Current Search: Taylor, Rosemarye (x)
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- Title
- Superintendent second-order change leadership to achieve equity and access to excellence in a large Florida school district.
- Creator
-
Wilhite, Paul, Taylor, Rosemarye, Doherty, Walter, Murray, Kenneth, Hopp, Carolyn, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and...
Show moreThe purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and access to excellence as well as any challenges the school district faced when implementing those actions and decisions. Quantitative data were used for a historical comparison of the targeted school district prior to and after 2003 to further understand the impact of equity and access to excellence within the school district. Two superintendent decisions were believed to be extremely educationally significant by respondents: High school reading centerpiece and International Baccalaureate program launch at Seminole High School. Respondents were least familiar with Central Florida Public School Boards Coalition established and Established Principal Forum. Three events were largely believed to be extremely educationally significant by respondents: District rated A each year of accountability, District designated academically high- performing, and Unitary status achieved. Respondents were least familiar with Florida Center for Reading Research project in high schools and Superintendent Leadership transition.Responses to open-ended questions indicated that equity and access to excellence were achieved in the school district between 2003 to 2011. The decision to attain unitary status led to other actions and decisions to achieve equity and access to excellence, e.g., the creation of magnet schools, the introduction of open access to Advanced Placement courses. The superintendent's greatest challenge was perceived by respondents as lack of funding. Interviewees cited poverty as a limiting factor in achievement of equity and excellence. All respondents agreed that working with the lowest achieving 25% of students to improve performance on the Florida Comprehensive Achievement Test was key to achieving equity and excellence in the school district. Most of the interviewees believed that all students have access to equity and excellence. In offering advice to other districts, most of the interviewees stressed the importance of focusing on data, demographics, and academic programs, stating that leaders should be committed to achieving equity and excellence and there needs to be total buy-in from the whole district. Further, superintendent success depended on a clear focus, a set of core values and the willingness and courage to implement second-order change.?
Show less - Date Issued
- 2012
- Identifier
- CFE0004617, ucf:49922
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004617
- Title
- Central Florida Educational Leaders' Professional Opinions of the Race to the Top Grant Components Concerning Teacher Evaluation and Compensation Prior to Implementation.
- Creator
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Windish, Daniel, Taylor, Rosemarye, Pawlas, George, Doherty, Walter, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
This mixed-methods study was conducted to explore the professional opinions of educational leaders regarding selected components in the Race to the Top (RTTT) grant concerning teacher evaluation and compensation and the potential impact on student achievement. A target university was selected that had students who were professionals in the field of education in either instructional or administrative jobs and were pursuing their doctorates in both Education and Educational Leadership. A...
Show moreThis mixed-methods study was conducted to explore the professional opinions of educational leaders regarding selected components in the Race to the Top (RTTT) grant concerning teacher evaluation and compensation and the potential impact on student achievement. A target university was selected that had students who were professionals in the field of education in either instructional or administrative jobs and were pursuing their doctorates in both Education and Educational Leadership. A researcher created survey and follow-up interview were utilized to gather both quantitative and qualitative data for analysis. Quantitative findings revealed that statistically significant differences in the opinions of educational leaders about the potential impact of the RTTT grant teacher evaluation and compensation components on student achievement existed between two types of professional classification (instructional or administrative). No statistically significant relationship was found between self-reported knowledge of the RTTT and opinions of the fairness of the RTTT teacher evaluation and compensation components. Also, no statistically significant difference was found in the professional opinions about the potential impact of the RTTT grant teacher evaluation and compensation components on student achievement when self-reported school poverty percentage was considered.From qualitative findings, themes emerged surrounding the uncertainty and lack of understanding about the RTTT grant's implementation. Though this study provided baseline data on the opinions of educational leaders on the RTTT teacher evaluation and compensation components, there is still much to be learned about the RTTT grant.
Show less - Date Issued
- 2012
- Identifier
- CFE0004633, ucf:49929
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004633
- Title
- An Analysis of Generational Differences and Their Effects on Schools and Student Performance.
