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- Title
- Central Florida Educational Leaders' Professional Opinions of the Race to the Top Grant Components Concerning Teacher Evaluation and Compensation Prior to Implementation.
- Creator
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Windish, Daniel, Taylor, Rosemarye, Pawlas, George, Doherty, Walter, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
This mixed-methods study was conducted to explore the professional opinions of educational leaders regarding selected components in the Race to the Top (RTTT) grant concerning teacher evaluation and compensation and the potential impact on student achievement. A target university was selected that had students who were professionals in the field of education in either instructional or administrative jobs and were pursuing their doctorates in both Education and Educational Leadership. A...
Show moreThis mixed-methods study was conducted to explore the professional opinions of educational leaders regarding selected components in the Race to the Top (RTTT) grant concerning teacher evaluation and compensation and the potential impact on student achievement. A target university was selected that had students who were professionals in the field of education in either instructional or administrative jobs and were pursuing their doctorates in both Education and Educational Leadership. A researcher created survey and follow-up interview were utilized to gather both quantitative and qualitative data for analysis. Quantitative findings revealed that statistically significant differences in the opinions of educational leaders about the potential impact of the RTTT grant teacher evaluation and compensation components on student achievement existed between two types of professional classification (instructional or administrative). No statistically significant relationship was found between self-reported knowledge of the RTTT and opinions of the fairness of the RTTT teacher evaluation and compensation components. Also, no statistically significant difference was found in the professional opinions about the potential impact of the RTTT grant teacher evaluation and compensation components on student achievement when self-reported school poverty percentage was considered.From qualitative findings, themes emerged surrounding the uncertainty and lack of understanding about the RTTT grant's implementation. Though this study provided baseline data on the opinions of educational leaders on the RTTT teacher evaluation and compensation components, there is still much to be learned about the RTTT grant.
Show less - Date Issued
- 2012
- Identifier
- CFE0004633, ucf:49929
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004633
- Title
- A Study of The Marzano Teacher Evaluation Model and Student Achievement at 24 Elementary Schools In A Large Suburban School District In Central Florida.
- Creator
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Flowers, Amy, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, University of Central Florida
- Abstract / Description
-
The focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation(&)#174; tool (Learning Sciences International, 2012) as it related to student achievement in the School District of Osceola County, Florida and to determine if the Marzano model improved the ability to determine teacher effectiveness with more accuracy than previous models of teacher evaluation used in the school district. Twelve research questions guided this...
Show moreThe focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation(&)#174; tool (Learning Sciences International, 2012) as it related to student achievement in the School District of Osceola County, Florida and to determine if the Marzano model improved the ability to determine teacher effectiveness with more accuracy than previous models of teacher evaluation used in the school district. Twelve research questions guided this study concerning the relationship and predictability between the variables of teacher instructional practice scores, number of observations reported in the iObservation(&)#174; tool, and student achievement in Grades 3-5 using reading and mathematics FCAT 2.0 DSS scores.Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis further suggested no statistical significance or predictability for Grades 4, 5 for instructional practice mean and Grades 3,4,5 for observation mean related to FCAT reading and mathematics performance. Caution should be used when attempting to interpret these findings, as this study was based solely on initial year implementation data. Implications for practice are also discussed in this study.
Show less - Date Issued
- 2013
- Identifier
- CFE0004841, ucf:49711
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004841
- Title
- An Analysis of Generational Differences and Their Effects on Schools and Student Performance.
- Creator
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Paniale, Lisa, Murray, Barbara, Doherty, Walter, Taylor, Rosemarye, Spadaccini, Becky, University of Central Florida
- Abstract / Description
-
This study examined the effects of generational differences on student achievement of students in Brevard Public Schools, Brevard County, Florida. The independent variable was the generational cohorts (Traditionalist, Baby Boomer, Generation X, and Millennials). The dependent variable was the factors of job satisfaction, organizational commitment, and work motivation. A second dependent variable was Value-Added Measure (VAM) scores calculated by the Department of Education for the state of...
