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Title: "Build Your Own Adventure" ACT Prep Manual: Beating the Odds of High-Stakes Standardized Assessments.
Creator: Holter, Natalie, Boote, David, Hayes, Grant, Taylor, Rosemarye, Vitale, Thomas, University of Central Florida
Abstract / Description: Today's focus on high-stakes standardized tests has had a massive impact on education throughout America, and standardized test preparation is one of the ugly, open secrets of education. Ever since 2001 when President Bush signed into law No Child Left Behind (NCLB), a bipartisan reauthorization of Johnson's landmark Elementary and Secondary Education Act of 1965, students have been bombarded with standardized tests from the earliest grades. Politicians believe these measures are the only way...
Show moreToday's focus on high-stakes standardized tests has had a massive impact on education throughout America, and standardized test preparation is one of the ugly, open secrets of education. Ever since 2001 when President Bush signed into law No Child Left Behind (NCLB), a bipartisan reauthorization of Johnson's landmark Elementary and Secondary Education Act of 1965, students have been bombarded with standardized tests from the earliest grades. Politicians believe these measures are the only way to remedy the perceived weaknesses in the education system because (")stringent accountability mandates… [provide] vital levers of change, inclusiveness, and transparency of results(") (Education Week, 2011, para. 15). Yet as time progresses, the quantity and importance of the exams increase to such proportions that, by the time students are in high school, their performance dictates whether they will graduate or attend college. While proponents of such exams say that they only test the skills that students ought to be learning anyway, the reality tends to be that teachers start to focus only on the specific questions the test will cover, and thereby lose the ability to provide full, comprehensive education. "Teaching to the test" is the much-maligned experience of most high schools. In order to combat the pressure students feel to perform and teachers feel to shortchange the learning experience, a (")Build Your Own Adventure(") manual designed around research-based principles demonstrated to improve student learning gains will allow students to focus on the key areas needed to improve test performance, demystify the test itself, and thus help students obtain score improvement. In so doing, students will not only perform better on standardized assessments, but ultimately be able to attend more elite colleges.
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Date Issued: 2015
Identifier: CFE0005806, ucf:50031
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005806

Title: A Case Study of High School Administrators' Self-Perceived Readiness to be Digital Instructional Leaders.
Creator: Sanchez Corona, Brian, Taylor, Rosemarye, Baldwin, Lee, Ceballos, Marjorie, Shepherd, Andrew, University of Central Florida
Abstract / Description: The purpose of this study was to determine the readiness of an administrative team (N = 7) to provide digital instructional leadership, in the context of one high school, as well as examine possible outcomes related to student achievement, as measured by Florida Standards Assessment English Language Arts scale scores (FSA, 2018). This instrumental case study design (Fraenkel, Wallen, (&) Hyun, 2015) incorporated mixed-methods data collection and qualitative analysis. Data were collected from...
Show moreThe purpose of this study was to determine the readiness of an administrative team (N = 7) to provide digital instructional leadership, in the context of one high school, as well as examine possible outcomes related to student achievement, as measured by Florida Standards Assessment English Language Arts scale scores (FSA, 2018). This instrumental case study design (Fraenkel, Wallen, (&) Hyun, 2015) incorporated mixed-methods data collection and qualitative analysis. Data were collected from three distinct sources for triangulation: qualitative semi-structured interviews, Digital Instructional Leadership Readiness Instrument [DILRI(&)copy;] (Taylor (&) Shepherd, 2016) knowledge and confidence construct participant item selections, and Grade 9 and Grade 10 Florida Standards Assessment (FSA) English Language Arts 2018 student scale scores (FSA, 2018). Administrator perceptions of teachers' integration of technology in instruction were examined via constructs of (a) characteristics of learning and (b) levels of technology integration contained within the Technology Integration Matrix [TIM(&)copy;] (FCIT, 2018) framework. Findings support administrators' ability to recognize emergent levels of teachers' integration of technology in instruction. Findings also inform professional learning experiences for administrators supporting teachers in one-to-one digital school environments. Implications for practice include a need for sustained ongoing professional learning for administrators on the selected technology integration framework. School district administrators may seek to ensure that the selected technology integration framework, the TIM(&)copy; (FCIT, 2018) in this instrumental case study (Fraenkel et al., 2015), is presented as a sustained shared vision (Richardson (&) Sterrett) for both instructional and administrative personnel within the organization. Recommendations for future research include collecting similar data from multiple schools within a school district and from numerous school districts. Replication of this study is suggested in various regions of the United States. Also, a longitudinal follow-up study is suggested to examine change in administrator digital instructional leadership over time.
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Date Issued: 2019
Identifier: CFE0007722, ucf:52454
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007722

