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- Title
- A Study of a Third Grade Summer Reading Camp: Its Promotion of Student Achievement and Its Cost Effectiveness.
- Creator
-
Bixler, Krista, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Baldwin, Gordon, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine the immediate and long term impact of participation in the 2009 Third Grade Summer Reading Camp, as well as determine the cost-effectiveness of providing this program in comparison to the cost-effectiveness of other reading interventions as identified by Yeh (2010). All students in this study scored an achievement level one on the 2009 FCAT Reading assessment and either attended the summer reading camp or received a good cause exemption for promotion...
Show moreThe purpose of this study was to determine the immediate and long term impact of participation in the 2009 Third Grade Summer Reading Camp, as well as determine the cost-effectiveness of providing this program in comparison to the cost-effectiveness of other reading interventions as identified by Yeh (2010). All students in this study scored an achievement level one on the 2009 FCAT Reading assessment and either attended the summer reading camp or received a good cause exemption for promotion to the next grade level. Data was not available to determine immediate impact of summer school. To determine long term impact of summer school participation, 130 students who attended the program and passed were compared to a random sample of 130 students who received another good cause exemption. Results of an independent t-test indicated students who passed summer school by performing at or above the 50th percentile on the alternative assessment outperformed students who received another good cause exemption on the 2010 FCAT Reading assessment, t(258) = -9.50, p = .000, effect size r = 0.51,and 2011 FCAT Reading assessment, t(258) = -7.43, p = .000, effect size r = 0.42. Ninety percent of students who attended summer school and passed the alternative assessment for promotion made learning gains on the following year's FCAT Reading assessment; however, the majority of students performed below grade level on the 2010 and 2011 FCAT Reading assessment. Based on school district records for the cost of salaries, benefits, transportation, materials, and supplies, the total cost of summer school was calculated and adjusted for inflation to 2006 dollars so a comparison could be made to Yeh's (2010) cost-effectiveness analysis of summer school and other reading interventions that annualized the cost to 2006 dollars. The adjusted cost for the 2009 summer reading program was calculated at $872,681.23. Using this number and dividing by the total number of summer school student, which were 3,012 students, the cost per student annualized to 2006 was $289.74. Data to determine the immediate impact of summer school were not available, therefore, student performance on the 2009 FCAT Reading assessment was compared to their performance on the 2010 FCAT Reading assessment by calculating a paired samples t-test, t(1225) = 40.82, p = .000, d = 1.23, effect size r = 0.52. The effect size d was divided by the cost per student which calculated an effectiveness-cost ratio of 0.004245 compared to that derived by Yeh (2010) of 0.000125. Caution should be taken when interpreting these results as methodology was not in alignment to Yeh (2010) due to the lack of an immediate post-test measure after participation in summer school and an additional year of interventions and education is reflected in the test scores. The cost per student was calculated to be $1,225.26 less than the amount of money reported in Yeh's (2010) calculations. Based on this information, the diminishing effect of the summer school program on student reading performance in subsequent years, and the majority of students performing below grade level one and two years after summer school participation, it cannot be determined that this program is cost-effective in raising student reading achievement.It is recommended that this study be replicated with adjustments made to address the limitations identified. Further investigation should be made at the state level to determine if the current practice of good cause exemptions and summer school offerings perpetuates the achievement gap in reading.?
Show less - Date Issued
- 2013
- Identifier
- CFE0004818, ucf:49753
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004818
- Title
- Building Educator Capacity in Support of Student Achievement on Florida's United States History End-of-Course Assessment.
- Creator
-
Skinner, Stacy, Hopp, Carolyn, Robinson, Edward, Vitale, Thomas, Hayes, Grant, University of Central Florida
- Abstract / Description
-
Florida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the...
Show moreFlorida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the use of the U.S. History EOC Assessment Professional Learning Series to build educator capacity in support of student achievement on the Assessment. Implementation of professional learning could address the disparity between the legislated Assessment and its potential impacts. Tyler's (1949) curriculum development rationale and Shulman's (1986) notion of pedagogical content knowledge provided a conceptual framework for the proposed professional learning. Professional learning experiences were designed to include (1) an assessment simulation, (2) a correlation of simulated assessment items to item specifications, (3) a test item writing practicum, and (4) model lessons. The series was designed to support pedagogical content knowledge growth in planning, teaching, and assessing United States History; and improve instructional and professional efficacy. The ultimate purpose of the series is to improve teaching and learning to support student achievement on U.S. History EOC Assessment.
