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This study sought to develop (1) a personal and professional profile of supervising administrators of UCF Educational Leadership administrative interns, (2) to determine the extent to which supervising administrators facilitated opportunities for UCF Educational Leadership administrative interns to grow in skill and knowledge in regard to 19 Florida Principal Competencies, (3) to determine the extent to which supervising administrators facilitated opportunities in the UCF Ten Areas of Administrator Responsibility, and (4) to determine the extent to which supervising administrators perceived themselves to have impacted the administrative career of their UCF Educational Leadership administrative intern subsequent to the internship. The study was based on data derived from the responses of central Florida public school administrators who had supervised interns. The completed surveys yielded a usable return rate of 76% (N = 124). Through their responses, supervising administrators affirmed the facilitation of practice opportunities in the 19 Florida Principal Competencies for their interns. Opportunities for practice in several competencies need strengthening through formal coursework or field-based experiences. Responses from supervising administrators indicated that the UCF Ten Areas of Administrator Responsibility, surveyed through specific duties, remained appropriate for the framework of the internship experience. Depending on the educational level at which the internship is experienced, certain duties may not be addressed thoroughly or at all. Implications for practice and recommendations for future studies dealing with supervising administrators' facilitation of internship experiences for UCF Educational Leadership administrative interns were made.

At a time when Florida is facing a nursing shortage it is important to accurately assess the current registered nurse (RN) workforce in order to provide opportunities for baccalaureate and advanced nursing educational preparation. Unlike previous nursing shortages, the current nursing shortage in Florida is two-fold, one of numbers to meet workforce demand and one of graduates educationally prepared to address the complex healthcare requirements of the state's diverse and underserved population. The purpose of this study was to collect demographic information on RNs in 11 counties surrounding the University of Central Florida School of Nursing (UCF-SON) and to assess their educational interests, needs, and preferences. The collected data will be useful to support expanding enrollment at UCF-SON and in planning future programs to be offered to meet the identified educational needs. The majority of respondents were Caucasian females, married, working in a hospital, 40 years of age and older (70%), and had more than 10 years of nursing experience. The Nurse Educator focus was identified as the most appealing in both a Master of Science in Nursing (MSN) and nursing doctorate program. For the MSN program, the three most popular tracks were the Nurse Educator, Clinical Nurse Specialist (CNS), and Nursing Leadership and Management. Of those interested in pursuing a doctorate in nursing, the two most popular focuses were the Nurse Educator, and the Nurse Clinician/Researcher. We can conclude from this study that the majority of respondents (56%) desire to obtain a higher degree in nursing and plan to return for further education within the next three years. Of those planning to return to school, the majority plan to pursue a MSN degree (58.8%). As adult learners, RNs prefer web based and traditional courses as opposed to videotaped and interactive television courses. They prefer evening classes during the week and want to attend class close to where they live. These findings support expanding enrollment at UCF-SON in the RN to MSN and MSN programs. They also support the current interest in and project a healthy growth for the newly developed Nursing Education certificate program and the CNS track. ill

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"The purpose of this study was to determine the status of the environmental conditions of home economics departments in Polk County, Florida, in relation to the aspects of pupil safety, physical features of the classroom, and the teacher work area. Careful and thoughtful designing of the physical environment should be chosen and used so that it contributes fundamentally to the objectives of the home economics curriculum"--Chapter 1. / "August 1975." / Typescript. / "Submitted to the Department of Home Economics Education in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Agnes F. Ridley, Professor Directing Research Problem. / Includes bibliographical references (leaves 52-53).

The purpose of the study was to explore and describe the perceptions of several elementary science mentors and their mentees within one school district based on a fivefactor mentoring model. Utilizing a qualitative methodology in the form of a case study, five mentors and three mentees were interviewed using a structured protocol. From verbatim interview data and field notes, three themes pertaining to the role of the mentor within elementary science emerged as emotional support, technical support, and educative support. Within the five-factor mentoring model, personal attributes suggested notions of support and expert status as critical elements for effective mentoring. The factors of system requirements, pedagogical knowledge, modeling, and feedback were found to be interrelated amongst themselves and with the factor of personal attributes. Effective mentors demonstrated a commitment to the role as well as a flexibility pertaining to role adjustment depending on the context of the mentoring relationship.

This study examined the action research reports written by teachers in one Florida school district after they had received professional development on differentiated instruction and the action research process in the 2009-2010 school year. The 69 reports that were completed by the teachers were assessed using the Action Research Rubric that was developed for this study. This rubric evaluated whether the reports contained the elements of action research along with the characteristics that the district emphasized as part of the professional development such as differentiation, student subgroups, and collaboration. The Action Research Rubric contained seven subscales: Purpose of the Study, Plan, Professional Collaboration and Resources, Data and Evidence, Results, Instructional Decisions and Professional Reflection, and Sharing Results. Descriptive statistics were found for the aggregate group of reports as well as subgroups depending upon the school level (elementary, middle, or high school), the types of teachers within the elementary category, or the FCAT subject area of focus for the report. Overall, the action research reports met the district‟s standard as measured by the Action Research Rubric. As an aggregate group, the reports also met the standard on the Purpose of the Study, Professional Collaboration and Resource, and Data and Evidence Subscales. They did not perform as well on the Plan and Sharing Results Subscales.

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The purpose of this study is to summarize, document and evaluate information and facts about the growth and development of children necessary to give each child experiences that have meaning, purpose and value. Chapter I discusses the physical growth and the social psychological needs of children; further it describes some ways in which group dynamics function in a democratic atmosphere. Chapter 2 reviews and then shows actual use made in Fishweir School Jacksonville, Florida of various techniques for gathering information about children. Chapter 3 is devoted to a brief study of five selected pupils in the Fishweir School. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts in Education." / Advisor: W. Edwards, Professor Directing Study. / Includes bibliographical references (leaves 43-45).