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- Title
- AN INVESTIGATION INTO THE APPARENT OVER-REPRESENTATION OF BLACKS IN EDUCABLE MENTALLY HANDICAPPED PROGRAMS IN K-12 SCHOOLS WITHIN THE 67 FLORIDA PUBLIC SCHOOL DISTRICTS.
- Creator
-
Thomson, Arlene H., Murray, Barbara, University of Central Florida
- Abstract / Description
-
Placement into educable mentally handicapped (EMH) programs is necessary for some students in order to allow them the opportunity to receive an education appropriate for their special needs. Nonetheless, identification as EMH is often perceived as negative and demeaning. Decades of research have substantiated the over-representation of black students into certain categories of special education, including EMH, in comparison to white and Hispanic students. This disparity has raised questions...
Show morePlacement into educable mentally handicapped (EMH) programs is necessary for some students in order to allow them the opportunity to receive an education appropriate for their special needs. Nonetheless, identification as EMH is often perceived as negative and demeaning. Decades of research have substantiated the over-representation of black students into certain categories of special education, including EMH, in comparison to white and Hispanic students. This disparity has raised questions within schools, academe and research communities, and legislative and governing bodies as to the causes, compelling factors, and related variables impacting the phenomenon. This study investigated the apparent over-representation of blacks identified as EMH in the 67 public school districts in Florida in 2001-2002. It also analyzed the effects certain school district characteristics had on the identification of white, black, and Hispanic students as EMH. Analysis of data derived from the Florida Department of Education database for school year 2001-2002 led to the following findings: (1) there was over-representation of blacks in EMH within the 67 public school districts in Florida, since results showed that blacks were identified as EMH 2.5 times more often than whites and Hispanics; (2) socioeconomic status of school districts had a significant effect on the identification of black students as EMH,for example, when the school district was identified as a high socioeconomic status district, there was a greater likelihood that a larger proportion of black students would be identified as EMH; (3) as the wealth of school districts rose, there was a significant likelihood that the proportion of black students identified as EMH would also rise; (4) black students had a greater likelihood of being identified as EMH in suburban school districts; (5) blacks were over-identified in school districts that had 60,000 to 89,000 students; (6) when there was a high percentage of white, full-time, non-instructional staff (80% or more) in school districts, blacks had a greater likelihood of being over-identified as EMH; (7) blacks were three times more likely to be identified as EMH regardless of the type of degrees teachers had; and, (8) as district expenditure per student (FTE) increased, the tendency for over-identification of blacks as EMH decreased. For every variable analyzed, the proportion of black students identified as EMH was significant when compared to the proportions of white and Hispanic students also identified as EMH.
Show less - Date Issued
- 2004
- Identifier
- CFE0000004, ucf:46121
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000004
- Title
- A STUDY OF THE INFLUENCE VOCATIONAL EDUCATION HAS ON STUDENTS' ULTIMATE ACADEMIC SUCCESS.
- Creator
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Gunderson, Margaret Mary, Murray, Barbara, University of Central Florida
- Abstract / Description
-
ABSTRACT The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement--high school graduation. This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education. The cohort group started high school during the 1999-2000 school year, had earned a GPA of 2.5 or lower at the end of the freshman year (May 2000) and finished high school...
Show moreABSTRACT The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement--high school graduation. This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education. The cohort group started high school during the 1999-2000 school year, had earned a GPA of 2.5 or lower at the end of the freshman year (May 2000) and finished high school prior to the start of the 2003-2004 school year. There were 322 students identified in the initial cohort group. In completing this study, the following procedures were implemented: related literature was reviewed to provide a background of the role vocational/business education plays and the effect vocational/business education has on a student's achievement, data were collected and a survey was taken. The data collected included grade point average, standardized test scores, attendance, discipline and whether or not the student withdrew prior to graduation. The data were analyzed using ANOVA to determine a significant difference. Significance was tested at the .05 level. Data related to withdraws were analyzed using the Chi-Square Test of Independence. The researcher developed and implemented a survey instrument. The survey was offered to all Lyman graduates in the class of 2003 over the age of 18 who had completed at least two courses in one vocational/business program. These students were asked to describe the significance and relevance of their vocational/business education training to their high school experience and career choice (which may include college education). The survey asked students to list advantages and disadvantages of their vocational/business education training and their participation in co-curricular organizations. Students were asked to state their perception of the effect that the vocational/business classes had upon their academic achievement. The following results were obtained from this research. There was not a statistically significant difference in grade point averages, standardized test scores, absences and out-of-school suspensions. There was a statistically significant difference in in-school suspensions and withdraws prior to graduation. There were 227 students who withdrew prior to graduation. Of the 227 students, 91 had no vocational/business education and 96 had taken some amount of vocational/business education training (one course in one or more vocational/business education programs). Of the 95 students who remained throughout the four years of high school, 84 of the students graduated. Of the 84 students who graduated, 56 of the students completed a vocational/business education program. All graduates who responded to the survey strongly agreed that vocational/business education had a positive effect on their academic achievement.
Show less - Date Issued
- 2004
- Identifier
- CFE0000007, ucf:46076
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000007
- Title
- A STUDY OF FLORIDA PUBLIC ELEMENTARY SCHOOL PRINCIPALS' JOB SATISFACTION FOLLOWING THE IMPLEMENTATION OF FLORIDA'S A+ SYSTEM FOR GRADING SCHOOLS.
