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- Title
- LEADERSHIP ORIENTATIONS OFCOMMUNITY COLLEGE PRESIDENTS AND THE ADMINISTRATORS WHO REPORT TO THEM: A FRAME ANALYSIS.
- Creator
-
McArdle, Michele, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
Presidents of Community Colleges and the administrators who reported directly to them were the subjects for this study based on the Four Frame Leadership Theory of Bolman and Deal (1990b). The Leadership Orientation (Self) Survey (LOS) was mailed to 169 community college presidents and administrators in the presidents' direct report teams. The final usable response rate of 69.82% to the survey fell within the acceptable range for education as defined by Boser and Green (1997). In addition...
Show morePresidents of Community Colleges and the administrators who reported directly to them were the subjects for this study based on the Four Frame Leadership Theory of Bolman and Deal (1990b). The Leadership Orientation (Self) Survey (LOS) was mailed to 169 community college presidents and administrators in the presidents' direct report teams. The final usable response rate of 69.82% to the survey fell within the acceptable range for education as defined by Boser and Green (1997). In addition, the subjects were asked to write about the most difficult challenge they had faced in their current position and how they handled that challenge. The purpose of this study was to determine (a) the usage of leadership frames from both groups; presidents and their administrative teams, (b) if gender or years of experience in their current positions were factors in leadership frame usage in each group, and (c) if there was a relationship between a president's frame usage and the frame usage of the members of the direct report team. The major findings were: 1. The presidents and administrators displayed the highest mean scores for the human resource frame with the mean scores of the three remaining frames (structural, political, and symbolic) clustering as a second unit of responses. In the narrative segment of the survey, the most frequently rated central theme among the presidents and the direct reports was the political frame. 2. The results from statistical analysis of the responses from both groups (presidents and the administrators who directly reported to them) did not show any statistically significant difference among frame use based on gender or number of years of experience in their positions. 3. The correlation coefficients did not indicate that there was a relationship in either direction regarding leadership style between the two groups (presidents and administrators). A phenomenological analysis of the scenario statements from these two groups indicated that presidents who used the political frame as a central theme tended to have administrators who also used the political frame as one or as a pair of central themes. Presidents who used the symbolic frame as a central theme tended to have administrators who used all four frames as central themes in their narratives. 4. A fourth finding was the discrepancy in the ability of the leaders to use multiple frames as demonstrated in the results from the quantitative and qualitative findings. The quantitative data suggested that these leaders were practicing the techniques of multi-framing more than one-half of the time. Contrary to this finding, the qualitative data showed that 5 of 30 scenario statements showed paired frames being used as central frames. 5. One additional finding based on the qualitative statements by presidents and their administrators revealed much thought and intentional practice in the leaders' ability to build teams.
Show less - Date Issued
- 2008
- Identifier
- CFE0002301, ucf:47872
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002301
- Title
- EDUCATIONAL HANDHELD VIDEO: EXAMINING SHOT COMPOSITION, GRAPHIC DESIGN, AND THEIR IMPACT ON LEARNING.
- Creator
-
Hutchens, Jason, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
Formal features of video such as shot composition and graphic design can weigh heavily on the success or failure of educational videos. Many studies have assessed the proper use of these techniques given the psychological expectations that viewers have for video programming (Hawkins et al., 2002; Kenny, 2002; Lang, Zhou, Schwardtz, Bolls, & Potter, 2000; McCain, Chilberg, & Wakshlag, 1977; McCain & Repensky, 1972; Miller, 2005; Morris, 1984; Roe, 1998; Schmitt, Anderson, & Collins, 1999;...
Show moreFormal features of video such as shot composition and graphic design can weigh heavily on the success or failure of educational videos. Many studies have assessed the proper use of these techniques given the psychological expectations that viewers have for video programming (Hawkins et al., 2002; Kenny, 2002; Lang, Zhou, Schwardtz, Bolls, & Potter, 2000; McCain, Chilberg, & Wakshlag, 1977; McCain & Repensky, 1972; Miller, 2005; Morris, 1984; Roe, 1998; Schmitt, Anderson, & Collins, 1999; Sherman & Etling, 1991; Tannenbaum & Fosdick, 1960; Wagner, 1953). This study examined formal features within the context of the newly emerging distribution method of viewing video productions on mobile handheld devices. Shot composition and graphic design were examined in the context of an educational video to measure whether or not they had any influence on user perceptions of learning and learning outcomes. The two formal features were modified for display on 24 inch screens and on 3.5 inch or smaller screens. Participants were shown one of the four modified treatments, then presented with a test to measure whether or not the modified formal features had any impact or influence on learning outcomes from a sample of 132 undergraduate college students. No significant differences were found to occur as a result of manipulation of formal features between the treatment groups.
