A study for the planning of a curriculum at Jay High School in Santa Rosa County, based on the idea that school work should be linked to its larger community. / Typescript. / "August, 1949." / "Submitted to the graduate council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Mode L. Stone, Professor directing paper. / Includes bibliographical references (leaf 35).

"The problem undertaken was a survey of some aspects of existing programs in art education in the Florida public junior college curriculum for the year 1957-1958. It was thought that through such a survey a clearer picture of the developments in art education in Florida higher education might be secured. More specifically the study was to ascertain the following: 1. What art courses were offered in 1957-1958? 2. What was the enrollment of the art courses offered? 3. What were the basis for selecting course offerings? 4. What material and equipment was available for art education? 5. What emphasis was placed on recognized teaching objectives in art education? 6. What were student reasons for attending a junior college? 7. What were student reasons for enrolling in art education courses?"--Introduction. / "August, 1958." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Julia Schwartz, Professor Directing Paper. / Includes bibliographical references (leaves 72-74).

"The primary purpose of this paper is to study the Adult Education Program in Liberty County. Since adult education in the county is confined primarily to veterans, this study will attempt to make a correlation between the present employment and the academic achievement of these adult veterans who are students. It is hoped that a better understanding of the scholastic and financial status of the veteran may be obtained by giving a fuller perspective of his potential and ultimate working objectives. Briefly, it is a study of the socio-economic status of the veterans enrolled in the Liberty County Adult School in relation to their academic standing"--Introduction. / "August, 1955." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Includes bibliographical references (leaf 22).

The purpose of this study is to investigate the curriculum and organization of the Liberty County High School in order to discover to what extent the needs of the students are met. Although subjects have been added when possible and extra-curricular activities included in the program, there has been no basic reorganization of the curriculum. / "July 18, 1949." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: R. L. Goulding, Professor Directing Paper. / Includes bibliographical references (leaves 25-26).

Although response scholarship has continually called for a greater emphasis on context when analyzing instructors' written commentary on student writing, textual analysis of written comments remains a primary direction for response research. Additionally, when context is accounted for, it is oftentimes done so in a rather reductive fashion, with a single contextual factor examined in relation to response or context approached in a solely theoretical fashion. As a result, discussions of the influence of context in response scholarship remain limited in scope and/or mostly theoretical. However, an increased attentiveness to context is not as easy as it appears. Since context is a rather opaque concept, and setting parameters for context is a difficult endeavor, this dissertation sought to provide a model for examining the context that surrounds response that focused on three primarily textual contextual factors—what I call (con)texts. Chapter 1 examines the dilemma of context in response scholarship and reviews the literature on the influence of context on written commentary. Afterwards, a new model for contextual response scholarship is proposed, one that accounts for multiple contextual factors that share unifying characteristics. For this study, the three contextual factors under examination—assignment description/texts, student/teacher interactions, and grading materials—were primarily textual in nature, creating the (con)texts for the study. This study sought to examine the manner in which students articulated their interpretations and uses of their instructors' written commentary in relation to the three (con)textual factors under examination. After introducing the new model for response scholarship, Chapter 2 delves into the details of the study and the methodology employed. The study focused on two composition classrooms, with three students participating from each classroom. The details of the participating instructors, participating students, and the classroom contexts—as well as the (con)texts within each classroom—are depicted. Furthermore, the methodological approaches, which primarily consisted of student interviews and discourse analysis, are discussed. In particular, the second half of the chapter focuses on the structure of the student interviews and the coding schemes employed to analyze the student interviews. The student interviews consisted of both unprompted—not directly addressing the (con)texts—questions and prompted—directly addressing the (con)texts—questions and were coded in two distinct fashions. The empirical results of the study are presented in Chapter 3 with each of the student interview results being presented separately to begin the chapter. Following the results of each individual student's interview, the results of the students in Jill's (Instructor #1) class are compared along with the results of the students in Jack's (Instructor #2) class. Finally, the results for all students in the study are presented. Chapter 4 discusses the results of the study in a more nuanced, intricate fashion. This discussion is arranged by seven key findings that emerged from the study: 1) Each of the students in the study drew upon the (con)texts in order to help them interpret and use their instructor's written feedback in a unique fashion; 2) Students' answers to the unprompted questions demonstrated that they were less inclined to put the (con)texts directly in conversation with the teachers' written responses until prompted to later in the interview; 3) During the unprompted portion of the interviews, the instructors' written commentary frequently promoted student engagement with particular (con)texts; 4) Students used the assignment description/texts to understand how well they understood and executed the teachers' expectations of the assignments as well as to gain a firmer understanding of what the expectations for the assignments were; 5) Student/teacher interactions—primarily face-to-face in conferences—played a pivotal role in how students articulated their interpretations and uses of instructors' written feedback; 6) While the rubric or grading criteria had a more subtle influence, the actual paper grade had a substantial impact on students' interpretations and uses of their instructors' written commentary; and 7) The (con)texts frequently worked together as students articulated their interpretations and uses of their instructors' written commentary. This dissertation concludes in Chapter 5 by revisiting the exigence for the study while also discussing delimitations and limitations for the study. Afterwards, implications for the study—both pedagogical and scholarly—are discussed in-depth and the necessity for greater attention to context in response scholarship is emphasized. / A Dissertation submitted to the Department of English in partial fulfillment of the Doctor of Philosophy. / Spring Semester 2016. / March 31, 2016. / Assessment, Assignments, Conferences, Context, Grades, Response / Includes bibliographical references. / Michael R. Neal, Professor Directing Dissertation; Melissa R. Gross, University Representative; Kristie S. Fleckenstein, Committee Member; Deborah C. Teague, Committee Member; Kathleen B. Yancey, Committee Member.

