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A COMPARISON OF EIGHTH GRADE READING SCORES BY STATEAND BY THE FOUR CENSUS-DEFINED REGIONS IDENTIFIED BY NAEP
Title
A COMPARISON OF EIGHTH GRADE READING SCORES BY STATEAND BY THE FOUR CENSUS-DEFINED REGIONS IDENTIFIED BY NAEP.
Creator
Gordon II, William, Taylor, Rosemarye, University of Central Florida
Abstract / Description
This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and...
Show moreThis study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.
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Date Issued
2009
Identifier
CFE0002536, ucf:52846
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002536
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
Suspensions and Referrals to Law Enforcement of African American Students Pre and Post Restorative Justice
Title
Suspensions and Referrals to Law Enforcement of African American Students Pre and Post Restorative Justice.
Creator
Brown, Adrienne, Bartee, RoSusan, Gordon, William, Johnson, Jerry, Bradshaw, Leigh, Edyburn, Dave, University of Central Florida
Abstract / Description
The purpose of this study was to compare the number of suspensions and referrals to lawenforcement from traditional consequences administered to students in a large urban schooldistrict in southeastern United States for the school year 2013 to 2014 to the number ofsuspensions and referrals to law enforcement from consequences rendered after theimplementation of restorative justice practices in the 2015 to 2016 school year, as reported to theCivil Rights Office of Data Collection (CRDC, 2016)....
Show moreThe purpose of this study was to compare the number of suspensions and referrals to lawenforcement from traditional consequences administered to students in a large urban schooldistrict in southeastern United States for the school year 2013 to 2014 to the number ofsuspensions and referrals to law enforcement from consequences rendered after theimplementation of restorative justice practices in the 2015 to 2016 school year, as reported to theCivil Rights Office of Data Collection (CRDC, 2016). There was statistical evidence that schoolshad policies and/or practices in place that had a discriminatory bias towards racial groups whenschool discipline was administered (USDOE, 2016). Restorative justice processes worked toguide the conduct of individuals issuing the discipline and those needing to be disciplined(Rawls, 1971). Crosstabulations were used to determine if there were differences in students'behaviors in a large urban school district, categorized by race, gender, and socioeconomics forthose who received traditional discipline practices in 2013-2014 compared to those who receiveddiscipline during the implementation of restorative justice practices in 2015-2016. A decrease indiscipline infractions was the standard used to define a successful outcome for this alternativediscipline. Restorative justice allowed discipline to be proactive when implemented with fidelity(Adler, 2011). Findings in this large urban school district, suggested that African Americanstudents continued to receive discipline infractions at a disproportionate rate after theimplementation of restorative justice. Utilization of this alternative discipline proved to besuccessful in decreasing the number of single and multiple out-of-school suspensions andreferrals to law enforcement.
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Date Issued
2019
Identifier
CFE0007435, ucf:52719
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007435
A comparative analysis of public school collective bargaining agreements in Florida
Title
A comparative analysis of public school collective bargaining agreements in Florida.
Creator
Berk, Aliza, Bartee, RoSusan, Gordon, William, Doherty, Walter, Edyburn, Dave, University of Central Florida
Abstract / Description
This study examines the terms and conditions found in the 67 Florida public school collective bargaining agreements. Such collective bargaining agreements are negotiated between two parties, the teacher unions and their employers, under Florida Statute 447. The purpose of this mixed-methods study, conducted using both qualitative and quantitative research methods, is as follows: 1) to determine the extent to which CBA provisions exist within the master contracts of Florida teachers (2016-2017...
