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Title: THE EFFECT OF THE DOVE EVOLUTION FILM AS A ONE-SHOT MEDIA LITERACY TREATMENT.
Creator: Wheeler, Daniel, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The purpose of this study is to test the effectiveness of the Dove Evolution film as a one-shot media literacy treatment to change sociocultural attitudes toward appearance. Four speech classes at the University of Central Florida were used in a Solomon four-group design. Group 1 received a posttest; Group 2 received a pretest and a posttest; Group 3 received the treatment and posttest; and Group 4 received the pretest, treatment and posttest. The treatment consisted of the Dove Evolution...
Show moreThe purpose of this study is to test the effectiveness of the Dove Evolution film as a one-shot media literacy treatment to change sociocultural attitudes toward appearance. Four speech classes at the University of Central Florida were used in a Solomon four-group design. Group 1 received a posttest; Group 2 received a pretest and a posttest; Group 3 received the treatment and posttest; and Group 4 received the pretest, treatment and posttest. The treatment consisted of the Dove Evolution film, a viral video introduced in 2006 by Dove as part of its Campaign for Real Beauty. The film has received 19 million views on the Internet in 2.5 years. A modified version of the Sociocultural Attitudes Towards Appearance Questionnaire (SATAQ-3) was administered as a pretest and posttest, measuring four variables such as awareness and internalization of the media ideal, pressure to achieve the media ideal, and desire to be athletic. It was hypothesized that the treatment would raise awareness but lower internalization, pressure and desire to be athletic. Although none of the hypotheses were supported, there were statistically significant changes. Contrary to expectations, the awareness measure decreased and the pressure score increased. The results and implications are discussed.
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Date Issued: 2009
Identifier: CFE0002650, ucf:48231
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002650

Title: An Analysis of Professional Education Course Content Specific to Classroom Management and Student Motivativation Within Selected NCATE Accredited Teacher Preparation Programs.
Creator: Babcock, Donna, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the 10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any,...
Show moreThe focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the 10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any, knowledge voids existed within selected programs designed to serve preservice teachers. Specifically, the researcher investigated materials to discover the depth and breadth of the professional education course content related to classroom management and student motivation offered to preservice teachers during their higher education undergraduate experience. The findings of the study have documented that a common practice in the programs reviewed was to infuse the content of each key topic, classroom management or student motivation, into other professional education course work. This practice serves to diminish the depth and breadth of the professional course content presented to the preservice teachers which, in turn, dramatically increases the risk of the development of a knowledge void.
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Date Issued: 2011
Identifier: CFE0004085, ucf:49147
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004085

Title: A Study of the Influence of Parent Advocacy, Media Coverage, and Social Events on State Legislation on Bully-Suicide Prevention.
Creator: Benitez, Christina, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The focus of this study was to ascertain what, if any, were the commonalities and differences between and among bully-suicide victims between the ages of nine and eighteen. The focus of this study additionally was to determine to what extent, if any, was there a relationship between parent advocacy, media coverage, and/or a social event related to bully-suicide and the implementation or amending of state anti-bullying legislation. Bully-suicide victims (N = 92) from throughout the United...
Show moreThe focus of this study was to ascertain what, if any, were the commonalities and differences between and among bully-suicide victims between the ages of nine and eighteen. The focus of this study additionally was to determine to what extent, if any, was there a relationship between parent advocacy, media coverage, and/or a social event related to bully-suicide and the implementation or amending of state anti-bullying legislation. Bully-suicide victims (N = 92) from throughout the United States whose information was available through Internet search engines were included in this study. Further, state legislators (N = 50) who sponsored their states most recent anti-bullying legislation also were included. State legislators who provided direct responses to the request to participate answered four interview questions regarding their sponsorship of anti-bullying legislation. Commonalities between bully-suicide victims were analyzed to determine if particular demographics had an equal likelihood of occurrence. Legislator responses to the interview questions were analyzed for themes using a phenomenological research method.Through an examination of the research results and related literature, the researcher determined that there was a statistically significant deviation from equal likelihood of groups for bully-suicide victims who were male, high school-aged, or targeted due to appearance or sexual orientation. Further, bully-suicide victims were most frequently subjected to verbal bullying. Evaluation of the data also unveiled that parent advocacy, media coverage and social events related to bully-suicide were related to state legislator sponsorship of anti-bullying legislation.
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Date Issued: 2012
Identifier: CFE0004198, ucf:49032
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004198

