Current Search: Hutchinson, Cynthia (x)
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Pages
- Title
- Evaluating Faculty and Staff Customer Satisfaction of a Technology Support Office in a Large University in Florida.
- Creator
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Jaffe, Laurence, Murray, Kenneth, Murray, Barbara, Baldwin, Gordon, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
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This study sought to determine customer satisfaction levels of faculty and staff with their technology support office in a large university in Florida. The focus of research was to determine if there were any differences in customer satisfaction based on four demographics: gender, faculty versus staff, educational level and age. An anonymous customer satisfaction survey included 26 Likert-type scale questions measuring 16 service quality dimensions was administered to the population. The 16...
Show moreThis study sought to determine customer satisfaction levels of faculty and staff with their technology support office in a large university in Florida. The focus of research was to determine if there were any differences in customer satisfaction based on four demographics: gender, faculty versus staff, educational level and age. An anonymous customer satisfaction survey included 26 Likert-type scale questions measuring 16 service quality dimensions was administered to the population. The 16 service quality dimensions included 10 dimensions from Zeithaml et al. (1990), five dimensions from Besterfield et al. (1995, 2003), and one dimension, overall satisfaction.Findings showed there was a statistically significant difference in two demographics, gender and faculty versus staff. Regarding gender, there were no differences in 14 of 16 dimensions examined. The two dimensions with differences were tangibles and understanding the customer, with males having lower customer satisfaction than females. Regarding faculty versus staff differences, there were no differences in all the dimensions other than the courtesy dimension for which faculty had a lower level of customer satisfaction level than staff. Regarding educational level and age, there were no differences in any of the 16 dimensions.
Show less - Date Issued
- 2014
- Identifier
- CFE0005186, ucf:50615
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005186
- 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
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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 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
- 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
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Butler, Tara, Murray, Barbara, Doherty, Walter, Murray, Kenneth, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2017
- Identifier
- CFE0006937, ucf:51677
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006937
- Title
- An Examination of the Lived Curiosity Experiences of Traditionally-Aged Freshmen Pursuing and Education Degree.
- Creator
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Kelly, Susan, Gill, Michele, Hagedorn, W. Bryce, Hutchinson, Cynthia, Puig, Enrique, Engel, Susan, University of Central Florida
- Abstract / Description
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The benefits of being curious continue beyond infancy and early childhood. Curiosity has been linked to academic achievement, memory, and lifelong learning. Yet curiosity type behaviors in academic settings are infrequently observed. This is a concern because some of the students graduating from the educational system will be the teachers responsible for fostering conditions that spark curiosity and exploration for future students. These prospective teachers' lived curiosity experiences will...
Show moreThe benefits of being curious continue beyond infancy and early childhood. Curiosity has been linked to academic achievement, memory, and lifelong learning. Yet curiosity type behaviors in academic settings are infrequently observed. This is a concern because some of the students graduating from the educational system will be the teachers responsible for fostering conditions that spark curiosity and exploration for future students. These prospective teachers' lived curiosity experiences will influence their future teaching beliefs and practices. Yet few studies have been conducted that illuminate the lived curiosity experiences of prospective teachers.The research question that guided this study was, what are the lived curiosity experiences of traditionally-aged freshmen pursuing a degree in education? A phenomenological-based approach was chosen to uncover and examine prospective teachers' prior curiosity-related experiences. Using purposive and criterion sampling methods, 13 participants were recruited from foundational education courses. Rich descriptions of participants' curiosity experiences were obtained by conducting semi-structured interviews composed of open-ended questions. Using Moustakas's modified Stevick-Colaizzi-Keen method, data from the verbatim transcriptions were examined and analyzed. Seven themes were extrapolated from the data that were woven throughout four phases of curiosity. The themes revealed that participants' curiosity experiences included exposure to novel information or novel perspectives that sparked feelings or states of being that were both positive and negative. The participants' curiosity prompted them to explore the objects of their curiosity in independent and social activities that were often supported by individuals who provided autonomy and joined them in their exploration. Furthermore, every participant shared at least one experience in which people were the object of their curiosity. People, with whom participants shared a relationship founded on mutual respect and trust, were also instrumental in cultivating conditions that encouraged curiosity and exploration. The findings have implications for researchers, K-12 educators, and individuals responsible for preparing prospective teachers who are interested in exploring further, through research or practice, the potentiality of fostering curiosity.
