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- Title
- Reformation and Renaissance: An Examination of America's Education Reform Movement.
- Creator
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Johnson, Craig, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Holt, Larry, University of Central Florida
- Abstract / Description
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Education reform has grown into a major policy issue at the state and national level in the United States and for that matter around the world. The purpose of this study was to determine the political and social forces supporting, the rationale behind, and the growth and impact of education reform policies in the K-12 public education system of the United States from 2001-2011. Through mixed-methods data analysis a descriptive and analytical picture of education reform was able to be...
Show moreEducation reform has grown into a major policy issue at the state and national level in the United States and for that matter around the world. The purpose of this study was to determine the political and social forces supporting, the rationale behind, and the growth and impact of education reform policies in the K-12 public education system of the United States from 2001-2011. Through mixed-methods data analysis a descriptive and analytical picture of education reform was able to be concluded. The results of the analysis showed that with an increase in education reforms from 2001-2011, legislators, predominantly Republican, created state level education reforms which fell in line with both neoliberal economic (market based policies) and neoconservative political (smaller government and increased individualism) ideals. With a focus on accountability, achievement, and choice, reformers, proliferated in profiles of corporations, PACs and other organizations outside the realm of traditional public education, school systems in the United States continued on similar paths of education reform as other post-industrialized countries that have grown out of an economically globalized world.
Show less - Date Issued
- 2014
- Identifier
- CFE0005353, ucf:50484
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005353
- Title
- PERCEPTIONS OF TEACHERS AND ADMINISTRATORS OF THE ORGANIZATIONAL SUPPORTS FOR INCLUSION PROGRAMS IN SOUTHWEST FLORIDA ELEMENTARY SCHOOLS.
- Creator
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Moore, Brian, House, Jess, University of Central Florida
- Abstract / Description
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The success of exceptional student education, although dependent upon the teachers involved, is largely made possible both by the role the school principal performs and the organizational support provided by the school district. The primary purpose of this study was to identify the sources and components of organizational support required to implement the inclusion of students with disabilities into general education classrooms. The provision of resources by administrators, particularly the...
Show moreThe success of exceptional student education, although dependent upon the teachers involved, is largely made possible both by the role the school principal performs and the organizational support provided by the school district. The primary purpose of this study was to identify the sources and components of organizational support required to implement the inclusion of students with disabilities into general education classrooms. The provision of resources by administrators, particularly the building principal, is an example of an organizational support that helps students with disabilities learn successfully in this setting. These resources include funding, special curricula, adaptive technology, organizational resources such as time for training, and hiring of additional personnel to assist these students. The role of educational leader in inclusive education has evolved beginning with changes in federal and state legislation that were initiated in the early 1970s. Administrators are legally responsible for the education of students with special needs in the least restrictive environment. This study identifies organizational supports as well as attitudes toward inclusion reported by teachers and principals in a medium sized southwest Florida school district.
Show less - Date Issued
- 2005
- Identifier
- CFE0000615, ucf:46544
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000615
- Title
- THE EFFECTIVENESS OF TEACHING METHODS DESIGNED TO IMPROVE STUDENT ENGAGEMENT AND RETENTION OF PHYSICS SUBJECT MATTER FOR BOTH SCIENCE AND NON-SCIENCE MAJORS.
- Creator
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Maronde, Dan, Efthimiou, Costas, University of Central Florida
- Abstract / Description
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The necessity of students' engagement with the subject matter for successful learning is well-documented in education research in general, and in physics education research in particular. This study examines the merits of two different programs designed to improve student learning through enhanced student engagement with the material. The target populations of the two programs are different: One is the group of students taking a physical science class as part of the general curriculum...
