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- Title
- An Analysis of School-District Level Policy and Guidelines Related to English Language Learners' Enrollment and Achievement in Advanced Courses.
- Creator
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Ceballos, Marjorie, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Nutta, Joyce, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school....
Show moreThe purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school. Existing research on ELs provides information on this group's academic achievement on national and state standardized measurements of achievement (Walqui (&) Pease-Alvarez, 2012) such as the National Assessment of Educational Progress, the Florida Comprehensive Assessment Test, and other state standardized assessments in the United States. However, there is an absence of research concerning this group's achievement in advanced courses at the middle school and high school levels. Moreover, there is also an absence of research on this group's achievement on college-level examinations (e.g., Advanced Placement and International Baccalaureate). This study contributed to the body of knowledge on the impact of educational policy, guidelines, and recommended practices on student acceleration, specifically the acceleration of ELs through their enrollment and achievement in advanced coursework at the middle school and high school level in the United States. The analysis of this group's enrollment and achievement consisted of (1) an examination of the group's enrollment from 2009-2014 in advanced coursework in grades 6-12, (2) an analysis of this group's achievement in advanced coursework from 2009-2014 in grades 6-12, and (3) an examination of school district policy via school district policy and guideline documents and school-based curriculum guides. Initial findings from the analysis completed point to an uneven EL course enrollment in advanced coursework in mathematics, English, science, and social studies across the 57 schools included within the study from 2009-2014. At the high school level, EL course enrollment in advanced coursework is small; the high school with the highest proportion of EL course enrollment had 9.7 percent EL course enrollment. Overall, EL course enrollment comprised 4.5 percent of advanced course enrollment in 19 high schools. At the middle school level, however, EL advanced course enrollment was proportionately larger; the middle school with the highest proportion of EL course enrollment had 25.3 percent EL advanced course enrollment. Overall, EL course enrollment comprised 7.0 percent of advanced coursework course enrollment in 38 middle schools. In terms of Advanced Placement (AP) and International Baccalaureate (IB) EL course enrollment, AP EL course enrollment was 3.0 percent from 2011-2014 and IB EL course enrollment was 0.2 percent from 2012-2014.EL achievement in advanced coursework as measured by final letter grade in advanced courses was high; EL high school achievement by final letter grade achievement of A, B, or C was 85 percent and EL middle school achievement by final letter grade of A, B, or C was 91 percent in advanced courses. In Advanced Placement exam scores, EL score of 3 or higher was 54 percent, while non-EL score of 3 or higher was 47 percent. In IB, EL score of 4 or higher was 71 percent, while non-EL score of 4 or higher was 81 percent. Analysis of school district policy and guideline documents and school curriculum guides emphasized the central role of the school district in ensuring that schools followed national and state laws applicable to ELs in the United States. The school district policy and guideline documents analyzed guaranteed ELs' equal access to academic programs within the school district but only made one specific reference to enrollment of ELs in advanced coursework in the form of Advanced Placement. School curriculum guides analyzed demonstrated elements of access to advanced coursework for ELs. The curriculum guides analyzed contained varying degrees of identified access elements, demonstrating schools' autonomy in determining the academic trajectories of their students within the parameters of applicable national and state laws.
Show less - Date Issued
- 2016
- Identifier
- CFE0006279, ucf:51598
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006279
- Title
- The Comparison of the School District Curriculum Alignment with Algebra Content Standards.
- Creator
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Lipscomb, Karen, Murray, Barbara, Doherty, Walter, Baldwin, Lee, Pawlas, George, University of Central Florida
- Abstract / Description
-
The purpose of this study was to analyze school district curriculum alignment with state and national standards to find content omissions that may contribute to low Algebra End-of-Course exam scores in ninth grade. The study primarily looked for algebra course content omissions in the algebra, functions, and statistics' domains of the algebra curriculum. These three categories were chosen because low achievement for ninth grades students was recorded in each category for a Medium Sized Rural...
