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Title: Supervising Principals' Perceptions of Preparing New Principal Program Completers: Meeting the 2011 Florida Principal Leadership Standards.
Creator: Trimble, Wesley, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Kennedy, Mary, University of Central Florida
Abstract / Description: This study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by...
Show moreThis study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by leadership level, (c) if the perceived importance of the 2011 Florida Leadership Standards varied by a school's free/reduced lunch percentage, and (d) the 2011 Florida Principal Leadership Standards perceived as the most beneficial to increasing student achievement. This mixed method study employed an online survey. The participants in this study included 46 supervising principals of Preparing New Principals Program completers from an urban school district in central Florida. Findings indicated that principals believed that Preparing New Principals Program completers were prepared to meet the 2011 Florida Principal Leadership Standards. Principals also believed that the following experiences would enhance the program: (a) more meaningful experiences that require participants to solve identified deficiencies, (b) an 18 to 24 month principal internship as opposed to the current eight-week principal internship, and (c) differentiating principal preparation based on participants' experiences and school district needs.
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Date Issued: 2013
Identifier: CFE0004949, ucf:49590
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004949

Title: An Analysis of Teacher Tenure Legislation in the United States.
Creator: Bruckmeyer, Barbra, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: This study examined the legal issues of teacher tenure in public K-12 schools in the United States. Included in this study is a review of the pertinent case law as it pertains to teacher tenure as well as a conclusive review, analysis, and summary of all relevant state statutes concerning teacher tenure in the United States. The federal statutes that influence state teacher tenure laws are also included in this study.Teacher tenure in public K-12 schools was originally derived from the...
Show moreThis study examined the legal issues of teacher tenure in public K-12 schools in the United States. Included in this study is a review of the pertinent case law as it pertains to teacher tenure as well as a conclusive review, analysis, and summary of all relevant state statutes concerning teacher tenure in the United States. The federal statutes that influence state teacher tenure laws are also included in this study.Teacher tenure in public K-12 schools was originally derived from the Pendleton Civil Service Act of 1883, which provided job protections to federal civil service employees. The National Education Association (NEA) lobbied for teachers to be included in this law, and in 1909, New Jersey became the first state to offer tenure protections to public school teachers. Over the next century, every state in the union adopted similar laws and provided job protections to public school teachers. These laws have included the number of probationary years a teacher must work in order to earn tenure, the reasons a tenured teacher can be terminated, and the due process required in the event that a tenured teacher should require termination. In recent years, however, states have begun to alter or remove the tenure laws. Florida, Idaho, and Mississippi have already removed tenure protections for new teachers. Several states have bills moving through the state house and senate asking legislators to continue the elimination of tenure across the country. This study makes conclusions about the current state of tenure laws in the United States and the federal laws that are causing rapid changes in tenure legislation across the country. This study also makes conclusions from relevant research and case law about the legitimacy of further changes to teacher tenure legislation. This study makes recommendations to school officials and legislators about teacher tenure and its value within the school system, as well as how they might eliminate the flaws in the process that are driving the legislative changes.
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Date Issued: 2012
Identifier: CFE0004362, ucf:49415
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004362

Title: The Relationship Among African American Students' SAT Reasoning Test Scores and Participation in Advanced Placement Courses in One Large Urban School District in A Southern State in 2010-2011.
Creator: Fennoy, Donald, Taylor, Rosemarye, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, University of Central Florida
Abstract / Description: The purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced...
Show moreThe purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced Placement participation and closing the academic achievement gap between African American and other ethnic/racial groups. A significant difference was found to exist in the mean SAT Reasoning Test scores among different ethnic/racial groups during the 2010-2011 school year. African American student mean scores were significantly lower on the SAT Reasoning Test when compared to all ethnic/racial groups identified in this study, regardless of the independent variable (no AP participation, one AP course, two or more AP courses). However, the results did indicate that African American participation in AP courses was significantly lower than all other ethnic/racial groups in this school district. Additionally, information was provided for school leaders regarding the development of a systematic approach to creating equity and access for African American students to fully engage in a college going culture through participation in Advanced Placement courses.
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Date Issued: 2012
Identifier: CFE0004375, ucf:49445
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004375