Title: A Case Study of High School Teacher Induction Programs in One Urban Florida School District.
Creator: Bray, Tayler, Taylor, Rosemarye, Ceballos, Marjorie, Baldwin, Lee, Swan, Bonnie, University of Central Florida
Abstract / Description: The purpose of this mixed-method study was to investigate high school teacher induction programs in one large urban Florida school district according to criteria identified in the literature, referred to as constructs in the study. In addition, this study sought to determine the relationship, if any, between school-based teacher induction programs and retention rates of first-year high school teachers. Using a triangulation approach, qualitative data were collected through a document analysis...
Show moreThe purpose of this mixed-method study was to investigate high school teacher induction programs in one large urban Florida school district according to criteria identified in the literature, referred to as constructs in the study. In addition, this study sought to determine the relationship, if any, between school-based teacher induction programs and retention rates of first-year high school teachers. Using a triangulation approach, qualitative data were collected through a document analysis of individual high school faculty handbooks and online platforms, and by conducting interviews with the high school induction program designees. Grounded theory and the constant comparative method were utilized to code and further analyze data. Evidence of induction program constructs was recorded and scored using the High School Teacher Induction Matrix. Analysis of quantitative data utilized Pearson's r Correlation and an independent samples t-test. Findings, generated from seven high school induction program designees (N = 7) demonstrated varied implementation of induction program practices across the participant schools. The presence of research-based induction program constructs in high school induction programs did not exceed the 60% threshold. Additionally, qualitative findings demonstrated high school induction coordinators establish program practices and guidelines differently across the high schools. While the majority of high school induction program coordinators in this study received support from their school or the school district, other induction coordinators were left on their own. Statistical analysis revealed no statistical significance between participation in high school teacher induction programs and first-year high school teacher retention. Furthermore, inferential statistics discovered no statistically significant difference in the relationship of first-year high school teacher retention and certification type. However, due to a small n, the results of the study were limited to this context and not generalizable. The conclusions and recommendations of this study can support school district leaders and high school administrators in determining the practices, guidelines, and implementation related to teacher induction programs that are consistent with retaining first-year teachers.
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Date Issued: 2019
Identifier: CFE0007605, ucf:52553
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007605

Title: A CASE STUDY OF THE PERCEPTIONS OF PRINCIPALS OF VOUCHER ELIGIBLE HIGH SCHOOLS IN FLORIDA.
Creator: Bolen, Robert, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The publication of A Nation at Risk in 1983 has prompted a series of attempts to revise the educational system's outcomes. Legislative and executive reform bills have resulted in Educational Vouchers being a prime source of reform. A case study of the perceptions of public high school principals in Florida that are at Voucher Eligible high schools to those perceptions of principals at schools graded 'A' as of the 2002-03 academic school year was the focus of this study. Four...
Show moreThe publication of A Nation at Risk in 1983 has prompted a series of attempts to revise the educational system's outcomes. Legislative and executive reform bills have resulted in Educational Vouchers being a prime source of reform. A case study of the perceptions of public high school principals in Florida that are at Voucher Eligible high schools to those perceptions of principals at schools graded 'A' as of the 2002-03 academic school year was the focus of this study. Four public high school principals from two Florida districts were used in this study. Two schools were identified as Voucher Eligible and graded "F" and two were examples of best practices or graded "A" or "B". Analyzed data identified recurring patterns between the four schools.Both advocates and detractors view of vouchers would be given a full historical review. Included in the research were the four major educational criteria of educational vouchers that were used in voucher development policy. The three major components of Florida's Voucher Programs, along with the No Child Left Behind Act were examined along with accountability measures and parent/student rights. The data revealed that there was a positive relationship between the minority rate of a school and the school's grade. Data also revealed that it would be beneficial for all schools and communities to work together to address the reading level issue as these programs have shown a positive relationship between the overall reading level and the school's grade.
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Date Issued: 2007
Identifier: CFE0001565, ucf:47152
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001565