- Creator
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Paswaters, Robert, Murray, Barbara, University of Central Florida
- Abstract / Description
-
The problem of this study was to examine the impact of Florida's A+ program of accountability on elementary principal job satisfaction. Specifically, the study was conducted to determine the relationship between a school's grade and principal job satisfaction. Of primary interest was the extent to which school accountability impacted principal satisfaction with the facets of Work on Present Job, Pay, Opportunities for Promotion, Supervision, People on the Present Job, and the job as a...
Show moreThe problem of this study was to examine the impact of Florida's A+ program of accountability on elementary principal job satisfaction. Specifically, the study was conducted to determine the relationship between a school's grade and principal job satisfaction. Of primary interest was the extent to which school accountability impacted principal satisfaction with the facets of Work on Present Job, Pay, Opportunities for Promotion, Supervision, People on the Present Job, and the job as a whole. The instruments used, the Job Descriptive Index (JDI) and Job in General (JIG) were provided through the JDI Research Office housed at Bowling Green State University. The JDI and JIG results were analyzed using statistical analyses, comparisons of median scores within established satisfaction ranges developed for the JDI, and national norms also provided by the JDI Research Office. The data were derived from the responses of 65 (39.6%) public elementary school principals in three Florida counties. Overall, the findings demonstrated that 93.7% of responding principals reported overall satisfaction with their jobs as measured by the JIG. High levels of satisfaction were also reported on the JDI in the areas of Work on Present Job, Supervision and People on your Present Job. The two areas that were the least satisfying for responding principals were the facets of Pay and Opportunities for Promotion where a majority expressed feelings of ambiguity or dissatisfaction. In an analysis of the impact of school grades (A, B, or C), there was not a significant relationship between the grade received by the school and principal satisfaction on either the JDI or the JIG.
Show less - Date Issued
- 2006
- Identifier
- CFE0001465, ucf:47095
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001465
- Title
- A COMPARISON OF CHARACTER EDUCATION PROGRAMS AND THEIR EFFECTS ON ACADEMIC ACHIEVEMENT, BEHAVIOR, AND ATTENDANCE.
- Creator
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Berger, Beth, Murray, Barbara, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine whether significant relationships existed between character education and the number of incidents of crimes and violence, attendance rates, and academic achievement in Florida public schools. Proponents of character education such as Lickona (1991) and Murphy (1998) posited that there was a positive correlation between teaching and practicing the six pillars of character education, and student achievement, and increased attendance. They also posited...
Show moreThe purpose of this study was to determine whether significant relationships existed between character education and the number of incidents of crimes and violence, attendance rates, and academic achievement in Florida public schools. Proponents of character education such as Lickona (1991) and Murphy (1998) posited that there was a positive correlation between teaching and practicing the six pillars of character education, and student achievement, and increased attendance. They also posited that there was a negative correlation between character education and incidents of crime and violence. The researcher acquired data in an attempt to determine whether or not the views of Lickona (1991), Murphy (1998) and others holding this view would yield similar results in the Florida public schools. The theoretical framework for the study was Kohlberg's cognitive-developmental theory of moral reasoning. The study was compiled between 2003 and 2004 based on data for the 1998-1999 school year and the 2002-2003 school year. These dates were chosen because they were the pre-implementation year (1998-1999) and four years after the character education mandate went into effect. Data from 67 Florida counties were solicited and 10 counties selected as samples of effective character education implementers and non-effective character education implementers in their elementary schools. Utilizing Statistical Package for Social Science (2004), data were analyzed for statistically significant relationships in order to confirm or negate the null hypotheses. The tests utilized were repeated measures ANOVAs. The study found a statistically significant relationship between those counties that effectively implemented a character education program in their elementary schools and student attendance, as compared to counties that did not effectively implement a character education program in their elementary schools. The study did not find a statistically significant relationship between those counties that effectively implemented a successful character education program in their elementary schools and student achievement, as compared to counties that did not effectively implement a character education program in their elementary schools. The study did not find a statistically significant relationship between those counties that effectively implemented a successful character education program in their elementary schools and lowered incidents of crime and violence, as compared to counties that did not effectively implement a character education program in their elementary schools. In all school districts studied, however, over the four-year period incidents of crime and violence were reduced, the absenteeism rate was reduced, and achievement had increased. This could have been due to the implementation of any type of character education program or it may have been due to other programs implemented in the Florida schools.
Show less - Date Issued
- 2005
- Identifier
- CFE0000333, ucf:46283
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000333
- Title
- A STUDY OF THE COST-UTILITY OF OUTCOMES OF VARIOUS METHODS OF INCREASING THE FOUR-YEAR GRADUATION RATE IN OSCEOLA COUNTY PUBLIC SCHOOLS.
- Creator
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Berger, Isaac, Murray, Barbara, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine which interventions were deemed to be effective at increasing the four-year graduation rate in Osceola District Schools. This had become a concern due to the fact that this rate had decreased in recent years, and may be utilized as a predictor of the dropout rate. The interventions were then prioritized according to Levin's cost-utility theory, so that the order of implementation could be prioritized. The study was conducted in January and February...