Title: A Study of the Master of Education in Educational Leadership Program at the University of Central Florida: Standards Alignment and Student Perceptions.
Creator: Santostefano, Vickie, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: This study was conducted to determine the effectiveness of the University of Central Florida's Master's Program in Educational Leadership. This study was a mixed mode study which used archival data, survey data, interviews, and Florida Educational Leadership Examination results. Research questions were developed to address how course content in the University of Central Florida's Master of Education in Educational Leadership Program aligned with the following standards and competencies: (a)...
Show moreThis study was conducted to determine the effectiveness of the University of Central Florida's Master's Program in Educational Leadership. This study was a mixed mode study which used archival data, survey data, interviews, and Florida Educational Leadership Examination results. Research questions were developed to address how course content in the University of Central Florida's Master of Education in Educational Leadership Program aligned with the following standards and competencies: (a) the National Council for the Accreditation of Teacher Education (NCATE/Educational Leadership Constituent Council (ELCC), (b) the Interstate School Leader Licensure Consortium (ISLLC), (c) the Florida Educator Accomplished Practices (FEAPS), (d) the Florida Principal Leadership Standards (FPLS), and (e) the Florida Educational Leadership Examination (FELE). Graduates' perceptions of the University of Central Florida's Master of Education in Educational Leadership Program and results of Florida Educational Leadership examination results for 2009-2012 were analyzed.Courses were found to meet all standards very well. There were a few standards that were not addressed directly in syllabi. Faculty interviews, however, revealed content was addressed in the actual coursework. Students, overall, were positive in their survey responses as to their satisfaction with the program. Finally, UCF students' FELE scores greatly exceeded the state average for all students, indicating that the UCF Educational Leadership courses and experiences were effective in preparing students for this examination.
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Date Issued: 2013
Identifier: CFE0004929, ucf:49605
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004929

Title: Strengths of Secondary School Principals in One Large Florida School District, and Achievement of Adequate Yearly Progress in 2010-2011.
Creator: Paduano, Kelly, Taylor, Rosemarye, Pawlas, George, Doherty, Walter, Baldwin, Lee, University of Central Florida
Abstract / Description: Increased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth.This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of...
Show moreIncreased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth.This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of adequate yearly progress (AYP) achieved, (b) grade levels served (middle school or high school) and (c) community served (urban or suburban). It is important to note that community served is not meant to indicate the socio-economic status of a school, but instead whether schools reside within census defined urban areas.It was found that there was a statistically significant difference in the ranking of principal strength of input based on the adequate yearly progress achievement of the school. There was also a statistically significant difference between the principals' ranking of both the strengths of communication and harmony based on grade level served and strengths of achiever and responsibility based on community served. While other strengths did not show statistically significant differences among various groups, their overall rankings are provided and discussed.
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Date Issued: 2012
Identifier: CFE0004335, ucf:49457
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004335

Title: An analysis of communication anxiety and reading comprehension in sixth, seventh and eighth grade students.
Creator: Davis, Tami, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Butler, John, University of Central Florida
Abstract / Description: The goal of this research was to determine whether communication apprehension impacted reading comprehension in sixth, seventh, and eighth grade students and to examine the impact of family socio-economic status. Many studies have demonstrated the negative relationship between communication apprehension and academic achievement, however, studies of elementary and middle school students have been conspicuously missing from this research.Findings of this study indicated that the levels of...
Show moreThe goal of this research was to determine whether communication apprehension impacted reading comprehension in sixth, seventh, and eighth grade students and to examine the impact of family socio-economic status. Many studies have demonstrated the negative relationship between communication apprehension and academic achievement, however, studies of elementary and middle school students have been conspicuously missing from this research.Findings of this study indicated that the levels of communication apprehension rose slightly as grade level increased. Results showed that females in the study had higher levels of communication apprehension than males. The study also found that those students receiving free and reduced lunch had slightly higher levels of communication apprehension. Finally, nonminority status students had higher levels of communication apprehension than minority students.A review of previous studies found that children, exposed to high language input from their parents, know more words than those who are exposed to lower levels of input. Researchers have found that students who do not talk much in the classroom are evaluated less positively by their teachers, achieve less on teacher-made and standardized tests, and develop less positive affect toward school in general. Results of this study suggest that effort should be made to identify communication anxiety in children. The development of an age and grade appropriate instrument is warranted for early identification.
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Date Issued: 2012
Identifier: CFE0004368, ucf:49421
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004368

