Current Search: Lue, Martha (x)
View All Items
Pages
- Title
- "WE'RE BECOMING BILINGUAL AND BILITERATE!" AN ETHNOGRAPHIC STUDY ON HOW A DUAL-LANGUAGE PROGRAM IN FLORIDA CONTRIBUTES TO THE LITERACY DEVELOPMENT OF ENGLISH-LANGUAGE LEARNERS.
- Creator
-
Black, Diane, Lue, Martha, University of Central Florida
- Abstract / Description
-
ABSTRACT The purpose of this research was to determine whether participation in a dual-language program by English-language learners (ELLs) contributed to the literacy development of this student population. This qualitative research spanned 5 months and was conducted within an elementary school located in central Florida. It is important to note that the researcher was also a teacher within the dual-language program under study, hence possessed an inside perspective of the program and the...
Show moreABSTRACT The purpose of this research was to determine whether participation in a dual-language program by English-language learners (ELLs) contributed to the literacy development of this student population. This qualitative research spanned 5 months and was conducted within an elementary school located in central Florida. It is important to note that the researcher was also a teacher within the dual-language program under study, hence possessed an inside perspective of the program and the progression of several participating students. The study was guided by the following research questions: 1. What factors contribute to the improved literacy development for ELLs through participation in a two-way, dual-language program? 2. What factors contribute to the failure to improve the literacy development for ELLs participating in two-way, dual-language programs? As an ethnographic study, the qualitative methods of observation, interviewing, and examination of artifacts (i.e., work samples) were employed. ELLs attending the 1st through the 5th grades were observed during their Literacy Block and interviewed regarding their feelings about learning two languages. Parents and teachers were also interviewed to determine their beliefs surrounding the contribution of the dual-language program to the literacy development of the participating ELLS. Work samples, including reading scores and journal samples, were also examined. The four processes of the W. P. Thomas and V. P. Collier (1997) prism model--sociocultural processes, linguistic processes, academic development, and cognitive development--served as the theoretical framework for the data analysis. The prism model facilitated elaboration of how all processes involved in the development of the ELLs' literacy skills are related and intertwined. After triangulation of the data from the observations, interviews and work samples, ten factors affecting second-language acquisition for ELLs participating in a dual-language program were discovered in this study. Nine appeared to contribute to successful literacy development and one factor appeared to contribute to failure in the acquisition of second-language literacy skills. Based upon the findings, it appears that participation in a dual-language program indeed contributes to literacy development in ELLs. Contributions to the field and recommendations for related future research are presented.
Show less - Date Issued
- 2007
- Identifier
- CFE0001522, ucf:47134
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001522
- Title
- ADDRESSING THE ACHIEVEMENT GAP AND DISPROPORTIONALITY THROUGH THE USE OF CULTURALLY RESPONSIVE TEACHING PRACTICES.
- Creator
-
Griner, Angela, Lue Stewart, Martha, University of Central Florida
- Abstract / Description
-
Culturally responsive teaching practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap, as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been a recent influx in research discussing these issues, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the...
Show moreCulturally responsive teaching practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap, as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been a recent influx in research discussing these issues, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the achievement gap and disproportionality effectively within their schools. Conducted in three phases, this research provides a framework for developing, implementing, and evaluating a culturally responsive tool for schools and school staff in order to impact beliefs and practices related to culturally responsive teaching, leading to the enhanced learning outcomes of all students.
Show less - Date Issued
- 2011
- Identifier
- CFE0003880, ucf:48759
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003880
- Title
- THE IMPACT OF TEACHER INCENTIVE PAY PROGRAMSON THE LEARNING GAINS OF LOW-PERFORMING MIDDLE SCHOOL STUDENTS.
- Creator
-
Miller, Donna, Lue Stewart, Martha, University of Central Florida
- Abstract / Description
-
President Barack Obama committed hundreds of millions of dollars to the Teacher Incentive Fund (TIF), yet a few fundamental questions remain unansweredÃÂ--was the federal program effective? Did student test scores improve? Since the late 19th century, teachers have been paid for their classroom services regardless of how wellÃÂ--or poorlyÃÂ--their students performed. Nearly a century later, advocates of education reform continue to...
