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Title: A Study to Determine the Degree of Fairness Resulting from Section 8002 of the Federal Impact Aid Program on Qualifying Local Education Agencies.
Creator: Thomas, Danielle, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Lynn, Evelyn, University of Central Florida
Abstract / Description: Educational funding is a topic of much focus given the impact school budgets have on instructional decisions and school programs. The purpose of this study was to analyze the funding received by Local Education Agencies (LEAs) from Section 8002 of the Program to determine how the amount received equates to the local property tax from the land assessment. In addition, comparisons were drawn as to how the amounts between LEAs equate within a state and across states. Through the use of...
Show moreEducational funding is a topic of much focus given the impact school budgets have on instructional decisions and school programs. The purpose of this study was to analyze the funding received by Local Education Agencies (LEAs) from Section 8002 of the Program to determine how the amount received equates to the local property tax from the land assessment. In addition, comparisons were drawn as to how the amounts between LEAs equate within a state and across states. Through the use of qualitative data received from the United States Department of Education regarding the amount paid to LEAs during fiscal years 2011 through 2015 as well projected property tax amounts calculated by the researcher, inequities were discovered between LEAs within states as well as across states. Significant deficiencies were discovered between projected property tax and the amount of impact aid received across most of the receiving LEAs. In addition, a large number of inequities were discovered between receiving LEAs across the same state with a significant number of inequities also occurring across LEAs in different states. These findings meant many LEAs had greatly reduced school district budgets which has a significant impact on the programs and services that can be funded for students.
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Date Issued: 2016
Identifier: CFE0006404, ucf:51482
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006404

Title: An Evaluation of the Terms and Conditions of Appointed County School Superintendents Contracts in the State of Florida and the Correlation between District Size and Superintendent Salary.
Creator: Soules, Steven, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The purpose of this study was to provide an in-depth examination of the terms and conditions found in the employment contracts of Florida Appointed School District Superintendents, with a secondary focus on salary and termination without cause. Employment contracts were obtained from each of the 26 school districts with appointed school superintendents, and then carefully analyzed for similarities and differences. The results of this study will provide Florida school districts with...
Show moreThe purpose of this study was to provide an in-depth examination of the terms and conditions found in the employment contracts of Florida Appointed School District Superintendents, with a secondary focus on salary and termination without cause. Employment contracts were obtained from each of the 26 school districts with appointed school superintendents, and then carefully analyzed for similarities and differences. The results of this study will provide Florida school districts with information to construct the best possible employment contracts to both attract top talent and protect the interests of the school district.
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Date Issued: 2015
Identifier: CFE0006006, ucf:51028
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006006

Title: The Financial and Logistical Advantages and Disadvantages of Charter School Ownership by Traditional Public School Districts.
Creator: Antmann, John, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The purpose of this study was to identify the financial and logistical advantages and disadvantages to be realized by public school districts in California, Florida, Louisiana, and Texas through the ownership of charter schools. A policy review was completed examining relevant state statutes, department of education administrative rules, and school board policies in each of the four states included in this study. Interviews were completed with the chief financial officer, or their designee,...
Show moreThe purpose of this study was to identify the financial and logistical advantages and disadvantages to be realized by public school districts in California, Florida, Louisiana, and Texas through the ownership of charter schools. A policy review was completed examining relevant state statutes, department of education administrative rules, and school board policies in each of the four states included in this study. Interviews were completed with the chief financial officer, or their designee, from school districts in each of the four states using a series of structured interview questions. Interviews were conducted over the phone and data was recorded via detailed notes or recordings with transcripts created.Data from the policy review and structured interviews were analyzed using the constant comparison method in order to answer each of the four research questions. The analysis was used to create a comprehensive listing of fiscal and logistical advantages and disadvantages associated with charter school ownership by traditional public school districts.
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Date Issued: 2016
Identifier: CFE0006253, ucf:51033
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006253

