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Title: World Language Teachers' Preparation, Beliefs, and Instruction in Central Florida.
Creator: Mann-Grosso, Valerie, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Nutta, Joyce, University of Central Florida
Abstract / Description: The purpose of this study was to investigate: (1) the extent to which world instructors report using specific communicative instructional strategies; (2) the difference between instructional strategies used by ESL only instructors, versus instructors of ESL and foreign languages, or instructors of only foreign languages; (3) the relationship between instructors' academic preparation and target language use in class; and (4) the relationship between instructors' pedagogical beliefs about...
Show moreThe purpose of this study was to investigate: (1) the extent to which world instructors report using specific communicative instructional strategies; (2) the difference between instructional strategies used by ESL only instructors, versus instructors of ESL and foreign languages, or instructors of only foreign languages; (3) the relationship between instructors' academic preparation and target language use in class; and (4) the relationship between instructors' pedagogical beliefs about second language learning and their reported target language use in class. The World Language Communicative Instructional Strategies Survey was administered to world language instructors from three academic institutions. Upon sending two requests, 48 instructors returned usable instruments (55%). Descriptive statistics revealed extensive use of communicative instructional strategies, yet a difference in application of these strategies exists. A comparison of means revealed that assuring that students learn collaboratively in 85% to 100% in target language, integration of all four language skills, and assuring students' independent target language practice were applied less than other strategies. ESL instructors reported a higher use of communicative instructional strategies than instructors of ESL and foreign languages, or foreign languages only. A comparison of means indicated the differences in communicative instructional strategies use are in integration of all four language skills and in assuring 85% to 100% in-target-language collaborative learning. Findings also revealed a discrepancy between the reported use of communicative instructional strategies and the academic preparation received in order to do so. This study provides implications for the preparation of world language instructors. Specifically, the findings focused on mastery of language taught, on specific instructional methodology courses, and the practicum experience.
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Date Issued: 2015
Identifier: CFE0005836, ucf:50899
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005836

Title: An investigation into the use of grade retention as an intervention strategy in Volusia County, Florida.
Creator: Porter, Wesley, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Baldwin, Lee, Lindsley, Boyd, University of Central Florida
Abstract / Description: This study was conducted to analyze the performance of 1,493 students in Volusia County from 2003 to 2010, comparing ethnic and socio-economic groups, who had been retained a minimum of one time while enrolled from third grade through 10th grade. This study utilized the Florida Comprehensive Assessment Test (FCAT) Reading and Mathematic Developmental Test Scale Scores to evaluate student improvement. The groups compared in this study include Black, White and Hispanic students. Higher and...
Show moreThis study was conducted to analyze the performance of 1,493 students in Volusia County from 2003 to 2010, comparing ethnic and socio-economic groups, who had been retained a minimum of one time while enrolled from third grade through 10th grade. This study utilized the Florida Comprehensive Assessment Test (FCAT) Reading and Mathematic Developmental Test Scale Scores to evaluate student improvement. The groups compared in this study include Black, White and Hispanic students. Higher and lower socio-economic (SES) rates of retention were investigated for the entire population of retained students in Volusia County from 2003-2010. The groups were compared to see if there was a significant difference between each group being retained once, twice, or three or more times.
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Date Issued: 2016
Identifier: CFE0006377, ucf:51500
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006377

Title: The impact of ongoing science professional development on standardized assessments of student achievement.
Creator: Torres, Leah, Murray, Kenneth, Storey, Valerie A., Doherty, Walter, Everett, Robert, University of Central Florida
Abstract / Description: The purpose of this study was to identify how ongoing science professional development impact students' achievement on standardized assessments. The students' end-of-year assessment and State Science Assessment data were collected from a Central Florida school district. The student data were divided into categories based on teachers' participation in on-going professional development opportunities. The teachers were categorized by the number of types of professional development opportunities...
Show moreThe purpose of this study was to identify how ongoing science professional development impact students' achievement on standardized assessments. The students' end-of-year assessment and State Science Assessment data were collected from a Central Florida school district. The student data were divided into categories based on teachers' participation in on-going professional development opportunities. The teachers were categorized by the number of types of professional development opportunities they attended. The mean assessment scores of students whose all teachers did or did not participate were calculated, and t-tests were run to find the significance between the means. There was no significance in the difference between the means student scores of the participants and the non-participants in the science professional development opportunities. Two sub group data, 8th-grade free and reduced lunch students whose teacher attended one professional development, and 7th-grade students who scored a Level 3 on FSA mean scores on the science assessments scores were higher with significance in the 2015-16 school year, and were not higher the on the science assessments with significance in the 2014-15 school year.
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Date Issued: 2017
Identifier: CFE0006810, ucf:51800
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006810