Show morePresident Barack Obama committed hundreds of millions of dollars to the Teacher Incentive Fund (TIF), yet a few fundamental questions remain unansweredÃÂ--was the federal program effective? Did student test scores improve? Since the late 19th century, teachers have been paid for their classroom services regardless of how wellÃÂ--or poorlyÃÂ--their students performed. Nearly a century later, advocates of education reform continue to champion teacher compensation policies that link salary to student achievement. Researchers have identified two motivation theories that must be present in order to have a successful incentive pay program: goal theory and expectancy theory. The presence or absence of these theories, have produced mixed results at both the federal and state levels. Although the Florida Department of Education crafted its own statewide incentive pay plan, three public school districts have received multimillion dollar awards via competitive TIF grants. The purpose of this dissertation was to determine if any differences in learning gains existed between the 2008 and 2009 Florida Comprehensive Assessment Testî (FCATî) Math scores among the students of math teachers at one urban Central Florida Title I middle school who participated in TIF when compared to the students of math teachers who did not participate in TIF. The dissertation also analyzed FCATî Math scores from 2005 through 2009 in one Central Florida school district to determine if any trends existed among the Title I middle schools participating in TIF; if any trends existed among the Title I middle schools that did not participate in TIF; and if any trends existed between the two groups when compared to each other. The literature review and results of this study found that learning gains existed among students whose teachers participated in TIF. In fact, at one urban Central Florida middle school, students of math teachers who did not participate in TIF also demonstrated learning gains. In addition, seven of the ten Title I middle schools from the same Central Florida district had increased FCATî Math scores with the implementation of the TIF grant along with the three Title I middle school that were not eligible to participate. This research suggested that the teacher incentive program implemented in a Central Florida district had a positive impact on learning gains of low-performing students. The results of the independent-samples tests revealed that there was no statistical difference in the math scores based on participation in TIF. Students of the math teachers who participated in TIF demonstrated at least one yearÃÂ's academic growth. Likewise, the findings were similar for students of teachers who opted not to participate as learning gains increased in this group as well. As a result of these findings, recommendations for further study include end-of-the-year interviews with TIF-eligible teachers whose students had learning gains, but chose not to participate. Suggestions for additional research include surveying teachers whose students had higher scores in the absence of an incentive program, analyzing the test scores of other subject areas, and researching other school districts in Florida that were awarded the TIF grant.
Show less - Date Issued
- 2010
- Identifier
- CFE0003146, ucf:48632
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003146
- Title
- A study of the relationship between the quality of district supervisor narrative feedback to school principals as it relates to student achievement, fiscal management, school climate, and teacher effectiveness.
- Creator
-
Chunoo, Karena, Murray, Barbara, Baldwin, Lee, Doherty, Walter, Lue, Martha, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate the quality of narrative feedback from district supervisors given to school principals. In addition, building on the research of effective feedback, another purpose of this study was to determine the relationship between supervisor narrative feedback to school principals and four pillars of principal responsibility: student achievement, school climate, fiscal responsibility, and teacher performance. Narrative observation data from the School...
Show moreThe purpose of this study was to investigate the quality of narrative feedback from district supervisors given to school principals. In addition, building on the research of effective feedback, another purpose of this study was to determine the relationship between supervisor narrative feedback to school principals and four pillars of principal responsibility: student achievement, school climate, fiscal responsibility, and teacher performance. Narrative observation data from the School Leadership Evaluation - Florida Model were analyzed from a large urban school district to determine the level, (i.e., quality) of narrative feedback provided to school principals. Additional data were collected on the four pillars of principal responsibilities and then compared to the quality of narrative feedback to determine if a relationship existed between the quality of narrative feedback and each of the principal responsibilities. The information from this study was valuable for understanding the relationships that existed between the quality of feedback given to school leaders to aid in school improvement.
Show less - Date Issued
- 2017
- Identifier
- CFE0006729, ucf:51893
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006729
- Title
- Exploring Stress for Novice Teachers' in Low Socio-Economic Elementary Schools Through Breathing Biofeedback.
- Creator
-
Fulchini, Angelica, Dieker, Lisa, Hines, Rebecca, Lue, Martha, Hynes, Mike, University of Central Florida
- Abstract / Description
-
Teachers who serve children of color in schools that support students from low socio-economic status have turnover rates reported to be as high as 70% (SES; Carver-Thomas (&) Darling-Hammond, 2017). Numerous approaches to teacher retention in low SES settings have been discussed in the literature (Chester (&) Beaudin, 1996; Donaldson, 2009; Ingersoll (&) Kralik, 2004; Jacob, 2007; McKinney, Haberman, Stafford-Johnson, (&) Robinson, 2008; McLaurin, Smith, (&) Smillie, 2009; Siwatu, Frazier,...
