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Title: Declines in student achievement in science-- implications for public education.
Creator: Hogan, Robert P., McLain, Nannette, Education
Abstract / Description: University of Central Florida College of Education Thesis; During the 1960s and 1970s, major innovative science curricula were introduced into public schools in the United States, and federal funds were used to improve the quality of science teachers. Nevertheless, student achievement in science has generally declined since 1963. This research focused on changes in four of the key variables related to science achievement--teachers, students, curricula, and school goals. The research examined ...
Show moreUniversity of Central Florida College of Education Thesis; During the 1960s and 1970s, major innovative science curricula were introduced into public schools in the United States, and federal funds were used to improve the quality of science teachers. Nevertheless, student achievement in science has generally declined since 1963. This research focused on changes in four of the key variables related to science achievement--teachers, students, curricula, and school goals. The research examined (a) meta-analyses of the effectiveness of the innovative science curricula on student achievement, (b) research on changes in teacher and student characteristics during the last 30 years, (c) educational literature on changes in the goals of public education during this same period, and (d) changes in student achievement. The results of this research suggest that the recent declines in science achievement are related to changes in student motivation, school goals, and school autonomy. The data indicate that contrary to the claims of some recent education commission reports, teachers and curricula have improved steadily over the last three decades. The conclusions developed from this research suggest that a number of the current educational reforms such as teacher competency testing, merit pay, curricular reform, student competency testing, and year-round schools should have little positive effect on student achievement. The research also suggests that parental involvement in education could have a negative influence on science achievement. The findings do suggest that schools of choice, corporate educational partnerships, and teacher empowerment could significantly improve student science achievement.
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Date Issued: 1990
Identifier: CFR0008144, ucf:52955
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008144

Title: A design for implementing a simulation for training school principals in decision-making utilizing videodisc technology.
Creator: Wright, Robert Henry, Bozeman, William C., Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of the study was to design a simulation using apersonal computer-based authoring system that could serve as a vehicle for investigating decision-making styles of educational administrators. The program was designed to be used at the graduate level for students seeking advanced degrees in educational leadership. The simulation makes use of simulation techniques for controlling presentation of material and data collection...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of the study was to design a simulation using apersonal computer-based authoring system that could serve as a vehicle for investigating decision-making styles of educational administrators. The program was designed to be used at the graduate level for students seeking advanced degrees in educational leadership. The simulation makes use of simulation techniques for controlling presentation of material and data collection for subequent analysis about information search and utilization procedures of administrators. The study was undertaken to demonstrate that nontechnical personnel using state-of-the-art technology could develop affordable and effective multimedia simulations. The study was also designed to demonstrate that technology was sufficiently advanced that time to develop such a program would not preclude its use. Data were gathered from seven graduate students attending a introductory graduate course. Other sources of data included practicing unitersity professors, district administrators practicing principles. Data were gathered using a survey and personal interviews. Results of the survey indicated that respondents found that the technical approach was innovative and could be useful in teaching graduate students how to be better principals. District administrators expressed interest in using the program to evaluate candidates for beginning principalships.
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Date Issued: 1993
Identifier: CFR0008172, ucf:53080
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008172

Title: A study to determine which factors contribute to the implementation of a successful primary multiage/nongraded program.
Creator: Osborne, Vicki Hils, Pawlas, George E., Education
Abstract / Description: University of Central Florida College of Education Thesis; Child growth and development pedagogy suggests that not all children are ready to learn the same thing, at the same time, in the same way. Multiage/nongraded programs allow pupils to advance from one concept or skill level to the next as they are ready, regardless of age or grade, which results in continuous progress. Multiage/nongraded education has a solid foundation or research and experience to support its use. However, many...
Show moreUniversity of Central Florida College of Education Thesis; Child growth and development pedagogy suggests that not all children are ready to learn the same thing, at the same time, in the same way. Multiage/nongraded programs allow pupils to advance from one concept or skill level to the next as they are ready, regardless of age or grade, which results in continuous progress. Multiage/nongraded education has a solid foundation or research and experience to support its use. However, many questions still exist regarding the factors that contribute to the implementation of a successful primary multiage/nongraded program. The purpose of this ethnographic study was to identify the (a) critical attributes of a successful multiage/nongraded program, (b) strategies necessary for successful implementation, (c) inservice training needed by teachers, (d) obstacles encountered during implentation, (e) advantages and disadvantages of a multiage/nongraded program for students, and (f) advantages and disadvantages of a multiage/nongraded program for teachers. Data from 58 teachers of primary multiage classes in a large public school district in central Florida were collected during the 1995-96 school year using focus group interviews. An Interview Guide and a demographic questionnaire were developed to help gather data. Data collection procedures for this ethnographic study utilized a series of focus groups, field notes, and audiotape recordings. Data from the interviews were catagorized, analyzed, interpreted, and summarized. Two of the critical attributes of a multiage/nongraded program discussed in this study were developmentally appropriate practices and continuous progress. Other critical attributes included authentic assessment, team teaching, and varied instructional strategies such as integrated thematic teaching and whole language. Implementation strategies discussed were the decision-making process involved in choosing to implement the multiage/nongraded program, the selection of the multiage teacher, professional development activities, student selection, and parental involvement. A large portion of the study was devoted to a discussion of the obstacles encountered during implementation of the multiage/nongraded program. Advantages and disadvantages of a multiage setting for students and teachers were discussed in the review of literature and in the data analysis of participants' responses during the interviews. Implications for practice were included. A list of recommendations for future study was also included.
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Date Issued: 1996
Identifier: CFR0008170, ucf:53075
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008170

