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- Title
- An Exploration of Postsecondary Education Programs for Students with Intellectual Disabilities in Public Universities and Colleges in Florida.
- Creator
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Jester, Lisa, Taylor, Rosemarye, Baldwin, Lee, Murray, Barbara, Little, Mary, University of Central Florida
- Abstract / Description
-
Through The Higher Education Opportunity Act of 2008 and The Workforce Innovative Opportunity Act of 2014, legislators have created opportunities for students with intellectual disabilities to participate in postsecondary education with their typically developing peers. This study utilized the results of web-based survey data from public universities and colleges in the state of Florida to explore the varying options available for students with intellectual disabilities. This study applied a...
Show moreThrough The Higher Education Opportunity Act of 2008 and The Workforce Innovative Opportunity Act of 2014, legislators have created opportunities for students with intellectual disabilities to participate in postsecondary education with their typically developing peers. This study utilized the results of web-based survey data from public universities and colleges in the state of Florida to explore the varying options available for students with intellectual disabilities. This study applied a quantitative approach to the survey of 12 state university system (SUS) and 28 college system (CS) institutions in Florida to explore current program options and services afforded students with intellectual disabilities desiring postsecondary education in Florida. The web based survey yielded a 48% response rate. Findings indicate in 2016 there are 10 postsecondary education programs for students with intellectual disabilities within the public university and college system of Florida. Implications of the findings and recommendations for the future are discussed. Notably, future research should consider exploring national postsecondary programs and explore outcomes for students with intellectual disabilities.
Show less - Date Issued
- 2016
- Identifier
- CFE0006333, ucf:51550
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006333
- Title
- A Comparison of the Academic Achievement of English Learners and Non-English Learners in Digital and Non-Digital Learning Environments.
- Creator
-
Vela, Enrique, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Nutta, Joyce, University of Central Florida
- Abstract / Description
-
The purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from...
Show moreThe purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from the first year of a 1:1 digital pilot implementation in a large urban school district in Florida, the results of this study identified grade levels and school levels where the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 Reading and Mathematics Developmental Scale Scores (DSS) of ELs in digital school settings were significantly higher than in non-digital school settings. In addition, the study yielded some statistically significant differences in the learning gains in DSS of the 2014 FCAT 2.0 Reading and Mathematics of ELs and non-ELs in digital school settings. These findings may be used to inform the planning of technology integration, academic interventions, and teacher preparation that focuses on the academic improvement of ELs.
Show less - Date Issued
- 2016
- Identifier
- CFE0006410, ucf:51455
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006410
- Title
- An Analysis of the Impact of K-12 Educational Leadership Program Graduates: 1992-2012.
- Creator
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Bennett, Roseann, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Thedy, Elizabeth, University of Central Florida
- Abstract / Description
-
This study addressed the problem of insufficient information concerning the economic and professional impact of educational leadership program graduates. In Florida, there is often times a delay in obtaining an administrative appointment after graduating from an educational leadership program. The delay in appointments causes difficulty with tracking careers and economic impact. The research questions were:1.What is the economic impact of activities, projects, and research performed by 1992...
Show moreThis study addressed the problem of insufficient information concerning the economic and professional impact of educational leadership program graduates. In Florida, there is often times a delay in obtaining an administrative appointment after graduating from an educational leadership program. The delay in appointments causes difficulty with tracking careers and economic impact. The research questions were:1.What is the economic impact of activities, projects, and research performed by 1992 to 2012 graduates while enrolled in the educational leadership program? 2.How many educational leadership program graduates from 1992 to 2012 were appointed or elected to superintendent positions, senior staff or superintendent's cabinet, or school district level director positions (using the 2012-2013 school district student enrollment size rankings)?3.How many educational leadership program graduates from 1992 to 2012 were appointed to principal or assistant principal positions in the selected school districts (using the 2012-2013 school district student enrollment size rankings)?4.What are the Florida School Grade trends among educational leadership program graduates from 1992 to 2012 of a large urban research university in Florida who were school principals? This study utilized descriptive statistics and was designed to analyze program performance outcomes delivered by graduates of a large urban research university's educational leadership program (1992-2012) and their responses to a survey. The value of activities, projects, and research completed while enrolled in the educational leadership graduate program was determined to arrive at economic impact. Graduates were matched with administrative positions including K-12 superintendent, senior staff or superintendent's cabinet, school district level directors, public school principal or assistant principal. In addition, Florida school grades for those graduates that held principal positions in a specific geographical area during the 1998-2012 period were identified. Measures of central tendency and descriptive statistics were conducted, as appropriate, for each of the four research questions. Research findings indicated there were data to support that while enrolled in the educational leadership graduate program, economic impact was provided to school districts. Furthermore, graduates who were identified as principals in K-12 public schools had student outcomes that outperformed the state average as indicated by school grades. The data trend of meeting high expectations determined by student achievement results increased each year as evidenced by a greater number of schools earning (")A(") grades. Recommendations made for future research were for universities to create and maintain a university database and survey graduates to gather data. The data would be used to align the preparation program curricular and instructional practices with the professional experiences needed to prepare leaders to be position ready. Additionally, universities must continuously communicate with graduates in order to evaluate the effectiveness of the preparation program, measure economic impact and capture career paths. This would be performed through a longitudinal study.
