Relevant bibliographies by topics / Florida International University. School of Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Florida International University. School of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 23 February 2023

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Journal articles on the topic "Florida International University. School of Education"

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Purkey, William W. "A Brief History of the International Alliance for Invitational Education." Journal of Invitational Theory and Practice 1, no. 1 (February 8, 2022): 17–20. http://dx.doi.org/10.26522/jitp.v1i1.3725.

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Beyond our Galaxy, in some forgotten time (circa 1968), two young professors at the University of Florida, Betty Faye Siegel and William Watson Purkey, applied for and received a small grant from the Noyes Foundation of of New York to train educators. The grant provided modest fellowships for teams of teachers, principals, and school board members to attend a three-week residential summer program on humanizing the educative process. Although the funding was to be for a single summer, the program was so successful that the Noyes Foundation continued its support for the next eight years.
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Schuch, C. M. "Modern above-knee fitting practice (A report on the ISPO workshop on above-knee fitting and alignment techniques May 15–19, 1987, Miami, USA." Prosthetics and Orthotics International 12, no. 2 (August 1988): 77–90. http://dx.doi.org/10.3109/03093648809078204.

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Introduction During the period of May 15–19, 1987, an International Workshop on Above-Knee Fitting and Alignment Techniques was held in Miami, Florida. Conceived and organized by A. Bennett Wilson, Jr. and Mel Stills, the workshop was supported and sponsored by the International Society for Prosthetics and Orthotics with the support of the Rehabilitation Research and Development Service of the Veteran's Administration. Hosting the workshop was the Prosthetics and Orthotics Education Programme of the School of Health Sciences, Florida International University, and more specifically, Dr. Reba Anderson, Dean of Health Sciences and Ron Spiers, Director of Prosthetic Orthotic Education. More than 50 physicians, prosthetists, engineers and educators from the United States, England, Scotland, Denmark, Sweden, Israel, the Netherlands and Germany participated.
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Esqueda, Marileide Dias. "Interview with Professor Donald C. Kiraly." Letras & Letras 35, no. 2 (December 30, 2019): 212–18. http://dx.doi.org/10.14393/ll63-v35n2-2019-13.

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This interview was carried out in September 2019, via e-mail, with Donald C. Kiraly, Professor at the Johannes Gutenberg-Universität School of Translation, Linguistics and Cultural Studies, located in Mainz, Germany. Donald C. Kiraly studied Political Science at Cleveland State University in Ohio, obtained his M.A. in International Relations at Florida State University, and a Ph.D. at the University of Illinois, in the United States. He was a visiting professor at the Monterey Institute of International Studies in Monterey, California, and from September 2008 to August 2012, he held a visiting professor's position at the Ecole Supérieure d'Interprètes et Traducteurs of the University of Paris III, in France, where he taught French-English, Spanish-English and German-English translation. Among his main works dedicated to translator education are Pathways to translation (1995), Social Constructivist Approach to Translator Education (2000) and Towards Authentic Experiential Learning in Translator Education (2016). Professor Don Kiraly provides several important contributions in the following interview on the topic "evaluation of translations".
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Smith, Robert. "Reviewer Acknowledgements for Journal of Education and Training Studies, Vol. 10, No. 4." Journal of Education and Training Studies 10, no. 4 (September 23, 2022): 145. http://dx.doi.org/10.11114/jets.v10i4.5714.

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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 10, Number 4 Chris Mutseekwa, Bindura University of Science Education, ZimbabweFathia Lahwal, Elmergib University, LibyaGianpiero Greco, University of Study of Bari, ItalyHelena Reis, Polytechnic Institute of Leiria, PortugalIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Cowan, Edinburgh Napier University, UKKendall Hartley, University of Nevada, USAKeyla Ferrari Lopes, UNICAMP, BrazilLisa Marie Portugal, American College of Education, USAMaria Rachel Queiroz, Universidade do Estado da Bahia, BrazilMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMuhammad Haris Effendi-Hasibuan, Universitas Jambi, IndonesiaMustafa Çakır, Marmara University, TurkeyRichard Penny, University of Washington Bothell, USASandro Sehic, Oneida BOCES, USASenem Seda Şahenk Erkan, Marmara University, TurkeyWong Ken Keong, Inspectorate of School Sabah, MalaysiaYuChun Chen, Louisiana Tech University, USAYuxi Qiu, Florida International University, USA Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: jets@redfame.comE-mail 2: jets@redfame.orgURL: http://jets.redfame.com
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Oscar, William. "Reviewer Acknowledgements." International Journal of Contemporary Education 5, no. 1 (March 30, 2022): 68. http://dx.doi.org/10.11114/ijce.v5i1.5518.