Title: An Examination of the relationship between Marzano's Causal Teacher Evaluation Model and student achievement at nine high schools in a large suburban school district in Central Florida.
Creator: Jacobson, Dana, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Bai, Haiyan, University of Central Florida
Abstract / Description: This study focused on the relationship between student achievement and teacher evaluation during the first year of implementation of the Marzano Causal Teacher Evaluation model in a large suburban school district in Central Florida. The population included high school level teachers and students. Teacher evaluation and performance data were collected and analyzed for relationships using Spearman Rho and Chi-Square Analysis. Variables reviewed included: (a) Marzano's Causal Teacher Evaluation...
Show moreThis study focused on the relationship between student achievement and teacher evaluation during the first year of implementation of the Marzano Causal Teacher Evaluation model in a large suburban school district in Central Florida. The population included high school level teachers and students. Teacher evaluation and performance data were collected and analyzed for relationships using Spearman Rho and Chi-Square Analysis. Variables reviewed included: (a) Marzano's Causal Teacher Evaluation Model iObservation(&)copy; protocol, (b) categorized teacher years of experience, (c) student growth scores based on a teacher's student success on statewide assessments as calculated using VAM or an administered pre- and posttest, (d) school reported teacher demographics on school improvement plans and (e) historical 9th- and 10th-grade student achievement data on FCAT 2.0 Reading and 9th- grade student achievement data on the Algebra 1 End-of-Course (EOC) Examinations.
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Date Issued: 2013
Identifier: CFE0004868, ucf:49663
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004868

Title: A Study of the Implementation of the Executive Ed. D. in Educational Leadership at the University of Central Florida 2010-2013: A Professional Practice Doctorate.
Creator: Marsh, Nicole, Taylor, Rosemarye, Doherty, Walter, Murray, Kenneth, Baldwin, Gordon, University of Central Florida
Abstract / Description: This study conducted at the University of Central Florida was of two-fold importance. First, information gathered via this study has served to continually improve the rigor and relevancy of the curriculum and program requirements to issues in education. Second, the research findings from this study served to move forward the national and increasingly international efforts to improve the Ed. D. and other professional practice doctorate programs.The review of literature was organized to present...
Show moreThis study conducted at the University of Central Florida was of two-fold importance. First, information gathered via this study has served to continually improve the rigor and relevancy of the curriculum and program requirements to issues in education. Second, the research findings from this study served to move forward the national and increasingly international efforts to improve the Ed. D. and other professional practice doctorate programs.The review of literature was organized to present an introduction for the conceptual framework of the efforts to distinguish between the Ph. D. and Ed. D. and strengthen the education doctorate overall. The review presented discussions on the history of the doctorate, history and reform models for the professional doctorate, history of the education doctorate, the Ed. D. versus the Ph. D., differentiation of the education doctorates, and the future of the education doctorate. This study was conducted in the University of Central Florida's Executive Ed. D. in Educational Leadership program, and employed a mixed methods approach. A series of four surveys were developed to gather both quantitative perception rating responses on a Likert scale of either one to four or one to five, as well as qualitative or open responses to enhance context. Means and standard deviations were analyzed to determine perception ratings, and one-way analyses of variance were conducted to determine differences in perceptions between cohorts and over time.This research illustrated that the perceptions of students in the Executive Ed. D. in Educational Leadership program were positive. Student respondents indicated that their reasons for applying to the program are reflected in the program design, the program is aligned well with the Carnegie Project on the Education Doctorate's (CPED) Working Principles, and the program was meeting their needs at defined points in the program of study. Implications for practice include using admission and demographic information to inform instructional and advising processes, continuing to gather student perception ratings and open responses to keep the Executive Ed. D. in Educational Leadership at the University of Central Florida aligned with the CPED Working Principles and all programs with the students' needs, and following up with graduates to gather perceptions on the perceived impact of their study.Recommendations for further research include continuing this study in a longitudinal format to gather perceptions and conduct tests for changes in perceptions over time prior to entering the program, at different points throughout the program, and after completing the program. Also, continuing to gather data on the variable of persistence, to determine relationships between whether or not a student remains enrolled in the program and predictor variables including GRE score, undergraduate GPA, and professional position. Similarly, gathering measurements of program viability including graduation rates and time to degree completion to compare with those measurements on program prior to being redesigned as well as evaluating relationships between admission requirements and time to degree completion and graduation rates.
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Date Issued: 2013
Identifier: CFE0004885, ucf:49669
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004885