Show less - Date Issued
- 2014
- Identifier
- CFE0005417, ucf:50419
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005417
- Title
- Ethical Decision-Making in Higher Education: A sociological examination of graduate students' understanding of appropriate academic sharing.
- Creator
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Parham, Jennifer, Boote, David, Biraimah, Karen, Vitale, Thomas, Owens, Tom, University of Central Florida
- Abstract / Description
-
Most prior research and scholarship views cheating as an individual failing rather than a sociological or organizational phenomenon. The purpose of this study was to identify the challenges students face in graduate education and the factors that affect ethical beliefs towards academic dishonesty. This study used a mixed method research approach including an online survey with approximately 1,250 responses from graduate students representing each of UCF's colleges and fifteen interviews with...
Show moreMost prior research and scholarship views cheating as an individual failing rather than a sociological or organizational phenomenon. The purpose of this study was to identify the challenges students face in graduate education and the factors that affect ethical beliefs towards academic dishonesty. This study used a mixed method research approach including an online survey with approximately 1,250 responses from graduate students representing each of UCF's colleges and fifteen interviews with students in fourteen different disciplines. Results of the online survey indicated no significant differences between international and domestic students. Survey and interview data indicate that graduate students' perceptions of the perceived norms and expectations related to academic honesty are impacted by the culture of the academic program. Analyzing these data through three sociological theories of deviance (-) anomie, labeling, and rational choice (-) shows that graduate students' understanding of appropriate academic behavior depends on their academic socialization. The data also reveal that graduate students struggle with subtleties of cheating, such as misrepresentation or (")fudging(") of data. Especially for the doctoral students in the sample, their views were highly influenced by viewing themselves as teachers and independent researchers. This sociological analysis emphasizes the role of culture in graduate programs and students' socialization into those cultures. This doctoral dissertation also provides a deeper understanding of the social and organizational factors affecting graduate students and re-frames students' perspectives on appropriate academic behavior.
Show less - Date Issued
- 2014
- Identifier
- CFE0005394, ucf:50452
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005394
- Title
- Socioeconomic Status, Instrumental Music Participation, and Middle School Student Achievement.
- Creator
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Antmann, Michael, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine the differences in growth on the reading and mathematics FCAT 2.0 across varying levels of instrumental music participation by both low- and high-socioeconomic status (SES) middle school students, and to determine whether or not there is a relationship between instrumental music participation and socioeconomic status. The differences between instrumental music participation groups were not found to be statistically significant for both the reading...
Show moreThe purpose of this study was to determine the differences in growth on the reading and mathematics FCAT 2.0 across varying levels of instrumental music participation by both low- and high-socioeconomic status (SES) middle school students, and to determine whether or not there is a relationship between instrumental music participation and socioeconomic status. The differences between instrumental music participation groups were not found to be statistically significant for both the reading and mathematics FCAT 2.0 growth by high-SES status students, and for reading FCAT 2.0 growth by low-SES status students. The differences between groups were found to be significant for mathematics FCAT 2.0 growth by low-SES students, but a Tukey HSD post-hoc test found no significant differences between the individual groups. The study also found that high-SES students had a higher rate of instrumental music participation in sixth grade, and a lower attrition rate between sixth and seventh grade than the low-SES students.
Show less - Date Issued
- 2015
- Identifier
- CFE0005755, ucf:50073
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005755
- Title
- The Effect of Allocated Assessment Time and Allocated Instructional Time on Student Achievement in Small, Medium, and Large School Districts in Florida.
- Creator
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Crupi, Samuel, Jeanpierre, Bobby, Gresham, Gina, Haciomeroglu, Erhan, University of Central Florida
- Abstract / Description
-
To date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, (&) Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on...
Show moreTo date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, (&) Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on task in learning activities and student achievement (Fredricks, McColskey, Meli, Mordica, Montrosse, (&) Mooney, (2011). There is current legislation to increase the time demands of assessment and the resulting decrease of allocated instructional time may result in lower levels of student achievement (Butler, 1926; 1936; Brophy, Rohrkemper, Rashid, (&) Goldwater, 1982; Carroll, 1963; Doppelt, Mehalik, Schunn, Silk, (&) Krysinski, 2008; Spanjers, Burns, (&) Wagner, 2008; Wyss, Dolenc, Kong, (&) Tai, 2013). The purpose of this study was to compare allocated assessment time to allocated instructional time in small, medium, and large school districts in Florida. A sample of 12 school districts was selected representing small, medium, and large school districts based on student enrollment from Florida Education Finance Plan (FEFP) data. Data related to State and school district mandated assessments were collected for each school district using school district testing calendars and State assessment calendars. These data were examined and the number of minutes spent on each assessment was calculated. The calculation was used to determine the amount of time spent on State and school district mandated assessment. Allocated instructional time was calculated using the difference in allocated time and allocated assessment time. In addition, data were analyzed to determine what, if any, relationship existed between allocated assessment time and school district size as well as student achievement. Time lost to assessment preparation was also included in the determination of allocated assessment time.