Title: A Case Study of the Percieved Effectiveness of the Two-Semester, Job-Embedded Internship.
Creator: Osmond, Stephanie, Taylor, Rosemarye, Baldwin, Lee, Kennedy, Mary, Zugelder, Bryan, University of Central Florida
Abstract / Description: The purpose of the study was to examine the perceived effectiveness of the two-semester, job-embedded internship for the development of effective Science, Technology, Engineering, and Mathematics (STEM) teachers. Students who were enrolled in the Resident Teacher Professional Preparation Program (RTP3) were able to earn a Master's in the Art of Teaching (MAT), which included a two-semester, job-embedded internship. This study was designed to analyze the perceived effectiveness of the two...
Show moreThe purpose of the study was to examine the perceived effectiveness of the two-semester, job-embedded internship for the development of effective Science, Technology, Engineering, and Mathematics (STEM) teachers. Students who were enrolled in the Resident Teacher Professional Preparation Program (RTP3) were able to earn a Master's in the Art of Teaching (MAT), which included a two-semester, job-embedded internship. This study was designed to analyze the perceived effectiveness of the two-semester, job-embedded internship model at one urban high school from not only the resident teachers', but also designees and stakeholders of the RTP3. Resident teachers participated in the two-semester, job-embedded internship with the support of school site based mentors, school district and school site coaches, and university intern coordinators. The resident teachers participated in all aspect of the teaching process, and were evaluated using the school site evaluation instrument. As part of their internship, the resident teachers were evaluated using the Internship Assessment Summary Sheet. The resident teachers were also asked to participate in Lesson Study. Data were gathered through both qualitative and quantitative sources. To collect qualitative data, interviews were conducted with the resident teachers, school site designees, school district designees and university designees. Each respondent was asked 10 questions developed by the researcher and vetted by experts in the field. The questions were designed to gather perceptions of effectiveness in preparation of the resident teachers, as well as strengths and weaknesses of the model. Recommendations for future use of the two-semester, job-embedded internship model were also gathered. Quantitative data were collected and analyzed using the Internship Assessment Summary Sheet to assess the perception of the intern coordinators.The findings were that the two-semester, job-embedded internship was overall perceived as an effective model in preparing STEM teachers. The model allowed resident teachers to be engaged in the teaching process from the beginning of the school year. The support that was given throughout the internship was beneficial in helping resident teachers with teaching practice. It was recommended that using frequent and actionable feedback should be continued. The one weakness of the model was the need for more pedagogical preparation, especially in the area of classroom management.
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Date Issued: 2015
Identifier: CFE0005860, ucf:50935
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005860

Title: A CASE STUDY OF THE RELATIONSHIP BETWEEN PROFESSIONAL LEARNING COMMUNITY IMPLEMENTATION AND ADEQUATE YEARLY PROGRESS OF CENTRAL FLORIDA URBAN SCHOOLS.
Creator: Ellis, Amanda, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The focus of this research was to examine the professional learning of school instructional and administrative staff as they focused on the elements of becoming a professional learning community. Existing research examined the components and behaviors collectively or independently. This research describes the relational data between the critical elements of focus, the leader, teams, and individual teacher as related to student achievement. It was determined through the literature review and...
Show moreThe focus of this research was to examine the professional learning of school instructional and administrative staff as they focused on the elements of becoming a professional learning community. Existing research examined the components and behaviors collectively or independently. This research describes the relational data between the critical elements of focus, the leader, teams, and individual teacher as related to student achievement. It was determined through the literature review and results of this study that there were constructs of professional learning communities that were related to student achievement. In particular, a statistically significant relationship between proficiency in reading and teacher reflection was found. Additional behaviors of teachers and leaders were discussed in relation to increased student achievement. Suggested uses for the study included the consideration of practices by leaders in creating professional learning communities that support student achievement. An additional suggestion was the utilization of reflective practice and action research as means for increased student achievement.
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Date Issued: 2010
Identifier: CFE0003179, ucf:48619
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003179

Title: A COMPARATIVE ANALYSIS OF DIFFERENCES IN RESIDENT SATISFACTION, RETENTION, AND CUMULATIVE GRADE POINT AVERAGE BETWEEN UNIVERSITY OF CENTRAL FLORIDA OWNED AND AFFILIATED HOUSING.
Creator: Novak, Jeffrey, Taylor, Rosemarye, University of Central Florida
Abstract / Description: This study compared students' perceptions and satisfaction as they related to their place of residence. In addition, this study sought to determine if a difference existed between student retention rates from their first year in college to their second year and one's grade point average with respect to one's place of residence within the collegiate setting. As such, the problem this study examined was the overall impact of where a first-time-in-college student lived within the...
Show moreThis study compared students' perceptions and satisfaction as they related to their place of residence. In addition, this study sought to determine if a difference existed between student retention rates from their first year in college to their second year and one's grade point average with respect to one's place of residence within the collegiate setting. As such, the problem this study examined was the overall impact of where a first-time-in-college student lived within the University of Central Florida housing system and how that living environment impacted students' levels of satisfaction, overall retention rates, and cumulative grade point averages. The data used for this study were obtained from a previously distributed survey conducted by the Department of Housing and Residence Life at the University of Central Florida in February 2007. Secondary data were obtained through the Department of Institutional Research at the University of Central Florida. A website link to an optional, self-administered Internet-based survey was sent via email to University of Central Florida students residing in university owned housing and university affiliated housing. The size of the sample was determined by the number of delivered emails 3800 for university owned housing, 1,500 for university affiliated housing (Towers), and 1,831 for university affiliated housing (Pegasus Landing). Of the total populations: 1) 38.57 percent were returned for university owned housing, 2) 26.26 percent were returned for university affiliated (Towers at Golden Knights Plaza), and 3) 24.63 percent were returned for university affiliated housing (Pegasus Landing). There were many statistically significant relationships. Consistently, students residing in university owned housing showed higher satisfaction and agreement levels when compared with students living in university affiliated housing. Additionally, students living in university owned housing showed a higher retention rate and cumulative grade point average when compared with students living in university affiliated housing.
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Date Issued: 2008
Identifier: CFE0002245, ucf:47894
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002245