Title: A Study of the Relationship between Continuous Professional Learning Community Implementation and Student Achievement in a Large Urban School District.
Creator: Sutula, Erica, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Ellis, Amanda, University of Central Florida
Abstract / Description: The purpose of this causal comparative study was to understand the differences in comparative data across a large urban school district and to examine the continued effects of the PLC model on teacher and leader perception of the model and student achievement as measured by the 2012 and 2014 FCAT 2.0 Reading and Mathematics. The population for this study included all instructional and leadership personnel in schools within the target school district, with a final convenience sample across the...
Show moreThe purpose of this causal comparative study was to understand the differences in comparative data across a large urban school district and to examine the continued effects of the PLC model on teacher and leader perception of the model and student achievement as measured by the 2012 and 2014 FCAT 2.0 Reading and Mathematics. The population for this study included all instructional and leadership personnel in schools within the target school district, with a final convenience sample across the two school years of N=5,954.The research questions for this study focused on (a) the change in teacher's perception of teachers from the 2012 to the 2014 school year, (b) the impact, if any, of teacher and leader perception on student performance for the FCAT, (c) the differences between the perceptions of teachers and leaders. This study added to the findings of Ellis (2010), expanding the understanding of the complexities of collaboration among teachers, administrators, collaboration, and students. Conclusions from the quantitative analysis found a statistically significant difference between how teachers perceived the implementation of collaborative time during both the 2012 and 2014 school years. Further analysis concluded that there was a statistically significant positive relationship between continual PLC implementation and student achievement for Grade 3 Reading and Mathematics. Other grade levels did show educationally significant findings for the impact of continual implementation on student achievement, but the results did not meet the criteria for statistical significance. There was not a statistically significant relationship between any other measure and any of the considered standardized test scores. Statistically significant differences were found between the 2012 and 2014 perceptions of teachers and leaders.Recommendations from the quantitative analysis include the importance of having collaborative time for teachers. Furthermore, leaders should focus on maximizing the effectiveness of collaborative time by curtailing the amount of required administrative tasks, thereby allowing teachers to focus on designing instructional interventions and analyzing student data through collaboration. This study is an addition to the current literature demonstrating the general perceptions, and impacts of long term implementation of the PLC model, when paired with Ellis' (2010) study it is clear that teachers need continual work within one collaborative model, modeling of collaborative practices by leadership, and support from school leaders for collaborative time to begin positively impacting student achievement.
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Date Issued: 2017
Identifier: CFE0006802, ucf:51812
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006802