Show moreThe necessity of students' engagement with the subject matter for successful learning is well-documented in education research in general, and in physics education research in particular. This study examines the merits of two different programs designed to improve student learning through enhanced student engagement with the material. The target populations of the two programs are different: One is the group of students taking a physical science class as part of the general curriculum required of non-science, non-engineering majors; the other is the group of students, mostly in engineering disciplines, who must take the calculus-based introductory physics sequence as part of their majors' core curriculum. The physical science class is required for non-science majors due to the importance of having a science-literate public. To improve this group's engagement with the subject matter, Physics in Films approaches the subject in the context of scenes taken from popular Hollywood films. Students' learning in the class is evaluated by comparison between performance on pre- and post-tests. The students are also polled on their confidence in their answers on both tests, as an improved belief in their own knowledge is one of the goals of the class. For the calculus-based physics group, a large issue is retention within the major. Many students change to non-science majors before the completion of their degree. An improved understanding of the material in the introductory physics sequence should help alleviate this problem. The Physics Suite is a multi-part introductory physics curriculum based on physics education research. It has been shown to be effective in several studies when used in its entirety. Here, portions of the curriculum have been used in select sections of the introductory physics classes. Their effectiveness, both individually and in conjunction, is studied. Students' mastery of concepts is evaluated using pre- and post-tests, and effects on class performance and retention within the major are examined. Input from both groups of students in the study was obtained through interviews and surveys.
Show less - Date Issued
- 2011
- Identifier
- CFE0003742, ucf:48793
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003742
- Title
- PRESUPPOSITIONS IN MORAL EDUCATION DISCOURSE: DEVELOPING AN ANALYTIC FRAMEWORK AND APPLYING IT TO MORAL EDUCATION TRADITIONS.
- Creator
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Sciaino, Maria, Boote, David, University of Central Florida
- Abstract / Description
-
Moral education is ever more important in our schools today, but the various moral education traditions make it difficult to decide which tradition best serves our purpose and population. This dissertation develops and uses an original analytic framework to narrow the choices of moral education curricula. The analytic framework introduced presuppositions that expounded upon one's center of value or source of moral authority, the nature of people and their capacity for rational thought, the...
Show moreMoral education is ever more important in our schools today, but the various moral education traditions make it difficult to decide which tradition best serves our purpose and population. This dissertation develops and uses an original analytic framework to narrow the choices of moral education curricula. The analytic framework introduced presuppositions that expounded upon one's center of value or source of moral authority, the nature of people and their capacity for rational thought, the nature of society, the time orientation of tradition, and the resulting morality in action. The analytic framework was then applied to ten notable traditions: Catholic religious education, values clarification, Kohlberg's cognitive-developmental theory, five multicultural education traditions (Teaching the Exceptional and Culturally Different, Human Relations, Single-Group Studies, Multicultural Education, and Education that is Multicultural and Social Reconstructionist) reviewed by Sleeter & Grant, and Skinner's theory of behavior modification. This study presents the analytic framework in depth and offers a brief narrative of its application across traditions. The resulting synthesis offers a review of commonalities, differences, surprises, and finally, a proposal that an existing presupposition stands as the defining one in regard to differentiating among moral education traditions.
Show less - Date Issued
- 2005
- Identifier
- CFE0000405, ucf:46350
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000405
- Title
- PROTOTYPE OF AN EDUCATIONAL GAME FOR KNOWLEDGE RETENTION IN YOUTH HEALTH EDUCATION.
- Creator
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Vogel, Jennifer, Montagne, Euripides, University of Central Florida
- Abstract / Description
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There is some debate about the most effective and least controversial means of sex education in schools. In several states, state law does not require education about Sexually Transmitted Diseases and Human Immunodeficiency Virus Infection/Acquired Immunodeficiency Syndrome (STDs and HIV/AIDS.) There is also debate about the effect and pervasiveness of sexual situations in video games and its effect on the healthy sexual development of adolescents. This research therefore aims to try to solve...
Show moreThere is some debate about the most effective and least controversial means of sex education in schools. In several states, state law does not require education about Sexually Transmitted Diseases and Human Immunodeficiency Virus Infection/Acquired Immunodeficiency Syndrome (STDs and HIV/AIDS.) There is also debate about the effect and pervasiveness of sexual situations in video games and its effect on the healthy sexual development of adolescents. This research therefore aims to try to solve these two problems and answer the following question: Is it possible to represent sex in a more realistic and educational way through a video game while teaching more medically accurate and necessary information? The completion of this study will be able to provide some insights on the feasibility and benefits of widespread implementation of serious video games for health education in the United States and also point to the necessity of future research into this topic.