Title: A COMPARATIVE ANALYSIS OF STUDENT ACHIEVEMENT IN FLORIDA CHARTER AND NON-CHARTER PUBLIC HIGH SCHOOLS 2007-2009.
Creator: Sommella, Shannon, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and...
Show moreThe purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and ethnicity), and examined if there was a difference in professional demographics of faculty (advanced degrees, teachers' average years of teaching experience, and percent of courses taught by out of field teachers gender), among charter and non-charter public high schools in the state of Florida. School data were analyzed from 234 charter and non-charter public high schools, within 15 districts across the state of Florida, for the years 2007-2009. The findings of this research suggest charter high schools in the state of Florida are not keeping the pace with their traditional public high school counterparts. Over a three year period, charter high schools had significantly lower developmental scale scores on the FCAT, in both reading and mathematics, than non-charter public high schools. The findings also suggest that student demographics, with respect to male gender, economically disadvantaged, and ELL, combined with charter school status, negatively impact student achievement as measured by DSS. The disparity noted with regard to faculty demographics between charter and non-charter public high schools, only touches on some considerable differences between the two school types; more information is needed on the variations so parents and students can make informed choices. For future research, replication of this study with an expanded sample size of charter schools and a longer period of time for data collection was recommended. Separate studies are recommended on the differences between charter and non-charter public schools with regard to instructional time, curriculum or grade levels offered, the differences between parent and student perceptions, and the differences between funding and principal background as it relates to student achievement.
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Date Issued: 2010
Identifier: CFE0003476, ucf:48985
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003476

Title: A comparison of eighth grade athletes and non-athletes: Academic achievement, time spent on homework, future educational goals, and socioeconomic status.
Creator: Shelby, John, Taylor, Rosemarye, Hahs-Vaughn, Debbie, Doherty, Walter, Ford, Robert, University of Central Florida
Abstract / Description: This study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what...
Show moreThis study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?Factorial ANOVA's were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the three-way interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes.There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students' mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased.
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Date Issued: 2011
Identifier: CFE0004166, ucf:49064
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004166

Title: A COMPARISON OF EIGHTH GRADE READING PROFICIENCY ON STATE ASSESSMENTS WITH THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS.
Creator: Dyer, Kathryn, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed...
Show moreThe National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed the extent to which a relationship existed for subgroups (race/ethnicity, English Language Learners, low socioeconomic status, and students with disabilities) and while controlling for census regions. It was found that a predictive relationship does exist between state and NAEP proficiency percentages for eighth grade students who took these reading assessments in 2009. The correlations between the variables were consistently high; however, the relationships were not significant for all subgroups nor for all census regions. It was determined that NAEP and state assessment proficiency percentages are not well suited to direct comparisons. Recommendations for practice included the development of nationwide common assessments, standards, and proficiency scales.
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Date Issued: 2011
Identifier: CFE0003600, ucf:48852
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003600

Title: A COMPARISON OF EIGHTH GRADE READING SCORES BY STATEAND BY THE FOUR CENSUS-DEFINED REGIONS IDENTIFIED BY NAEP.
Creator: Gordon II, William, Taylor, Rosemarye, University of Central Florida
Abstract / Description: This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and...
Show moreThis study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.
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Date Issued: 2009
Identifier: CFE0002536, ucf:52846
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002536

