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Title: The Relationship Among Student Demographic Variables and Reported Discipline Referral Categories.
Creator: Bair, Timothy, Murray, Kenneth, Murray, Barbara, Taylor, Rosemarye, Doherty, Walter, Sivo, Stephen, University of Central Florida
Abstract / Description: This study was conducted to investigate the disproportional distribution of subjective and objective discipline referrals to the different student groups' gender, socioeconomic status, and ethnicity for the 6th through 12th grade students in a central Florida public school district for the school year 2009-2010. The relationship of the disproportional distribution of subjective and objective discipline referrals between gender and socioeconomic status was analyzed. In addition, the...
Show moreThis study was conducted to investigate the disproportional distribution of subjective and objective discipline referrals to the different student groups' gender, socioeconomic status, and ethnicity for the 6th through 12th grade students in a central Florida public school district for the school year 2009-2010. The relationship of the disproportional distribution of subjective and objective discipline referrals between gender and socioeconomic status was analyzed. In addition, the relationship of the disproportional distribution of subjective and objective discipline referrals between ethnicity and socioeconomic status was analyzed.Analysis of the discipline referral data from the central Florida public school district for the school year 2009-2010 led to the following findings: (a) males, blacks, and students with low socioeconomic status, were over represented with student discipline referrals of all types; (b) males, blacks, and students with low socioeconomic status, were over represented with subjective discipline referrals; (c) low socioeconomic status males were the major contributors to disproportional distribution for males within the gender group variable, and low socioeconomic blacks were the major contributors to disproportional distribution within the black ethnicity group variable.
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Date Issued: 2012
Identifier: CFE0004353, ucf:49450
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004353

Title: The Relationship Between Reading Coaches' Utilization of Data Technology and Teacher Development.
Creator: Behrens, Cherie, Blair, Timothy, Taylor, Rosemarye, Kelley, Michelle, Cartwright, Vickie, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description: The use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence...
Show moreThe use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence their behavioral intentions, and what trends may emerge in their views about using technology data tools with teachers. A mixed methods approach was deployed via a survey embedded in an email, and data from 61 Florida reading coaches from elementary, middle, and high schools in a large urban school district were examined using an adaptation of the Technology Acceptance Model (TAM). The results showed that collectively all reading coaches have a high level of behavioral intentions towards using a data technology tool with teachers. The study also showed that elementary, middle, and high school reading coaches vary in their degree of behavioral intentions in using a data technology tool based on different variables. Trends in data showed that reading coaches think data technology tools are helpful, but that trainings are needed and that technology tools should be user-friendly. Discussion is provided regarding the implications of the study results for all stakeholders.
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Date Issued: 2012
Identifier: CFE0004357, ucf:49425
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004357

Title: Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District.
Creator: Williams, Mary, Taylor, Rosemarye, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, Zugelder, Bryan, University of Central Florida
Abstract / Description: Despite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in...
Show moreDespite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in practice will inform future decisions related to staffing, scheduling, and professional learning. This study sought to identify the underlying professional and instructional differences between the most effective and least effective teachers of tenth grade intensive reading courses through teacher and principal/assistant principal surveys along with teacher evaluation data. This study revealed with regards to a teacher's preparation to teach reading (research question one), that years of experience in the classroom and years of experience as a high school reading teacher were the only significant factors that influenced a teacher's effectiveness. For research questions two and three; which had to do with the beliefs and professional practices of the teacher, the educationally relevant belief that the more effective teachers were more confident about their abilities than their less effective peers was noted. Research question four provided the data with regards to the general classroom teaching strategies and the adolescent reading strategies the effective teachers employed. This data revealed that the more effective teachers implemented posting and communicating daily and long term learning goals more frequently than their less effective peers. In addition, the general classroom teaching practices of efficient use of learning time, establishing and maintaining classroom routines, and checking for understanding proved to be educationally relevant. Additionally, the adolescent reading strategies of sustained silent reading, paired/partner readings, and students reading one-on-one with teacher, were educationally relevant as well. Finally, in regards to research question five, it was of statistical significance that administrators valued the use of the general classroom teaching strategy of posting and communicating daily and long term learning goals and were able to recognize the use of this strategy when observing and evaluating the teachers.?
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Date Issued: 2013
Identifier: CFE0004960, ucf:49573
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004960

