MONOGRAPHS AND INDEPENDENT RESEARCH

    • The East Central Florida Region Staff Development Project on Advisory and Team
      Organization. Principal Researcher.
      (1990). Progress in Middle Level Education
      (PRIME) Department of Education, State of Florida.

      The East Central Florida Region 3 selected Team Organization and Advisory Programs for the enhancement of middle grade education. The National Middle Grades Resource Center conducted training sessions on the above topics. The results indicated that of the teachers from schools in Region 3, 48.3% have an Advisory Program while 51.7% do not. The topics covered in schools with Advisory Programs, and percentage use by the represented sample, reflected that 27.6% self esteem, 24.1% study skills, 17.9% other 15.2% drugs, 13.8% and 1.4% sex. The actual survey question has been printed on each graph. The results indicate that 50.8% of the teachers in the sample work in a Team Organization in their school while 48.2% do not have teams.
    • The East Central Florida Region Staff Development Project on Cooperative
      Learning. Principal Researcher.
      (1990). Progress in Middle Level Education (PRIME).

      The research examines the degree of utilization of Cooperative Learning Training by teachers in the East Central PRIME Region of Florida. A survey instrument was distributed to each of the 201 participants at the close of a four day training period. The survey information was then analyzed and the following graphs were generated, Use vs. Non-use, Participant Content Area, Distribution of Middle Grade by Building, Distribution of Other grades involved in study. The results indicated that 189 of the 201 participants or 94% have used Cooperative Learning strategies in their classroom. A random selection of 50 teacher responses of selected questions, reflected that 22% of the respondents indicated that students worked well together in Cooperative Learning Groups and 18% of the teachers felt that students improved their scores. In addition, 16% of the teachers indicated that students need work on social skills.
    • Life in the Three Sixth Grades. Research Analyst. (1988). Conducted by the National
      Association of Secondary School Principals, NASSP.
      The purpose of this research was three-fold: (1) to determine in a generalized fashion, the nature of the sixth grade program in the United States as it exists from the standpoint of the consumer, (2) to discern how the programs provided appear to reflect and meet the nature and needs of sixth graders; and (3) to ascertain the ways in which sixth grade programs differ according to their placement in the school organization scheme. To conduct the initial analysis of the studies submitted, a panel of 23 educators was selected. Principals, teachers, and teacher educators were included on the panel. Each analyst received 18 to 20 shadow studies, randomly selected, along with suggestions and guidelines for carrying out the analysis.
    • How Fares The Ninth Grade? Research Analyst. (1985). Conducted by the National
      Association of Secondary School Principals, NASSP.
      The purpose of this research answered the questions: (1) What was the school day really like for the average ninth grader? (2) Was the Educational Program being provided to ninth graders compatible with the nature and needs of youth at this age level? (3) Did the education program in ninth grade vary depending on the type of organizational units in which the grades were housed? One hundred and forty-one observers and twenty-one general research analysts summarized and analyzed packets of studies. When the study was completed, the results were presented on a nationally syndicated televised broadcast.