Show moreThis study examines the terms and conditions found in the 67 Florida public school collective bargaining agreements. Such collective bargaining agreements are negotiated between two parties, the teacher unions and their employers, under Florida Statute 447. The purpose of this mixed-methods study, conducted using both qualitative and quantitative research methods, is as follows: 1) to determine the extent to which CBA provisions exist within the master contracts of Florida teachers (2016-2017) and; 2) to determine the extent to which, if any, collective bargaining provisions vary among school districts (i.e. district size, district performance, district locale). The study finds that none of the eight desirable provisions were present in all 66 collective bargaining agreements indicating that collective bargaining agreements vary in terms of the inclusion of desirable provisions for teachers. The study also finds that that spatial relationship plays a role in determining bargaining outcomes. The results of this study provide insight into the terms and conditions of collective bargaining agreements in Florida; thereby providing Florida school districts with information to construct the best possible competitive contracts in the future, which would then attract top talent as well as to protect the best interests of their districts.
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Date Issued
2019
Identifier
CFE0007431, ucf:52711
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007431
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
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
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.
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Date Issued
2014
Identifier
CFE0005468, ucf:52862
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005468
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
Deformation and Phase Transformation Processes in Polycrystalline NiTi and NiTiHf High Temperature Shape Memory Alloys
Title
Deformation and Phase Transformation Processes in Polycrystalline NiTi and NiTiHf High Temperature Shape Memory Alloys.
Creator
Benafan, Othmane, Vaidyanathan, Rajan, Gordon, Ali, Notardonato, William, Kapat, Jayanta, University of Central Florida
Abstract / Description
The unique ability of shape memory alloys (SMAs) to remember and recover their original shape after large deformation offers vast potential for their integration in advanced engineering applications. SMAs can generate recoverable shape changes of several percent strain even when opposed by large stresses owing to reversible deformation mechanisms such as twinning and stress-induced martensite. For the most part, these alloys have been largely used in the biomedical industry but with limited...
Show moreThe unique ability of shape memory alloys (SMAs) to remember and recover their original shape after large deformation offers vast potential for their integration in advanced engineering applications. SMAs can generate recoverable shape changes of several percent strain even when opposed by large stresses owing to reversible deformation mechanisms such as twinning and stress-induced martensite. For the most part, these alloys have been largely used in the biomedical industry but with limited application in other fields. This limitation arises from the complexities of prevailing microstructural mechanisms that lead to dimensional instabilities during repeated thermomechanical cycling. Most of these mechanisms are still not fully understood, and for the most part unexplored. The objective of this work was to investigate these deformation and transformation mechanisms that operate within the low temperature martensite and high temperature austenite phases, and changes between these two states during thermomechanical cycling. This was accomplished by combined experimental and modeling efforts aided by an in situ neutron diffraction technique at stress and temperature. The primary focus was to investigate the thermomechanical response of a polycrystalline Ni49.9Ti50.1 (in at.%) shape memory alloy under uniaxial deformation conditions. Starting with the deformation of the cubic austenitic phase, the microstructural mechanisms responsible for the macroscopic inelastic strains during isothermal loading were investigated over a broad range of conditions. Stress-induced martensite, retained martensite, deformation twinning and slip processes were observed which helped in constructing a deformation map that contained the limits over which each of the identified mechanisms was dominant. Deformation of the monoclinic martensitic phase was also investigated where the microstructural changes (texture, lattice strains, and phase fractions) during room-temperature deformation and subsequent thermal cycling were captured and compared to the bulk macroscopic response of the alloy. This isothermal deformation was found to be a quick and efficient method for creating a strong and stable two-way shape memory effect.The evolution of inelastic strains with thermomechanical cycling of the same NiTi alloy, as it relates to the alloy stability, was also studied. The role of pre-loading the material in the austenite phase versus the martensite phase as a function of the active deformation modes (deformation processes as revealed in this work) were investigated from a macroscopic and microstructural perspective. The unique contribution from this work was the optimization of the transformation properties (e.g., actuation strain) as a function of deformation levels and pre-loading temperatures. Finally, the process used to set actuators, referred to as shape setting, was investigated while examining the bulk polycrystalline NiTi and the microstructure simultaneously through in situ neutron diffraction at stress and temperature. Knowledge gained from the binary NiTi study was extended to the investigation of a ternary Ni-rich Ni50.3Ti29.7Hf20 (in at.%) for use in high-temperature, high-force actuator applications. This alloy exhibited excellent dimensional stability and high work output that were attributed to a coherent, nanometer size precipitate phase that resulted from an aging treatment. Finally, work was initiated as part of this dissertation to develop sample environment equipment with multiaxial capabilities at elevated temperatures for the in situ neutron diffraction measurements of shape memory alloys on the VULCAN Diffractometer at Oak Ridge National Laboratory. The developed capability will immediately aid in making rapid multiaxial measurements on shape memory alloys wherein the texture, strain and phase fraction evolution are followed with changes in temperature and stress.This work was supported by funding from the NASA Fundamental Aeronautics Program, Supersonics Project including (Grant No. NNX08AB51A). This work has also benefited from the use of the Lujan Neutron Scattering Center at LANSCE, which is funded by the Office of Basic Energy Sciences DOE. LANL is operated by Los Alamos National Security LLC under DOE Contract No. DE-AC52-06NA25396.