Title: An Investigation of Low Performing Central Florida Teacher Evaluation Feedback and Improvement Plans as Related to Value-Added Model Scores and Instructional Practice Scores.
Creator: Butler, Tara, Murray, Barbara, Doherty, Walter, Murray, Kenneth, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The purpose of this study was to determine if low performing Central Florida teachers, according to Florida VAM scores, had related instructional practice evaluations that were being used to determine placement on improvement plans in the 2013-14 school year. Additionally, the feedback held within the instructional practice evaluations was analyzed to discover the levels of feedback most frequently rendered by administrative evaluators to the lowest performing teachers. Deidentified data from...
Show moreThe purpose of this study was to determine if low performing Central Florida teachers, according to Florida VAM scores, had related instructional practice evaluations that were being used to determine placement on improvement plans in the 2013-14 school year. Additionally, the feedback held within the instructional practice evaluations was analyzed to discover the levels of feedback most frequently rendered by administrative evaluators to the lowest performing teachers. Deidentified data from a population of 528 Central Florida teacher evaluations and improvement plans within the lowest 10% of VAM scores for the 2013-14 school year were gathered from a Florida Department of Education database and public record requests. Data were analyzed to determine if any significant relationship existed between VAM scores and instructional practice scores. A very weak relationship existed between these two variables. Tenured teachers were rated significantly more favorably on summative instructional practice evaluations than nontenured teachers. Within the population, fewer than 1% of low-performing teachers (two total) were prescribed an improvement plan, regardless of tenure or nontenure status. Finally, evaluation feedback was largely low-level without reference to student growth or achievement. Evidence of administrative barriers within the three dimensions of individual conflict avoidance, bureaucratic procedural interferences, and administrative procedural faults were inferred from the literature and subsequent findings. To improve upon the current evaluation system, administrators must be aware of, and well-prepared for the demands of evaluating, remediating, and providing feedback to teaching professionals relative to student achievement and growth in a manner that is simultaneously respectful, candid, fair, timely, and actionable.
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Date Issued: 2017
Identifier: CFE0006937, ucf:51677
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006937

Title: An Analysis of Sustained Positive Behavior Intervention Support in Florida and Related Disciplinary Outcomes.
Creator: Sweeney, Kristin, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, LaFrance, Jason, University of Central Florida
Abstract / Description: The purpose of this study was to examine the outcomes associated with sustained school-wide Positive Behavior Intervention Support (PBIS) programs in the State of Florida and the impact the length of time of implementation of these programs had on those outcomes. The link between discipline outcomes, as measured by the number of office discipline referrals (ODRs) written over the course of a school year per 100 students and sustained implementation of PBIS systems with documented fidelity, as...
Show moreThe purpose of this study was to examine the outcomes associated with sustained school-wide Positive Behavior Intervention Support (PBIS) programs in the State of Florida and the impact the length of time of implementation of these programs had on those outcomes. The link between discipline outcomes, as measured by the number of office discipline referrals (ODRs) written over the course of a school year per 100 students and sustained implementation of PBIS systems with documented fidelity, as well as the connection between discipline outcomes for subgroups of students and sustained PBIS programs were examined for schools in the initial implementation phase (one to three years of implementation) compared to schools in the sustaining phase of implementation (four or more years of implementation). As more schools move to implement school-wide PBIS programs, little research is available to educational leaders focusing on sustainability of school-wide PBIS programs (Coffey (&) Horner, 2012, McIntosh, Kim, Mercer, Strickland-Cohen, (&) Horner, 2015). This study aimed to address this lack of research by analyzing the link between sustained school-wide PBIS programs and discipline outcomes. Schools in the State of Florida (987 schools - 654 elementary, 210 middle, and 123 high schools), representing 842,430 students were analyzed in a series of five research questions. The discipline outcomes, as measured by the rate of office discipline referrals per 100 students, from schools in the initial phase of implementation were compared to those of schools with sustained implementation of their school-wide PBIS programs. Research questions focused on whole school data as well as specific subgroups to determine if there was a difference in discipline outcomes. Overall, the analysis of this data found limited significant differences when examining the impact length of implementation has on discipline outcomes. While not statistically significant, several educationally important trends emerged that can help inform educational leaders as they make decisions about the allocation of time and resources for the future of school-wide PBIS programs in their schools and districts.
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Date Issued: 2017
Identifier: CFE0006957, ucf:51652
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006957