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International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 1 Ahmad Suradi, State Islamic Institute of Bengkulu, IndonesiaAurora Q. Pestano, University of San Jose Recoletos, PhilippinesBožić-Lenard Dragana, University of Osijek Croatia, CroatiaDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyGiuseppe Maugeri, University of Urbino, ItalyInaad M Sayer, University of Human Development, IraqIvan Lenard, Elementary School Ladimirevci, CroatiaMatthew Schatt, University of Florida, USANesrin Ozturk, Ege University, TurkeyQiu Yuan, Gannan Normal University, ChinaSaid K. Juma, State University of Zanzibar, TanzaniaVassiliki Pliogou, Metropolitan College of Thessaloniki, GreeceVassilios Papadimitriou, University of Thessaly, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com
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Smith, Wendy. "Reviewer Acknowledgements." International Journal of Statistics and Probability 8, no. 2 (February 28, 2019): 192. http://dx.doi.org/10.5539/ijsp.v8n2p192.

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International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 8, Number 2 Abdullah A. Smadi, Yarmouk University, Jordan Afsin Sahin, Gazi University, Turkey Carla J. Thompson, University of West Florida, USA Chin-Shang Li, School of Nursing, USA Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana Hui Zhang, St. Jude Children’s Research Hospital, USA Nahid Sanjari Farsipour, Alzahra University, Iran Philip Westgate, University of Kentucky, USA Sajid Ali, Quaid-i-Azam University, Pakistan Shatrunjai Pratap Singh, John Hancock Financial Services, USA Wei Zhang, The George Washington University, USA Weizhong Tian, Eastern New Mexico University, USA Wojciech Gamrot, University of Economics, Poland Zaixing Li, China University of Mining and Technology (Beijing), China   Wendy Smith On behalf of, The Editorial Board of International Journal of Statistics and Probability Canadian Center of Science and Education
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Smith, Wendy. "Reviewer Acknowledgements for International Journal of Statistics and Probability, Vol. 8, No. 5." International Journal of Statistics and Probability 8, no. 5 (August 30, 2019): 103. http://dx.doi.org/10.5539/ijsp.v8n5p103.

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International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 8, Number 5 Abdullah A. Smadi, Yarmouk University, Jordan Carla J. Thompson, University of West Florida, USA Chin-Shang Li, School of Nursing, USA Encarnación Alvarez-Verdejo, University of Granada, Spain Felix Almendra-Arao, UPIITA del Instituto Politécnico Nacional , México Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana Gane Samb Lo, University Gaston Berger, SENEGAL Gennaro Punzo, University of Naples Parthenope, Italy Gerardo Febres, Universidad Simón Bolívar, Venezuela Ivair R. Silva, Federal University of Ouro Preto – UFOP, Brazil Mingao Yuan, North Dakota State University, USA Philip Westgate, University of Kentucky, USA Qingyang Zhang, University of Arkansas, USA Sajid Ali, Quaid-i-Azam University, Pakistan Sohair F. Higazi, University of Tanta, Egypt Subhradev Sen, Alliance University, India Vyacheslav Abramov, Swinburne University of Technology, Australia Wei Zhang, The George Washington University, USA Yuvraj Sunecher, University of Technology Mauritius, Mauritius Zaixing Li, China University of Mining and Technology (Beijing), China   Wendy Smith On behalf of, The Editorial Board of International Journal of Statistics and Probability Canadian Center of Science and Education
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Smith, Wendy. "Reviewer Acknowledgements for International Journal of Statistics and Probability, Vol. 8, No. 5." International Journal of Statistics and Probability 8, no. 5 (August 30, 2019): 83. http://dx.doi.org/10.5539/ijsp.v8n5p83.