Show less - Date Issued
- 2008
- Identifier
- CFE0002371, ucf:47797
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002371
- Title
- STRENGTHS AND TALENTS OF POTENTIAL ADMINISTRATORS IN ORANGE COUNTY PUBLIC SCHOOLS, FLORIDA.
- Creator
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Anderson, Arthur, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
With the increased demands on principals and a shortage of qualified, acceptable candidates, school districts that have to replace principals are in a difficult position. These factors, combined with the importance that the principal role has in relation to student achievement, make the identification of potential administrators and the hiring process for new administrators a top priority for all school districts. This study answered the following two major questions; a) what characteristics...
Show moreWith the increased demands on principals and a shortage of qualified, acceptable candidates, school districts that have to replace principals are in a difficult position. These factors, combined with the importance that the principal role has in relation to student achievement, make the identification of potential administrators and the hiring process for new administrators a top priority for all school districts. This study answered the following two major questions; a) what characteristics or talents, as identified by the StrengthsFinder profile, did Orange County Public School principals in 2007 look for in identifying potential school administrators and b) what differences, if any, exist within the existing variables (school level, certification, gender, and prior experiences). The Clifton StrengthsFinder Profile was utilized to identify the strengths or talents of a group of 61 teachers within Orange County Public Schools (OCPS) who were identified by their principals as potential school based administrators. Of those 61 participants in the Aspiring Leader Academy, the following five strengths were most commonly identified: a) Relator (45.9%), b) Achiever (37.8%), c) Responsibility (37.7%), d) Learner (36.1%) and e) Maximizer (25.9%). In comparing talents across demographic data, the talents identified for participants at all levels (elementary, middle, and high) were not statistically different, supporting the notion that talents principals looked for in identifying potential administrators were relatively the same at all three levels.
Show less - Date Issued
- 2008
- Identifier
- CFE0002412, ucf:47768
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002412
- Title
- A COMPARISON OF EIGHTH GRADE READING SCORES BY STATEAND BY THE FOUR CENSUS-DEFINED REGIONS IDENTIFIED BY NAEP.
- Creator
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Gordon II, William, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and...
Show moreThis study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.
Show less - Date Issued
- 2009
- Identifier
- CFE0002536, ucf:52846
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002536
- Title
- A COMPARATIVE ANALYSIS OF STUDENT ACHIEVEMENT IN FLORIDA CHARTER AND NON-CHARTER PUBLIC HIGH SCHOOLS 2007-2009.
- Creator
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Sommella, Shannon, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and...
Show moreThe purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and ethnicity), and examined if there was a difference in professional demographics of faculty (advanced degrees, teachers' average years of teaching experience, and percent of courses taught by out of field teachers gender), among charter and non-charter public high schools in the state of Florida. School data were analyzed from 234 charter and non-charter public high schools, within 15 districts across the state of Florida, for the years 2007-2009. The findings of this research suggest charter high schools in the state of Florida are not keeping the pace with their traditional public high school counterparts. Over a three year period, charter high schools had significantly lower developmental scale scores on the FCAT, in both reading and mathematics, than non-charter public high schools. The findings also suggest that student demographics, with respect to male gender, economically disadvantaged, and ELL, combined with charter school status, negatively impact student achievement as measured by DSS. The disparity noted with regard to faculty demographics between charter and non-charter public high schools, only touches on some considerable differences between the two school types; more information is needed on the variations so parents and students can make informed choices. For future research, replication of this study with an expanded sample size of charter schools and a longer period of time for data collection was recommended. Separate studies are recommended on the differences between charter and non-charter public schools with regard to instructional time, curriculum or grade levels offered, the differences between parent and student perceptions, and the differences between funding and principal background as it relates to student achievement.
Show less - Date Issued
- 2010
- Identifier
- CFE0003476, ucf:48985
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003476
- Title
- ELEMENTARY TEACHERSÃÂÃÂÃÂÃÂ' PERCEIVED MATHEMATICS ANXIETY AND TEACHING EFFICACY IN RELATIONSHIP TO STUDENTSÃÂÃÂÃÂÃÂ' MATHEMATICS ACHIEVEMENT.
- Creator
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Sasser, Jennifer, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their studentsÃÂÃÂÃÂÃÂ' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught...