Title: A Study on the Influence of Perceptual Distortion in the Scoring of Musical Performances by Florida Bandmasters Association Adjudicators.
Creator: Donato, Raymond, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Everett, Robert, University of Central Florida
Abstract / Description: This study explored adjudicator reliability in scores assessed at the Florida Bandmasters Association (FBA) Music Performance Assessment. It investigated how adjudicators under conflicting sets of circumstances interpreted the criteria and rated musical performances. A sample of five concert band audio recordings from the FBA resource library were chosen and a sample of participants were selected to score the recordings using the criteria currently in use by the Florida Bandmasters...
Show moreThis study explored adjudicator reliability in scores assessed at the Florida Bandmasters Association (FBA) Music Performance Assessment. It investigated how adjudicators under conflicting sets of circumstances interpreted the criteria and rated musical performances. A sample of five concert band audio recordings from the FBA resource library were chosen and a sample of participants were selected to score the recordings using the criteria currently in use by the Florida Bandmasters Association. These participants were chosen from Certified FBA concert band adjudicators, FBA members who are not certified concert band adjudicators and out of state judges who are certified though other judges association. Differences between groups were examined. In addition, data were collected on the participants' ranking of the musical criteria from the FBA concert band assessment instrument.From analysis of the data, it was reasonable to conclude that there is a significant difference in scoring of musical performances between face-to-face adjudicators who evaluated a live performance, and blind adjudicators who evaluated the same performance via a recorded audio only presentation. This study may provide valuable information that could lead to better development of a fair and balanced rating system.
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Date Issued: 2016
Identifier: CFE0006099, ucf:51208
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006099

Title: Evaluation of the Effectiveness of the Third Grade Summer Reading Camp Intervention Program in a Larger Urban School District.
Creator: Alchin, Danielle, Murray, Barbara, Taylor, Rosemarye, Murray, Kenneth, Baldwin, Gordon, University of Central Florida
Abstract / Description: This study sought to evaluate the effectiveness of the third grade Summer Reading Camp (SRC) in a large urban school district. The SRC curriculum was assessed to determine if it aligned with effective remediation and filled the third grade students' knowledge voids in reading. The study further analyzed how the school district officials selected the curriculum content utilized in the SRC. This study was conducted using qualitative and quantitative methods. Data were collected through...
Show moreThis study sought to evaluate the effectiveness of the third grade Summer Reading Camp (SRC) in a large urban school district. The SRC curriculum was assessed to determine if it aligned with effective remediation and filled the third grade students' knowledge voids in reading. The study further analyzed how the school district officials selected the curriculum content utilized in the SRC. This study was conducted using qualitative and quantitative methods. Data were collected through questionnaires and interviews of school district personnel on the SRC committee regarding the implementation of the 2012 lesson plan, and from students' Winter Benchmark Assessment scores. The school district implemented the SRC to fulfill a state requirement that all students who received a Level 1 on the reading Florida Comprehensive Assessment Test (FCAT) Reading must receive remediation. The SRC committee designed the curriculum using the state reading benchmarks and decided the activities required during SRC would be whole group, small group, writing, and independent reading. The program was to be evaluated each year using teacher and administrator survey data and the analysis of test scores to determine changes to be implemented. Of the 10 benchmarks assessed on the school district reading benchmark test, only three were aligned with the students' knowledge voids. There were a total of eight FCAT tested reading benchmarks that were not taught during SRC. The researcher suggests the school district re-align the curriculum with the needs of the students as identified by the Winter Reading Benchmark. It is further recommended that each student's specific remediation needs be evaluated to ensure the curriculum is meeting the needs of all the students in attendance at SCR.
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Date Issued: 2013
Identifier: CFE0004803, ucf:49750
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004803