Show less - Date Issued
- 2014
- Identifier
- CFH0004656, ucf:45257
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004656
- Title
- A STUDY OF THE INFLUENCE VOCATIONAL EDUCATION HAS ON STUDENTS' ULTIMATE ACADEMIC SUCCESS.
- Creator
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Gunderson, Margaret Mary, Murray, Barbara, University of Central Florida
- Abstract / Description
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ABSTRACT The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement--high school graduation. This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education. The cohort group started high school during the 1999-2000 school year, had earned a GPA of 2.5 or lower at the end of the freshman year (May 2000) and finished high school...
Show moreABSTRACT The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement--high school graduation. This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education. The cohort group started high school during the 1999-2000 school year, had earned a GPA of 2.5 or lower at the end of the freshman year (May 2000) and finished high school prior to the start of the 2003-2004 school year. There were 322 students identified in the initial cohort group. In completing this study, the following procedures were implemented: related literature was reviewed to provide a background of the role vocational/business education plays and the effect vocational/business education has on a student's achievement, data were collected and a survey was taken. The data collected included grade point average, standardized test scores, attendance, discipline and whether or not the student withdrew prior to graduation. The data were analyzed using ANOVA to determine a significant difference. Significance was tested at the .05 level. Data related to withdraws were analyzed using the Chi-Square Test of Independence. The researcher developed and implemented a survey instrument. The survey was offered to all Lyman graduates in the class of 2003 over the age of 18 who had completed at least two courses in one vocational/business program. These students were asked to describe the significance and relevance of their vocational/business education training to their high school experience and career choice (which may include college education). The survey asked students to list advantages and disadvantages of their vocational/business education training and their participation in co-curricular organizations. Students were asked to state their perception of the effect that the vocational/business classes had upon their academic achievement. The following results were obtained from this research. There was not a statistically significant difference in grade point averages, standardized test scores, absences and out-of-school suspensions. There was a statistically significant difference in in-school suspensions and withdraws prior to graduation. There were 227 students who withdrew prior to graduation. Of the 227 students, 91 had no vocational/business education and 96 had taken some amount of vocational/business education training (one course in one or more vocational/business education programs). Of the 95 students who remained throughout the four years of high school, 84 of the students graduated. Of the 84 students who graduated, 56 of the students completed a vocational/business education program. All graduates who responded to the survey strongly agreed that vocational/business education had a positive effect on their academic achievement.
Show less - Date Issued
- 2004
- Identifier
- CFE0000007, ucf:46076
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000007
- Title
- HEALTH ATTITUDES, KNOWLEDGE AND LITERACY OF PRIMARY CAREGIVERS WITH ELEMENTARY SCHOOL CHILDREN.
- Creator
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Stuib, Susan, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
Previous research has indicated that physical activity and healthy eating in elementary school children are the exception rather than the norm. Increased attention to the rising rates of childhood obesity, coupled with the recognition that changes in the school environment are critical to reducing this trend, has intensified the need to adopt better practices in school nutrition, physical activity and physical education. Apart from being physically active, children need to learn fundamental...
Show morePrevious research has indicated that physical activity and healthy eating in elementary school children are the exception rather than the norm. Increased attention to the rising rates of childhood obesity, coupled with the recognition that changes in the school environment are critical to reducing this trend, has intensified the need to adopt better practices in school nutrition, physical activity and physical education. Apart from being physically active, children need to learn fundamental motor skills and develop health related physical fitness (cardiovascular endurance, muscular strength and endurance, flexibility, and body composition). Primary caregivers play an important part in developing and teaching children these things through example and through conversations with their children. The purpose of this study was to examine the level of knowledge primary caregivers have about health and nutritional practices and whether primary caregivers' health practices, health knowledge or health literacy about nutrition and health affects their children's well-being and health practices. Based on the results from the questionnaire in this study targeted at primary caregivers of elementary school-age children, primary caregivers' health literacy, knowledge and attitudes of health were directly linked with their children's health and well-being and children's health practices.