Show moreThe focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their studentsÃÂÃÂÃÂÃÂ' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught, level of college degree, and years of teaching experience, that may influence these relationships. Teachers (N = 119) from 11 elementary schools in a west central Florida school district participated in this study and completed the Mathematics Anxiety and Teaching Efficacy Survey. Survey data on mathematics anxiety and teaching efficacy were analyzed and correlated with mathematics achievement data, as measured by the 2009 Florida Comprehensive Assessment Test (FCAT) mathematics subtest. Through a review of the research results and related literature, the researcher concluded that there was not a statistically significant relationship between teachersÃÂÃÂÃÂÃÂ' perceived mathematics anxiety, anxiety about teaching mathematics, and student achievement. However, mathematics teaching efficacy was significantly correlated in a positive direction with student achievement. Review of the data also revealed that there was a statistically significant positive correlation between teachersÃÂÃÂÃÂÃÂ' perceived mathematics anxiety and anxiety about teaching mathematics. Additionally, there was a significant negative correlation between anxiety about teaching mathematics and mathematics teaching efficacy.
Show less - Date Issued
- 2010
- Identifier
- CFE0003274, ucf:48521
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003274
- Title
- PRACTICES OF HIGH SCHOOL PRINCIPALS REGARDING OPEN ENROLLMENT IN ADVANCED PLACEMENT COURSES AND STUDENT PERFORMANCE RESULTS IN 2009.
- Creator
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Bradshaw, Leigh, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The goal of this research was to determine whether or not there was a relationship between principalsÃÂ' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from...
Show moreThe goal of this research was to determine whether or not there was a relationship between principalsÃÂ' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from this study may provide important information to Florida school leaders. Because of school accountability and educational reform initiatives, the study is also important to educational leaders on a national level. Relationships between open enrollment practices shaped by high school principalsÃÂ' decisions and beliefs and the increased enrollment and student performance on AP exams were examined to allow school districts to make curricular decisions regarding rigorous curricular opportunities based on the importance of designing high school AP programs that provide equity and access for all students. The population for this study included all public high schools and their principals (N=56) in five central Florida school districts that administered AP exams in May 2009 and received a Florida Department of Education assigned school grade during the 2008-2009 school year. A multiple linear regression analysis was conducted to examine the relationships between the percentage of students from a school who took or passed the AP examination (dependent variable) and three independent variables describing principalÃÂ's attitudes toward the schoolÃÂ's AP program: (a) access and equity practices, (b) open enrollment practices, and (c) a rating of importance of the AP program. The goal was to determine if the AP examination passing percentage or enrollment percentage could be predicted by these three principal attitudinal variables. The schoolsÃÂ' percentages of students scoring a 3, 4, 5, on AP examinations or taking AP examinations were gathered from the Florida Department of Education website. PrincipalsÃÂ' reports of practices were obtained from self-report on the AP Course Enrollment Survey. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and overall student achievement results on AP examinations in five central Florida counties, there were significant predictors based upon the regression model. In predicting the schoolÃÂ's percentage of white, Hispanic, and Asian populations passing the AP examinations, only the principalÃÂ's perception of access and equity was a statistically significant factor. There were no statistically significant predictors of a schoolÃÂ's percentage of African American students passing the AP examinations. Neither principalÃÂ's perception of open enrollment nor importance contributed to the model results regarding open enrollment in AP courses and overall student achievement results on AP examinations. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and the percentage of students enrolled in AP courses in five central Florida counties, there were significant predictors based upon the regression model. In predicting the schoolÃÂ's percentage of students taking AP examinations, only the principalÃÂ's perception of importance was significant for overall and for all student populations. Open enrollment was significant for the overall populations as well as white and Asian subpopulations. Access/Equity was only significant for white students. Thus, importance was the main cause of the model significance regarding open enrollment in AP courses and the percentage of students enrolled in AP courses. This investigation revealed that as schools increased the access and equity in AP programs that successful student performance percentages increased as did AP course enrollment percentages. Also when the variable of importance by principals was placed on AP programs, it typically had a positive impact on student performance percentages yet sometimes caused a decrease in AP course enrollment. The investigation also revealed and was supported by research that the open enrollment practices of a school may cause a decrease in successful student performance percentages. However, open enrollment practices increase student enrollment in AP courses and student success over time. Educational leaders have the natural responsibility to increase student achievement in schools. There must be appropriate practices and procedures put in place and monitored by principals to meet accountability standards and to increase equity in and access to a rigorous curriculum for all students. Based of educational reform and school accountability demands, balancing the benefits of open enrollment for AP programs, cost effectiveness of AP programs, the allocation of scarce resources, and maintaining course validity and rigor are important issues for educational leaders to consider (College Board, 2004).
Show less - Date Issued
- 2010
- Identifier
- CFE0003245, ucf:48563
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003245
- Title
- THE ACADEMIC ACHIEVEMENT OF AFRICAN-AMERICAN STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS.
- Creator
-
Adams, Athena, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The study was conducted to determine the disparity between the academic achievement of African American students and the academic achievement of white American students in the state of Florida, and more specifically, in five high schools in Orange County Public Schools. The term "African American" included all students who self-identified as that race upon enrollment into an Orange County public school. The study included male and female African American students from different socio-economic...