Title: Assessing the effects of a program to improve questioning skills of nurse educators in clinical post-conferences: an initial study.
Creator: Wink, Diane M., Kysilka, Marcella, Education
Abstract / Description: University of Central Florida College of Education Thesis; The use of cognitively high level questions, those classified in Bloom's taxonomy at the application level and above, has been suggested as a teaching strategy which will help students develop critical thinking abilities. This study was designed to determine the effect of a program to teach nursing faculty how to ask cognitively high level questions. A convenience sample was used. Subjects in the treatment (N=10) and control (N=4)...
Show moreUniversity of Central Florida College of Education Thesis; The use of cognitively high level questions, those classified in Bloom's taxonomy at the application level and above, has been suggested as a teaching strategy which will help students develop critical thinking abilities. This study was designed to determine the effect of a program to teach nursing faculty how to ask cognitively high level questions. A convenience sample was used. Subjects in the treatment (N=10) and control (N=4) groups were faculty and the students in their clinical laboratory groups from four National League for Nursing accredited undergraduate nursing programs in the state of Florida. Pre- and post-intervention data on the cognitive level of questions asked in clinical post-conferences were collected by way of audiotapes recorded during the Fall 1991 semester. Members of the treatment group received an intervention which included and inservice class, subsequent feedback on questioning patterns, and a one hour seminar. Cognitive level of questions was coded using the Teacher Pupil Questioning Inventory. Descriptive statistics were used to compare data on the treatment and control group faculty and student percentages of cognitively high level questions. The significance of difference between groups was determined with the Mann-Whitney U Test. Prior to the intervention, faculty in the treatment group asked less cognitively high level questions than control group faculty. This difference was not staistically significant. After faculty in the treatment group participated in the intervention, their percentage of cognitively high level questions was higher than teh percentage for the control group. The difference was staistically significant (p=.012). Prior to the intervention, students in the treatment group asked less cognitively high level questions than control group students. This difference was not statistically significant. After treatment group faculty particpated in ther intervention, the percentage of congitively high level questions asked by students in their clinical groups dropped. The difference between percentages of cognitively high level questions asked by students in the treatment and control groups was still not statistically significant.
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Date Issued: 1992
Identifier: CFR0008175, ucf:53065
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008175

Title: Using electronic portfolios to archive student performance.
Creator: Olmstead, Phyllis M., Siebert, Barry W., Education
Abstract / Description: University of Central Florida College of Education Thesis; This study regards the use of portfolios for evaluating and documenting student progress and performance. In consideration of the far reaching and global nature of education, the researcher included educators from both the United States and other countries. Based upon the great importance that many countries and states have placed upon servicing students by alternative means, the population sample examined included 500 teachers...
Show moreUniversity of Central Florida College of Education Thesis; This study regards the use of portfolios for evaluating and documenting student progress and performance. In consideration of the far reaching and global nature of education, the researcher included educators from both the United States and other countries. Based upon the great importance that many countries and states have placed upon servicing students by alternative means, the population sample examined included 500 teachers instructing by both conventional and distance education modalities. Many current educational reform measures and legislative issues concern the attainment of job skills; therefore, both vocational and non-vocational instructors were included in the study. Examined in the study are the media utilized in retaining portfolios (paper, product samples, audio/video tape recordings, computer diskette files, electronic mail files) by both conventional and distance education instructors. Paper and product samples in portfolios are considered as non-electronic methods for archiving student work. Audio and video tape recording, computer files, and electronic mail files are considered electronic methods for portfolio archiving. Distance education and vocational educators, respectively, are examined for the use of electronic and non-electronic portfolios. A six question instrument was developed and a pilot study was conducted. The instrument included a question on whether or not the instructor used portfolios and a written description of the type of portfolio currently used. Those educators indicating the use of portfolios then classified, by type, the methods used in maintaining the portfolios. The respondents were further asked if they taught by distance education modalities. An additional questions ascertained the forms of distance education used to provide instruction. A final question asked the respondent to list the program or subject that she/he taught the majority of the time. Findings indicate that approximately 40% of the educators surveyed use portfolios, but several of the respondents indicated the implementation of portfolios in the near future. No difference was found to exist between the use of electronic and non-electronic portfolios among teachers using portfolios. The same was true for both distance educators and vocational instructors using portfolios.
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Date Issued: 1994
Identifier: CFR0008171, ucf:53066
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008171