Show moreThe purpose of this study was to analyze school district curriculum alignment with state and national standards to find content omissions that may contribute to low Algebra End-of-Course exam scores in ninth grade. The study primarily looked for algebra course content omissions in the algebra, functions, and statistics' domains of the algebra curriculum. These three categories were chosen because low achievement for ninth grades students was recorded in each category for a Medium Sized Rural School District. The study also examined the pre-algebra curriculum for a Medium Sized Rural School District to see if alignment was present with the algebra curriculum. Embedded skills needed for algebra success were also recorded to develop an in-depth look at the curriculum alignment. The embedded skills are skills that should be mastered before students are placed in the pre-algebra course.The algebra state standards were compared with the Medium Sized Rural School District local algebra standards. From the local standards, 95 coded algebra skills were established as pertinent for mastery of algebra content. The 95 coded algebra skills were used in the constant comparison document analysis to find content omissions in the algebra curriculum, the pre-algebra curriculum, and the algebra textbook. The 95 algebra coded skills were also examined individually to record embedded skills needed for mastery of each skill. An additional study was performed on the amount of time given to the mastery of the 95 algebra coded skills or performance tasks.The following results were found in this research for curriculum alignment. In a Medium Size Rural School District, the algebra curriculum and algebra textbook were analyzed for the presence of 95 essential performance tasks in search for missing content. The algebra curriculum and algebra textbook were both found to be aligned with the algebra state standards. These findings allow educators to look at other factors that may contribute to low performance on the Algebra End-of-Course exam. Content omissions were found in the pre-algebra curriculum that showed a lack of alignment with the algebra course. Also, 77 embedded skills were recorded as prerequisites to algebra mastery. Last, the amount of material to be mastered in a ninth grade algebra course may be too numerous for ninth grade algebra students to master the material.
Show less - Date Issued
- 2016
- Identifier
- CFE0006348, ucf:51574
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006348
- Title
- Learning in the 21st Century: A Study Addressing Educational Trends and Implications.
- Creator
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Harshbarger, Rodney, 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.
Show less - Date Issued
- 2016
- Identifier
- CFE0006320, ucf:51577
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006320
- Title
- The Effectiveness of Placement Exams and a Free Remedial Summer Program at a Midsized Selective Private University.
- Creator
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Mullins, Kadie, Murray, Kenneth, Baldwin, Lee, Doherty, Walter, Lindsley, Boyd, University of Central Florida
- Abstract / Description
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In order to explore the effectiveness of MSSPU's remedial placement practices and the impacts of participation in the Free Remedial Summer Program on student outcomes, this ex post facto study examined performance in remedial courses, persistence to graduation, and time to graduation as it relates to mathematics and English composition placement level, high school grade point averages, entrance exam scores, and participation in the Free Remedial Summer Program. Five unique statistical tests...
Show moreIn order to explore the effectiveness of MSSPU's remedial placement practices and the impacts of participation in the Free Remedial Summer Program on student outcomes, this ex post facto study examined performance in remedial courses, persistence to graduation, and time to graduation as it relates to mathematics and English composition placement level, high school grade point averages, entrance exam scores, and participation in the Free Remedial Summer Program. Five unique statistical tests were utilized to address fifteen hypothesis related to seven research questions. Several major findings were a result of this study. First, students who complete the mathematics placement exam and enroll outside of their recommended level, either above or below their placement level, perform better in both their first and second mathematics courses, on average, than those who enroll at the recommended level. The same was found for English composition. Second, students who place at a non-remedial level are more likely to persist to graduation, statistically. Third, neither high school grade point average nor entrance exam scores alone are strong indicators of time or persistence to graduation. However, fourth, the factors of high school grade point average, entrance exam score, and placement exam performance may be a better indicator of persistence to graduation when analyzed in a combined fashion. Finally, students who enroll in the Free Remedial Summer Program are less likely to persist to graduation than those who enroll in remedial coursework as part of their first term. These students also are more likely to fail their first and subsequent mathematics courses. This study concludes with a brief analysis of implications for practice, recommendations for further research, and a review of best practices.
Show less - Date Issued
- 2016
- Identifier
- CFE0006150, ucf:51138
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006150
- Title
- An Evaluation of the Terms and Conditions of Appointed County School Superintendents Contracts in the State of Florida and the Correlation between District Size and Superintendent Salary.
- Creator
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Soules, Steven, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
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The purpose of this study was to provide an in-depth examination of the terms and conditions found in the employment contracts of Florida Appointed School District Superintendents, with a secondary focus on salary and termination without cause. Employment contracts were obtained from each of the 26 school districts with appointed school superintendents, and then carefully analyzed for similarities and differences. The results of this study will provide Florida school districts with...
Show moreThe purpose of this study was to provide an in-depth examination of the terms and conditions found in the employment contracts of Florida Appointed School District Superintendents, with a secondary focus on salary and termination without cause. Employment contracts were obtained from each of the 26 school districts with appointed school superintendents, and then carefully analyzed for similarities and differences. The results of this study will provide Florida school districts with information to construct the best possible employment contracts to both attract top talent and protect the interests of the school district.