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International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 8, Number 5 Abdullah A. Smadi, Yarmouk University, Jordan Carla J. Thompson, University of West Florida, USA Chin-Shang Li, School of Nursing, USA Encarnación Alvarez-Verdejo, University of Granada, Spain Felix Almendra-Arao, UPIITA del Instituto Politécnico Nacional , México Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana Gane Samb Lo, University Gaston Berger, SENEGAL Gennaro Punzo, University of Naples Parthenope, Italy Gerardo Febres, Universidad Simón Bolívar, Venezuela Ivair R. Silva, Federal University of Ouro Preto – UFOP, Brazil Mingao Yuan, North Dakota State University, USA Philip Westgate, University of Kentucky, USA Qingyang Zhang, University of Arkansas, USA Sajid Ali, Quaid-i-Azam University, Pakistan Sohair F. Higazi, University of Tanta, Egypt Subhradev Sen, Alliance University, India Vyacheslav Abramov, Swinburne University of Technology, Australia Wei Zhang, The George Washington University, USA Yuvraj Sunecher, University of Technology Mauritius, Mauritius Zaixing Li, China University of Mining and Technology (Beijing), China   Wendy Smith On behalf of, The Editorial Board of International Journal of Statistics and Probability Canadian Center of Science and Education
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Irons, Jessica G. "On following Your Bliss: An Interview with Jane S. Halonen." Teaching of Psychology 34, no. 4 (October 2007): 262–67. http://dx.doi.org/10.1080/00986280701700474.

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Jane S. Halonen is the Dean of the College of Arts and Sciences at the University of West Florida, where she insists on teaching introductory psychology each fall. She was employed in various roles at Alverno College for 17 years and also served for 5 years as the Director of the School of Psychology at James Madison University. Past president of both the Society for the Teaching of Psychology and the Council for the Teachers of Undergraduate Psychology, Jane has been an avid supporter of teaching conferences in the discipline. Her scholarship includes work on critical thinking, assessment, and faculty development. She won the American Psychological Foundation Distinguished Teaching Award in 2000 and was named an “Eminent Woman in Psychology” in 2002. She coordinates the international Improving University Teaching conference and also serves as Chief Reader for the Psychology Advanced Placement exam. Jessica G. Irons is a new assistant professor of psychology at James Madison University in Harrisonburg, Virginia. She earned her BA and MS degrees from Augusta State University where she worked with Dr. Stephen H. Hobbs. She earned her PhD from Auburn University in 2007 where she worked with Dr. Christopher J. Correia studying the interactions of drugs and behavior. Jessica also worked with Dr. Bill Buskist to pursue her research interests in the scholarship of teaching. She has taught introductory psychology, research methods, and drugs and behavior. She earned recognition for her teaching efforts departmentally and campus-wide while at Auburn and won the Wilbert J. McKeachie Teaching Excellence Award in 2007.
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Zuilkowski, Stephanie, and Ismaila Tsiga. "Building a University Partnership to Support Early Grade Reading in Nigeria." Journal of Comparative & International Higher Education 13, no. 5 (December 10, 2021): 124–34. http://dx.doi.org/10.32674/jcihe.v13i5.3652.

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While most international educational development projects are engaged in capacity development, trainings rarely have enough depth to result in lasting changes in the capacity of local stakeholders. The case of the Nigeria Centre for Reading, Research and Development (NCRRD) at Bayero University Kano used a different model. Six NCRRD faculty spent six months at Florida State University (FSU) attending courses on literacy and elementary education, attending grant writing trainings and reading seminars, observing literacy instruction in schools, and participating in conferences. After returning to Nigeria, the fellows were mentored by FSU faculty through the stages of a research project; all fellows subsequently submitted articles to international journals. FSU supported the administrative structures of NCRRD, assisting in the development of financial and compliance infrastructure. The outcomes of the partnership included 1) the establishment of the NCRRD as a center for excellence in reading in West Africa, 2) the publication of contextually relevant literature to inform policymakers and practitioners, and 3) the establishment of graduate programs in reading. This paper discusses the challenges faced by the institutions during the establishment of the NCRRD and makes recommendations for institutions interested in developing long-term international partnerships.
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Dissertations / Theses on the topic "Florida International University. School of Education"

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Ottati, Daniela F. "Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1851.