Title: An Analysis of Teacher Tenure Legislation in the United States.
Creator: Bruckmeyer, Barbra, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: This study examined the legal issues of teacher tenure in public K-12 schools in the United States. Included in this study is a review of the pertinent case law as it pertains to teacher tenure as well as a conclusive review, analysis, and summary of all relevant state statutes concerning teacher tenure in the United States. The federal statutes that influence state teacher tenure laws are also included in this study.Teacher tenure in public K-12 schools was originally derived from the...
Show moreThis study examined the legal issues of teacher tenure in public K-12 schools in the United States. Included in this study is a review of the pertinent case law as it pertains to teacher tenure as well as a conclusive review, analysis, and summary of all relevant state statutes concerning teacher tenure in the United States. The federal statutes that influence state teacher tenure laws are also included in this study.Teacher tenure in public K-12 schools was originally derived from the Pendleton Civil Service Act of 1883, which provided job protections to federal civil service employees. The National Education Association (NEA) lobbied for teachers to be included in this law, and in 1909, New Jersey became the first state to offer tenure protections to public school teachers. Over the next century, every state in the union adopted similar laws and provided job protections to public school teachers. These laws have included the number of probationary years a teacher must work in order to earn tenure, the reasons a tenured teacher can be terminated, and the due process required in the event that a tenured teacher should require termination. In recent years, however, states have begun to alter or remove the tenure laws. Florida, Idaho, and Mississippi have already removed tenure protections for new teachers. Several states have bills moving through the state house and senate asking legislators to continue the elimination of tenure across the country. This study makes conclusions about the current state of tenure laws in the United States and the federal laws that are causing rapid changes in tenure legislation across the country. This study also makes conclusions from relevant research and case law about the legitimacy of further changes to teacher tenure legislation. This study makes recommendations to school officials and legislators about teacher tenure and its value within the school system, as well as how they might eliminate the flaws in the process that are driving the legislative changes.
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Date Issued: 2012
Identifier: CFE0004362, ucf:49415
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004362

Title: A Study of the Master of Education in Educational Leadership Program at the University of Central Florida: Standards Alignment and Student Perceptions.
Creator: Santostefano, Vickie, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: This study was conducted to determine the effectiveness of the University of Central Florida's Master's Program in Educational Leadership. This study was a mixed mode study which used archival data, survey data, interviews, and Florida Educational Leadership Examination results. Research questions were developed to address how course content in the University of Central Florida's Master of Education in Educational Leadership Program aligned with the following standards and competencies: (a)...
Show moreThis study was conducted to determine the effectiveness of the University of Central Florida's Master's Program in Educational Leadership. This study was a mixed mode study which used archival data, survey data, interviews, and Florida Educational Leadership Examination results. Research questions were developed to address how course content in the University of Central Florida's Master of Education in Educational Leadership Program aligned with the following standards and competencies: (a) the National Council for the Accreditation of Teacher Education (NCATE/Educational Leadership Constituent Council (ELCC), (b) the Interstate School Leader Licensure Consortium (ISLLC), (c) the Florida Educator Accomplished Practices (FEAPS), (d) the Florida Principal Leadership Standards (FPLS), and (e) the Florida Educational Leadership Examination (FELE). Graduates' perceptions of the University of Central Florida's Master of Education in Educational Leadership Program and results of Florida Educational Leadership examination results for 2009-2012 were analyzed.Courses were found to meet all standards very well. There were a few standards that were not addressed directly in syllabi. Faculty interviews, however, revealed content was addressed in the actual coursework. Students, overall, were positive in their survey responses as to their satisfaction with the program. Finally, UCF students' FELE scores greatly exceeded the state average for all students, indicating that the UCF Educational Leadership courses and experiences were effective in preparing students for this examination.
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Date Issued: 2013
Identifier: CFE0004929, ucf:49605
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004929

