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- Title
- WHY EVIDENCE MATTERS: EXAMINING THE KNOWLEDGE AND PERCEPTION OF PRE-SERVICE TEACHERS.
- Creator
-
Campbell, Stefanie, Storey, Valerie, University of Central Florida
- Abstract / Description
-
Evidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been...
Show moreEvidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been studied in scientific experiments to determine their effectiveness. The general public, as well as practicing teachers, holds an assumption that educators have knowledge as to what is evidence-based education. However, this is not always the case. The objective of this these include: to document how pre-service teachers access research findings and what types of findings they use in their practice, to identify the purposes of its utilization, to identify the factors that influence research utilization, and to ensure the accessibility of the findings of this study. The population for this study will be pre-service teachers at a large public higher education institution and one state college. In order to meet these objectives I conducted a survey, a pre-service teacher focus group, and an interview with faculty. Research findings will impact pre-service teacher preparation programs and increase our understanding of the link between the researchers and educators
Show less - Date Issued
- 2014
- Identifier
- CFH0004707, ucf:45406
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004707
- Title
- Video game self-efficacy and its effect on training performance.
- Creator
-
Ortiz, Skilan, Bowers, Clint, Fritzsche, Barbara, Joseph, Dana, Cannon-Bowers, Janis, University of Central Florida
- Abstract / Description
-
This study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of...
Show moreThis study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of serious games to be more effective than traditional methods of training when it comes to task performance.
Show less - Date Issued
- 2014
- Identifier
- CFE0005224, ucf:50639
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005224
- Title
- THE INTEGRATION OF MUSIC IN AN ELA CLASSROOM: CREATING PEDAGOGICAL PARODIES FOR ELEMENTARY EDUCATION.
- Creator
-
Smith, Doranna, Jennings-Towle, Kelly, University of Central Florida
- Abstract / Description
-
The intent of this thesis is to capitalize the effects of using music as a tool in tandem with English language arts in order for students to improve their ELA skills. Songs are already flooding the Internet and social media; such as Facebook, Instagram, Twitter, and Vine, echoing in the background of television broadcasts and commercials, and blasting across radio stations and in public areas like restaurants and malls, classroom lessons tied to current songs, are more apt to resonate with...
Show moreThe intent of this thesis is to capitalize the effects of using music as a tool in tandem with English language arts in order for students to improve their ELA skills. Songs are already flooding the Internet and social media; such as Facebook, Instagram, Twitter, and Vine, echoing in the background of television broadcasts and commercials, and blasting across radio stations and in public areas like restaurants and malls, classroom lessons tied to current songs, are more apt to resonate with students in this era. In lieu of subconsciously humming a song by popular artist such as Beyonce, Kanye West, and Taylor Swift, students could accomplish more in a classroom environment while using music as a tool. This includes using music as a tool for learning through reading, as well as teaching writing processes through song.
Show less - Date Issued
- 2017
- Identifier
- CFH2000171, ucf:45993
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000171
- Title
- THE IMPORTANCE OF EDUCATION FROM A GLOBAL PERSPECTIVE: TEACHING DON QUIXOTE IN THE 21ST CENTURY.
- Creator
-
Sepulveda, Natalia, García, Martha, University of Central Florida
- Abstract / Description
-
The objective of this study is to concentrate on the topic of education in the Cervantine works, by examining the importance and significance from a global perspective using a 17th century text, Don Quixote of La Mancha, as part of the teachings in the 21st century classroom. In order to fulfill this objective, the following exegesis will consider specific episodes of Don Quixote and it will delve into the following questions: How do specific episodes reflect how education influences those...
Show moreThe objective of this study is to concentrate on the topic of education in the Cervantine works, by examining the importance and significance from a global perspective using a 17th century text, Don Quixote of La Mancha, as part of the teachings in the 21st century classroom. In order to fulfill this objective, the following exegesis will consider specific episodes of Don Quixote and it will delve into the following questions: How do specific episodes reflect how education influences those surrounding Don Quixote? How do Don Quixote and his squire Sancho have a continuous learning process of what is considered real versus what should be considered ideal? How are Don Quixote's values reflected in the 21st century? How the text Don Quixote impacted the 21st century's education? In order to answer these questions, this study will include cultural aspects of the period and its historical and social context.