Show less - Date Issued
- 2016
- Identifier
- CFE0006440, ucf:51483
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006440
- Title
- A Comparison of Sixth Grade Student Achievement in Reading and Mathematics at School Transition Year.
- Creator
-
Roseboom, Julie, Taylor, Rosemarye, Doherty, Walter, Bai, Haiyan, Beattie, Karen, University of Central Florida
- Abstract / Description
-
This study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to...
Show moreThis study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to student achievement in sixth grade. This was a causal-comparative study using quantitative data to analyze student scores at the school level for reading and mathematics on the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 assessment to explore the difference in achievement for sixth grade students with no school transition compared to those who had school transitions during middle school. A multivariate analysis of covariance (MANCOVA) was used to examine if a difference existed in the dependent variables of sixth-grade reading and mathematics achievement as measured by school mean developmental scale scores and the school percentage of students making learning gains on the FCAT 2.0 between schools with sixth grade as the transition year and without sixth grade as the transition year. The analyses were controlled for the covariates of the school percentages of socio-economic status as determined by free and reduced lunch rate, English Learner status, and exceptional student education status. Findings signified that schools with no school transition between fifth and sixth grade in Florida public schools had higher sixth-grade mean scores in reading and mathematics as measured by school mean developmental scale scores and in reading as measured by the percentage of school learning gains. This study offers insight into what grade configuration is more likely to positively impact student achievement during the middle grades and supports students remaining in an elementary setting with fewer transitions during the middle grades to most benefit reading and mathematics achievement. Findings are useful to school boards, superintendents, and school district administrators interested in educational policy development and research on transition especially when restructuring school grade configurations and building new school sites.
Show less - Date Issued
- 2015
- Identifier
- CFE0006545, ucf:51347
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006545
- Title
- Ready or not, here comes college: A comparative correlation study of college readiness in Black and Hispanic students who take advanced level classes.
- Creator
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Pillay, Nigel, Lue, Martha, Hutchinson, Cynthia, Little, Mary, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate how participation in advanced level courses impacts college readiness in students of color, specifically Black and Hispanic students. High school students have a variety of advanced level classes to choose from, including but not limited to: Advanced Placement (AP), International Baccalaureate (IB), Dual Enrollment (DE), Advanced International Certificate of Education (AICE) and Advancement via Individual Determination (AVID) classes. These types...
Show moreThe purpose of this study was to investigate how participation in advanced level courses impacts college readiness in students of color, specifically Black and Hispanic students. High school students have a variety of advanced level classes to choose from, including but not limited to: Advanced Placement (AP), International Baccalaureate (IB), Dual Enrollment (DE), Advanced International Certificate of Education (AICE) and Advancement via Individual Determination (AVID) classes. These types of advanced classes not only prepare students for college but also allow them to earn college credit through participation in courses of college level rigor while still in high school. However, the number of students of color enrolled in advanced level classes has historically been substantially lower than that of their White counterparts (Kerr, 2014). Special incentives, grants, and funding have been put in place both at the state and federal levels to increase the number of students of color participating in these advanced classes. AVID is specifically designed to help increase college readiness for the most underrepresented student groups. In the past, the federal government, state policymakers, and companies such as College Board have started programs geared toward increasing AP and IB offerings for disadvantaged students and the number of students who take these courses (Iatarola, Conger, (&) Long, 2011). As a result of this effort, there has been a rise in participation in AP programs across the country with respect to Black and Hispanic students. This study was conducted to investigate how these advanced level courses impacted the level of college readiness among students of color in the fastest growing school district in Northeast Florida. The researcher aimed to determine if there was a difference in college readiness between students of color who take advanced level classes as opposed to those who do not. The principle purpose of this study was to examine the relationship between Black and Hispanic high school student participation in advanced academics and their college readiness.