Title: THE INFLUENCE OF SOCIAL CAPITAL FACTORS ON AFRICAN-AMERICAN AND HISPANIC HIGH SCHOOL STUDENT ACHIEVEMENT.
Creator: DAVIS, JACQUELINE, Dr. Cynthia J. Hutchinson, Dr. E. Lea Witta and, University of Central Florida
Abstract / Description: The underachievement of African American and Hispanic students has been an ongoing problem for schools in the United States. The purpose of this investigation was to add to the existing body of knowledge concerning social capital of African American and Hispanic high school students' academic achievement. Using a nationally representative sample from the Educational Longitudinal Study of 2002 (ELS: 2002), base year through the first follow-up year database, 551 high school students, the...
Show moreThe underachievement of African American and Hispanic students has been an ongoing problem for schools in the United States. The purpose of this investigation was to add to the existing body of knowledge concerning social capital of African American and Hispanic high school students' academic achievement. Using a nationally representative sample from the Educational Longitudinal Study of 2002 (ELS: 2002), base year through the first follow-up year database, 551 high school students, the researcher assessed indicators (school-sponsored activities, out-of-school activities, and parental involvement) within the construct of social capital, to see whether social capital could serve as a predictor of academic achievement among African American and Hispanic high school students. Data were analyzed through Repeated Measures analysis and Multiple Regression analysis controlling for gender, race, and socioeconomic status. The main effects revealed a statistically significant difference between the social capital factors in school-sponsored activities, out-of- school activities, and parent involvement. The results showed an increase in the first follow-up year. Socio-economic status, race and gender were statistically significant social capital factors. Females and African Americans were found to have higher levels of social capital in school-sponsored activities. Out-of- school activities revealed males had higher levels of social capital. Parent involvement indicators showed that female and Hispanic students were affected by social capital. Differences in math scores revealed an increase in the first follow-up year, showing males outscored females. Also, Hispanic students' scores were higher than African American students. Finally, the strongest predictors for academic achievement were gender, race, and participation in school sponsored activity in the base year and first follow-up year. In addition, parent involvement was also found to be a strong predictor of achievement in the follow-up year.
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Date Issued: 2009
Identifier: CFE0002673, ucf:48215
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002673

Title: A Fifty State Legislative Review of Charter School Funding, Governance and Accountability.
Creator: Fordham, Tionis, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: As waves of educational reform spread across the United States, charter schools continue to emerge as an alternative to the traditional public school. This study examined funding, governance, and accountability provisions of nationwide charter school legislation to ascertain similarities, differences, litigated challenges and funding issues throughout the United States of America. In order to study charter school legislation and litigation, all of the United States charter school legislation...
Show moreAs waves of educational reform spread across the United States, charter schools continue to emerge as an alternative to the traditional public school. This study examined funding, governance, and accountability provisions of nationwide charter school legislation to ascertain similarities, differences, litigated challenges and funding issues throughout the United States of America. In order to study charter school legislation and litigation, all of the United States charter school legislation was collected along with American court cases related to charter schools and charter legislation. Legislation was reviewed to identify similarities and differences in funding, accountability and governance provisions throughout America. Court cases, involving charter schools and charter school legislation, were reviewed to identify the types of issues being litigated and the resulting legal decisions.
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Date Issued: 2015
Identifier: CFE0006217, ucf:51111
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006217

Title: Site-Embedded Professional Development as a Means to Increase Teachers' Sense of Efficacy: Lessons from a Middle School Quasi-Experimental Study.
Creator: Roy, Melissa, Gill, Michele, Allen, Kay, Hutchinson, Cynthia, Dehlinger, Robin, University of Central Florida
Abstract / Description: The purpose of this quasi-experimental study was to provide site-embedded professional development and coaching support to middle school teachers in an attempt to increase their sense of efficacy for teaching even the most difficult students. The entire faculty (64 teachers) at Jordan Ridge Middle School participated in this intervention. The theoretical framework used to guide this study was conceptual change theory (Pintrich, Marx, (&) Boyle, 1993); specifically, Gregoire's (2003) Cognitive...
Show moreThe purpose of this quasi-experimental study was to provide site-embedded professional development and coaching support to middle school teachers in an attempt to increase their sense of efficacy for teaching even the most difficult students. The entire faculty (64 teachers) at Jordan Ridge Middle School participated in this intervention. The theoretical framework used to guide this study was conceptual change theory (Pintrich, Marx, (&) Boyle, 1993); specifically, Gregoire's (2003) Cognitive-Affective Model of Conceptual Change (CAMCC) informed the design and interpretation of the intervention. A 33-item adaptation of the Teachers' Sense of Efficacy Scale (TSES, Tschannen-Moran and Hoy, 2007) served as a quantitative measure and was administered to teachers at Jordan Ridge Middle School as a pre- and post- test. The same measure was administered to teachers at a neighboring school with similar demographics as a post-test to serve as a comparison. Additionally, qualitative data were gathered in the form of survey open response questions as well as monthly end-of class reflections in order to further illuminate the quantitative findings. The study's findings indicate that providing targeted, responsive, collaborative professional learning opportunities to teachers in the context of their own school may favorably influence their sense of efficacy. This study has practical and theoretical implications for the ways in which K12 teachers are provided opportunities for professional learning and growth.
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Date Issued: 2016
Identifier: CFE0006383, ucf:51538
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006383