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The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption. In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II. The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS. The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge. The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.
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Crowell, Victoria. "Teachers' Perceptions of Cultural Change in a Challenged High School During the Implementation of the International Baccalaureate Diploma Programme." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/445.

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Academically failing schools are under scrutiny from government education administrators, policymakers, and the general public, due to chronic inabilities to lower dropout rates and to educate students who can pass high-stakes graduation assessments. States’ efforts to adhere to the No Child Left Behind (NCLB) Act have led to the development of accountability systems to determine adequate yearly progress (AYP) and to assign schools grades, as well as wholesale reassessment of current educational programs, which are often replaced with more rigorous curricula. Among curricular programs that have been sought as reform measures for academically failing schools is the International Baccalaureate Program (IBP). The IBP’s exacting curriculum has attracted many schools to adopt it as an alternative course of study for advanced students, as well as a rigorous option to build academic capacity among students who have failed to make AYP. This case study examined teachers’ perceptions of the effect the International Baccalaureate Diploma Programme (IBDP) had on the culture of an academically underperforming high school in Valdosta, Georgia. Teacher volunteers from within the IBDP, in addition to teachers who taught standard classes, participated in a series of three semistructured interviews over 1.5 years, during which time the school made its initial application to the International Baccalaureate Organisation and subsequently began implementing the program with the school’s first cohort of students. Additionally, documents relating to the IB application process were examined, and observations of the IBDP teachers with students in their classrooms were conducted. Data analysis utilized the frameworks of educational criticism and narrative analysis. Teachers within the IBDP reported feelings of increased self-efficacy resulting from their work with both students and community stakeholders. Participant teachers in both IB courses and other programs described an overall improvement in the school’s culture.
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Alhadi, Esameddin. "Transforming School Museum Partnership: The Case of the University of Florida Harn Museum Teacher Institute." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1214496613.

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Glass, Lindsey Heather. "A Case Study of an International Baccalaureate School within an Urban School District-University Partnership." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.

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Poppell, Judith Bockel. "The Desegregation of a Historically Black High School in Jacksonville, Florida." UNF Digital Commons, 1998. https://digitalcommons.unf.edu/etd/74.

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This historical study examines the desegregation of a historically African- American high school during the period between 1965-1975. The Mims v. The Duval County School Board (1971) decision brought about radical changes in the operation of the Duval County Public Schools. The mass transfer of teachers and reassignment of students as a result of the federal judge's order in this case resulted in a school system that was dramatically different from the one that previously existed. The author seeks to determine why the desegregation of William Raines High School was short-lived and questions the continued effort of the school system to desegregate this school. The author conducted a multi-faceted investigation to answer the research questions. Following a case study approach, both archival and oral data were collected and examined. Focused interviews were conducted with former William Raines High School students, faculty and parents. In addition, written documents and local newspaper accounts were studied. The oral interviews support and expand the findings of the archival documents. The findings of the study indicate that the history and traditions at William Raines High School are founded on a strong sense of pride and identity. However, changes in the school over time have resulted in a school that has lost its focus on academic excellence. In order for lasting desegregation to take place, substantive changes will be required. The pride that was the school's legacy must be restored. Excellence in all aspects of school life should be the overarching goal. PALMM.
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French, Paige Vereen. "The Roles of School Advisory Councils in School Improvement: A Case Study in Policy Interpretation." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/165.