Title: The effect of water immersion on lactic acid kinetics during swimming interval training recovery periods.
Creator: Morris, Richard P., Rohter, Frank D., Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of the study was to determine the difference in the circulation of lactic acid following high intensity swimming, between resting immersed in water or resting sitting on the pool deck, completely out of the water. Six (four male and two female) collegiate swimmers volunteered for the study. The swimmers were randomly assigned to two groups and a counterbalance design was employed, were each group experienced both...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of the study was to determine the difference in the circulation of lactic acid following high intensity swimming, between resting immersed in water or resting sitting on the pool deck, completely out of the water. Six (four male and two female) collegiate swimmers volunteered for the study. The swimmers were randomly assigned to two groups and a counterbalance design was employed, were each group experienced both treatments (one resting out of the water, one resting in the water), in different orders. Each swimmer completed an identical warm-up and them swam five 100 yard swims at 85-95% intensity, with one group resting three minutes between 100 yard swims sitting upright on the pool deck, and the other group remaining immersed in water for the three minute rest interval. Blood samples were taken during the second minute of the rest intervals, following the first, third and fifth swims. analysis of the samples was conducted with a YSI 231 Lactate Analyzer. Results showed that the swimmers had higher levels of circulating lactic acid following the first swim when the remained in the water. All six swimmers then showed a rapid inflection of lactic acid levels between the first and third trail when out of the water for the rest intervals. Lactic acid levels showed only a slight increase when the swimmers remained in the water during rest. REsults of the study showed a distinct difference in the circulatory patterns of lactic acid in swimmers following high intensity swimming between rest taken out of the water and in the water. The limitations due to sample size and training background were discussed. Implications for training design were proposed.
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Date Issued: 1997
Identifier: CFR0010874, ucf:53050
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0010874

Title: Analysis of parental choice : Islamic school enrollment in Florida.
Creator: Elkhaldy, Feryal Y., Kysilka, Marcella, Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of this study was to discover and interpret reasons Florida parents enrolled their children in Islamic schools. A selection of 30 parents from 3 different schools in Florida were interviewed by the researcher using a semistructured interview guide which used both oral and written responses. The sample was matched according to the gender of parents interviewed - 15 mothers and 15 fathers were interviewed. the sample was...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of this study was to discover and interpret reasons Florida parents enrolled their children in Islamic schools. A selection of 30 parents from 3 different schools in Florida were interviewed by the researcher using a semistructured interview guide which used both oral and written responses. The sample was matched according to the gender of parents interviewed - 15 mothers and 15 fathers were interviewed. the sample was matched according to the gender of the referent child. Out of 30 referent children, 15 were female and 15 were male. The researcher included children of all grade levels. Fifteen were from primary grades (1-5) and 15 were from secondary grades (6-12). The researcher served as the primary instrument for data collection. Data were summarized and reported in a descriptive format addressing each research question. Results indicated that the first reason for choosing Islamic schools was religious; the second reason was sociocultural and the last reason was academic. Many parents who enrolled their children in Islamic schools strongly envisioned the need to create schools where children could pursue the Islamic knowledge, preserve Islamic identity and develop the Islamic personality. Parents wanted the guard and shield their progeny from the negative influence (violence, drugs, promiscuity, prejudice, etc.) of the public schools. The academic concern was not a major reason for the majority of responding parents. A significant finding affirmed that Islamic education does not separate between religious and social factors. Findings indicated that parents were more attracted to Islamic schools than dissatisfied with public schools. Muslim parents were concerned with retaining their children's identity and religious commitment. At the same time, they wanted them to learn in a safe environment which galvanized them against negative effects of the dominant culture, and be able to survive the tide of assimilation, secular pressure and moral deterioration.
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Date Issued: 1996
Identifier: CFR0008180, ucf:53056
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008180