Show moreThis study examined the effects of generational differences on student achievement of students in Brevard Public Schools, Brevard County, Florida. The independent variable was the generational cohorts (Traditionalist, Baby Boomer, Generation X, and Millennials). The dependent variable was the factors of job satisfaction, organizational commitment, and work motivation. A second dependent variable was Value-Added Measure (VAM) scores calculated by the Department of Education for the state of Florida for each teacher of grades K-12. These VAM scores were derived from the Florida Comprehensive Assessment Test (FCAT) Reading and Math Developmental Scale scores to show a teacher's effect on student achievement. A convenience sample of teachers was surveyed from the population of all Brevard Public Schools teachers, and respondents' VAM scores were analyzed for differences in the means.Findings showed that there was a statistically significant difference in job satisfaction among the generational cohorts based on the benefits factor. Baby Boomers found benefits to be a more important aspect of job satisfaction than did Millennials. There was also a statistically significant difference in organizational commitment among the generational cohorts based on career at current school. Baby Boomers found spending the rest of their career at their current school significantly more important than did Millennials. There was no statistically significant difference among the generational cohorts in work motivation or means of VAM scores.Recommendations were made for future studies that generalize the finding to other counties in Florida, other states, and other countries. The possibility of generational impact being a cultural experience would be addressed. Another possible future study included examining individuals within a single generational cohort. Gender considerations are one area for study. Furthermore, it is recommended that future studies move beyond one timeframe for gathering data. A longitudinal study of the same people within a generation from the beginning of their career to the end to determine if values change due to aging and gaining experience as compared to belonging to a generation should be conducted.
Show less - Date Issued
- 2013
- Identifier
- CFE0004733, ucf:49816
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004733
- Title
- Respresentation of Hispanic Students in High Incidence Categories in Exceptional Student Education Programs and Educational Environments in K-12 Schools Across the State of Florida.
- Creator
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Miller, Douglas, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Vasquez, Eleazar, University of Central Florida
- Abstract / Description
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The Individuals with Disabilities Education Act (IDEA) was first passed in 1975 and requires states to have policies in place to prevent misidentification and overrepresentation, and to monitor disproportionate representation by race/ethnicity and disability category. The fundamental premise of this legislation is to ensure that students with disabilities are afforded a free and appropriate education (FAPE) in the least restrictive environment (LRE). Even with the passage of IDEA, the...
Show moreThe Individuals with Disabilities Education Act (IDEA) was first passed in 1975 and requires states to have policies in place to prevent misidentification and overrepresentation, and to monitor disproportionate representation by race/ethnicity and disability category. The fundamental premise of this legislation is to ensure that students with disabilities are afforded a free and appropriate education (FAPE) in the least restrictive environment (LRE). Even with the passage of IDEA, the disproportionate representation of minority students continues to be a national issue.The disproportionate placement of minority students in Exceptional Student Education (ESE) began to receive attention prior to IDEA and has been well documented by researchers ever since. Hispanic disproportionality has received less attention in professional literature and has shown to vary depending upon the level of data being analyzed. Early studies analyzing national level data indicate that Hispanic students tend to be underrepresented in many ESE categories, while studies disaggregating state and district level data found that Hispanic students are overrepresented in the high incidence categories. The goals of this study were to determine (a) if a disproportionate representation of Hispanic students existed in the three high incidence categories of Emotional/Behavioral Disabilities (EBD), Specific Learning Disabled (SLD), and Intellectual Disabilities (ID) and(b) if Hispanic students already identified for Exceptional Student Education services were disproportionately represented, compared to all other students, in more restrictive educational placements in each of the 67 counties in the state of Florida. Three separate measures were employed to make this determination: the composition index (CI), the risk index (RI), and the risk ratio (RR). An analysis of the data revealed that in several of the school districts Hispanic students were both overrepresented and underrepresented across all high incidence categories. The data also indicated that Hispanic students already identified for ESE services were both overrepresented and underrepresented in several school districts across all educational environments. Also, differences in disproportionality were noted depending upon the measure being utilized for both research questions. Implications for practice and recommendations for further research are presented.
Show less - Date Issued
- 2013
- Identifier
- CFE0004720, ucf:49838
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004720
- Title
- A Study of the Effects of Voluntary Prekindergarten Providers on Kindergarten Readiness.
- Creator
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Drummond, Toni, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Bai, Haiyan, University of Central Florida
- Abstract / Description
-
American parents have a myriad of choices when it comes to educating their children, and these choices begin in the very beginning stages of children's educational journey. Where parents decide to have their child spend their early formative years can have far-reaching implications for that child's future. The focus of this research was to examine if a difference exists in kindergarten readiness preparation offered by Voluntary Prekindergarten (VPK) providers in the state of Florida. The VPK...