Show less - Date Issued
- 2006
- Identifier
- CFE0001383, ucf:46990
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001383
- Title
- CHARACTERISTICS OF ACADEMIC WRITING IN EDUCATION.
- Creator
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Kemp, Andrew, Witta, Lea, University of Central Florida
- Abstract / Description
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According to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in...
Show moreAccording to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in mind, the purpose of this study is to characterize the writing style of academic writing in education. This research will involve exploring and analyzing various education and research journals, and through an analysis of individual education articles, delineating the writing style for academic writing in education. By looking at the various components of writing style, a writing style or various writing styles found in scholarly writing in education was determined. It was found that there is a definite style in academic writing in education with two other distinct subsets--journals associated with specific associations and journals with a purely quantitative focus. It is suggested that specific curriculum and instruction in writing style be added to the current study of research.
Show less - Date Issued
- 2007
- Identifier
- CFE0001596, ucf:47157
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001596
- Title
- A PHENOMENOLOGICAL STUDY OF THE PERCEPTIONS AND EXPERIENCES OF SEVEN URBAN MIDDLE SCHOOL SCIENCE TEACHERS RELATED TO RETENTION.
- Creator
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Dunn, Lu, Boote, David, University of Central Florida
- Abstract / Description
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Background: Job satisfaction is essential to retain teachers in classrooms. Increased challenges in today's classrooms discourage many teachers from reaching veteran status. Teachers with a perception that they are making a difference appear to have more resilience in the difficult times in their classrooms. Purpose: To investigate the experiences of middle school science teachers. This study explored the influence of perceptions, beliefs, and experiences on job attrition and teacher...
Show moreBackground: Job satisfaction is essential to retain teachers in classrooms. Increased challenges in today's classrooms discourage many teachers from reaching veteran status. Teachers with a perception that they are making a difference appear to have more resilience in the difficult times in their classrooms. Purpose: To investigate the experiences of middle school science teachers. This study explored the influence of perceptions, beliefs, and experiences on job attrition and teacher satisfaction; and helps explain the cumulative effects that contributed to teachers' dissatisfaction. This study analyzed the intensification of the teaching profession and the increased emotional stress this causes for teachers. Setting: Five public middle schools in a large urban school district in central Florida. A total of seven teachers participated in the study. Subjects: Seven middle school science teachers were selected based on their years of experience, method of teacher training, and ability to participate in the entire study. Research Design: Phenomenological. Data Collection and Analysis: The data were collected through focus groups, interviews, journals, and classroom observations. The audio-taped portions were transcribed then analyzed with NVivo/NUD*IST, Revision 1.2 to find common themes. The initial themes were subsequently reduced for manageability. The teachers stories were separated to provide support as the themes emerged. Findings: Teachers who were more experienced by years on the job or more extensive initial training appeared to have more resilience for the difficulties in their job. Satisfaction with their job seemed to be influenced by professional identity, teacher preparation, personal experiences, curriculum policy, and cultural diversity. Conclusions: Analyzing the perceptions and beliefs of teachers who are in classrooms can provide insights to improve conditions to encourage teachers to stay. The analysis strongly suggests that teachers who feel supported and valued are more likely to remain in the classroom in spite of the challenges they encounter.
Show less - Date Issued
- 2008
- Identifier
- CFE0002494, ucf:47687
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002494
- Title
- THE IMPACTS OF CO-TEACHING ON THE GENERAL EDUCATION STUDENT.
- Creator
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Parker, Alicia, Bozeman, William, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion model. General education students who received instruction during their 10th-grade year in a co-taught language arts or mathematics class were compared with other 10th-grade students receiving instruction from the same teacher but without the additional co-teacher. Achievement data from the Florida Comprehensive...
