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Pages
- Title
- Report of the Board of Control: 1926.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1926 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control...
Show moreReport of the Board of Control 1926 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1926
- Identifier
- DP0003542
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003542
- Title
- Report of the Board of Control: 1930.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1930 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control...
Show moreReport of the Board of Control 1930 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1930
- Identifier
- DP0003544
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003544
- Title
- Report of the Board of Control: 1932.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1932 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control...
Show moreReport of the Board of Control 1932 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1932
- Identifier
- DP0003546
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003546
- Title
- Report of the Board of Control: 1936.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1936 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control...
Show moreReport of the Board of Control 1936 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1936
- Identifier
- DP0003547
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003547
- Title
- Report of the Board of Control: 1938.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1938 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control...
Show moreReport of the Board of Control 1938 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1938
- Identifier
- DP0003548
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003548
- Title
- Report of the Board of Control: 1958-1960.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1958/1960 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board...
Show moreReport of the Board of Control 1958/1960 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1958
- Identifier
- DP0003768
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003768
- Title
- Report of the Board of Control: 1960-1962.
- Creator
-
Florida. Board of Control, PALMM (Project)
- Abstract / Description
-
Report of the Board of Control 1960/1962 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board...
Show moreReport of the Board of Control 1960/1962 issue. The report serial gives financial reports, including budgetary requests and recommendations for the state institutions under the management of the Board, beginning with University of Florida, Florida State College for Women, Florida School for the Deaf and Blind, and Florida Agricultural and Mechanical College for Negros. Includes independent reports from the presidents of each institution. In 1946, the Ringling Museum of Art came under Board control, continuing up to 1959 when a separate board was established for its administration. In 1948, the Florida State College for Women became Florida State University. Florida Agricultural and Mechanical College for Negros became Florida Agricultural and Mechanical University in 1953. A report from the newly established University of South Florida appears in the 1956/1958 volume. Planning for Florida Atlantic University is reflected in the 1960/1962 volume followed by a report from its president in the 1962/1964 volume.
Show less - Date Issued
- 1960
- Identifier
- DP0003769
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0003769
- Title
- "THE IMPACT OF POLICY ON STUDENT SUCCESS IN SECONDARY ONLINE EDUCATION: A CASE STUDY OF FLORIDA VIRTUAL SCHOOL".
- Creator
-
McPherson, Rhonda, Wan, Thomas, University of Central Florida
- Abstract / Description
-
Florida Virtual School (FLVS) was established in 1997 as an online education alternative for the residents of Florida. The purpose of this study was to identify policy changes at the organizational, state, and federal levels that had the propensity to impact student success (as measured by student's final letter grade) at FLVS. In addition, this study identified which type of institutional isomporphic policy (coercive, mimetic, or normative) best classified major policy changes in the...
Show moreFlorida Virtual School (FLVS) was established in 1997 as an online education alternative for the residents of Florida. The purpose of this study was to identify policy changes at the organizational, state, and federal levels that had the propensity to impact student success (as measured by student's final letter grade) at FLVS. In addition, this study identified which type of institutional isomporphic policy (coercive, mimetic, or normative) best classified major policy changes in the organization from 1997-2007. The use of institutional theory as the guiding framework for this study proved to be beneficial and enabled the researcher to conclude which types of policy are the most effective in increasing student success in the secondary online education environment. This study utilized ANOVA and regression analysis to detect whether or not changes in policy at the organizational and federal level have a statistically significant impact on student success in the secondary online education environment. This study reveals that student success at FLVS is consistently decreasing and that the change is statistically significant. Regression analysis found that the policy changes at FLVS in this study explain some of the variance detected in the change in the mean, or GPA, of the school. This study found that both coercive and mimetic policies have a statistically significant impact on student success in the secondary online education environment as identified in the isomorphic mechanisms outlined in institutional theory. This study is important to the field of literature regarding secondary online education in that it opens the discussion regarding types of policy and the potential impact that policy changes have on student success in the secondary online education environment. In addition, this study serves as a framework upon which future studies can be conducted and are recommended in this study.
Show less - Date Issued
- 2008
- Identifier
- CFE0002423, ucf:47741
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002423
- Title
- A DESCRIPTIVE COMPARATIVE STUDY OF TRADITIONAL AND NON-TRADITIONAL MASTER'S OF SCIENCE IN NURSING DEGREE PROGRAMS OFFERING THE EDUCATION TRACK IN THE STATE OF FLORIDA.