Show less - Date Issued
- 2015
- Identifier
- CFE0005777, ucf:50056
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005777
- Title
- Examining relationships among levels of victimization, perpetration, and attitudinal acceptance of same-sex intimate partner violence in lesbian, gay, bisexual, transgender, and queer college students.
- Creator
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Jacobson, Elizabeth, Daire, Andrew, Young, Mark, Lambie, Glenn, Abel, Eileen, University of Central Florida
- Abstract / Description
-
The Centers for Disease Control and Prevention (CDC; 2012) reported that intimate partner violence (IPV) affects approximately 4.8 million females and 2.8 million males in their intimate relationships each year. Past research (e.g., Fanslow, Robinson, Crengle, (&) Perese, 2010; Foshee et al., 1996; Foshee et al., 2009) on IPV solely evaluated prevalence rates and factors within opposite-sex relationships; however, IPV within lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals'...
Show moreThe Centers for Disease Control and Prevention (CDC; 2012) reported that intimate partner violence (IPV) affects approximately 4.8 million females and 2.8 million males in their intimate relationships each year. Past research (e.g., Fanslow, Robinson, Crengle, (&) Perese, 2010; Foshee et al., 1996; Foshee et al., 2009) on IPV solely evaluated prevalence rates and factors within opposite-sex relationships; however, IPV within lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals' relationships exists at equal, if not higher, rates compared to their heterosexual counterparts (Alexander, 2008; McKenry, Serovich, Mason, (&) Mosak, 2006). Subsequently, a gap in research existed on violence in LGBTQ individuals' same-sex relationships and the need existed for further exploration of IPV within same-sex couples (McKenry et al., 2006; Turell, 2000). The purpose of this study was an examination of the relationships among victimization rates (Victimization in Dating Relationships [VDR] and Safe Dates-Psychological Abuse Victimization [SD-PAV]), perpetration rates (Perpetration in Dating Relationships [PDR] and Safe Dates-Psychological Abuse Perpetration [SD-PAP]), and attitudinal acceptance of IPV (Acceptance of Couple Violence [ACV]) among LGBTQ college students. The specific goals of the study were to (a) identify the IPV victimization rates and perpetration rates among LGBTQ college students, and (b) examine the attitudinal acceptance of IPV in LGBTQ college students. The statistical analyses used to examine the four research questions and seven subsequent hypotheses included (a) Multivariate Analysis of Variance (MANOVA) and (b) Multiple Linear Regression (MLR). The results identified that significant mean differences (p (<) .01; ?2P = .16) existed between females and males in their reported levels of victimization and perpetration, suggesting a large effect size with biological sex accounting for 16% of the variance across the four victimization and perpetration variables. Specifically, females self-reported higher levels of psychological and emotional victimization compared to males (p (<) .01; ?2P = .05), suggesting that females in same-sex relationships reported greater psychological abuse from their female partners. In addition, results identified significant mean differences between males and females in their levels of attitudinal acceptance of IPV (p (<) .01; ?2P = .13), suggesting a medium effect size that biological sex accounted for 13% of the variance in attitudinal acceptance of IPV scores. In considering gender expression, results from the study identified that in females and males, those self-identifying with greater amounts of masculinity reported an increased amount of victimization and perpetration (p (<) .01; ?2P = .15). The results identified a large effect size in that 15% of the variance in victimization and perpetration rates were accounted for by the interaction of biological sex and gender expression. Furthermore, in females and males, those self-identifying with greater amounts of masculinity reported higher levels of attitudinal acceptance of IPV (p (<) .01; ?2P = .12). The results identified a medium effect size in that 12% of the variance in attitudinal acceptance of IPV was accounted for by the interaction of biological sex and gender expression. In regards to a history of childhood abuse and witnessing parental IPV, participants with a history of child abuse and a history of witnessing parental IPV did not differ in their levels of victimization, perpetration, or attitudinal acceptance of IPV from those without a history of childhood abuse and witnessing parental IPV. Finally, variables such as (a) biological sex, (b) gender expression, (c) past childhood abuse, (d) witnessing parental IPV, (e) VDR, (f) SD-PAV, (g) PDR, and (h) SD-PAP predicted attitudinal acceptance of IPV in this LGBTQ college student sample. The results identified that linear composite of these eight predictor variables predicted 93% (R2 = .93) of the overall variance in participants' attitudinal acceptance of IPV total score (p (<) .01).Overall, the results identified that females reported higher levels of psychological victimization meaning that a female LGBTQ college student potentially