Show moreThe purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion model. General education students who received instruction during their 10th-grade year in a co-taught language arts or mathematics class were compared with other 10th-grade students receiving instruction from the same teacher but without the additional co-teacher. Achievement data from the Florida Comprehensive Achievement Test (FCAT) were gathered on these students. The state of Florida calculates and reports developmental scale scores (DSS) for students taking the FCAT. These scores are calculated to track student progress over time in relationship to the FCAT at each grade level. This study compared the difference in DSS from 9th-grade to 10th-grade of general education students in co-taught classes. It was determined in this study that there was no statistically significant difference for general education students in co-taught language arts classes but there was a significant difference for those in mathematics classes as compared to their peers not in co-taught classes. When below proficient general education students were compared there was a significant difference for students in mathematics co-taught classes compared to those not in co-taught classes, but not for those in language arts classes. Additional analyses were conducted to determine if co-teaching was a factor in the overall learning gain calculation used by the state of Florida. It was determined that there was no significant difference in learning gains of general education co-taught students as compared to peers not in co-taught classes. Information for school and district leaders was provided to guide decision making regarding the use of co-teaching as an inclusion model. Further research is necessary to fully understand the implications of co-teaching on general education students.
Show less - Date Issued
- 2010
- Identifier
- CFE0003005, ucf:48355
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003005
- Title
- PRE-SERVICE SECONDARY SOCIAL STUDIES TEACHERS' EFFICACY TOWARDSCHARACTER EDUCATION: A COMPARATIVE STUDY.
- Creator
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Waters, Kevin, Russell, William, University of Central Florida
- Abstract / Description
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Character education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher's role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study...
Show moreCharacter education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher's role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study investigated the responses of 130 pre-service secondary teachers in language arts, science, social studies, and mathematics within one teacher education program. The questionnaire utilized in this quantitative research study was the Character Education Efficacy Belief Instrument (CEEBI), which was designed by Milson and Mehlig (2002). This instrument is composed of 24 items designed to understand personal teaching efficacy (PTE) and general teaching efficacy (GTE) beliefs. This study examined if there was a statistically significant difference in PTE and GTE scores between secondary pre-service teachers based on the independent variables of a) program/major, b) gender, c) race/ethnicity, and d) coursework in character education. The results of this survey adds to a rich field of research and literature on character education and teacher education by taking a closer look at the specific beliefs of secondary preservice teachers regarding their PTE and GTE for character education. This study was an attempt to better understand the teaching efficacy beliefs for secondary pre-service teachers graduating from a teacher preparation program within a state that mandates character education.
Show less - Date Issued
- 2011
- Identifier
- CFE0003686, ucf:48839
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003686
- Title
- PRINCIPALS' APPLICATION OF KNOWLEDGE TO THE STRUCTURE AND SUPPORT OF SPECIAL EDUCATION PROGRAMS IN FLORIDA MIDDLE SCHOOLS.
- Creator
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Bugden, Lisa, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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This study was developed to determine middle school principals' knowledge about the structure of the special education program in their schools and the support given to the personnel who serve students with disabilities in that program. The principals' knowledge was compared to the application of their knowledge to determine if principals were applying what they knew when making decisions about structuring and supporting the special education program in the school and the teachers and...
Show moreThis study was developed to determine middle school principals' knowledge about the structure of the special education program in their schools and the support given to the personnel who serve students with disabilities in that program. The principals' knowledge was compared to the application of their knowledge to determine if principals were applying what they knew when making decisions about structuring and supporting the special education program in the school and the teachers and staff who work within the programs. In addition, various personal and school factors were analyzed to determine if any of these variables were significant in explaining any differences that were found between the principals' knowledge and application of their knowledge. Finally, the principals' innovativeness was determined, and the factors in common to the groups of principals who were most and least innovative were analyzed. When the data were analyzed, a statistically significant difference was found between reported knowledge and application of knowledge. None of the school and personal variables explained this difference. A statistically significant difference existed between the two groups of principals found to be most and least innovative. When analyzed, several school and personal variables were found to possibly explain the difference, and a profile was proposed for each group. The variables included gender, subject area taught, number of years as a professional educator, number of years since completing educational leadership training, number of years as a principal, primary source of information for structuring the special education program at their school, school size, district size, and types of classes offered to students with disabilities. Further research is needed to confirm these profiles and recommendations for future research are included.
Show less - Date Issued
- 2007
- Identifier
- CFE0001838, ucf:47356
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001838
- Title
- Success Rate of Student Accessibility Services Determined by Students Cumulative Grade Point Average.