- Creator
-
Goetteman, Mary, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
ABSTRACT The goal of this research was to determine how the nursing faculty shortage in Florida was being addressed. The purpose of this descriptive, comparative study was to explore program length, size, and admission criteria of master's of science in nursing (MSN) degree programs. Characteristics of both traditional and non-traditional programs that offered the education specialty were examined. Non-traditional programs included registered nurse to master's of science in nursing ...
Show moreABSTRACT The goal of this research was to determine how the nursing faculty shortage in Florida was being addressed. The purpose of this descriptive, comparative study was to explore program length, size, and admission criteria of master's of science in nursing (MSN) degree programs. Characteristics of both traditional and non-traditional programs that offered the education specialty were examined. Non-traditional programs included registered nurse to master's of science in nursing (RN-MSN) degree programs. Characteristics of students enrolled in the education track of these programs were also compared, based on participant's entry level into nursing practice. The three comparison groups included diploma prepared nurses, associate degree prepared nurses, and baccalaureate prepared nurses. Comparative and descriptive statistics with cross tabulations and frequencies, were used to determine comparisons, based on responses to questionnaire items that focused on reasons for entering the program, financial assistance, program satisfaction, goals, future plans, years of experience, nursing specialty, employment status, and demographics. The literature review found very few current studies on non-traditional and traditional MSN degree programs. Results of this study found only nine programs in the state that offered an MSN with a nursing education specialty with participation elicited from five of those nine programs. Findings revealed that within those programs were a variety of both traditional and non-traditional options that were unique in how they were organized and administered. Descriptive, comparative analysis revealed no significant differences in student characteristics of the three identified groups for those enrolled in master's level coursework in the nursing education specialty in spring of 2006. Overall, participants in the MSN programs indicated that they chose the program because they needed it for advancement, they wanted additional knowledge and skills, and the reputation and location were important. Their education was financed with personal earnings or loans. Upon completion of the program they planned to stay in their current positions and continue for a doctoral degree or specialty certification in nursing. Within 10 years they planned to be working as a faculty member in a nursing program. They were Caucasian women, aged 41-55, who lived with a significant other and children, worked more than 33 hours per week in critical care, pediatrics or education, and had more than 20 years of work experience. Findings indicated that the diversity of the MSN programs made no difference in the types of students that were attracted to the programs. These findings may be used to target recruitment efforts toward those interested in becoming nursing faculty in an effort to help alleviate the nursing faculty shortage in Florida.
Show less - Date Issued
- 2006
- Identifier
- CFE0001346, ucf:46973
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001346
- Title
- AN EXPLORATORY STUDY OF FLORIDA HIGH SCHOOL PRINCIPAL PRACTICES THAT IMPROVE STUDENT ACHIEVEMENT.
- Creator
-
Reynolds, Donna, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered...
Show moreThe primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered guidance for principals across the state of Florida who struggled to close the achievement gap between economically advantaged and disadvantaged students. To achieve the purpose of the study, a 53 item survey instrument was distributed to principals in high schools that met the characteristics of a 30% economically disadvantaged student population that had shown growth on the 10th grade FCAT Reading test over three years from 2007 - 2009. 50 principals in 10 school districts were contacted. 18 of those principals responded to the online survey, and 5 principals participated in a follow-up phone interview. The survey instrument gathered quantitative data in four subdomains of principal practices: Implementing a Standards Based Coherent Instructional Program; Providing Teacher Support and Encouraging Teacher Collaboration; Engaging Families; and Using Assessment to Improve Student Achievement and Instruction. Quantitative data regarding principal demographics was also collected through the survey instrument. Qualitative data concerning principal practices was gathered through three open-ended response questions on the survey instrument as well as through follow-up phone interviews. The descriptive statistics gathered from responses to the survey instrument showed the highest mean averages for principal practices associated with the following items: Clear vision on student learning outcomes; Set high standards for student learning; Expect teachers to take responsibility for student achievement; and Expect staff to adjust instruction based on various data. The lowest mean averages for principal practices were associated with the following practices: Model exemplary instructional practices; Remove teachers not committed to improving student achievement; Ensure families are engaged in subject-area events; and Use assessment data to determine professional development. In addition to the survey responses, research question one was addressed through the open-ended survey responses and the follow-up phone interviews. The qualitative data collected found the most self-reported best practices under the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. The most prevalent practices that emerged as a result of the interviews were fostering personal relationships with students and celebrating student success; conducting classroom walkthroughs in a meaningful and purposeful manner; implementing Professional Learning Communities; and reviewing assessment data with teachers to inform instruction. The results of the Mann-Whitney statistical procedure found a significant difference between male and female respondents in the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. Males scored significantly lower than females. The Spearman correlations found a significant negative correlation between practices in the Teacher Support subdomain and the percentage of disadvantaged students at a school. In other words, the lower the percentage of disadvantaged students in a school, the higher the principal rated Teacher Support as an important practice. The low number of respondents in this study (N = 18) limited the findings as well as the generalizability to schools with similar populations inside and outside of Florida. However, the results may provide guidance for principals in Florida high schools with high economically disadvantaged student populations. The results of this study placed emphasis on the need for principals to have a clear vision for their school and communicate high expectations for their students. According to the results of this study, principals should also find ways to connect with students and celebrate their successes, create avenues for teacher collaboration, and use assessment data to work with teachers in order to inform instructional decisions.