Show moreAmerican parents have a myriad of choices when it comes to educating their children, and these choices begin in the very beginning stages of children's educational journey. Where parents decide to have their child spend their early formative years can have far-reaching implications for that child's future. The focus of this research was to examine if a difference exists in kindergarten readiness preparation offered by Voluntary Prekindergarten (VPK) providers in the state of Florida. The VPK Provider Kindergarten Readiness Rates of public schools were compared to the VPK Provider Kindergarten Readiness Rates of private learning centers and, more specifically, of Seventh-day Adventist private learning centers. Furthermore, this study was conducted to examine whether a difference exists in the kindergarten readiness between VPK providers in urban and rural counties. This quantitative, non-experimental, causal comparative study explored the Kindergarten Readiness Rates of each of the 5,636 public and private VPK providers in the state of Florida. The Florida Kindergarten Readiness Screener was used to assess the kindergarten readiness level of each student. Individual student scores were tracked to the VPK provider that the students attended in order to assign a Readiness Rate for each provider. This screener consisted of the Early Childhood Observation SystemTM (ECHOSTM) and the Florida Assessments for Instruction in Reading (FAIR).A one-way analysis of variance (ANOVA) was utilized to examine significant differences between public school, private, and Seventh-day Adventist providers. The ANOVA was followed by a Scheffe post-hoc test to determine where differences occurred. The findings revealed that there existed a statistically significant difference in the means of public school and private VPK providers. Public school providers were found to have achieved higher Provider Kindergarten Readiness Rates than private providers. It was also found that though Seventh-day Adventist providers had a slightly lower average Provider Kindergarten Readiness Rate than public school providers and a slightly higher average than other private providers, this difference was not statistically significant. A two-way factorial ANOVA was performed to examine if significant differences existed in the average Provider Kindergarten Readiness Rate when considering both the type of community (urban or rural) where the provider was located and the type of provider (public or private). The findings indicated that there was no statistically significant difference in Provider Readiness Rate when examining the interaction between the provider type and community type.
Show less - Date Issued
- 2013
- Identifier
- CFE0004833, ucf:49694
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004833
- Title
- A Comparative Analysis of Top Performing Countries in Eighth Grade Mathematics as Measured by 2011 Trends in International Mathematics and Science Study.
- Creator
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Wilson, Courtney, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
-
The focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one...
Show moreThe focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one standard deviation of the top performer, the Republic of Korea. The study also revealed that although other countries had their brightest and most advantaged students participate in the assessment, participating students in the United States were disproportionately disadvantaged to the proportion of United States' citizens. Another contributing factor of student success revealed in this study was the size and form of government and financing of the participating countries. While Singapore, the Republic of Korea, and Japan have education systems governed and financed by national governments, the United States education system is primarily governed and financed by 50 state governments.
Show less - Date Issued
- 2014
- Identifier
- CFE0005276, ucf:50555
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005276
- Title
- Policy Implications of a Teacher Evaluation System: The Relationship of Classroom Observations, Levels of Feedback, and Students Achievement Outcomes.
- Creator
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Rafalski, Shana, Murray, Barbara, Baldwin, Lee, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
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The purpose of this study was two-fold: (a) to determine the relationship between the number of classroom observations and teacher VAM scores and (b) to identify the relationship between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. De-identified data for the sample set of teachers in a large urban school district was gathered for the 2013-2014 year from iObservation by administrators observing teachers using the domains of the Marzano...
Show moreThe purpose of this study was two-fold: (a) to determine the relationship between the number of classroom observations and teacher VAM scores and (b) to identify the relationship between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. De-identified data for the sample set of teachers in a large urban school district was gathered for the 2013-2014 year from iObservation by administrators observing teachers using the domains of the Marzano instructional model. The number of observations were compared to VAM scores to determine if teachers with a greater number of observations received higher VAM ratings. The comments recorded and submitted as feedback were also reviewed. Data were analyzed to identify relationships between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. No significant relationship existed between VAM scores and number of observations or percentage of comments for teachers at any grade level. In addition, no significant relationship existed between predominant feedback for teachers and VAM scores.The information in this study was valuable for understanding the relationships that exist among instructional practice scores, value-added measures, and learning gains to drive conversations with teachers regarding rigorous instruction. Observations and feedback should be a tool for improvement of instruction, but the data confirmed this process continues to be compliance based with inflated scores that do not match the level of performance of students. Changing this is strongly linked to the provision of feedback associated with improving instruction and holding teachers accountable in meeting the standards outlined in the feedback. Observers are in need of professional development on how to provide effective feedback in the areas of instruction that will make the biggest impact on student achievement. Continuing to put time and effort into implementing and monitoring evaluation systems without further training and emphasis on feedback will result in the same lack of impact on student achievement outcomes and may even undermine the role of observers in providing support to teachers.
Show less - Date Issued
- 2015
- Identifier
- CFE0005693, ucf:50143
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005693
- Title
- The perceived effectiveness of mixed reality experiences in a master of arts in teaching (MAT) program for science, technology, engineering, and mathematics degreed individuals.