- Creator
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Brown, Christine, Donley, Amy, Koontz, Amanda, Hinojosa, Melanie, University of Central Florida
- Abstract / Description
-
Background: National studies have previously found that those within the disabled population are underserved in regard to healthcare, education, employment and medical access. Historically, the majority of those who are disabled due to this engrained inequality receive government assistance. Multiple laws have been enacted to protect those who fall into this minority such as ADA, section 504 and IDEA. These laws ensure the disabled equal access to employment, public services, education,...
Show moreBackground: National studies have previously found that those within the disabled population are underserved in regard to healthcare, education, employment and medical access. Historically, the majority of those who are disabled due to this engrained inequality receive government assistance. Multiple laws have been enacted to protect those who fall into this minority such as ADA, section 504 and IDEA. These laws ensure the disabled equal access to employment, public services, education, public accommodations and telecommunications. Federally funded departments called student disability services (SDS) are on college/university campuses to ensure equal access and treatment throughout a student's college career. Under the SDS department, students can request accommodations, advocacy, and support throughout their 4- year degree. The purpose of this study is to explore whether student's who utilize the SDS department at the University of Central Florida are earning equivalent or higher GPA percentages in comparison to student's who do not utilize services from the department.Method: I worked along with the SDS department on the University of Central Florida's campus to gather data on current students being assisted by the department without any identifying information from the spring 2018 term. The sample total was 2,569 students who were active with the SDS department. In order to assess this question, an OLS regression analysis will be run to regress each of the variables: ethnicity, sex, diagnosis and academic classification.
Show less - Date Issued
- 2019
- Identifier
- CFE0007436, ucf:52726
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007436
- Title
- ACADEMIC ACCELERATION IN FLORIDA ELEMENTARY SCHOOLS: A SURVEY OF ATTITUDES, POLICIES, AND PRACTICES.
- Creator
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Guilbault, Keri, Bozeman, William, University of Central Florida
- Abstract / Description
-
The focus of this research was to provide recent descriptive information about acceleration policies and practices in Florida elementary schools. District, school, and personal demographic variables were investigated to determine the extent to which they affected school-based acceleration options provided for students. Also, school district policies were examined to determine which types of research-based acceleration options were more frequently used and what procedures were in place to...
Show moreThe focus of this research was to provide recent descriptive information about acceleration policies and practices in Florida elementary schools. District, school, and personal demographic variables were investigated to determine the extent to which they affected school-based acceleration options provided for students. Also, school district policies were examined to determine which types of research-based acceleration options were more frequently used and what procedures were in place to guide the decision-making process. Results from this study indicated that extant acceleration policies only included grade skipping and limited procedures for referral, screening and decision-making in the schools. The most common types of acceleration offered in Florida elementary schools were subject acceleration in the Language Arts and Mathematics provided outside of the regular classroom, continuous progress, and curriculum compacting. The most frequently selected reason for not accelerating a student listed by both school principals and district administrators of gifted education programs was concern over a studentÃÂ's social and emotional development. No relationship was found to exist between schoolsÃÂ' or principalsÃÂ' personal demographic variables and types of acceleration offered in elementary schools. No relationship was found between elementary school principalsÃÂ' knowledge of gifted learners and the types of acceleration implemented in their schools.
Show less - Date Issued
- 2009
- Identifier
- CFE0002969, ucf:47988
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002969
- Title
- Examining Practices of Elementary School Principals: Selection of Co-teaching Teams.
- Creator
-
Tejeda, Jeannette, Martin, Suzanne, Reyes, Maria, Dieker, Lisa, Uhle, Karen, University of Central Florida
- Abstract / Description
-
The purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select...