Title: A Comparative Study of Student Performance, Attendance, and Discipline in a Community School in a Large Urban School District in the Southern United States.
Creator: Morrow, Juanita, Murray, Barbara, Baldwin, Lee, Storey, Valerie A., Doherty, Walter, Doaks, Synthia, University of Central Florida
Abstract / Description: The goal of this research was to investigate the impact of the community school practices such as extended/supplemental enrichment time, character development, anger management, counseling, tutoring, and mental and physical healthcare on student performance, attendance and discipline at a community school in a large urban school district in the southern U.S. The select population and sample for this study was the school's 2011-2012 senior cohort, before the school's implementation of...
Show moreThe goal of this research was to investigate the impact of the community school practices such as extended/supplemental enrichment time, character development, anger management, counseling, tutoring, and mental and physical healthcare on student performance, attendance and discipline at a community school in a large urban school district in the southern U.S. The select population and sample for this study was the school's 2011-2012 senior cohort, before the school's implementation of community school practices and the school's 2015-2016 senior cohort, after implementation of community school practices at the select community school. In an effort to more accurately determine the effectiveness of the community school practices, the study also compared the performance of the community school after implementation of the community school practices to two comparison high schools in the same urban school district; not incorporating the community school practices into instruction, organizational structure, and policy. T-tests analysis and descriptive statistics analysis demonstrated that there was statistical improvement in student performance in regard to cumulative grade point average, graduation rate, and attendance for the 2015-2016 senior cohort. However, improvement was not present in discipline and the frequency distribution of industry certifications for the 2015-2016 senior cohort when compared to the 2011-2012 senior cohort.
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Date Issued: 2017
Identifier: CFE0006769, ucf:51871
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006769

Title: The Relationship Of Participation In A Summer Transition Program For At-Risk Ninth Grade Students And Their Progress Towards On-Time Graduation.
Creator: Harper, Joseph, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: The primary purpose of the study was to identify whether or not relationships exist between at-risk students in the transition program of a local Central Florida public school district and their on-track graduation progress during high school. Data were also used to describe student demographics of at-risk students and compare those demographics to the school demographic profile. On-track status is a major metric since students have not formally completed the program nor have they graduated....
Show moreThe primary purpose of the study was to identify whether or not relationships exist between at-risk students in the transition program of a local Central Florida public school district and their on-track graduation progress during high school. Data were also used to describe student demographics of at-risk students and compare those demographics to the school demographic profile. On-track status is a major metric since students have not formally completed the program nor have they graduated. This study adds to the district's understanding of the effectiveness of its transition program. The study's findings will inform the district in its efforts to accurately define its return-on-investment in the transition program.
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Date Issued: 2013
Identifier: CFE0004859, ucf:49708
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004859

Title: A Study of the Effectiveness of the Equals Mathematics Curriculum and Teacher Perceptions Of and Attitudes About the Curriculum.
Creator: Hughes, Jennifer, Murray, Kenneth, Kennedy, Mary, Doherty, Walter, Bai, Haiyan, University of Central Florida
Abstract / Description: The purpose of this study was to determine if the use of the Equals mathematics curriculum had any statistically significant impact on the 2012 Florida Alternate Assessment mathematics scores of students with disabilities in six Florida school districts when comparing the scores of those who received mathematics instruction via the curriculum to the scores of students with disabilities in six other Florida school districts who did not receive mathematics instruction via the curriculum. This...
Show moreThe purpose of this study was to determine if the use of the Equals mathematics curriculum had any statistically significant impact on the 2012 Florida Alternate Assessment mathematics scores of students with disabilities in six Florida school districts when comparing the scores of those who received mathematics instruction via the curriculum to the scores of students with disabilities in six other Florida school districts who did not receive mathematics instruction via the curriculum. This study further examined the perceptions of and attitudes about the Equals mathematics curriculum that exist among Exceptional Student Education (ESE) teachers who teach mathematics to students with disabilities participating in the Florida Alternate Assessment (FAA).The study utilized a mixed methods approach to research that included both quantitative and qualitative methodologies. The quantitative portion of the study was conducted using archival data obtained from the 2012 Florida Alternate Assessment Data Book. A Mann-Whitney U Test was conducted through SPSS at a significance level of ? = .05 to test for relative differences in performance between the treatment (Equals) and control (non-Equals) groups. Based on the results, the Equals mathematics curriculum did not have any statistically significant impact on the 2012 FAA mathematics scores for students with disabilities in the treatment school districts at any of the tested grade groupings (elementary, middle, high, and overall).The qualitative method of data collection utilized an online teacher survey. The results were analyzed using the researcher-coded results and assisted through summary tables provided by Survey-Monkey. Differences and similarities among the survey question responses were explored. Common terms and themes were noted and compared. Data triangulation was used by surveying teachers from five of the six treatment counties. This promoted generalizability for study replication since the treatment counties train teachers and utilize the curriculum in different manners. The results of the qualitative analysis indicated that many teachers were not satisfied with the training they received and felt overwhelmed by the curriculum itself, specifically in the areas of lesson planning and delivery. Based on the quantitative and qualitative results, it was concluded that further research needs to be completed to determine the effectiveness of the Equals mathematics curriculum when used with true fidelity.
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Date Issued: 2013
Identifier: CFE0004866, ucf:49651
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004866

