View All Items

Title: COLLECTIVE TEACHER EFFICACY AND READING ACHIEVEMENT FOR HISPANIC STUDENTS IN READING FIRST AND NON-READING FIRST SCHOOLS IN SOUTHWEST FLORIDA.
Creator: Hylemon, Larry, Holt, Larry, University of Central Florida
Abstract / Description: This study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2...
Show moreThis study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2 and 3, all students received some degree of Reading First strategies. Available reading measures for analyses at the time of the study included the Group Reading Assessment and Diagnostic Evaluation (GRADE), the Florida Comprehensive Assessment Test (FCAT), and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Results from two-way analyses of variance (ANOVA) did not reveal significant differences between the two groups on a pre and posttest administration of the GRADE. When the two groups were combined, repeated measures ANOVA indicated a significant difference between pre and post administrations of the GRADE with the posttest being significantly higher. Grades 4 and 5 showed significant gains between pre and posttest while grades 2 and 3 did not. It was hypothesized that as students' English proficiency improved, reading instruction became more meaningful and thus positively influenced the posttest. Both the GRADE and the DIBELS Oral Reading Fluency test were significantly correlated with the FCAT. Regression analyses revealed that both were significant predictors individually and combined of the FCAT reading score. Collective teacher efficacy was assessed with the short-form of the Collective Teacher Efficacy Scale (CTES). A total of 38 Reading First teachers and 30 non-Reading First teachers completed the CTES and a brief biographical questionnaire. Results indicated significantly higher collective teacher efficacy in the non-Reading First school. Findings did not support the hypothesis that the intensity of the Reading First program and the teacher training required would result in significantly higher collective efficacy. Differences in level of teacher education, experience, and years teaching in a school were speculated as potential variables influencing the level of collective efficacy. Implications from this study were discussed along with recommendations for future research.
Show less
Date Issued: 2005
Identifier: CFE0000737, ucf:46570
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000737

Title: A JOURNEY OF TEACHING AND LEARNING IN SCIENCE EDUCATION: THE MICROCULTURE OF EMERGING INQUIRY-BASED SCIENCE INSTRUCTION IN AN URBAN, LOW SOCIOECONOMIC ELEMENTARY SCHOOL SCIENCE LAB.
Creator: Dahl, Kimberly, Holt, Larry, University of Central Florida
Abstract / Description: This ethnographic study of emerging inquiry-based science instruction in an urban, low socioeconomic elementary school science lab was designed to gain insight into the perspectives of the teacher and students. The study involved a Central Florida elementary school whose population was over 80 percent African-American. In this six month study, the researcher examined the classroom setting of a science lab teacher and her fourth and fifth grade students during a six month period of time. Data...
Show moreThis ethnographic study of emerging inquiry-based science instruction in an urban, low socioeconomic elementary school science lab was designed to gain insight into the perspectives of the teacher and students. The study involved a Central Florida elementary school whose population was over 80 percent African-American. In this six month study, the researcher examined the classroom setting of a science lab teacher and her fourth and fifth grade students during a six month period of time. Data sources included interviews, field notes, reflections, and student work , which were used to identify the emerging themes and patterns in the study. The emergent themes were grouped into two categories: the perspective of the teacher and students in the inquiry environment and the microculture of the teacher and students in that environment. The teacher's perspectives on instructional strategies, standard based instructional guidelines, and the realities of teaching in an urban low socioeconomic setting were the major emergent themes. The students' perspectives into environment and sense-making of elementary school students were the other major emergent themes. Chapter I provides background and the significance of the study. Chapter II provides a research of the literature surrounding inquiry-based instruction in science education. Chapter III describes the methodology, specifically the ethnographic approach to this study. A metaphoric journey down the river of perspectives in science lab classroom sets the tone for Chapter IV. This chapter provides a "view from the shore," an introduction to the general background of the elementary school. Chapter V explores the teacher perspectives, and uses vignettes to analyze instructional strategies, questioning, assessment, standards state and district guideline and the realities of teaching. Chapter VI discusses the student perspectives, and uses vignettes to analyze behaviors and actions, responsibility of learners, assessment, and ways of knowing. Chapter VII pulls together conclusions, implications, and recommendations for further research.This study contributes to the total body of research of science education in two ways: 1. It provides student and teacher perspectives on science in an urban, low socioeconomic elementary school. 2. It provides research with a teacher and student perspective of inquiry-based science instruction.
Show less
Date Issued: 2004
Identifier: CFE0000064, ucf:46128
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000064

Title: AN EXAMINATION OF TIME USE PATTERNS INFLUENCE ON ACADEMIC ACHIEVEMENT AMONG AFRICAN AMERICAN AND HISPANIC MALE HIGH SCHOOL STUDENT ATHLETES.
Creator: Riley, Keith, Holt, Larry, University of Central Florida
Abstract / Description: The purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African...
Show moreThe purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African American and Hispanic male high school student athletes. Their contribution to the main effects revealed that statistically significant differences exist between the non-sports participant and sports participant groups. After controlling for time spent completing mathematics homework and socioeconomic status, the findings revealed that time spent completing math homework was significantly related to academic achievement for African American and Hispanic male student athletes. Time spent watching television was not significantly related to academic achievement for African American and Hispanic male student athletes. For the variable time spent playing on the computer game, the analysis indicated that the detrimental effect of time spent playing video/computer games was the same for African American and Hispanic male student athletes. Finally, it is noteworthy that effective use of time (i.e., playing video games less) and sports participation positively influences academic achievement of African American and Hispanic males high school student athletes. Strategies were uncovered for possible future research among African American and Hispanic male student athletes to increase academic achievement levels.
Show less
Date Issued: 2007
Identifier: CFE0001580, ucf:47109
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001580

