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Title: An Analysis of the Legal Issues of School Voucher Programs for Students with Disabilities and Its Impact on the Individuals with Disabilities Education Act (IDEA).
Creator: Fontan, Patricia, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hopp, Carolyn, University of Central Florida
Abstract / Description: This study examined the current case law on school voucher programs for students with disabilities and legal protections under IDEA. The idea of school vouchers can be traced back to the 1950s but have taken a new form in the past 13 years. There have been several court challenges to the constitutionality of school voucher programs with mixed results which will lead to court challenges in the future on a state by state basis based on the state's constitution. School vouchers have been...
Show moreThis study examined the current case law on school voucher programs for students with disabilities and legal protections under IDEA. The idea of school vouchers can be traced back to the 1950s but have taken a new form in the past 13 years. There have been several court challenges to the constitutionality of school voucher programs with mixed results which will lead to court challenges in the future on a state by state basis based on the state's constitution. School vouchers have been developed to target specific populations of students including students with disabilities. But with very little accountability for the private schools accepting the school vouchers, parents are left to make choices about their child's education with the limited information provided to them. Parents of student with disabilities who participate in school voucher programs in order to attend a private school may lose many protections under IDEA, if not all of them. The focus of the study was on the five states with school voucher programs for students with disabilities: Arizona, Florida, Georgia, Ohio and Utah. The review of case law in regards to school voucher programs for students with disabilities demonstrated difference and similarities depending on the state's constitution. This will lead to future case law for school voucher programs for disabilities to be determined on a case by case basis. The legislators developing new school voucher programs for student with disabilities will need to analyze the state's constitution in order to determine if any legal challenges would occur. Federal legislators need to revisit the protections under IDEA for parentally placed private school students with the mindset that more and more school voucher programs for students with disabilities will be developed in years to come. In the reauthorization of IDEA, federal legislators need to determine if more protections need to be provided to parentally placed private school students attending a private school on a school voucher program. Without more protections for students with disabilities, parents may have limited options when participating in a school voucher program and the students may not receive the appropriate special education and related services.
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Date Issued: 2012
Identifier: CFE0004537, ucf:49229
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004537

Title: AN ANALYSIS OF THE LEGAL, STATUTORY, AND GOVERNANCE ISSUES OF VIRTUAL CHARTER SCHOOLS.
Creator: Thedy, Elizabeth, Murray, Barbara, University of Central Florida
Abstract / Description: This study examined the legal, statutory, and governance issues facing virtual charter schools. Virtual models of schooling have the potential to change the face of public education as such schools challenge traditional forms of education. Legislators, policy makers, and school boards must carefully consider existing charter school legislation and determine whether such language is applicable to virtual charter school models. As virtual forms of schooling increase, and choice options for...
Show moreThis study examined the legal, statutory, and governance issues facing virtual charter schools. Virtual models of schooling have the potential to change the face of public education as such schools challenge traditional forms of education. Legislators, policy makers, and school boards must carefully consider existing charter school legislation and determine whether such language is applicable to virtual charter school models. As virtual forms of schooling increase, and choice options for parents become more readily available, the challenge is to develop statutory language that is not overly restrictive but provides a framework from which authorizers and governing boards may operate to ensure the quality, equity, and fiscal responsibility of virtual charter schools. The focus of the study was on the existing legislation in the 19 states with current virtual charter school statutes. The qualitative examination of case law, combined with a review of statutory language, provided the sources of data. Recommendations for policymakers, legislators, departments of education, and school boards were developed to ensure the instructional quality control, the compliance with state and federal statute, and the financial security of virtual charter schools. In an era where choice in education has become mainstream, monitoring the quality of choice options becomes paramount. The development of policies and laws relative to the careful operation of virtual charter schools, from authorization, to governance, to appropriate funding is in the purview of the state. Case law developed in states such as Pennsylvania and Wisconsin where the legality of virtual charter schools has been challenged provides the legal standards for other state legislatures. The establishment of carefully worded legislation that addresses the issues inherent in the next version of school choice is critical to the successful operation of virtual charter schools. Oversight for funding, attendance, curriculum and instruction, and teacher certification is critical in both the authorizing and governance of such schools. Legislation that details the process for enrolling district and out of district students, the process for how the funding flows from the state, to the district, to the virtual charter school, and how the students will be counted for accountability purposes is critical to the successful implementation of virtual charter schools.
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Date Issued: 2010
Identifier: CFE0003244, ucf:48557
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003244

