The goal of this paper is to provide classroom teachers a more unified theory of cognition. The current cognitive theories of information processing, schema theory, and constructivism exhibit limitations and a lack of cohesion that make their implications for teachers unclear. This paper will be presented in five sections. 1) The first describes problems with current cognitive theories and the need for a unified theory of cognition 2) The second provides a review of the literature of current cognitive theories. 3) The third section consists of research in the history of cognitive theory both in philosophy and psychology. 4) The fourth describes how a fresh look at the philosophy of Immanuel Kant can provide a more unified cognitive theory to educational psychology. 5) Finally, the paper offers specific implications for instruction under these headings: Teachers should describe the concept to be taught as a rule. Teachers should introduce the concept rule by experience or by example. Teachers should use the concept rule as a framework for effective questioning. Teachers should describe the rule with abstract language only after students have understood the rule.

The purpose of the present study was to examine the costs incurred and the benefits realized by institutions participating in the NCATE accreditation process and to formulate a cost-benefit model to guide teacher training institutions who are assessing the value of peerreview by NCATE. The study utilized quantitative methodology with a descriptive research design. The study featured researcher-designed questionnaires: Accreditation Cost-Benefit Analysis Scale for faculty (ACBAS) and the Costs Inventory Analysis (CIA) for administrators and was administered to a purposive sample of faculty and administrators at 54 colleges of education that had participated in the NCATE accreditation process and sitevisit during the period of January 2003-December 2004. The data indicated that faculty and administrators hold distinct perceptions regarding the benefits, costs, and other issues related to NCATE accreditation. Administrators specified the mean cost of NCATE accreditation was approximately $100,000, on average, as indicated by an analysis of the data provided on the CIA. Furthermore, a discriminant analysis of the data confirmed that administrators and those faculty considerably (7-10 hours per week) involved in the accreditation process had a greater appreciation for the benefits and costs of NCATE accreditation than did those faculty and significantly (3-6 hours per week) or only moderately (0-2 hours per week) involved. Finally, the data indicated that there was no difference in the perceptions between faculty and administrators regarding costs, benefits, and other issues related to accreditation when measured on the ACBAS.

Little is known of the way that nurses' roles have evolved within a hospital setting in which efficient and affective interventions include caring for sicker patients. The emergence of the Patient Care Coordinator (PCC) is one role that nursing developed to participate in an interdisciplinary collaborative team approach to caring for sicker patients. This qualitative study examined the exemplary role of eleven PCCs who practice in a regional nonprofit medical center. Research methodologies included interview, non-participant observation, and analysis of historical data. Interview questions were developed from the literature review on collaboration, caring, expertise, communication, and knowing the patient. Cognitive mapping comprised the initial organization of data. Grounded theory (Strauss, 1987), connoisseurship, and educational criticism (Eisner, 1991) comprised the design for further analysis. The results comprised the attributes of caring from a team perspective. This study helps demonstrate how caring for patients with complex acute and chronic health needs involves many attributes that are included in five themes: agility, confidence, leadership, quality, and stewardship. Further development of these themes may affect the ways that educational leaders explore the learning needs of nurses within academic and professional development opportunities.

Florida has the longest history of high stakes testing of any state in the United States, spanning a period of 28 years, seven different testing policy periods, and five tests. In this study, analysis of statistics from the 28 years suggested that declines in graduation rates corresponded to increasingly difficult high stakes testing policy periods, new tests, and periods that did not include high stakes accountability for graduation rates. Overall, graduation rates declined through an erratic 28 years for a net loss of 4.51 %. The achievement gap in graduation rates between white and black students worsened 200% from 1992 to 2003. Analysis of a random sample of 3,000 Florida 9th grade students in 1999 indicated that 42.6% of students graduated within four years with a standard diploma. School achievement variables, including grade point average, retention history, high stakes test scores, and attendance, were found to be the best predictors of individual student graduation. Implications were that to benefit the individual student for graduation, teachers and other educators must work to ensure academic success. Educators should conduct further studies to better understand the relationship between graduation success and high stakes testing polices.

ABSTRACT The purpose of the study was to explore the effectiveness of the mathematics placement process for incoming freshman at a public university. Effectiveness is defined as the percentage of students who successfully complete the mathematics course they were placed into, Precalculus, College Algebra, or Intensive College Algebra. The specific university in this research study was the University of North Florida (UNF). The placement process at UNF included students’ ACT, SAT, or FCPT scores, their mathematics placement exam scores (MPE), and whether or not students followed the placement recommendation (FPR). Students’ ACT, SAT, or FCPT scores were grouped into a single variable of placement levels (PL). Logistic regression analysis was the multivariate method used to analyze the data. In addition, a psychometric analysis of the data obtained by using the mathematics placement exam was also conducted. The results of the analyses indicated that measures of association were found between students’ MPE scores, PL, and FPR. However, the results did not support that the three variables are strong predictors of students’ success in Precalculus, College Algebra, or Intensive College Algebra. Students’ MPE scores were found to be significant in every logistic regression analyses that was conducted. In contrast, students’ PL was not found to be significant in any of the logistic regression analyses. The results of the psychometric analyses supported the reliability and validity of the data obtained from using the UNF mathematics placement exam as part of the placement process. The findings contribute to the knowledge base of assessing mathematics placement procedures in higher education. The findings suggest that placement procedures should be assessed and modified, as needed, on a regular basis to better meet the needs of the university, its faculty, and its students. This is the responsibility of the university’s administrators, advisors, and faculty.