Show moreTeachers who serve children of color in schools that support students from low socio-economic status have turnover rates reported to be as high as 70% (SES; Carver-Thomas (&) Darling-Hammond, 2017). Numerous approaches to teacher retention in low SES settings have been discussed in the literature (Chester (&) Beaudin, 1996; Donaldson, 2009; Ingersoll (&) Kralik, 2004; Jacob, 2007; McKinney, Haberman, Stafford-Johnson, (&) Robinson, 2008; McLaurin, Smith, (&) Smillie, 2009; Siwatu, Frazier, Osaghae, (&) Starker, 2011; Sutcher, Darling-Hammond, (&) Carver-Thomas, 2016; Taylor (&) Frankenberg, 2009), but the use of emerging biofeedback technology is an unexplored territory. This type of technology could help novice teachers understand basic changes in stress levels through awareness of the body and mind while teaching. Hence, the potential use of biofeedback strategies to reduce stress levels in teachers, in inclusive settings, that serve students with low SES is explored. To help potentially reduce novice teachers' stress levels (Friedman, 2000; Day (&) Hong, 2016; Isenbarger (&) Zembylas, 2006), the researcher explored the effectiveness of biofeedback on breathing rates of teachers in inclusive classrooms serving more than 50% of students from low SES backgrounds. The researcher found, by tracking the rate of stressed breathing of 9 teachers during the instructional day, that teachers reported they were more mindful of their breathing. The researcher found meetings, paperwork, and student behaviors increased their stress and suggested better mentorship as a way to help reduce stress. The paper concludes with implications for practice, and recommendations for future research for teachers is provided.
Show less - Date Issued
- 2018
- Identifier
- CFE0007179, ucf:52266
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007179
- Title
- An Examination of Perceptions and Intentions of Preservice Educators in Title I Settings.
- Creator
-
Kaczmarczyk, Annemarie, Roberts, Sherron, Lue, Martha, Hoffman, Elizabeth, Donley, Amy, University of Central Florida
- Abstract / Description
-
With the shifting demographics of our nation and increased vacancies in schools, teacher preparation programs must equip teachers to work with today's culturally, academically, racially, and economically (CARE) diverse student population effectively. University-based teacher preparation programs are called to examine the steps taken and experiences provided to develop effective teachers to work with CARE students and fill vacancies, specifically in Title I schools. Preservice teachers, 15...
Show moreWith the shifting demographics of our nation and increased vacancies in schools, teacher preparation programs must equip teachers to work with today's culturally, academically, racially, and economically (CARE) diverse student population effectively. University-based teacher preparation programs are called to examine the steps taken and experiences provided to develop effective teachers to work with CARE students and fill vacancies, specifically in Title I schools. Preservice teachers, 15 total, participated in this qualitative study examining the perceptions and intentions of PSTs who were exposed to course content and field experiences that focused on Title I and CARE students. The PSTs were placed into two focus groups based on the number of times they were exposed to both throughout their undergraduate career. Participants who had one to two episodes of previous exposure comprised the first group. Participants who had three opportunities for exposure (course content, field experience, and/or first internship) comprised the second focus group. All PSTs were completing their final internship with placements in Title I schools. Findings gleaned from the transcripts indicated that stereotypes and previous perceptions of Title I schools and CARE students were positively impacted through their experiences. Throughout their internship semester, all participants used words that denoted respect and understanding for their diverse students and for their beginning challenges to implement instruction. PSTs noted a need for additional preparation in undergraduate courses related to best practice and classroom management within their Title I school settings. Despite challenges, six participants opted to seek employment in Title I schools. Of the remaining participants, five indicated intentions to teach in non-Title I, while four remained neutral. Future related research will focus on creating and providing meaningful experiences for PSTs that lead to positive intentions for teaching in Title I schools.
Show less - Date Issued
- 2018
- Identifier
- CFE0007202, ucf:52270
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007202
- Title
- PHENOMENOLOGICAL STUDY OF URBAN ELEMENTARY PRINCIPALS: READING-PROFICIENT STUDENTS WITH LEARNING DISABILITIES.
