John E. Bennett
Florida Atlantic University

Abstract: The effects of integration in two large elementary schools are reported. In the first year blacks showed severe drops in reading and mathematics. Whites showed less overall decline. The subsequent year scores for both black and white pupils showed a rebound. Integration appeared to be more disruptive to blacks than to the whites.

Citation: Bennett, J. E. (1974). The effects of integration on achievement in a large elementary school. Florida Journal of Educational Research, 16(1), 12-15.

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Kent D. Beeler
Eastern Michigan University

Abstract: The number, location, and characteristics of two-year colleges that had elevated to four-year status during the past decade was reviewed. Data were gathered from the annual issues of the Education Directory, Higher Education prepared by the U.S. Office of Education. A total of 70 institutions were involved in upward academic moves with the annual average of seven in substantial agreement with similar studies previously reported in the literature. A decreasing percentage of two-year colleges, of the total eligible, were involved yearly. Institutional characteristics church-affiliation, enrollment of under 500, and lack of regional accreditation were present in a higher proportion than found generally in all two-year colleges during the same period. It was concluded that the frequent allegations that the two-year college is an unstable format and has a propensity to seek transformation to a four-year status are inaccurate and have become even more so in recent years.

Citation: Beeler, K. D. (1974). Vertical extension of two-year colleges a ten year survey: 1964-1974. Florida Journal of Educational Research, 16(1), 86-100.

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Hannelore Wass
University of Florida

Abstract: This study explored pupils’ perception and integration of multi- channel information contained in teacher-to-pupil communications. A set of videotaped scenes was produced in which three female elementary teachers enacted messages with varied positive (praising, friendly), neutral (without valuative content), and negative (blaming, unfriendly) connotations in three channels of communication: verbal (content), vocal (tone of voice), and visual (facial expression. smile or frown). Three hundred seven elementary pupils in grades three to six were asked to rate these messages as either “Good,” “Bad,” or “Not Good – Not Bad.” Results indicate that the verbal channel has the strongest impact, determining 80 per cent of the pupils’ over-all evaluation of a teacher’s message. Differences between grades were found. showing decreasing influence of the verbal channel with advancing grades. Negative verbal messages are perceived with similar strength at all four grade levels. Non-verbal messages tend to strengthen or weaken verbal messages. When the verbal channel carries neutral messages more children in lower grades than in upper grades turn to non-verbal channels for valuative clues.

Citation: Wass, H. (1973). Pupil evaluations of teacher messages in three channels of communication. Florida Journal of Educational Research, 15(1), 46-52.

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A. Edward Uprichard
University of South Florida

Abstract: The recent proliferation of classroom observational systems creates a potential problem for educational researchers. For example, “how is a researcher to know if he has chosen an efficient system or systems for use in a particular design?” This paper assumes the position that to realize the greatest payoff when applying observational techniques certain conditions pertaining to the validity and scope of each system must be considered and met.

Citation: Uprichard, A. E. (1973). Intradimensional validity and interdimensional compatibility as they relate to multidimensionality. Florida Journal of Educational Research, 15(1), 85-89.

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John M. Nickens
University of Florida

James L. Wattenbarger
University of Florida

Abstract: In order to study the characteristics of Florida’s Area Vocational Center (AVC) students. the Career Planning Profile (CPP) was administered to 1625 students at centers early in the fall term, 1970. A follow-up questionnaire was administered late in the spring term, 1971.

Citation: Nickens, J. M., & Wattenbarger, J. L. (1973). Characteristics of students enrolled in Florida post high school occupational education programs. Florida Journal of Educational Research, 15(1), 57-68.

Download:  Nickens.151.pdf (1150 downloads )