Current Search: second order (x)
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- Title
- ASSESSING THE SECOND BORN: THE ROLE OF COMPETITIVENESS AND EXTRINSIC MOTIVATION IN BIRTH ORDER.
- Creator
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Thye, Melissa, Azimi, Cyrus, University of Central Florida
- Abstract / Description
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Birth order may represent one of the most influential environmental factors that directly impacts personality development and even life outcomes. The present study sought to expand upon the existing literature by examining the motivational and dispositional differences between first born and second born individuals. Research indicates that first born children show significantly higher levels of academic achievement and lifelong attainment due to experiencing higher parental expectations as...
Show moreBirth order may represent one of the most influential environmental factors that directly impacts personality development and even life outcomes. The present study sought to expand upon the existing literature by examining the motivational and dispositional differences between first born and second born individuals. Research indicates that first born children show significantly higher levels of academic achievement and lifelong attainment due to experiencing higher parental expectations as well as increased financial support. As a result, the second born child is likely to compare him/herself with the first born sibling and develop a greater level of competitiveness. Additionally, this desire to surpass the first born may lead to the development of extrinsically motivated goals. Few research endeavors to date have explored the specific motivational disposition of the second born child with no future siblings. By engaging in this research, a better understanding of the complex interaction between siblings can be ascertained as well as a deeper appreciation for how the familial environment impacts development. Such information can be applied to the educational setting to develop programs more rewarding and salient to second-born individuals, thus increasing their level of academic achievement. Seventy-two male and female participants took part in the present experiment. Research validated scales were used to assess overall competitiveness in addition to intrinsic and extrinsic motivation. A paired-t test was used to evaluate the data and compare the differences between the two groups. Although the results do not support the hypotheses, there were a number of limitations that may have served to restrict the scope of the data. The theoretical implications of the results and suggestions for future research will be discussed.
Show less - Date Issued
- 2013
- Identifier
- CFH0004503, ucf:45184
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004503
- Title
- PRINCIPAL AND TEACHER PERCEPTIONS OF CHANGE IMPLEMENTATION PRACTICES IN 2007 AND 2008 SMALL LEARNING COMMUNITIES GRANT RECIPIENT HIGH SCHOOLS IN FLORIDA.
- Creator
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Bristo, Benjamin, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
Leading through change is a difficult process. School leaders who hope to create meaningful, long-term change must be cognizant of numerous factors. This study was undertaken with the hope of increasing educational leadersÃÂ' awareness of how their decisions are viewed by those who follow them. Case studies revealed pertinent data within two schools that have undertaken a significant change initiative. All 2007 and 2008 Small Learning Communities (SLC) grant-recipient...
Show moreLeading through change is a difficult process. School leaders who hope to create meaningful, long-term change must be cognizant of numerous factors. This study was undertaken with the hope of increasing educational leadersÃÂ' awareness of how their decisions are viewed by those who follow them. Case studies revealed pertinent data within two schools that have undertaken a significant change initiative. All 2007 and 2008 Small Learning Communities (SLC) grant-recipient schools in Florida were invited to participate in a series of case studies. Participating principals were questioned about their perceptions of how they fulfill their change leadership role related to the seven factor of second-order change, as identified by Marzano, Waters, and McNulty (2005). Teachers were questioned about their perceptions of the principalÃÂ's performance in leading the new initiative by the same seven factors. Principal and teacher scores were then compared for each school to identify potential differences in perceptions related change implementation and the seven factors. Although the data cannot be generalized, statistical analyses did reveal significant differences in perceptions of between principals and teachers in each of the two participating schools. In Study 1, these differences existed in Knowledge of Curriculum, Instruction, and Assessment; Optimizer; Flexibility; and Ideals/Beliefs. In Study 2, differences were identified in the same areas as in Study 1, but in Intellectual Stimulation and Monitoring/Evaluating as well. Differences in teacher perceptions across the schools were identified in Knowledge of Curriculum, Instruction, and Assessment; and in Intellectual Stimulation.
Show less - Date Issued
- 2010
- Identifier
- CFE0003047, ucf:48367
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003047
- Title
- Superintendent second-order change leadership to achieve equity and access to excellence in a large Florida school district.
- Creator
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Wilhite, Paul, Taylor, Rosemarye, Doherty, Walter, Murray, Kenneth, Hopp, Carolyn, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and...