Show moreThe purpose of this study was to determine which interventions were deemed to be effective at increasing the four-year graduation rate in Osceola District Schools. This had become a concern due to the fact that this rate had decreased in recent years, and may be utilized as a predictor of the dropout rate. The interventions were then prioritized according to Levin's cost-utility theory, so that the order of implementation could be prioritized. The study was conducted in January and February of 2005, and responses were elicited from 600 people. Students currently in Osceola District Schools high schools comprised 200 of this total, and 400 former Osceola District Schools high school students were also selected. The 600 people were randomly selected from directory information lists supplied by the school district. A questionnaire consisting of thirteen interventions that could be utilized to increase the four-year graduation rate was mailed to them a few days after an introductory letter was mailed. A letter enclosed with the questionnaire requested that they fill out and return the questionnaire in the enclosed return envelope. A postcard was mailed as a reminder to people that may not have responded to the letters, and had not yet filled out the questionnaire. Returned questionnaires were then used to calculate mean effectiveness ratings. Of the 600 questionnaires mailed, 154 were returned, and 123 contained no non-responses, and were therefore usable for this study. The order in which the cost-utility in the study prioritized the implementation of the thirteen interventions was: Offer three-year diploma options. Have mentors available for students, with a mentor for every 100 students. Have ten percent more seats for academy/ magnet/ vocational programs. Offer a diploma option that removes the FCAT graduation requirement. Offer a diploma option that removes the Algebra I graduation requirement. Offer a diploma option that lowers the 2.0 Grade Point Average (GPA) graduation requirement on a four point scale to a 1.9 GPA. Offer a diploma option that removes the FCAT Algebra I and GPA graduation requirements. High school classes should have a maximum of 25 students Grades four to eight classes should have a maximum of 22 students Kindergarten to third grade classes should have a maximum of 18 students. Schools larger than 500 students should be divided into smaller learning units, such as schools-within-a-school. Free quality preschool should be provided. Guidance counselors should be available, with one for every 100 students. Four of the items would require statute changes before they could be implemented. They were the interventions that concerned GPA, Algebra I, and the FCAT graduation requirements. The items were prioritized because fiscal constraints may not permit all of the interventions to be implemented, and the interventions that yielded the greatest improvement in four-year graduation rate per unit cost were to be implemented first.
Show less - Date Issued
- 2005
- Identifier
- CFE0000555, ucf:46418
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000555
- Title
- CLOSING THE ACHIEVEMENT GAP FOR ENGLISH LANGUAGE LEARNERS:A COMPARISON OF LANGUAGE ARTS/ESOL AND ONE-WAY DEVELOPMENTAL BILINGUAL PROGRAMS.
- Creator
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Marlow, Kimberly, Murray, Barbara, University of Central Florida
- Abstract / Description
-
The present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only...
Show moreThe present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only students and English Language Learner students. One study highlighted a 46% gap on the 2005 National Assessment of Education Progress (NAEP). The present study was designed to investigate 23 middle schools in one Florida county. The focus of the study was on two English Language Learner programs: Language Arts/ESOL and One-Way Developmental Bilingual Education. A total of 13 schools were identified that had implemented the Language Arts/ESOL program, and 10 middle schools were identified that had implemented the One-Way Developmental Bilingual Education program. The 2007 FCAT reading mean scale scores for the schools' 7th-grade English Language Learners were compared to those of standard curriculum students. For both English Language Learner programs, a statistical significance was found using t-tests. In addition, FCAT reading Levels 1-5 were investigated. At FCAT Levels 1-3, the Language Arts/ESOL program out-performed the One-Way Developmental Bilingual Education program. At FCAT Levels 4 and 5, the One-Way Developmental Bilingual Education program out-performed the Language Arts/ESOL program.
Show less - Date Issued
- 2008
- Identifier
- CFE0002059, ucf:47582
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002059
- Title
- AN INVESTIGATION INTO UNITARY STATUS AND THE OVERREPRESENTATION OF BLACK STUDENTS IN SCHOOL DISCIPLINE AS MEASURED BY OUT-OF-SCHOOL SUSPENSIONS IN SECONDARY SCHOOLS WITHIN THE 67 FLORIDA PUBLIC SCHOOL DISTRICTS.
- Creator
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Dehlinger, Robin, Murray, Barbara, University of Central Florida
- Abstract / Description
-
While many school districts in the state of Florida have achieved unitary status and are no longer under court jurisdiction, evidence that school districts continue to practice discipline policies that result in the disproportionate suspension of Black students can be found. Despite decades of desegregation, Black students continue to experience the devastating consequences of suspension and expulsion from school. The overrepresentation of Black students in the administration of school...
Show moreWhile many school districts in the state of Florida have achieved unitary status and are no longer under court jurisdiction, evidence that school districts continue to practice discipline policies that result in the disproportionate suspension of Black students can be found. Despite decades of desegregation, Black students continue to experience the devastating consequences of suspension and expulsion from school. The overrepresentation of Black students in the administration of school discipline is a serious concern for school districts. This study investigated if the attainment of unitary status resulted in equity in school discipline for Black students. Additionally, the study investigated the overrepresentation of Black students in the administration of school discipline as measured by out-of-school suspensions in the secondary schools of the 67 Florida public school districts in 2005-2006. The study compared the representation of Hispanic and Multiracial students to Black students in the administration of school discipline. The study also examined the effects of grade level (6, 7, 8, and 9) on Black, Hispanic, and Multiracial students in the administration of school discipline. Analysis of the data derived from the Florida Department of Education database for school year 2005-2006 led to the following findings: (1) there was overrepresentation of Black students in secondary schools in the state of Florida and that 42 school districts were not in compliance with unitary status guidelines; (2) Black students were overrepresented in school discipline when compared to Hispanic and Multiracial students; (3) the effect of grade (6, 7, 8, and 9) was not significant in the representation of Black students in school discipline; (4) 18 Florida public school districts have attained unitary status, 16 public school districts remained under court jurisdiction, and 33 public school districts were never subject to desegregation litigation; and, (5) Black students were overrepresented in the administration of school discipline in school districts that have attained unitary status.