Title: The Impact of Voluntary Pre-Kindergarten on the Academic Achievement (&) Kindergarten Readiness of Students in a Large Suburban School District.
Creator: Rodriguez, Jordan, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Baldwin, Gordon, University of Central Florida
Abstract / Description: Throughout the United States, state governments are allocating millions of dollars to support Voluntary Pre-Kindergarten (VPK) programs. Recent research has indicated that students who participate in VPK demonstrate higher academic achievement scores across a number of subject areas. Moreover, VPK participants are more likely to enter primary school on grade level, which in turn leads to a reduction in grade retention. Studies have indicated that although all students who participate in VPK...
Show moreThroughout the United States, state governments are allocating millions of dollars to support Voluntary Pre-Kindergarten (VPK) programs. Recent research has indicated that students who participate in VPK demonstrate higher academic achievement scores across a number of subject areas. Moreover, VPK participants are more likely to enter primary school on grade level, which in turn leads to a reduction in grade retention. Studies have indicated that although all students who participate in VPK programs benefit from such programs, minority students and students who come from low-socioeconomic backgrounds benefit at an even higher level. The intent of this study was to determine to what extent, if any, a VPK program within a large, suburban school district impacted the academic achievement and kindergarten preparedness of participants in comparison to students who did not participate in the VPK program offered by the district. To measure the impact, student scores on the 2006-2007 Florida Kindergarten Readiness Screener (FLKRS) were compared through the use of an independent samples t-test. The same students had their 3rd grade Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics scored compared as well. Two groups were compared against one another. The control group was a group of students who did not participate in the VPK offered by the school district. The treatment group was the group of students that participated in the district offered VPK. The results of each of the independent sample t-tests conducted determined that there was not a statistically significant different in either student preparedness or student academic achievement between the VPK participant group and the non-participant group.
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Date Issued: 2013
Identifier: CFE0004924, ucf:49610
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004924

Title: A Study of a Third Grade Summer Reading Camp: Its Promotion of Student Achievement and Its Cost Effectiveness.
Creator: Bixler, Krista, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Baldwin, Gordon, University of Central Florida
Abstract / Description: The purpose of this study was to determine the immediate and long term impact of participation in the 2009 Third Grade Summer Reading Camp, as well as determine the cost-effectiveness of providing this program in comparison to the cost-effectiveness of other reading interventions as identified by Yeh (2010). All students in this study scored an achievement level one on the 2009 FCAT Reading assessment and either attended the summer reading camp or received a good cause exemption for promotion...
Show moreThe purpose of this study was to determine the immediate and long term impact of participation in the 2009 Third Grade Summer Reading Camp, as well as determine the cost-effectiveness of providing this program in comparison to the cost-effectiveness of other reading interventions as identified by Yeh (2010). All students in this study scored an achievement level one on the 2009 FCAT Reading assessment and either attended the summer reading camp or received a good cause exemption for promotion to the next grade level. Data was not available to determine immediate impact of summer school. To determine long term impact of summer school participation, 130 students who attended the program and passed were compared to a random sample of 130 students who received another good cause exemption. Results of an independent t-test indicated students who passed summer school by performing at or above the 50th percentile on the alternative assessment outperformed students who received another good cause exemption on the 2010 FCAT Reading assessment, t(258) = -9.50, p = .000, effect size r = 0.51,and 2011 FCAT Reading assessment, t(258) = -7.43, p = .000, effect size r = 0.42. Ninety percent of students who attended summer school and passed the alternative assessment for promotion made learning gains on the following year's FCAT Reading assessment; however, the majority of students performed below grade level on the 2010 and 2011 FCAT Reading assessment. Based on school district records for the cost of salaries, benefits, transportation, materials, and supplies, the total cost of summer school was calculated and adjusted for inflation to 2006 dollars so a comparison could be made to Yeh's (2010) cost-effectiveness analysis of summer school and other reading interventions that annualized the cost to 2006 dollars. The adjusted cost for the 2009 summer reading program was calculated at $872,681.23. Using this number and dividing by the total number of summer school student, which were 3,012 students, the cost per student annualized to 2006 was $289.74. Data to determine the immediate impact of summer school were not available, therefore, student performance on the 2009 FCAT Reading assessment was compared to their performance on the 2010 FCAT Reading assessment by calculating a paired samples t-test, t(1225) = 40.82, p = .000, d = 1.23, effect size r = 0.52. The effect size d was divided by the cost per student which calculated an effectiveness-cost ratio of 0.004245 compared to that derived by Yeh (2010) of 0.000125. Caution should be taken when interpreting these results as methodology was not in alignment to Yeh (2010) due to the lack of an immediate post-test measure after participation in summer school and an additional year of interventions and education is reflected in the test scores. The cost per student was calculated to be $1,225.26 less than the amount of money reported in Yeh's (2010) calculations. Based on this information, the diminishing effect of the summer school program on student reading performance in subsequent years, and the majority of students performing below grade level one and two years after summer school participation, it cannot be determined that this program is cost-effective in raising student reading achievement.It is recommended that this study be replicated with adjustments made to address the limitations identified. Further investigation should be made at the state level to determine if the current practice of good cause exemptions and summer school offerings perpetuates the achievement gap in reading.?
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Date Issued: 2013
Identifier: CFE0004818, ucf:49753
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004818