Title: A Fifty State Legislative Review of Charter School Funding, Governance and Accountability.
Creator: Fordham, Tionis, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: As waves of educational reform spread across the United States, charter schools continue to emerge as an alternative to the traditional public school. This study examined funding, governance, and accountability provisions of nationwide charter school legislation to ascertain similarities, differences, litigated challenges and funding issues throughout the United States of America. In order to study charter school legislation and litigation, all of the United States charter school legislation...
Show moreAs waves of educational reform spread across the United States, charter schools continue to emerge as an alternative to the traditional public school. This study examined funding, governance, and accountability provisions of nationwide charter school legislation to ascertain similarities, differences, litigated challenges and funding issues throughout the United States of America. In order to study charter school legislation and litigation, all of the United States charter school legislation was collected along with American court cases related to charter schools and charter legislation. Legislation was reviewed to identify similarities and differences in funding, accountability and governance provisions throughout America. Court cases, involving charter schools and charter school legislation, were reviewed to identify the types of issues being litigated and the resulting legal decisions.
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Date Issued: 2015
Identifier: CFE0006217, ucf:51111
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006217

Title: A Study on the Relationships Between Participation in Tutoring and Accountability Measures in One Urban High School.
Creator: Maestre, Hector, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Zugelder, Bryan, University of Central Florida
Abstract / Description: The purpose of this study was to identify relationships between an urban high school's student participation in an after-school tutoring program and its relationship to accountability measures on the Florida Comprehensive Assessment Test (FCAT) Reading and End of Course (EOC) exams in the 2013-2014 school year. The research aimed to determine the influence of tutoring participation for urban high school students.Participants included students enrolled in one urban high school who participated...
Show moreThe purpose of this study was to identify relationships between an urban high school's student participation in an after-school tutoring program and its relationship to accountability measures on the Florida Comprehensive Assessment Test (FCAT) Reading and End of Course (EOC) exams in the 2013-2014 school year. The research aimed to determine the influence of tutoring participation for urban high school students.Participants included students enrolled in one urban high school who participated in the FCAT Reading and EOC assessments and is was identified if they participated in the school tutoring program or not.Quantitative results revealed the relationship between students' frequency of participation and performance outcomes on state assessments. Then, the relationship between achievement on state assessments for all students, students with disabilities, and English Learners who participated in after school tutoring and those who did not participate in after school tutoring were examined. Finally, the relations of frequency of participation in tutoring to corresponding final grades were evaluated. Participants included students enrolled in one urban high school who participated in the FCAT Reading and EOC assessments and it was identified if they participated in the after school tutoring program or not. Statistically significant differences in performance outcomes existed between tutored students in mathematics courses who participated in tutoring and those who did not. However, there was no statistically significant difference in performance outcomes with students in courses that were heavily based on reading as a result of their participation in tutoring. The students with disabilities subgroup as well as the English Learners subgroup both experienced statistically significant differences in reading scores as a result in tutoring participation. These same subgroups did not experience statistically significant difference on other assessments: Algebra 1 EOC, Geometry EOC, Biology EOC, and U.S. History EOC.Although this study identified relationships tutoring participation had with accountability measures achieved by students there is still much to be understood. The structure and approach to tutoring intervention programs should continue to be sought after in research in an effort to continue providing all students with opportunities for success on high stakes testing.
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Date Issued: 2015
Identifier: CFE0005832, ucf:50906
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005832