Show moreThe study was conducted to determine the disparity between the academic achievement of African American students and the academic achievement of white American students in the state of Florida, and more specifically, in five high schools in Orange County Public Schools. The term "African American" included all students who self-identified as that race upon enrollment into an Orange County public school. The study included male and female African American students from different socio-economic levels. The term "differences in academic achievement" is most commonly referred to as "achievement gap." Additionally, this study sought to determine the relationship, if any, in the achievement of African American students' academic achievement in five high schools in Orange County Public Schools, Orlando, Florida. In addition, the purpose was to identify differences in achievement level based upon the school attended, gender, socio-economic levels, class size, and qualifications of the teachers. The methods and procedures used to determine if there was an achievement gap between African-American and white American high school students was to review: (a) gain in African-American students on the reading portion of the Florida Comprehensive Assessment Test, from the 2003-2004 administration to the 2004-2005 administration in five Orange County public high schools, (b) difference between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percentage at proficient (level 3 and above) and white American students in five public high schools in Orange, (c) the relationship between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percent at proficient (level 3 and above) and the school poverty rate in all public high schools in Orange County, (d) the characteristics of schools making gains in reading. There were four conclusions based on the review of literature, as well as the data collected from the five high schools. Under the provision and penalties attached to the No Child Left Behind legislation, there was a noticeable gap in achievement between African-American students and their white American counterparts in each of the examined schools over a two year time period. In schools with a greater percentage of white students, African-American students, overall, performed at a higher level. The achievement gap was narrower and the percent at proficient and above was higher for all students in schools where white students represented a greater percentage of the students. In schools with a lower percentage of students on free and/or reduced lunch, the percent of students reading at proficient or above was higher and the achievement gap was less between African-American students and their white counterparts. Furthermore, the data indicated that as the percent of students on free and reduced lunch at a given school increases, the rate of those reading at proficient and above for African-American students was lower. In schools with a wide array of diversity, students overall have higher achievement scores. Based on the data in the study, the school with the highest rate of student proficient and above, was the school with the greatest diversity population of students.
Show less - Date Issued
- 2008
- Identifier
- CFE0002148, ucf:47511
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002148
- Title
- AN EXPLORATORY STUDY OF FLORIDA HIGH SCHOOL PRINCIPAL PRACTICES THAT IMPROVE STUDENT ACHIEVEMENT.
- Creator
-
Reynolds, Donna, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered...
Show moreThe primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered guidance for principals across the state of Florida who struggled to close the achievement gap between economically advantaged and disadvantaged students. To achieve the purpose of the study, a 53 item survey instrument was distributed to principals in high schools that met the characteristics of a 30% economically disadvantaged student population that had shown growth on the 10th grade FCAT Reading test over three years from 2007 - 2009. 50 principals in 10 school districts were contacted. 18 of those principals responded to the online survey, and 5 principals participated in a follow-up phone interview. The survey instrument gathered quantitative data in four subdomains of principal practices: Implementing a Standards Based Coherent Instructional Program; Providing Teacher Support and Encouraging Teacher Collaboration; Engaging Families; and Using Assessment to Improve Student Achievement and Instruction. Quantitative data regarding principal demographics was also collected through the survey instrument. Qualitative data concerning principal practices was gathered through three open-ended response questions on the survey instrument as well as through follow-up phone interviews. The descriptive statistics gathered from responses to the survey instrument showed the highest mean averages for principal practices associated with the following items: Clear vision on student learning outcomes; Set high standards for student learning; Expect teachers to take responsibility for student achievement; and Expect staff to adjust instruction based on various data. The lowest mean averages for principal practices were associated with the following practices: Model exemplary instructional practices; Remove teachers not committed to improving student achievement; Ensure families are engaged in subject-area events; and Use assessment data to determine professional development. In addition to the survey responses, research question one was addressed through the open-ended survey responses and the follow-up phone interviews. The qualitative data collected found the most self-reported best practices under the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. The most prevalent practices that emerged as a result of the interviews were fostering personal relationships with students and celebrating student success; conducting classroom walkthroughs in a meaningful and purposeful manner; implementing Professional Learning Communities; and reviewing assessment data with teachers to inform instruction. The results of the Mann-Whitney statistical procedure found a significant difference between male and female respondents in the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. Males scored significantly lower than females. The Spearman correlations found a significant negative correlation between practices in the Teacher Support subdomain and the percentage of disadvantaged students at a school. In other words, the lower the percentage of disadvantaged students in a school, the higher the principal rated Teacher Support as an important practice. The low number of respondents in this study (N = 18) limited the findings as well as the generalizability to schools with similar populations inside and outside of Florida. However, the results may provide guidance for principals in Florida high schools with high economically disadvantaged student populations. The results of this study placed emphasis on the need for principals to have a clear vision for their school and communicate high expectations for their students. According to the results of this study, principals should also find ways to connect with students and celebrate their successes, create avenues for teacher collaboration, and use assessment data to work with teachers in order to inform instructional decisions.