Show less - Date Issued
- 2016
- Identifier
- CFE0006487, ucf:51396
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006487
- Title
- An Investigation of State College to University Transfer Students' Sense of Belonging.
- Creator
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Brady, Claire, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Cavanaugh, Pam, University of Central Florida
- Abstract / Description
-
The purpose of this mixed methods study was to examine the sense of belonging of state college transfer students who enroll at a large research-intensive university through structured and unstructured transfer pathways using the Sense of Belonging Instrument (SBI; Hoffman, Richmond, Morrow, (&) Solomon, 2002). The SBI includes five subscales (Peer Support, Faculty Support, Classroom Comfort, Isolation, and Empathetic Faculty Understanding). To date, no systematic investigation has considered...
Show moreThe purpose of this mixed methods study was to examine the sense of belonging of state college transfer students who enroll at a large research-intensive university through structured and unstructured transfer pathways using the Sense of Belonging Instrument (SBI; Hoffman, Richmond, Morrow, (&) Solomon, 2002). The SBI includes five subscales (Peer Support, Faculty Support, Classroom Comfort, Isolation, and Empathetic Faculty Understanding). To date, no systematic investigation has considered the construct of belonging with this population or transfer pathway. The findings from this study (n = 54) found a positive statistically significant correlation between Peer Support and Isolation (r(52) =.801, p = .000) and a statistically significant difference between the mean values of Empathetic Faculty Understanding between the structured and unstructured pathways (p = 0.027). This study showed that structured transfer pathway student sense of belonging was grounded in the classroom experience, empathetic faculty, and faculty support. Unstructured transfer pathway student sense of belonging was grounded in peer relationships, the classroom experience, and empathetic faculty. First generation participants were more likely to perceive isolation than non-first generation participants and structured pathway participants were more likely to perceive faculty empathetic understanding than unstructured pathway participants. There were also differences in the qualitative data between the pathway groups, including differing perceptions of faculty care and empathy, peer engagement, and the role of Advisors and online support systems in the transfer experience. The data and findings presented in this study show that the academic experience in the classroom and the perception of empathetic faculty are central to state college transfer student experience and contributes to transfer student sense of belonging.
Show less - Date Issued
- 2017
- Identifier
- CFE0006569, ucf:51332
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006569
- Title
- An Analysis of School-District Level Policy and Guidelines Related to English Language Learners' Enrollment and Achievement in Advanced Courses.
- Creator
-
Ceballos, Marjorie, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Nutta, Joyce, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school....
Show moreThe purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school. Existing research on ELs provides information on this group's academic achievement on national and state standardized measurements of achievement (Walqui (&) Pease-Alvarez, 2012) such as the National Assessment of Educational Progress, the Florida Comprehensive Assessment Test, and other state standardized assessments in the United States. However, there is an absence of research concerning this group's achievement in advanced courses at the middle school and high school levels. Moreover, there is also an absence of research on this group's achievement on college-level examinations (e.g., Advanced Placement and International Baccalaureate). This study contributed to the body of knowledge on the impact of educational policy, guidelines, and recommended practices on student acceleration, specifically the acceleration of ELs through their enrollment and achievement in advanced coursework at the middle school and high school level in the United States. The analysis of this group's enrollment and achievement consisted of (1) an examination of the group's enrollment from 2009-2014 in advanced coursework in grades 6-12, (2) an analysis of this group's achievement in advanced coursework from 2009-2014 in grades 6-12, and (3) an examination of school district policy via school district policy and guideline documents and school-based curriculum guides. Initial findings from the analysis completed point to an uneven EL course enrollment in advanced coursework in mathematics, English, science, and social studies across the 57 schools included within the study from 2009-2014. At the high school level, EL course enrollment in advanced coursework is small; the high school with the highest proportion of EL course enrollment had 9.7 percent EL course enrollment. Overall, EL course enrollment comprised 4.5 percent of advanced course enrollment in 19 high schools. At the middle school level, however, EL advanced course enrollment was proportionately larger; the middle school with the highest proportion of EL course enrollment had 25.3 percent EL advanced course enrollment. Overall, EL course enrollment comprised 7.0 percent of advanced coursework course enrollment in 38 middle schools. In terms of Advanced Placement (AP) and International Baccalaureate (IB) EL course enrollment, AP EL