Title: BEGINNING TEACHER SATISFACTION WITH EMPLOYMENT IN SOUTHWEST FLORIDA: RELATIONSHIP TO ATTRITION.
Creator: Donnell, Derrick, Holt, Larry, University of Central Florida
Abstract / Description: The United States Department of Education predicts that the nation will need more than one million new teachers by the year 2010 (U.S.DOE, 1996). At the same time, 43% of teachers leave the profession within their first five years of employment. Southwest Florida is experiencing a tremendous growth rate. This growth rate pattern has been predicted to continue through the year 2010. The school districts of Southwest Florida find themselves scrambling to build new schools in order to keep pace...
Show moreThe United States Department of Education predicts that the nation will need more than one million new teachers by the year 2010 (U.S.DOE, 1996). At the same time, 43% of teachers leave the profession within their first five years of employment. Southwest Florida is experiencing a tremendous growth rate. This growth rate pattern has been predicted to continue through the year 2010. The school districts of Southwest Florida find themselves scrambling to build new schools in order to keep pace with the growth. These new schools must be staffed with qualified teachers. The No Child Left Behind Act of 2001 coupled with the Class Size Reduction Amendment IX, has also increased the demand for qualified teachers. A child's teacher, next to the family, is the single most influential entity in their educational experience. A competent, caring, qualified teacher will make a lifelong impact on both the learning and development of a child. The purpose of this study was to determine the factors that caused dissatisfaction for beginning teachers, and to determine if there was a relationship to attrition. A total of 99 full-time Southwest Florida teachers participated in this study. The number of teachers from Charlotte County was 20, the number of teachers from Hendry County was 17, and the number of teachers from Lee County was 62. Data regarding dissatisfaction factors were analyzed to determine if a significant difference was observable between the three counties. In addition, the study addressed the racial and gender variables between counties as it related to dissatisfaction factors. A two-way analysis of variance (ANOVA) was used to compare the dissatisfaction factors between the races and counties. Analysis of the data suggested that there was no significant difference between race and county for any of the six factors. A two-way analysis of variance (ANOVA) was also used to compare the dissatisfaction factors between the gender and counties. Analysis of the data suggested that there was no significant difference between gender and county for five of the factors but there was a significant difference observed in factor 3, Safe Equipment, for gender. The results of this study indicate that there are distinct factors that cause dissatisfaction for beginning teachers. The results presented in the current study offer implications that although a single factor cannot be directly linked to teacher attrition, it does suggest that a combination of factors may lead to attrition. This data can inform educators that supervise beginning teachers of areas of concern. Decreasing the number of dissatisfaction factors can increase the probability that beginning teachers will not leave the profession within their first five years of employment.
Show less
Date Issued: 2004
Identifier: CFE0000214, ucf:46256
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000214

Title: WHAT IS THE RELATIONSHIP BETWEEN NATIONAL BOARD CERTIFICATION AND THE ACHIEVEMENT RESULTS OF THIRD GRADE STUDENTS IN A LOCAL CENTRAL FLORIDA SCHOOL DISTRICT?.
Creator: Vitale, Thomas, Holt, Larry, University of Central Florida
Abstract / Description: There has been much excitement over the National Board of Professional Teaching Standards; especially with regard to improving student achievement. Are Nationally Board Certified Teachers (NBCT) performing better than their non board certified counterparts? Does achieving National Board Certification mean that a teacher is "highly qualified?" What are the tangible effects on the achievement levels of students of Nationally Board Certified teachers? Much research has been conducted in the past...
Show moreThere has been much excitement over the National Board of Professional Teaching Standards; especially with regard to improving student achievement. Are Nationally Board Certified Teachers (NBCT) performing better than their non board certified counterparts? Does achieving National Board Certification mean that a teacher is "highly qualified?" What are the tangible effects on the achievement levels of students of Nationally Board Certified teachers? Much research has been conducted in the past few years to try to answer these questions. Currently, the results of much of this research are ambiguous at best. Most studies report little in the way of significant impact on student achievement by NBCTs. However, many studies show teachers self-reporting a strong positive impact on their own teaching and their feelings of efficacy. The state of Florida and the federal government have spent hundreds of millions of dollars over the past decade in pursuit of expanding the NBPTS as a means of ensuring highly qualified teachers for every student. This study aims to discover whether or not there is any definitive association between teachers who attain the national certification and higher student achievement on standardized tests specifically the Florida Comprehensive Assessment Test (FCAT) in a local central Florida school district. The researcher attempted to determine if students assigned to classrooms of nationally board certified teachers outperformed students of comparable backgrounds that were assigned to classrooms of teachers that were not nationally certified. To accomplish this, the researcher looked at reading and math test scores of third grade students in nationally board certified teachers' classrooms and compared them with those of students assigned to non-nationally board certified teachers to determine if the gains made by one group were statistically significantly different from the other. Recommendations were made for further exploration of the link between NBCTs and student achievement.
Show less
Date Issued: 2008
Identifier: CFE0002078, ucf:47599
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002078