Title: Volusia System For Empowering Teachers (VSET): Influence On Teacher Practice And Student Achievement.
Creator: Sileo-Robinson, Lesley, Hewitt, Randall, Hopp, Carolyn, Vitale, Thomas, Taylor, Rosemarye, University of Central Florida
Abstract / Description: This study provides an empirical analysis of the primary assumptions of a newly implemented teacher evaluation system, namely that the specific teaching practices evaluated are related to student achievement, and that teacher-directed professional growth plans effectively shape teacher practices in a particular domain. Results of the study are intended to inform the interpretation and the refinement of the Volusia System for Empowering Teachers (VSET), which aims to build capacity in the...
Show moreThis study provides an empirical analysis of the primary assumptions of a newly implemented teacher evaluation system, namely that the specific teaching practices evaluated are related to student achievement, and that teacher-directed professional growth plans effectively shape teacher practices in a particular domain. Results of the study are intended to inform the interpretation and the refinement of the Volusia System for Empowering Teachers (VSET), which aims to build capacity in the Volusia teacher work force and ultimately to improve student performance (School Board of Volusia County Team Volusia, Race to the Top application, 2011). This study focused on 14 pilot schools within one school district that implemented VSET as a new teacher evaluation system. The data used in this study were drawn from a multi-metric teacher assessment used in VSET and measures of student achievement. The VSET evaluation model consists of three metrics that are assigned according to the specific categories of a teacher. Two of the metrics, the professional growth plan rating and the educator observation rating are based on Charlotte Danielson's (")Framework for Teaching(") (Danielson, 2007). The third metric, the valued added score is a measure of the teacher's impact on student learning. The current study focused on determining if there was a correlation between teaching practice and student achievement and to what extent teaching practice was impacted by teacher self-selection of components for professional growth in the teacher evaluation model. The findings suggest that there is not a statistically significant and reliable relationship between the value added score and teacher practices across components, as assessed by VSET evaluators. Follow up analyses did, however, show that higher evaluator observation scores are associated with improved school grades, suggesting a relationship between teacher impact on student performance. The results support the assumption that the successful completion of the VSET professional development growth plan is associated with teacher's instructional practices in the identified component.
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Date Issued: 2013
Identifier: CFE0004938, ucf:49614
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004938

Title: Doctoral Supervision: An Analysis of Doctoral Candidates' and Graduates' Perception of Supervisory Practices.
Creator: Tapoler, Colton, Taylor, Rosemarye, Vitale, Thomas, Doherty, Walter, Marshall, Nancy, University of Central Florida
Abstract / Description: The purpose of this study was to collect and examine the reported supervisory practices experienced by professional doctoral candidates in the last year of their program, and recent program graduates, within the last three years, from across multiple disciplines. Doctoral supervisors, specifically in the United States, are not usually provided a set of practices or concrete training prior to advising doctoral candidates (Walker, 2008, p. 35). With this in mind, and the limited amount of...
Show moreThe purpose of this study was to collect and examine the reported supervisory practices experienced by professional doctoral candidates in the last year of their program, and recent program graduates, within the last three years, from across multiple disciplines. Doctoral supervisors, specifically in the United States, are not usually provided a set of practices or concrete training prior to advising doctoral candidates (Walker, 2008, p. 35). With this in mind, and the limited amount of research available on doctoral supervision in professional doctoral programs in the United States, it was critical to analyze the experienced supervision of professional doctoral candidates and its perceived effectiveness. Current candidates and recent graduates were asked to participate in interviews based on the supervision they received. Ultimately, 3 current candidates and 15 recent graduates were interviewed for this study. The interviews were transcribed verbatim and then analyzed using grounded theory (Corbin (&) Strauss, 1990). The interviews were carefully analyzed for emerging trends that went on to represent individual supervisory practices, or concepts. After several additional readings the concepts were grouped together based on similarity into categories. Finally, the concepts and categories were analyzed for connections to candidate success, which developed into the findings of this study.Ultimately, candidates and recent graduates discussed 19 supervisory practices. The 19 supervisory practices, or concepts, were: frequency of communication, quality of communication, mode of communication, accessibility, feedback, the use of articles and research, the use of a timeline for candidates, utilization of the supervisor's existing expertise, workshop offerings, use of the supervisor's network, building a personal connection, showing enthusiasm, candor, trust, encouragement, autonomy, guidance, providing advice academically, and developing a colleague-to-colleague relationship. Each of the 19 concepts was discussed as having varying levels of impact on candidates successfully completing their programs. Doctoral supervisors, and doctoral programs, should consider the implementation of these supervisory practices and the training that helps supervisors develop their supervisory experiences.
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Date Issued: 2017
Identifier: CFE0006667, ucf:51252
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006667