experiences more risk of becoming a victim in a relationship. In addition, results identified that LGBTQ college students identifying as masculine present a potentially greater risk for both victimization and perpetration in their same-sex relationships. Self-identifying masculine LGBTQ college students reported greater amounts of acceptance of same-sex IPV, which possibly explains the lack of IPV reports from these college students. Finally, the results identified that individual and family-of-origin factors do, in fact, predict LGBTQ college students' levels of attitudinal acceptance of IPV. In other words, an LGBTQ college students biological sex, gender expression, past childhood experiences, victimization rates, and perpetration rates all relate to the prediction of their attitudes about IPV. Implications for future research included the need to further examine college students engaging either in an opposite-sex or same-sex relationship, exploring the relationships between masculinity and femininity in their reported levels of victimization, perpetration, and attitudinal acceptance of IPV. The need to replicate this study exists in order to ensure inclusiveness of individuals across all sexual orientations and gender identities in college students. In addition, several significant findings from this study further substantiate the need for continued research in the area of same-sex IPV, especially utilizing a sample of LGBTQ college students, to inform (a) clinical assessment in college counseling clinics and community agencies, (b) IPV protocol development, and (c) culturally sensitive, modified intervention based on the current findings.
Show less - Date Issued
- 2013
- Identifier
- CFE0004695, ucf:49866
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004695
- Title
- A Study of The Marzano Teacher Evaluation Model and Student Achievement at 24 Elementary Schools In A Large Suburban School District In Central Florida.
- Creator
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Flowers, Amy, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, University of Central Florida
- Abstract / Description
-
The focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation(&)#174; tool (Learning Sciences International, 2012) as it related to student achievement in the School District of Osceola County, Florida and to determine if the Marzano model improved the ability to determine teacher effectiveness with more accuracy than previous models of teacher evaluation used in the school district. Twelve research questions guided this...
Show moreThe focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation(&)#174; tool (Learning Sciences International, 2012) as it related to student achievement in the School District of Osceola County, Florida and to determine if the Marzano model improved the ability to determine teacher effectiveness with more accuracy than previous models of teacher evaluation used in the school district. Twelve research questions guided this study concerning the relationship and predictability between the variables of teacher instructional practice scores, number of observations reported in the iObservation(&)#174; tool, and student achievement in Grades 3-5 using reading and mathematics FCAT 2.0 DSS scores.Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis further suggested no statistical significance or predictability for Grades 4, 5 for instructional practice mean and Grades 3,4,5 for observation mean related to FCAT reading and mathematics performance. Caution should be used when attempting to interpret these findings, as this study was based solely on initial year implementation data. Implications for practice are also discussed in this study.
Show less - Date Issued
- 2013
- Identifier
- CFE0004841, ucf:49711
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004841
- Title
- A Comparative Analysis of Top Performing Countries in Eighth Grade Mathematics as Measured by 2011 Trends in International Mathematics and Science Study.
- Creator
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Wilson, Courtney, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
-
The focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one...
Show moreThe focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one standard deviation of the top performer, the Republic of Korea. The study also revealed that although other countries had their brightest and most advantaged students participate in the assessment, participating students in the United States were disproportionately disadvantaged to the proportion of United States' citizens. Another contributing factor of student success revealed in this study was the size and form of government and financing of the participating countries. While Singapore, the Republic of Korea, and Japan have education systems governed and financed by national governments, the United States education system is primarily governed and financed by 50 state governments.
Show less - Date Issued
- 2014
- Identifier
- CFE0005276, ucf:50555
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005276
- Title
- Policy Implications of a Teacher Evaluation System: The Relationship of Classroom Observations, Levels of Feedback, and Students Achievement Outcomes.
