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A CASE STUDY OF THE PERCEPTIONS OF PRINCIPALS OF VOUCHER ELIGIBLE HIGH SCHOOLS IN FLORIDA
Title
A CASE STUDY OF THE PERCEPTIONS OF PRINCIPALS OF VOUCHER ELIGIBLE HIGH SCHOOLS IN FLORIDA.
Creator
Bolen, Robert, Taylor, Rosemarye, University of Central Florida
Abstract / Description
The publication of A Nation at Risk in 1983 has prompted a series of attempts to revise the educational system's outcomes. Legislative and executive reform bills have resulted in Educational Vouchers being a prime source of reform. A case study of the perceptions of public high school principals in Florida that are at Voucher Eligible high schools to those perceptions of principals at schools graded 'A' as of the 2002-03 academic school year was the focus of this study. Four...
Show moreThe publication of A Nation at Risk in 1983 has prompted a series of attempts to revise the educational system's outcomes. Legislative and executive reform bills have resulted in Educational Vouchers being a prime source of reform. A case study of the perceptions of public high school principals in Florida that are at Voucher Eligible high schools to those perceptions of principals at schools graded 'A' as of the 2002-03 academic school year was the focus of this study. Four public high school principals from two Florida districts were used in this study. Two schools were identified as Voucher Eligible and graded "F" and two were examples of best practices or graded "A" or "B". Analyzed data identified recurring patterns between the four schools.Both advocates and detractors view of vouchers would be given a full historical review. Included in the research were the four major educational criteria of educational vouchers that were used in voucher development policy. The three major components of Florida's Voucher Programs, along with the No Child Left Behind Act were examined along with accountability measures and parent/student rights. The data revealed that there was a positive relationship between the minority rate of a school and the school's grade. Data also revealed that it would be beneficial for all schools and communities to work together to address the reading level issue as these programs have shown a positive relationship between the overall reading level and the school's grade.
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Date Issued
2007
Identifier
CFE0001565, ucf:47152
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001565
Effects of a Female Appointed Leader's Degree of Intervention and Orientation Behavior on a Task Oriented Group's Decision Effectiveness, Member Satisfaction, and Time to Solution
Title
Effects of a Female Appointed Leader's Degree of Intervention and Orientation Behavior on a Task Oriented Group's Decision Effectiveness, Member Satisfaction, and Time to Solution.
Creator
Page, Robert D., Taylor, K. Phillip, Arts and Sciences
Abstract / Description
University of Central Florida College of Arts and Sciences Thesis
Date Issued
1983
Identifier
CFR0008150, ucf:52943
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFR0008150
Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom
Title
Nam June Paik and Avant-Garde as Pedagogy: Promoting Student Engagement and Interdisciplinary Thinking in the Undergraduate Humanities Classroom.
Creator
Mazzarotto, Marcia, Mauer, Barry, Applen, John, Rounsaville, Angela, Taylor, Robert, University of Central Florida
Abstract / Description
This dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The study first addresses pedagogy and avant-garde art within their historical contexts as separate, but related disciplines. Subsequently the study fuses pedagogy and avant-garde art and provides examples of in-class activities and out-of-class assignments that illustrate the ways in which avant...
Show moreThis dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The study first addresses pedagogy and avant-garde art within their historical contexts as separate, but related disciplines. Subsequently the study fuses pedagogy and avant-garde art and provides examples of in-class activities and out-of-class assignments that illustrate the ways in which avant-garde methods function as practical teaching and learning methods. Further, the study presents artist Nam June Paik, whose work exemplifies the theoretical and practical underpinnings of avant-garde art as pedagogy. The dissertation champions the pedagogy of John Dewey, who called for a progressive educational system. It also argues for Paulo Freire's critical pedagogy and the Jesuits' Ignatian pedagogical paradigm, both of which serve as necessary complements in achieving Dewey's goal of an experiential educational environment. Dewey believed education should co-exist with life and should not be treated as a preparation for it, and thus his theories on aesthetics, in particular, argued that art is not severed from life, an idea shared by four avant-garde movements discussed in this study: Futurism, Dada, Surrealism, and Fluxus. Each of these movements sought to change the political and cultural environment, while maintaining that art and life are on equal ground. These pedagogies, aided by avant-garde methods, encourage and challenge students to engage with and think critically about the world around them.