course enrollment was 3.0 percent from 2011-2014 and IB EL course enrollment was 0.2 percent from 2012-2014.EL achievement in advanced coursework as measured by final letter grade in advanced courses was high; EL high school achievement by final letter grade achievement of A, B, or C was 85 percent and EL middle school achievement by final letter grade of A, B, or C was 91 percent in advanced courses. In Advanced Placement exam scores, EL score of 3 or higher was 54 percent, while non-EL score of 3 or higher was 47 percent. In IB, EL score of 4 or higher was 71 percent, while non-EL score of 4 or higher was 81 percent. Analysis of school district policy and guideline documents and school curriculum guides emphasized the central role of the school district in ensuring that schools followed national and state laws applicable to ELs in the United States. The school district policy and guideline documents analyzed guaranteed ELs' equal access to academic programs within the school district but only made one specific reference to enrollment of ELs in advanced coursework in the form of Advanced Placement. School curriculum guides analyzed demonstrated elements of access to advanced coursework for ELs. The curriculum guides analyzed contained varying degrees of identified access elements, demonstrating schools' autonomy in determining the academic trajectories of their students within the parameters of applicable national and state laws.
Show less - Date Issued
- 2016
- Identifier
- CFE0006279, ucf:51598
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006279
- Title
- The relationship between participation in tutoring and accountability outcomes in three urban middle schools.
- Creator
-
Rajadhyax, Pamela, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Fritz, Ronald, University of Central Florida
- Abstract / Description
-
This quantitative study was conducted to determine the relationship between participation in a school based tutoring and change in accountability measures on the Florida Standards Assessment (FSA) in Mathematics and English Language Arts (ELA) in the 2014-2015 and 2015-2016 school years. The research was designed to determine the impact of participation in tutoring for urban middle school students. All students who attended one of the three urban middle schools and participated in the...
Show moreThis quantitative study was conducted to determine the relationship between participation in a school based tutoring and change in accountability measures on the Florida Standards Assessment (FSA) in Mathematics and English Language Arts (ELA) in the 2014-2015 and 2015-2016 school years. The research was designed to determine the impact of participation in tutoring for urban middle school students. All students who attended one of the three urban middle schools and participated in the administration of FSA for mathematics or ELA in both the 2014-2015 and 2015-2016 school years were divided into two groups: students who participated in school based tutoring and students who did not participate in school based tutoring. The results from this study unveiled the relationship between participating in school based tutoring and change in accountability measures on state assessments. The relationship of participation in tutoring and change in accountability measures was identified for all students, English learners, and students with disabilities who participated in school based tutoring and those who did not participate in school based tutoring. Lastly, the difference in mean change of accountability measures and participation by delivery model of school based tutoring: computer-based tutoring, small group tutoring, and a mixed mode of computer-based and small group tutoring was assessed. Findings from Pearson Correlations, independent samples t-test, and one-way ANOVA did not indicate a statistical significance between change on accountability measures and participation in tutoring based on subgroups, delivery model, or grade level assessed. Though this study found no statistical significance, several of the mean changes on accountability measures based on subgroups, tutoring delivery models, or grade level was higher for students who participated in tutoring than for students who did not participate in tutoring. There is still much to be understood about the impacts of tutoring on student achievement.
Show less - Date Issued
- 2017
- Identifier
- CFE0006782, ucf:51823
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006782
- Title
- Evaluation of the Effectiveness of the Third Grade Summer Reading Camp Intervention Program in a Larger Urban School District.
- Creator
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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.
Show less - Date Issued
- 2013
- Identifier
- CFE0004803, ucf:49750
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004803
- Title
- Senior-Level School District Administrators' Perceptions of the Effectiveness of a Florida Preparing New Principals Program.
- Creator
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Ruiz, Eddie, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Kennedy, Mary, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine and measure Preparing New Principals Program completers and their readiness to meet the 2011 Florida Principal Leadership Standards. This study was also conducted to identify the Florida Principal Leadership Standards that senior-level school district administrators identified as the most beneficial to future principals in improving student achievement despite increased accountability within the state. A group of 40 senior-level school district...
