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A study of student achievement and educational intervention strategies in traditional and virtual format Algebra 1 courses within Volusia County School District
Title
A study of student achievement and educational intervention strategies in traditional and virtual format Algebra 1 courses within Volusia County School District.
Creator
Nehrig, Paul, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, Taylor, Rosemarye, Kennedy, Mary, University of Central Florida
Abstract / Description
The purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates...
Show moreThe purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates and student demand, while also exploring and developing methods to ensure student success. Student scores on the Florida Algebra 1 End of Course Exam (EOC) were compared to determine what difference, if any, existed in the performance of students in traditional face-to-face classrooms and virtual settings. Surveys were also distributed to traditional brick-and-mortar and virtual teachers to identify which educational interventions were provided to at-risk students and to measure teacher perception of the relative effectiveness of those interventions in each setting.One-sample t-test results indicated a statistically significant difference in the mean scale scores of traditional and virtual students on the Florida Algebra 1 EOC. Survey responses indicated little variation in the interventions provided by teachers to at-risk students in each setting. Low effectiveness ratings for interventions in the Resources category, such as Mentors from the Community, warrant further investigation, as these responses run counter to previous research. Due to this study's small sample and wide disparity between the number of traditional and virtual students, caution is advised in the interpretation of results.
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Date Issued
2013
Identifier
CFE0005037, ucf:49987
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005037
HELPING AT-RISK STUDENTS SOLVE MATHEMATICAL WORD PROBLEMS THROUGH THE USE OF DIRECT INSTRUCTION AND PROBLEM SOLVING STRATEGIES
Title
HELPING AT-RISK STUDENTS SOLVE MATHEMATICAL WORD PROBLEMS THROUGH THE USE OF DIRECT INSTRUCTION AND PROBLEM SOLVING STRATEGIES.
Creator
Lopez, Lurdes, JeanPierre, Bobby, University of Central Florida
Abstract / Description
This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The...
Show moreThis action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected. Students' took a pre and post test designed to measure and give students practice on mathematical skills. Students worked individually on practice problems, answered questions daily in their problem solving notebook and mathematics journals. Results showed the effectiveness of the use of direct instruction and problem-solving strategies on at-risk students. 
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Date Issued
2008
Identifier
CFE0002095, ucf:47551
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002095
Exploring the Trends Between the Reading Attitudes and Habits of Children and their Parents at a Community Reading Camp
Title
Exploring the Trends Between the Reading Attitudes and Habits of Children and their Parents at a Community Reading Camp.
Creator
Patterson, Darlshawn, Zygouris-Coe, Vassiliki, Wenzel, Taylar, Samuel, Dana, University of Central Florida
Abstract / Description
Reading attitude plays a vital role in the academic achievement of students. This thesis reports findings from a study of how parents' reading attitudes and habits may influence their children's reading attitudes and habits. Students and parents attending a metropolitan university's Saturday Reading Camp (SRC) in the United States participated in this study. Participants completed a survey that examined participants' reading attitudes and habits. Results from this study showed minor...
Show moreReading attitude plays a vital role in the academic achievement of students. This thesis reports findings from a study of how parents' reading attitudes and habits may influence their children's reading attitudes and habits. Students and parents attending a metropolitan university's Saturday Reading Camp (SRC) in the United States participated in this study. Participants completed a survey that examined participants' reading attitudes and habits. Results from this study showed minor similarities between the reading attitudes of parents and their children. However, there were more significant similarities between the reading habits of parents and their children.
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Date Issued
2017
Identifier
CFE0006901, ucf:51721
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006901
The Efficacy of an Early Warning System and a Response to Intervention Decision-Making Model for Students Transitioning in Secondary Education
Title
The Efficacy of an Early Warning System and a Response to Intervention Decision-Making Model for Students Transitioning in Secondary Education.
Creator
Walsh, Andrea, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Little, Mary, University of Central Florida
Abstract / Description
The primary goal of this study was to examine the use of an early warning system to aide in recognizing early school disengagement. Additionally, a goal of this study was to examine an intensive response to intervention decision-making process and the difference in student outcomes for those who were selected for the (RtI process. By combining the examination of an early warning system and an RtI decision-making process, this research furthered recommendations for more effective methods of...
Show moreThe primary goal of this study was to examine the use of an early warning system to aide in recognizing early school disengagement. Additionally, a goal of this study was to examine an intensive response to intervention decision-making process and the difference in student outcomes for those who were selected for the (RtI process. By combining the examination of an early warning system and an RtI decision-making process, this research furthered recommendations for more effective methods of identifying students who are academically disengaged, and gain insight on intervention processes in secondary schools. Therefore the research questions tested the validity of an early warning system as a means for identifying students at-risk of academic disengagement and student outcome gains when participating in a Response to Intervention (RtI) decision-making process compared to those who did not participate. Populations of concern included students in transitional periods, moving from elementary to middle school and middle school to high school.The study identified several statistically significant and educationally meaningful difference between the use of a risk score indicator and academic achievement. Findings were consistent with other research that have shown statistically significant relationships between student achievement outcomes and early warning systems. While additional research is needed to develop specific recommendations to educational leaders, researchers, and policy makers, this study validates the notion that an early warning identification risk score can be used to predict academic achievement. An early warning system can aid in student identification, but as noted in the last research question of this study, there is still a great need to reach the ultimate goal: mitigating risk factors for students who are academically disengaged. Specifically, as students transition to larger schools, achievement gaps are susceptible to expanding for students; therefore, there is a great need to ensure intervention processes that address the needs of students who are prone to disengagement.Implications of these findings will apply to educational leaders, researchers, and policy-makers with interest in identification of students who are academically disengaged and in need of intervention supports.
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Date Issued
2016
Identifier
CFE0006703, ucf:51918
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006703
Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College
Title
Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College.
Creator
Bentham, Claudine, King, Kathy (Kathleen), Cox, Dr. Thomas, Hopp, Carolyn, Bosley, Michael, University of Central Florida
Abstract / Description
Early alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's...
Show moreEarly alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's perspective and experiences when implementing early alert strategies and intervention in a two-year institution. Using Cranton's seven facets of transformative learning as a conceptual framework, this study examined the changes, perception, and experiences of faculty as a result of implementation. The literature reviews best practices that can be considered when faculty designs their early alert strategies and intervention. Participants shared their During and After Implementation Journal experience by completing reflection journals. After careful analysis of their journals and initial interview, the following major themes emerged: a) at-risk behaviors, b) high-impact practices, c) intentionality, d) personal connection, e) perspective transformation, and f) value. As a result of these themes, recommendations were provided to assist faculty development and change agents in two-year institutions in improving early alert methods to increase student success.
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Date Issued
2017
Identifier
CFE0006857, ucf:51742
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006857
An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School
Title
An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School.
Creator
Flynn, Timothy, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Bradshaw, Leigh, University of Central Florida
Abstract / Description
The purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a...
Show moreThe purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a historical cohort of students who attended the target school. The impact of the course was statistically significant for persistence to the tenth grade, on-track to graduation status, and academic success; however ANOVA found statistical significance favored Algebra 1 EOC and not FCAT Reading. Effect size statistics revealed little to no effect among Freshman Experience and the dependent variables. These findings will help school-level and district administrators design research-based transition interventions which encourage academic success and graduation.
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Date Issued
2016
Identifier
CFE0006684, ucf:51902
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006684