Title: A comparison of eighth-grade mathematics scores by state and by the four census-defined regions of national assessment of educational progress (NAEP).
Creator: Robinson, Laurel, Taylor, Rosemarye, Pawlas, George, Little, Mary, Clark, Margaret, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census (-)defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between...
Show moreThe purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census (-)defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between the percentage of eighth-grade students who were proficient in mathematics as assessed by the 2009 NAEP and those who were proficient in mathematics as assessed by their 2009 state assessment. A significant quadratic (non-linear) relationship between the state and NAEP levels of proficiency was determined. Several two-factor split plot (one within-subjects factor and one between-subjects factor) analysis of variance (ANOVA) were conducted to determine if region moderated the difference between the percentage proficient on the state and NAEP assessments for eighth grade students overall and in the following AYP subgroups : (a) low socioeconomic students, (b) white students, (c) black students and (d) Hispanic students. The within-subjects factor was type of test (NAEP or state), and the between-subjects factor was region (Midwest, Northeast, West, and South). Overall, the percentage proficient on state mathematical assessments was always higher than the percentage proficient on the NAEP mathematics assessments. The degree of discrepancy is discussed, as well as possible reasons for this divergence of scores.
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Date Issued: 2014
Identifier: CFE0005241, ucf:50599
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005241

Title: A comparison of final grade outcomes of veterans enrolled in English I through online and face-to-face instructional modalities at a public four-year college.
Creator: Hoke, Thomas, Taylor, Rosemarye, Cox, Dr. Thomas, Baldwin, Lee, Marshall, Nancy, University of Central Florida
Abstract / Description: Since the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally...
Show moreSince the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally, little research into the academic outcomes of veterans taking courses through use of the online instructional modality has been conducted. To address this gap, the current study used the Theory of Student Integration (Tinto, 1975) and three research questions to explore these gaps. A quasi-experimental design was applied to investigate three research questions: (a) how do the academic outcomes of veterans, as measured by final grades, of veterans enrolled in an online version of English I (ENC 1101), compare with veterans enrolled in a face-to-face version of the same course with and without consideration of gender? (b) How do the academic outcomes, as measured by final grades, of veterans compare to nonveterans in both online and face-to-face versions of the course English I (ENC 1101) with and without consideration of gender? (c) What ability, if any, do instructional modality, veteran status, and age have in predicting final grade outcomes in the course English I (ENC 1101)? Archival data were gathered from a public, four-year state college in Florida of final grade outcomes and student demographics for course ENC 1101 for academic years 2012-2013, 2013-2014, and 2014-2015. Demographic data included: (a) age, (b) veteran status, (c) gender, and (d) instructional modality. Participants examined for this study were veteran and nonveterans enrolled in the course English I (ENC 1101) in two instructional modalities: online (n = 2,080) and face-to-face (n = 17,415). Additionally, participants were examined as groups of veterans (n = 544) and nonveterans (n = 18,951). Quantitative analysis utilizing independent samples t-tests of the archival data revealed that veterans earned statistically significant different final grade outcomes between the two instructional modalities t(55.65) = 2.18, p = .03. Veterans enrolled in the face-to-face version of ENC 1101 performed significantly better (M = 2.44, SD = 1.48) compared to veterans in the online version (M = 1.90, SD = 1.67). No significant differences were found when comparing final grade outcomes within gender across instructional modalities. Independent samples t-tests of the data revealed no statistically significant differences between the final grade outcomes of veterans and nonveterans within the face-to-face, t(17,413) = 0.25, p = .80, or online instructional modality, t(2.078) = 0.94, p = 0.35. Statistically significant differences were found between male veterans and nonveterans within the face-to-face modality, t(8,086) = -2.56, p = .01. Male veterans in the face-to-face instructional modality had statistically significant higher final grade outcomes (M = 2.48, SD = 1.47) compared to male nonveterans (M = 2.28, SD = 1.48). Additionally, statistically significant differences between female veterans and nonveterans within the face-to-face instructional modality were found, t(9,138) = 2.16, p = .03. The final grade outcomes of female nonveterans were significantly higher (M = 2.60, SD = 1.46) than those of female veterans (M = 2.30, SD = 1.50) in the face-to-face modality. No statistically significant differences were comparing the final grade outcomes from the online modality of veterans and nonveterans by gender.Multiple linear regressions were used to determine what relationship age, veteran status, and instructional modality had on final grade outcome. Analysis revealed that age and instructional modality were statistically significant in predicting final grade outcome, while veteran status was not, F(3, 19,491) = 85.07, p (<) .001. The model predicts that older students will earn higher final grade outcomes than younger student in the face-to-face instructional modality regardless of veteran status.Throughout the 20th and 21st Centuries, the four-year college has continued to grow in both number and program offerings. This growth has helped the four-year college to remain a leading source of postsecondary educational opportunities for veterans. With the development of online learning technology in the late 20th Century, four-year colleges have utilized this new technology to provide opportunities to larger groups of students than they had previously been able to reach. However, the effectiveness of this instructional modality has yet to be fully ascertained when compared to face-to-face instruction, especially for veterans, a population that has demonstrated at-risk characteristics (Kasworm, 2005). The findings of this study provide implications for four-year college administrators, instructors, and educational researchers to continue working to support veterans as they enter higher education.
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Date Issued: 2017
Identifier: CFE0006602, ucf:51280
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006602