Title: Ready or not, here comes college: A comparative correlation study of college readiness in Black and Hispanic students who take advanced level classes.
Creator: Pillay, Nigel, Lue, Martha, Hutchinson, Cynthia, Little, Mary, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this study was to investigate how participation in advanced level courses impacts college readiness in students of color, specifically Black and Hispanic students. High school students have a variety of advanced level classes to choose from, including but not limited to: Advanced Placement (AP), International Baccalaureate (IB), Dual Enrollment (DE), Advanced International Certificate of Education (AICE) and Advancement via Individual Determination (AVID) classes. These types...
Show moreThe purpose of this study was to investigate how participation in advanced level courses impacts college readiness in students of color, specifically Black and Hispanic students. High school students have a variety of advanced level classes to choose from, including but not limited to: Advanced Placement (AP), International Baccalaureate (IB), Dual Enrollment (DE), Advanced International Certificate of Education (AICE) and Advancement via Individual Determination (AVID) classes. These types of advanced classes not only prepare students for college but also allow them to earn college credit through participation in courses of college level rigor while still in high school. However, the number of students of color enrolled in advanced level classes has historically been substantially lower than that of their White counterparts (Kerr, 2014). Special incentives, grants, and funding have been put in place both at the state and federal levels to increase the number of students of color participating in these advanced classes. AVID is specifically designed to help increase college readiness for the most underrepresented student groups. In the past, the federal government, state policymakers, and companies such as College Board have started programs geared toward increasing AP and IB offerings for disadvantaged students and the number of students who take these courses (Iatarola, Conger, (&) Long, 2011). As a result of this effort, there has been a rise in participation in AP programs across the country with respect to Black and Hispanic students. This study was conducted to investigate how these advanced level courses impacted the level of college readiness among students of color in the fastest growing school district in Northeast Florida. The researcher aimed to determine if there was a difference in college readiness between students of color who take advanced level classes as opposed to those who do not. The principle purpose of this study was to examine the relationship between Black and Hispanic high school student participation in advanced academics and their college readiness.
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Date Issued: 2016
Identifier: CFE0006487, ucf:51396
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006487

Title: The Effects of a Loving-Kindness Meditation Intervention on Positive Emotions, Social Connectedness, and Problem Behaviors in Second and Third Grade Students.
Creator: Collinsmchugh, Doreen, Gill, Michele, Allen, Kay, Hutchinson, Cynthia, Young, Mark, University of Central Florida
Abstract / Description: Concerns about K-12 students' mental health and social, emotional, and ethical development have prompted some schools to implement programs designed to promote student well-being and healthy social and emotional functioning. Most of these programs are distinguished as social and emotional learning (SEL) programs and/or character education programs. Although there is growing empirical support for the potential of school-based mindfulness interventions to positively influence students' well...
Show moreConcerns about K-12 students' mental health and social, emotional, and ethical development have prompted some schools to implement programs designed to promote student well-being and healthy social and emotional functioning. Most of these programs are distinguished as social and emotional learning (SEL) programs and/or character education programs. Although there is growing empirical support for the potential of school-based mindfulness interventions to positively influence students' well-being, the number of school-based mindfulness studies is limited, and the majority of the investigations have focused on students' cognitive rather than affective capacities. Loving-Kindness Meditation (LKM), a mindfulness- and compassion-based practice, is garnering recent attention as an effective intervention for positively affecting numerous factors related to well-being. For instance, research has demonstrated LKM's effectiveness in enhancing positive emotions, empathy, and social connectedness, and improving problem behaviors in adult populations. Although LKM is a component of the Mindfulness-Based Stress Reduction (MBSR) program, and a number of mindfulness-based school programs are MBSR- adapted, to date LKM has not been studied with children or youth populations. With this in mind, the purpose of this active comparison trial investigation was to examine the effects of a loving-kindness meditation intervention on positive emotions, empathy, social connection, and problem behaviors in second- and third- grade students. Findings suggest LKM may be more appropriately used in school settings as a sequential part of a comprehensive mindfulness program and introduced after a solid mindfulness practice has been established.
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Date Issued: 2016
Identifier: CFE0006286, ucf:51584
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006286

