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TEACHER ATTRITION AND RETENTION IN EXCEPTIONAL STUDENT EDUCATION: AN EVALUATION OF THE SKILLS, TIPS, AND ROUTINES FOR TEACHER SUCCESS (STARTS) INITIATIVE OF VOLUSIA COUNTY, FLORIDA SCHOOLS
Title
TEACHER ATTRITION AND RETENTION IN EXCEPTIONAL STUDENT EDUCATION: AN EVALUATION OF THE SKILLS, TIPS, AND ROUTINES FOR TEACHER SUCCESS (STARTS) INITIATIVE OF VOLUSIA COUNTY, FLORIDA SCHOOLS.
Creator
Speidel, Mary, Magann, Douglas, University of Central Florida
Abstract / Description
Teacher attrition affects the quality of services for students in K-12 education and poses an ongoing challenge for educational leaders, especially in the area of special education. Special educators leave the profession at higher rates than general educators. As a growing state, Florida has identified special education as a critical teacher shortage area. This study evaluated the Skills, Tips, and Routines for Teacher Success (STARTS) initiative of Volusia County Schools, a large district in...
Show moreTeacher attrition affects the quality of services for students in K-12 education and poses an ongoing challenge for educational leaders, especially in the area of special education. Special educators leave the profession at higher rates than general educators. As a growing state, Florida has identified special education as a critical teacher shortage area. This study evaluated the Skills, Tips, and Routines for Teacher Success (STARTS) initiative of Volusia County Schools, a large district in east central Florida. Implemented in 2001 for new ESE teachers, STARTS offered four days of training in policies and procedures, curriculum, and classroom management. Research questions addressed whether STARTS influenced retention of new ESE teachers. Because the literature cited age, ethnicity, special education program area, and grade level assignment as factors in attrition, these were assessed as well. Incorporating employment histories from school year (SY) 1998-1999 through SY 2003-2004, the study evaluated 771 new ESE teachers. Of these, 422 teachers did not participate in STARTS; 349 teachers participated in STARTS. The study reported whether they returned the following year to an ESE position, a general education position, or exited the school system. Contingency table analysis with crosstabulation was used to evaluate statistical relationships among variables. Effect size was assessed with Cramer's V and the contingency coefficient. All analyses were conducted with an alpha of .05. A significant difference existed between the retention rates of new ESE teachers hired before STARTS and during STARTS. In 2000-2001, the school year preceding STARTS, 54.3% of new ESE teachers returned to an ESE position whereas in the first year of STARTS, 71.1% of new ESE teachers returned to an ESE position, an increase of 51%. By SY 2003-2004, 89.7% of new ESE teachers returned to an ESE position, an increase of 65% from the SY 2000-2001 baseline.
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Date Issued
2005
Identifier
CFE0000412, ucf:46409
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000412
A CASE STUDY OF THE STUDENT ACADEMIC SUPPORT SYSTEM: STATE UNIVERSITY SYSTEM OF FLORIDA
Title
A CASE STUDY OF THE STUDENT ACADEMIC SUPPORT SYSTEM: STATE UNIVERSITY SYSTEM OF FLORIDA.
Creator
Hill, Helen, Magann, Douglas, University of Central Florida
Abstract / Description
ABSTRACT In 1985, the Florida Legislature mandated the development of a computer assisted academic advisement program for the State University System. This study of the Student Academic Support System (SASS) explored the administrator and advisor viewpoints, rather than traditional student perception assessments, in order to add to the understanding of computer assisted advising as it now stands in the State of Florida. The goal of this research was to determine the best practices of computer...
Show moreABSTRACT In 1985, the Florida Legislature mandated the development of a computer assisted academic advisement program for the State University System. This study of the Student Academic Support System (SASS) explored the administrator and advisor viewpoints, rather than traditional student perception assessments, in order to add to the understanding of computer assisted advising as it now stands in the State of Florida. The goal of this research was to determine the best practices of computer assisted advising throughout the State University System. Individuals who use or have responsibility for the advising system were identified in each institution in the State University System. An instrument was developed to identify the use of key components of the Student Academic Support System and interviews were scheduled. A review of the literature and results of this study found that there were many factors that influenced the success or failure of a computer assisted advising system. Factors such as funding, administrative sponsorship from the highest levels of the institution, institutional culture, advisor computer proficiency, and the existence of alternate computer advising technologies played significant roles in the development and implementation of the mandated state computer advising system. The qualitative interviews utilized in this case study highlighted the complexities of computer assisted advising. This research studied the perceptions and practices of administrators and advisors in the 11 State Universities in Florida. This research study documents the history of the development and implementation of computer assisted advising within the Florida State University System. As such, this research provides insight for administrators, technology professionals, and policy makers in the field of student advisement. Implications of this study, for the Florida State University System, show that strong administrative support and acceptance of the value of the system by advisors are necessary for successful implementation of a computer assisted advising system. Continued assessment, modification, and funding must be a priority for any institution that utilizes computer assisted advising systems. A properly implemented advising tool, such as the Student Academic Support System, results in a better informed student and a more effective sharing of information between students, advisors, and the university. Properly advised students will reach their educational goals in a timely and efficient fashion. The use of computer assisted advising was found to result in a satisfying academic experience for the advisor and to increase a student's level of satisfaction with the advising encounter.