Title: The Relationship of Participation in a Summer Transition Program for At-risk Ninth Grade Students and their Performance in Algebra I.
Creator: Sanchez, Jose, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: This study examined the Summer Transition Program in a large suburban school district.(&)nbsp; One of the common concerns of education leaders is the number of students who choose to dropout of high school.(&)nbsp; The eighth to ninth grade Summer Transition Program has been implemented to address the high school dropout issue and was the focus of this study.(&)nbsp; The researcher examined if participation in the Summer Transition Program could be predicted by student subgroup, to what...
Show moreThis study examined the Summer Transition Program in a large suburban school district.(&)nbsp; One of the common concerns of education leaders is the number of students who choose to dropout of high school.(&)nbsp; The eighth to ninth grade Summer Transition Program has been implemented to address the high school dropout issue and was the focus of this study.(&)nbsp; The researcher examined if participation in the Summer Transition Program could be predicted by student subgroup, to what extent, if any, participation in the Summer Transition Program had on the academic success in Algebra I, and if there is a relationship with academic success in Algebra I and at-risk factors.
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Date Issued: 2013
Identifier: CFE0004928, ucf:49635
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004928

Title: Five School District Mentor Models for Secondary Mathematics and Science Teachers in a Job Embedded University Teacher Preparation Program.
Creator: Karcinski, Lisa, Taylor, Rosemarye, Swan, Bonnie, Doherty, Walter, Baldwin, Lee, Wilson, Corbet, University of Central Florida
Abstract / Description: Mentoring was a component of the Resident Teacher Professional Preparation Program (RTP3), a Race to the Top (RTTT) program funded project. RTTT funded efforts reward states that have demonstrated success in raising student achievement and have the best plans to accelerate learning in the future (U.S. Department of Education, 2014). Five Florida school districts implemented different variations of the RTP3 mentor model and due to the unique needs of each school district, context differences...
Show moreMentoring was a component of the Resident Teacher Professional Preparation Program (RTP3), a Race to the Top (RTTT) program funded project. RTTT funded efforts reward states that have demonstrated success in raising student achievement and have the best plans to accelerate learning in the future (U.S. Department of Education, 2014). Five Florida school districts implemented different variations of the RTP3 mentor model and due to the unique needs of each school district, context differences in effectiveness may have emerged. The purpose of the study was to determine the differences among the five mentor models, the extent to which these differences may relate to variances in mentoring effectiveness, and the impact on persistence of the resident teachers in teaching. School district designee interviews were conducted and mentor and resident teacher surveys were administered. Interview and survey data were analyzed using the grounded theory approach (Glaser (&) Strauss, 1967) and open coding (Strauss (&) Corbin, 1990) to determine mentor and resident teacher perceptions of the effectiveness of the RTP3 mentoring support.The findings of the research suggest that the decisions of the five partner school districts to add additional targeted supports to their mentor models had an impact on increased persistence rates and decreased rates of resident teachers leaving the field of teaching. The majority of mentors perceived that common professional learning increased their capacity as a mentor to a moderate or large degree. The findings suggest that resident teachers who had school-based mentors perceived that their mentors were somewhat to very influential in assisting them in being more effective teachers. There were limitations to this study. Five school districts in the state of Florida were used in the study, and the sample of survey and interview participants were limited. Therefore results may not be able to be generalized to other school districts in Florida or other states. Additionally, the objectivity of survey and interview participants may be questioned because the participants were employees of the school district. However, it was assumed that participant's responses to the survey and interview questions were candid.Further research is recommended that would examine variations in school district mentor preparation and selection processes. Further recommendations would include evaluating different mentor models within the same context to better examine the impact of specific components of mentoring programs and considering the effectiveness of the mentee based on not only mentee perception of increased effectiveness, but effectiveness as determined by the school district-adopted evaluation system. Another avenue for future research to broaden and support the findings in this study would be to access whether effective mentoring models differ depending on the context and based on the needs and experiences of the beginning teachers.?
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Date Issued: 2015
Identifier: CFE0005639, ucf:50231
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005639