Show less - Date Issued
- 2011
- Identifier
- CFE0003989, ucf:48672
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003989
- Title
- MIDDLE SCHOOL LITERACY COACHES IN FLORIDA: A STUDY OF THE RELATIONSHIPS AMONG EXPERIENCE, COACHING ACTIVITIES, AND OTHER FACTORS RELATED TO READING ACHIEVEMENT.
- Creator
-
Bowman, Patricia, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The focus of this research was to investigate and clarify the work lives of middle school literacy coaches in central Florida by studying their backgrounds and experiences before assuming the role of literacy coach. Additionally, the beliefs of literacy coaches on what factors influence reading achievement were examined. The responses of 44 participating middle school literacy coaches were used to investigate (a) the academic and professional experiences of each coach, (b) the percentage of...
Show moreThe focus of this research was to investigate and clarify the work lives of middle school literacy coaches in central Florida by studying their backgrounds and experiences before assuming the role of literacy coach. Additionally, the beliefs of literacy coaches on what factors influence reading achievement were examined. The responses of 44 participating middle school literacy coaches were used to investigate (a) the academic and professional experiences of each coach, (b) the percentage of time spent in 13 literacy coaching activities, and (c) the working factors related to student reading achievement as evidenced on the Florida Comprehensive Assessment Test. Data from a web-based survey and personal interviews were used to collect pertinent data to create an awareness and understanding of the work lives of middle school literacy coaches. Descriptive statistics were used to present demographic information regarding the coaches. Exploratory regression analyses were performed using time devoted to coaching activities and school performance data to determine existing relationships. Qualitative analyses were used to determine emergent literacy coach themes from survey responses. All data were triangulated to develop case studies for a group of 10 literacy coaches. Narrative descriptions of all coaching and individual school data were presented in the context of schools' percentage of student subgroups that attained Adequate Yearly Progress in 2010. The results of the study indicated that, although literacy coaches believed that modeling lessons was the most influential activity in positively affecting reading proficiency, very little of their time was spent in that activity. Recommendations included professional development for administrators on the use of a literacy coach and for literacy coaches on their usage of time.
Show less - Date Issued
- 2011
- Identifier
- CFE0003973, ucf:48680
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003973
- Title
- A STUDY OF STUDENT ACHIEVEMENT IN FLORIDA HIGH SCHOOLS RECEIVING DEPARTMENT OF EDUCATION SMALLER LEARNING COMMUNITY GRANTS: 2006-2009.
- Creator
-
Armbruster, Michael, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The focus of this research was to analyze the impact of the United States Department of EducationÃÂÃÂÃÂÃÂ's Smaller Learning Communities (SLC) Grant Program on student achievement in 17 schools in the state of Florida that were issued three-year grants during the school years 2006-2009 as compared to 17 similar schools in the state of Florida that did not receive grant funding. Base-line data for...
Show moreThe focus of this research was to analyze the impact of the United States Department of EducationÃÂÃÂÃÂÃÂ's Smaller Learning Communities (SLC) Grant Program on student achievement in 17 schools in the state of Florida that were issued three-year grants during the school years 2006-2009 as compared to 17 similar schools in the state of Florida that did not receive grant funding. Base-line data for each of the 34 schools consisted of student performance in 2006, one year prior to SLC schools receiving the grant. Student achievement data from the base-line through the three-year grant period for the 17 grant recipients were compared with that of 17 similar Florida schools that were not grant recipients in 2006. Student data were collected from the Florida Department of Education. The data subjected to analyses were comprised of student achievement on the ninth and tenth grade Florida Comprehensive Assessment Test (FCAT) in the areas of reading and mathematics, the graduation rate, and the dropout rate. The data showed an overall improvement in the SLC schoolsÃÂÃÂÃÂÃÂ' student achievement based on the six areas analyzed. The data collected were then compared to the 17 similar schools to identify any significant differences in the achievement gains in those schools. Although both the SLC schools and the control schools showed overall improvement, no statistically significant relationship was discovered in the achievement of students in SLC schools versus students in similar schools that did not receive the grant dollars during the defined time periods. The overall trend for all 34 schools was similar improvement in student achievement.
Show less - Date Issued
- 2010
- Identifier
- CFE0003465, ucf:48936
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003465
- Title
- A COMPARISON OF EIGHTH GRADE READING PROFICIENCY ON STATE ASSESSMENTS WITH THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS.