Title: Using a Mixed-Reality Classroom Environment Including English Learners: The Perceptions of Teacher Candidates.
Creator: Ashtari, Nooshan, Nutta, Joyce, Hutchinson, Cynthia, Mihai, Florin, Jahani, Shiva, University of Central Florida
Abstract / Description: Technological modernization has impacted various fields such as the field of education, teaching, and learning. The traditional classroom and teaching methodologies no longer meet the needs of the new tech-savvy generation. Thus, recently there have been changes in teacher preparation programs in order to prepare teacher candidates to have the skills to respond to such high technological demands. Additionally, the demographics of students attending schools in countries with exceptionally high...
Show moreTechnological modernization has impacted various fields such as the field of education, teaching, and learning. The traditional classroom and teaching methodologies no longer meet the needs of the new tech-savvy generation. Thus, recently there have been changes in teacher preparation programs in order to prepare teacher candidates to have the skills to respond to such high technological demands. Additionally, the demographics of students attending schools in countries with exceptionally high numbers of immigrants such as the United States is another reason to seek novel ways to prepare teachers who have had adequate practice and developed teaching skills needed to reach the English learners (ELs) in their classrooms. Using Multi-User Virtual Environments (MUVEs) has been one solution in order to bridge this gap. EL TLE TeachLivE(TM), which was the focus of this study, is a computer simulated environment that combines real-life participants and digital personas or avatars. The participants of this study were teacher candidates who experienced using EL TLE TeachLivE(TM) to practice the teaching strategies and skills they had been learning about during their teacher preparation program (n=20). This research investigated the perceptions of these teacher candidates about using this mixed-reality classroom environment through observations, questionnaires, focus groups, and individual interviews. A qualitative transcendental phenomenological approach was taken to have a more in-depth understanding of the participants' perceptions about the phenomenon of EL TLE TeachLivE(TM) as a mixed-reality classroom environment in teacher preparation and the meaning they made of their experiences. Through the data analysis three main categories emerged: TCs' general perceptions about the avatars and EL TLE TeachLivE(TM) as a mixed-reality classroom environment, TCs' perceptions of the current use of the EL TLE TeachLivE(TM) in their teacher preparation program, and TCs' perceptions about the future use of EL TLE TeachLivE(TM). The Teacher Candidates' General Perceptions of EL TLE TeachLivE(TM) consisted of the following sub-themes: (a) Video game dissimilarities, (b) Avatar believability and real-life features, (c) Personification of the EL cases, (d) Fear of the unknown, (e) Avatar movement restrictions, and (f) Suspension of disbelief. The Teacher Candidates' Perceptions about the Current Use of EL TLE TeachLivE(TM) included: (a) Importance of prerequisites, (b) Advantages over role-playing, (c) Teaching in front of peers, (d) Group teaching and random selection, (e) Importance of feedback, and (f) Teaching strategies and aha moments.Finally, the Teacher Candidates' Perceptions about the Future Use of EL TLE TeachLivE(TM) incorporated: (a) Changes in the implementation, (b) Elementary vs secondary classrooms, and (c) Gradual practice.
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Date Issued: 2016
Identifier: CFE0006255, ucf:51048
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006255

Title: An Evaluation of the Terms and Conditions of Appointed County School Superintendents Contracts in the State of Florida and the Correlation between District Size and Superintendent Salary.
Creator: Soules, Steven, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The purpose of this study was to provide an in-depth examination of the terms and conditions found in the employment contracts of Florida Appointed School District Superintendents, with a secondary focus on salary and termination without cause. Employment contracts were obtained from each of the 26 school districts with appointed school superintendents, and then carefully analyzed for similarities and differences. The results of this study will provide Florida school districts with...
Show moreThe purpose of this study was to provide an in-depth examination of the terms and conditions found in the employment contracts of Florida Appointed School District Superintendents, with a secondary focus on salary and termination without cause. Employment contracts were obtained from each of the 26 school districts with appointed school superintendents, and then carefully analyzed for similarities and differences. The results of this study will provide Florida school districts with information to construct the best possible employment contracts to both attract top talent and protect the interests of the school district.
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Date Issued: 2015
Identifier: CFE0006006, ucf:51028
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006006