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The Florida Legislature responded to the national call for education reform by passing four statutes in 1991, referred to as Blueprint 2000. One intent of the legislation was to encourage change in schools through local community involvement in School Advisory Councils (SAC). The SAC, composed of parents, community members, teachers, and students was responsible for guiding the school through the process of school improvement. The purpose of the study was to investigate the role of the SAC in the implementation of Florida school improvement initiatives. The study was designed to identify local factors affecting the interpretation of policy and to develop understanding of the members of the SACs defined their roles. Four elementary schools in Duval County, Florida, were selected for study. A case study approach over one year was used to gather data from written materials, participant observation, and interviews. The data were analyzed to develop understanding of the roles of the SAC from the participants' perspectives. Findings indicated that SACs were fulfilling their basic responsibilities as outlined in the legislation. Evidence showed that no decision was entirely site based and the extent of the SAC's influence was greater than intended. Members' perceptions of influence to implement change may be more potent than the actual authority given to the SAC by law.
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Antworth, Roger Herbert. "Factors Associated With Public School Chronic Absenteeism." UNF Digital Commons, 2008. http://digitalcommons.unf.edu/etd/324.

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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.
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Iuspa, Flavia Eleonora. "Assessing the Effectiveness of the Internationalization Process in Higher Education Institutions: A Case Study of Florida International University." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/316.

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The purpose of this study was to examine a Higher Education Institution’s (HEI) process of internationalization. The theoretical model developed by Van Dijk and Miejer (1997) was used to review Florida International University (FIU)’s policy, support, and implementation dimensions and determine its position on the Internationalization Cube, and assess how FIU’s international activities fit into its different organizational processes. In addition, the study sought to shed light on student and faculty attitudes toward internationalization. Qualitative and quantitative data were collected from examining organizational documents, interviews, descriptive data on FIU’s international activities using the International Dimension Index, and the Student and Faculty Survey on Internationalization. FIU’s international activities results were analyzed in relation to a panel of experts’ item relevancy index. The Likert-type survey scales’ frequencies and percentages were calculated as well as Spearman Rho correlations between the survey’s three scales and demographic and experiences variables. The study found that FIU is located on position six of a possible eight positions on the Van Dijk and Meijer Internationalization Cube with the following characteristics: Priority Policy, One-Sided Support, and Structured Implementation toward internationalization. The analysis of FIU’s results on international activities showed that FIU exhibits all the activities considered to be strong indicators of internationalization but for position seven placement special attention is needed in the areas of foreign language study, international students, study abroad, faculty movement and involvement in international projects. The survey indicated students and faculty rated the Benefits of Internationalization highly but didn’t perceive strong institutional Support for Internationalization. Faculty age and offshore programs participation; student gender, race/ethnicity and class status; and for both, study abroad and knowledge of students travel grant had significant positive correlations with student and faculty attitudes. The study concluded that an association exists between FIU’s position on the Internationalization Cube and its international activities. Recommendations for policy, implementation, and future studies were made. It was concluded that advancing FIU’s position on the Cube will require adjustments in FIU’s policy, support and implementation dimensions. Differences in student and faculty views toward internationalization should be taken into account when planning internationalization efforts.
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Goldwire, Ida W. "Social Environment as Related to School Achievement in Early Childhood." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/326.

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Social environment as related to school achievement was investigated. It was found that the importance of the model which the parent sets for the child in addition to the role assumed by the teacher play an important part in the development of the early childhood student. The environment in which a child lives and the person with whom the child interacts both affect the child in complex ways to influence the child's development and life chances. Research also shows that academic and intellectual gains are produced during the Head Start program year and that children who attend Head Start programs do perform better than their disadvantaged peers on such global measures of school success as passing each grade, staying in regular school tracks, and graduating from high school.
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Zink, James Lynd. "Reactive behavioral patterns, generational differences and retention in online career and technical education students." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000165.

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Thesis (Ed.D.)--University of West Florida, 2009.
Submitted to the Dept. of Professional and Community Leadership. Title from title page of source document. Document formatted into pages; contains 121 pages. Includes bibliographical references.
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Books on the topic "Florida International University. School of Education"

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Anatomy of a collaboration: Study of a college of education/public school partnership. New York: Garland Pub., 1996.