Show moreThe purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and access to excellence as well as any challenges the school district faced when implementing those actions and decisions. Quantitative data were used for a historical comparison of the targeted school district prior to and after 2003 to further understand the impact of equity and access to excellence within the school district. Two superintendent decisions were believed to be extremely educationally significant by respondents: High school reading centerpiece and International Baccalaureate program launch at Seminole High School. Respondents were least familiar with Central Florida Public School Boards Coalition established and Established Principal Forum. Three events were largely believed to be extremely educationally significant by respondents: District rated A each year of accountability, District designated academically high- performing, and Unitary status achieved. Respondents were least familiar with Florida Center for Reading Research project in high schools and Superintendent Leadership transition.Responses to open-ended questions indicated that equity and access to excellence were achieved in the school district between 2003 to 2011. The decision to attain unitary status led to other actions and decisions to achieve equity and access to excellence, e.g., the creation of magnet schools, the introduction of open access to Advanced Placement courses. The superintendent's greatest challenge was perceived by respondents as lack of funding. Interviewees cited poverty as a limiting factor in achievement of equity and excellence. All respondents agreed that working with the lowest achieving 25% of students to improve performance on the Florida Comprehensive Achievement Test was key to achieving equity and excellence in the school district. Most of the interviewees believed that all students have access to equity and excellence. In offering advice to other districts, most of the interviewees stressed the importance of focusing on data, demographics, and academic programs, stating that leaders should be committed to achieving equity and excellence and there needs to be total buy-in from the whole district. Further, superintendent success depended on a clear focus, a set of core values and the willingness and courage to implement second-order change.?
Show less - Date Issued
- 2012
- Identifier
- CFE0004617, ucf:49922
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004617
- Title
- USER-IS PARTNERSHIP AND IS DEVELOPMENT SUCCESS.
- Creator
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SHIM, Jook-Ting "JT", Jiang, James J., University of Central Florida
- Abstract / Description
-
Since 1970, high project failure rate and low user satisfaction has elicited research on users and their role in the process. It is believed that users' physical participation or psychological involvement in the development process can improve user satisfaction and/or system quality. Previous research treats users as a source of requirements and hypothesizes satisfaction to increase when requirements are fulfilled. However, inconsistent conclusions lead to confusion. Recently, a co...
Show moreSince 1970, high project failure rate and low user satisfaction has elicited research on users and their role in the process. It is believed that users' physical participation or psychological involvement in the development process can improve user satisfaction and/or system quality. Previous research treats users as a source of requirements and hypothesizes satisfaction to increase when requirements are fulfilled. However, inconsistent conclusions lead to confusion. Recently, a co-production concept has been proposed to understand consumer participation in product development process. In this reconceptualization, users, instead of requirement generator, should be part of the production. In this study, based on co-production concept, we view users as one knowledge source and study how knowledge can be coordinated through the co-production process. After collecting data from 97 system users, most of the hypothesized relationships have been confirmed. IS-user co-production has a positive effect on expertise coordination and, in turn, improves teamwork outcomes. The only relationship that is not significant is between "bring expertise to bear" and "creativity." Implications for practitioner and suggestion for future research are provided. Co-production was found to be a second-order construct comprised of multiple formative constructs. Higher levels of coproduction behavior were expected and were found to produce better outcomes of collaborative efforts. For future study, this relationship is expected to hold true when pairs of information systems developers and information systems users who have worked together on the same information systems development project are surveyed at the end of their projects (or just before it ends or recently thereafter).
Show less - Date Issued
- 2008
- Identifier
- CFE0002340, ucf:47790
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002340
- Title
- Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
- Creator
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Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2012
- Identifier
- CFE0004560, ucf:49255
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004560
- Title
- A Study of the Relationship Between Second-Order Change Leadership Behaviors of High School Administrators and Student Achievement from 2016-2017.
- Creator
-
Pringle, Eugene, Taylor, Rosemarye, Storey, Valerie A., Johnson, Jerry, Lacava, Gonzalo, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate the possibility of a relationship between second-order change leadership behaviors of high school administrators and changes in student achievement from the school year 2016 to 2017 on the Florida Standards Assessment English Language Arts/Reading component and the Algebra 1 End of Course examination in two large urban school districts. This study further sought to determine the leadership behaviors that high school administrators felt had the most...