Title: Fatigue : investigation of a human factor for aviation curricula.
Creator: Weitzel, Thomas R., Orwig, Gary W., Education
Abstract / Description: University of Central Florida College of Education Thesis; This descriptive study investigated the perceived problem of human fatigue as an operational consideration within the U.S. air carrier industry and the status of fatigue as content within U.S. aviation education/training curricula. An instrument was developed and expert-validated for self-completion by the following three groups (each with its sample size): (a) aviation higher education, represented by a mailing to 50 individuals; (b)...
Show moreUniversity of Central Florida College of Education Thesis; This descriptive study investigated the perceived problem of human fatigue as an operational consideration within the U.S. air carrier industry and the status of fatigue as content within U.S. aviation education/training curricula. An instrument was developed and expert-validated for self-completion by the following three groups (each with its sample size): (a) aviation higher education, represented by a mailing to 50 individuals; (b) air carrier training/management, represented by a mailing to 50 individuals; and (c) a professional training group of 58 general aviation flight instructors, with administration by the researcher during scheduled company meetings. The resultant SPSS data set consisted of 116 cases. Eight demographic variables were reported and analyzed with the analysis of variance; and the definition of fatigue, a multiple choice item, was tested for the chi-square goodness-of-fit distribution. The remaining 21 variables were subjected to a factor analysis, utilizing principal-axis fatoring for extraction; orthogonal rotation, which forced the derived factors to be uncorrelated; and varimax, a variance maximizing procedure. The resultant 8 factors removed the duplication from the 21 correlated variables and, when scored, became variables within the SPSS data set. The normalized factor scores were subjected to analysis of variance and post hoc comparison for any significance of difference between the three groups; minor group differences were found for three of the eight factors. The data supported the literature review with respect to human fatigue being perceived as an operational consideration on the flightdecks of U.S. air carriers. The data and the literature also indicated that fatigue is present as content within U.S. aviation curricula. However, the answers to both research questions involved a matter of degree. Additionally, the data indicated that not all students within U.S. aviation have exposure to fatigue content within their curricula. Teaching the concepts and management of fatigue to some of these student may be as important as (more important than) fatigue as curricular content for flight crews. Future research in the development of a curriculum paradigm for human fatigue in U.S. aviation might utilize the eight factors derived as constructs by the factor analysis utilized in this study.
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Date Issued: 1997
Identifier: CFR0010873, ucf:53051
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0010873

Title: Telecourse and traditional computer applications: exploring the impact of review sessions.
Creator: Bourke, Carol Odette, Kysilka, Marcella L., Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of the study was to explore the effects of review sessions on student achievement and retention in a computer applications course taught by televised distance learning and traditional instruction. Identified within the study were method of instruction, review, and grades in televised and traditional computer applications courses. A quasi-experimental design was used to measure the effects of review sessions on student...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of the study was to explore the effects of review sessions on student achievement and retention in a computer applications course taught by televised distance learning and traditional instruction. Identified within the study were method of instruction, review, and grades in televised and traditional computer applications courses. A quasi-experimental design was used to measure the effects of review sessions on student achievement and retention in computer applications classes. Intact classes were used to form the 4 groups used in this study. Randomization was limited to choices students made in registering for the classes. The control groups for this study consisted of those students enrolled in traditional and telecourse computer applications during the Fall 1995 and Spring 1996 semesters for a total of 137 students. These students received no review sessions as part of their instruction. The experimental groups were formed by those students enrolled in the traditional and telecourse computer applications during the Fall 1996 semester for a total of 102 students. These students received review sessions as part of their instruction. Findings indicated that method of instruction does not provide significant differences in terms of grades and retention between the telecourse and traditional classes. Results indicated that there were significant differences in terms of review on grades with telecourse and traditional classes. Student responses indicated that review sessions were helpful. Recommendations were made for improved efforts to enhance strategies in traditional and distance learning and for continued research in traditional and distance learning.
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Date Issued: 1997
Identifier: CFR0010875, ucf:53048
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0010875

Title: An historical analysis of the philosophies of the vocational education leaders in relation to the 1990 Carl D. Perkins vocational and applied technology education act amendments.
Creator: Woodley, Cynthia D., Hudson, Larry, Education
Abstract / Description: University of Central Florida College of Education Thesis; Federal vocational education legislation has undergone drastic changes in recent years. This study was designed to determine the educational philosophies of the leaders who pushed for the 1990 Carl D. Perkins Vocational and Applied Technology Education Act Amendments and the degree to which the amendments reflected the philosophies of those leaders. Data were collected on testimonies given before the United State[s] Congress during...
Show moreUniversity of Central Florida College of Education Thesis; Federal vocational education legislation has undergone drastic changes in recent years. This study was designed to determine the educational philosophies of the leaders who pushed for the 1990 Carl D. Perkins Vocational and Applied Technology Education Act Amendments and the degree to which the amendments reflected the philosophies of those leaders. Data were collected on testimonies given before the United State[s] Congress during hearings related to the act, to identify who the leaders were. Once the leaders were identified, the published literature and testimony of each leaders was analyzed using a model developed by Lloyd Duck and the educational philosophy for each leader was identified. Finally, provisions of the act were compared to the philosophies and testimonies of the leaders to identify if the act paralleled the philosophical rationale of the leaders. This researcher found that of the leaders who pushed for the act, the majority, though not all, were of an experimentalist educational philosophy. Further analysis revealed that while the act appeared on the surface to match well with several different educational philosophies, it actually did not match the philosophies of all of the leaders. Because of this, this researcher concluded that implementation of the act may not be successful unless a new educational philosophy is established.
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Date Issued: 1992
Identifier: CFR0011930, ucf:53121
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011930