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Vinten, Gerald. International internal audit education: The City University Business School experience. London: City University Business School, 1992.

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International, Doctoral Student Conference (1988 Pittsburgh Pa ). Translating an international education to a national environment: Papers presented at the International Doctoral Student Conference, sponsored by the Doctoral Guild at the University of Pittsburgh, School of Library and Information Science, September 23-25, 1988. Metuchen, N.J: Scarecrow Press, 1988.

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International Workshop on Professional Education and Training in Agroforestry (1988 University of Florida). Agroforestry education and training: Present and future : proceedings of the International Workshop on Professional Education and Training in Agroforestry held at the University of Florida, Gainesville, Florida, USA, on 5-8 December 1988. Dordrecht: Kluwer Academic, 1990.

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International Association of School Librarianship. Conference. Sustaining the vision: Selected papers from the 24th annual conference, International Association of School Librarianship, Worcester College of Education, a university sector college, Worcester, England. Seattle, Wash: The Association, 1996.

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Cohn, Marilyn M. Teachers: The missing voice in education. Albany: State University of New York Press, 1993.

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Sylwia, Kaczmarek, Pietras Henryk, and Wyższa Szkoła Filozoficzno-Pedagogiczna "Ignatianum.", eds. Origeniana decima: Origen as writer : papers of the 10th International Origen Congress, University School of Philosophy and Education "Ignatianum", Kraków, Poland, 31 August-4 September 2009. Leuven: Peeters, 2011.

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Claudia, Armani-Bavaro, ed. Mentoring magic: Pick the card for your success : a guidebook for students in higher education who are American, international, or studying abroad. Charlotte, NC: Information Age Pub., 2010.

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Meyer, John. Touches of sweet harmony: Music in the University of Western Australia, 1953-1998. Nedlands, Western Australia: CIRCME, School of Music, 1999.

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Chicago), UCSMP International Conference on Mathematics Education (1985 University of. Developments in school mathematics education around the world: Applications-oriented curricula and technology-supported learning for all students : proceedings of the UCSMP International Conference on Mathematics Education, the University of Chicago, 28-30 March 1985. Reston, VA: National Council of Teachers of Mathematics, 1987.

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Book chapters on the topic "Florida International University. School of Education"

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Nailer, Sarah, and Josephine Ryan. "School-University Partnerships and Enhancing Pre-service Teacher Understanding of Community." In Third International Handbook of Globalisation, Education and Policy Research, 879–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66003-1_50.

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Rahm, Jrène. "Diverse Urban Youth’s Learning of Science Outside School in University Outreach and Community Science Programs." In Second International Handbook of Science Education, 47–58. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9041-7_4.

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Thomas, Mike O. J., Iole de Freitas Druck, Danielle Huillet, Mi-Kyung Ju, Elena Nardi, Chris Rasmussen, and Jinxing Xie. "Key Mathematical Concepts in the Transition from Secondary School to University." In The Proceedings of the 12th International Congress on Mathematical Education, 265–84. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_18.

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Shou, Men-ji, Chun-pin Ding, Cai-bin Ruan, and Long-fei Zhu. "Discussion on the Beginning Education of the School Year About University Freshmen." In The 19th International Conference on Industrial Engineering and Engineering Management, 1325–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38433-2_139.

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Nair, P. K. R., H. L. Gholz, and M. L. Duryea. "Recommendations of the International Workshop on Professional Education and Training in Agroforestry, University of Florida, December 1988." In Agroforestry Education and Training: Present and Future, 133–40. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2095-8_15.

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Hou, Angela Yung-chi. "International Accreditation and Its Impact on Student Mobility in Taiwan Universities—A Case Study of School of Management of Fu Jen Catholic University." In Mobility and Migration in Asian Pacific Higher Education, 191–207. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137015082_12.

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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.

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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.