Title: CHARACTER EDUCATION: EXAMINING THE PERCEPTIONS OF ELEMENTARY, MIDDLE, AND HIGH SCHOOL TEACHERS IN A CENTRAL FLORIDA SCHOOL DISTRICT.
Creator: Ampel, Jason, Holt, Larry, University of Central Florida
Abstract / Description: While schools are academic institutions to prepare our country's youth for their future, developing a child's character and civic responsibilities is necessary and is often deleted from the explicit curriculum set forth in most school districts throughout the country. This study investigated the perception of character education of teachers in a Central Florida school district, as it related to teacher importance, teacher efficacy, and teacher practice of character education. This...
Show moreWhile schools are academic institutions to prepare our country's youth for their future, developing a child's character and civic responsibilities is necessary and is often deleted from the explicit curriculum set forth in most school districts throughout the country. This study investigated the perception of character education of teachers in a Central Florida school district, as it related to teacher importance, teacher efficacy, and teacher practice of character education. This study investigated the responses of 497 classroom teachers surveyed within one Central Florida school district. The questionnaire used in this study was designed to illuminate teacher perceptions of character education, by examining a teacher's level of importance, efficacy, and practice of character education in their classrooms and schools. The three areas of importance, efficacy, and practice were examined to determine whether there was a statistically significant difference among Central Florida educators based upon demographic variables of a) grades level taught, b) years of experience, c) highest degree attained, d) gender, and e) National Board Certification. The results of this survey, in combination with existing research findings, proved to be beneficial in revealing the ideals and explicit actions that need to be prevalent in public schools today to insure a balance between academics and the development of civic behaviors and positive character values. This study was a step in a effort to depict the voices of all teachers as stakeholders in one Central Florida School district.
Show less
Date Issued: 2009
Identifier: CFE0002556, ucf:47642
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002556

Title: DIRECT AND INDIRECT EFFECTS OF SELECTED FACTORS ON SCHOOL GRADES IN PUBLIC HIGH SCHOOLS IN THE STATE OF FLORIDA.
Creator: Miller, Joseph, Holt, Larry, University of Central Florida
Abstract / Description: The purpose of this study was to examine the direct and indirect effects of selected factors on school grades in public high schools in the state of Florida. A sample of 316 public high schools was created using data obtained from the Florida Department of Education and the Florida High School Athletic Association. The selected factors that were chosen to be measured in the study were: minority percentage as measured by the proportion of minority students in relation to the total student body...
Show moreThe purpose of this study was to examine the direct and indirect effects of selected factors on school grades in public high schools in the state of Florida. A sample of 316 public high schools was created using data obtained from the Florida Department of Education and the Florida High School Athletic Association. The selected factors that were chosen to be measured in the study were: minority percentage as measured by the proportion of minority students in relation to the total student body at a given school, socio economic status percentage (SES) as measured by the proportion of students participating in the free and reduced lunch program in relation to the total student body at a given school, academic achievement of 10th grade reading mean scale scores and 10th grade mathematics mean scale scores as measured by the Florida Comprehensive Assessment Test (FCAT), and football winning percentage as measured by reported scores to the Florida High School Athletic Association. The direct and indirect effects of minority percentage, socio economic status percentage, and football winning percentage were tested using a path model in calculating linear regressions to analyze the effects on school grades; while only the direct effects of academic achievement were tested for the effects on school grades. The path model assessed the desired path of the selected factors in the study (See Figure 1); however, all paths were tested in the fully recursive model as illustrated (See Figure 2) for both the 2004-2005 and the 2005-2006 school years in the sample. Selected factors that demonstrated strength of effects were examined for predictability on school grades. Selected factors that indicated indirect effects were analyzed for indication of any discriminating patterns. For the 2004-2005 and 2005-2006 school years, there was not a statistically significant direct effect for minority percentage and socio economic status percentage on winning percentage; FCAT reading mean scale score and FCAT mathematics mean scale score on winning percentage; winning percentage and FCAT reading mean scale score on school grades; winning percentage and FCAT mathematics mean scale score on school grades; minority percentage, socio economic status percentage, and winning percentage on FCAT reading mean scale score; minority percentage, socio economic status percentage, and winning percentage on FCAT mathematics mean scale score; or minority percentage, socio economic status percentage, and winning percentage on school grades. Two important effects were determined in the linear regression analysis. First, socio economic status percentage was not directly significant on school grades; however, it had a significant direct effect on the FCAT scores schools received on the Florida Comprehensive Assessment Test. Second, the FCAT reading and mathematics mean scale scores had direct significant effects on school grades in both the 2004-2005 and 2005-2006 school years. Recommendations were made for potential changes to the study to include school size, graduation rates, and student violence that could influence school grades. Future considerations should be given to inclusions based on the Florida Writes requirement, 10th grade science mean scale scores, and other subject content not currently part of the state mandate for graduation. In addition, a study could be conducted that included changes to the path model to reflect minority percentage more accurately in the effects toward the designation of school grades. Finally, a study could be conducted that included participation in sports to account for any ancillary variables that may contribute to the effects of the designation of school grades.
Show less
Date Issued: 2007
Identifier: CFE0001594, ucf:47160
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001594