- Creator
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Speir, Chana, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Mitchell, Paul, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine the perceived effectiveness of mixed reality experiences on resident teachers who successfully completed an undergraduate Science, Technology, Engineering, or Mathematics (STEM) degree and were enrolled in a Master of Arts in Teaching (MAT) degree program as part of RTP3 at a large research university in Orlando, Florida. The population for this study consisted of those selected to be in the RTP3, which included being in the Masters in the Art of...
Show moreThe purpose of this study was to examine the perceived effectiveness of mixed reality experiences on resident teachers who successfully completed an undergraduate Science, Technology, Engineering, or Mathematics (STEM) degree and were enrolled in a Master of Arts in Teaching (MAT) degree program as part of RTP3 at a large research university in Orlando, Florida. The population for this study consisted of those selected to be in the RTP3, which included being in the Masters in the Art of Teaching (MAT) and becoming a middle or high school science, mathematics, or engineering teacher. The resident teachers experienced mixed reality as a method of practice on two occasions. The first was to introduce a lesson with avatar middle school students and a second time to conduct a parent conference with an avatar parent. This study was focused on the resident teachers' perceptions of (a) the effectiveness of mixed reality in the lesson experience and parent conference, (b) the coach's helpfulness after the lesson introduction experience and the parent conference experience, and (c) the extent to which the resident teachers believe that their confidence was increased and they were prepared for future classroom instruction and parent interactions through the use of mixed reality.Data were gathered with a feedback form with Likert-type items and open ended items completed immediately upon completion of each experience, as well as an additional open response document completed at a later time after reflection on the entire experience. The researcher analyzed the two qualitative data sources independently to determine trends and themes. Findings in this study were that the mixed-reality laboratory experience did have a positive effect on the perceptions of the resident teachers regarding their level of preparedness. They were more confident and comfortable teaching a lesson and conducting a parent conference after practicing both experiences with the avatars. Resident teachers overwhelmingly responded that the mixed reality experiences should remain a part of the MAT pedagogy and that they gained insight and confidence through the mixed reality practice. ?
Show less - Date Issued
- 2015
- Identifier
- CFE0005718, ucf:50127
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005718
- Title
- An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness.
- Creator
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Thompson, Daniel, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Ellis, Amanda, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness. Secondary STEM graduates who come into education need a model of collaborative reflective practice for continuous improvement. Lesson study is one possible model of professional learning that is both reflective and collaborative (Sims (&) Walsh, 2009, p. 731). The cyclical nature of lesson study makes it a natural fit for continuous improvement...
Show moreThe purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness. Secondary STEM graduates who come into education need a model of collaborative reflective practice for continuous improvement. Lesson study is one possible model of professional learning that is both reflective and collaborative (Sims (&) Walsh, 2009, p. 731). The cyclical nature of lesson study makes it a natural fit for continuous improvement. Yet, little research into the effectiveness of lesson study as a tool for new teacher preparation or for middle and high school teachers exists. As part of the University of Central Florida's RTP3 program, resident teachers from three school districts participated in lesson study. Their reflections on participating in lesson study were analyzed and interviews with designees from each school district were conducted. The resident teachers' reflections and the interviews with partner school district designees were analyzed using the constant comparison method (Parry, 2004). The reflections were closely examined for trends and patterns, and as commonalities emerged, they led to the findings of this study. After review of the school district lesson study models, they were confirmed and explored during the interviews with school district designees. Analysis showed lesson study was perceived to be beneficial by the resident teachers and two of the three school district designees described positive effects gained from participating in lesson study through RTP3. The literature review and the results of this study demonstrate that lesson study is a valuable tool for professional learning in both novice and veteran teachers. Themes frequently observed in lesson study reflections included increased focus on students, the value found in collaboration, and a desire to participate on future lesson study teams. Teachers, teacher preparation programs, and school administrators should consider the benefits of participating in lesson study and attempt to develop a plan to include this method of professional learning in their school or teacher preparation program.
Show less - Date Issued
- 2015
- Identifier
- CFE0005724, ucf:50130
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005724
- Title
- Improving on-time graduation for at-risk students: Perceptions of interventions to improve on-time graduation in one Florida school district.
- Creator
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Griffin, Walter, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
-
Students dropping out of high school has resulted in a national, state and local crisis. With the national graduation rate at 77%, there are thousands of students leaving school each year without the skills necessary for post-secondary career or college readiness (Scheel et al., 2009). This study provided fundamental insight into the factors that students perceive as important in keeping them on a positive trajectory towards graduation. The study added value to the knowledge regarding...
Show moreStudents dropping out of high school has resulted in a national, state and local crisis. With the national graduation rate at 77%, there are thousands of students leaving school each year without the skills necessary for post-secondary career or college readiness (Scheel et al., 2009). This study provided fundamental insight into the factors that students perceive as important in keeping them on a positive trajectory towards graduation. The study added value to the knowledge regarding students' perceptions of major mitigating factors in high school as compared to middle school that engaged them in school. The interventions that appear to have importance in assisting promise students in getting on track towards high school graduation were identified for replication in other programs throughout the target district.