Show less - Date Issued
- 2008
- Identifier
- CFE0002042, ucf:47578
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002042
- Title
- AN INVESTIGATION INTO THE USE OF RETENTION AS AN INTERVENTION STRATEGY FOR STRUGGLING STUDENTS AS MEASURED BY STUDENT SUCCESS ON FCAT IN SEMINOLE COUNTY.
- Creator
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Katz, Maria, Murray, Barbara, University of Central Florida
- Abstract / Description
-
Retention of students having academic difficulties continues to be a very popular intervention, even though many studies suggest that retention of students does not improve their academic success or their social and emotional attitude towards school. This study was based on an analysis of 10,875 Seminole County students that had been retained at least one time in their educational career. The study used 2006-2007 FCAT Reading and Math scores to determine the success of their retentions....
Show moreRetention of students having academic difficulties continues to be a very popular intervention, even though many studies suggest that retention of students does not improve their academic success or their social and emotional attitude towards school. This study was based on an analysis of 10,875 Seminole County students that had been retained at least one time in their educational career. The study used 2006-2007 FCAT Reading and Math scores to determine the success of their retentions. Students were grouped by the categories of gender, age, race, grade retained, ESE status, ELL status and SES and their success evaluated. The study supports the conclusions of the critics of retention and, based on trends found in the data, makes some recommendations that may improve the retention process. Specifically, the study recommends (a) for students in the high risk categories alternative interventions instead of or in addition to the retention whenever possible; (b) retention in the first grade rather than in kindergarten; (c) earlier ESE screening of students at risk for retention; (d)continued progress monitoring and intervention after the retention year; (e) continued on-level math instruction for students retained for poor reading achievement; and finally, (f) getting the parents of the retained students more involved in the process.
Show less - Date Issued
- 2008
- Identifier
- CFE0002017, ucf:47607
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002017
- Title
- AN ANALYSIS OF ACCREDITATION PROCESSES, QUALITY CONTROL CRITERIA, HISTORICAL EVENTS, AND STUDENT PERFORMANCE.
- Creator
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Burris, Robert, Murray, Barbara, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine to what extent student performance has been influenced by historical events, legislative mandates, and accreditation processes. This study consists of comparing the Southern Association of Colleges and Schools accreditation processes with those of the Association of Christian Schools International. In completing this qualitative study, the following procedures were implemented: Related research was used to provide a background of the role that...
Show moreThe purpose of this study was to determine to what extent student performance has been influenced by historical events, legislative mandates, and accreditation processes. This study consists of comparing the Southern Association of Colleges and Schools accreditation processes with those of the Association of Christian Schools International. In completing this qualitative study, the following procedures were implemented: Related research was used to provide a background of the role that historical events, legislation, and accreditation processes have on student performance; data were collected to establish time line shifts in an historical perspective. The data collected included assessment, accountability, high school drop out rates, high school graduation rates, academic readiness for higher education, standardized testing, grade inflation, acceleration of dual enrollment and advanced placement courses, and national SAT and ACT averages. Data were also collected from historical record of accreditation processes, which included standards, teacher certification requirements, committee responsibilities, visiting team responsibilities, and self-study materials. As a result of content analysis, the researcher decided to focus on three key areas that were integral to the study. The three categories identified in the review of literature were used to analyze the content of these events and processes. The categories were: (a) Student Performance, (b) Historical Events, and (c) SACS and ACSI Accreditation Processes. The following results were obtained from this research. Findings indicated that a criterion-based accreditation process potentially results in more consistent student performance outcomes than an open-ended process.
Show less - Date Issued
- 2008
- Identifier
- CFE0002052, ucf:47569
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002052
- Title
- AN ANALYSIS OF IMPROVING STUDENT PERFORMANCE THROUGH THE USE OF REGISTERED THERAPY DOGS SERVING AS MOTIVATORS FOR RELUCTANT READERS.
- Creator
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Paradise, Julie, Murray, Barbara, University of Central Florida
- Abstract / Description
-
This investigation studied the impact of registered therapy dogs assigned to students in order to improve reading skills. The purpose of this study was to determine if children assigned to registered therapy dogs improve significantly in reading achievement and related school performance such as attendance and discipline when compared to students of similar characteristics not assigned to registered therapy dogs. Specifically, the study used data to ascertain whether students assigned to...