- Creator
-
Theis, Elizabeth, Martin, Suzanne, Little, Mary, Lue, Martha, Vazquez, Maria, University of Central Florida
- Abstract / Description
-
Changes in the demands on educational leaders have necessitated shifts in the roles andresponsibilities of school principals. Meeting the needs of students with disabilities is among thecritical challenges that administrators face today. The purpose of this study was to examine thelived experiences of elementary school principals where students with Specific LearningDisabilities (SLD) demonstrate reading proficiency. Phenomenological research was conductedto identify the themes associated...
Show moreChanges in the demands on educational leaders have necessitated shifts in the roles andresponsibilities of school principals. Meeting the needs of students with disabilities is among thecritical challenges that administrators face today. The purpose of this study was to examine thelived experiences of elementary school principals where students with Specific LearningDisabilities (SLD) demonstrate reading proficiency. Phenomenological research was conductedto identify the themes associated with effective school leadership, related to this specificpopulation, students with SLD. Informal, non evaluative observations were conducted inconjunction with analysis of leadership summaries that were submitted by teachers who werenominated by the participants, to determine theme congruence.These results indicated that the lived experiences of elementary school principals are acomplex blend of characteristics and practices. Seven specific themes were identified in thequalitative interviews: 1) Embedded personal and/or professional experiences; 2) Adaptability;3) Relationship orientation and commitment to collaboration; 4) Focused responsibility andaccountability; 5) Hiring and supporting teachers while maintaining a culture of highexpectations; 6) Resource allocation; 7) Reflection that informs decision making. This researchprovided preliminary evidence to demonstrate the lived experiences of elementary schoolprincipals, with a particular focus on students with SLD, and can be used to inform and adaptcurrent practices to address anticipated challenges in the future.
Show less - Date Issued
- 2015
- Identifier
- CFE0006013, ucf:50998
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006013
- Title
- Farm to Fork: A Culinary- and Farm-Enhanced Nutrition Education Program.
- Creator
-
Ray, Vivian, Hopp, Carolyn, Lue, Martha, Stout, Jeffrey, Thomas, Lionel, University of Central Florida
- Abstract / Description
-
With obesity in adolescents becoming a major health problem in the United States, there has been an expansion in the use of nutritional education programs as intervention. Effective nutrition education can decrease the incidence of obesity and other diet-related chronic diseases, type-2 diabetes, cardiovascular disease, and hypertension. This dissertation in practice proposes to design a nutrition education program, integrating farm and culinary activities into a nutrition education...
Show moreWith obesity in adolescents becoming a major health problem in the United States, there has been an expansion in the use of nutritional education programs as intervention. Effective nutrition education can decrease the incidence of obesity and other diet-related chronic diseases, type-2 diabetes, cardiovascular disease, and hypertension. This dissertation in practice proposes to design a nutrition education program, integrating farm and culinary activities into a nutrition education curriculum. The program is designed as a stand-alone program, but for this practice, implementation integrates the nutrition education program into the Film @ 6 after-school program (-) a STEM-focused program designed to assist sixth graders in their first year of middle school (-) at Southeast Middle School in Salisbury, Rowan County, North Carolina (NC). This experiential nutrition education program will provide instruction and activities in order to increase nutritional knowledge, improve culinary techniques, and increase consumption of fruits, vegetables, and minimally processed foods of sixth grade students as a means to address the overweight and obesity risks of middle school children. Children and adolescents are considered the priority population for intervention strategies because 70% of obese adolescents become obese adults and it is difficult to reduce excessive weight once established (Dehghan, Akhtar-Danesh, (&) Merchant, 2005).
Show less - Date Issued
- 2015
- Identifier
- CFE0005871, ucf:50866
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005871
- Title
- Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching Teams.
- Creator
-
San, Michelle, Martin, Suzanne, Dieker, Lisa, Lue, Martha, Uhle, Thomas, University of Central Florida
- Abstract / Description
-
The recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, (&) Shamberger, 2010; Nichols, Dowdy, (&) Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend (&) Cook, 2007)....