Title: A comparison of final grade outcomes of veterans enrolled in English I through online and face-to-face instructional modalities at a public four-year college.
Creator: Hoke, Thomas, Taylor, Rosemarye, Cox, Dr. Thomas, Baldwin, Lee, Marshall, Nancy, University of Central Florida
Abstract / Description: Since the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally...
Show moreSince the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally, little research into the academic outcomes of veterans taking courses through use of the online instructional modality has been conducted. To address this gap, the current study used the Theory of Student Integration (Tinto, 1975) and three research questions to explore these gaps. A quasi-experimental design was applied to investigate three research questions: (a) how do the academic outcomes of veterans, as measured by final grades, of veterans enrolled in an online version of English I (ENC 1101), compare with veterans enrolled in a face-to-face version of the same course with and without consideration of gender? (b) How do the academic outcomes, as measured by final grades, of veterans compare to nonveterans in both online and face-to-face versions of the course English I (ENC 1101) with and without consideration of gender? (c) What ability, if any, do instructional modality, veteran status, and age have in predicting final grade outcomes in the course English I (ENC 1101)? Archival data were gathered from a public, four-year state college in Florida of final grade outcomes and student demographics for course ENC 1101 for academic years 2012-2013, 2013-2014, and 2014-2015. Demographic data included: (a) age, (b) veteran status, (c) gender, and (d) instructional modality. Participants examined for this study were veteran and nonveterans enrolled in the course English I (ENC 1101) in two instructional modalities: online (n = 2,080) and face-to-face (n = 17,415). Additionally, participants were examined as groups of veterans (n = 544) and nonveterans (n = 18,951). Quantitative analysis utilizing independent samples t-tests of the archival data revealed that veterans earned statistically significant different final grade outcomes between the two instructional modalities t(55.65) = 2.18, p = .03. Veterans enrolled in the face-to-face version of ENC 1101 performed significantly better (M = 2.44, SD = 1.48) compared to veterans in the online version (M = 1.90, SD = 1.67). No significant differences were found when comparing final grade outcomes within gender across instructional modalities. Independent samples t-tests of the data revealed no statistically significant differences between the final grade outcomes of veterans and nonveterans within the face-to-face, t(17,413) = 0.25, p = .80, or online instructional modality, t(2.078) = 0.94, p = 0.35. Statistically significant differences were found between male veterans and nonveterans within the face-to-face modality, t(8,086) = -2.56, p = .01. Male veterans in the face-to-face instructional modality had statistically significant higher final grade outcomes (M = 2.48, SD = 1.47) compared to male nonveterans (M = 2.28, SD = 1.48). Additionally, statistically significant differences between female veterans and nonveterans within the face-to-face instructional modality were found, t(9,138) = 2.16, p = .03. The final grade outcomes of female nonveterans were significantly higher (M = 2.60, SD = 1.46) than those of female veterans (M = 2.30, SD = 1.50) in the face-to-face modality. No statistically significant differences were comparing the final grade outcomes from the online modality of veterans and nonveterans by gender.Multiple linear regressions were used to determine what relationship age, veteran status, and instructional modality had on final grade outcome. Analysis revealed that age and instructional modality were statistically significant in predicting final grade outcome, while veteran status was not, F(3, 19,491) = 85.07, p (<) .001. The model predicts that older students will earn higher final grade outcomes than younger student in the face-to-face instructional modality regardless of veteran status.Throughout the 20th and 21st Centuries, the four-year college has continued to grow in both number and program offerings. This growth has helped the four-year college to remain a leading source of postsecondary educational opportunities for veterans. With the development of online learning technology in the late 20th Century, four-year colleges have utilized this new technology to provide opportunities to larger groups of students than they had previously been able to reach. However, the effectiveness of this instructional modality has yet to be fully ascertained when compared to face-to-face instruction, especially for veterans, a population that has demonstrated at-risk characteristics (Kasworm, 2005). The findings of this study provide implications for four-year college administrators, instructors, and educational researchers to continue working to support veterans as they enter higher education.
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Date Issued: 2017
Identifier: CFE0006602, ucf:51280
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006602

Title: Mixed Reality Experiences in the M.Ed. Educational Leadership Program: Student Perceptions.
Creator: Buckridge, Hilary, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Olan, Elsie, Mitchell, Paul, University of Central Florida
Abstract / Description: The purpose of the study was to ascertain the perception of students in the M.Ed. in Educational Leadership program of mixed reality experiences using TeachLivE(TM) in preparation for the challenges of school leadership. Specifically, the study analyzed the use of mixed reality virtual practice with immediate coaching and feedback in the preparation of educational leadership masters' level students before they engaged in real time communications with parents and teachers. The study...
Show moreThe purpose of the study was to ascertain the perception of students in the M.Ed. in Educational Leadership program of mixed reality experiences using TeachLivE(TM) in preparation for the challenges of school leadership. Specifically, the study analyzed the use of mixed reality virtual practice with immediate coaching and feedback in the preparation of educational leadership masters' level students before they engaged in real time communications with parents and teachers. The study encapsulates the perceptions of the master's degree in educational leadership students through the following research questions: (a) To what extent, if any, do Educational Leadership M.Ed. students believe the TeachLivE(TM) parent conference and teacher post observation conference simulation experiences to be helpful in developing their communications skills with parents and teachers? (b) To what extent, if at all, do Educational Leadership M.Ed. students believe the TeachLivE(TM) coaching feedback was helpful in developing their communications skills with parents and teachers? (c) To what extent do student reflections of the TeachLivE(TM) experience indicate it is beneficial in increasing skill in communicating with parents and teachers immediately following the mixed reality simulation? (d) To what extent do Educational Leadership M.Ed. students perceive the TeachLivE(TM) experience to be beneficial in influencing leadership behaviors as they relate to communication with parents and teachers at the end of the second semester administrative internship?Students from the college of education in a large university participated in the study (N = 141). Results show a high-perceived value of the simulation experience and the coaching and feedback in the development of administrative conferencing and communication skills. Descriptive statistics used to answer the research questions show the highest mean for the perceived value of the coaching and feedback, close to (")strongly agree("), from parent conference participants (M = 4.86), followed by teacher conference participants (M = 4.76).Responses for the simulation being beneficial from parent conference participants were also high (M = 4.71), close to (")strongly agree(") and from the teacher conference participants between agree and (")strongly agree(") (4.59). The perceptions of the simulation being realistic practice were between (")agree(") and (")strongly agree(") with parent conference were (M = 4.63) and teacher conferences (M = 4.46).The participant perceptions for the simulation being helpful in building confidence in communication skills was between (")agree(") and (")strongly agree(") for the parent conference (M = 4.41) and close to (")agree(") for the teacher conference (M = 4.14).Participant responses at the conclusion of the internship in practice indicated high value of the mixed reality simulation with mean scores between (")agree(") and (")strongly agree("), in relation to the experience was beneficial to the development of speaking confidence when conferencing with parents (M = 3.57), and the coaching feedback was helpful (M = 3.56). Responses were consistent in rating between (")agree(") and (")strongly agree(") for program continuance immediately following the simulation (M = 4.62), and after the internship (M = 3.67).Recommendations of the study were to ensure that all students have access to the authentic practice model provided by the TeachLivETM mixed reality simulation lab through identified target courses. In addition, it was recommended that more practice opportunities are integrated into the program. These additional experience should include multiple opportunities within the same target courses, as well as investigate additional course work within the Educational Leadership M.Ed. program to integrated the mixed reality simulation to practice specific leadership skills. A final recommendation of this study was to provide opportunities for students to schedule additional practice time in the lab to improve personal professional practice. These recommendations will support the continued development of administrative communication skills of Educational Leadership M.Ed. students, through accurate, realistic and complex situational practice.
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Date Issued: 2016
Identifier: CFE0006081, ucf:50950
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006081