Title: An analysis of student achievement outcomes of teachers who have earned the Reading Endorsement offered through Brevard Public Schools compared to those who earned the Reading Endorsement through other means, and those who have not earned a Reading Endorsement.
Creator: Chancellor, Carrie, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Spadaccini, Becky, University of Central Florida
Abstract / Description: This study sought to determine relationships between the independent variables of teaching years of experience and participation in Reading Endorsement professional development offered through Brevard Public Schools and the dependent variables of student outcome measures, as determined through teacher aggregated reading Value Added Model (VAM) scores. The significance of the study was that it will add to the literature by being the first study of its kind for the Brevard Public School...
Show moreThis study sought to determine relationships between the independent variables of teaching years of experience and participation in Reading Endorsement professional development offered through Brevard Public Schools and the dependent variables of student outcome measures, as determined through teacher aggregated reading Value Added Model (VAM) scores. The significance of the study was that it will add to the literature by being the first study of its kind for the Brevard Public School District. This study will also provide information as to the reading instruction preparation effectiveness examined through student performance outcomes. This study used multiple statistical procedures to analyze the data in order to answer four research questions. A bivariate correlation, an analysis of variance, an independent samples T-Test, and a factorial analysis of variance were used. The study's findings demonstrated that there was not a correlation between the years of teaching experience and the teachers' VAM scores of the targeted population, yet when categorically grouped teachers with six or greater years of teaching experience had statistically significant greater VAM scores than those with less years of experience. There was not a statistically significant difference among teachers of varying Reading Endorsements.
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Date Issued: 2013
Identifier: CFE0004827, ucf:49756
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004827

Title: A Historical Analysis of the Evolution of the Administrative and Organizational Structure of the University of Central Florida as it Relates to Growth.
Creator: Lindsley, Boyd, Murray, Barbara, Doherty, Walter, Murray, Kenneth, Dziuban, Charles, University of Central Florida
Abstract / Description: This was a qualitative historical study, which was recounted chronologically and organized around the terms of the four full-time presidents of the university. The review addressed the processes associated with the establishment and development of Florida Technological University beginning in 1963 through its name change to the University of Central Florida in 1979, concluding in 2013. The organization's mission, vision, and goals, how they evolved and the impact they had on the university...
Show moreThis was a qualitative historical study, which was recounted chronologically and organized around the terms of the four full-time presidents of the university. The review addressed the processes associated with the establishment and development of Florida Technological University beginning in 1963 through its name change to the University of Central Florida in 1979, concluding in 2013. The organization's mission, vision, and goals, how they evolved and the impact they had on the university were of particular interest. The study was focused on the administrative actions and organizational changes that took place within the university to assist faculty in teaching, research, and service as well as external conditions and events which impacted the university and shaped its development. The growth of the university, as well as the productivity of the faculty, were of interest in the study.
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Date Issued: 2015
Identifier: CFE0005650, ucf:50187
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005650