Title: Florida social studies leaders' perceptions regarding an afrocentric curriculum.
Creator: Banks, Vicki Kaplan, Cornett, Jeff, Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of this research study was to gain insight into the perceptions Florida's leaders have regarding the inclusion of an Afrocentric curriculum. The leaders chosen for this study were the Florida Council for the Social Studies Board and the Association of Social Studies Supervisors. These leaders were sent a questionnaire that contained 57 statements about social studies curriculum content in a Likert scale format. The results...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of this research study was to gain insight into the perceptions Florida's leaders have regarding the inclusion of an Afrocentric curriculum. The leaders chosen for this study were the Florida Council for the Social Studies Board and the Association of Social Studies Supervisors. These leaders were sent a questionnaire that contained 57 statements about social studies curriculum content in a Likert scale format. The results of the survey were reported by using mean scores and frequency distributions. The Likert survey statements examined respondents' viewpoints with regard to diversity, Afrocentrism, and Eurocentrism. The results of the survey were used to infer the respondents' perceptions regarding the five research questions. 1. What was the perceived importance of considering the diverse nature of an ethnicity in respect to the development of curriculum and instruction? 2. What was the perceived level of interest regarding the incorporation of an Afrocentric perspective into the Social Studies Curriculum? 3. How did the respondents perceive the incorporation of an alternate curriculum maintaining diverse perspectives? 4. Did the respondents believe the social studies curriculum should be altered to cater to the learning styles of ethnic and cultural groups? 5. Was there a perceived need for diverse assessment techniques to gauge the academic success of students from various cultural and ethnic groups? The mean scores assigned to each research question indicated that the leaders in the social studies agreed that diverse cultures should be included within the mainstream curriculum and that alternative assessment techniques should be used to measure those ideas. However, there was little interest in permitting the ethnicity of the school's population guide curriculum and instruction decision. Furthermore, the leaders seemed more interested in a multicultural curriculum than a curriculum incorporating only an Afrocentric perspective.
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Date Issued: 1998
Identifier: CFR0011944, ucf:53111
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011944

Title: An analysis of the early retirement programs offered during the 1992-1993 school year by the public school districts in the state of Florida.
Creator: Berry, Peter B., Murray, Kenneth T., Education
Abstract / Description: University of Central Florida College of Education Thesis; This study surveyed the public school districts in Florida and examined the 19 school districts which utilized incentive to motivate school district employees to retire. The data was collected for the 1992-1993 school year. A survey administered to all of the 67 school districts in Florida determined what types of incentives were being used, to what degree the school districts were able to reduce costs, and what types of incentives...
Show moreUniversity of Central Florida College of Education Thesis; This study surveyed the public school districts in Florida and examined the 19 school districts which utilized incentive to motivate school district employees to retire. The data was collected for the 1992-1993 school year. A survey administered to all of the 67 school districts in Florida determined what types of incentives were being used, to what degree the school districts were able to reduce costs, and what types of incentives were effective. In depth information was obtained from interviews with assistant superintendents, personnel directors, and State Department of Education Specialists. A relationship was found between the amount of discretionary income and the type of incentive offered by the school districts. The school districts with budgets under $60 million were only able to primarily offer bonus incentives, while those above this level used annuities or combinations. An experiment was discovered using a different type of incentive--insurance. A negative relationship was discovered between annuities and employee interest during the year of the study. Recommendations were made for additional research on the insurance program as well as other cost cutting improvements.
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Date Issued: 1994
Identifier: CFR0011937, ucf:53108
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011937