Show moreThe purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select teachers not co-teaching at each of the three schools. The interview data were examined using Hycner's guidelines for phenomenological analysis. The Likert-type surveys administered to co-teachers and teachers not co-teaching served as sources of information for triangulation. The findings of the study led to the emergence of 13 themes addressing the three research questions. The resulting themes were (a) open communication with staff, (b) team approach to decision-making, (c) teacher leadership, (d) parental involvement encouraged, (e) positive relationship with staff, (f) professional growth encouraged, (g) volunteers selected for co-teaching, (h) co-teachers select partners, (i) co-teaching option presented to entire teaching staff, (j) personal involvement in co-teaching selection process, (k) multifaceted selection criteria, (l) principals involved teachers in the pairing procedure, and (m) recruitment procedures were aligned with best practices. This study has contributed additional evidence supportive of best practices in co-teaching and leadership and suggests a link between effective leadership practices and the facilitation of co-teaching teams and co-teacher selection processes. Recommendations for future research address the areas of (a) principal experience, (b) length of co-teaching model, (c) principal personal involvement, (d) study participant size, (e) study subjects, and (f) link between leadership practices and co-teaching selection procedures.
Show less - Date Issued
- 2015
- Identifier
- CFE0006012, ucf:51005
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006012
- Title
- The Impact of Various Characteristics of Prekindergarten Services for Students with Disabilities on Later School Performance.
- Creator
-
Shores, Tanya, Murray, Barbara, Doherty, Walter, Baldwin, Lee, Wright, Teresa, University of Central Florida
- Abstract / Description
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This study addressed the problem of limited data for determining the effectiveness of prekindergarten programs for students with disabilities. The purpose of this study was to examine the relationship between participation in ESE services during prekindergarten and long term outcomes for students who received these services. Outcome measures included third grade academic performance and needs for exceptional student education (ESE) services.Regression analysis and correlational analysis were...
Show moreThis study addressed the problem of limited data for determining the effectiveness of prekindergarten programs for students with disabilities. The purpose of this study was to examine the relationship between participation in ESE services during prekindergarten and long term outcomes for students who received these services. Outcome measures included third grade academic performance and needs for exceptional student education (ESE) services.Regression analysis and correlational analysis were conducted for each of two research questions as appropriate. The findings of this research indicated inconsistent statistically significant relationships between the characteristics of ESE services students with disabilities received during prekindergarten and the academic outcomes of these students during third grade. Academic outcome data was collected using state-mandated standardized testing instruments for reading and math including the Florida Comprehensive Assessment Test 2.0 and the Florida Alternate Assessment. Students who received ESE services during prekindergarten consistently displayed statistically significant increased performance on FCAT 2.0 Reading. There was a statistically significant relationship between the prekindergarten ESE services provided to students and the third grade intensity of ESE services required to provide students with a free and appropriate public education; students who received ESE services during kindergarten required less intensive ESE services during third grade.Recommendations for future research resulting from this study include replicating this study with multiple measures of academic performance and other areas of functioning important to school success, completion of longitudinal data collection for students who receive ESE prekindergarten services in conjunction with exposure to typical peers, as well as measurement of outcomes based on specific and personal characteristics of teachers who provide prekindergarten ESE services.
Show less - Date Issued
- 2016
- Identifier
- CFE0006394, ucf:51493
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006394
- Title
- The Experiences of School Leaders who Promote Achievement Among Students with Disabilities.
- Creator
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Wells, Eric, Martin, Suzanne, Boote, David, Little, Mary, Steinke, Kimberly, University of Central Florida
- Abstract / Description
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Stagnant outcomes for students with disabilities has resulted in an era where results-driven accountability is emerging as the driving force for special education leadership. Students who receive special education services significantly lag behind their non-disabled peers in their performance on required statewide, standardized assessments. The achievement gap between students with disabilities and their non-disabled peers is significant and pervasive. School leadership is central to school...
Show moreStagnant outcomes for students with disabilities has resulted in an era where results-driven accountability is emerging as the driving force for special education leadership. Students who receive special education services significantly lag behind their non-disabled peers in their performance on required statewide, standardized assessments. The achievement gap between students with disabilities and their non-disabled peers is significant and pervasive. School leadership is central to school performance (Waters, Marzano, (&) McNulty, 2003). Very few researchers have investigated that experience as it relates to high achievement for students with disabilities. Yet, policy in the field has shifted to emphasize outcomes for students with disabilities (Hehir, 2014). As such, it has become critical to examine the experience of those who have successfully helped their schools produce high levels of achievement among students with disabilities. The purpose of the study was to document the lived experiences of school leaders who were helping their population of students with disabilities achieve high outcomes on state required testing. The researcher interviewed principals who had led their schools to achieve exemplary results with students with disabilities according to the AMO data maintained by the FLDOE. Results and discussion are included for each of the research questions along with implications of the findings, recommendations, and suggestions for future research.