Show less - Date Issued
- 2015
- Identifier
- CFE0006006, ucf:51028
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006006
- Title
- The Financial and Logistical Advantages and Disadvantages of Charter School Ownership by Traditional Public School Districts.
- Creator
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Antmann, John, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
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The purpose of this study was to identify the financial and logistical advantages and disadvantages to be realized by public school districts in California, Florida, Louisiana, and Texas through the ownership of charter schools. A policy review was completed examining relevant state statutes, department of education administrative rules, and school board policies in each of the four states included in this study. Interviews were completed with the chief financial officer, or their designee,...
Show moreThe purpose of this study was to identify the financial and logistical advantages and disadvantages to be realized by public school districts in California, Florida, Louisiana, and Texas through the ownership of charter schools. A policy review was completed examining relevant state statutes, department of education administrative rules, and school board policies in each of the four states included in this study. Interviews were completed with the chief financial officer, or their designee, from school districts in each of the four states using a series of structured interview questions. Interviews were conducted over the phone and data was recorded via detailed notes or recordings with transcripts created.Data from the policy review and structured interviews were analyzed using the constant comparison method in order to answer each of the four research questions. The analysis was used to create a comprehensive listing of fiscal and logistical advantages and disadvantages associated with charter school ownership by traditional public school districts.
Show less - Date Issued
- 2016
- Identifier
- CFE0006253, ucf:51033
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006253
- Title
- The relationship between participation in tutoring and accountability outcomes in three urban middle schools.
- Creator
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Rajadhyax, Pamela, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Fritz, Ronald, University of Central Florida
- Abstract / Description
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This quantitative study was conducted to determine the relationship between participation in a school based tutoring and change in accountability measures on the Florida Standards Assessment (FSA) in Mathematics and English Language Arts (ELA) in the 2014-2015 and 2015-2016 school years. The research was designed to determine the impact of participation in tutoring for urban middle school students. All students who attended one of the three urban middle schools and participated in the...
Show moreThis quantitative study was conducted to determine the relationship between participation in a school based tutoring and change in accountability measures on the Florida Standards Assessment (FSA) in Mathematics and English Language Arts (ELA) in the 2014-2015 and 2015-2016 school years. The research was designed to determine the impact of participation in tutoring for urban middle school students. All students who attended one of the three urban middle schools and participated in the administration of FSA for mathematics or ELA in both the 2014-2015 and 2015-2016 school years were divided into two groups: students who participated in school based tutoring and students who did not participate in school based tutoring. The results from this study unveiled the relationship between participating in school based tutoring and change in accountability measures on state assessments. The relationship of participation in tutoring and change in accountability measures was identified for all students, English learners, and students with disabilities who participated in school based tutoring and those who did not participate in school based tutoring. Lastly, the difference in mean change of accountability measures and participation by delivery model of school based tutoring: computer-based tutoring, small group tutoring, and a mixed mode of computer-based and small group tutoring was assessed. Findings from Pearson Correlations, independent samples t-test, and one-way ANOVA did not indicate a statistical significance between change on accountability measures and participation in tutoring based on subgroups, delivery model, or grade level assessed. Though this study found no statistical significance, several of the mean changes on accountability measures based on subgroups, tutoring delivery models, or grade level was higher for students who participated in tutoring than for students who did not participate in tutoring. There is still much to be understood about the impacts of tutoring on student achievement.
Show less - Date Issued
- 2017
- Identifier
- CFE0006782, ucf:51823
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006782
- Title
- A Study of Central Florida College Students' Acceptance of the Theory of Evolution, Microevolution, Macroevolution, and Human Evolution.
- Creator
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Schleith, David, Murray, Kenneth, Baldwin, Lee, Doherty, Walter, Everett, Robert, University of Central Florida
- Abstract / Description
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In order to study the teaching and learning of the theory of evolution and determine levels of acceptance of the theory of evolution among college students studying biology in Central Florida, the Inventory of Student Evolution Acceptance, I-SEA, was administered to over 500 university students enrolled in a biology course during the Fall 2016 term. An analysis of 489 completed surveys demonstrated strong overall acceptance of the theory of evolution (average score = 103 out of 120 total...