Show less - Date Issued
- 2013
- Identifier
- CFE0004854, ucf:49704
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004854
- Title
- The Impact of the Community Partnership Schools Model Community School on Graduation and Attendance Rates in One Florida High School.
- Creator
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Ellis, Amy, Johnson, Jerry, Doherty, Walter, Williams-Fjeldhe, Karri, Castor Dentel, Karen, University of Central Florida
- Abstract / Description
-
The purpose of this quantitative study was to identify and describe the nature and extent of the relationships, if any, that existed between a Community Partnership Schools(TM) (CPS) model community school and the outcomes of graduation and attendance rates at one public high school in Florida. An evaluation study utilizing an interrupted time series (ITS) design addressed this problem by identifying and describing the relationship between the CPS model and the key outcome measures using...
Show moreThe purpose of this quantitative study was to identify and describe the nature and extent of the relationships, if any, that existed between a Community Partnership Schools(TM) (CPS) model community school and the outcomes of graduation and attendance rates at one public high school in Florida. An evaluation study utilizing an interrupted time series (ITS) design addressed this problem by identifying and describing the relationship between the CPS model and the key outcome measures using visual analysis and descriptive statistics. Graduation and attendance rates for seven years before the CPS model was introduced (2003-2010) and seven years after the CPS model was introduced (2010-2017) at the CPS school were compared to the graduation and attendance rates for the same time frames of five other matched comparison high schools that had not implemented a CPS model community school. Findings of this study, though mixed, suggest the Community Partnership Schools(TM) model may have provided a positive environment for improvement in key measures at the targeted CPS high school. Though no definitive conclusions were reached, this study alongside other evaluations of the Community Partnership Schools(TM) model may be helpful in informing decision makers regarding the potential positive influence of the CPS model on such measures as graduation and attendance rates.
Show less - Date Issued
- 2019
- Identifier
- CFE0007452, ucf:52698
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007452
- Title
- A comparative analysis of public school collective bargaining agreements in Florida.
- Creator
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Berk, Aliza, Bartee, RoSusan, Gordon, William, Doherty, Walter, Edyburn, Dave, University of Central Florida
- Abstract / Description
-
This study examines the terms and conditions found in the 67 Florida public school collective bargaining agreements. Such collective bargaining agreements are negotiated between two parties, the teacher unions and their employers, under Florida Statute 447. The purpose of this mixed-methods study, conducted using both qualitative and quantitative research methods, is as follows: 1) to determine the extent to which CBA provisions exist within the master contracts of Florida teachers (2016-2017...
Show moreThis study examines the terms and conditions found in the 67 Florida public school collective bargaining agreements. Such collective bargaining agreements are negotiated between two parties, the teacher unions and their employers, under Florida Statute 447. The purpose of this mixed-methods study, conducted using both qualitative and quantitative research methods, is as follows: 1) to determine the extent to which CBA provisions exist within the master contracts of Florida teachers (2016-2017) and; 2) to determine the extent to which, if any, collective bargaining provisions vary among school districts (i.e. district size, district performance, district locale). The study finds that none of the eight desirable provisions were present in all 66 collective bargaining agreements indicating that collective bargaining agreements vary in terms of the inclusion of desirable provisions for teachers. The study also finds that that spatial relationship plays a role in determining bargaining outcomes. The results of this study provide insight into the terms and conditions of collective bargaining agreements in Florida; thereby providing Florida school districts with information to construct the best possible competitive contracts in the future, which would then attract top talent as well as to protect the best interests of their districts.
Show less - Date Issued
- 2019
- Identifier
- CFE0007431, ucf:52711
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007431
- Title
- Multiple-Case Study and Exploratory Analysis of the Implementation of Value-Added Teacher Performance Assessment on Eighth Grade Student Achievement in Ohio, Pennsylvania, and Tennessee.
- Creator
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Carter, James, Taylor, Rosemarye, Doherty, Walter, Hahs-Vaughn, Debbie, Gordon, William, University of Central Florida
- Abstract / Description
-
The goal of this research was to analyze the academic impact of the implementation of the Value Added Assessment Model. The researcher analyzed the Value Added Assessment Models in the three Value Added Assessment Model states that had implemented the Value Added Assessment Model for more than five years. Additionally, the research was done by analyzing the academic impact as measured by the eighth grade reading NAEP and the eighth grade mathematics NAEP. The researcher paired the three...
