Current Search:   Murray, Barbara (x)

View All Items

  • CSV Spreadsheet
(81 - 83 of 83)

Pages

Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District
Title
Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District.
Creator
Williams, Mary, Taylor, Rosemarye, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, Zugelder, Bryan, University of Central Florida
Abstract / Description
Despite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in...
Show moreDespite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in practice will inform future decisions related to staffing, scheduling, and professional learning. This study sought to identify the underlying professional and instructional differences between the most effective and least effective teachers of tenth grade intensive reading courses through teacher and principal/assistant principal surveys along with teacher evaluation data. This study revealed with regards to a teacher's preparation to teach reading (research question one), that years of experience in the classroom and years of experience as a high school reading teacher were the only significant factors that influenced a teacher's effectiveness. For research questions two and three; which had to do with the beliefs and professional practices of the teacher, the educationally relevant belief that the more effective teachers were more confident about their abilities than their less effective peers was noted. Research question four provided the data with regards to the general classroom teaching strategies and the adolescent reading strategies the effective teachers employed. This data revealed that the more effective teachers implemented posting and communicating daily and long term learning goals more frequently than their less effective peers. In addition, the general classroom teaching practices of efficient use of learning time, establishing and maintaining classroom routines, and checking for understanding proved to be educationally relevant. Additionally, the adolescent reading strategies of sustained silent reading, paired/partner readings, and students reading one-on-one with teacher, were educationally relevant as well. Finally, in regards to research question five, it was of statistical significance that administrators valued the use of the general classroom teaching strategy of posting and communicating daily and long term learning goals and were able to recognize the use of this strategy when observing and evaluating the teachers.?
Show less
Date Issued
2013
Identifier
CFE0004960, ucf:49573
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004960
A Comparative Study of Student Performance, Attendance, and Discipline in a Community School in a Large Urban School District in the Southern United States
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.
Show less
Date Issued
2017
Identifier
CFE0006769, ucf:51871
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006769
An investigation of the use of disciplinary texts and achievement on End-of-Course examinations in high school U.S. History courses
Title
An investigation of the use of disciplinary texts and achievement on End-of-Course examinations in high school U.S. History courses.
Creator
Downs, Jocelyn, Williams-Fjeldhe, Karri, Kelley, Michelle, Boote, David, Murray, Barbara, University of Central Florida
Abstract / Description
ABSTRACTThis study was conducted to examine whether a disparity exists between teacher expectations of honors and non-honors U. S. History students and if students who read more for U. S. History perform better on the U. S. History End-of-Course (EOC) examination. To generate answers to the research questions, both teachers and students in U. S. History courses were surveyed as to how much time was spent reading for U. S. History content both during class and for homework. The student surveys...
Show moreABSTRACTThis study was conducted to examine whether a disparity exists between teacher expectations of honors and non-honors U. S. History students and if students who read more for U. S. History perform better on the U. S. History End-of-Course (EOC) examination. To generate answers to the research questions, both teachers and students in U. S. History courses were surveyed as to how much time was spent reading for U. S. History content both during class and for homework. The student surveys were matched to the U. S. History EOC Developmental Scale Scores to determine if students who responded as reading more for the course had higher achievement on the EOC examination. Five teacher surveys were completed, and 144 student surveys were analyzed, and comparisons were made using U. S. History EOC Developmental Scale Scores. Teachers surveyed did not appear to vary their expectations of student whether the students were in an honors or non-honors course. Approximately 71% of non-honors and 73% of honors students in this study were reading U. S. History homework content on a regular basis. Though not statistically significant, results did indicate a positive trend between students who read more for U. S. History content and achievement on the EOC examination. This study revealed the implementation of a standardized EOC examination may account for equally rigorous teacher expectations of both honors and non-honors students. All students have the same final evaluation and expectation of passing the EOC; therefore, all students are expected to learn the content.
Show less
Date Issued
2014
Identifier
CFE0005459, ucf:50389
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005459

Pages