Show moreIn order to study the teaching and learning of the theory of evolution and determine levels of acceptance of the theory of evolution among college students studying biology in Central Florida, the Inventory of Student Evolution Acceptance, I-SEA, was administered to over 500 university students enrolled in a biology course during the Fall 2016 term. An analysis of 489 completed surveys demonstrated strong overall acceptance of the theory of evolution (average score = 103 out of 120 total possible). Of all students, 78% fell into the category of very high acceptance of the theory of evolution. Students who reported attending worship services weekly or more scored statistically significantly lower on the I-SEA than students who reported attending worship services less than weekly. The level of previous high school coursework in biology(-)whether honors, or advanced biology courses were taken-- did not translate into statistically significant differences in acceptance of evolution as measured by the I-SEA. Three subscales contained within the Inventory of Student Evolution Acceptance are designed to measure student acceptance of microevolution, macroevolution, and human evolution. Students demonstrate higher levels of acceptance of microevolution than macroevolution or human evolution. These findings serve to inform educational leaders and science educators regarding students' worldview and how worldview may inform what students accept as true and valid. The I-SEA serves as a useful educational tool to inform instructional decisions in the biology classroom.
Show less - Date Issued
- 2017
- Identifier
- CFE0006792, ucf:51818
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006792
- Title
- A Comparison of Sixth-, Seventh-, and Eighth-Grade Student Outcomes in Schools Configured K-8 Elementary Versus 6-8 Middle Schools as Measured by State Standardized Tests, Student Discipline Referrals, and Student Attendance.
- Creator
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Kelce, Jessica, Murray, Barbara, Baldwin, Lee, Doherty, Walter, Fritz, Ronald, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the differences in sixth-, seventh-, and eighth-grade students' outcomes in relation to school configuration, specifically K-8 elementary schools as compared to 6-8 middle schools. Student outcomes focused on in this study were standardized test scores, number of out-of-school suspensions, and number of days absent. Race and gender served as moderator variables for all research questions.Quantitative data were obtained from a large central Florida...
Show moreThe purpose of this study was to examine the differences in sixth-, seventh-, and eighth-grade students' outcomes in relation to school configuration, specifically K-8 elementary schools as compared to 6-8 middle schools. Student outcomes focused on in this study were standardized test scores, number of out-of-school suspensions, and number of days absent. Race and gender served as moderator variables for all research questions.Quantitative data were obtained from a large central Florida school district and included 2016 Florida Standards Assessment scale scores in English Language Arts, Mathematics, and Algebra 1 End-of-Course Examinations, 2015 Florida Standards Assessment scale scores in English Language Arts and Mathematics for students in Grade 8 during the 2015-2016 academic year, 2013 and 2014 Florida Comprehensive Assessment Tests 2.0 Reading and Mathematics developmental scale scores for students in Grade 8 during the 2015-2016 academic year, number of out-of-school suspensions, and number of days absent by student for the 2015-2016 academic year. The data were analyzed via two-way analysis of variances to determine if statistically significant differences existed in student outcomes based on school configuration.The literature review supported the need to align the educational environment with student development in order to maximize student outcomes. In the quest to accomplish this, many districts have employed a number of school configurations, including the K-8 elementary school configuration and 6-8 middle school configuration to best meet the unique needs of early adolescents. The large central Florida school district selected for this study was unique in that it employed both the K-8 elementary school and 6-8 middle school configurations to serve students in Grades 6 through 8. As can be seen by results of this study, school configuration, either alone or in conjunction with one of the moderator variables, was indicated in differences in Grades 6 and 7 FSA ELA scale scores, Grades 6 and 7 FSA Mathematics scale scores, Grades 7 and 8 FSA Algebra 1 EOC Examination scale scores, FCAT 2.0 Reading growth, Grades 6, 7, and 8 number of OSS by student, and Grade 7 number of days absent by student. One of the most noteworthy findings of this study was differences in FSA ELA, Mathematics, and Algebra 1 EOC scale scores due to the interaction of school configuration and race. In general, students classified as Black had better FSA outcomes when attending schools of the 6-8 middle school configuration. In contrast, students classified as White or Other had better FSA outcomes when attending schools of the K-8 elementary school configuration. Such findings indicated that the K-8 elementary school configuration may be only a part of the puzzle when considering how to best educate students in the early adolescent developmental period.
Show less - Date Issued
- 2017
- Identifier
- CFE0006751, ucf:51854
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006751
- Title
- A Study on the Influence of Perceptual Distortion in the Scoring of Musical Performances by Florida Bandmasters Association Adjudicators.
- Creator
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Donato, Raymond, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Everett, Robert, University of Central Florida
- Abstract / Description
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This study explored adjudicator reliability in scores assessed at the Florida Bandmasters Association (FBA) Music Performance Assessment. It investigated how adjudicators under conflicting sets of circumstances interpreted the criteria and rated musical performances. A sample of five concert band audio recordings from the FBA resource library were chosen and a sample of participants were selected to score the recordings using the criteria currently in use by the Florida Bandmasters...