Show moreThe goal of this research was to analyze the academic impact of the implementation of the Value Added Assessment Model. The researcher analyzed the Value Added Assessment Models in the three Value Added Assessment Model states that had implemented the Value Added Assessment Model for more than five years. Additionally, the research was done by analyzing the academic impact as measured by the eighth grade reading NAEP and the eighth grade mathematics NAEP. The researcher paired the three states that had implemented Value Added Assessment Model for more than five years, with three demographically matched states that had not implemented Value Added Assessment Model. The states were matched as follows: Ohio (Value Added Assessment Model implementing state) with Michigan (non Value Added Assessment Model state), Pennsylvania (Value Added Assessment Model implementing state) with Virginia (non Value Added Assessment Model state) and Tennessee (Value Added Assessment Model implementing state) with Georgia (non Value Added Assessment Model state). The mean composite scale score in NAEP from the following categories of students were compared and analyzed: 1) All students 2) White students 3) Black students 4) National School Lunch Program Eligible Students 5) National School Lunch Program Ineligible Students 6) Exceptional Education students. The results of the study indicated that the impact of Value Added Assessment Model on academic impact as measured by the eighth grade reading NAEP and the eighth grade mathematics NAEP was negligible.
Show less - Date Issued
- 2014
- Identifier
- CFE0005468, ucf:52862
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005468
- Title
- A comparison of eighth grade athletes and non-athletes: Academic achievement, time spent on homework, future educational goals, and socioeconomic status.
- Creator
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Shelby, John, Taylor, Rosemarye, Hahs-Vaughn, Debbie, Doherty, Walter, Ford, Robert, University of Central Florida
- Abstract / Description
-
This study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what...
Show moreThis study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?Factorial ANOVA's were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the three-way interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes.There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students' mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased.
Show less - Date Issued
- 2011
- Identifier
- CFE0004166, ucf:49064
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004166
- Title
- Deconstructing Differences in Effectiveness of Reading Teachers of Ninth Grade Non-Proficient Readers in One Florida School District.
- Creator
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Wysong, Jason, Taylor, Rosemarye, Murray, Barbara, Baldwin, Gordon, Doherty, Walter, Zugelder, Bryan, University of Central Florida
- Abstract / Description
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ABSTRACT This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and open-ended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher...
Show moreABSTRACT This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and open-ended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher respondents were then divided into three effectiveness groups based on the percentage of their students who met 2011-2012 FCAT performance targets established by Florida's value-added learning growth model. Inferential statistics were used to identify specific attributes that differed among the most and least effective teachers. These attributes included years of classroom teaching experience, status of Florida Reading Endorsement, belief in collaboration with others as a source of effectiveness, valuation of classroom strategies including teaching students to self-monitor their progress and cooperative learning activities, and frequency of use of reading strategies including sustained silent reading and paired/partner student readings. School administrators and the most effective classroom teachers reported similar beliefs about valuation and frequency of use of the four aforementioned classroom strategies. Analysis of responses to open-ended response items resulted in the identification of three instructional themes(-)importance of building positive relationships with students, student practice, and student self-reflection(-)and three resource needs(-)increased access to technology, print resources, and professional learning.
Show less - Date Issued
- 2013
- Identifier
- CFE0004963, ucf:49571
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004963
- Title
- The Relationship Among Student Demographic Variables and Reported Discipline Referral Categories.
- Creator
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Bair, Timothy, Murray, Kenneth, Murray, Barbara, Taylor, Rosemarye, Doherty, Walter, Sivo, Stephen, University of Central Florida
- Abstract / Description
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This study was conducted to investigate the disproportional distribution of subjective and objective discipline referrals to the different student groups' gender, socioeconomic status, and ethnicity for the 6th through 12th grade students in a central Florida public school district for the school year 2009-2010. The relationship of the disproportional distribution of subjective and objective discipline referrals between gender and socioeconomic status was analyzed. In addition, the...
Show moreThis study was conducted to investigate the disproportional distribution of subjective and objective discipline referrals to the different student groups' gender, socioeconomic status, and ethnicity for the 6th through 12th grade students in a central Florida public school district for the school year 2009-2010. The relationship of the disproportional distribution of subjective and objective discipline referrals between gender and socioeconomic status was analyzed. In addition, the relationship of the disproportional distribution of subjective and objective discipline referrals between ethnicity and socioeconomic status was analyzed.Analysis of the discipline referral data from the central Florida public school district for the school year 2009-2010 led to the following findings: (a) males, blacks, and students with low socioeconomic status, were over represented with student discipline referrals of all types; (b) males, blacks, and students with low socioeconomic status, were over represented with subjective discipline referrals; (c) low socioeconomic status males were the major contributors to disproportional distribution for males within the gender group variable, and low socioeconomic blacks were the major contributors to disproportional distribution within the black ethnicity group variable.