Show moreThe purpose of this study was to investigate the possibility of a relationship between second-order change leadership behaviors of high school administrators and changes in student achievement from the school year 2016 to 2017 on the Florida Standards Assessment English Language Arts/Reading component and the Algebra 1 End of Course examination in two large urban school districts. This study further sought to determine the leadership behaviors that high school administrators felt had the most impact on student achievement.As a mixed-method research study (N = 69), quantitative and qualitative data were collected for analyses. Quantitative data were collected via the Principal Actions Survey (PAS) developed by La Cava (2009). A Pearson r correlation was conducted to determine if there was a relationship between individual principal scores on the PAS and changes in student achievement from school years 2016 and 2017. Qualitative data were collected via telephone interviews through the use of the Second-Order Change Principal Interview Protocol (Taylor, 2007). A thematic analysis was utilized to determine themes among administrator responses, specific to the seven leadership responsibilities determined by Marzano, Waters, (&) McNulty (2005). Themes were determined by frequency of occurrences among interviewees.The quantitative analysis determined that there was no statistically significant relationship among the mean scores of principals on the PAS and changes in student achievement. Qualitative analysis revealed themes specific to administrator change implementation. Themes included: creating a culture of change, data-driven professional learning communities, professional learning, development, and administrator leadership.
Show less - Date Issued
- 2017
- Identifier
- CFE0006905, ucf:51725
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006905
- Title
- Degradation of Hydrazine and Monomethylhydrazine for Fuel Waste Streams using Alpha-ketoglutaric Acid.
- Creator
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Franco, Carolina, Yestrebsky, Cherie, Clausen, Christian, Rex, Matthew, Harper, James, Duranceau, Steven, University of Central Florida
- Abstract / Description
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Alpha-ketoglutaric acid (AKGA) is an organic acid important for the metabolism of essential amino acids as well as for the transfer of cellular energy. It is a precursor of glutamic acid which is produced by the human body during the Krebs Cycle. AKGA has a specific industrial interest as it can be taken as a dietary supplement and is also widely used as a building block in chemical synthesis.Collectively termed as hydrazine (HZs), hydrazine (HZ) and monomethylhydrazine (MMH) are hypergolic...
Show moreAlpha-ketoglutaric acid (AKGA) is an organic acid important for the metabolism of essential amino acids as well as for the transfer of cellular energy. It is a precursor of glutamic acid which is produced by the human body during the Krebs Cycle. AKGA has a specific industrial interest as it can be taken as a dietary supplement and is also widely used as a building block in chemical synthesis.Collectively termed as hydrazine (HZs), hydrazine (HZ) and monomethylhydrazine (MMH) are hypergolic fuels that do not need an ignition source to burn. Because of the particular HZs' characteristics the National Aeronautics and Space Administration (NASA) at Kennedy Space Center (KSC) and the US Air Force at Cape Canaveral Air Force Station (CCAFS) consistently use HZ and MMH as hypergolic propellants. These propellants are highly reactive and toxic, and have carcinogenic properties. The handling, transport, and disposal of HZ waste are strictly regulated under the Resource Conservation and Recovery Act (RCRA) to protect human health and the environment. Significant quantities of wastewater containing residuals of HZ and MMH are generated at KSC and CCAFS that are subsequently disposed off-site as hazardous waste. This hazardous waste is shipped for disposal over public highways, which presents a potential threat to the public and the environment in the event of an accidental discharge in transit. NASA became aware of research done using AKGA to neutralize HZ waste. This research indicated that AKGA transformed HZ in an irreversible reaction potentially leading to the disposal of the hypergols via the wastewater treatment facility located at CCAFS eliminating the need to transport most of the HZ waste off-site.New Mexico Highlands University (NMHU) has researched this transformation of HZ by reaction with AKGA to form stabilized pyridazine derivatives. NMHU's research suggests that the treatment of HZ and MMH using AKGA is an irreversible reaction; once the reaction takes place, HZ and/or MMH cannot re-form from the byproducts obtained. However, further knowledge relating to the ultimate end products of the reaction, and their effects on human health and the environment, must still be addressed. The known byproduct of the AKGA/HZ neutralization reaction is 6-oxo-1,4,5,6-tetrahydro-pyridazine-3-carboxylic acid (PCA), and the byproduct of the AKGA/MMH reaction is 1-methyl-6-oxo-4,5-dihydro-pyridazine-3-carboxylic acid (mPCA).This research addressed several primary areas of interest to further the potential use of AKGA for HZ and MMH neutralization: 1) isolation of the end-product of the MMH-AKGA degradation process, 1-methyl-6-oxo-4,5-dihydro-pyridazine-3-carboxylic acid (mPCA), and determination of several physical properties of this substance, 2) evaluation of the kinetics of the reaction of AKGA with HZ or MMH, 3) verification of the chemical mechanism for the reaction of the individual hypergols with AKGA, 4) determination of whether the addition of a silicone-based antifoaming agent (AF), citric acid (CA) and/or isopropyl alcohol (IPA) to the AKGA and HZ or MMH solution interferes with the degradation reaction, 4) application of laboratory bench scale experiments in field samples, and 5) determination of the reaction enthalpy of these reactions.