Show moreThis study explored adjudicator reliability in scores assessed at the Florida Bandmasters Association (FBA) Music Performance Assessment. It investigated how adjudicators under conflicting sets of circumstances interpreted the criteria and rated musical performances. A sample of five concert band audio recordings from the FBA resource library were chosen and a sample of participants were selected to score the recordings using the criteria currently in use by the Florida Bandmasters Association. These participants were chosen from Certified FBA concert band adjudicators, FBA members who are not certified concert band adjudicators and out of state judges who are certified though other judges association. Differences between groups were examined. In addition, data were collected on the participants' ranking of the musical criteria from the FBA concert band assessment instrument.From analysis of the data, it was reasonable to conclude that there is a significant difference in scoring of musical performances between face-to-face adjudicators who evaluated a live performance, and blind adjudicators who evaluated the same performance via a recorded audio only presentation. This study may provide valuable information that could lead to better development of a fair and balanced rating system.
Show less - Date Issued
- 2016
- Identifier
- CFE0006099, ucf:51208
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006099
- Title
- The Impact of Voluntary Pre-Kindergarten on the Academic Achievement (&) Kindergarten Readiness of Students in a Large Suburban School District.
- Creator
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Rodriguez, Jordan, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Baldwin, Gordon, University of Central Florida
- Abstract / Description
-
Throughout the United States, state governments are allocating millions of dollars to support Voluntary Pre-Kindergarten (VPK) programs. Recent research has indicated that students who participate in VPK demonstrate higher academic achievement scores across a number of subject areas. Moreover, VPK participants are more likely to enter primary school on grade level, which in turn leads to a reduction in grade retention. Studies have indicated that although all students who participate in VPK...
Show moreThroughout the United States, state governments are allocating millions of dollars to support Voluntary Pre-Kindergarten (VPK) programs. Recent research has indicated that students who participate in VPK demonstrate higher academic achievement scores across a number of subject areas. Moreover, VPK participants are more likely to enter primary school on grade level, which in turn leads to a reduction in grade retention. Studies have indicated that although all students who participate in VPK programs benefit from such programs, minority students and students who come from low-socioeconomic backgrounds benefit at an even higher level. The intent of this study was to determine to what extent, if any, a VPK program within a large, suburban school district impacted the academic achievement and kindergarten preparedness of participants in comparison to students who did not participate in the VPK program offered by the district. To measure the impact, student scores on the 2006-2007 Florida Kindergarten Readiness Screener (FLKRS) were compared through the use of an independent samples t-test. The same students had their 3rd grade Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics scored compared as well. Two groups were compared against one another. The control group was a group of students who did not participate in the VPK offered by the school district. The treatment group was the group of students that participated in the district offered VPK. The results of each of the independent sample t-tests conducted determined that there was not a statistically significant different in either student preparedness or student academic achievement between the VPK participant group and the non-participant group.
Show less - Date Issued
- 2013
- Identifier
- CFE0004924, ucf:49610
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004924
- Title
- Senior-Level School District Administrators' Perceptions of the Effectiveness of a Florida Preparing New Principals Program.
- Creator
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Ruiz, Eddie, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Kennedy, Mary, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine and measure Preparing New Principals Program completers and their readiness to meet the 2011 Florida Principal Leadership Standards. This study was also conducted to identify the Florida Principal Leadership Standards that senior-level school district administrators identified as the most beneficial to future principals in improving student achievement despite increased accountability within the state. A group of 40 senior-level school district...
Show moreThe purpose of this study was to examine and measure Preparing New Principals Program completers and their readiness to meet the 2011 Florida Principal Leadership Standards. This study was also conducted to identify the Florida Principal Leadership Standards that senior-level school district administrators identified as the most beneficial to future principals in improving student achievement despite increased accountability within the state. A group of 40 senior-level school district administrators who served on the superintendent's cabinet between 2008 and 2011 were sent a perceptual survey regarding the Preparing New Principals Program and the Florida Principal Leadership Standards. Survey participants had the opportunity to voluntarily participate in a structured interview to obtain further information regarding the survey. All data from the surveys and interviews were studied and disseminated to the district for redesigning the school district's principal preparation program.
Show less - Date Issued
- 2013
- Identifier
- CFE0004926, ucf:49611
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004926
- Title
- An Urban School District's Preparing New Principals Program: Completers' Perceptions of Program Effectiveness Related to Florida Principal Leadership Standards Adopted in 2011.