- Creator
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Paniale, Lisa, Murray, Barbara, Doherty, Walter, Taylor, Rosemarye, Spadaccini, Becky, University of Central Florida
- Abstract / Description
-
This study examined the effects of generational differences on student achievement of students in Brevard Public Schools, Brevard County, Florida. The independent variable was the generational cohorts (Traditionalist, Baby Boomer, Generation X, and Millennials). The dependent variable was the factors of job satisfaction, organizational commitment, and work motivation. A second dependent variable was Value-Added Measure (VAM) scores calculated by the Department of Education for the state of...
Show moreThis study examined the effects of generational differences on student achievement of students in Brevard Public Schools, Brevard County, Florida. The independent variable was the generational cohorts (Traditionalist, Baby Boomer, Generation X, and Millennials). The dependent variable was the factors of job satisfaction, organizational commitment, and work motivation. A second dependent variable was Value-Added Measure (VAM) scores calculated by the Department of Education for the state of Florida for each teacher of grades K-12. These VAM scores were derived from the Florida Comprehensive Assessment Test (FCAT) Reading and Math Developmental Scale scores to show a teacher's effect on student achievement. A convenience sample of teachers was surveyed from the population of all Brevard Public Schools teachers, and respondents' VAM scores were analyzed for differences in the means.Findings showed that there was a statistically significant difference in job satisfaction among the generational cohorts based on the benefits factor. Baby Boomers found benefits to be a more important aspect of job satisfaction than did Millennials. There was also a statistically significant difference in organizational commitment among the generational cohorts based on career at current school. Baby Boomers found spending the rest of their career at their current school significantly more important than did Millennials. There was no statistically significant difference among the generational cohorts in work motivation or means of VAM scores.Recommendations were made for future studies that generalize the finding to other counties in Florida, other states, and other countries. The possibility of generational impact being a cultural experience would be addressed. Another possible future study included examining individuals within a single generational cohort. Gender considerations are one area for study. Furthermore, it is recommended that future studies move beyond one timeframe for gathering data. A longitudinal study of the same people within a generation from the beginning of their career to the end to determine if values change due to aging and gaining experience as compared to belonging to a generation should be conducted.
Show less - Date Issued
- 2013
- Identifier
- CFE0004733, ucf:49816
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004733
- Title
- An Analysis of a Large Urban School District's Eighth-Grade Summer Reading Camp Curriculum and Student Performance Knowledge Voids.
- Creator
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Sochocki, Eric, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Baldwin, Gordon, University of Central Florida
- Abstract / Description
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This study sought to determine if the 2012 Eighth Grade Summer Reading Campcurriculum was aligned with the students' needs. To determine if curriculum alignmentexisted, the researcher completed a qualitative and quantitative study. The qualitativestudy consisted of interviewing the school district program development team to ascertainhow the curriculum was designed. The quantitative segment involved runningdescriptive statistics for student performance on the Pre-program BenchmarkExamination....
Show moreThis study sought to determine if the 2012 Eighth Grade Summer Reading Campcurriculum was aligned with the students' needs. To determine if curriculum alignmentexisted, the researcher completed a qualitative and quantitative study. The qualitativestudy consisted of interviewing the school district program development team to ascertainhow the curriculum was designed. The quantitative segment involved runningdescriptive statistics for student performance on the Pre-program BenchmarkExamination. The determined student knowledge voids were compared to the amount ofinstructional time spent taught teaching those individual benchmarks to ascertain if thecurriculum was aligned with student need. The curriculum was determined to not bealigned with the performance deficiencies of the students.
Show less - Date Issued
- 2013
- Identifier
- CFE0005264, ucf:50595
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005264
- Title
- An Exploratory Study of the Strengths of Islamic School Principals in California, Texas, New York, Florida, and Illinois.