- Creator
-
Dyer, Kathryn, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed...
Show moreThe National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed the extent to which a relationship existed for subgroups (race/ethnicity, English Language Learners, low socioeconomic status, and students with disabilities) and while controlling for census regions. It was found that a predictive relationship does exist between state and NAEP proficiency percentages for eighth grade students who took these reading assessments in 2009. The correlations between the variables were consistently high; however, the relationships were not significant for all subgroups nor for all census regions. It was determined that NAEP and state assessment proficiency percentages are not well suited to direct comparisons. Recommendations for practice included the development of nationwide common assessments, standards, and proficiency scales.
Show less - Date Issued
- 2011
- Identifier
- CFE0003600, ucf:48852
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003600
- Title
- EXAMINATION OF THE FIDELITY OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT IMPLEMENTATION AND ITS RELATIONSHIP TO ACADEMIC AND BEHAVIORAL OUTCOMES IN FLORIDA.
- Creator
-
LaFrance, Jason, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The purpose of this quantitative research was to examine the level of implementation of School-wide Positive Behavior Support (SWPBS) in the State of Florida. The relationship between the fidelity of implementation of SWPBS as measured by the Benchmarks of Quality tool to academic and behavioral outcomes for middle and elementary schools was then analyzed. The academic outcomes for this study included FCAT Reading and Mathematics subtest scores. The behavioral outcomes were measured using the...
Show moreThe purpose of this quantitative research was to examine the level of implementation of School-wide Positive Behavior Support (SWPBS) in the State of Florida. The relationship between the fidelity of implementation of SWPBS as measured by the Benchmarks of Quality tool to academic and behavioral outcomes for middle and elementary schools was then analyzed. The academic outcomes for this study included FCAT Reading and Mathematics subtest scores. The behavioral outcomes were measured using the number of Office Discipline Referrals per 100 students and the number of days for Out of School Suspensions per 100 students. The literature review suggests that many outcomes have been associated with implementation of SWPBS. These include a reduction in ODRs and OSS days, increased academic achievement, increased instructional time, decreased administrative time addressing discipline, increased teacher satisfaction, improved peer relationships, and an increase in perceived school safety (Muscott, Mann,& LeBrun, 2008; Lassen, 2006; Landers, 2006; Lassen, Steele, & Sailor,2006; & Luiselli, Putnam, Handler, & Feinberg, 2005). The results of this study found that SWPBS is being implemented with fidelity in the majority of schools in one year and that these schools maintain or increase fidelity over time. Findings also suggest that there may be a relationship between greater implementation and lower ODR and OSS rates and to a lesser extent, academic outcomes. This research adds to the knowledge base regarding SWPBS implementation fidelity and its relationship to academic and behavioral outcomes and may be of use to policy makers, practitioners, and future researchers.
Show less - Date Issued
- 2009
- Identifier
- CFE0002713, ucf:48185
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002713
- Title
- PRINCIPAL AND TEACHER PERCEPTIONS OF CHANGE IMPLEMENTATION PRACTICES IN 2007 AND 2008 SMALL LEARNING COMMUNITIES GRANT RECIPIENT HIGH SCHOOLS IN FLORIDA.
- Creator
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Bristo, Benjamin, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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Leading through change is a difficult process. School leaders who hope to create meaningful, long-term change must be cognizant of numerous factors. This study was undertaken with the hope of increasing educational leadersÃÂ' awareness of how their decisions are viewed by those who follow them. Case studies revealed pertinent data within two schools that have undertaken a significant change initiative. All 2007 and 2008 Small Learning Communities (SLC) grant-recipient...
Show moreLeading through change is a difficult process. School leaders who hope to create meaningful, long-term change must be cognizant of numerous factors. This study was undertaken with the hope of increasing educational leadersÃÂ' awareness of how their decisions are viewed by those who follow them. Case studies revealed pertinent data within two schools that have undertaken a significant change initiative. All 2007 and 2008 Small Learning Communities (SLC) grant-recipient schools in Florida were invited to participate in a series of case studies. Participating principals were questioned about their perceptions of how they fulfill their change leadership role related to the seven factor of second-order change, as identified by Marzano, Waters, and McNulty (2005). Teachers were questioned about their perceptions of the principalÃÂ's performance in leading the new initiative by the same seven factors. Principal and teacher scores were then compared for each school to identify potential differences in perceptions related change implementation and the seven factors. Although the data cannot be generalized, statistical analyses did reveal significant differences in perceptions of between principals and teachers in each of the two participating schools. In Study 1, these differences existed in Knowledge of Curriculum, Instruction, and Assessment; Optimizer; Flexibility; and Ideals/Beliefs. In Study 2, differences were identified in the same areas as in Study 1, but in Intellectual Stimulation and Monitoring/Evaluating as well. Differences in teacher perceptions across the schools were identified in Knowledge of Curriculum, Instruction, and Assessment; and in Intellectual Stimulation.