- Creator
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Pelletier, Kelly, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Kennedy, Mary, University of Central Florida
- Abstract / Description
-
The purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in a large urban school district perceived the program's effectiveness in preparing them to demonstrate Florida's principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles. The...
Show moreThe purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in a large urban school district perceived the program's effectiveness in preparing them to demonstrate Florida's principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles. The Preparing New Principals Program Completer Survey was sent to 90 administrators in School District A who completed the preparing new principals program between 2008 and 2011. Follow-up interviews were conducted with six volunteers in order to further clarify responses to the survey and gather additional input from program completers. Survey results as well as interview data were analyzed in order to give information for designing a new principal preparation program for School District A.The literature review and the results of this study supported the premise that preparing principals for school leadership in 2013 involves more than developing management skills and knowledge of the functions of a school. Principals must be instructional leaders with an unwavering focus on student achievement. Overall, results of the study found the PNPP in the urban school district supported the participant's awareness of the FPLS and also showed they perceived they were prepared to demonstrate the majority of the standards. However, the individual requirements and experiences of the PNPP had varying levels of perceived value to the professional practice of the participants. Results of the study recommended the PNPP experiences perceived to be invaluable or not practical should be evaluated for applicability, revised accordingly or possibly eliminated to improve the effectiveness of the PNPP.Although the structure of principal preparation programs in the state of Florida are unique due to laws that created a two leveled principal certification process, the findings and conclusions of this research study could be useful to any school district working to develop future principals. Suggested improvements to the PNPP included a longer principal internship, a strengthened mentor relationship, an application process for initial program entry, differentiated experiences, and an emphasis on increasing teacher effectiveness.
Show less - Date Issued
- 2013
- Identifier
- CFE0004909, ucf:49619
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004909
- Title
- A Historical Analysis of the Evolution of the Administrative and Organizational Structure of the University of Central Florida as it Relates to Growth.
- Creator
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Lindsley, Boyd, Murray, Barbara, Doherty, Walter, Murray, Kenneth, Dziuban, Charles, University of Central Florida
- Abstract / Description
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This was a qualitative historical study, which was recounted chronologically and organized around the terms of the four full-time presidents of the university. The review addressed the processes associated with the establishment and development of Florida Technological University beginning in 1963 through its name change to the University of Central Florida in 1979, concluding in 2013. The organization's mission, vision, and goals, how they evolved and the impact they had on the university...
Show moreThis was a qualitative historical study, which was recounted chronologically and organized around the terms of the four full-time presidents of the university. The review addressed the processes associated with the establishment and development of Florida Technological University beginning in 1963 through its name change to the University of Central Florida in 1979, concluding in 2013. The organization's mission, vision, and goals, how they evolved and the impact they had on the university were of particular interest. The study was focused on the administrative actions and organizational changes that took place within the university to assist faculty in teaching, research, and service as well as external conditions and events which impacted the university and shaped its development. The growth of the university, as well as the productivity of the faculty, were of interest in the study.
Show less - Date Issued
- 2015
- Identifier
- CFE0005650, ucf:50187
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005650
- Title
- Principals' Perceptions and Self-efficacy in Relation to School Security.
- Creator
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Jones, Julian, Taylor, Rosemarye, Doherty, Walter, Kennedy, Mary, Wolf, Ross, University of Central Florida
- Abstract / Description
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Principals in the nation's schools have been tasked with managing crisis incidents that may occur with students and others on their campuses on a daily basis. The purposes of this study were to determine the differences, if any, that existed in Central Florida public school principals' perceptions regarding school security, their perceived confidence to address critical crisis incidents on their campuses, their perceptions of the likelihood critical incidents would occur, their perceptions of...
Show morePrincipals in the nation's schools have been tasked with managing crisis incidents that may occur with students and others on their campuses on a daily basis. The purposes of this study were to determine the differences, if any, that existed in Central Florida public school principals' perceptions regarding school security, their perceived confidence to address critical crisis incidents on their campuses, their perceptions of the likelihood critical incidents would occur, their perceptions of interaction with law enforcement, the critical incidents they fear the most, and their perceptions of factors impacting the incidents they fear the most. Principal subgroup mean responses to the Principal Safety and Security Perceptions Survey in the three areas of Bandura's (1997) triadic reciprocal causation were examined in the context of principals' gender, longevity, student enrollment, grade configuration, free and reduced lunch rate, presence of a law enforcement officer, and presence of a security plan. Findings revealed significant differences between categorical groups of principals in multiple areas. It was determined that significant differences in principals' perceptions warrant further study. Recommendations for practice include security policy development and practical application of noted trends.