Title: An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness.
Creator: Thompson, Daniel, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Ellis, Amanda, University of Central Florida
Abstract / Description: The purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness. Secondary STEM graduates who come into education need a model of collaborative reflective practice for continuous improvement. Lesson study is one possible model of professional learning that is both reflective and collaborative (Sims (&) Walsh, 2009, p. 731). The cyclical nature of lesson study makes it a natural fit for continuous improvement...
Show moreThe purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness. Secondary STEM graduates who come into education need a model of collaborative reflective practice for continuous improvement. Lesson study is one possible model of professional learning that is both reflective and collaborative (Sims (&) Walsh, 2009, p. 731). The cyclical nature of lesson study makes it a natural fit for continuous improvement. Yet, little research into the effectiveness of lesson study as a tool for new teacher preparation or for middle and high school teachers exists. As part of the University of Central Florida's RTP3 program, resident teachers from three school districts participated in lesson study. Their reflections on participating in lesson study were analyzed and interviews with designees from each school district were conducted. The resident teachers' reflections and the interviews with partner school district designees were analyzed using the constant comparison method (Parry, 2004). The reflections were closely examined for trends and patterns, and as commonalities emerged, they led to the findings of this study. After review of the school district lesson study models, they were confirmed and explored during the interviews with school district designees. Analysis showed lesson study was perceived to be beneficial by the resident teachers and two of the three school district designees described positive effects gained from participating in lesson study through RTP3. The literature review and the results of this study demonstrate that lesson study is a valuable tool for professional learning in both novice and veteran teachers. Themes frequently observed in lesson study reflections included increased focus on students, the value found in collaboration, and a desire to participate on future lesson study teams. Teachers, teacher preparation programs, and school administrators should consider the benefits of participating in lesson study and attempt to develop a plan to include this method of professional learning in their school or teacher preparation program.
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Date Issued: 2015
Identifier: CFE0005724, ucf:50130
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005724

Title: An analysis of the preparedness of educational institutions to ensure the security of their institutional information.
Creator: Ahmed, Vikram, Johnson, Jerry, Murray, Kenneth, Baldwin, Lee, Amiri, Shahram, University of Central Florida
Abstract / Description: The purpose of this exploratory study was to analyze and examine the differences in the preparedness of educational institutions toward ensuring the security of their data by comparing their self-reported perceptions of security risks and their assessments of the corresponding risk-mitigating practices. Factors that were studied with reference to securing institutional data were aligned with the five components of information systems: hardware, software, data, procedures and people. The study...
Show moreThe purpose of this exploratory study was to analyze and examine the differences in the preparedness of educational institutions toward ensuring the security of their data by comparing their self-reported perceptions of security risks and their assessments of the corresponding risk-mitigating practices. Factors that were studied with reference to securing institutional data were aligned with the five components of information systems: hardware, software, data, procedures and people. The study examined the perceptions of security threats associated with these factors and explored the perceptions of the effectiveness of critical measures with respect to these factors within the constraints applicable to educational institutions. Given the dynamic nature of the threats to information security, this study further explored mechanisms and frequencies with which the different types of educational institutions conduct key security practices and stay up-to-date in their information security policies and procedures. The population of interest for this study consisted of a cross-sectional representation of the following types of educational institutions in the state of Florida: public and private PK-12 institutions, public and private universities, and virtual schools. At every stage of this exploratory study, comparative analyses were conducted. The researcher found no statistically significant differences between the types of educational institutions in their perceptions of security risks. However, in terms of their perceptions of the effectiveness of security measures, frequencies of key security practices and policy updates, budget allocations, and overall assessment of security preparedness, the educational institutions showed statistically significant differences.
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Date Issued: 2018
Identifier: CFE0007145, ucf:52293
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007145

Title: An Analysis of the Protected-Permitted Left Turn at Intersections with a Varying Number of Opposing Through Lanes.
Creator: Navarro, Alexander, Radwan, Essam, Abou-Senna, Hatem, Abdel-Aty, Mohamed, University of Central Florida
Abstract / Description: The Flashing Yellow Arrow Left Turn signal is quickly becoming prominent in Central Florida as a new method of handling left turns at traffic signals. While the concept of a protected-permitted left turn is not groundbreaking, the departure from the typical display of a five-section signal head is, for this type of operation. The signal head introduced is a four-section head with a flashing yellow arrow between the yellow and green arrows. With this signal head quickly becoming the standard,...
Show moreThe Flashing Yellow Arrow Left Turn signal is quickly becoming prominent in Central Florida as a new method of handling left turns at traffic signals. While the concept of a protected-permitted left turn is not groundbreaking, the departure from the typical display of a five-section signal head is, for this type of operation. The signal head introduced is a four-section head with a flashing yellow arrow between the yellow and green arrows. With this signal head quickly becoming the standard, there is a need to re-evaluate the operational characteristics of the left turning vehicle and advance the knowledge of the significant parameters that may affect the ability for a driver to make a left turn at a signalized intersection. With previous research into the behavioral and operational characteristics of the flashing yellow arrow conducted, there is more information becoming available about the differences between this signal and the previously accepted method of allowing left turns at an intersection. The protected-permitted signal is typically displayed at an intersection with up to two through lanes and generally a protected signal is installed when the number of through lanes increases above two unless specific criteria is met. With the advent of larger arterials and more traffic on the highway networks, the push to operate these intersections at their maximum efficiency has resulted in more of these protected-permitted signals being present at these larger intersections, including the flashing yellow arrow.The core of the research that follows is a comparative analysis of the operation and parameters that affect the left turn movement of the intersection with larger geometry to that of the smaller geometry. The significant parameters of the left turn movement were examined through means of collecting, organizing and analyzing just over 68 hours of field data. This research details the determining of the significant parameters based on the generation of a simulation model of the protected left turn using Synchro, a traffic simulation package, and regression models using field driven data to determine the significant parameters for predicting the number of left turns that can be made in the permitted phase under specific operating conditions. Intuitively, there is an expectation that a larger intersection will not allow for as many permitted lefts as a smaller intersection with all conditions remaining the same. The conclusions drawn from this analysis provide the framework to understanding the similarities and the differences that are encountered when the intersection geometry differs and help to more efficiently manage traffic at signalized intersections.The work of this field promises to enhance the operations of the left turning movement for traffic control devices. With an understanding of the statistical models generated, a broader base of knowledge is gained as to the significant parameters that affect a driver's ability to make the left turn. A discussion of the statistical differences and between the models generated from the small and large geometry intersections is critical to drive further research into standards being developed for the highway transportation network and the treatment of these large signalized intersections. The exploration of specific parameters to predict the number of permitted left turns will yield results as to if there is more to be considered with larger intersections moving forward as they become a standard sight on the roadway network.
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Date Issued: 2014
Identifier: CFE0005387, ucf:50440
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005387