Show moreThis investigation studied the impact of registered therapy dogs assigned to students in order to improve reading skills. The purpose of this study was to determine if children assigned to registered therapy dogs improve significantly in reading achievement and related school performance such as attendance and discipline when compared to students of similar characteristics not assigned to registered therapy dogs. Specifically, the study used data to ascertain whether students assigned to registered therapy dogs improved their reading skills and if these students demonstrated more or less growth than students of similar characteristics not assigned to registered therapy dogs. This study analyzed data from the Canine Assisted Reading Education (C.A.R.E. to Read) program, data collected from the teacher responses to the C.A.R.E. to Read Teacher Questionnaire, and data provided by Brevard Public School District. Repeated measures analyses and descriptive statistics clearly revealed that students assigned to registered therapy dogs demonstrated more reading growth than their peers who were not assigned to registered therapy dogs. Additionally, students assigned to the registered therapy dogs had a more positive attitude toward schoolwork, were more willing to participate in classroom activities, were more successful with higher level thinking skills, and were more self-confident after being assigned to the registered therapy dogs. Recommendations were made to address teacher training concerning classroom environment, higher level thinking skills, and identifying hesitant and resistant learners. Recommendations also were made for additional research on other uses for registered therapy dogs in the educational setting.
Show less - Date Issued
- 2007
- Identifier
- CFE0001561, ucf:47131
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001561
- Title
- RELATIONSHIP BETWEEN ADOLESCENT BEHAVIOR AND CIVIC ENGAGEMENT.
- Creator
-
Ernst, Michael, Murray, Barbara, University of Central Florida
- Abstract / Description
-
Citizenship commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic...
Show moreCitizenship commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.
Show less - Date Issued
- 2005
- Identifier
- CFE0000764, ucf:46585
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000764
- Title
- INCLUSION OF STUDENTS WITH DISABILITIES: AN INTERNATIONAL PERSPECTIVE.
- Creator
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Amayo, Jeanette, Murray, Barbara, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the inclusion of students worldwide. Because the language barrier would impede the gathering of the necessary research, this study was delimited to only those English-speaking countries such as the United Kingdom, Canada, Australia, New Zealand, and the United States. The researcher examined many aspects of the education of students with disabilities in each country and how that attributed to the extent in which students with disabilities were being...
Show moreThe purpose of this study was to examine the inclusion of students worldwide. Because the language barrier would impede the gathering of the necessary research, this study was delimited to only those English-speaking countries such as the United Kingdom, Canada, Australia, New Zealand, and the United States. The researcher examined many aspects of the education of students with disabilities in each country and how that attributed to the extent in which students with disabilities were being educated in the regular classroom. First, the researcher analyzed the legislation regarding students with disabilities, especially those directives that called for the Inclusion of them. Second, the researcher investigated the educational models used in each country to ascertain the placements available for the disabled, making special note of those that were more inclusive. Next, the researcher gathered data that examined the categorical system used to label, group, and educate the Special Education population. Finally, the researcher compared the extent to which the students with disabilities were educated in the regular classroom in each country by looking at the total proportion included as well as the percentage included in each disability category. To make a comparison of the educational attainments of each country, the researcher utilized a study by the Organization for Economic Co-operation and Development that incorporated the students with disabilities in their international assessments. Results revealed that the United States has a much more extensive legislation dedicated to the education of individuals with disabilities than does the United Kingdom, Canada, Australia, and New Zealand. As a result, the United States' placement models and categorical systems are just as complex. Data also confirmed that other countries are including their disabled population in a regular education classroom at a much higher rate than that of the United States. Finally, the international study found that the United States performed worse than all the other countries in the subject areas assessed: Reading, Math, and Science. Recommendations for further research included the examination of teacher education programs world wide, comparison of provincial and territorial regions in Canada and Australia, and a comparison of graduation rates for those students with disabilities in inclusive settings and those in segregated settings.
Show less - Date Issued
- 2005
- Identifier
- CFE0000761, ucf:46578
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000761
- Title
- A HISTORICAL ANALYSIS OF TEACHER PREPARATION PROGRAM CONTENTBEGINNING WITH TEACHER NORMAL COLLEGES IN 1839 THROUGHSCHOOL DISTRICT ALTERNATIVE CERTIFICATION PROGRAMS IN 2007.
- Creator
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Helton, Julie, Murray, Barbara, University of Central Florida
- Abstract / Description
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The purpose of this study was to explore teacher preparation program content throughout American history in order to determine trends in programs of study, specifically including coursework in education foundations, teaching methods involving the behavioral sciences, and subject area content. These categories were selected because their content is responsible for teachers' working knowledge of their subject area, as well as student learning, behavior management and motivation. The study...