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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Galarce-Miranda, Claudia, Diego Gormaz-Lobos, Hanno Hortsch, and Steffen Kersten. "Design and Implementation of the International Center of Engineering Education at the University of Talca (Chile) Under IGIP and the Dresden School of Engineering Pedagogy Tradition." In Educating Engineers for Future Industrial Revolutions, 11–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9_2.

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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Conference papers on the topic "Florida International University. School of Education"

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Karbalaei, Alireza, Damla Turgut, Melissa Dagley, Eleazar Vasquez, and Hyoung J. Cho. "Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87491.

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The objective of the NSF RET (Research Experiences for Teachers) site program hosted by the University of Central Florida is to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things, from the manufacturing of a sensor, to the hardware and software that allows it to connect to the Internet. This program gives teachers learning opportunities to explore the practical use of science for engineering applications, and provide a context in which students in their classroom can test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of this site program lies in the engagement of teachers in various facets of scientific, engineering, and educational methods based on Train-the-Trainer model with rotation in multiple research labs. In order to support the STEM educational services for teachers and students in middle and high schools, our site program aims at creating competent teacher trainers who ensure quality pre-service and in-service teacher education, by providing multidisciplinary experiences that are relevant to the current technical development. Teachers in the adjacent public school districts are primary participants in this site program. Significant efforts have been made to recruit teachers serving underrepresented student populations, and female and minority teachers who can reach out to them. In our RET site program, the participants rotated to four different laboratories with a 1.5–3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories on the university campus under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes in the final week and were invited back to share their educational implementation experiences in their classes. This site program provided teachers with interdisciplinary engineering design experiences relevant to innovative technical development, and helped them develop teacher-driven teaching modules that can be deployed in the classroom.
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Gill, Grandon, Matthew Mullarkey, Joseph E Mohr, and Moez Limayem. "Building an Informing Business School: A Case Study of USF's Muma College of Business." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3427.

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[This paper is published in Informing Science: the International Journal of an Emerging Transdiscipline, Volume 19.] As the complexity of a system grows, the challenge of informing the stakeholders of that system grows correspondingly. Nowhere is that challenge more daunting than in business education, where globalization, technological innovation, and increasingly complicated regulations continuously transform the business environment facing graduates and practitioners. Informing science theory proposes that different levels of complexity require different channels if effective informing is to be achieved. The paper first examines how two important sources of complexity—the diversity of clients and the ruggedness of the business landscape—are changing, and how these changes demand vastly more interactive informing channels if impact is to be achieved. Using an exploratory case study methodology, it then takes a detailed look at how one institution—the University of South Florida’s Muma College of Business—has introduced a variety of new channels, many of which enable informing flows without necessarily directing them, to adapt to these environmental changes. It then considers both outcomes related to these individual informing channels and college-wide outcomes related to a broad and deep mosaic of informing flows. Finally, it considers the question of the resources required to support these new channels and the relationship between resource acquisition and channel introduction. The proposed framework for looking at business school informing channels can be applied by administrators, faculty members, and key stakeholders in understanding, evaluating, and planning programs and activities supporting informing in a complex environment. Ultimately, the informing business school framework may also provide a means for communicating impact to business school accrediting agencies (such as AACSB).
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Kilani, Mohammad I., Paul C. Galambos, Yousef S. Haik, and Ching-Jen Chen. "University - National Laboratory Collaboration on MEMS Design Education." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/de-23290.

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Abstract The paper describes the FAMU-FSU College of Engineering approach in educating graduate students in MEMS technology. The approach is based on a collaboration project between the Florida Agricultural and Mechanical University - Florida State University College of Engineering (FAMU-FSU COE) and Sandia National Laboratories (SNL). The project aims at developing a line of electrostatically and magnetically actuated surface micromachined pumps. The paper describes our experience in this collaboration program and illustrates the educational aspects of SNL MEMS design tools. The paper also describes the micropump designs developed in the first phase of the project. The pumps are being fabricated at this time. Results related to performance will be presented at a later time. However, an overview of the work to be done in the next phase is also presented.
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Herrington, Carolyn. "ACCOUNTABILITY, PREEMPTION AND SCHOOL CHOICE: INTERGOVERNMENTAL TENSIONS AND THE CASE OF FLORIDA." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0635.