Title: The Financial and Logistical Advantages and Disadvantages of Charter School Ownership by Traditional Public School Districts.
Creator: Antmann, John, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The purpose of this study was to identify the financial and logistical advantages and disadvantages to be realized by public school districts in California, Florida, Louisiana, and Texas through the ownership of charter schools. A policy review was completed examining relevant state statutes, department of education administrative rules, and school board policies in each of the four states included in this study. Interviews were completed with the chief financial officer, or their designee,...
Show moreThe purpose of this study was to identify the financial and logistical advantages and disadvantages to be realized by public school districts in California, Florida, Louisiana, and Texas through the ownership of charter schools. A policy review was completed examining relevant state statutes, department of education administrative rules, and school board policies in each of the four states included in this study. Interviews were completed with the chief financial officer, or their designee, from school districts in each of the four states using a series of structured interview questions. Interviews were conducted over the phone and data was recorded via detailed notes or recordings with transcripts created.Data from the policy review and structured interviews were analyzed using the constant comparison method in order to answer each of the four research questions. The analysis was used to create a comprehensive listing of fiscal and logistical advantages and disadvantages associated with charter school ownership by traditional public school districts.
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Date Issued: 2016
Identifier: CFE0006253, ucf:51033
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006253

Title: The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade Students.
Creator: Mcneely, Melanie, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U. S. public school system continued to be questioned.This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000(&)#174;, among select...
Show moreWith over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U. S. public school system continued to be questioned.This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000(&)#174;, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000(&)#174; reading program did not close the achievement gap any more than the non-Achieve 3000(&)#174; reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
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Date Issued: 2014
Identifier: CFE0005381, ucf:50443
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005381

Title: A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools.
Creator: Haddock, Lucy, Murray, Barbara, Baldwin, Lee, Murray, Kenneth, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill...
Show moreThe goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.
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Date Issued: 2014
Identifier: CFE0005342, ucf:50493
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005342

Title: An Analysis of the Variables in Implementation of the Marzano Causal Teacher Evaluation System in the State of Florida.
Creator: Phillips, Matthew, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: This was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between...
Show moreThis was a non-experimental, mixed methods study to research the different ways in which the Marzano casual teacher evaluation system was implemented in 25 school districts in the state of Florida during the 2012-2013 school year. Based on seven implementation variables, the teacher evaluation systems were compared to the implementation model and research-based best practice. The researcher then sought to determine what relationships may or may not exist in teacher performance ratings between districts that followed the research-based implementation model and districts that did not. Two stated purposes of the Marzano causal teacher evaluation system were to improve the accuracy of teacher performance ratings and to improve the accuracy of feedback provided to teachers. Variation in implementation may possibly occur among school districts. To date no research has been conducted to analyze how variations in implementation may relate to teacher performance ratings. The purpose of this study was to provide data to support best-practice in the implementation of the Marzano causal teacher evaluation system and to guide instructional leaders on the implementation of this evaluation system. The researcher also sought to ensure the Marzano causal teacher evaluation system provides both accurate teacher feedback and accurate teacher evaluations. Data was collected from the Florida Department of Education published reports and information. School district implementation plans were gathered from state submitted documentation. Implementation plans were analyzed and read. Data was collected on a data collection sheet and then analyzed in SPSS using a crosstab Chi square test to determine if a statistically significant relationships existed between districts that followed the research-based implementation model and districts that did not. It was determined that implementation of the Marzano causal evaluation system varies widely. In six out of the seven implementation variables, it was determined that there were statistically significant relationships in teacher evaluation scores between districts that followed the research-based implementation variables and districts that did not. Further research should include validity and reliability studies on the Marzano causal evaluation system. Research should continue to analyze different ways in which the Marzano causal evaluation system is implemented, and what relationship there is between implementation and teacher performance ratings. Research should be conducted to analyze the effectiveness of feedback provided to teachers through the Marzano causal teacher evaluation system. This research indicates that the Marzano causal teacher evaluation system should be used following research based best-practice and how it is intended to be used. The research in this study shows that when implementation variables are altered in the Marzano causal teacher evaluation system, teacher performance ratings may become inaccurate. Based on misunderstandings of the Marzano causal evaluation system, it is recommended school leaders receive additional training on the understanding and implementation of the Marzano casual teacher evaluation system.
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Date Issued: 2014
Identifier: CFE0005399, ucf:50460
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005399