Title: Learning in the 21st Century: A Study Addressing Educational Trends and Implications.
Creator: Harshbarger, Denise, Hopp, Carolyn, Doherty, Walter, Vitale, Thomas, Border, Harold, University of Central Florida
Abstract / Description: The 21st century workforce is very different from the workforce of our predecessors. With the rise in automation and technology there are new demands that are being placed on employers to produce goods that are faster, more personalized, and more accessible. In order to meet these demands, this generation of employees must have a skillset that complements these demands. This skillset includes communication, collaboration, critical thinking, and creativity (4C) skills. The problem of practice...
Show moreThe 21st century workforce is very different from the workforce of our predecessors. With the rise in automation and technology there are new demands that are being placed on employers to produce goods that are faster, more personalized, and more accessible. In order to meet these demands, this generation of employees must have a skillset that complements these demands. This skillset includes communication, collaboration, critical thinking, and creativity (4C) skills. The problem of practice addressed in this dissertation is the lack of 4C skills among students currently in the K-12 education system, and the lack of opportunities students have to develop these 4C qualities. This problem was examined through a pilot study that was conducted in the context of a fifth grade setting in a small and rural school district in northeastern Florida. Teachers volunteered to provide a two-week unit of instruction to their students that focused on the development of communication, collaboration, critical thinking, and creativity (4C) skills within the context of state mandated curricular content. Curriculum also promoted the development of students' non-cognitive factors (academic behaviors, academic mindset, learning strategies, social skills, and perseverance) as stepping-stones to refining students' 4C skills. Over the course of the two-week unit, teachers tracked the development of their students' 4C skills, noting their perceived progress of students through teacher focus group sessions and through individual teacher's written reflections. The results revealed that teachers perceived their students 4C skills to improve over the course of the unit of study, especially after the first four days of instruction. One significant finding of the pilot was that teachers who subscribe to a more student-centered philosophy of teaching were more successful with implementing a 4C rich curriculum than teachers who preferred a teacher-centered classroom. Student-centered teachers also perceived more growth in their students' 4C abilities than teachers who were teacher-centered. The framework developed from this study is intended to assist educators who are interested in improving students' 4C abilities. The framework was created and refined to reflect the results of the pilot study. Each of the non-cognitive factors that supported the development of the 4C skills were aligned in a visual and described in a rubric that can be used by educators to guide their students' progression toward proficiency in 4C skills. In this pilot, learning strategies, academic behaviors, and academic mindset were the non-cognitive factors that supported the development of all 4Cs, while social skills were critical to the development of communication and collaboration, and academic perseverance was essential to the development of critical thinking and creativity. The non-cognitive factors that supported the development of each of the 4C skills were aligned in a visual and described in a rubric that can be used by educators who are interested in developing or refining their classroom practice to build these skills among students. Recommendations for further studies include repeating the pilot study with a larger sample size and across multiple grade levels, as well as providing more lengthy and in-depth training for teachers who are interested in promoting 4C skills in their classrooms.
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Date Issued: 2016
Identifier: CFE0006319, ucf:51541
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006319

Title: Content and Effects of Specific Targeted Feedback from Teacher Observations on Student Achievement in a Large Urban School District.
Creator: Haynes, Rachel, Murray, Barbara, Baldwin, Lee, Doherty, Walter, Spadaccini, Becky, University of Central Florida
Abstract / Description: The purpose of this study was to examine the relationships between the content of specific targeted feedback and student achievement and to identify student and teacher knowledge voids from the content of feedback in relationship to achievement level outcomes. This study aimed to deeply analyze the effects of specific targeted feedback as researched by Rafalski (2015). De-identified data from a purposive sample of Rafalski's (2015) original study were selected from a large urban school...
Show moreThe purpose of this study was to examine the relationships between the content of specific targeted feedback and student achievement and to identify student and teacher knowledge voids from the content of feedback in relationship to achievement level outcomes. This study aimed to deeply analyze the effects of specific targeted feedback as researched by Rafalski (2015). De-identified data from a purposive sample of Rafalski's (2015) original study were selected from a large urban school district in Central Florida as well as student achievement level outcome data from the 2013-2014 Florida Comprehensive Assessment Test 2.0 (FCAT 2.0). Raw observation data were used to determine the content of the feedback and analyzed with statistical tests to identify if relationships existed between the feedback content and student achievement. The observation data came from the 2013-2014 Marzano protocol used in the large urban school district in this study. Data were coded from a rubric created to determine the categories and charges of specific targeted feedback. Descriptive statistics were calculated to identify frequencies in the data, and Pearson's r was used to calculate correlations between the categories and charges of feedback coded and the average student achievement level outcomes for FCAT 2.0 assessments for each teacher in the study. Data from frequency calculations showed areas in which elements scored, feedback categories, and feedback charge were heaviest and lacking. Correlations showed areas in which statistically significant relationships occurred and did not occur. From these data it was determined that in terms of supporting level 1 and level 2 students, teachers did not receive much feedback in areas of building student relationships, and probing low expectancy students. Teachers also received predominantly neutral feedback and feedback that contained coaching tips. The validity and relevancy of the feedback was beyond the scope of this study. Correlational data showed both positive and negative relationships between elements coded and student achievement level outcomes as well as feedback categories and student achievement level outcomes. There were no statistically significant relationships between the charge of feedback and student achievement data.
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Date Issued: 2016
Identifier: CFE0006343, ucf:51562
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006343