Title: ACADEMIC ACCELERATION IN FLORIDA ELEMENTARY SCHOOLS: A SURVEY OF ATTITUDES, POLICIES, AND PRACTICES.
Creator: Guilbault, Keri, Bozeman, William, University of Central Florida
Abstract / Description: The focus of this research was to provide recent descriptive information about acceleration policies and practices in Florida elementary schools. District, school, and personal demographic variables were investigated to determine the extent to which they affected school-based acceleration options provided for students. Also, school district policies were examined to determine which types of research-based acceleration options were more frequently used and what procedures were in place to...
Show moreThe focus of this research was to provide recent descriptive information about acceleration policies and practices in Florida elementary schools. District, school, and personal demographic variables were investigated to determine the extent to which they affected school-based acceleration options provided for students. Also, school district policies were examined to determine which types of research-based acceleration options were more frequently used and what procedures were in place to guide the decision-making process. Results from this study indicated that extant acceleration policies only included grade skipping and limited procedures for referral, screening and decision-making in the schools. The most common types of acceleration offered in Florida elementary schools were subject acceleration in the Language Arts and Mathematics provided outside of the regular classroom, continuous progress, and curriculum compacting. The most frequently selected reason for not accelerating a student listed by both school principals and district administrators of gifted education programs was concern over a studentÃ‚Â's social and emotional development. No relationship was found to exist between schoolsÃ‚Â' or principalsÃ‚Â' personal demographic variables and types of acceleration offered in elementary schools. No relationship was found between elementary school principalsÃ‚Â' knowledge of gifted learners and the types of acceleration implemented in their schools.
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Date Issued: 2009
Identifier: CFE0002969, ucf:47988
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002969

Title: A STUDY OF THE INFLUENCE VOCATIONAL EDUCATION HAS ON STUDENTS' ULTIMATE ACADEMIC SUCCESS.
Creator: Gunderson, Margaret Mary, Murray, Barbara, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement--high school graduation. This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education. The cohort group started high school during the 1999-2000 school year, had earned a GPA of 2.5 or lower at the end of the freshman year (May 2000) and finished high school...
Show moreABSTRACT The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement--high school graduation. This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education. The cohort group started high school during the 1999-2000 school year, had earned a GPA of 2.5 or lower at the end of the freshman year (May 2000) and finished high school prior to the start of the 2003-2004 school year. There were 322 students identified in the initial cohort group. In completing this study, the following procedures were implemented: related literature was reviewed to provide a background of the role vocational/business education plays and the effect vocational/business education has on a student's achievement, data were collected and a survey was taken. The data collected included grade point average, standardized test scores, attendance, discipline and whether or not the student withdrew prior to graduation. The data were analyzed using ANOVA to determine a significant difference. Significance was tested at the .05 level. Data related to withdraws were analyzed using the Chi-Square Test of Independence. The researcher developed and implemented a survey instrument. The survey was offered to all Lyman graduates in the class of 2003 over the age of 18 who had completed at least two courses in one vocational/business program. These students were asked to describe the significance and relevance of their vocational/business education training to their high school experience and career choice (which may include college education). The survey asked students to list advantages and disadvantages of their vocational/business education training and their participation in co-curricular organizations. Students were asked to state their perception of the effect that the vocational/business classes had upon their academic achievement. The following results were obtained from this research. There was not a statistically significant difference in grade point averages, standardized test scores, absences and out-of-school suspensions. There was a statistically significant difference in in-school suspensions and withdraws prior to graduation. There were 227 students who withdrew prior to graduation. Of the 227 students, 91 had no vocational/business education and 96 had taken some amount of vocational/business education training (one course in one or more vocational/business education programs). Of the 95 students who remained throughout the four years of high school, 84 of the students graduated. Of the 84 students who graduated, 56 of the students completed a vocational/business education program. All graduates who responded to the survey strongly agreed that vocational/business education had a positive effect on their academic achievement.
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Date Issued: 2004
Identifier: CFE0000007, ucf:46076
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000007

Title: CHARACTERISTICS OF ACADEMIC WRITING IN EDUCATION.
Creator: Kemp, Andrew, Witta, Lea, University of Central Florida
Abstract / Description: According to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in...
Show moreAccording to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in mind, the purpose of this study is to characterize the writing style of academic writing in education. This research will involve exploring and analyzing various education and research journals, and through an analysis of individual education articles, delineating the writing style for academic writing in education. By looking at the various components of writing style, a writing style or various writing styles found in scholarly writing in education was determined. It was found that there is a definite style in academic writing in education with two other distinct subsets--journals associated with specific associations and journals with a purely quantitative focus. It is suggested that specific curriculum and instruction in writing style be added to the current study of research.
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Date Issued: 2007
Identifier: CFE0001596, ucf:47157
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001596