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Date Issued
2012
Identifier
CFE0004496, ucf:49288
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004496
An Evaluation Study of the Implementation of Webcam Proctoring for Secure Testing in a K-12 Virtual School
Title
An Evaluation Study of the Implementation of Webcam Proctoring for Secure Testing in a K-12 Virtual School.
Creator
Geiser Hogan, Elena, Gunter, Glenda, Hartshorne, Richard, Boote, David, Kennedy, Kathryn, Gordon, William, University of Central Florida
Abstract / Description
ABSTRACT The purpose of this evaluative study was to review the implementation of a Webcam Test-Proctoring Program (WTPP) implemented in a Kindergarten through 12th grade public virtual school. Results of the evaluative study will be used to determine if the secure Webcam proctoring method would be a viable solution to a problem of practice(-)requiring full-time virtual school students to participate in the multitude of required state and Florida school district assessments. At the core of...
Show moreABSTRACT The purpose of this evaluative study was to review the implementation of a Webcam Test-Proctoring Program (WTPP) implemented in a Kindergarten through 12th grade public virtual school. Results of the evaluative study will be used to determine if the secure Webcam proctoring method would be a viable solution to a problem of practice(-)requiring full-time virtual school students to participate in the multitude of required state and Florida school district assessments. At the core of virtual education lies the appeal of flexibility in each student's individual learning path. The rigid nature of secure assessments conflict with the intentions of a K-12 virtual school. Natale and Cook (2012) identified this as a problem of practice as well, stating, (")Digital learning de-standardizes and decentralizes educational delivery, so it presents challenges in applying quality control systems and metrics that were developed for more traditional school structures(") (p. 541).A formal evaluation included an electronic survey and one-on-one phone interviews. The sample population for this study included 6th-12th grade students (n = 27) who were enrolled in Hurricane County Virtual School during the 2014-2015 school year. The HCVS population was 165 at the beginning of the 2014-2015 school year, therefore the population for this study was N=165. The WTPP evaluated for this study took place over two test sessions, the first in October of 2014 and the second in January 2015. Students were asked to complete the electronic survey and to volunteer to complete phone interviews to provide feedback about their experience completing their benchmark assessments. In this mixed-methods study, an electronic survey created by the evaluator and research chair gathered quantitative data that were analyzed using descriptive and inferential statistics. In order to determine if there was any relationship between specific demographic sub-groups and their experiences and preferences regarding Webcam proctoring, the researcher used the Kruskal-Walis and Mann-Whitney inferential statistics. Additionally, qualitative data were collected through one-on-one phone interviews with six students who participated in the WTPP. Data from these interviews yielded supporting statements for the quantitative data analyzed. Results yielded from this study indicated that the majority of students who participated in the WTPP were satisfied or very satisfied with this method of proctoring for secure testing overall. Future studies should further evaluate the effectiveness of Webcam proctoring for secure testing and determine the impact of allowing students more flexibility (which Webcam proctoring inherently does) while testing has on their test scores.
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Date Issued
2016
Identifier
CFE0006457, ucf:51441
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006457
Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District
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