Title: A Comparison of Sixth Grade Student Achievement in Reading and Mathematics at School Transition Year.
Creator: Roseboom, Julie, Taylor, Rosemarye, Doherty, Walter, Bai, Haiyan, Beattie, Karen, University of Central Florida
Abstract / Description: This study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to...
Show moreThis study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to student achievement in sixth grade. This was a causal-comparative study using quantitative data to analyze student scores at the school level for reading and mathematics on the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 assessment to explore the difference in achievement for sixth grade students with no school transition compared to those who had school transitions during middle school. A multivariate analysis of covariance (MANCOVA) was used to examine if a difference existed in the dependent variables of sixth-grade reading and mathematics achievement as measured by school mean developmental scale scores and the school percentage of students making learning gains on the FCAT 2.0 between schools with sixth grade as the transition year and without sixth grade as the transition year. The analyses were controlled for the covariates of the school percentages of socio-economic status as determined by free and reduced lunch rate, English Learner status, and exceptional student education status. Findings signified that schools with no school transition between fifth and sixth grade in Florida public schools had higher sixth-grade mean scores in reading and mathematics as measured by school mean developmental scale scores and in reading as measured by the percentage of school learning gains. This study offers insight into what grade configuration is more likely to positively impact student achievement during the middle grades and supports students remaining in an elementary setting with fewer transitions during the middle grades to most benefit reading and mathematics achievement. Findings are useful to school boards, superintendents, and school district administrators interested in educational policy development and research on transition especially when restructuring school grade configurations and building new school sites.
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Date Issued: 2015
Identifier: CFE0006545, ucf:51347
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006545

Title: A Comparison of the Academic Achievement of English Learners and Non-English Learners in Digital and Non-Digital Learning Environments.
Creator: Vela, Enrique, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Nutta, Joyce, University of Central Florida
Abstract / Description: The purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from...
Show moreThe purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from the first year of a 1:1 digital pilot implementation in a large urban school district in Florida, the results of this study identified grade levels and school levels where the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 Reading and Mathematics Developmental Scale Scores (DSS) of ELs in digital school settings were significantly higher than in non-digital school settings. In addition, the study yielded some statistically significant differences in the learning gains in DSS of the 2014 FCAT 2.0 Reading and Mathematics of ELs and non-ELs in digital school settings. These findings may be used to inform the planning of technology integration, academic interventions, and teacher preparation that focuses on the academic improvement of ELs.
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Date Issued: 2016
Identifier: CFE0006410, ucf:51455
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006410

Title: A DESCRIPTIVE COMPARATIVE STUDY OF TRADITIONAL AND NON-TRADITIONAL MASTER'S OF SCIENCE IN NURSING DEGREE PROGRAMS OFFERING THE EDUCATION TRACK IN THE STATE OF FLORIDA.
Creator: Goetteman, Mary, Taylor, Rosemarye, University of Central Florida
Abstract / Description: ABSTRACT The goal of this research was to determine how the nursing faculty shortage in Florida was being addressed. The purpose of this descriptive, comparative study was to explore program length, size, and admission criteria of master's of science in nursing (MSN) degree programs. Characteristics of both traditional and non-traditional programs that offered the education specialty were examined. Non-traditional programs included registered nurse to master's of science in nursing ...
Show moreABSTRACT The goal of this research was to determine how the nursing faculty shortage in Florida was being addressed. The purpose of this descriptive, comparative study was to explore program length, size, and admission criteria of master's of science in nursing (MSN) degree programs. Characteristics of both traditional and non-traditional programs that offered the education specialty were examined. Non-traditional programs included registered nurse to master's of science in nursing (RN-MSN) degree programs. Characteristics of students enrolled in the education track of these programs were also compared, based on participant's entry level into nursing practice. The three comparison groups included diploma prepared nurses, associate degree prepared nurses, and baccalaureate prepared nurses. Comparative and descriptive statistics with cross tabulations and frequencies, were used to determine comparisons, based on responses to questionnaire items that focused on reasons for entering the program, financial assistance, program satisfaction, goals, future plans, years of experience, nursing specialty, employment status, and demographics. The literature review found very few current studies on non-traditional and traditional MSN degree programs. Results of this study found only nine programs in the state that offered an MSN with a nursing education specialty with participation elicited from five of those nine programs. Findings revealed that within those programs were a variety of both traditional and non-traditional options that were unique in how they were organized and administered. Descriptive, comparative analysis revealed no significant differences in student characteristics of the three identified groups for those enrolled in master's level coursework in the nursing education specialty in spring of 2006. Overall, participants in the MSN programs indicated that they chose the program because they needed it for advancement, they wanted additional knowledge and skills, and the reputation and location were important. Their education was financed with personal earnings or loans. Upon completion of the program they planned to stay in their current positions and continue for a doctoral degree or specialty certification in nursing. Within 10 years they planned to be working as a faculty member in a nursing program. They were Caucasian women, aged 41-55, who lived with a significant other and children, worked more than 33 hours per week in critical care, pediatrics or education, and had more than 20 years of work experience. Findings indicated that the diversity of the MSN programs made no difference in the types of students that were attracted to the programs. These findings may be used to target recruitment efforts toward those interested in becoming nursing faculty in an effort to help alleviate the nursing faculty shortage in Florida.
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Date Issued: 2006
Identifier: CFE0001346, ucf:46973
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001346