Show less - Date Issued
- 2011
- Identifier
- CFE0003989, ucf:48672
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003989
- Title
- THE NORTH COMES SOUTH: NORTHERN METHODISTS IN FLORIDA DURING RECONSTRUCTION.
- Creator
-
Bollinger, Heather, Cassanello, Robert, University of Central Florida
- Abstract / Description
-
This thesis examines three groups of northern Methodists who made their way to north Florida during Reconstruction: northern white male Methodists, northern white female Methodists, and northern black male and female Methodists. It analyzes the ways in which these men and women confronted the differences they encountered in Florida's southern society as compared to their experiences living in a northern society. School catalogs, school reports, letters, and newspapers highlight the ways in...
Show moreThis thesis examines three groups of northern Methodists who made their way to north Florida during Reconstruction: northern white male Methodists, northern white female Methodists, and northern black male and female Methodists. It analyzes the ways in which these men and women confronted the differences they encountered in Florida's southern society as compared to their experiences living in a northern society. School catalogs, school reports, letters, and newspapers highlight the ways in which these northerners explained the culture and behaviors of southern freedmen and poor whites in Jacksonville, Gainesville, and Monticello. This study examines how these particular northern men and women present in Florida during Reconstruction applied elements of "the North" to their interactions with the freedmen and poor whites. Ultimately, it sheds light on northern Methodist middle class values in southern society.
Show less - Date Issued
- 2011
- Identifier
- CFE0003897, ucf:48723
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003897
- Title
- Impact of the Education Level of Voluntary Prekindergarten Teachers upon Kindergarten Student Readiness Rates.
- Creator
-
Wright, Teresa, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Williams-Fjeldhe, Karri, University of Central Florida
- Abstract / Description
-
This study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates.Analysis of variance...
Show moreThis study addressed the problem of insufficient information concerning the impact of variability in requirements and credentials for Florida Voluntary Prekindergarten (VPK) teachers statewide on VPK program quality. This study examined the variance in the professional credentials of VPK lead instructors in Florida school districts and whether or not this variability makes a significant difference in program quality as measured by VPK Provider Kindergarten Readiness Rates.Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) statistical tests were conducted, as appropriate, for each of four research questions. Research findings indicated there was no statistically significant difference in the mean VPK Provider Kindergarten Readiness Rates based on the professional credentials for VPK lead instructors when controlling for the socio-economic status of the children enrolled at each site.Recommendations were made for future research to replicate the study using a different indicator of program quality, perhaps a measure of student progress throughout the school year. Also, the first groups of students to participate in Florida's voluntary prekindergarten (VPK) program are now enrolled in upper elementary grades making a longitudinal study both feasible and worthwhile in evaluating the effectiveness of a large-scale preschool program. The researcher further recommended that the idea of improving the qualifications of the prekindergarten workforce must persist, supported by continued research and adequate funding.
Show less - Date Issued
- 2012
- Identifier
- CFE0004619, ucf:49928
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004619
- Title
- SELF-EFFICACY BELIEFS OF FLORIDA SCHOOL PRINCIPALS REGARDING FEDERAL AND STATE ACCOUNTABILITY MEASURES.
- Creator
-
McCullers, John, Bozeman, WIlliam, University of Central Florida
- Abstract / Description
-
This study examined how self-efficacy beliefs, a central construct of social cognitive theory, might be used to inform educational leadership and policy decisions related to school accountability measures. A survey of 112 principals in Florida was used to investigate the degree to which principals believed the goals of federal and state school accountability measures (the No Child Left Behind Act of 2001 and the Florida School Grades Plan) were actually attainable, and to what degree they...