The primary purpose of this study was to examine whether attendance, academic achievement, school climate, student stress, and teacher burnout improved in an inner city, predominantly African American high school after the implementation of a 4 x 4 block schedule. Data concerning student academic achievement and absenteeism in 14 classrooms were gathered from the school's Annual Scholastic Reports. Data concerning the instructional practices of eight teachers were gathered through the teacher version of the Instructional Practices Survey and compared to a student version of the Instructional Practices Survey to determine whether student perception of instructional practices coincided with the teachers' perceptions. Classroom climate was examined by administering the Classroom Environment Survey to seven teachers and 130 of their students. Student stress levels were examined from the results of the School Situation Survey returned by 106 students. The Maslach Burnout Inventory was used to gather data concerning the burnout levels of 13 teachers. This study found that increases in grade point average and decreases in absenteeism were not achieved after three years of block scheduling. Instructional practices of the teachers involved in this study did not change significantly. School climate, student stress levels, and teacher burnout were found to be in the average range.

It is suggested in this paper that Mastery Learning Units can be successful in encouraging the talented students to excel in their interests and capabilities. The intent of this paper is to show how enrichment activities and centers can be easily implemented in the biology curriculum by the use of Mastery Learning Units. In so doing, only one mastery unit is included for the purpose of demonstration. It is suggested that teachers write the units that they will be using for their students. This would allow their units to fit their own particular objectives, as well as the needs and interests of their students.

Hispanic children in the United States are more likely to fall behind in several literacy measures even before they enroll in prekindergarten programs. There are some structural and non-structural factors that have a direct impact on Hispanic children’s early literacy skills. Among the non-structural factors this mixed-method study explored Hispanic caregivers’ beliefs about education as well as their literacy practices at home. The study compared two groups: diverse Hispanic caregivers with 4-year-old children enrolled in the Voluntary Prekindergarten Program (VPK) and diverse Hispanic caregivers whose 4-year-old children were not enrolled in VPK. A total of 125 diverse Hispanic caregivers responded to two surveys: the Parental Reading Belief Inventory and the Adaptation of the Stony Brooks Reading Survey. Twenty Hispanic parents were later interviewed to better understand their beliefs about education as well as their literacy practices at home. The surveys and interviews revealed playing games, drawing pictures and looking at books with their children were the most common literacy practices in which Hispanic caregivers engaged. All participants in the study stated how much they value their children’s education. Some, particularly caregivers whose children were participating in VPK programs, were more likely to engage in their children’s education and experience fewer barriers to reading at home. Country of origin played an important role in differentiating Hispanic parents in their beliefs about education as well as in their literacy practices at home. From the diverse group of participants in the study, Mexican caregivers were less likely to perceive themselves as playing a key role in their children’s education and they also shared experiencing more barriers in their literacy activities when compared with parents from Cuba and Puerto Rico. Overall, enrollment in VPK was dependent upon the type of barriers to reading activities that Hispanic parents experience as well their country of origin.

The nonprofit sector plays a vital role in the quality of life in any community. Challenges such as economic fluctuations, the organization’s image in the community, and adverse legislative policies threaten the vitality of organizations. It is incumbent upon nonprofit leaders to help their organizations overcome these challenges. It is therefore important to understand leadership characteristics and practices of organizations that achieve a high-level of performance and have the ability to overcome threats to their success. The purpose of this mixed-method study was to examine the nonprofit sector in northeast Florida, identify a selected sample of high-performing organizations, and understand the relationship between the paid and volunteer leaders. Using quantitative methods, data were collected on 108 nonprofit organizations located in the Jacksonville Metropolitan Statistical Area (MSA), a 5-county region including Baker, Clay, Duval, Nassau, and St. Johns. The data included demographic information such as financial statistics, longevity of service, and service areas provided by these organizations. The qualitative component of this study included data gathered through interviews with elite informants and nonprofit leaders. Elite informants were interviewed to identify a selected sample of high-performing organizations in northeast Florida. Interviews were conducted with 37 paid executive leaders and volunteer board members from the sample of 10 nonprofit organizations. As a result of these interviews, nine leadership characteristics and practices were identified as characteristic of high-performing nonprofit organizations.

Leadership theory routinely focuses on the relationships of leaders within the context of the work environment; however, culture and, specifically, films are a pervasive influence on both individuals and work environments. The literature review revealed that the relationships between higher-education faculty and administrators are strained. A conceptual framework known as the dark side phenomenon identified three dynamics affecting the work between faculty and administration: working relationships, supervisory roles, and the cultural impact. This lead to the research question: How are higher-education administrators portrayed as characters in popular American films? Data collection began with the selection of American films to study and involved four criteria: release of the film in the United States, inclusion of higher education in the film, a high level of viewership, and the substantial portrayal of a higher-education administrator within the film. The theoretical framework for data collection included Kenneth Burke’s (1969) pentadic analysis and parts of George Gerbner’s (1998) cultivation analysis. The data analysis identified that leadership behaviors are portrayed negatively in all but a few instances. Five major themes of negative leadership were identified: serving oneself, expelling undesirables, promoting prestige, finding money, and adhering to rules. Recommendations for leaders in higher education to mitigate the influence of negative film portrayals and suggestions for improving the quality of leadership were offered. Suggestions for further study include how film portrayal of higher-education administrators affects audience members, how the gender of administrators is portrayed in films, and how an institution’s name is used in films. The study concludes by discussing the power of films, the need for media literacy, and the acknowledgement that the dark side of higher-education leadership can be mitigated by thoughtful, positive leadership behaviors.