Title: A Study of the Impact of Brevard Public School's Peer Coaching Model on Student Achievement Outcomes and Teacher Evaluation Results.
Creator: Pace, Debra, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Thedy, Elizabeth, University of Central Florida
Abstract / Description: This study investigated the effectiveness of a sustained professional development initiative, Brevard's Peer Coaching Model, on improving teacher performance and student achievement in a large Central Florida school district. The study analyzed professional practices scores and value-added scores for teachers who participated in a minimum of six of nine days of professional learning before the study, after year one of the training, and after year two of the training to evaluate growth in...
Show moreThis study investigated the effectiveness of a sustained professional development initiative, Brevard's Peer Coaching Model, on improving teacher performance and student achievement in a large Central Florida school district. The study analyzed professional practices scores and value-added scores for teachers who participated in a minimum of six of nine days of professional learning before the study, after year one of the training, and after year two of the training to evaluate growth in professional practices and student achievement, and also compared the scores of BPCM participants to the scores of teachers who did not participate in the study. The findings of the study replicated those of previous researchers who found that peer coaching generally has a positive impact on improving teacher practice but limited impact on student achievement. Both professional practices scores and value-added results improved over the course of the study, during and after implementation of BPCM. However, the results were not statistically significant when comparing improvements of value-added results for BPCM participants with the VAM scores of the population of Brevard Public Schools teachers who did not participate in the professional development. BPCM participants showed significant growth over the course of the study and demonstrated stronger improvements in observation scores when compared to the non-BPCM teachers. The most significant growth occurred after the first year of the BPCM training, with smaller levels of growth in year two. Implications for practice and recommendations for future research were provided.
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Date Issued: 2015
Identifier: CFE0005678, ucf:50159
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005678

Title: An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools.
Creator: Doaks, Synthia, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Thedy, Elizabeth, University of Central Florida
Abstract / Description: The focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive...
Show moreThe focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) reading and their participation in high school advanced academic courses. The advanced academic choice programs selected for this study consisted of the four Florida articulated accelerated college credit seeking programs: Advanced Placement (AP), Dual-Enrollment (DE), International Baccalaureate(&)#174; (IB) Diploma Programme, and the Cambridge Advanced International Certificate of Education (AICE). The proportion comparison consisted of student membership data and eighth-grade FCAT scores from 2007-2008 and the student membership data and high school course load data from the 2008-2009, 2009-2010, 2010-2011, and 2011-2012 academic school years. Chi-square goodness-of-fit tests were run to analyze the proportions by race and gender of the sample groups and student membership populations. For each respective year involved in this study, there was a statistically significant difference in the race and gender proportions of the samples and the student membership populations.
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Date Issued: 2014
Identifier: CFE0005325, ucf:50509
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005325

Title: Reformation and Renaissance: An Examination of America's Education Reform Movement.
Creator: Johnson, Craig, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Holt, Larry, University of Central Florida
Abstract / Description: Education reform has grown into a major policy issue at the state and national level in the United States and for that matter around the world. The purpose of this study was to determine the political and social forces supporting, the rationale behind, and the growth and impact of education reform policies in the K-12 public education system of the United States from 2001-2011. Through mixed-methods data analysis a descriptive and analytical picture of education reform was able to be...
Show moreEducation reform has grown into a major policy issue at the state and national level in the United States and for that matter around the world. The purpose of this study was to determine the political and social forces supporting, the rationale behind, and the growth and impact of education reform policies in the K-12 public education system of the United States from 2001-2011. Through mixed-methods data analysis a descriptive and analytical picture of education reform was able to be concluded. The results of the analysis showed that with an increase in education reforms from 2001-2011, legislators, predominantly Republican, created state level education reforms which fell in line with both neoliberal economic (market based policies) and neoconservative political (smaller government and increased individualism) ideals. With a focus on accountability, achievement, and choice, reformers, proliferated in profiles of corporations, PACs and other organizations outside the realm of traditional public education, school systems in the United States continued on similar paths of education reform as other post-industrialized countries that have grown out of an economically globalized world.
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Date Issued: 2014
Identifier: CFE0005353, ucf:50484
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005353