Show moreThe recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, (&) Shamberger, 2010; Nichols, Dowdy, (&) Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend (&) Cook, 2007). Researchers indicate that a key factor in effective co-teaching is administrative support (Friend et al.; Dieker (&) Murawski, 2003; Murawski (&) Dieker, 2008; Murawski (&) Dieker, 2004; Scruggs et al., 2007). The purpose of this study was to identify the policies and practices used by effective principals who have led the implementation of co-teaching in their schools. The researcher interviewed three middle school principals in a large urban school district to ascertain the essence of their experiences. The principals were identified as highly effective by their most recent principal evaluation system. The interview data were examined using Hycner's guidelines for phenomenological analysis. Triangulation occurred through a survey and review of documents. The co-teaching teams from the participating principals' schools completed a Likert-type survey. The researcher reviewed the schools' master schedules, School Improvement Plan, and Action Plan.Analysis of the participating principals' interview data has identified themes. These themes included: (a) preparing the setting, (b) preparing co-teaching teams, (c) necessary co-teacher skill sets, (d) utilizing the leadership team, (e) purposeful selection of co-teaching staff, (f) addressing barriers, (g) culture supporting knowledgeable co-teachers, (h) traits of effective co-teachers, (i) expectations of co-teachers, (j) motivating co-teachers, and (k) attaining buy-in through support and culture.
Show less - Date Issued
- 2015
- Identifier
- CFE0005994, ucf:50785
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005994
- 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.
Show less - Date Issued
- 2016
- Identifier
- CFE0006487, ucf:51396
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006487
- Title
- An Examination of Inclusive Practices for Junior Secondary Students with Learning Disabilities in Gaborone, Botswana.
- Creator
-
Mrstik, Samantha, Dieker, Lisa, Lue, Martha, Pearl, Cynthia, Biraimah, Karen, University of Central Florida
- Abstract / Description
-
The country of Botswana has passed laws to support the human rights of their citizens. In accordance with the UN's guidelines, Botswana's human rights initiatives, and the international movement towards inclusive education, inclusive educational reform is taking place. In this ethnographic study, the researcher has examined the inclusive practices currently in place to support junior secondary students with learning disabilities (LD) in Gaborone, Botswana over a four-month period....
Show moreThe country of Botswana has passed laws to support the human rights of their citizens. In accordance with the UN's guidelines, Botswana's human rights initiatives, and the international movement towards inclusive education, inclusive educational reform is taking place. In this ethnographic study, the researcher has examined the inclusive practices currently in place to support junior secondary students with learning disabilities (LD) in Gaborone, Botswana over a four-month period. Participants included administrators, general and special education teachers, and students with LD. The themes of routine, academic activities, classroom life, and accommodations for students with LD emerged upon analysis and are discussed in detail. In addition, the themes of school culture, policy implementation, and dissemination emerged from interviews and observations of teachers and administrators and are discussed in detail. Implications for practice and recommendations are provided, based upon the current status in this one school observed, for consideration of further supports for junior secondary students with LD in Botswana.
Show less - Date Issued
- 2017
- Identifier
- CFE0006770, ucf:51841
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006770
- Title
- A Process Evaluation of a Family Involvement Program at a Title I Elementary School.
- Creator
-
Moody, Maria, Lue, Martha, Lambie, Glenn, Little, Mary, Swan, Bonnie, University of Central Florida
- Abstract / Description
-
Parental or family involvement in student academics has been an on-going topic for researchers. There is a need for studies to be conducted on parental involvement program implementation in order to determine if there is an impact on student academics when school, family, and community partnership programs are in place. For this study, a process evaluation was conducted on a parental or family involvement program newly developed and implemented at a Title I elementary school in an urban...
Show moreParental or family involvement in student academics has been an on-going topic for researchers. There is a need for studies to be conducted on parental involvement program implementation in order to determine if there is an impact on student academics when school, family, and community partnership programs are in place. For this study, a process evaluation was conducted on a parental or family involvement program newly developed and implemented at a Title I elementary school in an urban setting. The purpose of this mixed-methods process evaluation was to (a) document how the program was implemented, (b) examine the progress toward meeting its intended outcomes, and (c) use findings to make recommendations to drive improvement. The program's logic model was used to examine the program's intended short-term outcomes; including increasing parental involvement and knowledge in regard to the school's reading, mathematics, and science curricula as well as increasing the knowledge of home strategies for student academic support. Student achievement impacts were also examined. Quantitative data collection included program participant survey data and participants' student achievement data for reading and mathematics. Document analysis of the program's artifacts allowed for a qualitative analysis for the evaluation. Findings indicated the program was making progress in increasing parents' knowledge about the reading curriculum, but not for mathematics and science. There was also an increase in parents' knowledge of home strategies and improvement in parental program attendance rates.
