No description available.

No description available.

This study sought to holistically describe the development and implementation of a pilot learning community program at Florida Gulf Coast University. The study used qualitative and quantitative methodology to examine the purposes and conceptualization of the program, explore the perceptions of student and faculty participants, describe the characteristics of students who chose to participate in the learning community, and determine what effects the program had on student success and retention. Semi-structure interviews were conducted with participating faculty. Data were transcribed and coded using categorical aggregation to organize and report emerging themes. Student focus groups were facilitated in pre-program and post-program sessions to determine expectations and attitudes of student participants. Proxy measures were used from the College Study Inventory, an assessment of student motivational factors to determine selected student characteristics. Measures from student records were analyzed to determine academic success and retention effects. The study resulted in a description of the conceptualization and implementation of the learning community and a review of the purposes and goals of the program. Findings of the study indicated that students who participated in the program had lower high school grades yet were more receptive to academic assistance in college. Student participants gave higher importance to social aspects of the learning community and learning through peer assistance. Themes that emerged from faculty interviews included differences in perceptions regarding faculty student boundaries, student socialization effects, planning and organizational issues, and pedagogical practices regarding the use of cooperative strategies in the classroom. The study provided recommendations for further programming efforts that were based upon the review of the current literature on student development theory, organizational theories, and learning community research.

"The present paper will open with a brief survey of Calhoun county, including significant social, economic, and health conditions and problems of the county. The present and envisioned program of Vocational Agriculture in Blountstown High School is oriented to meet the needs and problems as revealed through this survey. The activities of the program will be discussed from the standpoint of classroom instruction, farm mechanics, adult education, Future Farmer work, and school farm"--Introduction. / Typescript. / "Aug., 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under plan II." / Advisor: Marion J. Hay, Professor Directing Paper. / Published also under title: The contribution of vocational agriculture toward development of a community school. / Includes bibliographical references (leaves 65-66).

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This study utilized an action research design with qualitative methods to explore the transformative potential of a multicultural literature curriculum within a general education setting. Providing young students with opportunities to develop perspective taking and empathetic responses to others who are different, offers the critical potential for reducing prejudice. Based on Allport’s (1979) contact theory, originally written in 1954, multicultural literature served as indirect contact, providing access to characters who were different from the students. The design included the researcher’s classroom and a teacher cohort of five third grade teachers interacting with a total of 103 students in a public charter elementary school in South Florida. The selection of third graders was purposeful by the developmental window of social perspective taking identified by Selman (1980). Each teacher utilized the multicultural book set to conduct interactive read-alouds along with critical questions to support the students in understanding the settings and problems and therefore the perspective of the diverse characters. We gathered data from student work samples, audio tapes, cohort meetings, teacher journals, researcher journals, and critical friend meetings. Computer-assisted qualitative data analysis aided in the organization and handling of the quantity of data as Glasser’s (2008) constant comparative method was applied to coding through the action research recursive cycles. Emergent themes and patterns from the data demonstrated positive development in the depth of discussion through improved emotional vocabulary and new understanding of mixed emotions. The variety of storylines offered new knowledge of social justice issues such as immigration, refugees, religious tolerance, slavery, and poverty while developing vocabulary to engage in reading and discussion. The indirect contact experiences with diverse characters and the lessons provided practice in perspective taking and emotional empathy skills. This study contributes to the body of literature using multicultural literature for empathy and perspective taking development and adds to indirect contact studies for prejudice reduction by focusing on younger students and being conducted within an authentic school context. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

There is no abstract available for this thesis.

"The purpose of this study is to inquire into the adequacy of the training offered by the Florida State University Library School for the positions its graduates fill. During the little more than six years of its existence, from June 17, 1947 to August 15, 1953, the school has granted ninety Master's degrees. It has also awarded forty-eight librarian certificates for thirty semester hours of class work, and 101 teacher-librarian certificate for twelve semester hours of planned professional training. The present study, however, is limited to the Master's graduates of the school"--Introduction. / Typescript. / "May, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Louis Shores, Professor Directing Study. / Includes bibliographical references (leaves 64-67).

No description available.

No description available.