Title: RATE OF GRADUATION AMONG STUDENTS WITH HISTORIES OF SPECIFIC LANGUAGE IMPAIRMENT.
Creator: Hadley, Amy Jean, Holt, Larry, University of Central Florida
Abstract / Description: The rate of graduation among students with histories of specific language impairment (SLI) was investigating by comparing the target population to matched, nondisabled peers. Data regarding the graduation outcomes for 176 matched pairs of students, over a five-year period, were analyzed to determine if a significant difference in achievement of a high school diploma was observable between the two groups of students. In addition, the study addressed the variables of socioeconomic status and...
Show moreThe rate of graduation among students with histories of specific language impairment (SLI) was investigating by comparing the target population to matched, nondisabled peers. Data regarding the graduation outcomes for 176 matched pairs of students, over a five-year period, were analyzed to determine if a significant difference in achievement of a high school diploma was observable between the two groups of students. In addition, the study addressed the variables of socioeconomic status and attendance rate as related to graduation rate. For students with histories of specific language impairment, model of service delivery was also examined with regard to graduation rate. Finally, the relationship between the number of years a student was enrolled in language therapy and achievement of a high school diploma was explored. The Chi-square test for goodness of fit was utilized to compare the graduation and dropout rates of students with histories of SLI to state department of education normative data. Analysis of the data suggested that significantly more students with histories of SLI left school, however, a significantly higher than expected number also received a high school diploma. The Chi-square test for independence was used to compare the graduation rates of students with histories of SLI to the rates of their nondisabled peers. A significant difference was observed between the two groups of students with dropout rate being significantly lower for nondisabled peers. The variables of socioeconomic status and attendance rate did not yield significant results as related to graduation outcomes for the students in this study. For students with histories of SLI, model of service delivery and number of years that the student received services were each weakly correlated to graduation outcome. The results presented in the current study offer implications for appropriate service delivery to adolescents with histories of SLI. Recommendations for reducing high school dropout among students with histories of SLI were discussed.
Show less
Date Issued: 2004
Identifier: CFE0000018, ucf:46137
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000018

Title: PEDAGOGY FOR INTERNET-BASED TEACHING AND LEARNINGAND THE IMPACT OF THAT PEDAGOGY ON STUDENT ACHIEVEMENT AND SATISFACTION.
Creator: Kemerait, Janet Perkins, Holt, Larry, University of Central Florida
Abstract / Description: The purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor's Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these...
Show moreThe purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor's Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these questions.Internet-based best practice and recommended practice pedagogical methods and strategies were identified through extensive content analysis of the professional literature. Internet-based adjunct instructors at a Central Florida community college rated 43 selected recommended practices. Ratings were based on instructor perceptions of each practice's importance to student academic achievement in and satisfaction with their Internet-based learning experience. Students of community college adjunct instructors also rated these practices for their perceived impact on student academic achievement and satisfaction. Students identified from selected recommended practices the pedagogies that had been designed into the described Internet-based course in which they had been enrolled, providing better understanding of the current use of appropriate Internet-based practice in the instruction of adjunct community college instructors. To examine the impact of the use of those practices, average course scores were related to student-reported presence of practices in described courses and student-reported academic success and satisfaction in described courses was related to the presence of best and recommended practices designed into the course.Results from this study can provide guidance for community college Internet-based programs and for adjunct instructors in those programs as they strive to design and instruct quality courses with appropriate pedagogical focus. Results can also provide local data to the larger discussion of appropriate pedagogy throughout the Internet-based educational community.
Show less
Date Issued: 2004
Identifier: CFE0000110, ucf:46205
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000110

Title: AWARENESS, KNOWLEDGE, AND ATTITUDE ABOUT ENVIRONMENTAL EDUCATION: RESPONSES FROM ENVIRONMENTAL SPECIALISTS, HIGH SCHOOL INSTRUCTORS, STUDENTS, AND PARENTS.
Creator: Lasso de la Vega, Ernesto, Holt, Larry, University of Central Florida
Abstract / Description: Over the last 30 years, environmental education has been part of the curriculum in Southwest Florida public schools. Curriculum objectives, such as, environmental attitude, knowledge, and awareness (AKA), have been investigated in the literature as ways to improve the overall behavior of future citizens toward the environment. The purpose of this study was to evaluate the aforementioned objectives among the following groups: environmental specialists, high school instructors, high school...
Show moreOver the last 30 years, environmental education has been part of the curriculum in Southwest Florida public schools. Curriculum objectives, such as, environmental attitude, knowledge, and awareness (AKA), have been investigated in the literature as ways to improve the overall behavior of future citizens toward the environment. The purpose of this study was to evaluate the aforementioned objectives among the following groups: environmental specialists, high school instructors, high school students, and the parents of the corresponding students in three Southwest Florida counties during the 2003-2004 school year. An instrument was developed to measure the groups' levels of awareness, knowledge, and attitude as well as their levels of self-efficacy. The returned surveys represented responses from: 27 environmental specialists, 15 high school instructors, 224 high school students, and 222 parents. This study found statistically significant differences among the groups regarding the levels of awareness, knowledge, and attitude as related to environmental issues. The environmental specialists scored highest for all AKA components as compared to the lowest levels presented by parent awareness, parent attitude, and high school student knowledge. In addition, factors such as socioeconomic status, ethnicity, and preference of leisure activities resulted in differences among the groups regarding their levels of environmental AKA. This study supports the evaluation of AKA levels among participants as an appropriate approach to the evaluation of environmental curriculum objectives. In addition, the study suggests a simplified measurement of AKA as an attempt to unify the parameters measured by numerous instruments found throughout environmental education literature. The results of this study may assist environmental specialists, instructors, and school districts in the evaluation of environmental education curricula.
Show less
Date Issued: 2004
Identifier: CFE0000207, ucf:46266
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000207