Show less - Date Issued
- 2016
- Identifier
- CFE0006337, ucf:51571
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006337
- Title
- The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses.
- Creator
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McDonald, Jason, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
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The number of students enrolling in Advanced Placement (AP) classes has been increasing in Florida and across the nation over the last decade. However, this trend is not happening for traditionally underserved groups of students such as African Americans, Hispanics, and students from low socioeconomic backgrounds. These minority groups are underrepresented in AP classes, while Asian and White students are overrepresented. This trend is alarming because there are qualified minority students...
Show moreThe number of students enrolling in Advanced Placement (AP) classes has been increasing in Florida and across the nation over the last decade. However, this trend is not happening for traditionally underserved groups of students such as African Americans, Hispanics, and students from low socioeconomic backgrounds. These minority groups are underrepresented in AP classes, while Asian and White students are overrepresented. This trend is alarming because there are qualified minority students who have a great chance of being successful in AP classes according to AP Potential(TM) data. For some reason though, these qualified minority and low income students are nevertheless not enrolling in AP classes. The purpose of this research was to investigate whether or not the extension of inviting messages to enroll in AP courses was dependent upon students' ethnic and/or socioeconomic background. A mixture of quantitative and qualitative research methods were employed to examine how the role of invitational theory affects minority student enrollment in AP classes. Mean scale scores from a survey were used to measure student attitudes about how welcoming and inviting schools were when it came to student recruitment into AP classes. T-tests and an analysis of variance were used to determine if there were differences in attitudes among students currently enrolled in AP classes, students of various economic means, and students of various ethnicities. Results from this study found that students already in AP classes felt very invited to challenge themselves in AP classes by teachers, administrators, parents, and peers. Richer students, Whites, and Asians also felt more invited to join AP classes than did poorer, African American, and Hispanic students, though these results were not statistically significant. To increase enrollment in AP classes, the overwhelming response from students was that schools should advertise the pros and cons of taking an AP class. Future research should examine students' perspectives regarding inviting school cultures in regions outside of the southeastern United States. Researchers should also focus on students in urban high schools as previous research has only examined student attitudes in rural and suburban high schools. Finally, future research should examine inviting school cultures from other stakeholders' perspectives such as parents and teachers.
Show less - Date Issued
- 2014
- Identifier
- CFE0005529, ucf:50329
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005529
- Title
- Linking a Business Capstone Course to Employer Needs in Central Florida.
- Creator
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De George, Lauren, Hopp, Carolyn, Vitale, Thomas, Hutchinson, Cynthia, Boote, David, Porter, Robert, University of Central Florida
- Abstract / Description
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Capstone courses are well embedded into the curriculum of undergraduate programs in Colleges of Business and are often used to assess program outcomes and curricular goals. Assessment of best practices of Capstone programs and skills within Capstone courses are examined as assurance of learning requirements under AACSB mandates. The conceptual framework of problem-based learning serves as the foundation for national Capstone course models with student-centered pedagogies that enhance learning...
Show moreCapstone courses are well embedded into the curriculum of undergraduate programs in Colleges of Business and are often used to assess program outcomes and curricular goals. Assessment of best practices of Capstone programs and skills within Capstone courses are examined as assurance of learning requirements under AACSB mandates. The conceptual framework of problem-based learning serves as the foundation for national Capstone course models with student-centered pedagogies that enhance learning about a subject through the experience of problem solving by using thinking strategies and domain knowledge. Rubrics assess student mastery of content, professionalism, organization, language structure and presentation skills.The main purpose of this study was to determine to what extent students provided evidence of skills and competencies, as demonstrated through Capstone projects and presentations at a large metropolitan university in Central Florida, which were required to meet the needs of potential employers. Using focus group research, this study examined and interpreted Capstone student papers and presentations to determine to what extent the skill sets evidenced were sufficient for hiring entry-level positions in community business partners' respective organizations. This study served to contribute to an understanding of the factors that should be embedded in course design, linking assignments to course objectives, and overall curricular goals in order to fulfill assurance of learning requirements as established by AACSB mandates.
Show less - Date Issued
- 2014
- Identifier
- CFE0005478, ucf:50330
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005478