- Creator
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Qadri, Kamran, Taylor, Rosemarye, Baldwin, Gordon, Mitchell, Paul, Eriksson, Gillian, University of Central Florida
- Abstract / Description
-
As the focal point of the school, the principal's leadership is integral to its effective functioning. This study used a self-assessment to analyze the self-identified strengths of principals in Islamic schools within the five most populated states in the United States (which also have the largest number of mosques) and the commonalities in those strengths based on (a) the enrollment of the school; (b) year school was established; (c) the gender of the principal; (d) the principal's...
Show moreAs the focal point of the school, the principal's leadership is integral to its effective functioning. This study used a self-assessment to analyze the self-identified strengths of principals in Islamic schools within the five most populated states in the United States (which also have the largest number of mosques) and the commonalities in those strengths based on (a) the enrollment of the school; (b) year school was established; (c) the gender of the principal; (d) the principal's professional preparation, e.g., degree in education vs. other fields and years of experience; and (e) geographic location. While only a small amount of statistical significance was evident (p (<) .05) in exploring the differences between groups, several conclusions were made. In analyzing the strengths of the principals, the least selected strength was Significance and the most was Analytical, which had the highest proportion of affirmatively responding principals as compared to any of the other strengths. Additionally, the relationship between principal strength and school enrollment resulted in for the strengths of Command and Developer at a significance level that was less stringent than the p = .002 dictated by the study; principals at schools that have a student enrollment of 151-200 ranked Command higher as compared to principals in schools of other sizes, whereas those with an enrollment of 150 or fewer students ranked Developer as a more preferred strength. In addressing principal strengths and gender, the results showcased males ranking Self-assuredness as their preferred trait more frequently than their female counterparts, who preferred Futuristic. Furthermore, the relationship of principal strengths and area of education resulted in the strengths of Activator, Maximizer, and Positivity as being ranked higher for principals who had a degree in education at the p = .05 level. The strengths of Empathy, Harmony, and Responsibility (p (<) .05) and Deliberative (p (<) .01) were ranked higher by principals who did not have a degree in education. Also, based on the average rankings of principal strengths, Achiever indicated the strongest association for principals with a degree in education and Deliberative for principals who did not. The results of the mean ranking of the strengths among principals of differing years of experience resulted in the ranking of Focus and Includer at higher levels for principals with 3-6 years of experience (p (<) .01). Furthermore, the average rankings showcased the strength of Achiever as the most strongly rated for principals with less than 3 years of experience, Focus for principals with 3-6 years of experience, and Analytical for principals with more than 6 years. Examination of principal strengths based on geographic location was conducted descriptively due to small group sizes. Among the five states of focus, average rankings of strengths indicated that Deliberative was the most preferred among California principals, Includer among Florida principals, Activator among Illinois respondents, Command among New York principals, and Analytical in Texas.
Show less - Date Issued
- 2014
- Identifier
- CFE0005235, ucf:50601
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005235
- Title
- A comparison of eighth-grade mathematics scores by state and by the four census-defined regions of national assessment of educational progress (NAEP).
- Creator
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Robinson, Laurel, Taylor, Rosemarye, Pawlas, George, Little, Mary, Clark, Margaret, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census (-)defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between...
Show moreThe purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census (-)defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between the percentage of eighth-grade students who were proficient in mathematics as assessed by the 2009 NAEP and those who were proficient in mathematics as assessed by their 2009 state assessment. A significant quadratic (non-linear) relationship between the state and NAEP levels of proficiency was determined. Several two-factor split plot (one within-subjects factor and one between-subjects factor) analysis of variance (ANOVA) were conducted to determine if region moderated the difference between the percentage proficient on the state and NAEP assessments for eighth grade students overall and in the following AYP subgroups : (a) low socioeconomic students, (b) white students, (c) black students and (d) Hispanic students. The within-subjects factor was type of test (NAEP or state), and the between-subjects factor was region (Midwest, Northeast, West, and South). Overall, the percentage proficient on state mathematical assessments was always higher than the percentage proficient on the NAEP mathematics assessments. The degree of discrepancy is discussed, as well as possible reasons for this divergence of scores.