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Date Issued
2017
Identifier
CFE0006623, ucf:51282
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006623
The Workplace Consequences of Obesity: Impacts on the Organization, the Employee, and the Proximal Coworker
Title
The Workplace Consequences of Obesity: Impacts on the Organization, the Employee, and the Proximal Coworker.
Creator
Johnson, Michael, Schminke, Marshall, Folger, Robert, Taylor, Shannon, Galperin, Bella, University of Central Florida
Abstract / Description
Obesity is a condition affecting billions of people around the world. Its societal, psychological, and health outcomes have been well documented across multiple disciplines. Moreover, obesity leads to serious workplace outcomes for the organization, the obese individual, and the coworkers working around the obese employee. With this multi-chapter dissertation, I review the literature on the workplace consequences of obesity and extend one potentially fruitful area within this literature base:...
Show moreObesity is a condition affecting billions of people around the world. Its societal, psychological, and health outcomes have been well documented across multiple disciplines. Moreover, obesity leads to serious workplace outcomes for the organization, the obese individual, and the coworkers working around the obese employee. With this multi-chapter dissertation, I review the literature on the workplace consequences of obesity and extend one potentially fruitful area within this literature base: obesity's impact on a proximal employee.Chapter 1 reviews the workplace consequences associated with obesity. The purpose is to evaluate and integrate this multidisciplinary literature so that management scholars can take up the study of obesity. Although a limited amount of work is being done in management, this work is stagnant and ignoring the larger body of literature from other areas. Addressing this weakness, this chapter accomplishes three goals. First, it reviews the empirical literature and conceptual foundations that have examined the workplace consequences of obesity. Second, it develops an integrated conceptual model of obesity's impact on workplace outcomes, with particular attention to the processes by which obesity is associated with these outcomes. Third, it presents key unanswered questions and directions for future research.Chapter 2 explores a new target for the impact of obesity, the non-obese coworker working around the obese employee. This chapter considers how an employee's obesity can affect a proximal coworker's job performance. To do so, it considers the three people: an observer (Person A), an obese employee (Person B), and a non-obese coworker (Person C). To date, the main theoretical framework has only considered ratings in the mind of an observer (Person A) and how the negative attitudes associated with obesity (Person B) can spill over onto a proximal worker (Person C). This leads an observer (Person A) to rate the coworker's (Person C) performance more negatively than a coworker not working around an obese employee (Person B). However, beyond the impact of obesity on the subjective evaluations by an observer (Person A), there is reason to believe that the non-obese employee (Person C) may be impacted in such a way to affect actual job performance. Accordingly, I competitively test three theoretical perspectives that may explain the processes by which a coworker's obesity (Person B) may impact a proximal coworker's (Person C) job performance. One of these perspectives (stereotype activation theory), receives consistent support across samples.Chapter 3 presents a concluding discussion. I consider lessons learned from Chapter 2 and integrate these with the literature reviewed in Chapter 1.
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Date Issued
2017
Identifier
CFE0006608, ucf:51270
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006608
Driven to Dishonesty: The Effects of Commuting on Self-Regulatory Depletion and Unethical Behavior
Title
Driven to Dishonesty: The Effects of Commuting on Self-Regulatory Depletion and Unethical Behavior.
Creator
Griffith, Matthew, Folger, Robert, Taylor, Shannon, Crossley, Craig, Sivo, Stephen, University of Central Florida
Abstract / Description
Most people must commute to and from work each day, yet little research has examined this critical time between home and work and the potential spillover effects of commuting on employees' subsequent workplace behavior. Drawing on self-regulation theory and the commuting stress literature, I propose that stressful driving conditions on the way to work (e.g., bad weather, traffic congestion, long routes) can cause employees to subsequently behave unethically at work. Specifically, I suggest...