Title: An Analysis of High School Homework Guidelines in One Urban School District.
Creator: Larsen, James, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Fritz, Ronald, University of Central Florida
Abstract / Description: The purpose of this study was to evaluate homework guidelines according to criteria identified in the literature. Further the researcher attempted to determine the relationship, if any, between homework guidelines and student achievement results as measured by 2014-2015 high school graduation rates, American College Test (ACT) scores for reading and mathematics, and Scholastic Assessment Test (SAT) scores for reading and mathematics for high schools in one urban school district.A document...
Show moreThe purpose of this study was to evaluate homework guidelines according to criteria identified in the literature. Further the researcher attempted to determine the relationship, if any, between homework guidelines and student achievement results as measured by 2014-2015 high school graduation rates, American College Test (ACT) scores for reading and mathematics, and Scholastic Assessment Test (SAT) scores for reading and mathematics for high schools in one urban school district.A document analysis was conducted focusing on curriculum guides, faculty handbooks, parent handbooks, student handbooks and school websites. Any reference to the identified criteria was recorded in the Homework Criteria Matrix. The next step was to interview the 19 high school principals based on the same criteria. These results were also included in the rubric. An analysis of the data was conducted on the overall presence of elements found for each of the 19 high schools. The elements were quantified and a Pearson r correlation was run to determine the relationship between the presence of homework elements and student achievement results that were being looked at. Data showed that there were few guidelines that were made available to parents and students. The majority of the written homework guidelines were located in the faculty handbook. The other major source of information on homework was the principal interview. Of the sources reviewed, 86% of the homework guidelines that were articulated were found in the faculty handbook and conversations disseminated to the faculty through faculty meetings and Professional Learning Community (PLC) meetings.There were no significant relationships found between homework guidelines and student achievement results as measured by the 2014-2015 high school graduation rates, American College Test (ACT) scores for reading and mathematics, and Scholastic Assessment Test (SAT) scores for reading and mathematics.
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Date Issued: 2016
Identifier: CFE0006342, ucf:51557
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006342

Title: A Study to Determine the Degree of Fairness Resulting from Section 8002 of the Federal Impact Aid Program on Qualifying Local Education Agencies.
Creator: Thomas, Danielle, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Lynn, Evelyn, University of Central Florida
Abstract / Description: Educational funding is a topic of much focus given the impact school budgets have on instructional decisions and school programs. The purpose of this study was to analyze the funding received by Local Education Agencies (LEAs) from Section 8002 of the Program to determine how the amount received equates to the local property tax from the land assessment. In addition, comparisons were drawn as to how the amounts between LEAs equate within a state and across states. Through the use of...
Show moreEducational funding is a topic of much focus given the impact school budgets have on instructional decisions and school programs. The purpose of this study was to analyze the funding received by Local Education Agencies (LEAs) from Section 8002 of the Program to determine how the amount received equates to the local property tax from the land assessment. In addition, comparisons were drawn as to how the amounts between LEAs equate within a state and across states. Through the use of qualitative data received from the United States Department of Education regarding the amount paid to LEAs during fiscal years 2011 through 2015 as well projected property tax amounts calculated by the researcher, inequities were discovered between LEAs within states as well as across states. Significant deficiencies were discovered between projected property tax and the amount of impact aid received across most of the receiving LEAs. In addition, a large number of inequities were discovered between receiving LEAs across the same state with a significant number of inequities also occurring across LEAs in different states. These findings meant many LEAs had greatly reduced school district budgets which has a significant impact on the programs and services that can be funded for students.
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Date Issued: 2016
Identifier: CFE0006404, ucf:51482
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006404

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: The Impact of Various Characteristics of Prekindergarten Services for Students with Disabilities on Later School Performance.
Creator: Shores, Tanya, Murray, Barbara, Doherty, Walter, Baldwin, Lee, Wright, Teresa, University of Central Florida
Abstract / Description: This study addressed the problem of limited data for determining the effectiveness of prekindergarten programs for students with disabilities. The purpose of this study was to examine the relationship between participation in ESE services during prekindergarten and long term outcomes for students who received these services. Outcome measures included third grade academic performance and needs for exceptional student education (ESE) services.Regression analysis and correlational analysis were...
Show moreThis study addressed the problem of limited data for determining the effectiveness of prekindergarten programs for students with disabilities. The purpose of this study was to examine the relationship between participation in ESE services during prekindergarten and long term outcomes for students who received these services. Outcome measures included third grade academic performance and needs for exceptional student education (ESE) services.Regression analysis and correlational analysis were conducted for each of two research questions as appropriate. The findings of this research indicated inconsistent statistically significant relationships between the characteristics of ESE services students with disabilities received during prekindergarten and the academic outcomes of these students during third grade. Academic outcome data was collected using state-mandated standardized testing instruments for reading and math including the Florida Comprehensive Assessment Test 2.0 and the Florida Alternate Assessment. Students who received ESE services during prekindergarten consistently displayed statistically significant increased performance on FCAT 2.0 Reading. There was a statistically significant relationship between the prekindergarten ESE services provided to students and the third grade intensity of ESE services required to provide students with a free and appropriate public education; students who received ESE services during kindergarten required less intensive ESE services during third grade.Recommendations for future research resulting from this study include replicating this study with multiple measures of academic performance and other areas of functioning important to school success, completion of longitudinal data collection for students who receive ESE prekindergarten services in conjunction with exposure to typical peers, as well as measurement of outcomes based on specific and personal characteristics of teachers who provide prekindergarten ESE services.
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Date Issued: 2016
Identifier: CFE0006394, ucf:51493
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006394