Title: CLASS SIZE REDUCTION: IS IT WORTH THE COST?A META-ANALYSIS OF THE RESEARCH.
Creator: Camacho, Christopher, Holt, Larry, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study was to investigate whether ethnicity, gender, grade level and content area mediate the relationship between class size and student achievement. Twenty six educational research studies were collected for this meta-analysis. A meta-analytical approach using like data sets were used to report the most accurate information. Fixed and random effect models were used to ensure the distribution across different studies. A total of three studies were meta-analyzed...
Show moreABSTRACT The purpose of this study was to investigate whether ethnicity, gender, grade level and content area mediate the relationship between class size and student achievement. Twenty six educational research studies were collected for this meta-analysis. A meta-analytical approach using like data sets were used to report the most accurate information. Fixed and random effect models were used to ensure the distribution across different studies. A total of three studies were meta-analyzed for this research. The studies included in this research examined class size and student achievement for students in grades K-7. This research examined whether there was a mediating effect on ethnicity, gender, grade level, and content area in the class size and student achievement studies collected and correlated. The results indicate that smaller class size does have a positive impact on student achievement when mediated by ethnicity, grade level, and content area. When examining ethnicity as a mediating factor, a stronger correlation exists for minority students than for whites. When examining grade level as a mediating factor results indicate that a stronger correlation exist for lower grades K-3 than upper grades 4-7. A stronger correlation is present in the content area of reading as compared to other content areas when it was used as a mediating factor. When examining gender as a mediating factor, the largest effect sizes were reported for females in reading as opposed to males in math, both for first grade. These results correlate with those presented in other mediator sections of the study. The results found in this research will contribute to the literature concerning class size and student achievement and will help inform educational policy makers regarding class size as an educational issue.
Show less
Date Issued: 2006
Identifier: CFE0001029, ucf:46813
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001029

Title: IN THE CRITICAL TRADITION: AN EXAMINATION OF NATIONAL BOARD CERTIFIED TEACHERS IN A CENTRAL FLORIDA SCHOOL DISTRICT.
Creator: Flanigan, Jacquelyn, Holt, Larry, University of Central Florida
Abstract / Description: In 1986, the Carnegie Forum on Education and the Economy published A Nation Prepared: Teachers for the 21st Century in which it recommended that a National Board for Professional Teaching Standards (NBPTS) be established to ascertain and institute criteria for teacher excellence (Steiner, 1995). No Child Left Behind Act of 2001 (NCLB) mandated that every classroom employ a "highly qualified teacher" (No Child Left Behind, 2001a); moreover, NCLB articulated the relationship between improving...
Show moreIn 1986, the Carnegie Forum on Education and the Economy published A Nation Prepared: Teachers for the 21st Century in which it recommended that a National Board for Professional Teaching Standards (NBPTS) be established to ascertain and institute criteria for teacher excellence (Steiner, 1995). No Child Left Behind Act of 2001 (NCLB) mandated that every classroom employ a "highly qualified teacher" (No Child Left Behind, 2001a); moreover, NCLB articulated the relationship between improving student achievement and higher standards for qualifying classroom teachers (Rotberg, Futrell & Lieberman, 1998). Research conducted in Miami-Dade County supports Florida's use of National Board Certification (NBC) as an "effective signal of teacher quality"(CNA Corporation, 2004, p.1). Critical theorist, Michael Apple, emphasized the role of education as an agent for the maintenance of hegemony (Apple, 2004). However, Apple further posited that the actual bureaucracy of school – the institution of education itself – is reflective of the same consumerist ideology of society, thus making the hegemony even more complete. Using the aforementioned theoretical construct, the researcher examined the development of the National Board for Professional Teaching Standards (NBPTS), the distribution of Nationally Board Certified Teachers (NBCTs) in a central Florida school district, and their professional responsibilities as a means of examining whether this mechanism for identifying "highly qualified teachers" achieves its stated aim of providing every student with access to a "highly qualified" teacher, as is legislated and funded per NCLB.
Show less
Date Issued: 2008
Identifier: CFE0002366, ucf:47805
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002366