Show less - Date Issued
- 2010
- Identifier
- CFE0003047, ucf:48367
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003047
- Title
- THE RELATIONSHIP BETWEEN THE STERLING QUALITY FRAMEWORK AND STUDENT ACHIEVEMENT IN ONE FLORIDA SCHOOL DISTRICT.
- Creator
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Short, James, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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The focus of this research was to determine the relationship, if any, between student achievement and the implementation of the Sterling Quality Management System in a southwest Florida school district. A quantitative analysis focused on three sources of data. Two surveys provided by the Florida Sterling Council were used to collect data from school based personnel and student achievement gain scores obtained from the Florida DOE School Accountability Report 2005-2009. In this study, little...
Show moreThe focus of this research was to determine the relationship, if any, between student achievement and the implementation of the Sterling Quality Management System in a southwest Florida school district. A quantitative analysis focused on three sources of data. Two surveys provided by the Florida Sterling Council were used to collect data from school based personnel and student achievement gain scores obtained from the Florida DOE School Accountability Report 2005-2009. In this study, little positive correlation was found between perceived implementation of Sterling practices and student achievement gains. Of a possible score of 5, the total mean implementation score across all groups was found to be 4.14. This meant that the perceived level of Sterling implementation among respondents overall was very high. No significant correlation was found between the total average Sterling implementation mean score and student achievement gains (school points) made between 2005 and 2009. Overall, very few correlations were found to be statistically significant. This suggested the lack of a linear relationship between Sterling implementation and student achievement gains in the schools in the study Following are recommendations for future research. 1. This study could be repeated using a population of multiple school districts in Florida or in different states. 2. This study could be repeated using different measures of student achievement, such as end of course exam results, SAT or ACT scores, or achievement in Advanced Placement or International Baccalaureate programs in high schools. 3. This study could be repeated with a population of administrators that includes all school principals and assistant principals. 4. This study could be repeated in a school district that has achieved the Sterling Quality award. 5. This study could be repeated to determine a relationship between Sterling Quality and other school effectiveness measures, such as parent involvement, community support, and teacher retention. 6. Determine the relationship if any that the implementation of Sterling Quality practices at the district level has on student achievement.
Show less - Date Issued
- 2010
- Identifier
- CFE0003441, ucf:48416
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003441
- Title
- ACHIEVEMENT FOR ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID) STUDENTS AND NON-AVID STUDENTS IN SELECT CENTRAL FLORIDA HIGH SCHOOLS IN 2007-2009: A COMPARATIVE STUDY.
- Creator
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Connors, Linda, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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The focus of this study was to examine the relationship of student participation in the Advancement Via Individual Determination (AVID) program and student academic performance. More specifically, this study was conducted to determine if there was a mean difference in student performance on the Florida Comprehensive Assessment Test (FCAT) in mathematics, reading, and writing between students who participated in the AVID program during their first two years of high school and students who had...
Show moreThe focus of this study was to examine the relationship of student participation in the Advancement Via Individual Determination (AVID) program and student academic performance. More specifically, this study was conducted to determine if there was a mean difference in student performance on the Florida Comprehensive Assessment Test (FCAT) in mathematics, reading, and writing between students who participated in the AVID program during their first two years of high school and students who had similar demographics (e.g., ethnicity, gender, and economic status) but did not participate in the AVID program for 2007-2009. The population for this study consisted of students from six high schools with certified AVID programs during the 2007-2008 and 2008-2009 school years in two central Florida school districts. Students participating in the AVID program were matched with non-AVID participants for each school site by ethnicity, gender, socioeconomic status, and tenth grade mathematics or English course. The results of this study did not indicate statistically significant differences in the FCAT mathematics and reading developmental scale score gains between the AVID and non-AVID students. However, the non-AVID students performed significantly higher on the tenth grade writing component of the FCAT. Participation in the AVID program produced no statistically significant findings for the factors of gender, ethnicity, and socioeconomic status for FCAT mathematics, reading, or writing. The findings indicated that AVID and non-AVID students could not be differentiated by FCAT performance measures in the mathematics and reading domains.
Show less - Date Issued
- 2010
- Identifier
- CFE0003206, ucf:48567
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003206
- Title
- THE RELATIONSHIP OF 10TH-GRADE DISTRICT PROGRESS MONITORING ASSESSMENT SCORES TO FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES IN READING AND MATHEMATICS FOR 2008-2009.
- Creator
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Underwood, Marilyn, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to...
Show moreThe focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of studentsÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂ' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.
