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An Investigation of Science of Reading and Learning Representation in Undergraduate Elementary Education Reading Courses in the State University System of Florida
Title
An Investigation of Science of Reading and Learning Representation in Undergraduate Elementary Education Reading Courses in the State University System of Florida.
Creator
Camara, Jessica, Taylor, Rosemarye, Ceballos, Marjorie, Doherty, Walter, Gordon, William, University of Central Florida
Abstract / Description
This study investigated the extent to which the science of reading instruction components and five science of learning principles were addressed in undergraduate elementary education required reading courses in the State University System (SUS) of Florida institutions. A document analysis of textbooks and syllabi was completed and evidence recorded in The Matrix for State University System (SUS) of Florida Scoring(&)copy;. The results were reported in summary tables and an analysis of the...
Show moreThis study investigated the extent to which the science of reading instruction components and five science of learning principles were addressed in undergraduate elementary education required reading courses in the State University System (SUS) of Florida institutions. A document analysis of textbooks and syllabi was completed and evidence recorded in The Matrix for State University System (SUS) of Florida Scoring(&)copy;. The results were reported in summary tables and an analysis of the data was conducted on the extent to which each science of reading component and science of learning principle were labeled explicitly, indirectly stated, or not present in syllabi and textbooks. Data showed that the science of reading instruction components were addressed in undergraduate elementary education reading courses and the five selected science of learning principles were not. These findings may inform elementary teacher preparation faculty in textbook selection and course syllabi development who are interested in assisting teacher candidates to adopt teaching practices consistent with how children learn.
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Date Issued
2019
Identifier
CFE0007437, ucf:52716
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007437
A Case Study of High School Administrators' Self-Perceived Readiness to be Digital Instructional Leaders
Title
A Case Study of High School Administrators' Self-Perceived Readiness to be Digital Instructional Leaders.
Creator
Sanchez Corona, Brian, Taylor, Rosemarye, Baldwin, Lee, Ceballos, Marjorie, Shepherd, Andrew, University of Central Florida
Abstract / Description
The purpose of this study was to determine the readiness of an administrative team (N = 7) to provide digital instructional leadership, in the context of one high school, as well as examine possible outcomes related to student achievement, as measured by Florida Standards Assessment English Language Arts scale scores (FSA, 2018). This instrumental case study design (Fraenkel, Wallen, (&) Hyun, 2015) incorporated mixed-methods data collection and qualitative analysis. Data were collected from...
Show moreThe purpose of this study was to determine the readiness of an administrative team (N = 7) to provide digital instructional leadership, in the context of one high school, as well as examine possible outcomes related to student achievement, as measured by Florida Standards Assessment English Language Arts scale scores (FSA, 2018). This instrumental case study design (Fraenkel, Wallen, (&) Hyun, 2015) incorporated mixed-methods data collection and qualitative analysis. Data were collected from three distinct sources for triangulation: qualitative semi-structured interviews, Digital Instructional Leadership Readiness Instrument [DILRI(&)copy;] (Taylor (&) Shepherd, 2016) knowledge and confidence construct participant item selections, and Grade 9 and Grade 10 Florida Standards Assessment (FSA) English Language Arts 2018 student scale scores (FSA, 2018). Administrator perceptions of teachers' integration of technology in instruction were examined via constructs of (a) characteristics of learning and (b) levels of technology integration contained within the Technology Integration Matrix [TIM(&)copy;] (FCIT, 2018) framework. Findings support administrators' ability to recognize emergent levels of teachers' integration of technology in instruction. Findings also inform professional learning experiences for administrators supporting teachers in one-to-one digital school environments. Implications for practice include a need for sustained ongoing professional learning for administrators on the selected technology integration framework. School district administrators may seek to ensure that the selected technology integration framework, the TIM(&)copy; (FCIT, 2018) in this instrumental case study (Fraenkel et al., 2015), is presented as a sustained shared vision (Richardson (&) Sterrett) for both instructional and administrative personnel within the organization. Recommendations for future research include collecting similar data from multiple schools within a school district and from numerous school districts. Replication of this study is suggested in various regions of the United States. Also, a longitudinal follow-up study is suggested to examine change in administrator digital instructional leadership over time.
