had taught Kindergarten, first, second or third grade were surveyed during the Summer 1985 Term with a self-reporting questionnaire developed as part of this project. It was found that the majority of these teachers reported that they usually use NYC in their classrooms. It was concluded that they could benefit from strategies and activities to use NYC more effectively and extensively. Since four competencies that beginning teachers need to demonstrate in their intern year can be partially satisfied using NYC, the recommendation is made that more emphasis on NYC be made on the undergraduate and graduate levels in teacher-training classes.

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.