Title: THE EFFECTS OF A RESPONSIBILITY-BASED CHARACTER EDUCATION PROGRAM ON MIDDLE SCHOOL ACADEMIC ACHIEVEMENT AND SCHOOL CLIMATE AT AN INTERNATIONAL SCHOOL IN EAST AFRICA.
Creator: HOWARD, TERRY, ROBINSON, EDWARD, University of Central Florida
Abstract / Description: The purpose of this research was to determine the effectiveness of a character education program on middle school student academic performance, effort and attitude about their school located in an international setting. Middle school students at the participating international school were assigned to either an experimental or control group. Those students in the experimental group classes received a series of 12 lessons focusing on the character trait of responsibility. Those students in the...
Show moreThe purpose of this research was to determine the effectiveness of a character education program on middle school student academic performance, effort and attitude about their school located in an international setting. Middle school students at the participating international school were assigned to either an experimental or control group. Those students in the experimental group classes received a series of 12 lessons focusing on the character trait of responsibility. Those students in the control group classes did not receive these lessons. Twelve responsibility-based lessons were presented to students in the experimental group. Student academic grades in six different academic subjects, effort scores in six different academic courses, and student attitude concerning school climate constituted the dependent variable. The literature review and the general results of this study indicate that there are many factors that may influence student academic performance, effort or attitude. Various character education programs which have been designed to be integrated into school curricula as part of pre-existing courses or as stand alone programs have had varying levels of success. There is limited quantitative data available to support the claims that many existing programs make related to their effectiveness. The data collected from this study were also inconclusive making it difficult to generalize the findings beyond the scope of this study. While certain middle school grade levels showed statistically significant improvement in some academic disciplines or effort improvement in some subjects it would not be appropriate to generalize the findings based on this investigation. Implications of this study and suggestions for future investigations are discussed.
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Date Issued: 2005
Identifier: CFE0000620, ucf:46518
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000620

Title: THE IMPACT OF ONLINE EDUCATION ON ACADEMIC PERFORMANCE FOR LADIES PROFESSIONAL GOLF ASSOCIATION TEACHING AND CLUB PROFESSIONALS.
Creator: Fjelstul, Jill, Higginbotham, Patricia, University of Central Florida
Abstract / Description: Ladies Professional Golf Association Teaching Professionals are scattered throughout the country, many of whom are self-employed. There was not a review session for Class A written test preparation prior to this study. The focus of this research, thus, was to assist first time test takers in their preparation of the LPGA Class A written evaluation through an online medium. The study was conducted between July and November, 2005, and was offered to LPGA T & CP Class B first-time test takers....
Show moreLadies Professional Golf Association Teaching Professionals are scattered throughout the country, many of whom are self-employed. There was not a review session for Class A written test preparation prior to this study. The focus of this research, thus, was to assist first time test takers in their preparation of the LPGA Class A written evaluation through an online medium. The study was conducted between July and November, 2005, and was offered to LPGA T & CP Class B first-time test takers. Components of the online review session included self-evaluations, discussion postings involving test-related content, and practice quizzes. The study compared the pass rate percentage of the participants in the online review session with the pass rate percentage of those who did not participate in the online review session. A test of proportions determined there was not a significant increase in the pass percentage rate of the online review session participants when compared to the test takers who did not receive intervention. However, pass rates and average test scores were higher for online review session participants. Suggested uses of this study include the future development of online review sessions for LPGA Class B and Apprentice written evaluations, with the goal of improving academic performances. Future research should include replication of the present study, but with a larger sample size. Future research should also involve Class B and Apprentice test takers and not be limited to first time test takers.
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Date Issued: 2006
Identifier: CFE0000940, ucf:46730
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000940

Title: THE IMPACT OF ACADEMIC VOCABULARY INSTRUCTION ON READING PERFORMANCE OF SOPHOMORE STUDENTS ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST FROM 2008 TO 2009.
Creator: McMillen, Margaret, Taylor, Rose, University of Central Florida
Abstract / Description: This study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education,...
Show moreThis study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education, and teacher data collected from a survey used as a pretest/posttest. Variables used in the analysis of student data included demographic subgroups of white, African-American, and Hispanic students and students with disabilities, English language learners, and economically disadvantaged students. Teacher variables used were years of teaching experience and curriculum area. Both an ANCOVA and a multiple logistical regression were used to analyze change in student reading performance. Student reading score performance dropped for the total population and in for subgroups from 2008 to 2009. Several intervening variables could explain the downward change: budget cuts resulting in a change in instructional day from six to seven-period day with loss of instructional time, reduction in number of teachers, increase in student population, and change in start time for school day (from 7:15 a.m. to 2:30 p.m. to :30 a.m. to 4 p.m.). An ANOVA and independent t-test were used to analyze teacher pretest/posttest data. The data indicated a positive change in teacher knowledge and instructional practice, though not statistically significant. It should not be concluded from the reading scores that the program of academic vocabulary was not successful, but rather that vocabulary instruction is only one of the essential components of any plan to improve secondary student reading performance. Further research should be conducted to replicate this study during a time period without intervening variables experienced during the span of this study. Additionally, students should be matched to their teachers to examine the relationship between individual teacher and student performance. This study should be replicated in a high school with different demographics and different level of student achievement.
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Date Issued: 2009
Identifier: CFE0002909, ucf:48005
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002909