Show less - Date Issued
- 2014
- Identifier
- CFE0005241, ucf:50599
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005241
- Title
- The perceived effectiveness of mixed reality experiences in a master of arts in teaching (MAT) program for science, technology, engineering, and mathematics degreed individuals.
- Creator
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Speir, Chana, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Mitchell, Paul, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine the perceived effectiveness of mixed reality experiences on resident teachers who successfully completed an undergraduate Science, Technology, Engineering, or Mathematics (STEM) degree and were enrolled in a Master of Arts in Teaching (MAT) degree program as part of RTP3 at a large research university in Orlando, Florida. The population for this study consisted of those selected to be in the RTP3, which included being in the Masters in the Art of...
Show moreThe purpose of this study was to examine the perceived effectiveness of mixed reality experiences on resident teachers who successfully completed an undergraduate Science, Technology, Engineering, or Mathematics (STEM) degree and were enrolled in a Master of Arts in Teaching (MAT) degree program as part of RTP3 at a large research university in Orlando, Florida. The population for this study consisted of those selected to be in the RTP3, which included being in the Masters in the Art of Teaching (MAT) and becoming a middle or high school science, mathematics, or engineering teacher. The resident teachers experienced mixed reality as a method of practice on two occasions. The first was to introduce a lesson with avatar middle school students and a second time to conduct a parent conference with an avatar parent. This study was focused on the resident teachers' perceptions of (a) the effectiveness of mixed reality in the lesson experience and parent conference, (b) the coach's helpfulness after the lesson introduction experience and the parent conference experience, and (c) the extent to which the resident teachers believe that their confidence was increased and they were prepared for future classroom instruction and parent interactions through the use of mixed reality.Data were gathered with a feedback form with Likert-type items and open ended items completed immediately upon completion of each experience, as well as an additional open response document completed at a later time after reflection on the entire experience. The researcher analyzed the two qualitative data sources independently to determine trends and themes. Findings in this study were that the mixed-reality laboratory experience did have a positive effect on the perceptions of the resident teachers regarding their level of preparedness. They were more confident and comfortable teaching a lesson and conducting a parent conference after practicing both experiences with the avatars. Resident teachers overwhelmingly responded that the mixed reality experiences should remain a part of the MAT pedagogy and that they gained insight and confidence through the mixed reality practice. ?
Show less - Date Issued
- 2015
- Identifier
- CFE0005718, ucf:50127
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005718
- Title
- An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness.
- Creator
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Thompson, Daniel, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Ellis, Amanda, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness. Secondary STEM graduates who come into education need a model of collaborative reflective practice for continuous improvement. Lesson study is one possible model of professional learning that is both reflective and collaborative (Sims (&) Walsh, 2009, p. 731). The cyclical nature of lesson study makes it a natural fit for continuous improvement...
Show moreThe purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness. Secondary STEM graduates who come into education need a model of collaborative reflective practice for continuous improvement. Lesson study is one possible model of professional learning that is both reflective and collaborative (Sims (&) Walsh, 2009, p. 731). The cyclical nature of lesson study makes it a natural fit for continuous improvement. Yet, little research into the effectiveness of lesson study as a tool for new teacher preparation or for middle and high school teachers exists. As part of the University of Central Florida's RTP3 program, resident teachers from three school districts participated in lesson study. Their reflections on participating in lesson study were analyzed and interviews with designees from each school district were conducted. The resident teachers' reflections and the interviews with partner school district designees were analyzed using the constant comparison method (Parry, 2004). The reflections were closely examined for trends and patterns, and as commonalities emerged, they led to the findings of this study. After review of the school district lesson study models, they were confirmed and explored during the interviews with school district designees. Analysis showed lesson study was perceived to be beneficial by the resident teachers and two of the three school district designees described positive effects gained from participating in lesson study through RTP3. The literature review and the results of this study demonstrate that lesson study is a valuable tool for professional learning in both novice and veteran teachers. Themes frequently observed in lesson study reflections included increased focus on students, the value found in collaboration, and a desire to participate on future lesson study teams. Teachers, teacher preparation programs, and school administrators should consider the benefits of participating in lesson study and attempt to develop a plan to include this method of professional learning in their school or teacher preparation program.