Show less - Date Issued
- 2017
- Identifier
- CFE0006768, ucf:51857
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006768
- Title
- A Single Case Analysis of the Impact of Caregiver-Student Collaborative Learning on an Urban Community.
- Creator
-
Edmundson, Heather, Hopp, Carolyn, Lue, Martha, Vitale, Thomas, Olan, Elsie, University of Central Florida
- Abstract / Description
-
The purpose of this study was to measure the impact of caregiver-student collaborative learning classes on an urban community. The study examined whether the self-efficacy of the caregivers increased with helping their children with school work due to the caregiver-student classes. The study also examined whether providing access to a resource not normally provided within this particular community led to increased self-efficacy within caregivers. The research questions that guided the study...
Show moreThe purpose of this study was to measure the impact of caregiver-student collaborative learning classes on an urban community. The study examined whether the self-efficacy of the caregivers increased with helping their children with school work due to the caregiver-student classes. The study also examined whether providing access to a resource not normally provided within this particular community led to increased self-efficacy within caregivers. The research questions that guided the study were as follows: How do collaborative caregiver-student classes that focus on collaborative strategies impact the self-efficacy of the caregivers in helping their children with school work? How does increasing access to educational services impact the self-efficacy of the caregivers who participate in collaborative caregiver-student classes? The researcher collected data through classroom observations, reflections from participants, and an initial focus group and closing individual interview. Classes were taught by a co-teacher selected by the researcher with the input of the principal. Four total sessions were held, three of which included the teaching of collaborative learning strategies, and the last of which was an individual interview.Overall, data indicated increased self-efficacy within caregivers. The caregiver roles within the neighborhood proved not to always be between an adult and child, but rather cousins and siblings who may have been close in age. Families within the neighborhood exchanged care in different ways according to their culture, work demands, and family dynamic. This program led to strengthened relationships between home and school, as well as enhanced self-efficacy and stronger relationships between caregivers and students.
Show less - Date Issued
- 2014
- Identifier
- CFE0005327, ucf:50534
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005327
- Title
- Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences.
- Creator
-
Ehrli, Hannah, Martin, Suzanne, Lue, Martha, Marino, Matthew, Diaz, Anna, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to their high school learning experiences, their transition to higher education, and their continued academic and social support in higher education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth...
Show moreThe purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to their high school learning experiences, their transition to higher education, and their continued academic and social support in higher education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth interviews. The data were reviewed in order to achieve a holistic picture of what the students' perceptions illustrate and to understand thematic commonalities from their lived experiences. The researcher hoped to shape possible effective instructional strategies and supports for students with learning disabilities in secondary and post-secondary educational experiences.
Show less - Date Issued
- 2015
- Identifier
- CFE0005791, ucf:50050
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005791
- Title
- PRINCIPALS' LIVED EXPERIENCES IN CHILDHOOD POVERTY IMPACTING RESILIENCY OF STUDENTS IN POVERTY.
- Creator
-
Rasmussen, Jonathan, Martin, Suzanne, Lue, Martha, Taylor, Rosemarye, Brown, Deborah, University of Central Florida
- Abstract / Description
-
The number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty....
Show moreThe number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty. The purpose of this study was to examine principals' lived experiences in childhood poverty impacts the decisions they make. More precisely, it examines how their childhood affects their decision making in regard to creating a culture of academic resilience for students living in low socioeconomic conditions. Additionally, this study identified strategies that are effective, as perceived by school principals who grew up in low socioeconomic conditions, in creating a culture of resilience to improve academic success for students living in low socioeconomic conditions. This study provides valuable information to school leaders who strive to create an environment that fosters educational resilience in children living in poverty. The results are particularly salient to principals, as the information comes directly from the perspective of school principals who grew up in poverty, were educationally resilient, and are now creating a school atmosphere that fosters educational resilience in their students who live in poverty.
Show less - Date Issued
- 2015
- Identifier
- CFE0005696, ucf:50119
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005696
- Title
- Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional and Behavioral Disorder and Comorbid Disabilities.
- Creator
-
Wills-Jackson, Celestial, Hines, Rebecca, Dieker, Lisa, Lue, Martha, Wilkins, Ilene, University of Central Florida
- Abstract / Description
-
This study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, across-participants design was used....