Title: Understanding the beliefs and attitudes of mid-career secondary school teachers toward teacher evaluation and its effect on their professional practice: A mixed method phenomenological study.
Creator: Booth, William, Gill, Michele, Taylor, Rosemarye, Hutchinson, Cynthia, Mullins, Mark, University of Central Florida
Abstract / Description: The purpose of this mixed-method phenomenological study is to understand the beliefs and attitudes that mid-career secondary school teachers have regarding the teacher evaluation process and its effect on their professional practice. Mid-career secondary school teachers (defined as having between 14-21 years of classroom experience) from Bayview Public Schools were selected to participate. A total of 152 mid-career secondary school teachers completed an electronic survey. Additionally, a...
Show moreThe purpose of this mixed-method phenomenological study is to understand the beliefs and attitudes that mid-career secondary school teachers have regarding the teacher evaluation process and its effect on their professional practice. Mid-career secondary school teachers (defined as having between 14-21 years of classroom experience) from Bayview Public Schools were selected to participate. A total of 152 mid-career secondary school teachers completed an electronic survey. Additionally, a total of 9 participants took part in one-on-one semi-structured interviews. The theoretical framework used to guide the study was the theory of planned behavior (TPB) (Ajzen, 1988; 1991) and Bandura's theory of self-efficacy (1977). The quantitative results from the electronic survey were used to augment qualitative data collected from interviews with willing participants.The interviews with study participants were analyzed for emerging themes. In all, a total of nine emerging themes came to light through the analysis of interview data. The data revealed areas of concern regarding the current method of evaluating teachers in Bayview Public Schools. A presentation of the findings with regard to the theoretical framework, literature, and practice were presented. Furthermore, a list of recommendations was provided addressing the specific concerns of participating teachers. In conclusion, recommendations were also made concerning future research that might continue to add to the body of knowledge concerning teacher evaluation.
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Date Issued: 2015
Identifier: CFE0005765, ucf:50077
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005765

Title: Socioeconomic Status, Instrumental Music Participation, and Middle School Student Achievement.
Creator: Antmann, Michael, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The purpose of this study was to determine the differences in growth on the reading and mathematics FCAT 2.0 across varying levels of instrumental music participation by both low- and high-socioeconomic status (SES) middle school students, and to determine whether or not there is a relationship between instrumental music participation and socioeconomic status. The differences between instrumental music participation groups were not found to be statistically significant for both the reading...
Show moreThe purpose of this study was to determine the differences in growth on the reading and mathematics FCAT 2.0 across varying levels of instrumental music participation by both low- and high-socioeconomic status (SES) middle school students, and to determine whether or not there is a relationship between instrumental music participation and socioeconomic status. The differences between instrumental music participation groups were not found to be statistically significant for both the reading and mathematics FCAT 2.0 growth by high-SES status students, and for reading FCAT 2.0 growth by low-SES status students. The differences between groups were found to be significant for mathematics FCAT 2.0 growth by low-SES students, but a Tukey HSD post-hoc test found no significant differences between the individual groups. The study also found that high-SES students had a higher rate of instrumental music participation in sixth grade, and a lower attrition rate between sixth and seventh grade than the low-SES students.
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Date Issued: 2015
Identifier: CFE0005755, ucf:50073
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005755

Title: The Relationship Between Participation in an Academic Intervention Program and Performance in Coursework for At Risk Eighth-Grade Middle School Students.
Creator: Hyatt, Victoria, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The focus of the research was to examine the academic intervention program implemented to address academic concerns in the middle grades in one large urban school district in central Florida. Educational leaders at all levels are concerned with the choice of one in four students who make the decision to not complete high school coursework, leaving before earning a high school diploma. The researcher examined to what extent, if any, participation in the middle grades academic intervention...
Show moreThe focus of the research was to examine the academic intervention program implemented to address academic concerns in the middle grades in one large urban school district in central Florida. Educational leaders at all levels are concerned with the choice of one in four students who make the decision to not complete high school coursework, leaving before earning a high school diploma. The researcher examined to what extent, if any, participation in the middle grades academic intervention program affected academic success in coursework and what difference, if any, there were between academic coursework grade point averages and at-risk eligibility factors, for levels of student participation in the academic intervention program. The at-risk eligibility factors for placement into this middle grades intervention program included prior year retention, prior year course failure(s), and prior year grade point average of 2.0 or below on a 4.0 scale. The school district of study provided each middle grades school with one teaching allocation to support the academic intervention program. Data from six of the 12 middle schools that tracked students in the academic intervention program for the 2013-2014 school year were retrieved from the school district central office. Interviews were conducted with all 12 academic intervention program supervising administrators to determine the delivery method provided for the program at each school. The study provides information on the effectiveness of the academic intervention program, implications for practice, and recommendations for future research.
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Date Issued: 2015
Identifier: CFE0005810, ucf:50030
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005810