- Creator
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Rafalski, Shana, Murray, Barbara, Baldwin, Lee, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
-
The purpose of this study was two-fold: (a) to determine the relationship between the number of classroom observations and teacher VAM scores and (b) to identify the relationship between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. De-identified data for the sample set of teachers in a large urban school district was gathered for the 2013-2014 year from iObservation by administrators observing teachers using the domains of the Marzano...
Show moreThe purpose of this study was two-fold: (a) to determine the relationship between the number of classroom observations and teacher VAM scores and (b) to identify the relationship between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. De-identified data for the sample set of teachers in a large urban school district was gathered for the 2013-2014 year from iObservation by administrators observing teachers using the domains of the Marzano instructional model. The number of observations were compared to VAM scores to determine if teachers with a greater number of observations received higher VAM ratings. The comments recorded and submitted as feedback were also reviewed. Data were analyzed to identify relationships between the types of feedback provided to teachers and student achievement outcomes as measured by VAM scores. No significant relationship existed between VAM scores and number of observations or percentage of comments for teachers at any grade level. In addition, no significant relationship existed between predominant feedback for teachers and VAM scores.The information in this study was valuable for understanding the relationships that exist among instructional practice scores, value-added measures, and learning gains to drive conversations with teachers regarding rigorous instruction. Observations and feedback should be a tool for improvement of instruction, but the data confirmed this process continues to be compliance based with inflated scores that do not match the level of performance of students. Changing this is strongly linked to the provision of feedback associated with improving instruction and holding teachers accountable in meeting the standards outlined in the feedback. Observers are in need of professional development on how to provide effective feedback in the areas of instruction that will make the biggest impact on student achievement. Continuing to put time and effort into implementing and monitoring evaluation systems without further training and emphasis on feedback will result in the same lack of impact on student achievement outcomes and may even undermine the role of observers in providing support to teachers.
Show less - Date Issued
- 2015
- Identifier
- CFE0005693, ucf:50143
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005693
- Title
- An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
- Creator
-
Bronson, Elethia, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Andreasen, Janet, University of Central Florida
- Abstract / Description
-
The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards...
Show moreThe mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
Show less - Date Issued
- 2018
- Identifier
- CFE0007393, ucf:52073
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007393
- Title
- Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.
- Creator
-
Mayes, Zerek, Martin, Suzanne, Boote, David, Butler, S. Kent, Berrio, Gabriel, University of Central Florida
- Abstract / Description
-
This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.
Show less - Date Issued
- 2019
- Identifier
- CFE0007682, ucf:52510
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007682
- Title
- A COMPARATIVE ANALYSIS OF STUDENT ACHIEVEMENT IN FLORIDA CHARTER AND NON-CHARTER PUBLIC HIGH SCHOOLS 2007-2009.
- Creator
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Sommella, Shannon, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and...
Show moreThe purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and ethnicity), and examined if there was a difference in professional demographics of faculty (advanced degrees, teachers' average years of teaching experience, and percent of courses taught by out of field teachers gender), among charter and non-charter public high schools in the state of Florida. School data were analyzed from 234 charter and non-charter public high schools, within 15 districts across the state of Florida, for the years 2007-2009. The findings of this research suggest charter high schools in the state of Florida are not keeping the pace with their traditional public high school counterparts. Over a three year period, charter high schools had significantly lower developmental scale scores on the FCAT, in both reading and mathematics, than non-charter public high schools. The findings also suggest that student demographics, with respect to male gender, economically disadvantaged, and ELL, combined with charter school status, negatively impact student achievement as measured by DSS. The disparity noted with regard to faculty demographics between charter and non-charter public high schools, only touches on some considerable differences between the two school types; more information is needed on the variations so parents and students can make informed choices. For future research, replication of this study with an expanded sample size of charter schools and a longer period of time for data collection was recommended. Separate studies are recommended on the differences between charter and non-charter public schools with regard to instructional time, curriculum or grade levels offered, the differences between parent and student perceptions, and the differences between funding and principal background as it relates to student achievement.
Show less - Date Issued
- 2010
- Identifier
- CFE0003476, ucf:48985
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003476
- Title
- An Investigation of State College to University Transfer Students' Sense of Belonging.
- Creator
-
Brady, Claire, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Cavanaugh, Pam, University of Central Florida
- Abstract / Description
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The purpose of this mixed methods study was to examine the sense of belonging of state college transfer students who enroll at a large research-intensive university through structured and unstructured transfer pathways using the Sense of Belonging Instrument (SBI; Hoffman, Richmond, Morrow, (&) Solomon, 2002). The SBI includes five subscales (Peer Support, Faculty Support, Classroom Comfort, Isolation, and Empathetic Faculty Understanding). To date, no systematic investigation has considered...