Show moreThis study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, across-participants design was used. Participants included adolescents (n = 6) with comorbid disabilities, predominantly ASD and EBD, their board-certified behavior analysts (BCBA), and six behavior technicians. The researcher established and maintained face-to-face reciprocal peer social engagements (communication) and direct eye gaze (contact) with participants in dyad groups. Each session included a 60-minute video of peer social interactions. Direct observations, differential reinforcement of other behaviors (DRO), and pre- and post-Social Skills Improvement System-Rating Scales (SSIS-RS) were examined. Evidence of SEL intervention effectiveness was measured by percentage of nonoverlapping data points (PND). Social validity was measured using the multiple-rater SSIS-RS and intervention fidelity checklists evaluating the Sanford Harmony intervention. Results from data and visual analysis revealed all participants significantly increased their direct eye contact, verbal reciprocity, and social engagements after implementing the Harmony program. In addition, a PND value of 100% was calculated for each dependent variable indicating the Harmony program was a highly effective intervention increasing eye contact, verbal reciprocity, and social engagements for students with EBD and comorbid disabilities.
Show less - Date Issued
- 2018
- Identifier
- CFE0007266, ucf:52196
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007266
- Title
- An Examination of a College and Career Preparation Program for Low Socioeconomic and First-Generation Students in an Urban School District.
- Creator
-
Gillam, Lucille, Lue, Martha, Vitale, Thomas, Swan, Bonnie, Goodman, Constance, Larsen, James, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine if the college and career program, in one urban high school setting, was being implemented as intended by the school district. A mixed methods analysis was conducted using student PSAT/SAT scores, interviews, surveys, focus groups, classroom observations and anecdotal notes from the program director. The results were coded to show emerging trends and themes. The results of the analysis showed that portions of the program were being conducted as...
Show moreThe purpose of this study was to determine if the college and career program, in one urban high school setting, was being implemented as intended by the school district. A mixed methods analysis was conducted using student PSAT/SAT scores, interviews, surveys, focus groups, classroom observations and anecdotal notes from the program director. The results were coded to show emerging trends and themes. The results of the analysis showed that portions of the program were being conducted as designed by the school district; however, of the four criteria required to be invited to bet admitted into the program, one was not being implemented correctly at the school site. The district vetted for students who had PSAT scores in the top 15% in the nation, WGPA over 4.0 and on the federal free/reduced list but first-generation students were not being vetted correctly at the school site. Although members of the first graduating class were able to secure admission into top-tier colleges and universities, only approximately 25% of the students in the program would be the first in their families to graduate from college. Thus, the program was not being implemented as designed and may not have been serving the needs of the target population of students for whom the program was designed.
Show less - Date Issued
- 2019
- Identifier
- CFE0007638, ucf:52485
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007638
- Title
- Kindergarten is Not Child's Play: An Exploration of Pedagogical Approaches Related to Learning in a Play-Based and a Contemporary Classroom at a Title I Elementary School.
- Creator
-
Allee-Herndon, Karyn, Roberts, Sherron, Lue, Martha, Clark, M. H., Garcia, Jeanette, Hu, Bi Ying, University of Central Florida
- Abstract / Description
-
This dissertation is divided into three separate, related, naturalistic, quasi-experimental research studies, all using data from two kindergarten classes at Gator Elementary, a public Title I elementary school in Sunshine District in Central Florida. Each of these studies tested hypotheses that kindergarten children, especially those from low socioeconomic backgrounds, will show greater gains in receptive vocabulary, executive function, and academic achievement when purposeful play is used...
Show moreThis dissertation is divided into three separate, related, naturalistic, quasi-experimental research studies, all using data from two kindergarten classes at Gator Elementary, a public Title I elementary school in Sunshine District in Central Florida. Each of these studies tested hypotheses that kindergarten children, especially those from low socioeconomic backgrounds, will show greater gains in receptive vocabulary, executive function, and academic achievement when purposeful play is used as a pedagogical approach than similar children in typical, contemporary kindergarten classrooms. The first study explored the effects of play-based and contemporary pedagogical approaches on students' receptive vocabulary using the PPVT-4, the second explored students' executive functions using the BRIEF2, and the third explored students' movements using Actigraph GT9X Link accelerometers. All three studies analyzed these data in relation to students' academic achievement as measured by i-Ready Diagnostic assessments. Statistically significant differences were detected in students' receptive vocabulary and reading growth as well as statistically significant differences in students' executive function health as reported by teachers and reading and math academic growth by classroom conditions. A strong association between receptive vocabulary and reading performances was revealed alongside strong negative correlations between levels of executive function concern and reading performance. No statistical differences in math growth between classrooms were found, although there was a moderate effect size, and less of an association between math performance and executive function presented. While strong correlations between academic achievement and total movement by day or movement types were revealed, these associations were inconsistent. Nor were there significant differences in movement by classroom conditions, although there was a moderate effect size suggesting some differences in movement by condition. The findings from this dissertation, while limited, point to a bourgeoning area of research connecting neuroscientific findings with developmentally appropriate practices to explore effective interventions to increase educational equity for vulnerable students.