Show less - Date Issued
- 2015
- Identifier
- CFE0005636, ucf:50217
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005636
- Title
- Central Florida Educational Leaders' Professional Perceptions of Race to the Top Components Concerning Teacher Evaluation and Compensation.
- Creator
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Smith, Orin, Taylor, Rosemarye, Murray, Barbara, Doherty, Walter, Vitale, Thomas, University of Central Florida
- Abstract / Description
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This mixed-methods replication study was conducted to develop further understanding of the professional perceptions of educational leaders as to the fairness and impact of Race to the Top reforms concerning teacher evaluation and compensation on student achievement and growth. Graduate students in education and educational leadership from a target university were selected to complete an electronic survey to collect quantitative and qualitative data for analysis. Quantitative results from the...
Show moreThis mixed-methods replication study was conducted to develop further understanding of the professional perceptions of educational leaders as to the fairness and impact of Race to the Top reforms concerning teacher evaluation and compensation on student achievement and growth. Graduate students in education and educational leadership from a target university were selected to complete an electronic survey to collect quantitative and qualitative data for analysis. Quantitative results from the electronic survey revealed limited diversity in professional perceptions of the five identified components of RTTT based upon professional classification or percentage free and reduced lunch population at the school sites where assigned. Among the identified RTTT components, the component that provided for the use of school- or team-level VAM scores as part of the evaluation and compensation system was consistently viewed as the least fair and least impactful by respondents. Analysis of the qualitative data revealed a number of themes that effected respondents' professional perceptions of the RTTT initiative. The use of a value-added model in RTTT reforms, the variables considered by the model, and communication and implementation problems associated with the reforms were the central areas of concern among survey respondents. This study provided follow-up data to Windish's 2012 study and showed a negative general trajectory of the professional perceptions of educational leaders related to this high-profile, national educational reform effort.
Show less - Date Issued
- 2015
- Identifier
- CFE0005716, ucf:50157
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005716
- Title
- An analysis of the difference between assessed instructional practices, value-added measures, and learning gains of secondary reading teachers.
- Creator
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Fritz, Ronald, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Kennedy, Mary, University of Central Florida
- Abstract / Description
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The purpose of this study was to analyze the relationship that exists among instructional practice scores, value-added measures, and learning gains for the Large Urban School District (LUSD) among reading teachers in Grades 6-12 for the 2012-2013 school year. In addition, this study was also conducted to address the perceptions of secondary school principals and assistant principals regarding the relationship of the three variables and their relevance in making personnel decisions....
Show moreThe purpose of this study was to analyze the relationship that exists among instructional practice scores, value-added measures, and learning gains for the Large Urban School District (LUSD) among reading teachers in Grades 6-12 for the 2012-2013 school year. In addition, this study was also conducted to address the perceptions of secondary school principals and assistant principals regarding the relationship of the three variables and their relevance in making personnel decisions. Quantitative data were obtained from school district databases for observation scores, value-added measures, and standardized assessment achievement data to determine the relationship among the variables. In addition, a perception survey was completed by secondary school principals and assistant principals. With a sample size of 138, the survey yielded a return rate of 84%. The data were analyzed to determine actual relationships among instructional practice scores, value-added measures, and learning gains, as well as how the participants perceived each variable in isolation. The literature review supported the findings regarding the inflation of observation scores by school administrators. The only significant relationship (.48) existed between value-added measures and learning gains. Likewise, school leaders in the LUSD believed that their observations were important in analyzing the needs of their teachers and should be included in summative evaluations. Learning gains were supported by the participants more than instructional practice scores and value-added measures as evidence of effective instruction. The literature review revealed past program evaluation studies regarding the Florida Comprehensive Achievement Test (FCAT) as a valid measure for assessing grade level benchmarks. The information in this study is valuable and suggests that continued professional learning for school leaders regarding classroom observations to improve inter-rater reliability is needed. Likewise, school leaders would benefit from understanding the relationships that exist among instructional practice scores, value-added measures, and learning gains to drive conversations with teachers regarding rigorous instruction.
Show less - Date Issued
- 2014
- Identifier
- CFE0005494, ucf:50362
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005494
- Title
- Reformation and Renaissance: An Examination of America's Education Reform Movement.