Title: World Language Teachers' Preparation, Beliefs, and Instruction in Central Florida.
Creator: Mann-Grosso, Valerie, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Nutta, Joyce, University of Central Florida
Abstract / Description: The purpose of this study was to investigate: (1) the extent to which world instructors report using specific communicative instructional strategies; (2) the difference between instructional strategies used by ESL only instructors, versus instructors of ESL and foreign languages, or instructors of only foreign languages; (3) the relationship between instructors' academic preparation and target language use in class; and (4) the relationship between instructors' pedagogical beliefs about...
Show moreThe purpose of this study was to investigate: (1) the extent to which world instructors report using specific communicative instructional strategies; (2) the difference between instructional strategies used by ESL only instructors, versus instructors of ESL and foreign languages, or instructors of only foreign languages; (3) the relationship between instructors' academic preparation and target language use in class; and (4) the relationship between instructors' pedagogical beliefs about second language learning and their reported target language use in class. The World Language Communicative Instructional Strategies Survey was administered to world language instructors from three academic institutions. Upon sending two requests, 48 instructors returned usable instruments (55%). Descriptive statistics revealed extensive use of communicative instructional strategies, yet a difference in application of these strategies exists. A comparison of means revealed that assuring that students learn collaboratively in 85% to 100% in target language, integration of all four language skills, and assuring students' independent target language practice were applied less than other strategies. ESL instructors reported a higher use of communicative instructional strategies than instructors of ESL and foreign languages, or foreign languages only. A comparison of means indicated the differences in communicative instructional strategies use are in integration of all four language skills and in assuring 85% to 100% in-target-language collaborative learning. Findings also revealed a discrepancy between the reported use of communicative instructional strategies and the academic preparation received in order to do so. This study provides implications for the preparation of world language instructors. Specifically, the findings focused on mastery of language taught, on specific instructional methodology courses, and the practicum experience.
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Date Issued: 2015
Identifier: CFE0005836, ucf:50899
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005836

Title: A Study of the Relationship between Continuous Professional Learning Community Implementation and Student Achievement in a Large Urban School District.
Creator: Sutula, Erica, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Ellis, Amanda, University of Central Florida
Abstract / Description: The purpose of this causal comparative study was to understand the differences in comparative data across a large urban school district and to examine the continued effects of the PLC model on teacher and leader perception of the model and student achievement as measured by the 2012 and 2014 FCAT 2.0 Reading and Mathematics. The population for this study included all instructional and leadership personnel in schools within the target school district, with a final convenience sample across the...
Show moreThe purpose of this causal comparative study was to understand the differences in comparative data across a large urban school district and to examine the continued effects of the PLC model on teacher and leader perception of the model and student achievement as measured by the 2012 and 2014 FCAT 2.0 Reading and Mathematics. The population for this study included all instructional and leadership personnel in schools within the target school district, with a final convenience sample across the two school years of N=5,954.The research questions for this study focused on (a) the change in teacher's perception of teachers from the 2012 to the 2014 school year, (b) the impact, if any, of teacher and leader perception on student performance for the FCAT, (c) the differences between the perceptions of teachers and leaders. This study added to the findings of Ellis (2010), expanding the understanding of the complexities of collaboration among teachers, administrators, collaboration, and students. Conclusions from the quantitative analysis found a statistically significant difference between how teachers perceived the implementation of collaborative time during both the 2012 and 2014 school years. Further analysis concluded that there was a statistically significant positive relationship between continual PLC implementation and student achievement for Grade 3 Reading and Mathematics. Other grade levels did show educationally significant findings for the impact of continual implementation on student achievement, but the results did not meet the criteria for statistical significance. There was not a statistically significant relationship between any other measure and any of the considered standardized test scores. Statistically significant differences were found between the 2012 and 2014 perceptions of teachers and leaders.Recommendations from the quantitative analysis include the importance of having collaborative time for teachers. Furthermore, leaders should focus on maximizing the effectiveness of collaborative time by curtailing the amount of required administrative tasks, thereby allowing teachers to focus on designing instructional interventions and analyzing student data through collaboration. This study is an addition to the current literature demonstrating the general perceptions, and impacts of long term implementation of the PLC model, when paired with Ellis' (2010) study it is clear that teachers need continual work within one collaborative model, modeling of collaborative practices by leadership, and support from school leaders for collaborative time to begin positively impacting student achievement.
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Date Issued: 2017
Identifier: CFE0006802, ucf:51812
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006802