Show moreThis study examined how self-efficacy beliefs, a central construct of social cognitive theory, might be used to inform educational leadership and policy decisions related to school accountability measures. A survey of 112 principals in Florida was used to investigate the degree to which principals believed the goals of federal and state school accountability measures (the No Child Left Behind Act of 2001 and the Florida School Grades Plan) were actually attainable, and to what degree they believed their leadership actually helped achieve these goals. A large majority (83.8%) of respondents believed the state goals to be attainable, whereas only a minority (20.7%) believed the federal goals could be attained. This disparity was associated with a significant difference in self-efficacy beliefs related to the plans, and in the associated leadership behavior of principals. This significant difference in principal self-efficacy beliefs could predict a disparity in leadership effort toward goal attainment. The study suggested that policymakers should be cautious about revising the goals of the Florida School Grades Plan, since principals' self-efficacy beliefs related to the plan were already quite high. In contrast, the findings suggested that policymakers should look to revising the goals of the No Child Left Behind Act of 2001 to correct the dearth of principal belief in the actual attainability of its goals.
Show less - Date Issued
- 2009
- Identifier
- CFE0002849, ucf:48047
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002849
- Title
- The Effectiveness of Using Florida Virtual High School Course Data during the College Admission Process as a Predictor of Degree Completion Within Six Years.
- Creator
-
Callahan, Michael, King, Kathy (Kathleen), Cox, Dr. Thomas, Whiteman, JoAnn, Preston, Michael, University of Central Florida
- Abstract / Description
-
The admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance...
Show moreThe admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance education information in a database, which allowed for analysis. Presently, the institution's primary undergraduate admission office does not collect or store this type of information. I used SPSS Statistics to calculate logistical regression on this data. My goal was to discover what effect the high school online distance education variables had on the outcome of graduating in four or six years. Graduation rate is a key metric for colleges and universities as an indicator of success. For this reason, I wanted to determine through this study whether high school online distance education assisted in predicting which students will graduate. At least two stakeholders will find this information useful. Admission officers and, more specifically, honors admission officers will gain more insight into the student selection process as this study examines students in the top 10% of the incoming class. The other group, future researchers, will learn from this study and other new studies for even more understanding on this topic. Although the results indicated that high-achieving Florida Virtual School students do not graduate at higher rate than students who have not completed distance education classes, more research is required to understand how the other 90% of student applicants are affected by distance education courses completed in high school.
Show less - Date Issued
- 2017
- Identifier
- CFE0006861, ucf:51754
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006861
- Title
- Master plan: new state university in East Central Florida.
- Creator
-
Rogers, James Gamble, Murphy, Robert M., Kelley, Forrest M., Jr., Associated University Architects, University of Central Florida, Lovelock and Fritz, Lemon and Megginson, Owles...
Show moreRogers, James Gamble, Murphy, Robert M., Kelley, Forrest M., Jr., Associated University Architects, University of Central Florida, Lovelock and Fritz, Lemon and Megginson, Owles and Heasley, PALMM (Project)
Show less - Abstract / Description
-
The preliminary master plan for what would become the University of Central Florida. It consists of drawings and overlays for building placement, pedestrian and vehicle traffic, and the locations of the various colleges.
- Date Issued
- 1965
- Identifier
- AAB9115QF00008/02/200511/14/200611510BfamIa D0QF, FIPS12095, FHP C UCF 2005-08-03, FCLA url 20060223xOCLC, 75964057, CF00001714, 2583919, ucf:19450
- Format
- E-book
- PURL
- http://purl.flvc.org/fcla/tc/fhp/CF00001714.jpg
- Title
- MUSIC STANDARDS IMPLEMENTATION AND THE RELATIONSHIP TO FOURTH GRADE FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES FROM 2004 TO 2006.
- Creator
-
Phillips, Neal, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
This study examined the possible relationships among the perceived implementation levels of elementary music standards and Florida Comprehensive Assessment Test (FCAT) scores for fourth graders in reading, mathematics, and writing for the years 2004, 2005, and 2006. Survey data for the study were obtained from 32 school district music supervisors from large, medium, and small districts who returned fully or partially completed questionnaires. The study was focused on the relationships, if any...