Title: An Analysis of the Impact of K-12 Educational Leadership Program Graduates: 1992-2012.
Creator: Bennett, Roseann, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Thedy, Elizabeth, University of Central Florida
Abstract / Description: This study addressed the problem of insufficient information concerning the economic and professional impact of educational leadership program graduates. In Florida, there is often times a delay in obtaining an administrative appointment after graduating from an educational leadership program. The delay in appointments causes difficulty with tracking careers and economic impact. The research questions were:1.What is the economic impact of activities, projects, and research performed by 1992...
Show moreThis study addressed the problem of insufficient information concerning the economic and professional impact of educational leadership program graduates. In Florida, there is often times a delay in obtaining an administrative appointment after graduating from an educational leadership program. The delay in appointments causes difficulty with tracking careers and economic impact. The research questions were:1.What is the economic impact of activities, projects, and research performed by 1992 to 2012 graduates while enrolled in the educational leadership program? 2.How many educational leadership program graduates from 1992 to 2012 were appointed or elected to superintendent positions, senior staff or superintendent's cabinet, or school district level director positions (using the 2012-2013 school district student enrollment size rankings)?3.How many educational leadership program graduates from 1992 to 2012 were appointed to principal or assistant principal positions in the selected school districts (using the 2012-2013 school district student enrollment size rankings)?4.What are the Florida School Grade trends among educational leadership program graduates from 1992 to 2012 of a large urban research university in Florida who were school principals? This study utilized descriptive statistics and was designed to analyze program performance outcomes delivered by graduates of a large urban research university's educational leadership program (1992-2012) and their responses to a survey. The value of activities, projects, and research completed while enrolled in the educational leadership graduate program was determined to arrive at economic impact. Graduates were matched with administrative positions including K-12 superintendent, senior staff or superintendent's cabinet, school district level directors, public school principal or assistant principal. In addition, Florida school grades for those graduates that held principal positions in a specific geographical area during the 1998-2012 period were identified. Measures of central tendency and descriptive statistics were conducted, as appropriate, for each of the four research questions. Research findings indicated there were data to support that while enrolled in the educational leadership graduate program, economic impact was provided to school districts. Furthermore, graduates who were identified as principals in K-12 public schools had student outcomes that outperformed the state average as indicated by school grades. The data trend of meeting high expectations determined by student achievement results increased each year as evidenced by a greater number of schools earning (")A(") grades. Recommendations made for future research were for universities to create and maintain a university database and survey graduates to gather data. The data would be used to align the preparation program curricular and instructional practices with the professional experiences needed to prepare leaders to be position ready. Additionally, universities must continuously communicate with graduates in order to evaluate the effectiveness of the preparation program, measure economic impact and capture career paths. This would be performed through a longitudinal study.
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Date Issued: 2016
Identifier: CFE0006440, ucf:51483
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006440

Title: A Study of Internet Spending and Graduation Rates: A Correlational Study.
Creator: Violette, Diana, Murray, Kenneth, Baldwin, Lee, Doherty, Walter, Jaffe, Larry, University of Central Florida
Abstract / Description: The purpose of this study was to examine the relationship between school district spending on Internet access and student achievement, defined by graduation rates, in the state of Florida. Internet funding received for Internet access from E-rate funding administered by the Universal Service Administration Company (USAC) and graduation rates of the 67 school districts in the state of Florida were compared. Further, the data were adjusted for socio-economic status (SES) to determine the...
Show moreThe purpose of this study was to examine the relationship between school district spending on Internet access and student achievement, defined by graduation rates, in the state of Florida. Internet funding received for Internet access from E-rate funding administered by the Universal Service Administration Company (USAC) and graduation rates of the 67 school districts in the state of Florida were compared. Further, the data were adjusted for socio-economic status (SES) to determine the relationship between school districts' SES and spending on Internet access. Lastly, school district connectivity and bandwidth were examined to determine whether the ConnectED initiative requirements were related to student achievement and the implementation of school district digital learning programs. E-rate funding and graduation rates were not correlated. Regression and multiple regression analyses demonstrated that Internet spending, bandwidth, and ratio of computers to students did not statistically predict graduation rates during the years of the study.
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Date Issued: 2017
Identifier: CFE0006816, ucf:51771
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006816

