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An Examination of Job Analysis: Developing Interdisciplinary Strategies in Human Resource Management Facilitative of Mitigating Propensities of Teacher Attrition
Title
An Examination of Job Analysis: Developing Interdisciplinary Strategies in Human Resource Management Facilitative of Mitigating Propensities of Teacher Attrition.
Creator
DeVere, Julio, Folger, Robert, Storey, Valerie A., Fisher, Thomas, University of Central Florida
Abstract / Description
Despite repeated attempts by school administrators, policymakers and researchers to diagnose and correct rising occurrences of teacher turnover, there has been little change in the actual efforts to retain teachers in academy organizations. In response, this study was conducted to describe process constraints within the academy organization that are responsible for managing teacher turnover. To provide a description of current teacher retention efforts by school administrators, a survey...
Show moreDespite repeated attempts by school administrators, policymakers and researchers to diagnose and correct rising occurrences of teacher turnover, there has been little change in the actual efforts to retain teachers in academy organizations. In response, this study was conducted to describe process constraints within the academy organization that are responsible for managing teacher turnover. To provide a description of current teacher retention efforts by school administrators, a survey instrument was administered to school teachers in the State of Florida. The population sample was dispersed throughout the entire state and closely reflected the demographics of Florida school teachers.The survey addressed two issues: Whether or not there is a consistent effort by school administrators to gauge a teacher's desire to remain in their current position and whether or not the teachers perceive related administration decisions to be fair. To describe perceptions of fairness, a two-prong model was used to measure perceptions of Voice and Equity. Of the 215 respondents, only about 25 percent were administered a survey within the last year that gauges their desire to remain in their current position. Of these respondents who were given a retention survey by their administrators, results were mixed, with only about half of all respondents leaning towards a favorable perception of fairness. The results indicate that there is a logical need for process improvement within the administration of academy organizations before teacher turnover could be managed effectively.
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Date Issued
2014
Identifier
CFE0005480, ucf:50342
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005480
Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017
Title
Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017.
Creator
Moore, Kenneth, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Gao, Su, University of Central Florida
Abstract / Description
As with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated,...
Show moreAs with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated, spiraled, interdisciplinary, multidisciplinary, thematic, or general science courses. There was a lack of research showing if either type of science course improved student achievement on standardized science assessments. Controlling for school district student population, low socio-economic status (SES) student percentage, and English learner (EL) percentage, this study compared the 2013(-)2017 8th grade FCAT 2.0 Science/SSA school district mean scale scores of two groups of school districts: those that offered comprehensive science courses and those that offered subject-specific science courses. Scores for three student groups were analyzed: all students, low SES students, and ELs. No statistically significant differences were found in school district mean scale scores or pass rates between the two school district groups. The comprehensive group mean scale scores were numerically higher, while the subject-specific group mean pass rates were numerically higher. The subject-specific group had statistically significantly higher raw scores for life science and physical science. The comprehensive group had wider dispersions of mean scale scores and pass rates, suggesting inconsistencies in implementation of comprehensive science courses. The primary implication of this study is that educational leaders should not expect to improve student science achievement simply by changing the type of science course offering. Changes should be made with consideration to student needs, school district demographics, teacher professional development and support, course structure and coherence with standards, and the need for flexibility in teacher assignments.
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Date Issued
2018
Identifier
CFE0007410, ucf:52710
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007410
An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program
Title
An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
Creator
Bronson, Elethia, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Andreasen, Janet, University of Central Florida
Abstract / Description
The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards...
Show moreThe mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
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Date Issued
2018
Identifier
CFE0007393, ucf:52073
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007393
The impact of ongoing science professional development on standardized assessments of student achievement
Title
The impact of ongoing science professional development on standardized assessments of student achievement.
Creator
Torres, Leah, Murray, Kenneth, Storey, Valerie A., Doherty, Walter, Everett, Robert, University of Central Florida
Abstract / Description
The purpose of this study was to identify how ongoing science professional development impact students' achievement on standardized assessments. The students' end-of-year assessment and State Science Assessment data were collected from a Central Florida school district. The student data were divided into categories based on teachers' participation in on-going professional development opportunities. The teachers were categorized by the number of types of professional development opportunities...
Show moreThe purpose of this study was to identify how ongoing science professional development impact students' achievement on standardized assessments. The students' end-of-year assessment and State Science Assessment data were collected from a Central Florida school district. The student data were divided into categories based on teachers' participation in on-going professional development opportunities. The teachers were categorized by the number of types of professional development opportunities they attended. The mean assessment scores of students whose all teachers did or did not participate were calculated, and t-tests were run to find the significance between the means. There was no significance in the difference between the means student scores of the participants and the non-participants in the science professional development opportunities. Two sub group data, 8th-grade free and reduced lunch students whose teacher attended one professional development, and 7th-grade students who scored a Level 3 on FSA mean scores on the science assessments scores were higher with significance in the 2015-16 school year, and were not higher the on the science assessments with significance in the 2014-15 school year.
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Date Issued
2017
Identifier
CFE0006810, ucf:51800
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006810
A Study of the Relationship Between Second-Order Change Leadership Behaviors of High School Administrators and Student Achievement from 2016-2017
Title
A Study of the Relationship Between Second-Order Change Leadership Behaviors of High School Administrators and Student Achievement from 2016-2017.