Title: ACHIEVEMENT GAPS THROUGHOUT THE EDUCATION PIPELINE: TRACKING THE TRENDS BEFORE AND AFTER THE FLORIDA EDUCATION GOVERNANCE REORGANIZATION ACT OF 2000.
Creator: EMAS, RACHEL, KIEL, DWIGHT, University of Central Florida
Abstract / Description: To assess the effectiveness of the Florida Education Governance Reorganization Act of 2000, I analyze the achievement gaps across different levels of the education pipeline: elementary, secondary, and postsecondary. This paper evaluates three objectives of Florida's new system: strengthening of foundation skills, improvement of college and career readiness, and the expansion of opportunities for postsecondary degrees, by asking: Has the introduction of a PreK-20 seamless system in Florida...
Show moreTo assess the effectiveness of the Florida Education Governance Reorganization Act of 2000, I analyze the achievement gaps across different levels of the education pipeline: elementary, secondary, and postsecondary. This paper evaluates three objectives of Florida's new system: strengthening of foundation skills, improvement of college and career readiness, and the expansion of opportunities for postsecondary degrees, by asking: Has the introduction of a PreK-20 seamless system in Florida reduced the educational achievement gaps between students, compared to Texas, which has not instituted a seamless system? At the elementary level, the analysis looks at 4th and 8th grade National Assessment of Education Progress (NAEP) average scale scores, from 1998 to 2007, of White, African-American, and Hispanic students and those students eligible and ineligible for the National School Lunch Program. At the secondary level, a comparison is made between the Advanced Placement passing rates of White, African-American, and Hispanic students from 1997 to 2008. At the postsecondary level, this paper examines the proportion of professional, master, and doctoral degrees awarded to White, African-American, and Hispanic students from 1995 to 2007. Results show that although Florida has raised the level of achievement for White, African-American, and Hispanic students in the past ten years, disparities between these groups still exist in NAEP scores, AP passing rates, and the proportion of graduate degrees conferred. Therefore, while the state has made progress towards its three goals, achievement gaps still remain in several levels of Florida's PreK-20 education system.
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Date Issued: 2009
Identifier: CFE0002705, ucf:48175
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002705

Title: Ethical Decision-Making in Higher Education: A sociological examination of graduate students' understanding of appropriate academic sharing.
Creator: Parham, Jennifer, Boote, David, Biraimah, Karen, Vitale, Thomas, Owens, Tom, University of Central Florida
Abstract / Description: Most prior research and scholarship views cheating as an individual failing rather than a sociological or organizational phenomenon. The purpose of this study was to identify the challenges students face in graduate education and the factors that affect ethical beliefs towards academic dishonesty. This study used a mixed method research approach including an online survey with approximately 1,250 responses from graduate students representing each of UCF's colleges and fifteen interviews with...
Show moreMost prior research and scholarship views cheating as an individual failing rather than a sociological or organizational phenomenon. The purpose of this study was to identify the challenges students face in graduate education and the factors that affect ethical beliefs towards academic dishonesty. This study used a mixed method research approach including an online survey with approximately 1,250 responses from graduate students representing each of UCF's colleges and fifteen interviews with students in fourteen different disciplines. Results of the online survey indicated no significant differences between international and domestic students. Survey and interview data indicate that graduate students' perceptions of the perceived norms and expectations related to academic honesty are impacted by the culture of the academic program. Analyzing these data through three sociological theories of deviance (-) anomie, labeling, and rational choice (-) shows that graduate students' understanding of appropriate academic behavior depends on their academic socialization. The data also reveal that graduate students struggle with subtleties of cheating, such as misrepresentation or (")fudging(") of data. Especially for the doctoral students in the sample, their views were highly influenced by viewing themselves as teachers and independent researchers. This sociological analysis emphasizes the role of culture in graduate programs and students' socialization into those cultures. This doctoral dissertation also provides a deeper understanding of the social and organizational factors affecting graduate students and re-frames students' perspectives on appropriate academic behavior.
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Date Issued: 2014
Identifier: CFE0005394, ucf:50452
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005394

Academic (14)	+ -
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academic achievement (6)	+ -

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online education (2)	+ -
special education (2)	+ -
student (2)	+ -
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