Show moreThe purpose of this mixed methods study was to examine the sense of belonging of state college transfer students who enroll at a large research-intensive university through structured and unstructured transfer pathways using the Sense of Belonging Instrument (SBI; Hoffman, Richmond, Morrow, (&) Solomon, 2002). The SBI includes five subscales (Peer Support, Faculty Support, Classroom Comfort, Isolation, and Empathetic Faculty Understanding). To date, no systematic investigation has considered the construct of belonging with this population or transfer pathway. The findings from this study (n = 54) found a positive statistically significant correlation between Peer Support and Isolation (r(52) =.801, p = .000) and a statistically significant difference between the mean values of Empathetic Faculty Understanding between the structured and unstructured pathways (p = 0.027). This study showed that structured transfer pathway student sense of belonging was grounded in the classroom experience, empathetic faculty, and faculty support. Unstructured transfer pathway student sense of belonging was grounded in peer relationships, the classroom experience, and empathetic faculty. First generation participants were more likely to perceive isolation than non-first generation participants and structured pathway participants were more likely to perceive faculty empathetic understanding than unstructured pathway participants. There were also differences in the qualitative data between the pathway groups, including differing perceptions of faculty care and empathy, peer engagement, and the role of Advisors and online support systems in the transfer experience. The data and findings presented in this study show that the academic experience in the classroom and the perception of empathetic faculty are central to state college transfer student experience and contributes to transfer student sense of belonging.
Show less - Date Issued
- 2017
- Identifier
- CFE0006569, ucf:51332
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006569
- Title
- AN INVESTIGATION INTO THE APPARENT OVER-REPRESENTATION OF BLACKS IN EDUCABLE MENTALLY HANDICAPPED PROGRAMS IN K-12 SCHOOLS WITHIN THE 67 FLORIDA PUBLIC SCHOOL DISTRICTS.
- Creator
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Thomson, Arlene H., Murray, Barbara, University of Central Florida
- Abstract / Description
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Placement into educable mentally handicapped (EMH) programs is necessary for some students in order to allow them the opportunity to receive an education appropriate for their special needs. Nonetheless, identification as EMH is often perceived as negative and demeaning. Decades of research have substantiated the over-representation of black students into certain categories of special education, including EMH, in comparison to white and Hispanic students. This disparity has raised questions...
Show morePlacement into educable mentally handicapped (EMH) programs is necessary for some students in order to allow them the opportunity to receive an education appropriate for their special needs. Nonetheless, identification as EMH is often perceived as negative and demeaning. Decades of research have substantiated the over-representation of black students into certain categories of special education, including EMH, in comparison to white and Hispanic students. This disparity has raised questions within schools, academe and research communities, and legislative and governing bodies as to the causes, compelling factors, and related variables impacting the phenomenon. This study investigated the apparent over-representation of blacks identified as EMH in the 67 public school districts in Florida in 2001-2002. It also analyzed the effects certain school district characteristics had on the identification of white, black, and Hispanic students as EMH. Analysis of data derived from the Florida Department of Education database for school year 2001-2002 led to the following findings: (1) there was over-representation of blacks in EMH within the 67 public school districts in Florida, since results showed that blacks were identified as EMH 2.5 times more often than whites and Hispanics; (2) socioeconomic status of school districts had a significant effect on the identification of black students as EMH,for example, when the school district was identified as a high socioeconomic status district, there was a greater likelihood that a larger proportion of black students would be identified as EMH; (3) as the wealth of school districts rose, there was a significant likelihood that the proportion of black students identified as EMH would also rise; (4) black students had a greater likelihood of being identified as EMH in suburban school districts; (5) blacks were over-identified in school districts that had 60,000 to 89,000 students; (6) when there was a high percentage of white, full-time, non-instructional staff (80% or more) in school districts, blacks had a greater likelihood of being over-identified as EMH; (7) blacks were three times more likely to be identified as EMH regardless of the type of degrees teachers had; and, (8) as district expenditure per student (FTE) increased, the tendency for over-identification of blacks as EMH decreased. For every variable analyzed, the proportion of black students identified as EMH was significant when compared to the proportions of white and Hispanic students also identified as EMH.
Show less - Date Issued
- 2004
- Identifier
- CFE0000004, ucf:46121
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000004
- Title
- "THE IMPACT OF POLICY ON STUDENT SUCCESS IN SECONDARY ONLINE EDUCATION: A CASE STUDY OF FLORIDA VIRTUAL SCHOOL".