Show moreMost people must commute to and from work each day, yet little research has examined this critical time between home and work and the potential spillover effects of commuting on employees' subsequent workplace behavior. Drawing on self-regulation theory and the commuting stress literature, I propose that stressful driving conditions on the way to work (e.g., bad weather, traffic congestion, long routes) can cause employees to subsequently behave unethically at work. Specifically, I suggest this occurs through a depletion of self-regulation as resources are consumed while driving under stress and thus unavailable for deterring tempting, unethical behavior. I test this mediation model in two studies using an experimental-causal-chain design. In Study 1, using a sample of 204 participants recruited at a university, I manipulated commuting conditions in a driving simulator and measured self-regulatory depletion and dishonesty using behavioral tasks in the laboratory. In Study 2, using an online panel of 117 participants, I manipulated self-regulatory depletion and measured dishonesty using modified versions of the same behavioral tasks. Overall I find some support that driving(-)regardless of driving-induced stress level(-)depletes self-regulatory resources and that reduced self-regulation leads to a higher likelihood to engage in unethical behavior.
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Date Issued
2017
Identifier
CFE0006741, ucf:51845
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006741
Judged by the bottom-line but expected to lead ethically: A leader's catch 22
Title
Judged by the bottom-line but expected to lead ethically: A leader's catch 22.
Creator
Rice, Darryl, Folger, Robert, Taylor, Shannon, Crossley, Craig, Piccolo, Ronald, University of Central Florida
Abstract / Description
The goal of the presented research is to explain the importance of integrating the literatures on leader bottom-line mentality (BLM) and behavioral ethics and to demonstrate that leader BLM can adversely impact followers' perceptions of ethical leadership. By doing so, several contributions can be made. First, I identify an antecedent of ethical leadership. Predominantly, most ethical leadership research has focused on identifying its outcomes (Brown (&) Mitchell, 2010). Second, I will offer...
Show moreThe goal of the presented research is to explain the importance of integrating the literatures on leader bottom-line mentality (BLM) and behavioral ethics and to demonstrate that leader BLM can adversely impact followers' perceptions of ethical leadership. By doing so, several contributions can be made. First, I identify an antecedent of ethical leadership. Predominantly, most ethical leadership research has focused on identifying its outcomes (Brown (&) Mitchell, 2010). Second, I will offer new theoretical insights regarding the antecedents of ethical leadership. Past ethical leadership research has primarily relied on social exchange (Blau, 1964; Gouldner, 1960) and social cognitive (Bandura, 1977, 1986) theories, whereas I will draw on trait activation and cognitive stress theories to examine the relationship between BLM and ethical leadership. By integrating these two theories I will demonstrate Kerr's (1975) example of (")the folly of rewarding A, while hoping for B.(") Third, I will explain and demonstrate why follower BLM and leader stress perceptions are important boundary conditions regarding the primary relationship of interest and overall model. Comprehensively, I examine and demonstrate the potential of a backfiring effect that can be strengthened or weakened. This research aims to shed light on the often disregarded catch-22 leaders face in world that is increasingly concerned about bottom-line outcomes, while also demanding an immaculate standard of ethical behavior from leaders.
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Date Issued
2015
Identifier
CFE0005699, ucf:50131
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005699
The Moral Reasoning and Moral Decision Making of Urban High-Poverty Elementary School Principals in a Large Urban Southeastern School District
Title
The Moral Reasoning and Moral Decision Making of Urban High-Poverty Elementary School Principals in a Large Urban Southeastern School District.
Creator
Strenth, Robert, Murray, Barbara, Taylor, Rosemarye, Murray, Kenneth, Hayes, Burnice, University of Central Florida
Abstract / Description
The focus of this research was to identify the moral reasoning and moral judgment of elementary school principals who serve in high-poverty schools. The study was undertaken at the request of the client public school district who was attempting to identify characteristics of current elementary principals serving in high-poverty schools. Two research questions guided this study concerning the moral operational level of the principals. The theoretical framework of the study was based on the...
Show moreThe focus of this research was to identify the moral reasoning and moral judgment of elementary school principals who serve in high-poverty schools. The study was undertaken at the request of the client public school district who was attempting to identify characteristics of current elementary principals serving in high-poverty schools. Two research questions guided this study concerning the moral operational level of the principals. The theoretical framework of the study was based on the work of Lawrence Kohlberg and his stages of moral development. Participating principals were administered the Defining Issues Test-2 (DIT-2), a pencil-paper questionnaire that presented five moral dilemmas and a series of statements asking for the participant to rank solutions to the dilemmas. The results indicated that the majority of participants operated from lower levels of moral development, reasoning, and judgment. Participants' scores were matched with their schools' performance grades. There was not an indication that high moral scores and high school performance were linked. This study confirmed the results of an early study conducted by Vitton and Wasonga (2009) and encourages a deeper examination of the results of accountability and principal decision making.