This study examines how student learning conditions are impacted by the allocation of school resources, especially time and staff. It also explores the consequences of such allocation on student achievement. More specifically, it investigates the impacts of restructuring class schedule on class size as well as on student achievement. In their efforts to improve student achievement, policymakers and school administrators have leveraged two important resource-allocation decisions—the number of students in a classroom and the duration and frequency of classes taught. Although each practice has been independently studied in the literature, researchers have devoted little attention to the relationship between class schedule and class size. In this dissertation, I explore how class schedule plays a role in determining class size as well as what the impacts of changing class schedule are on student achievement. Essentially, this study evaluates whether school districts, when reducing class size, may consider it a viable option to adopt a traditional seven-period class schedule. The study draws on nine-year class-level data from 2006-07 to 2014-15 and student-level two- or three-year data from 2011-12 to 2013-14. These data are obtained from a large school district, Broward County Public Schools, in Florida. Through several quasi-experimental approaches, such as a comparative interrupted time-series, difference-in-differences, and fixed-effects model, I empirically examine the relationships between class schedule and class size and between class schedule and student achievement. The results show that changing class schedule has positive impacts on reducing class size when block schedules are replaced by the 7-period class schedule, especially in Math and Social Studies. However, when the 6-period class schedule is changed to the 7-period schedule, no policy impact is found for the 6-period schools compared to the 7-period schools. Rather, the 6-period schedule schools reduced class size less than the 7-period schedule schools did in certain subjects. When explaining the results of the period-type class schedule schools, the role of teaching load is discussed in reducing class size. In addition, the student math achievement, which is measured by the End-of-Course Algebra I and Geometry, is reported to be negatively affected by changing to the traditional 7-period class schedule, especially for low-achieving students in the 4x4 block schools. Based on these results, several implications for policy and future research are discussed. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the. / Spring Semester 2017. / March 29, 2017. / Class Schedule, Class Size, Class Size Reduction / Includes bibliographical references. / Patrice Iatarola, Professor Directing Dissertation; Anastasia Semykina, University Representative; Carolyn Herrington, Committee Member; Toby Park, Committee Member.

Der vorliegende Beitrag im Rahmen der Leipziger Promotionsvorträge stellt das Promotionsvorhaben der Autorin vor, in dem die Rezeptionsprozesse von Daten resultierend aus der externen Evaluation an Schulen untersucht werden. An das Instrument der externen Evaluation zur wissensbasierten Steuerung von Schule werden hohe Wirkungserwartungen seitens der Bildungsverwaltung geknüpft. Gegenüber diesen Erwartungen gibt es trotz erster Untersuchungen immer noch wenige Erkenntnisse über die (nicht-) intendierten Reaktionen und Effekte von externen Evaluationen (vgl. Ehren/Visscher 2006). In diesem Beitrag werden in einer einleitenden theoretischen Kontextualisierung der Dissertation die Fokussierung auf die Einzelschule und das externe Schulbesuchsverfahren vorgestellt. Anschließend werden die neuen Anforderungen an Lehrkräfte, die aus den Schulentwicklungsprozessen resultieren, herausgearbeitet. Sodann wird der Aufbau der Untersuchung dargelegt. Danach werden erste Ergebnistendenzen präsentiert. Nach einem abschließenden Resümee wird ein Ausblick gegeben. / This article presents part of the author’s doctoral dissertation, which deals with the reception of data resulting from external evaluations at schools. The educational administration holds high expectations as to the instrument of external evaluations. Despite first studies, however, there still is little knowledge on intended or unintended reactions and effects of external evaluations in the evaluated schools (cf. Ehren/ Visscher 2006). Introductorily, this article presents, as theoretical contextualization of the author’s dissertation, the concentration on single schools as objects of evaluations and the method of external school visitations. Then the new requirements on teachers, which result from the processes of school development, will be elaborated on. Subsequently, first tendencies in the interpretation of the results of the dissertation will be pointed out. After the concluding summary an outlook will be given.