Show less - Date Issued
- 2012
- Identifier
- CFH0004313, ucf:45040
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004313
- Title
- The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement.
- Creator
-
Sahin, Nesrin, Dixon, Juli, Haciomeroglu, Erhan, Ortiz, Enrique, Bai, Haiyan, Schoen, Robert, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group...
Show moreThe purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group attended CGI workshops whereas the teachers in the control group did not. Next, the study analyzed the differences in the mathematics achievement of students between different strategy groups. A student posttest, which was ITBS (Math Problems and Math Computation), was used to compare students' mathematics achievement. A student pretest was used as a covariate. The results of this study showed that there were statistically significant differences in the students' use of strategies between the treatment and control groups at the second grade level. A greater percentage of treatment students used derived facts / recall strategies (the most advanced strategy for single-digit addition and subtraction) than control students did. The results related to the effect of students' use of strategies on their mathematics achievement showed that the students who used derived facst/recall strategies for single-digit problems had significantly higher mathematics achievement than students who used counting or concrete modeling strategies. Furthermore, the students who used invented algorithms for multi-digit problems had significantly higher mathematics achievement than the students who used standard algorithms.
Show less - Date Issued
- 2015
- Identifier
- CFE0005704, ucf:50137
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005704
- Title
- The Effect of Allocated Assessment Time and Allocated Instructional Time on Student Achievement in Small, Medium, and Large School Districts in Florida.
- Creator
-
Crupi, Samuel, Jeanpierre, Bobby, Gresham, Gina, Haciomeroglu, Erhan, University of Central Florida
- Abstract / Description
-
To date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, (&) Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on...
Show moreTo date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, (&) Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on task in learning activities and student achievement (Fredricks, McColskey, Meli, Mordica, Montrosse, (&) Mooney, (2011). There is current legislation to increase the time demands of assessment and the resulting decrease of allocated instructional time may result in lower levels of student achievement (Butler, 1926; 1936; Brophy, Rohrkemper, Rashid, (&) Goldwater, 1982; Carroll, 1963; Doppelt, Mehalik, Schunn, Silk, (&) Krysinski, 2008; Spanjers, Burns, (&) Wagner, 2008; Wyss, Dolenc, Kong, (&) Tai, 2013). The purpose of this study was to compare allocated assessment time to allocated instructional time in small, medium, and large school districts in Florida. A sample of 12 school districts was selected representing small, medium, and large school districts based on student enrollment from Florida Education Finance Plan (FEFP) data. Data related to State and school district mandated assessments were collected for each school district using school district testing calendars and State assessment calendars. These data were examined and the number of minutes spent on each assessment was calculated. The calculation was used to determine the amount of time spent on State and school district mandated assessment. Allocated instructional time was calculated using the difference in allocated time and allocated assessment time. In addition, data were analyzed to determine what, if any, relationship existed between allocated assessment time and school district size as well as student achievement. Time lost to assessment preparation was also included in the determination of allocated assessment time.
Show less - Date Issued
- 2015
- Identifier
- CFE0005777, ucf:50056
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005777
- Title
- THE ECONOMICS OF A YOUNG AUDIENCE.
- Creator
-
Bosley, Cicely, Weaver, Earl, University of Central Florida
- Abstract / Description
-
As a theatre for young audiencesÃÂ' (TYA) teacher, artist, and administrator, I seek to explore where and how TYA fits into business and economic models to open a dialogue between TYA practitioners and business administration professionals. Through this qualitative study, I endeavor to foster a new language for TYA practitioners to enhance fundraising and audience development. By its own definition, TYA is a hybrid field that strives for both artistic form and educative...
Show moreAs a theatre for young audiencesÃÂ' (TYA) teacher, artist, and administrator, I seek to explore where and how TYA fits into business and economic models to open a dialogue between TYA practitioners and business administration professionals. Through this qualitative study, I endeavor to foster a new language for TYA practitioners to enhance fundraising and audience development. By its own definition, TYA is a hybrid field that strives for both artistic form and educative function. With a dual focus of form and function, administrators struggle to advocate for TYA organizations within existing models. To move through this challenge, I look to analyze select extant models in an effort to address a new hybrid model that better suits a hybrid field. This project arises from the persistent challenges found within the TYA field of defining and valuing our work for and with young people, so I approach this research as a TYA practitioner seeking tools for advocacy. Through my work as a teacher and artist moving into a business office, I observed marketing and development directors from the non-TYA fields challenged by the nature of our work. Paralleling that challenge, I struggle to articulate the necessity of my work with young people as equal to the importance of artistic excellence. My research leads me to believe that TYA does not neatly affix to any business model, but an analysis and marriage of several models may create a working model which TYA practitioners can employ.
Show less - Date Issued
- 2010
- Identifier
- CFE0003003, ucf:48372
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003003
- Title
- The Comparison of the School District Curriculum Alignment with Algebra Content Standards.
- Creator
-
Lipscomb, Karen, Murray, Barbara, Doherty, Walter, Baldwin, Lee, Pawlas, George, University of Central Florida
- Abstract / Description
-
The purpose of this study was to analyze school district curriculum alignment with state and national standards to find content omissions that may contribute to low Algebra End-of-Course exam scores in ninth grade. The study primarily looked for algebra course content omissions in the algebra, functions, and statistics' domains of the algebra curriculum. These three categories were chosen because low achievement for ninth grades students was recorded in each category for a Medium Sized Rural...
Show moreThe purpose of this study was to analyze school district curriculum alignment with state and national standards to find content omissions that may contribute to low Algebra End-of-Course exam scores in ninth grade. The study primarily looked for algebra course content omissions in the algebra, functions, and statistics' domains of the algebra curriculum. These three categories were chosen because low achievement for ninth grades students was recorded in each category for a Medium Sized Rural School District. The study also examined the pre-algebra curriculum for a Medium Sized Rural School District to see if alignment was present with the algebra curriculum. Embedded skills needed for algebra success were also recorded to develop an in-depth look at the curriculum alignment. The embedded skills are skills that should be mastered before students are placed in the pre-algebra course.The algebra state standards were compared with the Medium Sized Rural School District local algebra standards. From the local standards, 95 coded algebra skills were established as pertinent for mastery of algebra content. The 95 coded algebra skills were used in the constant comparison document analysis to find content omissions in the algebra curriculum, the pre-algebra curriculum, and the algebra textbook. The 95 algebra coded skills were also examined individually to record embedded skills needed for mastery of each skill. An additional study was performed on the amount of time given to the mastery of the 95 algebra coded skills or performance tasks.The following results were found in this research for curriculum alignment. In a Medium Size Rural School District, the algebra curriculum and algebra textbook were analyzed for the presence of 95 essential performance tasks in search for missing content. The algebra curriculum and algebra textbook were both found to be aligned with the algebra state standards. These findings allow educators to look at other factors that may contribute to low performance on the Algebra End-of-Course exam. Content omissions were found in the pre-algebra curriculum that showed a lack of alignment with the algebra course. Also, 77 embedded skills were recorded as prerequisites to algebra mastery. Last, the amount of material to be mastered in a ninth grade algebra course may be too numerous for ninth grade algebra students to master the material.
Show less - Date Issued
- 2016
- Identifier
- CFE0006348, ucf:51574
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006348
- Title
- TEACHING AS A MORAL ACT: SIMONE WEIL'S LIMINALITY AS AN ADDITION TO THE MORAL CONVERSATION IN EDUCATION.
- Creator
-
Bowden, MaryZoe, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
We are facing a crisis in education: there is a vacuum where there once was an exhortation in terms of how teachers serve as moral models for their students. This reality becomes even more complex when the particular educator facing the dilemma has a specific religious perspective herself. The problem confronted in this philosophical study is how does today's educator, working in the public sector and having a particular religious background, best serve her students in her role as a moral...
Show moreWe are facing a crisis in education: there is a vacuum where there once was an exhortation in terms of how teachers serve as moral models for their students. This reality becomes even more complex when the particular educator facing the dilemma has a specific religious perspective herself. The problem confronted in this philosophical study is how does today's educator, working in the public sector and having a particular religious background, best serve her students in her role as a moral agent, given an environment that is either vacuous of or even hostile toward the moral vector implicit in education. The following questions are considered: 1) Does education today have a moral end? 2) What should that moral end be? 3) What should the educator's role be in said education? 4) Has education historically served as a moral endeavor? 5) And finally, how much should a teacher with a specific religious basis for her morals allow that to affect her role as moral agent in a secular setting? In order to respond to these questions, an historical review of how teachers were traditionally expected to serve as moral agents was undertaken, as were a review of contemporary research on moral education and a consideration of numerous philosophers' perspectives. Simone Weil, a French philosopher and teacher, is looked to as an example of a woman who lived her life with a core set of beliefs that led her to both push boundaries and yet remain in a liminal space that allowed her to remain open to others' values and needs. Weil's liminal approach to life is explored in combination with MacIntyre's call to found a morality on virtues based on a teleological view of man. Ultimately it is suggested that the educator with a deep sense of faith must both strive to function in the liminality Weil represented, and to root herself deeply in her own faith, from which she will gain the strength to live within the necessary tension evoked by teaching in a secular institution.
Show less - Date Issued
- 2009
- Identifier
- CFE0002898, ucf:48044
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002898
- Title
- Superforecasting or SNAFU: The Forecasting Ability of the US Military Officer.
- Creator
-
Raugh, David, Handberg, Roger, Dolan, Thomas, Powell, Jonathan, Gannon, Barbara, University of Central Florida
- Abstract / Description
-
What is the impact of military institutional tendencies and habits on U.S. Army senior officer forecasting accuracy and how does this forecasting ability shape success in battle? Military leaders plan operations based on the forecasted strengths and vulnerabilities of their adversary. Negative habits, such as limited option development, confirmation bias, doctrinal overreliance, and over-consideration of sunk costs, inhibit effective forecasting. The tempo of the modern battlefield,...
Show moreWhat is the impact of military institutional tendencies and habits on U.S. Army senior officer forecasting accuracy and how does this forecasting ability shape success in battle? Military leaders plan operations based on the forecasted strengths and vulnerabilities of their adversary. Negative habits, such as limited option development, confirmation bias, doctrinal overreliance, and over-consideration of sunk costs, inhibit effective forecasting. The tempo of the modern battlefield, hierarchical culture, and institutional tendencies of the US Army may promote and reinforce these habits. I surveyed Colonels in US Army War College programs to measure their individual tendencies, levels of education, and accuracy in forecasting events during a three to twelve-month future. Quantitative analysis of the resulting data shows that these habits are present and negatively affect forecasting ability; additionally, higher levels of education positively affect forecast accuracy, possibly counteracting the effects of negative institutional tendencies and habits. Extending the research using historical and contemporary case studies of senior US Army Generals, including interviews of General David Petraeus and other high-ranking officials, I find that rejection of these institutional habits and tendencies enabled superior forecasting, leading to battlefield success. I conclude by examining how educational levels of commanding generals in the Iraq War affected military success. Exploratory quantitative analysis of data collected from the US Army historical archives shows that higher levels of education positively affected significant activities within the general's assigned areas.
Show less - Date Issued
- 2019
- Identifier
- CFE0007519, ucf:52609
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007519
- Title
- School Has a Bad Storyline: Gamification in Educational Environments.
- Creator
-
Pynn, Irene, Brenckle, Martha, Janz, Bruce, Underberg-Goode, Natalie, Hopp, Carolyn, University of Central Florida
- Abstract / Description
-
School often has low engagement and frustrating or absent options for the kind of agency the Federal Government's 2016 National Education Technology Plan now recommends educators include in their curriculum. Video games offer opportunities for people to participate in critical problem solving through creative projects. From balancing character statistics, to collaborating with other players, to making ethical and tactical decisions that can change the outcome of the story, successful games...
Show moreSchool often has low engagement and frustrating or absent options for the kind of agency the Federal Government's 2016 National Education Technology Plan now recommends educators include in their curriculum. Video games offer opportunities for people to participate in critical problem solving through creative projects. From balancing character statistics, to collaborating with other players, to making ethical and tactical decisions that can change the outcome of the story, successful games draw on the player's interest in learning and analyzing numbers, locations, visual clues, narrative elements, people, and more. One useful example may be found in visual novels (VNs), a medium that pulls from narrative structures found in Choose Your Own Adventure Novels. These interactive narratives are a largely untapped resource (for educational uses) of guided critical thinking. My ongoing research explores the efficacy of implementing VNs into digital pedagogies to encourage the development of (")creatigational skills.(") This term is a response to the problematic wording already in use for skills such as creative thinking and collaborative abilities, skills encouraged by and developed through interactive activities, such as gaming and many of the arts. Current terminology labels them (")soft(") or (")non-cognitive(") skills, which are clear misnomers that passively diminish the importance of creative thought. This research explores how gaming, specifically so-called (")narrative(") gaming, of which VNs are one example, might contribute to the development of creatigational skills in students. Through the creation of VNs for this study, I examine both the ability of this genre to engage and encourage imaginative thought, as well as the practicality of designing and developing VNs for classroom use.
Show less - Date Issued
- 2017
- Identifier
- CFE0006906, ucf:51728
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006906
- Title
- Report of the Board of Control: 1948.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1948 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control...
Show moreReport of the Board of Control 1948 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1948
- Identifier
- DP0003554
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003554
- Title
- Report of the Board of Control: 1962-1964.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1962/1964 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board...
Show moreReport of the Board of Control 1962/1964 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1962
- Identifier
- DP0003772
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003772
- Title
- Report of the Board of Control: 1960-1962.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1960/1962 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board...
Show moreReport of the Board of Control 1960/1962 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1960
- Identifier
- DP0003769
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003769
- Title
- Report of the Board of Control: 1958-1960.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1958/1960 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board...
Show moreReport of the Board of Control 1958/1960 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1958
- Identifier
- DP0003768
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003768
- Title
- Report of the Board of Control: 1956-1958.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1956/1958 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board...
Show moreReport of the Board of Control 1956/1958 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1956
- Identifier
- DP0003534
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003534
- Title
- Report of the Board of Control: 1954-1956.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1954/1956 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board...
Show moreReport of the Board of Control 1954/1956 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1954
- Identifier
- DP0003533
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003533
- Title
- Report of the Board of Control: 1950-1952.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1950/1952 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board...
Show moreReport of the Board of Control 1950/1952 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1952
- Identifier
- AAA7017QF00007/21/200306/22/200417528SfasIa D0QF, ONICF134- 3, FHP C CF 2003-07-21, FCLA url 20040401xOCLC, 55693843, SN0AAA7017_0018_000, 2436178, ucf:23477
- Format
- E-book
- PURL
- http://purl.flvc.org/fcla/tc/fhp/SN0AAA7017_0018
- Title
- Report of the Board of Control: 1948-1950.
- Creator
-
Florida, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1948-1950 volume. The serial report gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board...
Show moreReport of the Board of Control 1948-1950 volume. The serial report gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1950
- Identifier
- AAA7017QF00007/21/200306/22/200417528SfasIa D0QF, ONICF134- 3, FHP C CF 2003-07-21, FCLA url 20040401xOCLC, 55693843, SN0AAA7017_0017_000, 2435021, ucf:22908
- Format
- E-book
- PURL
- http://purl.flvc.org/fcla/tc/fhp/SN0AAA7017
- Title
- Report of the Board of Control: 1946.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1946 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control...
Show moreReport of the Board of Control 1946 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1946
- Identifier
- DP0003553a
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003553_a