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

Title: Impact of the Education Level of Voluntary Prekindergarten Teachers upon Kindergarten Student Readiness Rates.
Creator: Wright, Teresa, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Williams-Fjeldhe, Karri, University of Central Florida
Abstract / Description: This study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates.Analysis of variance...
Show moreThis study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates.Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) statistical tests were conducted, as appropriate, for each of four research questions. Research findings indicated there was no statistically significant difference in the mean VPK Provider Kindergarten Readiness Rates based on the professional credentials for VPK lead instructors when controlling for the socio-economic status of the children enrolled at each site.Recommendations were made for future research to replicate the study using a different indicator of program quality, perhaps a measure of student progress throughout the school year. Also, the first groups of students to participate in Florida's voluntary prekindergarten (VPK) program are now enrolled in upper elementary grades making a longitudinal study both feasible and worthwhile in evaluating the effectiveness of a large-scale preschool program. The researcher further recommended that the idea of improving the qualifications of the prekindergarten workforce must persist, supported by continued research and adequate funding.
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Date Issued: 2012
Identifier: CFE0004619, ucf:49928
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004619

Title: Teachers' Perceptions of Actions to Achieve Equity and Access to Excellence in a Large School District.
Creator: Moss, Sidney, Taylor, Rosemarye, Doherty, Walter, Hopp, Carolyn, Murray, Kenneth, Platt, Jennifer, University of Central Florida
Abstract / Description: The purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change...
Show moreThe purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change leadership from 2003 to 2011. Teacher perception data were analyzed from a survey presented to teachers in over 16 schools who had been consecutively employed in the target school district from 2003 to 2011. The findings of this research suggest that teachers' perceptions of specific school district leadership decisions, events, and challenges contributed to improving opportunities for students who historically were not provided equitable opportunities for academic achievement and post high school career advancement. Beginning in 2003, the target school district underwent a leadership transition period in which a new superintendent established history-making goals and objectives for the school district. The findings suggest that based on teachers' perceptions, school district efforts provided for greater access to technology, high quality instruction, specific programs of study such as the implementation of magnet programs, and college preparation courses. The greater access provided the opportunity for equity and access to excellence for all students, especially those who historically lacked access and investment with respect to their demographics (race, gender, socioeconomic status, and ethnicity). There were limitations to this study. Objectivity may be questioned since the participants were employees of the school district. It was assumed that participants in the study responded accurately and honestly to the questions asked in the interviews and survey.Future research is recommended that would include a larger and more diverse sample. Further recommendations include separate studies to examine the differences between student achievement as a result of school district leadership efforts to attain access to equity and excellence based on college readiness assessment exam scores such as the SAT and/or the ACT, and college or technical school entrance and completion, with regard to student subgroups such as race, ethnicity, and family income.
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Date Issued: 2013
Identifier: CFE0004727, ucf:49819
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004727