Show moreThis study examined the possible relationships among the perceived implementation levels of elementary music standards and Florida Comprehensive Assessment Test (FCAT) scores for fourth graders in reading, mathematics, and writing for the years 2004, 2005, and 2006. Survey data for the study were obtained from 32 school district music supervisors from large, medium, and small districts who returned fully or partially completed questionnaires. The study was focused on the relationships, if any, between a school district's mean scale scores in reading, mathematics, and writing from 2004 to 2006 in grade 4 and (a) elementary music standards implementation, (b) the average amount of time spent in elementary school music classes per week, (c) demographic and economic factors, and (d) the reported average amount of time spent in elementary school music classes per week. Findings of the study indicated that, when all variables were considered, a relationship existed among district music supervisors' views on two variables, degree of music standards implementation and the amount of time allotted per month for elementary music in respondents' school districts in 2004, 2005, and 2006; and (a) the percentage of students achieving at proficient or higher on FCAT reading who were also identified as free and reduced lunch in 2004, 2005, and 2006, (b) the percentage of students achieving at proficient or higher on FCAT mathematics who were also identified as free and reduced lunch in 2004, 2005, and 2006, and (c) the percentage of students achieving at proficient or higher on FCAT writing who were also identified as Hispanic in 2004, 2005, and 2006. Finally, implications for educational decision making were offered and recommendations were made for future studies dealing with elementary music standards implementation in Florida's schools. These recommendations included (a) investigating reasons for achievement gaps on FCAT between majority and minority ethnic groups and between minorities themselves, (b) exploring socio-economic factors affecting FCAT scores, (c) continuing research giving special attention to brain research involving music and its impact on the brain, (d) determining why high-stakes testing is necessary, and (e) devising controlled studies both in Florida and nationwide that would compare the elementary students receiving consistent and varied teaching in music with those students not receiving consistent musical instruction. Controlled and experimental group studies of pre-schoolers should be conducted to determine the extent to which the use of musical rhythms impacts the rate of language acquisition.
Show less - Date Issued
- 2008
- Identifier
- CFE0002063, ucf:47566
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002063
- Title
- A STUDY OF THE RELATIONSHIP BETWEEN SECOND-ORDER CHANGE LEADERSHIP BEHAVIORS OF PRINCIPALS AND SCHOOL GRADES OF FLORIDA TITLE I ELEMENTARY SCHOOLS.
- Creator
-
La Cava, Gonzalo, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a)...
Show moreThe purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a) knowledge of curriculum, instruction, assessment, (b) optimizer, (c) intellectual stimulation, (d) change agent, (e) monitoring/evaluating, (f) flexibility, and (g) ideals/beliefs. The findings of this study were delineated through an examination of the data as it was related to the following questions: (a) What are the differences, if any, in the Principal Actions Survey scores of Title I elementary principals based on the 2008 school grade, according to the FLDOE? (b) What relationship, if any, exists among professional demographics of the principals (years at the school, years as an educator, years as an administrator prior to becoming a principal, years as a principal, highest degree earned, age, gender) and the second-order change leadership behaviors? (c) What are the differences, if any, in the second-order change leadership behavior subgroup scores based on the 2008 school grade according to the FLDOE? Although Research Question 1 had no statistical significance, principals who had a higher mean on the Principal Actions Survey led A and B-rated schools. Statistical significance was found in Research Question 2 for the second-order change leadership behavior of Change Agent and Ideals/Beliefs. Though statistical significance was not found in Research Question 3, each mean score for each sub-group in each grade group indicated consistent answers between Strongly Agree and Agree, which demonstrated a large degree of agreement. Additionally, comments from telephone interviews with selected principals determined that these leadership behaviors could positively impact elementary schools and the field of education. Recommendations of the study were to: (a) Conduct a follow-up study to gather the perceptions of teachers from the same Title I schools regarding their principals' second-order change leadership behaviors, (b) conduct a similar study with principals in Title I middle and high school settings, (c) conduct a qualitative study on second-order change leadership behaviors of non-Title I elementary, middle, and high school principals, (d) engage in further research to investigate professional development activities that may assist principals in enhancing second-order change leadership behaviors and improve instruction, (e) investigate the relationship between principals' second-order change leadership behaviors and achievement of Adequate Yearly Progress (f) replicate the study in states other than Florida (g) explore the relationship between second-order change leadership behaviors of district administrators and their district's academic success.
Show less - Date Issued
- 2009
- Identifier
- CFE0002876, ucf:48031
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002876
- Title
- THE RELATIONSHIP BETWEEN THINKING MAPS® AND FLORIDA COMPREHENSIVE ASSESSMENT TEST® READING AND MATHEMATICS SCORES IN TWO URBAN MIDDLE SCHOOLS.
