Current Search: Martin, Julie (x)
View All Items
- Title
- The Mathematics Achievement Gap in Virtual Education.
- Creator
-
Glover, Sara, Martin, Suzanne, Boote, David, Dixon, Juli, Butler, Lorrie, University of Central Florida
- Abstract / Description
-
This phenomenological study examined the lived experiences of online Algebra I teachers as they relate to the instruction of minority students. There is an academic achievement gap that exists between minority students and their non-minority peers in United States public education (Sousa (&) Armor, 2016). Although national educational policy has sought to narrow the academic achievement gap, it is persistent and must be addressed because public education affects the future of our nation ...
Show moreThis phenomenological study examined the lived experiences of online Algebra I teachers as they relate to the instruction of minority students. There is an academic achievement gap that exists between minority students and their non-minority peers in United States public education (Sousa (&) Armor, 2016). Although national educational policy has sought to narrow the academic achievement gap, it is persistent and must be addressed because public education affects the future of our nation (Fullan (&) Quinn, 2016). Virtual education is a growing platform for learning, with nearly 300,000 students enrolled across the United States. Achievement data demonstrates the existence of an academic achievement gap in this learning environment as well (Miron, Shank, (&) Davidson, 2018). Yet, there is not a great deal of high-quality research surrounding aspects of virtual education (Molnar et al., 2017). A phenomenological research method was used to examine the lived experiences of Algebra I teachers in a virtual learning environment. Interviews were conducted with five participants (N = 5). Data analysis resulted in eight overarching themes and twenty-seven tertiary themes. The major themes include: (a) teachers believe that student characteristics are a primary determinant of their success in virtual education; (b) teachers believe they have a strong impact upon student success in a virtual learning environment; (c) teachers believe Algebra I is a challenging content area for student achievement; (d) teachers believe family involvement impacts student learning in virtual education; (e) teachers believe frequent and consistent communication is vital in virtual education; (f) teachers believe there are challenges communicating with English language learners; (g) teachers believe strategies can be implemented to support student success in an online learning environment; and (h) teachers believe virtual education is a unique learning environment. This study concludes with an examination of each finding and provides implications for virtual education teachers and policy, and recommendations for future research.
Show less - Date Issued
- 2019
- Identifier
- CFE0007461, ucf:52667
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007461
- Title
- A Phenomenological Study of High School Assistant Principals who Supervise Special Education.
- Creator
-
Vacchio, Erin, Martin, Suzanne, Vasquez, Trey, Jahani, Shiva, Helton, Julie, University of Central Florida
- Abstract / Description
-
This phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the...
Show moreThis phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the expertise of school leaders in special education must also increase. Research on the experiences of high school administrators who serve students with intellectual disabilities and how their experiences and beliefs shape opportunities for students is limited. In addition, there is limited research regarding the prevalence of students with intellectual disabilities and their participation in vocational education and independent skills instruction to support independent functioning and future employment. This study used a phenomenological approach to examine the experiences and beliefs of high school assistant principals who supervise the ESE department at their school. Semi-structured interviews were conducted with seven participants (N=7). Through thematic analysis, six major themes and 21 subthemes emerged. The six major themes were: (a) compliance of special education; (b) administrators' role in faculty/staff supervision; (c) inclusion of students with disabilities in opportunities with their non-disabled peers; (d) lack of leadership preparation; (e) meeting student needs; (f) preparing students for life after school. This study concluded with a thorough examination of each of the major themes and subthemes, and provided implications for leadership development, induction programs for special education leaders, and best practices for serving students with intellectual disabilities.
Show less - Date Issued
- 2019
- Identifier
- CFE0007739, ucf:52452
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007739
- Title
- Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study.
- Creator
-
Joseph, Julie, Martin, Suzanne, Little, Mary, Boote, David, Thomson, Arlene, University of Central Florida
- Abstract / Description
-
The passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of...
Show moreThe passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of students, there have not been sufficient studies that have studied this topic in school psychology. The purpose of this study was to discover, understand, and describe in rich detail the lived experience of school psychologists exercising leadership. The researcher interviewed school psychologists within a mid-size school district in Central Florida who were nominated by district administrators that supervise of them. Additionally, this study sought to identify the contexts, domains of practice, universal structures, and opportunities utilized in their experiences. School psychologists demonstrated leadership through collaboration and consultation, professional expertise, student-oriented needs, expert-problem solvers, and communication skills. The contexts of their leadership experiences varied due to the diverse roles taken on by the individual, however they were all demonstrated at the district level, school level, and with their peers. The leadership experiences identified by the study participants correspond to most of the National Association of School Psychologists (NASP) domains of practice and also correspond to transformational leadership. The results are particularly salient to school psychologist, as the information comes from the perspective of school psychologists who were noted to be (")effective(") and displays (")leadership(") and are now exercising leadership. Future research is encourage to examine leadership experiences across multiple school districts to identify experiences of other leaders across various settings.
Show less - Date Issued
- 2015
- Identifier
- CFE0005814, ucf:50033
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005814
- Title
- Predicting Risk to Reoffend: Establishing the Validity of the Postive Achievement Change Tool.
- Creator
-
Martin, Julie, Wan, Thomas, Winton, Mark, Martin, Lawrence, Chen, Hsueh-Fen, University of Central Florida
- Abstract / Description
-
In recent years, there has been increased reliance on the use of risk assessment in the juvenile justice system to predict and classify offenders based on their risk to reoffend. Over the years, the predictive validity of risk assessments has improved through the inclusion of actuarial assessment and dynamic risk factors. The predictive validity of certain assessments, such as the Youth Level of Service/Case Management Inventory (YLS/CMI), has been well established through numerous...
Show moreIn recent years, there has been increased reliance on the use of risk assessment in the juvenile justice system to predict and classify offenders based on their risk to reoffend. Over the years, the predictive validity of risk assessments has improved through the inclusion of actuarial assessment and dynamic risk factors. The predictive validity of certain assessments, such as the Youth Level of Service/Case Management Inventory (YLS/CMI), has been well established through numerous replication studies on different subgroups of the population. The validity of other instruments, such as the Positive Achievement Change Tool (PACT), is in its infancy having only been validated on the sample of the population for which it was created. The PACT, a relatively new juvenile risk assessment tool, was adapted from the Washington State Juvenile Court Assessment and validated on the Florida juvenile population. This study sought to demonstrate the predictive validity of the PACT risk assessment, analyze gender differences in juvenile recidivism, and determine the relative importance of individual-level, social-level, and community-level variables in the prediction of recidivism for a sample of juveniles in Tarrant County, Texas. The results of this research confirmed the predictive validity of the PACT for juveniles served by Tarrant County Juvenile Services (TCJS). Despite possessing adequate predictive validity for the entire population, gender-specific analyses revealed differences in the ability of the PACT to accurately classify female delinquents based on risk to reoffend. Not only did gender differences emerge in the predictive validity of the PACT, but males and female recidivism was also predicted by different social-level indicators. The results of this research provided further evidence for social-causation theories of crime and delinquency, with social-level indicators exerting the strongest relationship with recidivism when compared to individual-level and community-level predictors. The inability of community-level predictors to enhance the predictive accuracy of the assessment suggest broad application of the PACT across jurisdictions. TCJS has invested a considerable amount of time, resources, and funding in the implementation and maintenance of the PACT. The results of this study provided support and direction for the continued use of the PACT at TCJS. In addition, establishing the predictive validity of the PACT on the Tarrant County juvenile population satisfied the legislative requirement for a population specific validation of the risk assessment implemented in each county.
Show less - Date Issued
- 2012
- Identifier
- CFE0004221, ucf:48992
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004221