- Creator
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McPherson, Rhonda, Wan, Thomas, University of Central Florida
- Abstract / Description
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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 DEVIANCE REGULATION THEORY INTERVENTION TO REDUCE ALCOHOL PROBLEMS AMONG FIRST-YEAR COLLEGE STUDENTS.
- Creator
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Leary, Angelina V, Dvorak, Robert, University of Central Florida
- Abstract / Description
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OBJECTIVE: An alcohol-drinking culture exists among first-time-in-college students, where many of these students come to their university relatively inexperienced with alcohol, which may increase alcohol-related consequences. Several interventions exist to combat this campus problem. The current study investigates the use of a Deviance Regulation Theory (DRT) intervention, presented in a web-based manner, to increase alcohol Protective Behavioral Strategies (PBS), such as monitoring drinks,...
Show moreOBJECTIVE: An alcohol-drinking culture exists among first-time-in-college students, where many of these students come to their university relatively inexperienced with alcohol, which may increase alcohol-related consequences. Several interventions exist to combat this campus problem. The current study investigates the use of a Deviance Regulation Theory (DRT) intervention, presented in a web-based manner, to increase alcohol Protective Behavioral Strategies (PBS), such as monitoring drinks, using a designated driver, and drinking water in between alcoholic beverages, among college freshmen. METHOD: College freshmen participants (N = 157) completed web-based surveys examining alcohol behaviors once a week for six weeks. Participants were randomly assigned to one of three conditions: a positive frame about individuals who used PBS, a negative frame about individuals who did not use PBS, or a control group that did not receive a DRT intervention. Participants also reported their perception of PBS use among UCF students and friend. Data was analyzed in each PBS subtype: Manner of Drinking, Stop/Limiting Drinking, and Serious Harm Reduction. RESULTS AND CONCLUSION: Results indicate a negatively framed message with high perceived norm levels results in increased PBS use, which may suggest college freshmen have a strong drive to "fit in", or avoid standing out in negative ways. Further, there seems to be little desire to standout in positive ways among first-year students. This may be indicative of individuals who modify their behavior in order to assimilate to a new and unfamiliar environment. Furthermore, some PBS strategies were associated with decreases in alcohol consumption and alcohol-related problems. Results suggest a DRT intervention may be beneficial to first-time-in-college students.
Show less - Date Issued
- 2018
- Identifier
- CFH2000427, ucf:45715
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000427
- Title
- THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND THIRD-GRADE FCAT READING PROFICIENCY IN SEMINOLE COUNTY PUBLIC ELEMENTARY SCHOOLS.
- Creator
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Novak, Kelley, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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ABSTRACT This study aimed to determine the relationship between school culture and student achievement. Elementary school teachers (N=574) from 27 schools in suburban Seminole County, Florida completed the School Culture Triage Survey to generate a school culture score. The participating schools were ranked and placed in categories representing the top 33% (N=9), middle 33% (N=9), and bottom 33% (N=9) of the population based on their culture score. School culture data were analyzed and...
Show moreABSTRACT This study aimed to determine the relationship between school culture and student achievement. Elementary school teachers (N=574) from 27 schools in suburban Seminole County, Florida completed the School Culture Triage Survey to generate a school culture score. The participating schools were ranked and placed in categories representing the top 33% (N=9), middle 33% (N=9), and bottom 33% (N=9) of the population based on their culture score. School culture data were analyzed and correlated with third grade student achievement data, as measured by the 2007 Florida Comprehensive Assessment Test (FCAT) Reading to determine if there were any relationships between (a) school culture and student achievement; (b) the three key components of school culture (collaboration, collegiality, and self-determination/efficacy) and student achievement; and (c) principal tenure and school culture. Additional data analysis served to determine if there were any experiential or demographic differences among the teachers from the schools falling in the top, middle, and bottom 33% on the School Culture Triage Survey. To learn more about principal beliefs with regard to school culture and student achievement, principal interviews were conducted with some principals (N=8) from the participating schools. Through a review of the research results and related literature, the researcher concluded that a relationship between the overall school culture and student achievement did not exist. Further analysis revealed that there were no relationships between student achievement and collaboration, collegiality, and self-determination/efficacy, or between school culture and principal tenure for the schools participating in this study.