Show moreThe purpose of this study was to explore teacher preparation program content throughout American history in order to determine trends in programs of study, specifically including coursework in education foundations, teaching methods involving the behavioral sciences, and subject area content. These categories were selected because their content is responsible for teachers' working knowledge of their subject area, as well as student learning, behavior management and motivation. The study also examined documented teacher knowledge voids: student behavior management, time management, organization, dealing with parents, motivating students, and meeting individual students' needs to determine which aspects of teacher education could improve teachers' skills in these areas. Programs of study from traditional and alternative teacher preparation programs were gathered from Massachusetts, Indiana, Tennessee, California and Florida in an effort to research across the United States. Traditional programs were defined as four or five-year teacher education programs in colleges or universities which began as teacher normal schools and in those that did not. Program components from 1839 through 2007 were analyzed using Thinking Maps® for organizing and interpreting the information while focusing on education foundations, teaching methods, or subject area content gaps which would correlate to teacher knowledge voids. Patterns were traced within teacher education programs focusing on the art or science of teaching. Trends in course offerings were investigated and linked to concurrent events which may have influenced them. The following results were obtained from this research. American teacher preparation programs began in 1839 with elements of teaching methods, subject area content and education foundations, which remained the common elements in 2007. The ratio of each element in teacher preparation programs fluctuated throughout history. The dissent over teaching as an art or a science was evident in the early years of teacher normal schools, and the argument continued in 2007, largely affected by the absence of a clear definition of either approach. Early teacher normal schools admitted that teacher education programs were "imperfect preparation" for the classroom, and teacher knowledge voids remained an issue in 2007. From the inception of common schools in America, there was a shortage of teachers to fill them, and the teacher shortage continued in 2007, which may have contributed to the vast difference in teacher education program composition. An avenue taken to alleviate the teacher shortage issue was alternative teacher certification. Alternative certification programs were enacted in the 1800s, and alternative certification programs were widely used in 2007.
Show less - Date Issued
- 2008
- Identifier
- CFE0002139, ucf:47926
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002139
- Title
- AN INVESTIGATION INTO THE USE OF RETENTION AS AN INTERVENTION STRATEGY FOR STRUGGLING STUDENTS AS MEASURED BY STUDENT SUCCESS ON FCAT IN SEMINOLE COUNTY.
- Creator
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Katz, Maria, Murray, Barbara, University of Central Florida
- Abstract / Description
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Retention of students having academic difficulties continues to be a very popular intervention, even though many studies suggest that retention of students does not improve their academic success or their social and emotional attitude towards school. This study was based on an analysis of 10,875 Seminole County students that had been retained at least one time in their educational career. The study used 2006-2007 FCAT Reading and Math scores to determine the success of their retentions....
Show moreRetention of students having academic difficulties continues to be a very popular intervention, even though many studies suggest that retention of students does not improve their academic success or their social and emotional attitude towards school. This study was based on an analysis of 10,875 Seminole County students that had been retained at least one time in their educational career. The study used 2006-2007 FCAT Reading and Math scores to determine the success of their retentions. Students were grouped by the categories of gender, age, race, grade retained, ESE status, ELL status and SES and their success evaluated. The study supports the conclusions of the critics of retention and, based on trends found in the data, makes some recommendations that may improve the retention process. Specifically, the study recommends (a) for students in the high risk categories alternative interventions instead of or in addition to the retention whenever possible; (b) retention in the first grade rather than in kindergarten; (c) earlier ESE screening of students at risk for retention; (d)continued progress monitoring and intervention after the retention year; (e) continued on-level math instruction for students retained for poor reading achievement; and finally, (f) getting the parents of the retained students more involved in the process.
Show less - Date Issued
- 2008
- Identifier
- CFE0002199, ucf:52861
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002199
- Title
- AN ANALYSIS OF THE LEGAL, STATUTORY, AND GOVERNANCE ISSUES OF VIRTUAL CHARTER SCHOOLS.
- Creator
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Thedy, Elizabeth, Murray, Barbara, University of Central Florida
- Abstract / Description
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This study examined the legal, statutory, and governance issues facing virtual charter schools. Virtual models of schooling have the potential to change the face of public education as such schools challenge traditional forms of education. Legislators, policy makers, and school boards must carefully consider existing charter school legislation and determine whether such language is applicable to virtual charter school models. As virtual forms of schooling increase, and choice options for...
Show moreThis study examined the legal, statutory, and governance issues facing virtual charter schools. Virtual models of schooling have the potential to change the face of public education as such schools challenge traditional forms of education. Legislators, policy makers, and school boards must carefully consider existing charter school legislation and determine whether such language is applicable to virtual charter school models. As virtual forms of schooling increase, and choice options for parents become more readily available, the challenge is to develop statutory language that is not overly restrictive but provides a framework from which authorizers and governing boards may operate to ensure the quality, equity, and fiscal responsibility of virtual charter schools. The focus of the study was on the existing legislation in the 19 states with current virtual charter school statutes. The qualitative examination of case law, combined with a review of statutory language, provided the sources of data. Recommendations for policymakers, legislators, departments of education, and school boards were developed to ensure the instructional quality control, the compliance with state and federal statute, and the financial security of virtual charter schools. In an era where choice in education has become mainstream, monitoring the quality of choice options becomes paramount. The development of policies and laws relative to the careful operation of virtual charter schools, from authorization, to governance, to appropriate funding is in the purview of the state. Case law developed in states such as Pennsylvania and Wisconsin where the legality of virtual charter schools has been challenged provides the legal standards for other state legislatures. The establishment of carefully worded legislation that addresses the issues inherent in the next version of school choice is critical to the successful operation of virtual charter schools. Oversight for funding, attendance, curriculum and instruction, and teacher certification is critical in both the authorizing and governance of such schools. Legislation that details the process for enrolling district and out of district students, the process for how the funding flows from the state, to the district, to the virtual charter school, and how the students will be counted for accountability purposes is critical to the successful implementation of virtual charter schools.
Show less - Date Issued
- 2010
- Identifier
- CFE0003244, ucf:48557
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003244
- Title
- CASE STUDIES OF READING PERFORMANCE OF MALE STUDENTS AND THE SINGLE-SEX CLASSROOM.