Title: An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.
Creator: Shepherd, Andrew, Taylor, Rosemarye, Doherty, Walter, Johnson, Jerry, Border, Harold, University of Central Florida
Abstract / Description: The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to...
Show moreThe purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI(&)copy; at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study's six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI(&)copy;. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI(&)copy; administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.
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Date Issued: 2017
Identifier: CFE0007295, ucf:52173
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007295

Title: AN ANALYSIS OF THE RELATIONSHIP BETWEEN ECONOMIC DEVELOPMENT AND DEMOGRAPHIC CHARACTERISTICS IN THE UNITED STATES.
Creator: Heyne, Chad, Ni, Liqiang, University of Central Florida
Abstract / Description: Over the past several decades there has been extensive research done in an attempt to determine what demographic characteristics affect economic growth, measured in GDP per capita. Understanding what influences the growth of a country will vastly help policy makers enact policies to lead the country in a positive direction. This research focuses on isolating a new variable, women in the work force. As well as isolating a new variable, this research will modify a preexisting variable that was...
Show moreOver the past several decades there has been extensive research done in an attempt to determine what demographic characteristics affect economic growth, measured in GDP per capita. Understanding what influences the growth of a country will vastly help policy makers enact policies to lead the country in a positive direction. This research focuses on isolating a new variable, women in the work force. As well as isolating a new variable, this research will modify a preexisting variable that was shown to be significant in order to make the variable more robust and sensitive to recessions. The intent of this thesis is to explore the relationship between several demographic characteristics and their effect on the growth rate of GDP per capita. The first step is to reproduce the work done by Barlow (1994) to ensure that the United States follows similar rules as the countries in his research. Afterwards, we will introduce new variables into the model, comparing the goodness of fit through the methods of R-squared, AIC and BIC. There have been several models developed to answer each of the research questions independently.
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Date Issued: 2011
Identifier: CFH0003837, ucf:44712
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003837

Title: AN ANALYSIS OF THE RELATIONSHIP BETWEEN JOB SATISFACTION, ORGANIZATIONAL CULTURE, AND PERCEIVED LEADERSHIP CHARACTERISTICS.
Creator: Amburgey, William, Bozeman, William, University of Central Florida
Abstract / Description: The purposes of this study were to determine if (a) there is a relationship between job satisfaction, organizational culture, and perceived leadership characteristics at a dual-residential private university based on location, gender, level of education, and length of employment and, (b) to measure those relationships if they were present. Understanding how these areas relate may enhance strategic planning and personnel decisions for leaders within organizations. The population of this study...
Show moreThe purposes of this study were to determine if (a) there is a relationship between job satisfaction, organizational culture, and perceived leadership characteristics at a dual-residential private university based on location, gender, level of education, and length of employment and, (b) to measure those relationships if they were present. Understanding how these areas relate may enhance strategic planning and personnel decisions for leaders within organizations. The population of this study was the 1,478 full-time faculty and staff located on the residential campuses of the participating university. Participants in the study were asked to complete three test instruments: an Employee Demographic Survey, Job Satisfaction Survey (JSS), and the Organizational Description Questionnaire (ODQ). The Employee Demographic Survey was designed by the researcher to collect demographic data from the population. The JSS was designed by Spector (1994) as an instrument to assess an employee's attitude toward variables such as pay, promotion, supervision, operating procedures, and communication. Designed by Bass and Avolio (1992), the ODQ measures how a member of the organization perceives the organizational culture in terms of transactional or transformational leadership characteristics. Findings indicated that the only statistically significant mean score differences between total scores on the JSS and ODQ occurred when length of employment was the independent variable. Statistically significant correlations were also observed between the mean total JSS score, the ODQ transactional leadership score, and the ODQ transformational leadership score. Further, the scores obtained from the ODQ were used to define the organizational culture typology. A Moderately Four I's, as described by Bass and Avolio (1992), was the dominant culture identification across all levels of independent variables.
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Date Issued: 2005
Identifier: CFE0000610, ucf:46517
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000610