Show less - Date Issued
- 2016
- Identifier
- CFE0006417, ucf:51475
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006417
- Title
- Improving Instructional Strategies in Higher Education for Students with a Learning Disability in a General Education Science Course.
- Creator
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Ogle, Brian, Cox, Dr. Thomas, Vitale, Thomas, Campbell, Laurie, Chandler, Shelly, University of Central Florida
- Abstract / Description
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This Dissertation in Practice employed a mixed-methods design to identify preferred instructional methods in a college level science course as well as the self-reported challenges to learning science in college by students with a learning disability. In addition, the relationships between preferred instructional strategies and learner characteristics such as declared major, and learning disability were examined. Qualitative and quantitative data was collected from a sample of 48 participants...
Show moreThis Dissertation in Practice employed a mixed-methods design to identify preferred instructional methods in a college level science course as well as the self-reported challenges to learning science in college by students with a learning disability. In addition, the relationships between preferred instructional strategies and learner characteristics such as declared major, and learning disability were examined. Qualitative and quantitative data was collected from a sample of 48 participants using an electronic survey. Additionally, eight participants participated in focus groups to collect in-depth qualitative data. All participants are current students enrolled full-time at Beacon College. Each participant completed a science college course and has a diagnosed learning disability. Analysis of the data demonstrated hands-on instruction guided by the instructor is the preferred method of learning and the use of traditional lecture and cooperative learning are self-reported as being least helpful to this student population to learn science. Findings from this study were provided to Beacon College to shape instruction in science courses as well as to shape recommendations for future research activities. Intentional design of instruction following the recommendations found in this study should assist in increasing student performance in college science courses as well as increase engagement to science as a process and field of study.
Show less - Date Issued
- 2017
- Identifier
- CFE0006772, ucf:51836
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006772
- Title
- Failing the Failed: A Treatise on the Need for a Research Based Pedagogical Approach to Credit Recovery.
- Creator
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Scott, Kelly, Boote, David, Robinson, Edward, Vitale, Thomas, Hayes, Burnice, University of Central Florida
- Abstract / Description
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The purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery...
Show moreThe purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery Instructional Treatment), a research-based approach to curriculum design for credit recovery. CRIT is a standards based curriculum relying on criterion based assessments. This approach was then applied in the creation of specific curriculum for English 4 credit recovery and as a general approach for all subjects. A step by step evaluation plan for current and proposed approaches for credit recovery was then defined. Additionally, we provide a detailed implementation strategy specific to our organization but easily retrofitted for other organizations. We focus on the organization of Florida Virtual School (FLVS), a state run K-12 virtual school run as a special school district in Florida because it is a familiar organization; however, the model and results may be generalizable for online or traditional education.
Show less - Date Issued
- 2014
- Identifier
- CFE0005289, ucf:50565
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005289
- Title
- Failing the Failed: A treatise on the need for a research based pedagogical approach to credit recovery.
- Creator
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Smith, Elise, Boote, David, Robinson, Edward, Vitale, Thomas, Hayes, Burnice, University of Central Florida
- Abstract / Description
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The purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery...
Show moreThe purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery Instructional Treatment) a research-based approach to curriculum design for credit recovery. CRIT is a standards based curriculum relying on criterion based assessments. This approach was then applied in the creation of specific curriculum for English 4 credit recovery and as a general approach for all subjects. A step by step evaluation plan for current and proposed approaches for credit recovery was then defined. Additionally we provide a detailed implementation strategy specific to our organization but easily retrofitted for other organizations. We focus on the organization of Florida Virtual School (FLVS), a state run k-12 virtual school run as a special school district in Florida because it is a familiar organization. However, the model and results may be generalizable for online or traditional education.
Show less - Date Issued
- 2014
- Identifier
- CFE0005290, ucf:50568
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005290