Creator
Pringle, Eugene, Taylor, Rosemarye, Storey, Valerie A., Johnson, Jerry, Lacava, Gonzalo, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the possibility of a relationship between second-order change leadership behaviors of high school administrators and changes in student achievement from the school year 2016 to 2017 on the Florida Standards Assessment English Language Arts/Reading component and the Algebra 1 End of Course examination in two large urban school districts. This study further sought to determine the leadership behaviors that high school administrators felt had the most...
Show moreThe purpose of this study was to investigate the possibility of a relationship between second-order change leadership behaviors of high school administrators and changes in student achievement from the school year 2016 to 2017 on the Florida Standards Assessment English Language Arts/Reading component and the Algebra 1 End of Course examination in two large urban school districts. This study further sought to determine the leadership behaviors that high school administrators felt had the most impact on student achievement.As a mixed-method research study (N = 69), quantitative and qualitative data were collected for analyses. Quantitative data were collected via the Principal Actions Survey (PAS) developed by La Cava (2009). A Pearson r correlation was conducted to determine if there was a relationship between individual principal scores on the PAS and changes in student achievement from school years 2016 and 2017. Qualitative data were collected via telephone interviews through the use of the Second-Order Change Principal Interview Protocol (Taylor, 2007). A thematic analysis was utilized to determine themes among administrator responses, specific to the seven leadership responsibilities determined by Marzano, Waters, (&) McNulty (2005). Themes were determined by frequency of occurrences among interviewees.The quantitative analysis determined that there was no statistically significant relationship among the mean scores of principals on the PAS and changes in student achievement. Qualitative analysis revealed themes specific to administrator change implementation. Themes included: creating a culture of change, data-driven professional learning communities, professional learning, development, and administrator leadership.
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Date Issued
2017
Identifier
CFE0006905, ucf:51725
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006905
Ubiquitous Computing in Public Education: The Effects of One-to-One Computer Initiatives on Student Achievement on Florida Standardized Assessments
Title
Ubiquitous Computing in Public Education: The Effects of One-to-One Computer Initiatives on Student Achievement on Florida Standardized Assessments.
Creator
Lobeto, Fernando, Murray, Kenneth, Baldwin, Lee, Storey, Valerie A., Cintron Delgado, Rosa, University of Central Florida
Abstract / Description
The purpose of this study was to examine the effects of one-to-one computer initiatives on student achievement in reading and mathematics. This study compared the differences in FCAT 2.0 Reading and Mathematics scores between schools implementing one-to-one computer initiatives and schools implementing traditional modes of instruction. A second purpose of this study was to determine what effects one-to-one computer initiatives had on student FCAT 2.0 scores overall and by grade level, gender,...
Show moreThe purpose of this study was to examine the effects of one-to-one computer initiatives on student achievement in reading and mathematics. This study compared the differences in FCAT 2.0 Reading and Mathematics scores between schools implementing one-to-one computer initiatives and schools implementing traditional modes of instruction. A second purpose of this study was to determine what effects one-to-one computer initiatives had on student FCAT 2.0 scores overall and by grade level, gender, and socio-economic status. The study used an independent-samples t-test, a repeated measures ANOVA, and a factorial ANCOVA to answer four research questions in order to achieve the purpose stated above. An analysis of the results revealed that the first year of one-to-one initiatives had a slightly negative effect on elementary school students, a small but positive effect on middle school students, and no effect on high school students. Further, the study found that students did not score statistically significantly different after one year of one-to-one digital instruction than they had the previous year.
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Date Issued
2016
Identifier
CFE0006349, ucf:51573
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006349
A Comparative Study of Student Performance, Attendance, and Discipline in a Community School in a Large Urban School District in the Southern United States
Title
A Comparative Study of Student Performance, Attendance, and Discipline in a Community School in a Large Urban School District in the Southern United States.
Creator
Morrow, Juanita, Murray, Barbara, Baldwin, Lee, Storey, Valerie A., Doherty, Walter, Doaks, Synthia, University of Central Florida
Abstract / Description
The goal of this research was to investigate the impact of the community school practices such as extended/supplemental enrichment time, character development, anger management, counseling, tutoring, and mental and physical healthcare on student performance, attendance and discipline at a community school in a large urban school district in the southern U.S. The select population and sample for this study was the school's 2011-2012 senior cohort, before the school's implementation of...
Show moreThe goal of this research was to investigate the impact of the community school practices such as extended/supplemental enrichment time, character development, anger management, counseling, tutoring, and mental and physical healthcare on student performance, attendance and discipline at a community school in a large urban school district in the southern U.S. The select population and sample for this study was the school's 2011-2012 senior cohort, before the school's implementation of community school practices and the school's 2015-2016 senior cohort, after implementation of community school practices at the select community school. In an effort to more accurately determine the effectiveness of the community school practices, the study also compared the performance of the community school after implementation of the community school practices to two comparison high schools in the same urban school district; not incorporating the community school practices into instruction, organizational structure, and policy. T-tests analysis and descriptive statistics analysis demonstrated that there was statistical improvement in student performance in regard to cumulative grade point average, graduation rate, and attendance for the 2015-2016 senior cohort. However, improvement was not present in discipline and the frequency distribution of industry certifications for the 2015-2016 senior cohort when compared to the 2011-2012 senior cohort.
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Date Issued
2017
Identifier
CFE0006769, ucf:51871
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006769