Title: An analysis of the relationships between homework frequency and homework grading procedures of Algebra 1 teachers on student outcomes as measured on the Algebra 1 end-of-course examination.
Creator: Taylor, Jonathan, Johnson, Jerry, Dixon, Juli, Doherty, Walter, Pisani, Michelle, University of Central Florida
Abstract / Description: The purpose of this study was to analyze the relationship, if any, between homework practices of Algebra 1 teachers and student outcomes as measured by the state of Florida's Algebra 1 End of Course assessment (EOC). Algebra 1 EOC scores were collected from the study district's central office. Data on teacher homework practices was collected through a researcher-created survey. Cross-tabulation tables were used to identify variations in homework assignment, homework frequency, homework type,...
Show moreThe purpose of this study was to analyze the relationship, if any, between homework practices of Algebra 1 teachers and student outcomes as measured by the state of Florida's Algebra 1 End of Course assessment (EOC). Algebra 1 EOC scores were collected from the study district's central office. Data on teacher homework practices was collected through a researcher-created survey. Cross-tabulation tables were used to identify variations in homework assignment, homework frequency, homework type, and homework grading practice associated with school (middle or high) and teacher (educational attainment and experience teaching Algebra 1) characteristics. A two-way ANOVA was used to analyze the relationship between homework frequency and student achievement and to investigate the influence of teacher characteristics as moderators. The main effect of homework frequency as well as the interaction effects of the teacher's educational attainment and the teacher's educational experience were statistically significant. Results showed that students who were given more homework did better on the Algebra 1 EOC than their peers who received less homework. A second two-way ANOVA was used to analyze the relationship between the way homework is graded and student achievement and to investigate the influence of teacher characteristics as moderators. The main effect of homework grading practice as well as the interaction effect of the teacher's educational experience was statistically significant. Results showed that students had the highest Algebra 1EOC score when their homework was graded for accuracy. While making decisions on how homework should be graded in an Algebra 1 classroom, teachers and administrators will beinformed through these findings as to what type of grading practice has the potential to positively impact student achievement.
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Date Issued: 2019
Identifier: CFE0007732, ucf:52415
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007732

Title: An Analysis of the Representation of Hispanic Students in Gifted Programs in Florida's K-12 Public Schools.
Creator: Luis, Dalena, Johnson, Jerry, Baldwin, Lee, Taylor, Rosemarye, Gill, Michele, University of Central Florida
Abstract / Description: This mixed-method study was conducted to investigate characteristics influencing the representation of Hispanic students in gifted programs across Florida K-12 school districts. Characteristics included school district enrollment, school district poverty level, school district percentage of minority students, grade level, and policies and practices relevant to gifted identification. Results showed a statistically significant positive relationship between school district enrollment and the...
Show moreThis mixed-method study was conducted to investigate characteristics influencing the representation of Hispanic students in gifted programs across Florida K-12 school districts. Characteristics included school district enrollment, school district poverty level, school district percentage of minority students, grade level, and policies and practices relevant to gifted identification. Results showed a statistically significant positive relationship between school district enrollment and the percentage of Hispanic students identified for gifted education in 2016-2017, indicating that Hispanic gifted representation was higher in Grades 6-8 than in Grades K-5 or Grades 9-12. Qualitative methods were utilized to analyze exceptional student education (ESE) policy manuals in two purposively sampled school districts and data from interviews with gifted coordinators in those same districts to determine how policies influenced school-level practices in increasing Hispanic representation in Florida's K-12 gifted programs.
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Date Issued: 2018
Identifier: CFE0007220, ucf:52231
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007220

Title: An Analysis of the School Board of Brevard County Instructional Personnel Performance Appraisal Instrument and the Validity of its Components.
Creator: Mela, Carol, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: This study examined the relationship between the professional practices components of the School Board of Brevard County Instructional Personnel Performance Appraisal System Instrument and student achievement as measured by a teacher's value-added measurement score. A Pearson Product-Moment Correlation was the statistical test used to analyze the data. The population included Brevard Public School instructional personnel assigned to Grades 4-10 who taught reading and/or mathematics measured...
Show moreThis study examined the relationship between the professional practices components of the School Board of Brevard County Instructional Personnel Performance Appraisal System Instrument and student achievement as measured by a teacher's value-added measurement score. A Pearson Product-Moment Correlation was the statistical test used to analyze the data. The population included Brevard Public School instructional personnel assigned to Grades 4-10 who taught reading and/or mathematics measured by the Florida Comprehensive Assessment Test during the 2011-2012 school year and who received teacher aggregated value-added measurement scores.Findings indicated that there was a small to moderate statistically significant, positive relationship between all eight professional practices component variables and value-added measurement scores. Correlation coefficients ranged from .089 for collaborative inquiry to .218 for quality of instruction. All of the components combined had a correlation of .231, confirming the strength of multiple evaluation measures.Recommendations were provided for future research aimed at further data analysis in Brevard Public Schools as well as other school districts in order to identify the combination of evaluation components that most accurately reflect teaching effectiveness resulting in student learning as well as to pinpoint weaknesses upon which additional training could be based and the fidelity of implementation improved.
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Date Issued: 2013
Identifier: CFE0004719, ucf:49810
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004719