Title: An Examination of School Principals' Moral Reasoning and Decision-Making along the Principalship Track and across Years of Experience.
Creator: Ling, Trent, Murray, Barbara, Baldwin, Lee, Murray, Kenneth, Holt, Larry, University of Central Florida
Abstract / Description: Previous research by Vitton (&) Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ((")DIT-2(")). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral...
Show morePrevious research by Vitton (&) Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ((")DIT-2(")). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral reasoning and decision-making of regular-education K-12 public school principals and assistant principals in Florida, and current master's degree students in educational leadership programs at a large public Florida university were measured and compared. Research questions were posed: 1) to find the levels of moral reasoning and decision-making reached by acting principals, acting assistant principals, and current master's students in educational leadership programs; 2) to determine if there was a difference between these principals, assistant principals, and master's students in moral reasoning and decision-making; and 3) to see if there was a difference in moral reasoning and decision-making between principals across various years of experience. The DIT-2 was administered anonymously to participants through an online link, and was scored by the University of Alabama's Office for the Study of Ethical Development. Data were analyzed through descriptive and inferential statistical methods principally to determine the degree to which participants reasoned and made decisions based upon personal interests, upon the maintenance of norms, or upon the basis of more sophisticated principles.Results showed master's students in educational leadership outperforming active principals and assistant principals in moral reasoning and decision-making by more often employing sophisticated principles and by more often avoiding choices associated with personal interests. With regard to principals, the difference was statistically significant on DIT-2 N-2 scores (based on ANOVA and t-test results) and P-scores (based on t-test results, but not based on ANOVA results). Principals not only underperformed master's students in educational leadership statistically significantly, but also underperformed active assistant principals in comparisons of group means on DIT-2 sub-scores.This research confirms the prior works of Strenth (2013) and Vitton (&) Wasonga (2009), where principals had been found to struggle in measures of moral reasoning and decision-making. These consecutive and consistent findings now require consideration, discussion, and action by the array of K-12 public school stakeholders. In response to the startling findings that K-12 principals are significantly underperforming those still aspiring for the principalship, a substantial, alarmed, and sober re-examination must take place as to what has happened to principals in K-12 public schools, and as to what can and must be done about it.
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Date Issued: 2014
Identifier: CFE0005368, ucf:50485
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005368

Title: The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade Students.
Creator: Mcneely, Melanie, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U. S. public school system continued to be questioned.This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000(&)#174;, among select...
Show moreWith over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U. S. public school system continued to be questioned.This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000(&)#174;, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000(&)#174; reading program did not close the achievement gap any more than the non-Achieve 3000(&)#174; reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
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Date Issued: 2014
Identifier: CFE0005381, ucf:50443
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005381

Title: A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools.
Creator: Haddock, Lucy, Murray, Barbara, Baldwin, Lee, Murray, Kenneth, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill...
Show moreThe goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.
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Date Issued: 2014
Identifier: CFE0005342, ucf:50493
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005342

Title: An Analysis of the Variables in Implementation of the Marzano Causal Teacher Evaluation System in the State of Florida.
Creator: Phillips, Matthew, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: This was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between...
Show moreThis was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between districts that followed the research-based implementation model and districts that did not. Two stated purposes of the Marzano causal teacher evaluation system were to improve the accuracy of teacher performance ratings and to improve the accuracy of feedback provided to teachers. Variation in implementation may possibly occur among school districts. To date no research has been conducted to analyze how variations in implementation may relate to teacher performance ratings. The purpose of this study was to provide data to support best-practice in the implementation of the Marzano causal teacher evaluation system and to guide instructional leaders on the implementation of this evaluation system. The researcher also sought to ensure the Marzano causal teacher evaluation system provides both accurate teacher feedback and accurate teacher evaluations. Data was collected from the Florida Department of Education published reports and information. School district implementation plans were gathered from state submitted documentation. Implementation plans were analyzed and read. Data was collected on a data collection sheet and then analyzed in SPSS using a crosstab Chi square test to determine if a statistically significant relationships existed between districts that followed the research-based implementation model and districts that did not. It was determined that implementation of the Marzano causal evaluation system varies widely. In six out of the seven implementation variables, it was determined that there were statistically significant relationships in teacher evaluation scores between districts that followed the research-based implementation variables and districts that did not. Further research should include validity and reliability studies on the Marzano causal evaluation system. Research should continue to analyze different ways in which the Marzano causal evaluation system is implemented, and what relationship there is between implementation and teacher performance ratings. Research should be conducted to analyze the effectiveness of feedback provided to teachers through the Marzano causal teacher evaluation system. This research indicates that the Marzano causal teacher evaluation system should be used following research based best-practice and how it is intended to be used. The research in this study shows that when implementation variables are altered in the Marzano causal teacher evaluation system, teacher performance ratings may become inaccurate. Based on misunderstandings of the Marzano causal evaluation system, it is recommended school leaders receive additional training on the understanding and implementation of the Marzano casual teacher evaluation system.
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Date Issued: 2014
Identifier: CFE0005399, ucf:50460
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005399