Show moreThe purpose of this study was to examine and measure Preparing New Principals Program completers and their readiness to meet the 2011 Florida Principal Leadership Standards. This study was also conducted to identify the Florida Principal Leadership Standards that senior-level school district administrators identified as the most beneficial to future principals in improving student achievement despite increased accountability within the state. A group of 40 senior-level school district administrators who served on the superintendent's cabinet between 2008 and 2011 were sent a perceptual survey regarding the Preparing New Principals Program and the Florida Principal Leadership Standards. Survey participants had the opportunity to voluntarily participate in a structured interview to obtain further information regarding the survey. All data from the surveys and interviews were studied and disseminated to the district for redesigning the school district's principal preparation program.
Show less - Date Issued
- 2013
- Identifier
- CFE0004926, ucf:49611
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004926
- Title
- An Urban School District's Preparing New Principals Program: Completers' Perceptions of Program Effectiveness Related to Florida Principal Leadership Standards Adopted in 2011.
- Creator
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Pelletier, Kelly, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Kennedy, Mary, University of Central Florida
- Abstract / Description
-
The purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in a large urban school district perceived the program's effectiveness in preparing them to demonstrate Florida's principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles. The...
Show moreThe purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in a large urban school district perceived the program's effectiveness in preparing them to demonstrate Florida's principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles. The Preparing New Principals Program Completer Survey was sent to 90 administrators in School District A who completed the preparing new principals program between 2008 and 2011. Follow-up interviews were conducted with six volunteers in order to further clarify responses to the survey and gather additional input from program completers. Survey results as well as interview data were analyzed in order to give information for designing a new principal preparation program for School District A.The literature review and the results of this study supported the premise that preparing principals for school leadership in 2013 involves more than developing management skills and knowledge of the functions of a school. Principals must be instructional leaders with an unwavering focus on student achievement. Overall, results of the study found the PNPP in the urban school district supported the participant's awareness of the FPLS and also showed they perceived they were prepared to demonstrate the majority of the standards. However, the individual requirements and experiences of the PNPP had varying levels of perceived value to the professional practice of the participants. Results of the study recommended the PNPP experiences perceived to be invaluable or not practical should be evaluated for applicability, revised accordingly or possibly eliminated to improve the effectiveness of the PNPP.Although the structure of principal preparation programs in the state of Florida are unique due to laws that created a two leveled principal certification process, the findings and conclusions of this research study could be useful to any school district working to develop future principals. Suggested improvements to the PNPP included a longer principal internship, a strengthened mentor relationship, an application process for initial program entry, differentiated experiences, and an emphasis on increasing teacher effectiveness.
Show less - Date Issued
- 2013
- Identifier
- CFE0004909, ucf:49619
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004909
- 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.?
Show less - 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
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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.
Show less - Date Issued
- 2013
- Identifier
- CFE0004827, ucf:49756
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004827
- Title
- Principals' Perceptions and Self-efficacy in Relation to School Security.
- Creator
-
Jones, Julian, Taylor, Rosemarye, Doherty, Walter, Kennedy, Mary, Wolf, Ross, University of Central Florida
- Abstract / Description
-
Principals in the nation's schools have been tasked with managing crisis incidents that may occur with students and others on their campuses on a daily basis. The purposes of this study were to determine the differences, if any, that existed in Central Florida public school principals' perceptions regarding school security, their perceived confidence to address critical crisis incidents on their campuses, their perceptions of the likelihood critical incidents would occur, their perceptions of...
Show morePrincipals in the nation's schools have been tasked with managing crisis incidents that may occur with students and others on their campuses on a daily basis. The purposes of this study were to determine the differences, if any, that existed in Central Florida public school principals' perceptions regarding school security, their perceived confidence to address critical crisis incidents on their campuses, their perceptions of the likelihood critical incidents would occur, their perceptions of interaction with law enforcement, the critical incidents they fear the most, and their perceptions of factors impacting the incidents they fear the most. Principal subgroup mean responses to the Principal Safety and Security Perceptions Survey in the three areas of Bandura's (1997) triadic reciprocal causation were examined in the context of principals' gender, longevity, student enrollment, grade configuration, free and reduced lunch rate, presence of a law enforcement officer, and presence of a security plan. Findings revealed significant differences between categorical groups of principals in multiple areas. It was determined that significant differences in principals' perceptions warrant further study. Recommendations for practice include security policy development and practical application of noted trends.
