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The Moral Reasoning and Moral Decision Making of Urban High-Poverty Elementary School Principals in a Large Urban Southeastern School District
Title
The Moral Reasoning and Moral Decision Making of Urban High-Poverty Elementary School Principals in a Large Urban Southeastern School District.
Creator
Strenth, Robert, Murray, Barbara, Taylor, Rosemarye, Murray, Kenneth, Hayes, Burnice, University of Central Florida
Abstract / Description
The focus of this research was to identify the moral reasoning and moral judgment of elementary school principals who serve in high-poverty schools. The study was undertaken at the request of the client public school district who was attempting to identify characteristics of current elementary principals serving in high-poverty schools. Two research questions guided this study concerning the moral operational level of the principals. The theoretical framework of the study was based on the...
Show moreThe focus of this research was to identify the moral reasoning and moral judgment of elementary school principals who serve in high-poverty schools. The study was undertaken at the request of the client public school district who was attempting to identify characteristics of current elementary principals serving in high-poverty schools. Two research questions guided this study concerning the moral operational level of the principals. The theoretical framework of the study was based on the work of Lawrence Kohlberg and his stages of moral development. Participating principals were administered the Defining Issues Test-2 (DIT-2), a pencil-paper questionnaire that presented five moral dilemmas and a series of statements asking for the participant to rank solutions to the dilemmas. The results indicated that the majority of participants operated from lower levels of moral development, reasoning, and judgment. Participants' scores were matched with their schools' performance grades. There was not an indication that high moral scores and high school performance were linked. This study confirmed the results of an early study conducted by Vitton and Wasonga (2009) and encourages a deeper examination of the results of accountability and principal decision making.
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Date Issued
2013
Identifier
CFE0004943, ucf:49609
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004943
Differential impacts of doctoral education on Ed.D. and Ph.D. students: Examining student motivation and subjective well-being during the first two years of doctoral study
Title
Differential impacts of doctoral education on Ed.D. and Ph.D. students: Examining student motivation and subjective well-being during the first two years of doctoral study.
Creator
McAfee, Morgan, Boote, David, Hayes, Burnice, Vitale, Thomas, University of Central Florida
Abstract / Description
Background: Doctoral attrition has been the subject of significant research over the past several years (Bair (&) Haworth, 2004; Cohen (&) Greenberg, 2011; Gardner, 2008; Lovitts, 2001). Prior research on doctoral students has focused on substantive differences in the Ed.D. and Ph.D. in education degree programs, rather than on potential differences among the students themselves. Purpose: To assess whether there are baseline differences in motivation and subjective well-being among the three...
Show moreBackground: Doctoral attrition has been the subject of significant research over the past several years (Bair (&) Haworth, 2004; Cohen (&) Greenberg, 2011; Gardner, 2008; Lovitts, 2001). Prior research on doctoral students has focused on substantive differences in the Ed.D. and Ph.D. in education degree programs, rather than on potential differences among the students themselves. Purpose: To assess whether there are baseline differences in motivation and subjective well-being among the three groups of doctoral students in education: Ed.D. and Ph.D. students, part-time enrolled and full-time enrolled students, and first-year and second-year students. Setting: University of Central Florida, College of EducationSubjects: First-year and second-year students drawn from all three doctoral programs offered in the College, including Education, Ed.D., Education, Ph.D., and Educational Leadership, Ed.D. Data Collection and Analysis: A 131-item electronic survey to assess student motivation and subjective well-being was distributed to all 142 enrolled first-year and second-year doctoral students, of which 28.2% responded (n = 40). Cumulative motivation and separate subjective well-being scores were calculated for each participant, and Mann-Whitney tests were performed to compare the distribution of student scores within each group (Ed.D. and Ph.D., part-time enrolled and full-time, and first-year and second-year). Findings: No statistically significant differences were found in motivation and subjective well-being among the three groups of students. However, some findings on measures of motivation did approach statistical significance between Ed.D. and Ph.D. students.Conclusions: These findings may demonstrate that relative well-being and similar levels of intrinsic motivation exist among several groups of doctoral students. Recommendations for future research include an increase in the sample size by expanding the study to multiple institutions offering doctoral programs in education, as well as a modification of the instruments from ordinal scales to Likert-type instruments.
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Date Issued
2013
Identifier
CFE0004714, ucf:49840
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004714
Design and Implementation Plan for the "I Am Potential" Financial Literacy Education Program
Title
Design and Implementation Plan for the "I Am Potential" Financial Literacy Education Program.
Creator
Louis, Tureka, Hopp, Carolyn, Robinson, Edward, Vitale, Thomas, Hayes, Burnice, University of Central Florida
Abstract / Description
ABSTRACTThis Financial Literacy Program Model is a proposed solution to the problem of financial illiteracy among the working poor. Over 80 percent of adults in America are not financially literate, yet more than half believe themselves to be (OECD, 2005). No community is more adversely affected by this fallacy than the working poor. Earning income, yet living below the poverty line, this group is as deceived as any other by the misconception that increased income is their sole remedy rather...