Show less - Date Issued
- 2008
- Identifier
- CFE0002241, ucf:47889
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002241
- Title
- A COMPARATIVE ANALYSIS OF DIFFERENCES IN RESIDENT SATISFACTION, RETENTION, AND CUMULATIVE GRADE POINT AVERAGE BETWEEN UNIVERSITY OF CENTRAL FLORIDA OWNED AND AFFILIATED HOUSING.
- Creator
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Novak, Jeffrey, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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This study compared students' perceptions and satisfaction as they related to their place of residence. In addition, this study sought to determine if a difference existed between student retention rates from their first year in college to their second year and one's grade point average with respect to one's place of residence within the collegiate setting. As such, the problem this study examined was the overall impact of where a first-time-in-college student lived within the...
Show moreThis study compared students' perceptions and satisfaction as they related to their place of residence. In addition, this study sought to determine if a difference existed between student retention rates from their first year in college to their second year and one's grade point average with respect to one's place of residence within the collegiate setting. As such, the problem this study examined was the overall impact of where a first-time-in-college student lived within the University of Central Florida housing system and how that living environment impacted students' levels of satisfaction, overall retention rates, and cumulative grade point averages. The data used for this study were obtained from a previously distributed survey conducted by the Department of Housing and Residence Life at the University of Central Florida in February 2007. Secondary data were obtained through the Department of Institutional Research at the University of Central Florida. A website link to an optional, self-administered Internet-based survey was sent via email to University of Central Florida students residing in university owned housing and university affiliated housing. The size of the sample was determined by the number of delivered emails 3800 for university owned housing, 1,500 for university affiliated housing (Towers), and 1,831 for university affiliated housing (Pegasus Landing). Of the total populations: 1) 38.57 percent were returned for university owned housing, 2) 26.26 percent were returned for university affiliated (Towers at Golden Knights Plaza), and 3) 24.63 percent were returned for university affiliated housing (Pegasus Landing). There were many statistically significant relationships. Consistently, students residing in university owned housing showed higher satisfaction and agreement levels when compared with students living in university affiliated housing. Additionally, students living in university owned housing showed a higher retention rate and cumulative grade point average when compared with students living in university affiliated housing.
Show less - Date Issued
- 2008
- Identifier
- CFE0002245, ucf:47894
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002245
- Title
- Evaluating Pedagogical Methods that Influence Homework Assignment Completion.
- Creator
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Sawyer, Kirk, Hartshorne, Richard, Bush, Sarah, Boote, David, Ortiz, Enrique, University of Central Florida
- Abstract / Description
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College students enrolled in an online introductory engineering course are not completing their homework assignments at an acceptable rate which impacts them, the instructor, and the college. This research study employed a quasi-experimental evaluation model to assess the effectiveness of two pedagogical methods designed to positively influence student homework completion rates and student attitudes toward homework. Despite evidence that grading penalties encourage students to submit their...
Show moreCollege students enrolled in an online introductory engineering course are not completing their homework assignments at an acceptable rate which impacts them, the instructor, and the college. This research study employed a quasi-experimental evaluation model to assess the effectiveness of two pedagogical methods designed to positively influence student homework completion rates and student attitudes toward homework. Despite evidence that grading penalties encourage students to submit their homework assignments, such strategies have historically been unsuccessful for the course used in this study. The researcher designed two pedagogical interventions, along with a survey instrument, to measure the impact of the interventions on completion rates and student attitudes toward homework, using a combination of inferential and descriptive statistics. Ideally, the findings of this study would be generalizable to subsequent offerings of the course used in this study, as well as other courses taught by the investigator, and potentially other faculty at the college. Although both interventions did not produce statistically significant results on impacting student homework completion rates, or improve student attitudes toward homework, the results of the study did indicate a positive correlation between student self-assessed knowledge gains attributed to the course and its homework. One intervention did improve homework completion rates, but the results only marginally improved final course grades, which does not fully align with prior research studies. In addition, this study provided the researcher an opportunity to study their own practice and the importance of homework and its effectiveness for student learning.
Show less - Date Issued
- 2019
- Identifier
- CFE0007858, ucf:52764
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007858
- Title
- Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses.
- Creator
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Monroe, Laura, Nutta, Joyce, Jahani, Shiva, Mihai, Florin, Bowdon, Melody, University of Central Florida
- Abstract / Description
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As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect...
Show moreAs more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students' academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations' writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty's native language, years, taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism, and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject.
Show less - Date Issued
- 2018
- Identifier
- CFE0007057, ucf:51972
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007057