Title: Socioeconomic Status, Instrumental Music Participation, and Middle School Student Achievement.
Creator: Antmann, Michael, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The purpose of this study was to determine the differences in growth on the reading and mathematics FCAT 2.0 across varying levels of instrumental music participation by both low- and high-socioeconomic status (SES) middle school students, and to determine whether or not there is a relationship between instrumental music participation and socioeconomic status. The differences between instrumental music participation groups were not found to be statistically significant for both the reading...
Show moreThe purpose of this study was to determine the differences in growth on the reading and mathematics FCAT 2.0 across varying levels of instrumental music participation by both low- and high-socioeconomic status (SES) middle school students, and to determine whether or not there is a relationship between instrumental music participation and socioeconomic status. The differences between instrumental music participation groups were not found to be statistically significant for both the reading and mathematics FCAT 2.0 growth by high-SES status students, and for reading FCAT 2.0 growth by low-SES status students. The differences between groups were found to be significant for mathematics FCAT 2.0 growth by low-SES students, but a Tukey HSD post-hoc test found no significant differences between the individual groups. The study also found that high-SES students had a higher rate of instrumental music participation in sixth grade, and a lower attrition rate between sixth and seventh grade than the low-SES students.
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Date Issued: 2015
Identifier: CFE0005755, ucf:50073
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005755

Title: The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools.
Creator: Cady, Julie, Murray, Barbara, Taylor, Rosemarye, Murray, Kenneth, Spadaccini, Becky, University of Central Florida
Abstract / Description: The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida...
Show moreThe purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test(&)#174; 2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DSS), was the dependent variable. Other student data such as gender and socioeconomic status were also collected and used along with classroom structure to examine the extent to which third grade gifted students' reading and mathematics performance could be predicted. Random samples of students were drawn from the third grade gifted student population attending Florida Brevard County Public School System in the 2010-2011 and the 2011-2012 school years. Using an independent samples t-test, analysis of the 2011 FCAT 2.0 Reading and Mathematics found a statistically significant difference in both the students' FCAT 2.0 Mathematics and the students' FCAT 2.0 Reading achievement test scores based on the classroom structure. Specifically, there was enough evidence to support the claim that third grade gifted students who learned in a homogeneous high academic ability learning environment scored significantly higher on reading and mathematics standardize tests than did third grade gifted students who learned in a heterogeneous academic ability learning environment. Approximately 14% of the variance in reading and mathematics scores could be accounted for by classroom structure. However, different results were found with the 2012 FCAT 2.0 Mathematics and Reading scores. The results from the 2011-2012 school year indicated that there was not a significant difference in mean reading and mathematics scores between third grade gifted students who learn in a homogeneous high academic ability learning environment and third grade gifted students who learn in a heterogeneous academic ability learning environment. The recommendations include that subsequent studies incorporate a wider range of grade levels, perhaps even include methods of instructional delivery, types of gifted services provided, and teachers' years of experience. In addition, recommendations are that future studies address the academic performance of high academic ability non-gifted students who learn in homogeneous high academic ability classroom environments verses those who learn in heterogeneous academic ability classroom structures.
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Date Issued: 2013
Identifier: CFE0004661, ucf:49896
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004661