Title: A needs analysis for K-12 school improvement projects and their use as the dissertation in practice for the professional practice education doctorate program at the University of Central Florida.
Creator: Biddle, Jeffrey, Boote, David, Taylor, Rosemarye, Vitale, Thomas, Hayes, Grant, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description: This study conducted at the University of Central Florida was completed to inform the Ed. D. in Education program within the College of Education and Human Performance. The main purpose of the study was to determine the Dissertation in Practice (DiP) project types that should be allowed for use as the capstone requirement based on a needs analysis of K-12 schools and school districts. The secondary purpose was to inform the instructional design of the program to ensure the necessary skills...
Show moreThis study conducted at the University of Central Florida was completed to inform the Ed. D. in Education program within the College of Education and Human Performance. The main purpose of the study was to determine the Dissertation in Practice (DiP) project types that should be allowed for use as the capstone requirement based on a needs analysis of K-12 schools and school districts. The secondary purpose was to inform the instructional design of the program to ensure the necessary skills and knowledge required are included in the program.The study was conducted in the University of Central Florida's Ed. D. in Education program and employed a qualitative approach to a needs analysis. Interviews were conducted with two distinctly different participant groups. The first group was comprised of administrators and teacher-leaders identified by a superintendent of a rural school district in Central Florida as (")highly effective("). The second group of participants was comprised of current Ed. D. students working in K-12 education with more than 10 years' experience.This research identified specific project types that best support school improvement and should therefore be integrated into the Ed. D. in Education program as allowable project types for use as the Dissertation in Practice. The results also identified qualities of highly effective administrators and teacher-leaders that may be considered by program faculty for inclusion in the design and implementation of the curriculum for the Ed. D. in Education program.Implications of this research include using the results to inform instructional practices and the allowable DiP projects for the Ed. D. in Education program. As this study was a needs analysis that serves as a basis for program instructional decisions, the results of this study may inform other Carnegie Project on the Education Doctorate (CPED) member institutions how to modify or enhance their programs as well.The focus on this study was exclusively on K-12 education. However many students enrolled in the program work in business, government, or non-profit settings. This research could be replicated to determine improvement project types that are commonly implemented in those settings in order to better meet the needs of all students enrolled in the Ed. D. in Education program.
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Date Issued: 2014
Identifier: CFE0005306, ucf:50539
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005306