Title: A Study of Elementary Student Course Completion and Achievement in Virtual and Traditional Format Courses within the Volusia County School District.
Creator: Garzia, Janet, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, Murray, Barbara, Kennedy, Mary, University of Central Florida
Abstract / Description: The focus of this research study was to determine how elementary students enrolled in virtual education classes performed on state assessments and final report card grades in Reading and Mathematics as compared with students enrolled in traditional classes, and to examine whether there was a difference in the successful course completion rates between the two groups. Five research questions guided this study concerning the relationship of successful course completion, final grades, and FCAT 2...
Show moreThe focus of this research study was to determine how elementary students enrolled in virtual education classes performed on state assessments and final report card grades in Reading and Mathematics as compared with students enrolled in traditional classes, and to examine whether there was a difference in the successful course completion rates between the two groups. Five research questions guided this study concerning the relationship of successful course completion, final grades, and FCAT 2.0 achievement level scores and the variables of virtual and traditional education in the School District of Volusia County. This study is significant, as the movement of virtual learning is driven by economic factors and learning outcomes need to be considered in making instructional delivery decisions.Chi-square analysis suggested no statistical significant difference existed in either Reading or Mathematics successful course completion of students in virtual and traditional settings. Chi-square analyses and a one-sample t-test suggested there was no statistical significant difference in performance of virtual and traditional students on FCAT 2.0 Reading and Mathematics achievement levels. Although the Chi-square analyses showed no statistical significance in performance of virtual and traditional students on final report card grades in Reading and Mathematics, the one-sample t-tests suggested there was a statistically significant difference. When interpreting these results, caution should be taken as the virtual student population was extremely disproportionate to the traditional student population. Implications for practice and recommendations for future study are suggested in this study.
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Date Issued: 2013
Identifier: CFE0004848, ucf:49713
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004848

Title: How high school size configuration affects student achievement in the State of Florida.
Creator: Morrison, Donald, Murray, Kenneth, Bai, Haiyan, Doherty, Walter, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: The study was conducted to determine if there were any statistically significant differences in student achievement as measured by the 10th-grade Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) at the school level between the configurations of high schools, controlling for the percentage of minority population and SES. A total of 259 large public high schools within Florida were used in the study; 149 traditional schools and 110 large schools using small learning...
Show moreThe study was conducted to determine if there were any statistically significant differences in student achievement as measured by the 10th-grade Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) at the school level between the configurations of high schools, controlling for the percentage of minority population and SES. A total of 259 large public high schools within Florida were used in the study; 149 traditional schools and 110 large schools using small learning communities. Because prior researchers have indicated that the number of low SES students and the percentage of minority students can have an effect on student achievement, these covariates were controlled for in this study. There was a significant difference in the FCAT Mathematics scores of students based on school configuration. Those students who attended traditional high schools scored higher than those in the smaller learning communities. There was a similar finding in the FCAT Reading scores, but it was only marginally significant. The interaction between the percentage of the minority population and low SES population was also evaluated, but no significant interaction was found. A qualitative survey was also sent to administrators at schools who were involved in the study. In direct contradiction to the quantitative study results, the vast majority of respondents thought that the use of a small learning community would increase student achievement. With the advent of Common Core in Mathematics and Language Arts, this research lends itself to be expanded on a national level to determine if a larger sample size would yield the same or differing results.
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Date Issued: 2014
Identifier: CFE0005215, ucf:50631
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005215

student achievement (9)	+ -
Student Achievement (5)	+ -
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digital learning (2)	+ -
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Doherty, Walter (96)	+ -
University of Central Florida (96)	+ -
Taylor, Rosemarye (45)	+ -
Murray, Barbara (38)	+ -
Murray, Kenneth (38)	+ -

Baldwin, Lee (33)	+ -
Baldwin, Gordon (14)	+ -
Hutchinson, Cynthia (12)	+ -
Johnson, Jerry (8)	+ -
Kennedy, Mary (8)	+ -
Vitale, Thomas (7)	+ -
Bai, Haiyan (5)	+ -
Fritz, Ronald (5)	+ -
Hahs-Vaughn, Debbie (5)	+ -
Hopp, Carolyn (5)	+ -
Nutta, Joyce (4)	+ -
Pawlas, George (4)	+ -
Border, Harold (3)	+ -
Everett, Robert (3)	+ -
Gordon, William (3)	+ -
Lindsley, Boyd (3)	+ -
Zugelder, Bryan (3)	+ -
Ceballos, Marjorie (2)	+ -
Ellis, Amanda (2)	+ -
Griffin, Walter (2)	+ -
Kaplan, Jeffrey (2)	+ -
Larsen, James (2)	+ -
Mitchell, Paul (2)	+ -
Spadaccini, Becky (2)	+ -
Storey, Valerie A. (2)	+ -

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