- Creator
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Diaz, Anna, Martin, Suzanne, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and studentsÂÂ' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking MapsÃ&...
Show moreThe purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and studentsÂÂ' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking Maps® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking Maps® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking Maps® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking Maps® have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those that have not been instructed in the use of Thinking Maps®? Results of this study indicated that students who have been instructed in the use of Thinking Maps® do not have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those who have not been instructed in the use of Thinking Maps®. The researcher concluded that other methods of evaluating the implementation of Thinking Maps® and student achievement should be explored.
Show less - Date Issued
- 2010
- Identifier
- CFE0003319, ucf:48448
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003319
- Title
- A Comparison of Sixth Grade Student Achievement in Reading and Mathematics at School Transition Year.
- Creator
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Roseboom, Julie, Taylor, Rosemarye, Doherty, Walter, Bai, Haiyan, Beattie, Karen, University of Central Florida
- Abstract / Description
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This study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to...
Show moreThis study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to student achievement in sixth grade. This was a causal-comparative study using quantitative data to analyze student scores at the school level for reading and mathematics on the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 assessment to explore the difference in achievement for sixth grade students with no school transition compared to those who had school transitions during middle school. A multivariate analysis of covariance (MANCOVA) was used to examine if a difference existed in the dependent variables of sixth-grade reading and mathematics achievement as measured by school mean developmental scale scores and the school percentage of students making learning gains on the FCAT 2.0 between schools with sixth grade as the transition year and without sixth grade as the transition year. The analyses were controlled for the covariates of the school percentages of socio-economic status as determined by free and reduced lunch rate, English Learner status, and exceptional student education status. Findings signified that schools with no school transition between fifth and sixth grade in Florida public schools had higher sixth-grade mean scores in reading and mathematics as measured by school mean developmental scale scores and in reading as measured by the percentage of school learning gains. This study offers insight into what grade configuration is more likely to positively impact student achievement during the middle grades and supports students remaining in an elementary setting with fewer transitions during the middle grades to most benefit reading and mathematics achievement. Findings are useful to school boards, superintendents, and school district administrators interested in educational policy development and research on transition especially when restructuring school grade configurations and building new school sites.
Show less - Date Issued
- 2015
- Identifier
- CFE0006545, ucf:51347
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006545
- Title
- Central Florida School Districts' Responses to Hispanic Growth, 1980-2010.
- Creator
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Hazen, Kendra, Cassanello, Robert, Lester, Connie, Walker, Ezekiel, University of Central Florida
- Abstract / Description
-
Since the 1980s, Hispanics have been the fastest growing minority in the United States and have been moving into rural, Southern areas where there have previously not been populations of Hispanics. Studies of these demographic changes have concentrated on how communities impacted by the influx of Hispanics have created or adjusted socioeconomic and political infrastructures to accommodate the linguistic and cultural needs of the Hispanic population. The public-school system is a...
Show moreSince the 1980s, Hispanics have been the fastest growing minority in the United States and have been moving into rural, Southern areas where there have previously not been populations of Hispanics. Studies of these demographic changes have concentrated on how communities impacted by the influx of Hispanics have created or adjusted socioeconomic and political infrastructures to accommodate the linguistic and cultural needs of the Hispanic population. The public-school system is a sociopolitical structure that has affected and has been affected by the increase in Hispanics. Whereas the modern Civil Rights movement had created legal precedence for students' language rights and led to the creation of the federal Bilingual Education Act of 1968, nationalist backlash to this rise in Hispanic immigrants led to the eventual defunding of federal bilingual education programs by the No Child Left Behind Act in 2001. This thesis is a policy history of Hispanic growth in the public-school systems in Orange, Lake and Osceola counties in Florida from 1980 to 2010. During that time, the three counties grew and diversified at different rates and made decisions for their English for Speakers of Other Languages programs that correlated with the size of their Hispanic population. This time frame encompasses Osceola's fastest period of growth which led to the creation of the Florida Consent Decree, Florida public schools' framework for remaining compliant with federal and state language policies. Even though federal funds for English acquisition programs replaced funds for bilingual or native language instruction during this time, Hispanic and non-Hispanic teachers, administrators, community or activist groups and parents continued to exert agency in gaining culturally inclusive and linguistically affirming language instruction programs for their children.
Show less - Date Issued
- 2019
- Identifier
- CFE0007649, ucf:52507
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007649