- Creator
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Basilo, Eric, Murray, Barbara, University of Central Florida
- Abstract / Description
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Data from standardized test scores shows boys are falling further behind in literacy each year. Thanks to countless hours of research, we can pinpoint some of the causes for this decline. The major challenge educators face is how to keep boys interested in reading while placed in classrooms not necessarily designed to meet their needs. One option being explored is the use of single-sex classrooms. For over 160 years in the United States, public school single-sex classrooms have existed. The...
Show moreData from standardized test scores shows boys are falling further behind in literacy each year. Thanks to countless hours of research, we can pinpoint some of the causes for this decline. The major challenge educators face is how to keep boys interested in reading while placed in classrooms not necessarily designed to meet their needs. One option being explored is the use of single-sex classrooms. For over 160 years in the United States, public school single-sex classrooms have existed. The thought is that by separating boys and girls for academic classes, certain distractions will be eliminated, the environment can be adapted to accommodate the needs of boys, and teachers can teach in a style more appropriate to the gender. This study investigated how successful single-sex classrooms are in promoting student achievement. By taking data from the National Association for Single-Sex Public Education (NASSPE), and standardized test scores from selected states, the study looked at any statistical differences that occurred within schools containing academic, single-sex classrooms, and coeducational classrooms. Further, the study investigated whether significant differences occurred between gender groups within schools containing single-sex classrooms and those within coeducational ones. Finally, the study looked at presentation methods within these classes. Findings of the study indicated that for single-sex classes to be effective, further research must occur in order to develop best-teaching practices applicable to each gender. The study also demonstrated the need for professional development opportunities for single-sex classroom teachers, as success in such classrooms was found to be possible and demonstrable. Furthermore, the study indicated a need to identify students who would most benefit from inclusion in a single-sex classroom.
Show less - Date Issued
- 2008
- Identifier
- CFE0002019, ucf:47618
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002019
- Title
- AN ANALYSIS OF FACTORS THAT INFLUENCED BREVARD STUDENTS TO DROP OUT AND WHY THEY RETURNED TO EARN THEIR GENERAL EDUCATION DEVELOPMENT (GED) DIPLOMA.
- Creator
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Spadaccini, Becky, Murray, Barbara, University of Central Florida
- Abstract / Description
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Dropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status,...
Show moreDropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status, ELL status, SES, type of promotion and dropping out of school. In addition, the researcher reviewed Student Exit Survey data and face-to-face interview data to determine why students dropped out and identified strategies students felt would have kept them in school. Finally, individual interview data were analyzed to understand the circumstances that encouraged participants to return to earn their diplomas. The researcher recommended use of data management and tracking systems for early identification of potential dropouts so intervention could be delivered at the onset of failure, assignment of trained adult leaders to monitor and intervene for students; enforcement of compulsory school attendance; creation of mechanisms to reduce absenteeism that do not lead to school failure; required intervention for students who are truant; identification and assignment of highly effective teachers to at-risk youth; intervention in classrooms that have high rates of student failure; use of relevant curriculum and employment of instructional practices proven to increase engagement; alignment of intervention strategies with researched practices; gathering of input and feedback from students to determine program effectiveness; creation of meaningful exit interview processes; utilization of survey data to identify and remove school-related barriers and collaboration with community agencies to find meaningful and genuine solutions for students in crisis.
Show less - Date Issued
- 2011
- Identifier
- CFE0003578, ucf:48898
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003578
- Title
- PROGRAM COMPLETERS' PERCEPTIONS OF TEACHER PREPAREDNESS IN PLANNING, INSTRUCTION, AND PROFESSIONALISM IN FLORIDA: A COMPARISON OF DISTRICT ALTERNATIVE PROGRAMS, TRADITIONAL PROGRAMS, AND EDUCATOR PREPARATORY INSTITUTES.
- Creator
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Heald-Oldham, Lucile, Murray, Barbara, University of Central Florida
- Abstract / Description
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In this research, data collected by the Florida Department of Education (FLDOE) for 2006-2007 and 2007-2008 program completers of the following three Florida teacher preparation programs were compared: the Initial Teacher Preparation Programs (ITP) of approved colleges and universities, District Alternative Certification Programs (DACP), the Educator Preparatory Institutes (EPI). A factor analysis was performed to identify factors perceived by program completers as important to their...
Show moreIn this research, data collected by the Florida Department of Education (FLDOE) for 2006-2007 and 2007-2008 program completers of the following three Florida teacher preparation programs were compared: the Initial Teacher Preparation Programs (ITP) of approved colleges and universities, District Alternative Certification Programs (DACP), the Educator Preparatory Institutes (EPI). A factor analysis was performed to identify factors perceived by program completers as important to their preparedness to teach. The factors that most closely supported completers' perceptions of Florida teacher preparation programs regarding successful preparation for the classroom were: Planning and Instruction; Assessment, Communication and Research; Professional Responsibility and Ethical Conduct; and Use of Technology. Differences perceived by program types indicated that completers of the traditional program, initial teacher preparation (ITP),were significantly more satisfied with their preparedness to face the challenges of the classroom than were completers of school district programs (DACP) and community college programs (EPI. Although the teachers in all groups believed that their preparation ranged between effective and highly effective, the scores of the ITP group reflected significantly higher mean scores and ratings closer to highly effective than the DACP and the EPI groups.Conclusions, implications for policy and practice, and recommendations for future research were offered.