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Merciai, Ilaria, and Ruth Kerr. "MOOCS FOR BRIDGING THE SCHOOL - UNIVERSITY GAP." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end050.

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Tierney, Barbara G., and Corinne Bishop. "Dual-Campus Subject Librarians at University of Central Florida." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317186.

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A new dual-campus subject librarian program is being rolled out at the University of Central Florida (UCF) whereby several subject librarians divide their time between two campuses, the legacy main campus in East Orlando and the new Downtown Orlando Campus. As of Fall 2019, four UCF subject librarians regularly travel to the new Downtown Campus to provide library support for academic programs, faculty, and students who recently relocated to the new facility. Dual-campus subject librarians are also maintaining support services for their assigned academic programs that remain at the UCF Main Campus. This article provides information and reflections about how the dual-campus subject librarian model operates and how it impacts staff duties from two perspectives. The first perspective is from the UCF Social Sciences subject librarian, who supports graduate and undergraduate programs in The School of Public Administration and Public Affairs graduate programs at the Downtown Campus, as well as graduate and undergraduate programs in Politics, Security & International Affairs and Criminal Justice at the Main Campus. The second perspective is from the Main Campus Head of the Research and Information Services Department, who supervises the dual-campus subject librarians.
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Nelson, Regena F., and La Shaunda Webb. "A School-University Instructional Technology Coaching Model." In Annual International Conference on Education & e-Learning (EeL 2016). Global Science & Technology Forum (GSTF), 2016. http://dx.doi.org/10.5176/2251-1814_eel16.2.

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Vasileva, Tania Krumova, Stela Angelova Stefanova, and Radostina Stefanova Gercheva. "Implementing university learning approaches in secondary school education." In 2017 XXVI International Scientific Conference "Electronics" (ET). IEEE, 2017. http://dx.doi.org/10.1109/et.2017.8124405.

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Sayas-Barberá, Estrella, Esther Sendra, Rosa Martínez, Miguel Angel Mas, Maria Del Carmen Perea, and Casilda Navarro. "FOOD SCIENCE FOR HIGH SCHOOL STUDENTS: A UNIVERSITY-HIGH SCHOOL COLLABORATIVE PROJECT." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1080.

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Peña-Fernández, Antonio, Naima Ali, Deborah Millington, Maria Del Carmen Lobo-Bedmar, and Parvez Haris. "HUMAN BIOMONITORING RESEARCH AT DE MONTFORT UNIVERSITY: SCHOOL AND UNIVERSITY PARTICIPANTS' RECRUITMENT EXPERIENCE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1473.

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Reports on the topic "Florida International University. School of Education"

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Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.109.

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The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham International Development Department (IDD) and the University of Manchester Humanitarian and Conflict Response Institute (HCRI). For any enquiries, please contact helpdesk@k4d.info
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Bilous, Vladyslav V., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Development of AR-applications as a promising area of research for students. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4409.

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The article substantiates the importance of using augmented reality in the educational process, in particular, in the study of natural and mathematical disciplines. The essence of AR (augmented reality), characteristics of AR hardware and software, directions and advantages of using AR in the educational process are outlined. It has proven that AR is a unique tool that allows educators to teach the new digital generation in a readable, comprehensible, memorable and memorable format, which is the basis for developing a strong interest in learning. Presented the results of the international study on the quality of education PISA (Programme for International Student Assessment) which stimulated the development of the problem of using AR in mathematics teaching. Within the limits of realization of research work of students of the Borys Grinchenko Kyiv University the AR-application on mathematics is developed. To create it used tools: Android Studio, SDK, ARCore, QR Generator, Math pattern. A number of markers of mathematical objects have been developed that correspond to the school mathematics course (topic: “Polyhedra and Functions, their properties and graphs”). The developed AR tools were introduced into the process of teaching students of the specialty “Mathematics”. Prospects of research in development of a technique of training of separate mathematics themes with use of AR have been defined.
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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