Title: AN INVESTIGATION OF SCHOLAR-BALLER AND NON SCHOLAR-BALLER DIVISION I FOOTBALL STUDENT-ATHLETES' ACADEMIC, ATHLETIC, INTRINSIC MOTIVATION AND ATHLETIC IDENTITY.
Creator: Rasmussen, Janet, Holt, Larry, University of Central Florida
Abstract / Description: As less than 3 % of student-athletes go on to play sport professionally, it is important that they are prepared for careers outside of athletics (Susanj & Stewart, 2005). Many football student-athletes have low grade point averages and graduation rates. Universities incorporate academic motivational programs to help combat low academic performance. One unique program, Scholar-Baller, utilizes popular culture within its curriculum to bridge the gap between academics and athletics. This...
Show moreAs less than 3 % of student-athletes go on to play sport professionally, it is important that they are prepared for careers outside of athletics (Susanj & Stewart, 2005). Many football student-athletes have low grade point averages and graduation rates. Universities incorporate academic motivational programs to help combat low academic performance. One unique program, Scholar-Baller, utilizes popular culture within its curriculum to bridge the gap between academics and athletics. This dissertation examined the differences between Scholar-Baller and Non Scholar-Baller Division I football student-athletes' motivation (academic, athletic, intrinsic) and athletic identity using expectancy-value theory and self-affirmation theory as its framework. In addition, the effect of race/ethnicity (African-American, White American and Other race/ethnicity) and Scholar-Baller participation on Division I football student-athletes' motivation (academic, athletic, intrinsic) and athletic identity was examined. Expectancy-value theory defines motivation as both the expectation of the student's belief about the final outcome of a task, and the values the student gives to the task. A student either has a positive, negative, or neutral expectation of the completed task's outcome (Williams, Anderson & Winett, 2005; Xiang, McBRide & Bruene, 2006). This framework allows for exploration of student athletes' academic expectations and values. Self-affirmation theory explains that when students focus on important identities and values, they can become less defensive towards threatening information. Therefore, when receiving negative academic feedback, student-athletes using self-affirmation techniques may be more confident, open-minded and receptive towards the threatening information. Three instruments were used to collect data. The Student-athletes' Motivation toward Sports and Academics Questionnaire SAMSAQ) was used to assess academic and athletic motivation, while the Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess intrinsic motivation towards academics. Lastly, the Athletic Identity Measurement Scale (AIMS) was used to investigate athletic identity. Four universities (two Scholar-Baller and two Non Scholar-Baller) were chosen for their similar academic and athletic performance. Using the Statistical Package for the Social Sciences: Graduate Pack 16 for Windows, a Multiple Analysis of Variance (MANOVA) and Analyses of Variance (ANOVA) were run to determine if significant differences exist between the Scholar-Baller and Non Scholar-Baller football student-athletes' academic, athletic, intrinsic motivation and athletic identity. These tests revealed that Scholar-Baller football student-athletes had significantly lower academic and athletic motivation than Non Scholar-Baller football student-athletes. Having low academic expectations and little value for academics is consistent with student-athlete subculture. However, these findings were in contrast to what was expected. In addition, Scholar-Baller football student-athletes had significantly higher athletic identity than Non Scholar-Baller football student-athletes.This finding is also consistent with the literature on student-athletes. As student-athletes must be motivated athletically to perform at intercollegiate sports, it is not surprising to find high athletic identity among the Scholar-Baller football student-athletes. In fact, studies have suggested that high athletic identity correlates with high academic performance (Harrison, Stone, Shapiro, Yee, Boyd & Rullan, 2009; Sellers, Chavous & Brown, 2001). One Scholar-Baller university in this study reported higher grade point averages since the inception of the Scholar-Baller program (2.37 in Fall 2004 to 2.68 in Spring 2006). Scholar-Baller curriculum utilizes self-affirmation exercises to affirm student- athletes athletically and influence more acceptance of academic criticism. Scholar-Baller football student-athletes are more affirmed in their athletic role which may lead to academic success. This dissertation also investigated differences between Scholar-Baller and Non Scholar-Baller football student-athletes' academic, athletic, intrinsic motivation and athletic identity in relation to race/ethnicity. Three groups, comprised of African-American, White American and Other race/ethnicity, were used to compare Scholar-Baller and Non Scholar-Baller football student-athletes. No significant differences were found. However, it was noted that Scholar-Baller African-American football student-athletes had higher academic, athletic and intrinsic motivation than Scholar-Baller White American football student-athletes. This finding is surprising given the previous research indicating African-American student-athletes' low academic motivation. As this dissertation investigated only differences between Scholar-Baller and Non Scholar football student-athletes' motivation and identity, further research needs to be done to further explicate these differences. Also, athletic identity should be further investigated among football student-athletes to determine its role in academic performance. Furthermore, given this study's findings of higher academic and athletic motivation among African-American Scholar-Baller football student-athletes, and its contrast to previous research, further studies should be performed to further explicate these differences among race/ethnicity. Qualitative research involving in-depth interviews and longitudinal studies investigating motivation and athletic identity over time should be performed.
Show less
Date Issued: 2009
Identifier: CFE0002901, ucf:47991
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002901

Title: Reformation and Renaissance: An Examination of America's Education Reform Movement.
Creator: Johnson, Craig, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Holt, Larry, University of Central Florida
Abstract / Description: Education reform has grown into a major policy issue at the state and national level in the United States and for that matter around the world. The purpose of this study was to determine the political and social forces supporting, the rationale behind, and the growth and impact of education reform policies in the K-12 public education system of the United States from 2001-2011. Through mixed-methods data analysis a descriptive and analytical picture of education reform was able to be...
Show moreEducation reform has grown into a major policy issue at the state and national level in the United States and for that matter around the world. The purpose of this study was to determine the political and social forces supporting, the rationale behind, and the growth and impact of education reform policies in the K-12 public education system of the United States from 2001-2011. Through mixed-methods data analysis a descriptive and analytical picture of education reform was able to be concluded. The results of the analysis showed that with an increase in education reforms from 2001-2011, legislators, predominantly Republican, created state level education reforms which fell in line with both neoliberal economic (market based policies) and neoconservative political (smaller government and increased individualism) ideals. With a focus on accountability, achievement, and choice, reformers, proliferated in profiles of corporations, PACs and other organizations outside the realm of traditional public education, school systems in the United States continued on similar paths of education reform as other post-industrialized countries that have grown out of an economically globalized world.
Show less
Date Issued: 2014
Identifier: CFE0005353, ucf:50484
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005353