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: An Investigation of State College to University Transfer Students' Sense of Belonging.
Creator: Brady, Claire, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Cavanaugh, Pam, University of Central Florida
Abstract / Description: The purpose of this mixed methods study was to examine the sense of belonging of state college transfer students who enroll at a large research-intensive university through structured and unstructured transfer pathways using the Sense of Belonging Instrument (SBI; Hoffman, Richmond, Morrow, (&) Solomon, 2002). The SBI includes five subscales (Peer Support, Faculty Support, Classroom Comfort, Isolation, and Empathetic Faculty Understanding). To date, no systematic investigation has considered...
Show moreThe purpose of this mixed methods study was to examine the sense of belonging of state college transfer students who enroll at a large research-intensive university through structured and unstructured transfer pathways using the Sense of Belonging Instrument (SBI; Hoffman, Richmond, Morrow, (&) Solomon, 2002). The SBI includes five subscales (Peer Support, Faculty Support, Classroom Comfort, Isolation, and Empathetic Faculty Understanding). To date, no systematic investigation has considered the construct of belonging with this population or transfer pathway. The findings from this study (n = 54) found a positive statistically significant correlation between Peer Support and Isolation (r(52) =.801, p = .000) and a statistically significant difference between the mean values of Empathetic Faculty Understanding between the structured and unstructured pathways (p = 0.027). This study showed that structured transfer pathway student sense of belonging was grounded in the classroom experience, empathetic faculty, and faculty support. Unstructured transfer pathway student sense of belonging was grounded in peer relationships, the classroom experience, and empathetic faculty. First generation participants were more likely to perceive isolation than non-first generation participants and structured pathway participants were more likely to perceive faculty empathetic understanding than unstructured pathway participants. There were also differences in the qualitative data between the pathway groups, including differing perceptions of faculty care and empathy, peer engagement, and the role of Advisors and online support systems in the transfer experience. The data and findings presented in this study show that the academic experience in the classroom and the perception of empathetic faculty are central to state college transfer student experience and contributes to transfer student sense of belonging.
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Date Issued: 2017
Identifier: CFE0006569, ucf:51332
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006569

student achievement (9)	+ -
Student Achievement (5)	+ -
high school (5)	+ -
education (4)	+ -
Florida (3)	+ -

middle school (3)	+ -
teacher evaluation (3)	+ -
transition (3)	+ -
21st century skills (2)	+ -
Algebra 1 (2)	+ -
ESE (2)	+ -
Education (2)	+ -
Educational Leaders (2)	+ -
Exceptional Student Education (2)	+ -
Florida Principal Leadership Standards (2)	+ -
Learning Gains (2)	+ -
Middle School (2)	+ -
Principal Preparation (2)	+ -
School Discipline (2)	+ -
Teacher Effectiveness (2)	+ -
Teacher Evaluation (2)	+ -
Urban Education (2)	+ -
VAM (2)	+ -
academic achievement (2)	+ -
digital learning (2)	+ -
educational leadership (2)	+ -
elementary school (2)	+ -
equity and access to excellence (2)	+ -
gender (2)	+ -
graduation (2)	+ -

Doherty, Walter (96)	+ -
University of Central Florida (96)	+ -
Taylor, Rosemarye (45)	+ -
Murray, Barbara (38)	+ -
Murray, Kenneth (38)	+ -

Baldwin, Lee (33)	+ -
Baldwin, Gordon (14)	+ -
Hutchinson, Cynthia (12)	+ -
Johnson, Jerry (8)	+ -
Kennedy, Mary (8)	+ -
Vitale, Thomas (7)	+ -
Bai, Haiyan (5)	+ -
Fritz, Ronald (5)	+ -
Hahs-Vaughn, Debbie (5)	+ -
Hopp, Carolyn (5)	+ -
Nutta, Joyce (4)	+ -
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Everett, Robert (3)	+ -
Gordon, William (3)	+ -
Lindsley, Boyd (3)	+ -
Zugelder, Bryan (3)	+ -
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