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Date Issued
2019
Identifier
CFE0007722, ucf:52454
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007722
A Study of Approaches to Improve Advanced Placement Social Studies Examination Student Performance in One Urban Florida High School
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).
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Date Issued
2019
Identifier
CFE0007669, ucf:52479
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007669
A Case Study of High School Teacher Induction Programs in One Urban Florida School District.
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.
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Date Issued
2019
Identifier
CFE0007605, ucf:52553
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007605
The Relationship of Computer Science Immersion in Elementary Schools to Achievement of High Poverty Students
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.
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Date Issued
2019
Identifier
CFE0007627, ucf:52559
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007627
An Analysis of School-District Level Policy and Guidelines Related to English Language Learners' Enrollment and Achievement in Advanced Courses
Title
An Analysis of School-District Level Policy and Guidelines Related to English Language Learners' Enrollment and Achievement in Advanced Courses.
Creator
Ceballos, Marjorie, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Nutta, Joyce, University of Central Florida
Abstract / Description
The purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school....
Show moreThe purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school. Existing research on ELs provides information on this group's academic achievement on national and state standardized measurements of achievement (Walqui (&) Pease-Alvarez, 2012) such as the National Assessment of Educational Progress, the Florida Comprehensive Assessment Test, and other state standardized assessments in the United States. However, there is an absence of research concerning this group's achievement in advanced courses at the middle school and high school levels. Moreover, there is also an absence of research on this group's achievement on college-level examinations (e.g., Advanced Placement and International Baccalaureate). This study contributed to the body of knowledge on the impact of educational policy, guidelines, and recommended practices on student acceleration, specifically the acceleration of ELs through their enrollment and achievement in advanced coursework at the middle school and high school level in the United States. The analysis of this group's enrollment and achievement consisted of (1) an examination of the group's enrollment from 2009-2014 in advanced coursework in grades 6-12, (2) an analysis of this group's achievement in advanced coursework from 2009-2014 in grades 6-12, and (3) an examination of school district policy via school district policy and guideline documents and school-based curriculum guides. Initial findings from the analysis completed point to an uneven EL course enrollment in advanced coursework in mathematics, English, science, and social studies across the 57 schools included within the study from 2009-2014. At the high school level, EL course enrollment in advanced coursework is small; the high school with the highest proportion of EL course enrollment had 9.7 percent EL course enrollment. Overall, EL course enrollment comprised 4.5 percent of advanced course enrollment in 19 high schools. At the middle school level, however, EL advanced course enrollment was proportionately larger; the middle school with the highest proportion of EL course enrollment had 25.3 percent EL advanced course enrollment. Overall, EL course enrollment comprised 7.0 percent of advanced coursework course enrollment in 38 middle schools. In terms of Advanced Placement (AP) and International Baccalaureate (IB) EL course enrollment, AP EL course enrollment was 3.0 percent from 2011-2014 and IB EL course enrollment was 0.2 percent from 2012-2014.EL achievement in advanced coursework as measured by final letter grade in advanced courses was high; EL high school achievement by final letter grade achievement of A, B, or C was 85 percent and EL middle school achievement by final letter grade of A, B, or C was 91 percent in advanced courses. In Advanced Placement exam scores, EL score of 3 or higher was 54 percent, while non-EL score of 3 or higher was 47 percent. In IB, EL score of 4 or higher was 71 percent, while non-EL score of 4 or higher was 81 percent. Analysis of school district policy and guideline documents and school curriculum guides emphasized the central role of the school district in ensuring that schools followed national and state laws applicable to ELs in the United States. The school district policy and guideline documents analyzed guaranteed ELs' equal access to academic programs within the school district but only made one specific reference to enrollment of ELs in advanced coursework in the form of Advanced Placement. School curriculum guides analyzed demonstrated elements of access to advanced coursework for ELs. The curriculum guides analyzed contained varying degrees of identified access elements, demonstrating schools' autonomy in determining the academic trajectories of their students within the parameters of applicable national and state laws.
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Date Issued
2016
Identifier
CFE0006279, ucf:51598
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006279