The purpose of this quantitative study is to determine the effects of the attendance policy and attendance program after one year of implementation in Newport News Public Schools with a total high school population of approximately 5,820 students. The school district recently implemented a new attendance policy and program to address high school student absenteeism. This multi-faceted study examined the effects of this new policy by conducting statistical analyses of attendance data, programmatic data, and surveys of students, parents, and teachers. This allowed for the examination of the primary question. Whether there is a differential impact of the policy among the grades (9,10,11) during the 1996-1997 school year with respect to high school attendance after adjusting for initial differences on the 1995-1996 high school attendance through the use of an analysis of covariance? Additionally, the perceptions of students, parents, and teachers regarding the new attendance policy were examined along with the degree to which a specially-designed program, Saturday Redemptive School, affected the academic pass rate of participants. Findings show significant main effects and non-significant interaction at the pre-established alpha level of .05. Survey results may have implied a change in the attendance policy and Saturday Redemptive School. The findings from the Chi-square Test were not significant at the pre-established alpha level of .05. The results of this study provides valuable information in the formulation of attendance policies by local and state inner-city district level administrators regarding the effectiveness of school attendance policy and attendance programs. / Ed. D.

The evaluation of archaeological sites is an essential, routine, and commonplace part of archaeological practice. Evaluation is usually a preliminary step carried out prior to a decision about preservation, destruction, or more intensive investigation. In most cases, archaeologists sample sites when conducting evaluations, often to reduce the cost of the research, but also to minimize the adverse effects to sites that may be significant. The literature on sampling in archaeology, with a few noteworthy exceptions, does not address critical issues concerning how much to sample to achieve a valid and reliable evaluation of a site, or, alternatively, how much material must be recovered for that same purpose. This thesis studies the spatial and numerical distributions of ceramic material recovered from three prehistoric archaeological sites that have undergone several phases of intensive testing to understand the variables that influence effective sample sizes for evaluation. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

In Florida, persistently low-performing schools generally service high concentrations of minority and free and reduced-price lunch students. As minority demographics grow throughout Florida (Florida Office of Economic & Demographic Research, 2017), so does the potential for increases in the number of persistently low-performing schools. In 2017, Florida lawmakers passed House Bill 7069, which includes the Schools of Hope policy. This policy incentivizes charter schools to compete for the rights to educate students in areas of persistently low-performing schools. This critical race theory policy analysis examined Florida’s Schools of Hope policy at the intersection of race, poverty, education, and policy to explore its potential to address performance outcomes of economically disadvantaged Black students attending persistently low-performing schools. The use of critical race theory to conduct this critical policy analysis provided a framework to evaluate the Schools of Hope policy and its potential to remove or reinforce the status quo for large populations of economically disadvantaged Black students attending persistently low-performing schools. Additionally, the use of the critical race theory tenet narrative/storytelling and counter-narrative/counter-storytelling to conduct semi-structured interviews allowed key stakeholders to provide insights about the policy in their local context and be a part of the policy discourse. This policy analysis presented what was learned about the Schools of Hope policy when the four critical race theory tenets—critique of liberalism, interest convergence, permanence of racism, and narratives/storytelling—were used to analyze it. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / 2019 / October 17, 2019. / Charter School, Economically Disadvantaged, Hope Operator, Persistently Low-performing Schools, Schools of Hope / Includes bibliographical references. / Stephanie Simmons Zuilkowski, Professor Directing Dissertation; Steve McDowell, University Representative; Motoko Akiba, Committee Member; Robert Schwartz, Committee Member.