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Date Issued
2004
Identifier
CFE0000228, ucf:46246
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000228
A COMPARISON OF THE PERCEIVED LEADERSHIP CHARACTERISTICS OF CENTRAL FLORIDA MIDDLE AND HIGH SCHOOL PRINCIPALS AND SCHOOL ACHIEVEMENT SCORES
Title
A COMPARISON OF THE PERCEIVED LEADERSHIP CHARACTERISTICS OF CENTRAL FLORIDA MIDDLE AND HIGH SCHOOL PRINCIPALS AND SCHOOL ACHIEVEMENT SCORES.
Creator
Fisher, Thomas, Magann, Douglas, University of Central Florida
Abstract / Description
The purpose of this inquiry was to examine the possible extent to which specific, identifiable leadership characteristics of Central Florida school principals differ between middle and high school administrators, and to examine if these leadership characteristics display a relationship, either positively or negatively, with the obtainment of student scores on state measures of education accountability (FCAT reading scores). Data from the research sample were collected through the...
Show moreThe purpose of this inquiry was to examine the possible extent to which specific, identifiable leadership characteristics of Central Florida school principals differ between middle and high school administrators, and to examine if these leadership characteristics display a relationship, either positively or negatively, with the obtainment of student scores on state measures of education accountability (FCAT reading scores). Data from the research sample were collected through the administration of a modified version of the Audit of Principal Effectiveness (APE), a survey instrument developed by Dr. Jerry Valentine through the Middle Level Leadership Center at the University of Missouri-Columbia (Valentine & Bowman, 1984). The survey instrument used for this study contained 52 statements regarding principal leadership characteristics divided into two domains (organizational environment and educational program). The organizational environment domain (questions 1-37) establishes the ability of the principal to nurture the on-going climate of the school through development of positive interpersonal relations among the staff members and effective daily operational procedures for the school. The second domain, educational program, ascertains the principal's ability to serve as the educational leader of the school through active involvement in instructional leadership and curriculum development. Teachers were asked to rate their principal on a 9-point Likert-type scale (1 = not effective, 5 = moderately effective, 9 = very effective) on the extent they perceived the principal to be effective in that leadership skill. A sufficient number of surveys (minimum of 7) were returned from teachers at 60 schools (35 middle schools and 25 high schools) out of a possible 104 for a response rate of 57.7%. The investigation found the following: 1) There was no statistically significant difference between the mean scores representing teacher perceptions of principal leadership on either the organizational environment or educational program domains of the (APE) between middle schools and high schools; 2) There was no statistically significant correlation, when middle school and high school principals were treated as one group, between the mean scores representing teacher perceptions of principal leadership on either the organizational environment or educational program domains of the APE and student achievement; 3) There was a statistically significant negative (inverse) correlation between FCAT reading percentage and low-SES percentage for all schools; 4) As teacher rating mean scores on the APE organizational environment domain increased, the negative (inverse) correlation between FCAT reading percentage and low-SES percentage decreased but not at statistically significant levels; and 5) A positive correlation between teacher rating mean scores and FCAT reading percentage was indicated for high school principals on both the organizational environment and educational program domains of the APE. These correlations were not statistically significant at the higher alpha required for multiple correlation tests, but they were positive and the correlation for the organizational environment domain approached significance.
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Date Issued
2005
Identifier
CFE0000400, ucf:46345
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000400
THE EFFECTS OF AN ACADEMIC SUPPORT SERVICES UNIT ON THE GRADE POINT AVERAGE FOR STUDENTS ADMITTED ON PROBATION
Title
THE EFFECTS OF AN ACADEMIC SUPPORT SERVICES UNIT ON THE GRADE POINT AVERAGE FOR STUDENTS ADMITTED ON PROBATION.
Creator
Branham, Keith, Magann, Douglas, University of Central Florida
Abstract / Description
The goal of this research was to examine the effects, if any, the programs available from an Academic Support Services unit of a small, private, liberal arts college might have on the grade point averages of students admitted on probation over two major semesters. The assumption was that the students who utilized the services of the Academic Center for Excellence would demonstrate more increases in GPA than students who did not utilize the services. The literature review of this study found...
Show moreThe goal of this research was to examine the effects, if any, the programs available from an Academic Support Services unit of a small, private, liberal arts college might have on the grade point averages of students admitted on probation over two major semesters. The assumption was that the students who utilized the services of the Academic Center for Excellence would demonstrate more increases in GPA than students who did not utilize the services. The literature review of this study found that, although there were many factors and student characteristics that could predict and explain student achievement in course work, GPA was a good predictor and the only real measure of a student's performance. The programs designed to offer support are demonstrated to aid students in improving their academic achievement. The results of this study suggest that GPA is a good predictor of a student's academic achievement and a primary method of assessing student academic achievement. However, there was no apparent impact of the support services unit on the grade point averages of the students admitted on probation. Suggested uses for the study included the development of freshman orientation programs that integrate the student into academic life and a retooling of counseling and advising programs.