Show less - Date Issued
- 2010
- Identifier
- CFE0003214, ucf:48573
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003214
- Title
- A CASE STUDY OF THE RELATIONSHIP BETWEEN PROFESSIONAL LEARNING COMMUNITY IMPLEMENTATION AND ADEQUATE YEARLY PROGRESS OF CENTRAL FLORIDA URBAN SCHOOLS.
- Creator
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Ellis, Amanda, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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The focus of this research was to examine the professional learning of school instructional and administrative staff as they focused on the elements of becoming a professional learning community. Existing research examined the components and behaviors collectively or independently. This research describes the relational data between the critical elements of focus, the leader, teams, and individual teacher as related to student achievement. It was determined through the literature review and...
Show moreThe focus of this research was to examine the professional learning of school instructional and administrative staff as they focused on the elements of becoming a professional learning community. Existing research examined the components and behaviors collectively or independently. This research describes the relational data between the critical elements of focus, the leader, teams, and individual teacher as related to student achievement. It was determined through the literature review and results of this study that there were constructs of professional learning communities that were related to student achievement. In particular, a statistically significant relationship between proficiency in reading and teacher reflection was found. Additional behaviors of teachers and leaders were discussed in relation to increased student achievement. Suggested uses for the study included the consideration of practices by leaders in creating professional learning communities that support student achievement. An additional suggestion was the utilization of reflective practice and action research as means for increased student achievement.
Show less - Date Issued
- 2010
- Identifier
- CFE0003179, ucf:48619
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003179
- Title
- AN EXPLORATORY QUANTITATIVE AND QUALITATIVE ANALYSIS OF STUDENT PERFORMANCE IN SINGLE-GENDER CLASSROOMS IN ONE FLORIDA ELEMENTARY SCHOOL: 2006-2009.
- Creator
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Haynes, Lloyd, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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ABSTRACT The purpose of this study was to determine the relationship of participation in single-gender classrooms on student performance on the reading and mathematics developmental scale scores (DSS) of third, fourth, and fifth grade students on the Florida Comprehensive Assessment Test (FCAT). The FCAT is a standardized test that is administered to all grade 3 through grade 10 public school students in the state of Florida and has been used to assess students' achievement in reading and...
Show moreABSTRACT The purpose of this study was to determine the relationship of participation in single-gender classrooms on student performance on the reading and mathematics developmental scale scores (DSS) of third, fourth, and fifth grade students on the Florida Comprehensive Assessment Test (FCAT). The FCAT is a standardized test that is administered to all grade 3 through grade 10 public school students in the state of Florida and has been used to assess students' achievement in reading and mathematics. Students in grades 4, 8, and 10 have also been assessed in science and writing. This study was concerned only with FCAT reading and mathematics scores. The elementary school whose standardized test scores were utilized in this study was comprised of working class families. The standardized test scores were generated by third, fourth, and fifth grade students who were enrolled in (a) single-gender all boys' classes, (b) single-gender all girls' classes, and (c) mixed-gender or traditional classes that contained both boys and girls. The analysis of data presented in this study was inconclusive with respect to the advantage of the single-gender educational setting over the mixed-gender educational setting. The analysis of the data produced the following results. During the school years 2005-2006, 2006-2007, 2007-2008, and 2008-2009, there were 80 opportunities for a given class type to achieve the highest reading DSS mean, reading DSS median, mathematics DSS mean, or mathematics DSS median. The single-gender boys' class achieved the highest DSS 44 times (55%), the mixed-gender classes achieved the highest DSS 29 times (36%), and the single-gender girls' class achieved the highest DSS 7 times (9%).
Show less - Date Issued
- 2011
- Identifier
- CFE0003885, ucf:48745
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003885
- Title
- FLORIDA SUPERINTENDENTS' VIEWS RELATED TO THE INVOLUNTARY REMOVAL OF SCHOOL PRINCIPALS.
- Creator
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Bernier, Christopher, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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Utilizing a previously researched survey, the 67 Florida public school superintendents were asked to prioritize the Florida Principal Leadership Standards related to the removal of a single principal from the position and provide pertinent demographic information related to this individual. The following principal leadership standards were most commonly identified as important to the decision to remove a school principal: (a) human resource management, (b) decision making strategies, (c)...
Show moreUtilizing a previously researched survey, the 67 Florida public school superintendents were asked to prioritize the Florida Principal Leadership Standards related to the removal of a single principal from the position and provide pertinent demographic information related to this individual. The following principal leadership standards were most commonly identified as important to the decision to remove a school principal: (a) human resource management, (b) decision making strategies, (c) instructional leadership, (d) managing the learning environment, and (e) community and stakeholder partnerships.
Show less - Date Issued
- 2011
- Identifier
- CFE0003660, ucf:48820
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003660