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Date Issued
2013
Identifier
CFE0004943, ucf:49609
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004943
Compassion in Organizations
Title
Compassion in Organizations.
Creator
Taylor, Regina, Schminke, Marshall, Folger, Robert, Ambrose, Maureen, Sivo, Stephen, University of Central Florida
Abstract / Description
Research on compassion in organizations has grown over the last decade, however, there is still a need for empirical work on the topic before we truly understand compassion and the various factors that influence it in everyday organizational life (Atkins (&) Parker, 2012; Dutton, Workman (&) Hardin, 2014). The purpose of this dissertation is to review the current literature on compassion in organizations and extend research on compassion by exploring potential moderators of the relationship...
Show moreResearch on compassion in organizations has grown over the last decade, however, there is still a need for empirical work on the topic before we truly understand compassion and the various factors that influence it in everyday organizational life (Atkins (&) Parker, 2012; Dutton, Workman (&) Hardin, 2014). The purpose of this dissertation is to review the current literature on compassion in organizations and extend research on compassion by exploring potential moderators of the relationship between compassionate feelings and compassionate responses from potential compassion givers. The moderators under investigation are in the form of individual (i.e., moral identity, moral disengagement), situational (i.e., cognitive appraisals) and organizational (i.e., ethical leadership, ethical climate) contextual variables. Findings from experimental and field studies are presented. Theoretical and practical implications of compassion in organizations are discussed, and areas for future research are identified.
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Date Issued
2015
Identifier
CFE0005722, ucf:50122
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005722
Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010
Title
Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
Creator
Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
Abstract / Description
The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student...
Show moreThe focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
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Date Issued
2012
Identifier
CFE0004560, ucf:49255
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004560
A comparison of eighth grade athletes and non-athletes: Academic achievement, time spent on homework, future educational goals, and socioeconomic status
Title
A comparison of eighth grade athletes and non-athletes: Academic achievement, time spent on homework, future educational goals, and socioeconomic status.
Creator
Shelby, John, Taylor, Rosemarye, Hahs-Vaughn, Debbie, Doherty, Walter, Ford, Robert, University of Central Florida
Abstract / Description
This study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what...
Show moreThis study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?Factorial ANOVA's were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the three-way interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes.There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students' mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased.
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Date Issued
2011
Identifier
CFE0004166, ucf:49064
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004166
Elementary Reading Coaches in Florida: A Study of their Background, Experiences, Coaching Activities, Time, and Other Factors Related to Reading Achievement
Title
Elementary Reading Coaches in Florida: A Study of their Background, Experiences, Coaching Activities, Time, and Other Factors Related to Reading Achievement.
Creator
Zugelder, Gina, Wegmann, Susan, Taylor, Rosemarye, Roberts, Sherron, Clements, Taylar, Puig, Enrique, University of Central Florida
Abstract / Description
The focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic...
Show moreThe focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic background of the reading coach, (b) the percentage of time reading coaches engaged in specific coaching activities, and (c) the linkage between coaching activities and change in the Florida Comprehensive Assessment Test developmental scale scores. Data from a web-based survey and personal interviews were used to collect pertinent data to understand the daily work lives of the elementary reading coaches and bring awareness to perceptions, successes and hindrances to the role and the impact on reading achievement. Descriptive statistics were used to present demographic, professional and academic information about the reading coaches. Multiple regression analyses were performed using time allocated to coaching activities and the change in reading achievement to determine existing relationships. Developmental scale score change was examined from the baseline year to the third year. Qualitative analyses were used to determine reading coach themes from the survey responses. Participant profiles, calling on the tenets of case study methodology, were developed based on the triangulated data. Narrative descriptions of coaching data for the participant profiles were organized by years of teaching experience of the reading coach. The results of the study indicated that reading coaches perceived coach-teacher collaboration to be the most influential activity affecting reading achievement. This perception was not congruent with finding of time spent and change on reading achievement. Recommendations were presented including a formalized understanding of the daily work lives of reading coaches by school districts, administrators and the reading coaches themselves.
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Date Issued
2012
Identifier
CFE0004286, ucf:49530
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004286