Title: A Study of the Relationship Between Second-Order Change Leadership Behaviors of High School Administrators and Student Achievement from 2016-2017.
Creator: Pringle, Eugene, Taylor, Rosemarye, Storey, Valerie A., Johnson, Jerry, Lacava, Gonzalo, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the possibility of a relationship between second-order change leadership behaviors of high school administrators and changes in student achievement from the school year 2016 to 2017 on the Florida Standards Assessment English Language Arts/Reading component and the Algebra 1 End of Course examination in two large urban school districts. This study further sought to determine the leadership behaviors that high school administrators felt had the most...
Show moreThe purpose of this study was to investigate the possibility of a relationship between second-order change leadership behaviors of high school administrators and changes in student achievement from the school year 2016 to 2017 on the Florida Standards Assessment English Language Arts/Reading component and the Algebra 1 End of Course examination in two large urban school districts. This study further sought to determine the leadership behaviors that high school administrators felt had the most impact on student achievement.As a mixed-method research study (N = 69), quantitative and qualitative data were collected for analyses. Quantitative data were collected via the Principal Actions Survey (PAS) developed by La Cava (2009). A Pearson r correlation was conducted to determine if there was a relationship between individual principal scores on the PAS and changes in student achievement from school years 2016 and 2017. Qualitative data were collected via telephone interviews through the use of the Second-Order Change Principal Interview Protocol (Taylor, 2007). A thematic analysis was utilized to determine themes among administrator responses, specific to the seven leadership responsibilities determined by Marzano, Waters, (&) McNulty (2005). Themes were determined by frequency of occurrences among interviewees.The quantitative analysis determined that there was no statistically significant relationship among the mean scores of principals on the PAS and changes in student achievement. Qualitative analysis revealed themes specific to administrator change implementation. Themes included: creating a culture of change, data-driven professional learning communities, professional learning, development, and administrator leadership.
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Date Issued: 2017
Identifier: CFE0006905, ucf:51725
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006905

Title: An Exploration of the Perceived Change in Administrators' Skill in Giving Targeted Feedback.
Creator: Anderson, Kathryn, Taylor, Rosemarye, Baldwin, Lee, Johnson, Jerry, Moxley, Susan, Buckridge, Hilary, University of Central Florida
Abstract / Description: Teachers require research-based feedback from their instructional leaders to push their practice forward. Opportunities to intellectually struggle, develop and communicate our understanding is a venue for learning. Professional learning provides these opportunities and current leadership issues require administrators to deepen their instructional leadership expertise. Results of this study revealed ways of preparing instructional leaders with the skills to give targeted feedback to teachers...
Show moreTeachers require research-based feedback from their instructional leaders to push their practice forward. Opportunities to intellectually struggle, develop and communicate our understanding is a venue for learning. Professional learning provides these opportunities and current leadership issues require administrators to deepen their instructional leadership expertise. Results of this study revealed ways of preparing instructional leaders with the skills to give targeted feedback to teachers as evidenced by the alignment of administrators and teacher results. The ability to give feedback to teachers needs to be part of a collaborative cycle as evidenced in the growth from September 2016 to January 2017 survey results for administrators (d=.56), as well as the statistically significant results of the independent t Tests for both administrators (p(<).000) and teachers (p(<).018).
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Date Issued: 2018
Identifier: CFE0006969, ucf:51649
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006969

Title: An Analysis of Sustained Positive Behavior Intervention Support in Florida and Related Disciplinary Outcomes.
Creator: Sweeney, Kristin, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, LaFrance, Jason, University of Central Florida
Abstract / Description: The purpose of this study was to examine the outcomes associated with sustained school-wide Positive Behavior Intervention Support (PBIS) programs in the State of Florida and the impact the length of time of implementation of these programs had on those outcomes. The link between discipline outcomes, as measured by the number of office discipline referrals (ODRs) written over the course of a school year per 100 students and sustained implementation of PBIS systems with documented fidelity, as...
Show moreThe purpose of this study was to examine the outcomes associated with sustained school-wide Positive Behavior Intervention Support (PBIS) programs in the State of Florida and the impact the length of time of implementation of these programs had on those outcomes. The link between discipline outcomes, as measured by the number of office discipline referrals (ODRs) written over the course of a school year per 100 students and sustained implementation of PBIS systems with documented fidelity, as well as the connection between discipline outcomes for subgroups of students and sustained PBIS programs were examined for schools in the initial implementation phase (one to three years of implementation) compared to schools in the sustaining phase of implementation (four or more years of implementation). As more schools move to implement school-wide PBIS programs, little research is available to educational leaders focusing on sustainability of school-wide PBIS programs (Coffey (&) Horner, 2012, McIntosh, Kim, Mercer, Strickland-Cohen, (&) Horner, 2015). This study aimed to address this lack of research by analyzing the link between sustained school-wide PBIS programs and discipline outcomes. Schools in the State of Florida (987 schools - 654 elementary, 210 middle, and 123 high schools), representing 842,430 students were analyzed in a series of five research questions. The discipline outcomes, as measured by the rate of office discipline referrals per 100 students, from schools in the initial phase of implementation were compared to those of schools with sustained implementation of their school-wide PBIS programs. Research questions focused on whole school data as well as specific subgroups to determine if there was a difference in discipline outcomes. Overall, the analysis of this data found limited significant differences when examining the impact length of implementation has on discipline outcomes. While not statistically significant, several educationally important trends emerged that can help inform educational leaders as they make decisions about the allocation of time and resources for the future of school-wide PBIS programs in their schools and districts.
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Date Issued: 2017
Identifier: CFE0006957, ucf:51652
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006957