Show less - Date Issued
- 2019
- Identifier
- CFE0007596, ucf:52556
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007596
- Title
- Practicing Teachers' Beliefs Regarding Racially, Culturally, Ethnically, And Linguistically Diverse (RCELD) Students In A Title I Secondary-School Environment.
- Creator
-
Sabino, Lisa, Gill, Michele, Kaplan, Jeffrey, Boote, David, Lue, Martha, Oldham, Lucile, University of Central Florida
- Abstract / Description
-
Based on school-level data that included disparities in discipline rates, Title I status, teacher attrition, and teachers' statements, I designed a dissertation in practice to understand practicing teachers' personal and professional diversity beliefs regarding racially, culturally, ethnically, and linguistically diverse (RCELD) students in a Title I, secondary-school setting. Four hypotheses concerning type of secondary degree, years of experience, subjects taught, and racial or ethnic...
Show moreBased on school-level data that included disparities in discipline rates, Title I status, teacher attrition, and teachers' statements, I designed a dissertation in practice to understand practicing teachers' personal and professional diversity beliefs regarding racially, culturally, ethnically, and linguistically diverse (RCELD) students in a Title I, secondary-school setting. Four hypotheses concerning type of secondary degree, years of experience, subjects taught, and racial or ethnic background were tested. Pohan and Aguilar's (2001a) Teachers' Belief Survey was administered to 59% of the GHS staff in order to measure the personal and professional beliefs of practicing teachers. I used descriptive and parametric tests to analyze the survey's data. Based on the parametric and non-parametric tests no statistically significant differences were found for the four hypotheses tested. Although no statistically significant differences were noted in the data, this dissertation in practice starts a conversation about diversity issues at GHS. The initial school-level data were indicative of a problem of practice at GHS, and practicing teachers did self-report high levels of diversity beliefs. I recommend that further research build upon this study and include a qualitative component. I conclude that further research is necessary in order to investigate why practicing teachers' self-report diversity beliefs were high, yet school-level data indicated discriminatory practices.
Show less - Date Issued
- 2016
- Identifier
- CFE0006174, ucf:51123
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006174
- Title
- EXAMINING ELEMENTARY PRESERVICE TEACHER EFFICACY TO TEACH WRITING IN A TITLE 1 SCHOOL: A MIXED METHOD STUDY OF A SCHOOL-BASED TEACHER EDUCATION COURSE INTERVENTION.
- Creator
-
Blanch, Norine, Roberts, Sherron, Lue, Martha, Zygouris-Coe, Vassiliki, Zugelder, Bryan, University of Central Florida
- Abstract / Description
-
As the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three...
Show moreAs the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three such barriers. Policy reform organizations interested in improving the effectiveness of teacher education programs nationwide suggest forging strong clinical partnerships between universities and schools by relocating coursework to school-based settings that more closely resemble the reality of today's classrooms. PSTs, 27 in total, participated in a school-based teacher education intervention situated in a Title 1 school in central Florida to examine the influences of this intervention on PSTs efficacy for culturally responsive teaching and their sense of efficacy for teaching writing to students of diversity in a Title 1 school. Preliminary results indicated that while some PSTs tended to overestimate their efficacy for teaching students of diversity in Title 1 schools prior to the intervention, the school-based course disrupted that reality. Through weekly teaching experiences, PSTs' misconceptions about Title 1 schools, and their own pedagogical practices were challenged. Results yielded a purportedly more efficacious group of PSTs as measured by quantitative survey research and post qualitative responses in this mixed method study.
Show less - Date Issued
- 2016
- Identifier
- CFE0006265, ucf:51049
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006265