Title: A Study of a Third Grade Summer Reading Camp: Its Promotion of Student Achievement and Its Cost Effectiveness.
Creator: Bixler, Krista, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Baldwin, Gordon, University of Central Florida
Abstract / Description: The purpose of this study was to determine the immediate and long term impact of participation in the 2009 Third Grade Summer Reading Camp, as well as determine the cost-effectiveness of providing this program in comparison to the cost-effectiveness of other reading interventions as identified by Yeh (2010). All students in this study scored an achievement level one on the 2009 FCAT Reading assessment and either attended the summer reading camp or received a good cause exemption for promotion...
Show moreThe purpose of this study was to determine the immediate and long term impact of participation in the 2009 Third Grade Summer Reading Camp, as well as determine the cost-effectiveness of providing this program in comparison to the cost-effectiveness of other reading interventions as identified by Yeh (2010). All students in this study scored an achievement level one on the 2009 FCAT Reading assessment and either attended the summer reading camp or received a good cause exemption for promotion to the next grade level. Data was not available to determine immediate impact of summer school. To determine long term impact of summer school participation, 130 students who attended the program and passed were compared to a random sample of 130 students who received another good cause exemption. Results of an independent t-test indicated students who passed summer school by performing at or above the 50th percentile on the alternative assessment outperformed students who received another good cause exemption on the 2010 FCAT Reading assessment, t(258) = -9.50, p = .000, effect size r = 0.51,and 2011 FCAT Reading assessment, t(258) = -7.43, p = .000, effect size r = 0.42. Ninety percent of students who attended summer school and passed the alternative assessment for promotion made learning gains on the following year's FCAT Reading assessment; however, the majority of students performed below grade level on the 2010 and 2011 FCAT Reading assessment. Based on school district records for the cost of salaries, benefits, transportation, materials, and supplies, the total cost of summer school was calculated and adjusted for inflation to 2006 dollars so a comparison could be made to Yeh's (2010) cost-effectiveness analysis of summer school and other reading interventions that annualized the cost to 2006 dollars. The adjusted cost for the 2009 summer reading program was calculated at $872,681.23. Using this number and dividing by the total number of summer school student, which were 3,012 students, the cost per student annualized to 2006 was $289.74. Data to determine the immediate impact of summer school were not available, therefore, student performance on the 2009 FCAT Reading assessment was compared to their performance on the 2010 FCAT Reading assessment by calculating a paired samples t-test, t(1225) = 40.82, p = .000, d = 1.23, effect size r = 0.52. The effect size d was divided by the cost per student which calculated an effectiveness-cost ratio of 0.004245 compared to that derived by Yeh (2010) of 0.000125. Caution should be taken when interpreting these results as methodology was not in alignment to Yeh (2010) due to the lack of an immediate post-test measure after participation in summer school and an additional year of interventions and education is reflected in the test scores. The cost per student was calculated to be $1,225.26 less than the amount of money reported in Yeh's (2010) calculations. Based on this information, the diminishing effect of the summer school program on student reading performance in subsequent years, and the majority of students performing below grade level one and two years after summer school participation, it cannot be determined that this program is cost-effective in raising student reading achievement.It is recommended that this study be replicated with adjustments made to address the limitations identified. Further investigation should be made at the state level to determine if the current practice of good cause exemptions and summer school offerings perpetuates the achievement gap in reading.?
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Date Issued: 2013
Identifier: CFE0004818, ucf:49753
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004818

Title: A Study of Approaches to Improve Advanced Placement Social Studies Examination Student Performance in One Urban Florida High School.
Creator: Laser, Sabine, Taylor, Rosemarye, Ceballos, Marjorie, Baldwin, Lee, Fritz, Ronald, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional...
Show moreThe purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional approaches to improving student examination performance were effective. Because the instructional approaches were implemented in one school within the school district of study, a purposive sample was used. Data collected included practice examination participation data, beyond-school-day tutoring attendance data, and AP U.S. History and AP World History examination scores for students enrolled in AP U.S. History and AP World History at the school of study (FHS) and the matched high school (MHS).
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Date Issued: 2019
Identifier: CFE0007669, ucf:52479
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007669

Title: A study of student achievement and educational intervention strategies in traditional and virtual format Algebra 1 courses within Volusia County School District.
Creator: Nehrig, Paul, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, Taylor, Rosemarye, Kennedy, Mary, University of Central Florida
Abstract / Description: The purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates...
Show moreThe purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates and student demand, while also exploring and developing methods to ensure student success. Student scores on the Florida Algebra 1 End of Course Exam (EOC) were compared to determine what difference, if any, existed in the performance of students in traditional face-to-face classrooms and virtual settings. Surveys were also distributed to traditional brick-and-mortar and virtual teachers to identify which educational interventions were provided to at-risk students and to measure teacher perception of the relative effectiveness of those interventions in each setting.One-sample t-test results indicated a statistically significant difference in the mean scale scores of traditional and virtual students on the Florida Algebra 1 EOC. Survey responses indicated little variation in the interventions provided by teachers to at-risk students in each setting. Low effectiveness ratings for interventions in the Resources category, such as Mentors from the Community, warrant further investigation, as these responses run counter to previous research. Due to this study's small sample and wide disparity between the number of traditional and virtual students, caution is advised in the interpretation of results.
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Date Issued: 2013
Identifier: CFE0005037, ucf:49987
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005037

Student Achievement (8)	+ -
leadership (8)	+ -
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Florida Comprehensive Assessment Test (5)	+ -
educational leadership (5)	+ -
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gender (3)	+ -
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middle school (3)	+ -
reading (3)	+ -
self-efficacy (3)	+ -
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