Title: The Relationship Of Participation In A Summer Transition Program For At-Risk Ninth Grade Students And Their Progress Towards On-Time Graduation.
Creator: Harper, Joseph, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: The primary purpose of the study was to identify whether or not relationships exist between at-risk students in the transition program of a local Central Florida public school district and their on-track graduation progress during high school. Data were also used to describe student demographics of at-risk students and compare those demographics to the school demographic profile. On-track status is a major metric since students have not formally completed the program nor have they graduated....
Show moreThe primary purpose of the study was to identify whether or not relationships exist between at-risk students in the transition program of a local Central Florida public school district and their on-track graduation progress during high school. Data were also used to describe student demographics of at-risk students and compare those demographics to the school demographic profile. On-track status is a major metric since students have not formally completed the program nor have they graduated. This study adds to the district's understanding of the effectiveness of its transition program. The study's findings will inform the district in its efforts to accurately define its return-on-investment in the transition program.
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Date Issued: 2013
Identifier: CFE0004859, ucf:49708
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004859

Title: Improving on-time graduation for at-risk students: Perceptions of interventions to improve on-time graduation in one Florida school district.
Creator: Griffin, Walter, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: Students dropping out of high school has resulted in a national, state and local crisis. With the national graduation rate at 77%, there are thousands of students leaving school each year without the skills necessary for post-secondary career or college readiness (Scheel et al., 2009). This study provided fundamental insight into the factors that students perceive as important in keeping them on a positive trajectory towards graduation. The study added value to the knowledge regarding...
Show moreStudents dropping out of high school has resulted in a national, state and local crisis. With the national graduation rate at 77%, there are thousands of students leaving school each year without the skills necessary for post-secondary career or college readiness (Scheel et al., 2009). This study provided fundamental insight into the factors that students perceive as important in keeping them on a positive trajectory towards graduation. The study added value to the knowledge regarding students' perceptions of major mitigating factors in high school as compared to middle school that engaged them in school. The interventions that appear to have importance in assisting promise students in getting on track towards high school graduation were identified for replication in other programs throughout the target district.
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Date Issued: 2013
Identifier: CFE0004854, ucf:49704
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004854

Title: An Analysis of the School Board of Brevard County Instructional Personnel Performance Appraisal Instrument and the Validity of its Components.
Creator: Mela, Carol, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: This study examined the relationship between the professional practices components of the School Board of Brevard County Instructional Personnel Performance Appraisal System Instrument and student achievement as measured by a teacher's value-added measurement score. A Pearson Product-Moment Correlation was the statistical test used to analyze the data. The population included Brevard Public School instructional personnel assigned to Grades 4-10 who taught reading and/or mathematics measured...
Show moreThis study examined the relationship between the professional practices components of the School Board of Brevard County Instructional Personnel Performance Appraisal System Instrument and student achievement as measured by a teacher's value-added measurement score. A Pearson Product-Moment Correlation was the statistical test used to analyze the data. The population included Brevard Public School instructional personnel assigned to Grades 4-10 who taught reading and/or mathematics measured by the Florida Comprehensive Assessment Test during the 2011-2012 school year and who received teacher aggregated value-added measurement scores.Findings indicated that there was a small to moderate statistically significant, positive relationship between all eight professional practices component variables and value-added measurement scores. Correlation coefficients ranged from .089 for collaborative inquiry to .218 for quality of instruction. All of the components combined had a correlation of .231, confirming the strength of multiple evaluation measures.Recommendations were provided for future research aimed at further data analysis in Brevard Public Schools as well as other school districts in order to identify the combination of evaluation components that most accurately reflect teaching effectiveness resulting in student learning as well as to pinpoint weaknesses upon which additional training could be based and the fidelity of implementation improved.
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Date Issued: 2013
Identifier: CFE0004719, ucf:49810
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004719