Title: An Examination of School Principals' Moral Reasoning and Decision-Making along the Principalship Track and across Years of Experience.
Creator: Ling, Trent, Murray, Barbara, Baldwin, Lee, Murray, Kenneth, Holt, Larry, University of Central Florida
Abstract / Description: Previous research by Vitton (&) Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ((")DIT-2(")). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral...
Show morePrevious research by Vitton (&) Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ((")DIT-2(")). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral reasoning and decision-making of regular-education K-12 public school principals and assistant principals in Florida, and current master's degree students in educational leadership programs at a large public Florida university were measured and compared. Research questions were posed: 1) to find the levels of moral reasoning and decision-making reached by acting principals, acting assistant principals, and current master's students in educational leadership programs; 2) to determine if there was a difference between these principals, assistant principals, and master's students in moral reasoning and decision-making; and 3) to see if there was a difference in moral reasoning and decision-making between principals across various years of experience. The DIT-2 was administered anonymously to participants through an online link, and was scored by the University of Alabama's Office for the Study of Ethical Development. Data were analyzed through descriptive and inferential statistical methods principally to determine the degree to which participants reasoned and made decisions based upon personal interests, upon the maintenance of norms, or upon the basis of more sophisticated principles.Results showed master's students in educational leadership outperforming active principals and assistant principals in moral reasoning and decision-making by more often employing sophisticated principles and by more often avoiding choices associated with personal interests. With regard to principals, the difference was statistically significant on DIT-2 N-2 scores (based on ANOVA and t-test results) and P-scores (based on t-test results, but not based on ANOVA results). Principals not only underperformed master's students in educational leadership statistically significantly, but also underperformed active assistant principals in comparisons of group means on DIT-2 sub-scores.This research confirms the prior works of Strenth (2013) and Vitton (&) Wasonga (2009), where principals had been found to struggle in measures of moral reasoning and decision-making. These consecutive and consistent findings now require consideration, discussion, and action by the array of K-12 public school stakeholders. In response to the startling findings that K-12 principals are significantly underperforming those still aspiring for the principalship, a substantial, alarmed, and sober re-examination must take place as to what has happened to principals in K-12 public schools, and as to what can and must be done about it.
Show less
Date Issued: 2014
Identifier: CFE0005368, ucf:50485
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005368

Title: An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class.
Creator: Rath, Victoria, Gunter, Glenda, Boote, David, Holt, Larry, Hornik, Steven, University of Central Florida
Abstract / Description: The purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep...
Show moreThe purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep students engaged and motivated when enrolled in very large classes. This study used the Community of Inquiry framework (Garrison, Anderson (&) Archer, 2000) to examine the effect of specific Web 2.0 tools (asynchronous discussion, streaming lectures, multimedia lecture demonstrations, Twitter, and the Second Life virtual world) on teaching, social, and cognitive presence and motivation. The sample population for this study (n = 567) consisted of undergraduate students enrolled in a very large hybrid accounting course in the fall of 2010 at the University of Central Florida. The total enrollment for the course was 943 students. Students could attend face-to-face (f2f) class sessions in a large lecture room that seated 285 students or they could view a streaming video capture of the lectures online. Students were not required to attend the f2f class sessions and could complete the course entirely online.Data were analyzed using one-way analysis of variances (ANOVA), and results of the statistical analyses indicated that students who frequently used the Web 2.0 tools had statistically significant higher mean motivation scores than students who did not use the tools as frequently. Additionally, students who frequently attended the f2f sessions had statistically significant higher mean social presence scores compared to students who attended sometimes or not at all. Attending the f2f sessions, however, did not result in higher mean scores of teaching or cognitive presence.When examined for the impact of the specific Web 2.0 tools, analysis of the ANOVA results indicated that students who used the discussion, streaming lectures, multimedia lecture demonstrations, and Twitter all of the time had significantly higher mean scores of teaching, social, and cognitive presence compared to those students who used the tools less frequently. Further research should be conducted on large hybrid and online courses in different content areas and on those that use different types of learning approaches.
Show less
Date Issued: 2012
Identifier: CFE0004638, ucf:49890
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004638

Title: Comparison of Traditional Educative Delivery to Online Education in United States History as Measured by Florida's End-Of-Course Examinations in a Large Urban School District in Central Florida.
Creator: Wilson, William, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Holt, Larry, University of Central Florida
Abstract / Description: Student participation in online courses has been growing steadily for the past decade, and the trend appears to continue the growth in this form of instructional delivery method for the foreseeable future (iNACOL, 2012). To date, little research exploring student success rates exists in the social studies. This particular study was conducted to examine what differences, if any, existed in the End-Of-Course (EOC) scores of 11th grade United States history students who took the course in a...
Show moreStudent participation in online courses has been growing steadily for the past decade, and the trend appears to continue the growth in this form of instructional delivery method for the foreseeable future (iNACOL, 2012). To date, little research exploring student success rates exists in the social studies. This particular study was conducted to examine what differences, if any, existed in the End-Of-Course (EOC) scores of 11th grade United States history students who took the course in a traditional, face-to-face format versus students who took the same course online through Florida Virtual School. For this study, proper permission was received from all interested parties, and a sample of 9,339 End of Course (EOC) examinations were taken from 36 high schools in a large, urban school district in Central Florida. All identifiable data were scrubbed from the sample. Due to the extremely small sampling of online students, the One-Sample Wilcoxon test was used on four research questions to compare students in the traditional, face-to-face versus online format and based on ethnicity, gender, and free-and-reduced lunch status.Overall, none of the One-Sample Wilcoxon tests indicated the presence of a significant difference among any subgroup(-)overall, White, non-White, female, male, high socioeconomic status, or low socioeconomic status. Therefore, none of the null hypotheses presented were rejected. Recommendations included replicating the study on a broader scale and conducting a qualitative study to examine the characteristics of online students, their similarities and differences, to those of students who attend class in a face-to-face format.
Show less
Date Issued: 2014
Identifier: CFE0005444, ucf:50391
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005444