Show less - Date Issued
- 2012
- Identifier
- CFE0004353, ucf:49450
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004353
- Title
- Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District.
- Creator
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Williams, Mary, Taylor, Rosemarye, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, Zugelder, Bryan, University of Central Florida
- Abstract / Description
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Despite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in...
Show moreDespite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in practice will inform future decisions related to staffing, scheduling, and professional learning. This study sought to identify the underlying professional and instructional differences between the most effective and least effective teachers of tenth grade intensive reading courses through teacher and principal/assistant principal surveys along with teacher evaluation data. This study revealed with regards to a teacher's preparation to teach reading (research question one), that years of experience in the classroom and years of experience as a high school reading teacher were the only significant factors that influenced a teacher's effectiveness. For research questions two and three; which had to do with the beliefs and professional practices of the teacher, the educationally relevant belief that the more effective teachers were more confident about their abilities than their less effective peers was noted. Research question four provided the data with regards to the general classroom teaching strategies and the adolescent reading strategies the effective teachers employed. This data revealed that the more effective teachers implemented posting and communicating daily and long term learning goals more frequently than their less effective peers. In addition, the general classroom teaching practices of efficient use of learning time, establishing and maintaining classroom routines, and checking for understanding proved to be educationally relevant. Additionally, the adolescent reading strategies of sustained silent reading, paired/partner readings, and students reading one-on-one with teacher, were educationally relevant as well. Finally, in regards to research question five, it was of statistical significance that administrators valued the use of the general classroom teaching strategy of posting and communicating daily and long term learning goals and were able to recognize the use of this strategy when observing and evaluating the teachers.?
Show less - Date Issued
- 2013
- Identifier
- CFE0004960, ucf:49573
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004960
- Title
- Doctoral Supervision: An Analysis of Doctoral Candidates' and Graduates' Perception of Supervisory Practices.
- Creator
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Tapoler, Colton, Taylor, Rosemarye, Vitale, Thomas, Doherty, Walter, Marshall, Nancy, University of Central Florida
- Abstract / Description
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The purpose of this study was to collect and examine the reported supervisory practices experienced by professional doctoral candidates in the last year of their program, and recent program graduates, within the last three years, from across multiple disciplines. Doctoral supervisors, specifically in the United States, are not usually provided a set of practices or concrete training prior to advising doctoral candidates (Walker, 2008, p. 35). With this in mind, and the limited amount of...
Show moreThe purpose of this study was to collect and examine the reported supervisory practices experienced by professional doctoral candidates in the last year of their program, and recent program graduates, within the last three years, from across multiple disciplines. Doctoral supervisors, specifically in the United States, are not usually provided a set of practices or concrete training prior to advising doctoral candidates (Walker, 2008, p. 35). With this in mind, and the limited amount of research available on doctoral supervision in professional doctoral programs in the United States, it was critical to analyze the experienced supervision of professional doctoral candidates and its perceived effectiveness. Current candidates and recent graduates were asked to participate in interviews based on the supervision they received. Ultimately, 3 current candidates and 15 recent graduates were interviewed for this study. The interviews were transcribed verbatim and then analyzed using grounded theory (Corbin (&) Strauss, 1990). The interviews were carefully analyzed for emerging trends that went on to represent individual supervisory practices, or concepts. After several additional readings the concepts were grouped together based on similarity into categories. Finally, the concepts and categories were analyzed for connections to candidate success, which developed into the findings of this study.Ultimately, candidates and recent graduates discussed 19 supervisory practices. The 19 supervisory practices, or concepts, were: frequency of communication, quality of communication, mode of communication, accessibility, feedback, the use of articles and research, the use of a timeline for candidates, utilization of the supervisor's existing expertise, workshop offerings, use of the supervisor's network, building a personal connection, showing enthusiasm, candor, trust, encouragement, autonomy, guidance, providing advice academically, and developing a colleague-to-colleague relationship. Each of the 19 concepts was discussed as having varying levels of impact on candidates successfully completing their programs. Doctoral supervisors, and doctoral programs, should consider the implementation of these supervisory practices and the training that helps supervisors develop their supervisory experiences.
Show less - Date Issued
- 2017
- Identifier
- CFE0006667, ucf:51252
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006667
- Title
- Mixed Reality Experiences in the M.Ed. Educational Leadership Program: Student Perceptions.