Title: The Relationship of Participation in a Summer Transition Program for At-risk Ninth Grade Students and their Performance in Algebra I.
Creator: Sanchez, Jose, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: This study examined the Summer Transition Program in a large suburban school district.(&)nbsp; One of the common concerns of education leaders is the number of students who choose to dropout of high school.(&)nbsp; The eighth to ninth grade Summer Transition Program has been implemented to address the high school dropout issue and was the focus of this study.(&)nbsp; The researcher examined if participation in the Summer Transition Program could be predicted by student subgroup, to what...
Show moreThis study examined the Summer Transition Program in a large suburban school district.(&)nbsp; One of the common concerns of education leaders is the number of students who choose to dropout of high school.(&)nbsp; The eighth to ninth grade Summer Transition Program has been implemented to address the high school dropout issue and was the focus of this study.(&)nbsp; The researcher examined if participation in the Summer Transition Program could be predicted by student subgroup, to what extent, if any, participation in the Summer Transition Program had on the academic success in Algebra I, and if there is a relationship with academic success in Algebra I and at-risk factors.
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Date Issued: 2013
Identifier: CFE0004928, ucf:49635
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004928

Title: Five School District Mentor Models for Secondary Mathematics and Science Teachers in a Job Embedded University Teacher Preparation Program.
Creator: Karcinski, Lisa, Taylor, Rosemarye, Swan, Bonnie, Doherty, Walter, Baldwin, Lee, Wilson, Corbet, University of Central Florida
Abstract / Description: Mentoring was a component of the Resident Teacher Professional Preparation Program (RTP3), a Race to the Top (RTTT) program funded project. RTTT funded efforts reward states that have demonstrated success in raising student achievement and have the best plans to accelerate learning in the future (U.S. Department of Education, 2014). Five Florida school districts implemented different variations of the RTP3 mentor model and due to the unique needs of each school district, context differences...
Show moreMentoring was a component of the Resident Teacher Professional Preparation Program (RTP3), a Race to the Top (RTTT) program funded project. RTTT funded efforts reward states that have demonstrated success in raising student achievement and have the best plans to accelerate learning in the future (U.S. Department of Education, 2014). Five Florida school districts implemented different variations of the RTP3 mentor model and due to the unique needs of each school district, context differences in effectiveness may have emerged. The purpose of the study was to determine the differences among the five mentor models, the extent to which these differences may relate to variances in mentoring effectiveness, and the impact on persistence of the resident teachers in teaching. School district designee interviews were conducted and mentor and resident teacher surveys were administered. Interview and survey data were analyzed using the grounded theory approach (Glaser (&) Strauss, 1967) and open coding (Strauss (&) Corbin, 1990) to determine mentor and resident teacher perceptions of the effectiveness of the RTP3 mentoring support.The findings of the research suggest that the decisions of the five partner school districts to add additional targeted supports to their mentor models had an impact on increased persistence rates and decreased rates of resident teachers leaving the field of teaching. The majority of mentors perceived that common professional learning increased their capacity as a mentor to a moderate or large degree. The findings suggest that resident teachers who had school-based mentors perceived that their mentors were somewhat to very influential in assisting them in being more effective teachers. There were limitations to this study. Five school districts in the state of Florida were used in the study, and the sample of survey and interview participants were limited. Therefore results may not be able to be generalized to other school districts in Florida or other states. Additionally, the objectivity of survey and interview participants may be questioned because the participants were employees of the school district. However, it was assumed that participant's responses to the survey and interview questions were candid.Further research is recommended that would examine variations in school district mentor preparation and selection processes. Further recommendations would include evaluating different mentor models within the same context to better examine the impact of specific components of mentoring programs and considering the effectiveness of the mentee based on not only mentee perception of increased effectiveness, but effectiveness as determined by the school district-adopted evaluation system. Another avenue for future research to broaden and support the findings in this study would be to access whether effective mentoring models differ depending on the context and based on the needs and experiences of the beginning teachers.?
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Date Issued: 2015
Identifier: CFE0005639, ucf:50231
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005639

Title: Examining Emotional Responses to Effective Versus Ineffective Virtual Buddies.
Creator: Ingraham, Kathleen, Gunter, Glenda, Boote, David, Taylor, Rosemarye, Hughes, Charles, Proctor, Michael, University of Central Florida
Abstract / Description: The purpose of this research study was to explore the impact of virtual character design on user emotional experience and user behavior in a simulated environment. With simulation training increasing in popularity as a tool for teaching social skills, it is essential that social interactions in virtual environments provide authentic opportunities for practice (Swartout et al., 2006). This study used Interactive Performance Theory (Wirth, 2012) to examine the effect of designing a virtual...
Show moreThe purpose of this research study was to explore the impact of virtual character design on user emotional experience and user behavior in a simulated environment. With simulation training increasing in popularity as a tool for teaching social skills, it is essential that social interactions in virtual environments provide authentic opportunities for practice (Swartout et al., 2006). This study used Interactive Performance Theory (Wirth, 2012) to examine the effect of designing a virtual buddy character with ineffective traits instead of effective or expert traits. The sample population for this study (n = 145) consisted of first year university students enrolled in courses in the fall of 2013 at the University of Central Florida. Data on participant emotional experience and behavior were collected through questionnaires, researcher observations, and physiological signal recording that included participant heart rate and galvanic skin response. Data were analyzed using multivariate analysis of variances (MANOVA), Kruskal-Wallis one-way analysis of variance, and qualitative thematic coding of participant verbal behavior and written responses. Results of the analysis revealed that participants who interacted with an ineffective virtual buddy character had statistically significant higher averages of verbal statements to the antagonist in the simulated environment and statistically significant lower perceptions of antagonist amiability than participants who interacted with an effective virtual buddy. Additionally, participants who interacted with a virtual buddy of the opposite gender gave statistically significant higher ecological validity scores to the simulated environment than participants who interacted with a virtual buddy of the same gender. Qualitative analysis also revealed that participants tended to describe the female buddy character with more ineffective traits than the male buddy character even though effective and ineffective design conditions were equally divided for both groups. Further research should be conducted on the effect of virtual buddy character design in different types of simulation environments and with different target audiences.
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Date Issued: 2014
Identifier: CFE0005633, ucf:50220
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005633