Show less - Date Issued
- 2015
- Identifier
- CFE0005724, ucf:50130
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005724
- Title
- PRINCIPALS' LIVED EXPERIENCES IN CHILDHOOD POVERTY IMPACTING RESILIENCY OF STUDENTS IN POVERTY.
- Creator
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Rasmussen, Jonathan, Martin, Suzanne, Lue, Martha, Taylor, Rosemarye, Brown, Deborah, University of Central Florida
- Abstract / Description
-
The number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty....
Show moreThe number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty. The purpose of this study was to examine principals' lived experiences in childhood poverty impacts the decisions they make. More precisely, it examines how their childhood affects their decision making in regard to creating a culture of academic resilience for students living in low socioeconomic conditions. Additionally, this study identified strategies that are effective, as perceived by school principals who grew up in low socioeconomic conditions, in creating a culture of resilience to improve academic success for students living in low socioeconomic conditions. This study provides valuable information to school leaders who strive to create an environment that fosters educational resilience in children living in poverty. The results are particularly salient to principals, as the information comes directly from the perspective of school principals who grew up in poverty, were educationally resilient, and are now creating a school atmosphere that fosters educational resilience in their students who live in poverty.
Show less - Date Issued
- 2015
- Identifier
- CFE0005696, ucf:50119
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005696
- Title
- Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017.
- Creator
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Moore, Kenneth, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Gao, Su, University of Central Florida
- Abstract / Description
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As with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated,...
Show moreAs with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated, spiraled, interdisciplinary, multidisciplinary, thematic, or general science courses. There was a lack of research showing if either type of science course improved student achievement on standardized science assessments. Controlling for school district student population, low socio-economic status (SES) student percentage, and English learner (EL) percentage, this study compared the 2013(-)2017 8th grade FCAT 2.0 Science/SSA school district mean scale scores of two groups of school districts: those that offered comprehensive science courses and those that offered subject-specific science courses. Scores for three student groups were analyzed: all students, low SES students, and ELs. No statistically significant differences were found in school district mean scale scores or pass rates between the two school district groups. The comprehensive group mean scale scores were numerically higher, while the subject-specific group mean pass rates were numerically higher. The subject-specific group had statistically significantly higher raw scores for life science and physical science. The comprehensive group had wider dispersions of mean scale scores and pass rates, suggesting inconsistencies in implementation of comprehensive science courses. The primary implication of this study is that educational leaders should not expect to improve student science achievement simply by changing the type of science course offering. Changes should be made with consideration to student needs, school district demographics, teacher professional development and support, course structure and coherence with standards, and the need for flexibility in teacher assignments.
Show less - Date Issued
- 2018
- Identifier
- CFE0007410, ucf:52710
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007410
- Title
- An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
- Creator
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Bronson, Elethia, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Andreasen, Janet, University of Central Florida
- Abstract / Description
-
The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards...
Show moreThe mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
Show less - Date Issued
- 2018
- Identifier
- CFE0007393, ucf:52073
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007393
- Title
- Multiple-Case Study and Exploratory Analysis of the Implementation of Value-Added Teacher Performance Assessment on Eighth Grade Student Achievement in Ohio, Pennsylvania, and Tennessee.
- Creator
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Carter, James, Taylor, Rosemarye, Doherty, Walter, Hahs-Vaughn, Debbie, Gordon, William, University of Central Florida
- Abstract / Description
-
The goal of this research was to analyze the academic impact of the implementation of the Value Added Assessment Model. The researcher analyzed the Value Added Assessment Models in the three Value Added Assessment Model states that had implemented the Value Added Assessment Model for more than five years. Additionally, the research was done by analyzing the academic impact as measured by the eighth grade reading NAEP and the eighth grade mathematics NAEP. The researcher paired the three...
Show moreThe goal of this research was to analyze the academic impact of the implementation of the Value Added Assessment Model. The researcher analyzed the Value Added Assessment Models in the three Value Added Assessment Model states that had implemented the Value Added Assessment Model for more than five years. Additionally, the research was done by analyzing the academic impact as measured by the eighth grade reading NAEP and the eighth grade mathematics NAEP. The researcher paired the three states that had implemented Value Added Assessment Model for more than five years, with three demographically matched states that had not implemented Value Added Assessment Model. The states were matched as follows: Ohio (Value Added Assessment Model implementing state) with Michigan (non Value Added Assessment Model state), Pennsylvania (Value Added Assessment Model implementing state) with Virginia (non Value Added Assessment Model state) and Tennessee (Value Added Assessment Model implementing state) with Georgia (non Value Added Assessment Model state). The mean composite scale score in NAEP from the following categories of students were compared and analyzed: 1) All students 2) White students 3) Black students 4) National School Lunch Program Eligible Students 5) National School Lunch Program Ineligible Students 6) Exceptional Education students. The results of the study indicated that the impact of Value Added Assessment Model on academic impact as measured by the eighth grade reading NAEP and the eighth grade mathematics NAEP was negligible.
Show less - Date Issued
- 2014
- Identifier
- CFE0005468, ucf:52862
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005468
- Title
- An Exploratory Study of USA Candidates' and Recent Graduates' Perceptions of Professional Doctorate Supervision.
- Creator
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Whaley, Kari, Taylor, Rosemarye, Vitale, Thomas, Baldwin, Lee, Chase, Susan, University of Central Florida
- Abstract / Description
-
This study focused on exploring professional doctorate candidates' and recent graduates' perceptions of their doctoral supervision experience. Candidates from across the United States, in various academic disciplines, were surveyed and 255 total responses were gathered. The literature search focused on doctorate supervisory practices, doctoral supervisors' characteristics, and unique differences of academic disciplines.This was a mixed-methods study. The data were analyzed by quantitative and...
Show moreThis study focused on exploring professional doctorate candidates' and recent graduates' perceptions of their doctoral supervision experience. Candidates from across the United States, in various academic disciplines, were surveyed and 255 total responses were gathered. The literature search focused on doctorate supervisory practices, doctoral supervisors' characteristics, and unique differences of academic disciplines.This was a mixed-methods study. The data were analyzed by quantitative and qualitative analysis. Quantitative data was analyzed through the use of descriptive statistics and inferential statistics (chi square test and Kruskal-Wallis test). Qualitative responses were analyzed using Grounded Theory. Respondents identified the most important competencies of a doctoral supervisor as having good communication skills and to understand the doctoral process. The most important ways of supervision were indicated to be honest dialogue and relationship of trust. Five emerging themes developed from the qualitative analysis, including engagement and commitment from supervisor, feedback, emotional support, supervisor experience and expertise, and supervision structure. The results demonstrate the importance of communication and relationship development between supervisor and candidate, as well as setting clear expectations for supervisors to take for an individualized approach to supervision.This study identified the following opportunities that professional doctorate programs and supervisors could focus their efforts on: providing or attending supervisory training and approach supervision with a planned framework, facilitate a coaching and mentorship relationship with advisees, and set clear expectations that are reiterated throughout the entire duration of the doctoral experience.
Show less - Date Issued
- 2017
- Identifier
- CFE0007140, ucf:52327
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007140
- Title
- A Study of Approaches to Improve Advanced Placement Social Studies Examination Student Performance in One Urban Florida High School.
- Creator
-
Laser, Sabine, Taylor, Rosemarye, Ceballos, Marjorie, Baldwin, Lee, Fritz, Ronald, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional...
Show moreThe purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional approaches to improving student examination performance were effective. Because the instructional approaches were implemented in one school within the school district of study, a purposive sample was used. Data collected included practice examination participation data, beyond-school-day tutoring attendance data, and AP U.S. History and AP World History examination scores for students enrolled in AP U.S. History and AP World History at the school of study (FHS) and the matched high school (MHS).
Show less - Date Issued
- 2019
- Identifier
- CFE0007669, ucf:52479
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007669
- Title
- A Case Study of High School Teacher Induction Programs in One Urban Florida School District.
- Creator
-
Bray, Tayler, Taylor, Rosemarye, Ceballos, Marjorie, Baldwin, Lee, Swan, Bonnie, University of Central Florida
- Abstract / Description
-
The purpose of this mixed-method study was to investigate high school teacher induction programs in one large urban Florida school district according to criteria identified in the literature, referred to as constructs in the study. In addition, this study sought to determine the relationship, if any, between school-based teacher induction programs and retention rates of first-year high school teachers. Using a triangulation approach, qualitative data were collected through a document analysis...
Show moreThe purpose of this mixed-method study was to investigate high school teacher induction programs in one large urban Florida school district according to criteria identified in the literature, referred to as constructs in the study. In addition, this study sought to determine the relationship, if any, between school-based teacher induction programs and retention rates of first-year high school teachers. Using a triangulation approach, qualitative data were collected through a document analysis of individual high school faculty handbooks and online platforms, and by conducting interviews with the high school induction program designees. Grounded theory and the constant comparative method were utilized to code and further analyze data. Evidence of induction program constructs was recorded and scored using the High School Teacher Induction Matrix. Analysis of quantitative data utilized Pearson's r Correlation and an independent samples t-test. Findings, generated from seven high school induction program designees (N = 7) demonstrated varied implementation of induction program practices across the participant schools. The presence of research-based induction program constructs in high school induction programs did not exceed the 60% threshold. Additionally, qualitative findings demonstrated high school induction coordinators establish program practices and guidelines differently across the high schools. While the majority of high school induction program coordinators in this study received support from their school or the school district, other induction coordinators were left on their own. Statistical analysis revealed no statistical significance between participation in high school teacher induction programs and first-year high school teacher retention. Furthermore, inferential statistics discovered no statistically significant difference in the relationship of first-year high school teacher retention and certification type. However, due to a small n, the results of the study were limited to this context and not generalizable. The conclusions and recommendations of this study can support school district leaders and high school administrators in determining the practices, guidelines, and implementation related to teacher induction programs that are consistent with retaining first-year teachers.
Show less - Date Issued
- 2019
- Identifier
- CFE0007605, ucf:52553
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007605
- Title
- The Relationship of Computer Science Immersion in Elementary Schools to Achievement of High Poverty Students.
- Creator
-
Erickson, Keith, Taylor, Rosemarye, Ceballos, Marjorie, Gordon, William, Clark, M. H., University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine if a relationship existed between the implementation of a computer science immersive learning experience and achievement on the Florida Standards Assessment (FSA) English Language Arts (ELA) or the FSA Mathematics. Two research questions, each with two sub-questions, guided the research of the study. The sub-questions addressed historically underrepresented groups in computer science. These subgroups included African Americans, Hispanics, Mixed Race...
Show moreThe purpose of this study was to determine if a relationship existed between the implementation of a computer science immersive learning experience and achievement on the Florida Standards Assessment (FSA) English Language Arts (ELA) or the FSA Mathematics. Two research questions, each with two sub-questions, guided the research of the study. The sub-questions addressed historically underrepresented groups in computer science. These subgroups included African Americans, Hispanics, Mixed Race individuals, and females. Research Question 1 analyzed the relationship between the implementation of the computer science immersive learning experience when a cohort control group design was used. Research Question 2 determined if a relationship existed when the treatment schools were compared to demographically similar schools that did not receive the treatment of computer science immersion. A two-way analysis of variances (ANOVA) was run for each of the research questions with the subgroups of students used as moderators for the treatment. Statistical significance was found for the following groups; fourth grade ELA Hispanic cohort, fourth grade Hispanic mathematics cohort, third grade ELA cohort, third grade mathematics cohort, the ELA treatment group, and the mathematics treatment group. Statistically significant findings showed negative, positive, and neutral effects on the treatment groups. These findings provide implications for the implementation of computer science immersion in other elementary schools with similar student demographic variables. Further investigation is needed to determine other potential impacts on student achievement over time.
Show less - Date Issued
- 2019
- Identifier
- CFE0007627, ucf:52559
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007627
- Title
- Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
- Creator
-
Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
- Abstract / Description
-
The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student...
Show moreThe focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
Show less - Date Issued
- 2012
- Identifier
- CFE0004560, ucf:49255
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004560
- Title
- A comparison of eighth grade athletes and non-athletes: Academic achievement, time spent on homework, future educational goals, and socioeconomic status.
- Creator
-
Shelby, John, Taylor, Rosemarye, Hahs-Vaughn, Debbie, Doherty, Walter, Ford, Robert, University of Central Florida
- Abstract / Description
-
This study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what...
Show moreThis study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?Factorial ANOVA's were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the three-way interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes.There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students' mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased.
Show less - Date Issued
- 2011
- Identifier
- CFE0004166, ucf:49064
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004166
- Title
- Elementary Reading Coaches in Florida: A Study of their Background, Experiences, Coaching Activities, Time, and Other Factors Related to Reading Achievement.
- Creator
-
Zugelder, Gina, Wegmann, Susan, Taylor, Rosemarye, Roberts, Sherron, Clements, Taylar, Puig, Enrique, University of Central Florida
- Abstract / Description
-
The focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic...
Show moreThe focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic background of the reading coach, (b) the percentage of time reading coaches engaged in specific coaching activities, and (c) the linkage between coaching activities and change in the Florida Comprehensive Assessment Test developmental scale scores. Data from a web-based survey and personal interviews were used to collect pertinent data to understand the daily work lives of the elementary reading coaches and bring awareness to perceptions, successes and hindrances to the role and the impact on reading achievement. Descriptive statistics were used to present demographic, professional and academic information about the reading coaches. Multiple regression analyses were performed using time allocated to coaching activities and the change in reading achievement to determine existing relationships. Developmental scale score change was examined from the baseline year to the third year. Qualitative analyses were used to determine reading coach themes from the survey responses. Participant profiles, calling on the tenets of case study methodology, were developed based on the triangulated data. Narrative descriptions of coaching data for the participant profiles were organized by years of teaching experience of the reading coach. The results of the study indicated that reading coaches perceived coach-teacher collaboration to be the most influential activity affecting reading achievement. This perception was not congruent with finding of time spent and change on reading achievement. Recommendations were presented including a formalized understanding of the daily work lives of reading coaches by school districts, administrators and the reading coaches themselves.
Show less - Date Issued
- 2012
- Identifier
- CFE0004286, ucf:49530
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004286
- Title
- Deconstructing Differences in Effectiveness of Reading Teachers of Ninth Grade Non-Proficient Readers in One Florida School District.
- Creator
-
Wysong, Jason, Taylor, Rosemarye, Murray, Barbara, Baldwin, Gordon, Doherty, Walter, Zugelder, Bryan, University of Central Florida
- Abstract / Description
-
ABSTRACT This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and open-ended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher...
Show moreABSTRACT This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and open-ended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher respondents were then divided into three effectiveness groups based on the percentage of their students who met 2011-2012 FCAT performance targets established by Florida's value-added learning growth model. Inferential statistics were used to identify specific attributes that differed among the most and least effective teachers. These attributes included years of classroom teaching experience, status of Florida Reading Endorsement, belief in collaboration with others as a source of effectiveness, valuation of classroom strategies including teaching students to self-monitor their progress and cooperative learning activities, and frequency of use of reading strategies including sustained silent reading and paired/partner student readings. School administrators and the most effective classroom teachers reported similar beliefs about valuation and frequency of use of the four aforementioned classroom strategies. Analysis of responses to open-ended response items resulted in the identification of three instructional themes(-)importance of building positive relationships with students, student practice, and student self-reflection(-)and three resource needs(-)increased access to technology, print resources, and professional learning.
Show less - Date Issued
- 2013
- Identifier
- CFE0004963, ucf:49571
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004963