Title: A Comparative Study of the Effect of Block Scheduling and Traditional Scheduling on Student Achievement for the Florida Algebra 1 End-of-Course Examination.
Creator: Underwood, Arthur, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The focus of this research was on the effect of school schedules on student achievement for ninth-grade students in a Florida school district. Data were collected from two central Florida high schools from the 2011-2012 and 2012-2013 school years. Five one-way analyses of covariance (ANCOVA) were performed to ascertain if there was any interaction between school schedules and student achievement. Examined were the interactions (a) between schedule and schools, (b) schedule and male students, ...
Show moreThe focus of this research was on the effect of school schedules on student achievement for ninth-grade students in a Florida school district. Data were collected from two central Florida high schools from the 2011-2012 and 2012-2013 school years. Five one-way analyses of covariance (ANCOVA) were performed to ascertain if there was any interaction between school schedules and student achievement. Examined were the interactions (a) between schedule and schools, (b) schedule and male students, (c) schedule and female students, (d) schedule and Black students, and (e) schedule and Hispanic students. The independent variable, school schedule, consisted of two levels: traditional schedule and A/B block schedule. The dependent variable was the spring Algebra 1 End- of-Course Examination (EOC), and the covariate was the Florida Comprehensive Assessment Test (FCAT) Mathematics Eighth-grade Development Scale Score. School schedule was not significantly related to students' spring Algebra 1 EOC scores, F(1,788) p = .932. School schedule was not significantly related to male students' spring Algebra 1 EOC scores, F(1,392) p = .698. School schedule was not significantly related to female students' spring Algebra 1 EOC scores, F(1,393) p = .579. School schedule was not significantly related to Black students' spring Algebra 1 EOC scores, F(1,186) p = .545. School schedule was not significantly related to Hispanic students' spring Algebra 1 EOC scores, F (1,184) p = .700.
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Date Issued: 2014
Identifier: CFE0005433, ucf:50406
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005433

Hispanic (3)	+ -
student achievement (3)	+ -
Student Achievement (2)	+ -
Teacher Evaluation (2)	+ -
education (2)	+ -

legislation (2)	+ -
teacher evaluation (2)	+ -
tenure (2)	+ -
AACSB (1)	+ -
AP (1)	+ -
AP Potential (1)	+ -
Advanced Academics (1)	+ -
Advanced Placement (1)	+ -
African American (1)	+ -
African- American (1)	+ -
Algebra 1 End-of Course Exam (1)	+ -
Band (1)	+ -
Black (1)	+ -
Capstone (1)	+ -
Charter School (1)	+ -
Classroom Observations (1)	+ -
College Readiness (1)	+ -
College of Business (1)	+ -
Curiosity (1)	+ -
Education Finance (1)	+ -
English learners (1)	+ -
Evaluation systems (1)	+ -
FELE (1)	+ -
Feedback (1)	+ -
Focus group (1)	+ -

University of Central Florida (28)	+ -
Hutchinson, Cynthia (27)	+ -
Murray, Barbara (19)	+ -
Murray, Kenneth (18)	+ -
Doherty, Walter (12)	+ -

Baldwin, Lee (8)	+ -
Gill, Michele (4)	+ -
Allen, Kay (2)	+ -
Taylor, Rosemarye (2)	+ -
Antmann, John (1)	+ -
Antmann, Michael (1)	+ -
Ashtari, Nooshan (1)	+ -
Babcock, Donna (1)	+ -
Baldwin, Gordon (1)	+ -
Benitez, Christina (1)	+ -
Boote, David (1)	+ -
Booth, William (1)	+ -
Bruckmeyer, Barbra (1)	+ -
Butler, Tara (1)	+ -
Collinsmchugh, Doreen (1)	+ -
DAVIS, JACQUELINE (1)	+ -
De George, Lauren (1)	+ -
Dehlinger, Robin (1)	+ -
Dr. Cynthia J. Hutchinson, Dr. E. Lea Witta and (1)	+ -
Engel, Susan (1)	+ -
Fordham, Tionis (1)	+ -
Haddock, Lucy (1)	+ -
Hagedorn, W. Bryce (1)	+ -
Hopp, Carolyn (1)	+ -
Hyatt, Victoria (1)	+ -

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