Title: An Exploration of Communication Perceptions Between Elementary School Staff and the Parents of the Children They Serve.
Creator: Gardner, Cynthia, Hahs-Vaughn, Debbie, Taylor, Rosemarye, Pawlas, George, Hastings, Sally, University of Central Florida
Abstract / Description: The purpose of this quantitative research study was to explore the perceived school communication between elementary school staff and the parents of the children they serve. Staff members and parents, from a central Florida public school district, in both Title I and Non-Title I schools completed an online survey regarding (1) timely school communication, (2) school's website being informative and easy to use, and (3) staff members knowing what is going on in schools. Researchers have long...
Show moreThe purpose of this quantitative research study was to explore the perceived school communication between elementary school staff and the parents of the children they serve. Staff members and parents, from a central Florida public school district, in both Title I and Non-Title I schools completed an online survey regarding (1) timely school communication, (2) school's website being informative and easy to use, and (3) staff members knowing what is going on in schools. Researchers have long explored the importance of family involvement in children's academic success, communication between home and school is an important link in the process. The exploration of possible relationships were addressed using the chi-square test of association. It was anticipated that there would be a difference between the responses of staff and parents of children from Title I and those from Non-Title I schools.
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Date Issued: 2014
Identifier: CFE0005335, ucf:50516
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005335

Title: An Examination of Administrators' Knowledge of the Standards for Mathematical Practice - A Think Aloud.
Creator: Glenn-White, Vernita, Dixon, Juli, Ortiz, Enrique, Haciomeroglu, Erhan, Boote, David, Taylor, Rosemarye, University of Central Florida
Abstract / Description: Administrators who observe mathematics teachers need to have knowledge and an understanding of mathematics teaching and learning to effectively evaluate teachers and how their instructional practices relate to student thinking. This research study was conducted to illustrate the importance of understanding the thought process of administrators as they make decisions about teacher effectiveness based on what they notice during observations of mathematics classrooms.The purpose of this study...
Show moreAdministrators who observe mathematics teachers need to have knowledge and an understanding of mathematics teaching and learning to effectively evaluate teachers and how their instructional practices relate to student thinking. This research study was conducted to illustrate the importance of understanding the thought process of administrators as they make decisions about teacher effectiveness based on what they notice during observations of mathematics classrooms.The purpose of this study was to examine what administrators attend to in the instructional environment and how what they notice influences their ability to identify the Common Core State Standards, Standards for Mathematical Practice. A purposive sample of six administrators engaged in cognitive interviews, known as think alouds, while observing two mathematics classroom videos. This study was designed to explore how administrators' instructional leadership knowledge or skills influence what they notice during mathematics instruction.There was evidence that administrators did notice aspects of the instructional environment pertaining to teachers, students, and, content. However, in this study it was found that administrators with an understanding of mathematics teaching and learning attended more to student's mathematical thinking during instruction. It was also found that there was an increase of the administrators' mathematical language and attention to student interactions with mathematics content when the administrators were presented with a tool describing the elements of a classroom engaged in the Standards for Mathematical Practice.
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Date Issued: 2015
Identifier: CFE0005797, ucf:50034
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005797

Student Achievement (8)	+ -
leadership (8)	+ -
student achievement (8)	+ -
high school (7)	+ -
professional development (7)	+ -

FCAT (6)	+ -
Florida Comprehensive Assessment Test (5)	+ -
educational leadership (5)	+ -
Florida (4)	+ -
NAEP (4)	+ -
NCLB (4)	+ -
Retention (4)	+ -
Advanced Placement (3)	+ -
collaboration (3)	+ -
community college (3)	+ -
gender (3)	+ -
higher education (3)	+ -
mathematics (3)	+ -
middle school (3)	+ -
reading (3)	+ -
self-efficacy (3)	+ -
transition (3)	+ -
urban education (3)	+ -
Academic Achievement (2)	+ -
Accountability (2)	+ -
Accountability Measures (2)	+ -
Beginning Teacher (2)	+ -
Educational Leaders (2)	+ -
Educational Leadership (2)	+ -
Elementary (2)	+ -

Taylor, Rosemarye (123)	+ -
University of Central Florida (123)	+ -
Doherty, Walter (45)	+ -
Baldwin, Lee (31)	+ -
Baldwin, Gordon (15)	+ -

Murray, Kenneth (15)	+ -
Murray, Barbara (14)	+ -
Vitale, Thomas (8)	+ -
Hahs-Vaughn, Debbie (7)	+ -
Kennedy, Mary (7)	+ -
Pawlas, George (7)	+ -
Ceballos, Marjorie (6)	+ -
Little, Mary (5)	+ -
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