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Date Issued
2005
Identifier
CFE0000388, ucf:46341
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000388
A PROFILE OF THE LITERACY PRACTICES OF K-5 CENTRAL FLORIDA TEACHERS OF THE YEAR 2004-2005
Title
A PROFILE OF THE LITERACY PRACTICES OF K-5 CENTRAL FLORIDA TEACHERS OF THE YEAR 2004-2005.
Creator
Cowern, Stephanie, Magann, Douglas, University of Central Florida
Abstract / Description
The problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were...
Show moreThe problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were also evaluated and discussed when total length of years teaching, and length of years at present grade level were considered. The data were derived from the 66 (59.4%) classroom Teachers of the Year who responded to the survey. Overall, the findings showed little congruency between exemplary teaching practices as measured by the NELTA and teachers' self-described practices. Many teachers indicated utilizing grade level practices best suited for grade levels higher than the ones they were presently teaching. Demographic variables did little to clarify the profile of the Teachers of the Year; however, 18 teachers with 7 or more years of teaching experience (27.2%) responded with the highest levels of congruency. Furthermore, using the domains and indicators of the NELTA, 13 grade 4 teachers (19.7%) demonstrated the highest level of congruence with grade 4 best practices. Conclusions were made to explain this along with recommendations for future research.
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Date Issued
2004
Identifier
CFE0000249, ucf:46229
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000249
AN ANALYSIS AND COMPARISON OF SCHOOL CULTURE WITH ACADEMIC ACHIEVEMENT OF MIDDLE SCHOOL STUDENTS WITH SPECIFIC LEARNING DISABILITIES
Title
AN ANALYSIS AND COMPARISON OF SCHOOL CULTURE WITH ACADEMIC ACHIEVEMENT OF MIDDLE SCHOOL STUDENTS WITH SPECIFIC LEARNING DISABILITIES.
Creator
Quiambao, Joan, Magann, Douglas, University of Central Florida
Abstract / Description
This study was developed to generate data about the overall culture of selected central Florida middle schools in Osceola County. It was designed to enhance the existing body of knowledge on collaboration, collegiality and self-efficacy, as related to the academic achievement of students with specific learning disabilities. This study focused on two research questions: (a) to determine how well the three key areas of school culture (collaboration, collegiality and teacher efficacy) predict...
Show moreThis study was developed to generate data about the overall culture of selected central Florida middle schools in Osceola County. It was designed to enhance the existing body of knowledge on collaboration, collegiality and self-efficacy, as related to the academic achievement of students with specific learning disabilities. This study focused on two research questions: (a) to determine how well the three key areas of school culture (collaboration, collegiality and teacher efficacy) predict the placement of middle school students with specific learning disabilities in general education or special education (resource and separate class)settings and (b) to determine what relationships (if any) exist between the three key areas of school culture (collaboration, collegiality and teacher efficacy) and FCAT Reading and Mathematics scores of middle school students with specific learning disabilities. Secondary analyses consisted of (a) analyzing and comparing the three areas of school culture across the selected schools and (b) analyzing and comparing FCAT Reading and Mathematics scores of middle school students with learning disabilities across general education, resource and separate class educational settings. The population of this study consisted of seventh and eighth grade middle school students with specific learning disabilities during the 2003 - 2004 school year in the selected middle schools in Osceola County Public Schools, Kissimmee, Florida. To control for the high mobility rate, only those students who attended the same middle school since grade 6 were selected. Twenty-five general education and five exceptional education teachers were randomly selected from each of the four selected middle schools. FCAT Reading comprehension and Mathematics problem solving percentile rank scores for all selected students with specific learning disabilities over a four-year period (2001 through 2004). According to a review of professional literature research findings, the researcher concluded that (a) none of the three key areas of school culture (collaboration, collegilaity or teacher efficacy) predicted the placement of middle school students with specific learning disabilities in general education or special education (resource or separate class) educational settings and (b) there were no relationships between any of the three key areas of school culture and FCAT Reading and Mathematics scores for middle school students with specific learning disabilities in the sample population. Secondary analyses revealed (a) strong overall cultures in the selected middle schools, as overall culture scores in collaboration, collegiality and teacher efficacy ranged from the mid 2nd quartile to mid 3rd quartile; (b) statistically significant differences between Reading and Mathematics FCAT scores for students in general education as opposed to those in resource or separate class placements. (No statistically significant differences were found between FCAT Reading and Mathematics scores of students in resource room or separate class placements.)
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Date Issued
2004
Identifier
CFE0000194, ucf:46154
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000194