Show less - Date Issued
- 2014
- Identifier
- CFE0005493, ucf:50334
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005493
- Title
- Teachers' Perceptions of Actions to Achieve Equity and Access to Excellence in a Large School District.
- Creator
-
Moss, Sidney, Taylor, Rosemarye, Doherty, Walter, Hopp, Carolyn, Murray, Kenneth, Platt, Jennifer, University of Central Florida
- Abstract / Description
-
The purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change...
Show moreThe purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change leadership from 2003 to 2011. Teacher perception data were analyzed from a survey presented to teachers in over 16 schools who had been consecutively employed in the target school district from 2003 to 2011. The findings of this research suggest that teachers' perceptions of specific school district leadership decisions, events, and challenges contributed to improving opportunities for students who historically were not provided equitable opportunities for academic achievement and post high school career advancement. Beginning in 2003, the target school district underwent a leadership transition period in which a new superintendent established history-making goals and objectives for the school district. The findings suggest that based on teachers' perceptions, school district efforts provided for greater access to technology, high quality instruction, specific programs of study such as the implementation of magnet programs, and college preparation courses. The greater access provided the opportunity for equity and access to excellence for all students, especially those who historically lacked access and investment with respect to their demographics (race, gender, socioeconomic status, and ethnicity). There were limitations to this study. Objectivity may be questioned since the participants were employees of the school district. It was assumed that participants in the study responded accurately and honestly to the questions asked in the interviews and survey.Future research is recommended that would include a larger and more diverse sample. Further recommendations include separate studies to examine the differences between student achievement as a result of school district leadership efforts to attain access to equity and excellence based on college readiness assessment exam scores such as the SAT and/or the ACT, and college or technical school entrance and completion, with regard to student subgroups such as race, ethnicity, and family income.
Show less - Date Issued
- 2013
- Identifier
- CFE0004727, ucf:49819
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004727
- Title
- A STUDY OF THE RELATIONSHIP BETWEEN SECOND-ORDER CHANGE LEADERSHIP BEHAVIORS OF PRINCIPALS AND SCHOOL GRADES OF FLORIDA TITLE I ELEMENTARY SCHOOLS.
- Creator
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La Cava, Gonzalo, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a)...
Show moreThe purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a) knowledge of curriculum, instruction, assessment, (b) optimizer, (c) intellectual stimulation, (d) change agent, (e) monitoring/evaluating, (f) flexibility, and (g) ideals/beliefs. The findings of this study were delineated through an examination of the data as it was related to the following questions: (a) What are the differences, if any, in the Principal Actions Survey scores of Title I elementary principals based on the 2008 school grade, according to the FLDOE? (b) What relationship, if any, exists among professional demographics of the principals (years at the school, years as an educator, years as an administrator prior to becoming a principal, years as a principal, highest degree earned, age, gender) and the second-order change leadership behaviors? (c) What are the differences, if any, in the second-order change leadership behavior subgroup scores based on the 2008 school grade according to the FLDOE? Although Research Question 1 had no statistical significance, principals who had a higher mean on the Principal Actions Survey led A and B-rated schools. Statistical significance was found in Research Question 2 for the second-order change leadership behavior of Change Agent and Ideals/Beliefs. Though statistical significance was not found in Research Question 3, each mean score for each sub-group in each grade group indicated consistent answers between Strongly Agree and Agree, which demonstrated a large degree of agreement. Additionally, comments from telephone interviews with selected principals determined that these leadership behaviors could positively impact elementary schools and the field of education. Recommendations of the study were to: (a) Conduct a follow-up study to gather the perceptions of teachers from the same Title I schools regarding their principals' second-order change leadership behaviors, (b) conduct a similar study with principals in Title I middle and high school settings, (c) conduct a qualitative study on second-order change leadership behaviors of non-Title I elementary, middle, and high school principals, (d) engage in further research to investigate professional development activities that may assist principals in enhancing second-order change leadership behaviors and improve instruction, (e) investigate the relationship between principals' second-order change leadership behaviors and achievement of Adequate Yearly Progress (f) replicate the study in states other than Florida (g) explore the relationship between second-order change leadership behaviors of district administrators and their district's academic success.
Show less - Date Issued
- 2009
- Identifier
- CFE0002876, ucf:48031
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002876