Show moreABSTRACTThis Financial Literacy Program Model is a proposed solution to the problem of financial illiteracy among the working poor. Over 80 percent of adults in America are not financially literate, yet more than half believe themselves to be (OECD, 2005). No community is more adversely affected by this fallacy than the working poor. Earning income, yet living below the poverty line, this group is as deceived as any other by the misconception that increased income is their sole remedy rather than a small part of the complex equation greatly influenced by financial literacy. Drawing upon a review of related literature, observation of a successful program, and interviews, three barriers to financial literacy education are presented and addressed in this program's design. 1) Overblown financial self-efficacy spawns the popular belief held by most financially illiterate individuals that they are financially literate (OECD, 2005). 2) Lack of differentiation is prevalent. Existing programs cover basic financial topics with a one size fits all approach. 3) Although attrition rates are high, there are few motivational interventions in place within currently existing programs. These obstacles combined with the unique set of circumstances faced by the working poor exacerbate financial illiteracy and its related issues. This program was designed as part of the I Am Potential, Inc initiative (IAP) (-) an effort to assist individuals who desire to enhance their lives. In particular, IAP targets underserved communities. The (")I Am Potential(") Financial Literacy Program Model and Implementation Plan addresses these issues through instructional design with pre- and post-treatment financial self efficacy and motivation assessments along with differential instructional delivery methods, including a variety of modes and durations available for a distinctive learner population. Themodel accommodates the subsequent addition of coursework for enhancement in other life domains.
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Date Issued
2014
Identifier
CFE0005203, ucf:50620
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005203
Failing the Failed: A Treatise on the Need for a Research Based Pedagogical Approach to Credit Recovery
Title
Failing the Failed: A Treatise on the Need for a Research Based Pedagogical Approach to Credit Recovery.
Creator
Scott, Kelly, Boote, David, Robinson, Edward, Vitale, Thomas, Hayes, Burnice, University of Central Florida
Abstract / Description
The purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery...
Show moreThe purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery Instructional Treatment), a research-based approach to curriculum design for credit recovery. CRIT is a standards based curriculum relying on criterion based assessments. This approach was then applied in the creation of specific curriculum for English 4 credit recovery and as a general approach for all subjects. A step by step evaluation plan for current and proposed approaches for credit recovery was then defined. Additionally, we provide a detailed implementation strategy specific to our organization but easily retrofitted for other organizations. We focus on the organization of Florida Virtual School (FLVS), a state run K-12 virtual school run as a special school district in Florida because it is a familiar organization; however, the model and results may be generalizable for online or traditional education.
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Date Issued
2014
Identifier
CFE0005289, ucf:50565
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005289
Failing the Failed: A treatise on the need for a research based pedagogical approach to credit recovery
Title
Failing the Failed: A treatise on the need for a research based pedagogical approach to credit recovery.
Creator
Smith, Elise, Boote, David, Robinson, Edward, Vitale, Thomas, Hayes, Burnice, University of Central Florida
Abstract / Description
The purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery...
Show moreThe purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery Instructional Treatment) a research-based approach to curriculum design for credit recovery. CRIT is a standards based curriculum relying on criterion based assessments. This approach was then applied in the creation of specific curriculum for English 4 credit recovery and as a general approach for all subjects. A step by step evaluation plan for current and proposed approaches for credit recovery was then defined. Additionally we provide a detailed implementation strategy specific to our organization but easily retrofitted for other organizations. We focus on the organization of Florida Virtual School (FLVS), a state run k-12 virtual school run as a special school district in Florida because it is a familiar organization. However, the model and results may be generalizable for online or traditional education.
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Date Issued
2014
Identifier
CFE0005290, ucf:50568
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005290
An Exploration of the Relationships Between Supervisees' Perceptions of Facilitative Conditions in Supervision, Clients' Perceptions of Facilitative Conditions in Counseling, and Client Outcomes
Title
An Exploration of the Relationships Between Supervisees' Perceptions of Facilitative Conditions in Supervision, Clients' Perceptions of Facilitative Conditions in Counseling, and Client Outcomes.
Creator
Bell, Chastity, Robinson, Edward, Hagedorn, William, Hundley, Gulnora, Hayes, Burnice, Brumfield, Kristy, University of Central Florida
Abstract / Description
The counseling relationship has long been considered an essential part of the foundation of positive client outcomes in counseling. While many factors play a role in the therapeutic relationship, the facilitative conditions of empathy, unconditional positive regard, and genuineness have been the most-researched components of the Person-Centered construct of the therapeutic relationship. The supervisory relationship parallels the therapeutic relationship in many ways, and as the therapeutic...
Show moreThe counseling relationship has long been considered an essential part of the foundation of positive client outcomes in counseling. While many factors play a role in the therapeutic relationship, the facilitative conditions of empathy, unconditional positive regard, and genuineness have been the most-researched components of the Person-Centered construct of the therapeutic relationship. The supervisory relationship parallels the therapeutic relationship in many ways, and as the therapeutic relationship is critical to counseling, the supervisory relationship is foundational to effective supervision. While the facilitative conditions are empirically proven to contribute to positive client outcomes within the therapeutic relationship, the role of the counselor's supervisory relationship has been largely unexplored in its association to client outcomes. The purpose of this study was to determine if there is a relationship between the facilitative conditions perceived by the client during counseling, and the facilitative conditions perceived by the counselor-in-training during supervision. Additionally, these variables were tested for their ability to predict client outcomes.The sample of this study consisted of 88 clients and 55 counselors-in-training at a large university in the southeastern United States. Both clients and counselors-in-training completed two instruments to ascertain the quality of their counseling and supervision relationships. The Outcomes Questionnaire-45 was utilized to collect client outcomes data. Results validate a correlation between the client's perception of the therapeutic relationship and client outcomes, however there appears to be no relationship between the supervisory relationship and client outcomes. Further results of the study and limitations were discussed.
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Date Issued
2013
Identifier
CFE0004812, ucf:49741
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004812