- Creator
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Johnson, Craig, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Holt, Larry, University of Central Florida
- Abstract / Description
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Education reform has grown into a major policy issue at the state and national level in the United States and for that matter around the world. The purpose of this study was to determine the political and social forces supporting, the rationale behind, and the growth and impact of education reform policies in the K-12 public education system of the United States from 2001-2011. Through mixed-methods data analysis a descriptive and analytical picture of education reform was able to be...
Show moreEducation reform has grown into a major policy issue at the state and national level in the United States and for that matter around the world. The purpose of this study was to determine the political and social forces supporting, the rationale behind, and the growth and impact of education reform policies in the K-12 public education system of the United States from 2001-2011. Through mixed-methods data analysis a descriptive and analytical picture of education reform was able to be concluded. The results of the analysis showed that with an increase in education reforms from 2001-2011, legislators, predominantly Republican, created state level education reforms which fell in line with both neoliberal economic (market based policies) and neoconservative political (smaller government and increased individualism) ideals. With a focus on accountability, achievement, and choice, reformers, proliferated in profiles of corporations, PACs and other organizations outside the realm of traditional public education, school systems in the United States continued on similar paths of education reform as other post-industrialized countries that have grown out of an economically globalized world.
Show less - Date Issued
- 2014
- Identifier
- CFE0005353, ucf:50484
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005353
- Title
- Socioeconomic Status, Instrumental Music Participation, and Middle School Student Achievement.
- Creator
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Antmann, Michael, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine the differences in growth on the reading and mathematics FCAT 2.0 across varying levels of instrumental music participation by both low- and high-socioeconomic status (SES) middle school students, and to determine whether or not there is a relationship between instrumental music participation and socioeconomic status. The differences between instrumental music participation groups were not found to be statistically significant for both the reading...
Show moreThe purpose of this study was to determine the differences in growth on the reading and mathematics FCAT 2.0 across varying levels of instrumental music participation by both low- and high-socioeconomic status (SES) middle school students, and to determine whether or not there is a relationship between instrumental music participation and socioeconomic status. The differences between instrumental music participation groups were not found to be statistically significant for both the reading and mathematics FCAT 2.0 growth by high-SES status students, and for reading FCAT 2.0 growth by low-SES status students. The differences between groups were found to be significant for mathematics FCAT 2.0 growth by low-SES students, but a Tukey HSD post-hoc test found no significant differences between the individual groups. The study also found that high-SES students had a higher rate of instrumental music participation in sixth grade, and a lower attrition rate between sixth and seventh grade than the low-SES students.
Show less - Date Issued
- 2015
- Identifier
- CFE0005755, ucf:50073
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005755
- Title
- Superintendent second-order change leadership to achieve equity and access to excellence in a large Florida school district.
- Creator
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Wilhite, Paul, Taylor, Rosemarye, Doherty, Walter, Murray, Kenneth, Hopp, Carolyn, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and...
Show moreThe purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and access to excellence as well as any challenges the school district faced when implementing those actions and decisions. Quantitative data were used for a historical comparison of the targeted school district prior to and after 2003 to further understand the impact of equity and access to excellence within the school district. Two superintendent decisions were believed to be extremely educationally significant by respondents: High school reading centerpiece and International Baccalaureate program launch at Seminole High School. Respondents were least familiar with Central Florida Public School Boards Coalition established and Established Principal Forum. Three events were largely believed to be extremely educationally significant by respondents: District rated A each year of accountability, District designated academically high- performing, and Unitary status achieved. Respondents were least familiar with Florida Center for Reading Research project in high schools and Superintendent Leadership transition.Responses to open-ended questions indicated that equity and access to excellence were achieved in the school district between 2003 to 2011. The decision to attain unitary status led to other actions and decisions to achieve equity and access to excellence, e.g., the creation of magnet schools, the introduction of open access to Advanced Placement courses. The superintendent's greatest challenge was perceived by respondents as lack of funding. Interviewees cited poverty as a limiting factor in achievement of equity and excellence. All respondents agreed that working with the lowest achieving 25% of students to improve performance on the Florida Comprehensive Achievement Test was key to achieving equity and excellence in the school district. Most of the interviewees believed that all students have access to equity and excellence. In offering advice to other districts, most of the interviewees stressed the importance of focusing on data, demographics, and academic programs, stating that leaders should be committed to achieving equity and excellence and there needs to be total buy-in from the whole district. Further, superintendent success depended on a clear focus, a set of core values and the willingness and courage to implement second-order change.?
Show less - Date Issued
- 2012
- Identifier
- CFE0004617, ucf:49922
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004617