Show less - Date Issued
- 2011
- Identifier
- CFE0003572, ucf:48919
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003572
- Title
- THE IMPACT OF GRADE CONFIGURATION ONSIXTH GRADE ACADEMIC ACHIEVEMENT IN FLORIDA PUBLIC SCHOOLS.
- Creator
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Schafer, Karen, Murray, Barbara, University of Central Florida
- Abstract / Description
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This study examined the impact of grade span configuration on the academic achievement of sixth grade students in Florida public schools. Grade configuration (PK-6, PK-8, and 6-8) was the independent variable. Academic achievement, the dependent variable, was measured using 2009 Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics mean scale scores and the percentage of students making annual learning gains from 2008 to 2009. School socioeconomic status (SES) was used as a...
Show moreThis study examined the impact of grade span configuration on the academic achievement of sixth grade students in Florida public schools. Grade configuration (PK-6, PK-8, and 6-8) was the independent variable. Academic achievement, the dependent variable, was measured using 2009 Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics mean scale scores and the percentage of students making annual learning gains from 2008 to 2009. School socioeconomic status (SES) was used as a covariate to equalize the effect of poverty on achievement. Random samples of schools were drawn from the population of all Florida public schools with sixth grades in 2009, and from FloridaÃÂ's 2009 Academically High Performing School Districts. Findings showed that there was a statistically significant difference in achievement based on grade level configuration in reading and mathematics for all schools and for schools in Academically High Performing Districts. In all cases, the PK-6 configuration was statistically significantly higher than 6-8, with varied significance between PK-6 and PK-8, and PK-8 and 6-8. The strongest practical significance for all schools was found for learning gains in mathematics, with 26% of the variance in mean learning gain percentages accounted for by grade configuration when controlling for SES. Recommendations were made that future studies address differentiating grade configurations by instructional models and other factors that could impact achievement. The degree and the fidelity to which the middle school concept is implemented in 6-8 schools should be accounted for before making conclusions about the impact of configuration on academic achievement of students in that configuration.
Show less - Date Issued
- 2010
- Identifier
- CFE0003030, ucf:48357
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003030
- Title
- AN ANALYSIS OF KNOWLEDGE OF THE BIBLE, PRIVATE SCHOOL LAW, AND BUSINESS AND FINANCE BETWEEN CHRISTIAN SCHOOL PRINCIPALS WITH AND WITHOUT GRADUATE DEGREES.
- Creator
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Robinson, Dennis, Murray, Barbara, University of Central Florida
- Abstract / Description
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This study analyzed the performance of a sample of K-12 Assemblies of God Christian school principals on the Christian School Principal Preparation Assessment Questionnaire (CSPPAQ). The CSPPAQ, developed especially for this study, assesses knowledge in three areas: knowledge of the Bible, knowledge of private school law, and knowledge of business and finance. A sample size of 102 was determined using the sample size formula, based on a population of 611and a bound of 4 (+ 2). Numerous school...
Show moreThis study analyzed the performance of a sample of K-12 Assemblies of God Christian school principals on the Christian School Principal Preparation Assessment Questionnaire (CSPPAQ). The CSPPAQ, developed especially for this study, assesses knowledge in three areas: knowledge of the Bible, knowledge of private school law, and knowledge of business and finance. A sample size of 102 was determined using the sample size formula, based on a population of 611and a bound of 4 (+ 2). Numerous school closures over the course of this study caused the population size to drop to 490. This fact, coupled with a 45% survey return rate called for an adjustment of the bound to 6.4 (+ 3.2) for a sample size of 42. The scores in each of the three sub-areas as well as the composite score were then analyzed to determine if there was a statistically significant relationship between principals without a graduate degree and those with a graduate degree in Bible/theology, educational leadership and other (any other graduate degree). A single factor ANOVA procedure was used and determined that no statistically significant relationship exists for mean score in knowledge of the Bible (F=1.05, p>.05). Mean score for knowledge of private school law showed a marginally significant difference (F=2.8, p=.054). Mean score in knowledge of business and finance also showed no significant relationship (F=1.7, p>.05) with the same result for the composite score (F=2.18, p>.05). Mean scores in the areas of private school law and business and finance were low (18.7 and 16.2 respectively). Calculating a percentage score for these areas would compute to 53% (18.7/35) and 54% (16.2/30) respectively, indicating a low knowledge base for these areas. Percentage composite score was also low at 63% (55.2/88). The data showed that it did not seem to make a difference whether the respondents had attained a graduate degree in any of the tested fields; there was little or no significant difference in their score. This evidence suggests that no current study program adequately prepares an individual with the knowledge base needed to effectively lead a Christian school, especially in the areas of private school law and business and finance. Given that the review of literature showed that Christian schools most often fail due to financial reasons, this finding is particularly significant. It was suggested that universities look at the principal preparation programs to determine if they can add material which would help to better prepare the Christian school principal. This study indicates a knowledge deficit in the areas of business and finance and private school law, materials added in those areas might prove helpful to this group. Follow-on study was suggested in a larger population of Christian schools, perhaps in the Association of Christian Schools International, to more definitively determine if specially designed graduate programs need to be developed for this population of administrators.
Show less - Date Issued
- 2011
- Identifier
- CFE0003879, ucf:48726
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003879