Title: An Analysis of the Variables in Implementation of the Marzano Causal Teacher Evaluation System in the State of Florida.
Creator: Phillips, Matthew, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: This was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between...
Show moreThis was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between districts that followed the research-based implementation model and districts that did not. Two stated purposes of the Marzano causal teacher evaluation system were to improve the accuracy of teacher performance ratings and to improve the accuracy of feedback provided to teachers. Variation in implementation may possibly occur among school districts. To date no research has been conducted to analyze how variations in implementation may relate to teacher performance ratings. The purpose of this study was to provide data to support best-practice in the implementation of the Marzano causal teacher evaluation system and to guide instructional leaders on the implementation of this evaluation system. The researcher also sought to ensure the Marzano causal teacher evaluation system provides both accurate teacher feedback and accurate teacher evaluations. Data was collected from the Florida Department of Education published reports and information. School district implementation plans were gathered from state submitted documentation. Implementation plans were analyzed and read. Data was collected on a data collection sheet and then analyzed in SPSS using a crosstab Chi square test to determine if a statistically significant relationships existed between districts that followed the research-based implementation model and districts that did not. It was determined that implementation of the Marzano causal evaluation system varies widely. In six out of the seven implementation variables, it was determined that there were statistically significant relationships in teacher evaluation scores between districts that followed the research-based implementation variables and districts that did not. Further research should include validity and reliability studies on the Marzano causal evaluation system. Research should continue to analyze different ways in which the Marzano causal evaluation system is implemented, and what relationship there is between implementation and teacher performance ratings. Research should be conducted to analyze the effectiveness of feedback provided to teachers through the Marzano causal teacher evaluation system. This research indicates that the Marzano causal teacher evaluation system should be used following research based best-practice and how it is intended to be used. The research in this study shows that when implementation variables are altered in the Marzano causal teacher evaluation system, teacher performance ratings may become inaccurate. Based on misunderstandings of the Marzano causal evaluation system, it is recommended school leaders receive additional training on the understanding and implementation of the Marzano casual teacher evaluation system.
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Date Issued: 2014
Identifier: CFE0005399, ucf:50460
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005399

Title: AN ANALYSIS OF THE VULNERABILITY TO TERRORIST RADICALIZATION IN GREAT BRITAIN.
Creator: Reynolds, Teddy, Houghton, David, University of Central Florida
Abstract / Description: To understand the conditions and experiences that might make an individual more vulnerable to terrorist radicalization, this study examines a sample group of Muslim's in Great Britain to determine if responses to survey questions on a range of issues and perceptions can provide indications of an individual's vulnerability to terrorist radicalization. Key to this process was the development of a vulnerability to radicalization score that allowed for an analysis of the relationship...
Show moreTo understand the conditions and experiences that might make an individual more vulnerable to terrorist radicalization, this study examines a sample group of Muslim's in Great Britain to determine if responses to survey questions on a range of issues and perceptions can provide indications of an individual's vulnerability to terrorist radicalization. Key to this process was the development of a vulnerability to radicalization score that allowed for an analysis of the relationship between this score and different independent variables. The dataset for this study was obtained using the Pew Research Center's Spring 2006 Global Attitudes Project 15 Nation Survey. This survey contains a significant oversampling of Muslim respondents allowing for the statistical analysis of potential vulnerability. It is important to understand that this analysis does not provide any indication of radicalization, but a vulnerability based upon accepted theories discussed in terrorism literature. The testing of commonly held theories regarding terrorist radicalization produced a very different picture from what has been viewed in the past. New findings include a previously unrecognized quantity of women who are potentially vulnerable to radicalization. Additionally, income and education do not seem to play the pivotal role that is usually expected, and analysis indicates there is a link between the perceptions of actions by the United States government in the war to combat terrorism and the respondents' vulnerability to radicalization. Recommendations are for the refinement and expansion of this study to include the remaining Western European democracies that were sampled and the United States in order to perform a comparative analysis proving a broader understanding regarding the vulnerability of Muslims to terrorist radicalization in Western Democracies.
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Date Issued: 2008
Identifier: CFE0002377, ucf:47814
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002377

Title: AN ANALYSIS OF TRAUMA NARRATIVES: PERCEPTIONS OF CHILDREN ON THE EXPERIENCE OF SEXUAL ABUSE.
Creator: Foster, Jennifer, Hagedorn, W. Bryce, University of Central Florida
Abstract / Description: Child sexual abuse (CSA) is estimated to affect 1 in 4 girls and 1 in 6 boys before the age of 18 (Centers for Disease Control and Prevention, 2005). Despite the prevalence of sexual abuse and frequent negative outcomes for child victims as well as adult survivors, little is known about CSA from the perspective of the child. To date, the vast majority of research has targeted adults. Studies conducted on children are mostly quantitative and have explored the effectiveness of various treatment...
Show moreChild sexual abuse (CSA) is estimated to affect 1 in 4 girls and 1 in 6 boys before the age of 18 (Centers for Disease Control and Prevention, 2005). Despite the prevalence of sexual abuse and frequent negative outcomes for child victims as well as adult survivors, little is known about CSA from the perspective of the child. To date, the vast majority of research has targeted adults. Studies conducted on children are mostly quantitative and have explored the effectiveness of various treatment interventions. To address the gap in the research literature, the present study investigated the perspectives of children on sexual abuse through thematic analysis of trauma narratives, which were written by children as a therapeutic intervention and described life prior to, during, and following sexual abuse. Analysis of 21 trauma narratives selected through purposive sampling revealed one meta-theme, which was titled Fear and Safety. Children's descriptions of past and current fears as well as concerns about their safety and the safety of others were evident throughout all sections of the narratives. Three themes also emerged from the analysis: (1) Memories of the Abuse, (2) The Disclosure and Subsequent Events, and (3) The Healing Journey. The first theme, Memories of the Abuse, included three subthemes: descriptions of the sexual abuse, details about the perpetrators, and children's thoughts and feelings about the abuse. The second theme, The Disclosure and Subsequent Events, included three subthemes: perceptions of the abuse disclosure, experiences during the investigation, and experiences with the justice system. The third theme, The Healing Journey, also resulted in three subthemes: experiences in counseling, how life had changed, and future hopes and dreams. The themes are discussed, and ramifications for prevention efforts, treatment of child victims of sexual abuse, and counselor preparation are explored. Additionally, implications of the present study for counselors and community members are delineated. Finally, recommendations are made for future research with child victims of sexual abuse.
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Date Issued: 2011
Identifier: CFE0003748, ucf:48788
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003748

Title: An Analysis of Undergraduate Creative Writing Students'Writing Processes: Gauging the Workshop Models' Effectiveness Through the Lens of Genre Theories.
Creator: Chrisman, John, Marinara, Martha, Roozen, Kevin, Scott, Blake, University of Central Florida
Abstract / Description: Current approaches to teaching creative writers the ways to success in creative writing courses consist largely of workshop style classes. While workshops often vary from class to class in style, generally a workshop will consist of a group of writers, led by a mentor/instructor, who exchange drafts and provide reader and writer focused feedback to the author. Yet because the workshop approach has not been the subject of close empirical study, it is unclear whether it is an effective pedagogy...
Show moreCurrent approaches to teaching creative writers the ways to success in creative writing courses consist largely of workshop style classes. While workshops often vary from class to class in style, generally a workshop will consist of a group of writers, led by a mentor/instructor, who exchange drafts and provide reader and writer focused feedback to the author. Yet because the workshop approach has not been the subject of close empirical study, it is unclear whether it is an effective pedagogy. This thesis serves two purposes. First, it presents an argument for new research into creative writing pedagogy and creative writers' processes and suggests that any future research should take an empirical turn. However, because creative writing has developed few theories or methods useful for the empirical study of creative writing, I suggest adopting theories and methods from the field of rhetoric and composition. The second part of this thesis is an empirical study of three creative writing undergraduate students in an introductory creative writing course over one semester. This study uses qualitative methods: semi-structured retrospective interviews, close textual analysis, and in-class observations to understand how creative writers are enculturated into the creative writing community using Christine Tardy's theories of acquiring genre expertise as a framework for analysis. Based on this research this study concludes that while creative writers enculturate in different ways, based on several factors, all creative writers develop greater awareness of genre complexity, authorial identity, and intermodal influences on their writing. Furthermore, this study recommends further case studies into creative writers writing processes and the effectiveness of various workshop models on student enculturation. ?
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Date Issued: 2015
Identifier: CFE0005589, ucf:50235
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005589

Title: An Analysis of Undergraduate Elementary School Pre-Service Teachers' Ability to Contextualize Fraction Expressions and Decontextualize Fraction Word Problems.
Creator: Tapp, Laura, Ortiz, Enrique, Andreasen, Janet, Dixon, Juli, Witta, Eleanor, University of Central Florida
Abstract / Description: The focus of this research was to expand on existing literature by providing information on elementary school pre-service teachers' ability to contextualize fraction expressions and decontextualize fraction word problems. The elementary school pre-service teachers who participated in this study were enrolled in a mathematics for elementary school teachers content course in a college of education at a large university during the Spring 2016 semester. In this mixed-method study, the...
Show moreThe focus of this research was to expand on existing literature by providing information on elementary school pre-service teachers' ability to contextualize fraction expressions and decontextualize fraction word problems. The elementary school pre-service teachers who participated in this study were enrolled in a mathematics for elementary school teachers content course in a college of education at a large university during the Spring 2016 semester. In this mixed-method study, the participants were given the Contextualization and Decontextualization of Fractions Instrument (CDFI) which assessed elementary school pre-service teachers' ability to solve fraction word problems and identify decontextualized fraction word problems into expressions and contextualized fraction expressions into word problems. The elementary school pre-service teachers were given the CDFI before and after they completed a unit on fractions. Of the 52 participants who completed both the pre- and post- CDFI, 11 were selected to participant in think aloud interviews in which they decontextualized fraction expressions from word problems and solved and contextualized fraction word problems from expressions. Quantitative results showed an overall statistically significant difference in the elementary school pre-service teachers' pre- and post- test scores. With the exception of two questions, all questions on the CDFI showed a statistically significant difference between the pre- and the post- test scores. No statistical significance was found in the responses to the question that required the elementary school pre-service teachers to identify the expression that matched the given fraction subtraction word problem. A large number of participants correctly identified the correct subtraction expression on the pre-test, and only slightly more of them were able to identify the correct subtraction expression on the post-test. No statistical significance was found in the responses to the question that required the elementary school pre-service teachers to explain their selection of a contextualized fraction multiplication expression. Though there was an increase in the elementary school pre-service teachers' ability to explain their selection of the contextualized fraction multiplication expression, it was not statistically significant. The qualitative analysis of the think aloud interview data showed that some of the elementary school pre-service teachers struggled with contextualizing fraction expressions. Most of the elementary school pre-service teachers did not struggle with solving the fraction word problems, but did struggle with decontextualizing fraction multiplication word problems.
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Date Issued: 2016
Identifier: CFE0006506, ucf:51405
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006506

Title: An Analytical Investigation of Prestressed Beam Bridge Performance Before and After Widening.
Creator: ORiordan Adjah, Chris, Zhou, Lei, Chopra, Manoj, Catbas, Necati, University of Central Florida
Abstract / Description: As traffic and congestion increase, so does the likelihood of collisions. The solution to this problem is usually through a rehabilitation process with two primary options: (1) widening/expansion of existing roadway and bridges and (2) complete replacement (new construction) of roadway and bridges. The first option is the most feasible and cost-effective. While roadway widening/expansion pose minimal issues, the same cannot be said of bridge widening. An existing bridge presents a multitude...
Show moreAs traffic and congestion increase, so does the likelihood of collisions. The solution to this problem is usually through a rehabilitation process with two primary options: (1) widening/expansion of existing roadway and bridges and (2) complete replacement (new construction) of roadway and bridges. The first option is the most feasible and cost-effective. While roadway widening/expansion pose minimal issues, the same cannot be said of bridge widening. An existing bridge presents a multitude of challenges during the planning and design phases, during construction, and throughout the structure's service life. Special attention is required in both the design and detailing of the widening in order to minimize construction and maintenance problems. The primary objective of this dissertation is to present a better understanding of structural behavior and capacity by studying an existing widened structure: a bridge that has been in service for over 40 years (constructed in 1972 and widened in 2002). The load demand on this bridge has doubled over the years. Consequently, the widened structural system is composed of four-span continuous prestressed concrete bridge segments.To better understand the widened 2002 bridge used in this study, an initial comparative analysis was performed, comparing the original 1972 bridge and the 2002 widened bridge. This comparative analysis included a determination of bridge capacity, distribution factors, and load-rating factors using current American Association of State Highway and Transportation Officials (AASHTO) Load and Resistance Factor Design (LRFD) Specifications design codes. However, the original codes used for the two bridges should also be noted, as follows: (1) the AASHTO Load Factor Design (LFD) Code was used for the original bridge; and (2) a combination of the AASHTO LFD and AASHTO LRFD Specifications were used for the existing widened bridge. Linear three-dimensional finite element models were developed for both bridges to obtain the maximum moment and shear values with varying HL-93 load cases for these analyses.To develop models that describe the possible existing condition of the 2002 widened bridge, a nonlinear model of one of the critical members in the structure was developed by changing the most critical parameters. The critical parameters are categorized as material properties and prestress losses. Sensitivity studies were conducted using parametric models for simulations with moving loads for the different load cases using the HL-93 truck. The load-rating and reliability indexes were computed for all the cases under different loading conditions. The parameters that have the most influence on load rating and reliability are also presented in the analyses. The information generated from these analyses can be used for better(-)focused visual inspection and widened bridge load rating criteria, and can also be used for developing a long(-)term widening structural monitoring plan. Additionally, this study will be used as a benchmark for future studies, and to establish a procedure and methodology for future bridge widening projects.
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Date Issued: 2017
Identifier: CFE0006773, ucf:51866
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006773

Title: An analytical model for evaluating database update schemes.
Creator: Kinsley, Kathryn C., Hughes, Charles E., Arts and Sciences
Abstract / Description: University of Central Florida College of Arts and Sciences Thesis; A methodology is presented for evaluating the performance of database update schemes. The methodology uses the M/Hr/1 queueing model as a basis for this analysis and makes use of the history of how data is used in the database. Parameters have been introduced which can be set based on the characteristics of a specific system. These include update to retrieval ratio, average file size, overhead, block size and the expected...
Show moreUniversity of Central Florida College of Arts and Sciences Thesis; A methodology is presented for evaluating the performance of database update schemes. The methodology uses the M/Hr/1 queueing model as a basis for this analysis and makes use of the history of how data is used in the database. Parameters have been introduced which can be set based on the characteristics of a specific system. These include update to retrieval ratio, average file size, overhead, block size and the expected number of items in the database. The analysis is specifically directed toward the support of derived data within the relational model. Three support methods are analyzed. These are first examined in a central database system. The analysis is then extended in order to measure performance in a distributed system. Because concurrency is a major problem in a distributive system, the support of derived data is analyzed with respect to three distributive concurrency control techniques -- master/slave, distributed and synchronized. In addition to its use as a performance predictor, the development of the methodology serves to demonstrate how queueing theory may be used to investigate other related database problems. This is an important benefit due to this lack of fundamental results in the area of using queueing theory to analyze database performance.
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Date Issued: 1983
Identifier: CFR0011600, ucf:53041
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011600

Title: AN ANALYTICAL UNDERSTANDING OF ADMINISTRATIVE PRACTICES MINIMIZING VICARIOUS TRAUMATIZATION IN DOMESTIC VIOLENCE ORGANIZATIONS IN FLORIDA.
Creator: Campbell, Katharine, Abel, Eileen, University of Central Florida
Abstract / Description: Working within the field of domestic violence can result in the occurrence of vicarious traumatization. The literature supports that collegial support and supervision are effective tools organizations can implement to assist in minimizing vicarious trauma. This study, guided by constructive self development theory and feminist theory, examines whether the level of vicarious trauma is impacted by knowledge base, collegial support, and supervision. Staff within certified shelters in the state...
Show moreWorking within the field of domestic violence can result in the occurrence of vicarious traumatization. The literature supports that collegial support and supervision are effective tools organizations can implement to assist in minimizing vicarious trauma. This study, guided by constructive self development theory and feminist theory, examines whether the level of vicarious trauma is impacted by knowledge base, collegial support, and supervision. Staff within certified shelters in the state of Florida were surveyed using a research designed instrument and the Trauma and Attachment Belief Scale. A total of 112 participants were recruited using the Tailor Design Method of surveying. Findings indicate that uniquely none of the independent variables significantly impacted vicarious trauma symptoms. However, collectively knowledge base, collegial support and supervision did impact minimizing vicarious trauma. Further, five of the ten subscales of vicarious trauma showed a statistically significant relationship with the independent variables. Implications for domestic violence agencies, practitioners, and future research are drawn.
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Date Issued: 2008
Identifier: CFE0002098, ucf:47562
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002098

Title: An Anthropological Case Study on the Impact of the "No Zero" Homework Policy on Teacher Culture in Two Central Florida Middle Schools.
Creator: Bolger, Mary, Howard, Rosalyn, Stewart, Martha, Matejowsky, Ty, University of Central Florida
Abstract / Description: No Child Left Behind and Race to the Top are Federal educational policies that have evoked criticism from teachers and administrators. Both policies extended the federal government's reach into local education by tying federal funds to a school's student growth and teacher effectiveness. With an increasing emphasis on economic mechanisms such as choice and competition, teachers' effectiveness is now determined by standardized and quantifiable measurements. These policies have created a data...
Show moreNo Child Left Behind and Race to the Top are Federal educational policies that have evoked criticism from teachers and administrators. Both policies extended the federal government's reach into local education by tying federal funds to a school's student growth and teacher effectiveness. With an increasing emphasis on economic mechanisms such as choice and competition, teachers' effectiveness is now determined by standardized and quantifiable measurements. These policies have created a data driven and high stakes accountability culture within each school. Teachers are finding themselves in a new balancing act of recording quantifiable yearly progress for all students while trying to work against environmental factors that are out of their control. The rising trend to utilize a (")no zero(") homework policy under these new pressures merits investigation into its role within teacher culture and these current tensions. The recent call for anthropology to re-enter the classroom as a cultural site allows the researcher to provide context to the fluid relationships that often lead to the reproduction of or resistance against dominant ideology. Using the case study method, this ethnography employs the critical theory framework to examine policy impact on teacher culture and gain an understanding for how and why trends such as the (")no zero(") homework become a part of school policy. By looking at a (")school of choice(") and a traditional (")feeder middle school,(") this thesis gives context to how the local trends illuminate larger cultural shifts.
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Date Issued: 2013
Identifier: CFE0004975, ucf:49596
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004975

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