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An analysis of student achievement outcomes of teachers who have earned the Reading Endorsement offered through Brevard Public Schools compared to those who earned the Reading Endorsement through other means, and those who have not earned a Reading Endors

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Date Issued:
2013
Abstract/Description:
This study sought to determine relationships between the independent variables of teaching years of experience and participation in Reading Endorsement professional development offered through Brevard Public Schools and the dependent variables of student outcome measures, as determined through teacher aggregated reading Value Added Model (VAM) scores. The significance of the study was that it will add to the literature by being the first study of its kind for the Brevard Public School District. This study will also provide information as to the reading instruction preparation effectiveness examined through student performance outcomes. This study used multiple statistical procedures to analyze the data in order to answer four research questions. A bivariate correlation, an analysis of variance, an independent samples T-Test, and a factorial analysis of variance were used. The study's findings demonstrated that there was not a correlation between the years of teaching experience and the teachers' VAM scores of the targeted population, yet when categorically grouped teachers with six or greater years of teaching experience had statistically significant greater VAM scores than those with less years of experience. There was not a statistically significant difference among teachers of varying Reading Endorsements.
Title: An analysis of student achievement outcomes of teachers who have earned the Reading Endorsement offered through Brevard Public Schools compared to those who earned the Reading Endorsement through other means, and those who have not earned a Reading Endorsement.
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Name(s): Chancellor, Carrie, Author
Murray, Barbara, Committee Chair
Murray, Kenneth, Committee Member
Taylor, Rosemarye, Committee Member
Spadaccini, Becky, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2013
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study sought to determine relationships between the independent variables of teaching years of experience and participation in Reading Endorsement professional development offered through Brevard Public Schools and the dependent variables of student outcome measures, as determined through teacher aggregated reading Value Added Model (VAM) scores. The significance of the study was that it will add to the literature by being the first study of its kind for the Brevard Public School District. This study will also provide information as to the reading instruction preparation effectiveness examined through student performance outcomes. This study used multiple statistical procedures to analyze the data in order to answer four research questions. A bivariate correlation, an analysis of variance, an independent samples T-Test, and a factorial analysis of variance were used. The study's findings demonstrated that there was not a correlation between the years of teaching experience and the teachers' VAM scores of the targeted population, yet when categorically grouped teachers with six or greater years of teaching experience had statistically significant greater VAM scores than those with less years of experience. There was not a statistically significant difference among teachers of varying Reading Endorsements.
Identifier: CFE0004827 (IID), ucf:49756 (fedora)
Note(s): 2013-08-01
Ed.D.
Education, Teaching, Learning and Leadership
Doctoral
This record was generated from author submitted information.
Subject(s): Professional Development -- Reading Endorsement
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004827
Restrictions on Access: public 2013-08-15
Host Institution: UCF

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