- Creator
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Buckridge, Hilary, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Olan, Elsie, Mitchell, Paul, University of Central Florida
- Abstract / Description
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The purpose of the study was to ascertain the perception of students in the M.Ed. in Educational Leadership program of mixed reality experiences using TeachLivE(TM) in preparation for the challenges of school leadership. Specifically, the study analyzed the use of mixed reality virtual practice with immediate coaching and feedback in the preparation of educational leadership masters' level students before they engaged in real time communications with parents and teachers. The study...
Show moreThe purpose of the study was to ascertain the perception of students in the M.Ed. in Educational Leadership program of mixed reality experiences using TeachLivE(TM) in preparation for the challenges of school leadership. Specifically, the study analyzed the use of mixed reality virtual practice with immediate coaching and feedback in the preparation of educational leadership masters' level students before they engaged in real time communications with parents and teachers. The study encapsulates the perceptions of the master's degree in educational leadership students through the following research questions: (a) To what extent, if any, do Educational Leadership M.Ed. students believe the TeachLivE(TM) parent conference and teacher post observation conference simulation experiences to be helpful in developing their communications skills with parents and teachers? (b) To what extent, if at all, do Educational Leadership M.Ed. students believe the TeachLivE(TM) coaching feedback was helpful in developing their communications skills with parents and teachers? (c) To what extent do student reflections of the TeachLivE(TM) experience indicate it is beneficial in increasing skill in communicating with parents and teachers immediately following the mixed reality simulation? (d) To what extent do Educational Leadership M.Ed. students perceive the TeachLivE(TM) experience to be beneficial in influencing leadership behaviors as they relate to communication with parents and teachers at the end of the second semester administrative internship?Students from the college of education in a large university participated in the study (N = 141). Results show a high-perceived value of the simulation experience and the coaching and feedback in the development of administrative conferencing and communication skills. Descriptive statistics used to answer the research questions show the highest mean for the perceived value of the coaching and feedback, close to (")strongly agree("), from parent conference participants (M = 4.86), followed by teacher conference participants (M = 4.76).Responses for the simulation being beneficial from parent conference participants were also high (M = 4.71), close to (")strongly agree(") and from the teacher conference participants between agree and (")strongly agree(") (4.59). The perceptions of the simulation being realistic practice were between (")agree(") and (")strongly agree(") with parent conference were (M = 4.63) and teacher conferences (M = 4.46).The participant perceptions for the simulation being helpful in building confidence in communication skills was between (")agree(") and (")strongly agree(") for the parent conference (M = 4.41) and close to (")agree(") for the teacher conference (M = 4.14).Participant responses at the conclusion of the internship in practice indicated high value of the mixed reality simulation with mean scores between (")agree(") and (")strongly agree("), in relation to the experience was beneficial to the development of speaking confidence when conferencing with parents (M = 3.57), and the coaching feedback was helpful (M = 3.56). Responses were consistent in rating between (")agree(") and (")strongly agree(") for program continuance immediately following the simulation (M = 4.62), and after the internship (M = 3.67).Recommendations of the study were to ensure that all students have access to the authentic practice model provided by the TeachLivETM mixed reality simulation lab through identified target courses. In addition, it was recommended that more practice opportunities are integrated into the program. These additional experience should include multiple opportunities within the same target courses, as well as investigate additional course work within the Educational Leadership M.Ed. program to integrated the mixed reality simulation to practice specific leadership skills. A final recommendation of this study was to provide opportunities for students to schedule additional practice time in the lab to improve personal professional practice. These recommendations will support the continued development of administrative communication skills of Educational Leadership M.Ed. students, through accurate, realistic and complex situational practice.
Show less - Date Issued
- 2016
- Identifier
- CFE0006081, ucf:50950
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006081
- Title
- The effect of pre-service teaching on student achievement using a co-teaching model at an elementary school in a large, urban school district in central Florida.
- Creator
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McHale, Walton, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
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This study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any...
Show moreThis study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any structured approach to intern teaching. The researcher compared seven classes that employed co-teaching, where the university intern teacher and master teacher remained in the class conducting instruction, to seven classes that had a more traditional approach to the intern teaching. The co-teaching intern model did not exert a significant effect, either positive or negative, on student achievement. Also investigated was the effect of an intern, utilizing any model, on student achievement scores, when compared to similar classes without the presence of an intern. The study utilized 14 classes with interns and 13 classes without interns; each group had populations of approximately 285 students. The presence of an intern did not exert a significant effect, either positive or negative, on student achievement. However, the data indicated that the presence of an intern could positively influence mathematics scores.Additionally, the impact of teacher quality and socio-economic status on student achievement in reading and mathematics were explored. The data revealed the value of the individual teacher significantly affected student success in reading and mathematics. In reading, socio-economic status also significantly affected student achievement.
Show less - Date Issued
- 2015
- Identifier
- CFE0005841, ucf:50912
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005841