Title: The Effects of the Marzano Observation System Training on the Self-Efficacy of Teacher Observers.
Creator: Ashley, Samuel, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Holt, Larry, University of Central Florida
Abstract / Description: This research analyzed the effects of the Marzano Teacher Observation training on the self-efficacy of teacher observers. In this study, seventy-four teacher observers reported their self-efficacy in the areas of evaluating student engagement, evaluating classroom management, and evaluating instructional strategies in pre and post surveys. The results of the surveys were analyzed with a paired samples t-test. This study found that the Marzano Teacher Observation system increases the self...
Show moreThis research analyzed the effects of the Marzano Teacher Observation training on the self-efficacy of teacher observers. In this study, seventy-four teacher observers reported their self-efficacy in the areas of evaluating student engagement, evaluating classroom management, and evaluating instructional strategies in pre and post surveys. The results of the surveys were analyzed with a paired samples t-test. This study found that the Marzano Teacher Observation system increases the self-efficacy of teacher observers. This study was delimited to participants of a Marzano Teacher Observation training conducted in the fall of 2014. The findings of this study will inform executive school leaders of the impact Marzano Teacher Observation training has on the self-efficacy of teacher observers.
Show less
Date Issued: 2015
Identifier: CFE0005758, ucf:50109
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005758

Title: The Impact of Timed Versus Untimed Standardized Tests On Reading Scores Of Third Grade Students in Title I Schools.
Creator: Haniff, Ruthie, Stewart, Martha, Holt, Larry, Platt, Jennifer, Clark, Margaret, Purmensky, Kerry, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the extent to which the performance of Title I third grade students in a central Florida School District differed on tests dministered under timed and untimed conditions. Further examined was the literature on reasons for the achievement gap which centered around seven different themes: (a) standardized testing, (b) achievement gap data and identified factors (c) deficit theory, (d) cultural mismatch theory, (e) extended time accommodations, (f)...
Show moreThe purpose of this study was to investigate the extent to which the performance of Title I third grade students in a central Florida School District differed on tests dministered under timed and untimed conditions. Further examined was the literature on reasons for the achievement gap which centered around seven different themes: (a) standardized testing, (b) achievement gap data and identified factors (c) deficit theory, (d) cultural mismatch theory, (e) extended time accommodations, (f) test anxiety and stress, and (g) timed versus untimed tests.Six Title I schools participated in this study by assigning 194 students to take the 2006 Released FCAT Reading Test under either timed or untimed conditions. Although there were no interactions between the covariates and testing conditions, those who were in the free or reduced lunch program or were in exceptional education programs had lower FCAT scores than those who were not. However, when school was included as a moderator, there was a statistically significant interaction between testing conditions and schools on FCAT scores indicating that the relationship between testing conditions and FCAT scores varied for each individual school.A factorial ANCOVA was conducted, and it was found that the mean differences between students who took the timed and untimed 2006 FCAT Reading Test varied from school to school after accounting for the covariates. For two schools, those students who took the untimed tests scored higher than those who took the timed tests. In contrast, those students who took the untimed tests scored lower than those students who took thetimed test for one of the schools. There was no statistically significant difference for three of the schools.A factorial MANCOVA was used to compare reading performance on the 2006 Reading FCAT between the timed and untimed groups on domain specific tests. The relationship between testing condition and FCAT scores for each domain specific test varied depending on the individual school. Therefore, it could not be concluded from these analyses that testing conditions would consistently result in increases or decreases of student performance on standardized domain specific tests.
Show less
Date Issued: 2012
Identifier: CFE0004381, ucf:49407
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004381

High School (2)	+ -
11th grade (1)	+ -
Academic Achievement (1)	+ -
Attitude (1)	+ -
Awareness (1)	+ -

Collective Teacher Efficacy (1)	+ -
Community of Inquiry (1)	+ -
Comparison (1)	+ -
DIT-2 (1)	+ -
Disabilities (1)	+ -
Division I football. race/ethnicity (1)	+ -
Drop Out (1)	+ -
EOC exam (1)	+ -
Education Policy (1)	+ -
Education Reform (1)	+ -
End Of Course (1)	+ -
Environmental Education (1)	+ -
FCAT (1)	+ -
FCAT math (1)	+ -
FCAT reading (1)	+ -
Florida Virtual School (1)	+ -
Internet-based education (1)	+ -
James Rest (1)	+ -
K-12 (1)	+ -
Knowledge (1)	+ -
Lawrence Kohlberg (1)	+ -
Leadership (1)	+ -
Minority percentage (1)	+ -
NBCT (1)	+ -
NBPTS (1)	+ -

Holt, Larry (19)	+ -
University of Central Florida (19)	+ -
Murray, Barbara (4)	+ -
Murray, Kenneth (4)	+ -
Baldwin, Lee (3)	+ -

Ampel, Jason (1)	+ -
Ashley, Samuel (1)	+ -
Boote, David (1)	+ -
Camacho, Christopher (1)	+ -
Clark, Margaret (1)	+ -
Dahl, Kimberly (1)	+ -
Doherty, Walter (1)	+ -
Donnell, Derrick (1)	+ -
Flanigan, Jacquelyn (1)	+ -
Gunter, Glenda (1)	+ -
Hadley, Amy Jean (1)	+ -
Haniff, Ruthie (1)	+ -
Hornik, Steven (1)	+ -
Hylemon, Larry (1)	+ -
Johnson, Craig (1)	+ -
Kemerait, Janet Perkins (1)	+ -
Lasso de la Vega, Ernesto (1)	+ -
Ling, Trent (1)	+ -
Miller, Joseph (1)	+ -
Platt, Jennifer (1)	+ -
Purmensky, Kerry (1)	+ -
Rasmussen, Janet (1)	+ -
Rath, Victoria (1)	+ -
Riley, Keith (1)	+ -
Stewart, Martha (1)	+ -

Search In

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner