Catherine Emihovich
Florida State University

Abstract: In the traditional educational research model teachers were not viewed as creators of new knowledge about education, but were perceived simply as consumers of information obtained through research conducted under the process-product paradigm. This paper provides an overview of two concepts that are closely related, the reflective teacher and the teacher researcher, and describes how school- and university-based researchers can more effectively utilize teacher-generated knowledge to help improve our schools. The emerging consensus is that encouraging teachers to become more reflective, or even to become researchers in their own classroom, will help produce significant improvements in education that traditional research has not been able to demonstrate.

Citation: Emihovich, C. (1992). Teacher research: school/university collaboration from a new perspective. Florida Journal of Educational Research, 32(1), 7-15.

Download:  Emihovich.321.pdf (979 downloads )

Richard L. Tate
Florida State University

Abstract: An exploratory study of the value of ridge regression for interactive models is reported. Assuming that the linear terms in a simple interactive model are centered to eliminate nonessential multicollinearity, a variety of common models, representing both ordinal and disordinal interactions, are shown to have “orientations” which are favorable to ridge regression. Comparisons of the potential efficiency of ridge regression to that of ordinary least squares across a wide range of conditions clearly suggest the value of ridge procedures for many centered interactive models.

Citation: Tate, R. L. (1988). Ridge regression for interactive models. Florida Journal of Educational Research, 30(1), 15-33.

Download:  Tate.301.pdf (1069 downloads )

Margaret A. Moore
Eastern Michigan University

Susan Turner
Hillsborough School District

Abstract: This exploratory study evaluated the effects of using word processors to aid fourth and fifth grade students in developing writing skills. Results suggest that the compositions of students who used word processors improved more than those of students who did not. An analysis of students’ composition revision characteristics indicates that students who used word processors made more revisions and that their revisions were more meaningful than those of students who did not use word processors.

Citation: Moore, M. A., & Turner, S. (1988). Evaluating the use of word processors in teaching writing composition. Florida Journal of Educational Research, 30(1), 73-82.

Download:  Moore.301.pdf (1253 downloads )

Garrett R. Foster
Florida State University

Margareda Southard
Boston University

Abstract: A survey of instructional, administrative, and policy level personnel who participated in needs assessment studies in twelve Florida school districts revealed several problems in the use of the discrepancy model in needs assessment. These problems relate to the use of size of discrepancy as a basis for establishing needs priorities and to the setting of priorities without adequate consideration of potential solutions. Alternative criteria and procedures for setting needs priorities are presented.

Citation: Foster, G. R., & Southard, M. (1988). Criteria for selling needs priorities: the practitioner’s perspective. Florida Journal of Educational Research, 30(1), 35-43.

Download:  Foster.301.pdf (1867 downloads )

Sylvia Kay Fisher
Pinellas County School District

Hirohide Shibutani
Pinellas County School District

Abstract: A generalizeable systems-based needs analysis model was developed to help school district testing and evaluation offices evaluate current problems with their information processing systems and identify additional computer capabilities required to upgrade their system. The model was implemented with the Pinellas County School District Department of Program Evaluation and resulted in a cost-effective prescription for improving their current computer capabilities.

Citation: Fisher, S. K., & Shibutani, H. (1988). A computer needs analysis model for school district testing and evaluation offices. Florida Journal of Educational Research, 30(1), 45-58.

Download:  Fisher2.301.pdf (1218 downloads )