Title: The Relationship Between Participation in an Academic Intervention Program and Performance in Coursework for At Risk Eighth-Grade Middle School Students.
Creator: Hyatt, Victoria, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The focus of the research was to examine the academic intervention program implemented to address academic concerns in the middle grades in one large urban school district in central Florida. Educational leaders at all levels are concerned with the choice of one in four students who make the decision to not complete high school coursework, leaving before earning a high school diploma. The researcher examined to what extent, if any, participation in the middle grades academic intervention...
Show moreThe focus of the research was to examine the academic intervention program implemented to address academic concerns in the middle grades in one large urban school district in central Florida. Educational leaders at all levels are concerned with the choice of one in four students who make the decision to not complete high school coursework, leaving before earning a high school diploma. The researcher examined to what extent, if any, participation in the middle grades academic intervention program affected academic success in coursework and what difference, if any, there were between academic coursework grade point averages and at-risk eligibility factors, for levels of student participation in the academic intervention program. The at-risk eligibility factors for placement into this middle grades intervention program included prior year retention, prior year course failure(s), and prior year grade point average of 2.0 or below on a 4.0 scale. The school district of study provided each middle grades school with one teaching allocation to support the academic intervention program. Data from six of the 12 middle schools that tracked students in the academic intervention program for the 2013-2014 school year were retrieved from the school district central office. Interviews were conducted with all 12 academic intervention program supervising administrators to determine the delivery method provided for the program at each school. The study provides information on the effectiveness of the academic intervention program, implications for practice, and recommendations for future research.
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Date Issued: 2015
Identifier: CFE0005810, ucf:50030
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005810

Title: Comparison of Traditional Educative Delivery to Online Education in United States History as Measured by Florida's End-Of-Course Examinations in a Large Urban School District in Central Florida.
Creator: Wilson, William, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Holt, Larry, University of Central Florida
Abstract / Description: Student participation in online courses has been growing steadily for the past decade, and the trend appears to continue the growth in this form of instructional delivery method for the foreseeable future (iNACOL, 2012). To date, little research exploring student success rates exists in the social studies. This particular study was conducted to examine what differences, if any, existed in the End-Of-Course (EOC) scores of 11th grade United States history students who took the course in a...
Show moreStudent participation in online courses has been growing steadily for the past decade, and the trend appears to continue the growth in this form of instructional delivery method for the foreseeable future (iNACOL, 2012). To date, little research exploring student success rates exists in the social studies. This particular study was conducted to examine what differences, if any, existed in the End-Of-Course (EOC) scores of 11th grade United States history students who took the course in a traditional, face-to-face format versus students who took the same course online through Florida Virtual School. For this study, proper permission was received from all interested parties, and a sample of 9,339 End of Course (EOC) examinations were taken from 36 high schools in a large, urban school district in Central Florida. All identifiable data were scrubbed from the sample. Due to the extremely small sampling of online students, the One-Sample Wilcoxon test was used on four research questions to compare students in the traditional, face-to-face versus online format and based on ethnicity, gender, and free-and-reduced lunch status.Overall, none of the One-Sample Wilcoxon tests indicated the presence of a significant difference among any subgroup(-)overall, White, non-White, female, male, high socioeconomic status, or low socioeconomic status. Therefore, none of the null hypotheses presented were rejected. Recommendations included replicating the study on a broader scale and conducting a qualitative study to examine the characteristics of online students, their similarities and differences, to those of students who attend class in a face-to-face format.
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Date Issued: 2014
Identifier: CFE0005444, ucf:50391
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005444

student achievement (11)	+ -
teacher evaluation (7)	+ -
Student Achievement (5)	+ -
Advanced Placement (3)	+ -
Florida (3)	+ -

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Hispanic (2)	+ -
James Rest (2)	+ -
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VAM (2)	+ -
digital learning (2)	+ -
educational leadership (2)	+ -
equity and access to excellence (2)	+ -
gender (2)	+ -
knowledge voids (2)	+ -
legislation (2)	+ -
principals (2)	+ -
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teacher effectiveness (2)	+ -
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Murray, Kenneth (70)	+ -
University of Central Florida (70)	+ -
Murray, Barbara (48)	+ -
Doherty, Walter (38)	+ -
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Hutchinson, Cynthia (18)	+ -
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