Show less - Date Issued
- 2015
- Identifier
- CFE0005636, ucf:50217
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005636
- Title
- A Study of the Impact of Brevard Public School's Peer Coaching Model on Student Achievement Outcomes and Teacher Evaluation Results.
- Creator
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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.
Show less - Date Issued
- 2015
- Identifier
- CFE0005678, ucf:50159
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005678
- Title
- Central Florida Educational Leaders' Professional Perceptions of Race to the Top Components Concerning Teacher Evaluation and Compensation.
- Creator
-
Smith, Orin, Taylor, Rosemarye, Murray, Barbara, Doherty, Walter, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
This mixed-methods replication study was conducted to develop further understanding of the professional perceptions of educational leaders as to the fairness and impact of Race to the Top reforms concerning teacher evaluation and compensation on student achievement and growth. Graduate students in education and educational leadership from a target university were selected to complete an electronic survey to collect quantitative and qualitative data for analysis. Quantitative results from the...
Show moreThis mixed-methods replication study was conducted to develop further understanding of the professional perceptions of educational leaders as to the fairness and impact of Race to the Top reforms concerning teacher evaluation and compensation on student achievement and growth. Graduate students in education and educational leadership from a target university were selected to complete an electronic survey to collect quantitative and qualitative data for analysis. Quantitative results from the electronic survey revealed limited diversity in professional perceptions of the five identified components of RTTT based upon professional classification or percentage free and reduced lunch population at the school sites where assigned. Among the identified RTTT components, the component that provided for the use of school- or team-level VAM scores as part of the evaluation and compensation system was consistently viewed as the least fair and least impactful by respondents. Analysis of the qualitative data revealed a number of themes that effected respondents' professional perceptions of the RTTT initiative. The use of a value-added model in RTTT reforms, the variables considered by the model, and communication and implementation problems associated with the reforms were the central areas of concern among survey respondents. This study provided follow-up data to Windish's 2012 study and showed a negative general trajectory of the professional perceptions of educational leaders related to this high-profile, national educational reform effort.
Show less - Date Issued
- 2015
- Identifier
- CFE0005716, ucf:50157
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005716
- Title
- An analysis of the difference between assessed instructional practices, value-added measures, and learning gains of secondary reading teachers.
- Creator
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Fritz, Ronald, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Kennedy, Mary, University of Central Florida
- Abstract / Description
-
The purpose of this study was to analyze the relationship that exists among instructional practice scores, value-added measures, and learning gains for the Large Urban School District (LUSD) among reading teachers in Grades 6-12 for the 2012-2013 school year. In addition, this study was also conducted to address the perceptions of secondary school principals and assistant principals regarding the relationship of the three variables and their relevance in making personnel decisions....
Show moreThe purpose of this study was to analyze the relationship that exists among instructional practice scores, value-added measures, and learning gains for the Large Urban School District (LUSD) among reading teachers in Grades 6-12 for the 2012-2013 school year. In addition, this study was also conducted to address the perceptions of secondary school principals and assistant principals regarding the relationship of the three variables and their relevance in making personnel decisions. Quantitative data were obtained from school district databases for observation scores, value-added measures, and standardized assessment achievement data to determine the relationship among the variables. In addition, a perception survey was completed by secondary school principals and assistant principals. With a sample size of 138, the survey yielded a return rate of 84%. The data were analyzed to determine actual relationships among instructional practice scores, value-added measures, and learning gains, as well as how the participants perceived each variable in isolation. The literature review supported the findings regarding the inflation of observation scores by school administrators. The only significant relationship (.48) existed between value-added measures and learning gains. Likewise, school leaders in the LUSD believed that their observations were important in analyzing the needs of their teachers and should be included in summative evaluations. Learning gains were supported by the participants more than instructional practice scores and value-added measures as evidence of effective instruction. The literature review revealed past program evaluation studies regarding the Florida Comprehensive Achievement Test (FCAT) as a valid measure for assessing grade level benchmarks. The information in this study is valuable and suggests that continued professional learning for school leaders regarding classroom observations to improve inter-rater reliability is needed. Likewise, school leaders would benefit from understanding the relationships that exist among instructional practice scores, value-added measures, and learning gains to drive conversations with teachers regarding rigorous instruction.
Show less - Date Issued
- 2014
- Identifier
- CFE0005494, ucf:50362
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005494
- Title
- Understanding the beliefs and attitudes of mid-career secondary school teachers toward teacher evaluation and its effect on their professional practice: A mixed method phenomenological study.
- Creator
-
Booth, William, Gill, Michele, Taylor, Rosemarye, Hutchinson, Cynthia, Mullins, Mark, University of Central Florida
- Abstract / Description
-
The purpose of this mixed-method phenomenological study is to understand the beliefs and attitudes that mid-career secondary school teachers have regarding the teacher evaluation process and its effect on their professional practice. Mid-career secondary school teachers (defined as having between 14-21 years of classroom experience) from Bayview Public Schools were selected to participate. A total of 152 mid-career secondary school teachers completed an electronic survey. Additionally, a...
Show moreThe purpose of this mixed-method phenomenological study is to understand the beliefs and attitudes that mid-career secondary school teachers have regarding the teacher evaluation process and its effect on their professional practice. Mid-career secondary school teachers (defined as having between 14-21 years of classroom experience) from Bayview Public Schools were selected to participate. A total of 152 mid-career secondary school teachers completed an electronic survey. Additionally, a total of 9 participants took part in one-on-one semi-structured interviews. The theoretical framework used to guide the study was the theory of planned behavior (TPB) (Ajzen, 1988; 1991) and Bandura's theory of self-efficacy (1977). The quantitative results from the electronic survey were used to augment qualitative data collected from interviews with willing participants.The interviews with study participants were analyzed for emerging themes. In all, a total of nine emerging themes came to light through the analysis of interview data. The data revealed areas of concern regarding the current method of evaluating teachers in Bayview Public Schools. A presentation of the findings with regard to the theoretical framework, literature, and practice were presented. Furthermore, a list of recommendations was provided addressing the specific concerns of participating teachers. In conclusion, recommendations were also made concerning future research that might continue to add to the body of knowledge concerning teacher evaluation.
Show less - Date Issued
- 2015
- Identifier
- CFE0005765, ucf:50077
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005765
- 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.
Show less - Date Issued
- 2013
- Identifier
- CFE0004661, ucf:49896
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004661
- Title
- "Build Your Own Adventure" ACT Prep Manual: Beating the Odds of High-Stakes Standardized Assessments.
- Creator
-
Holter, Natalie, Boote, David, Hayes, Grant, Taylor, Rosemarye, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
Today's focus on high-stakes standardized tests has had a massive impact on education throughout America, and standardized test preparation is one of the ugly, open secrets of education. Ever since 2001 when President Bush signed into law No Child Left Behind (NCLB), a bipartisan reauthorization of Johnson's landmark Elementary and Secondary Education Act of 1965, students have been bombarded with standardized tests from the earliest grades. Politicians believe these measures are the only way...
Show moreToday's focus on high-stakes standardized tests has had a massive impact on education throughout America, and standardized test preparation is one of the ugly, open secrets of education. Ever since 2001 when President Bush signed into law No Child Left Behind (NCLB), a bipartisan reauthorization of Johnson's landmark Elementary and Secondary Education Act of 1965, students have been bombarded with standardized tests from the earliest grades. Politicians believe these measures are the only way to remedy the perceived weaknesses in the education system because (")stringent accountability mandates… [provide] vital levers of change, inclusiveness, and transparency of results(") (Education Week, 2011, para. 15). Yet as time progresses, the quantity and importance of the exams increase to such proportions that, by the time students are in high school, their performance dictates whether they will graduate or attend college. While proponents of such exams say that they only test the skills that students ought to be learning anyway, the reality tends to be that teachers start to focus only on the specific questions the test will cover, and thereby lose the ability to provide full, comprehensive education. "Teaching to the test" is the much-maligned experience of most high schools. In order to combat the pressure students feel to perform and teachers feel to shortchange the learning experience, a (")Build Your Own Adventure(") manual designed around research-based principles demonstrated to improve student learning gains will allow students to focus on the key areas needed to improve test performance, demystify the test itself, and thus help students obtain score improvement. In so doing, students will not only perform better on standardized assessments, but ultimately be able to attend more elite colleges.
Show less - Date Issued
- 2015
- Identifier
- CFE0005806, ucf:50031
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005806