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Title: STOCK MARKET CORRELATIONS AND CROSS-EQUITY HOLDINGS.
Creator: ILIEV, RADOSLAV, Aysun, Uluc, University of Central Florida
Abstract / Description: The objective of this research is to find how world stock markets correlate with each other and what causes that correlation. Multiple dependent variables that may have a high impact on correlations are tested, with a particular focus on cross-equity holdings. All the variables but one tested significant at the accepted 90% confidence level. The model showed a negative relationship between equity holdings and stock market correlation. The results may inspire further research with more in...
Show moreThe objective of this research is to find how world stock markets correlate with each other and what causes that correlation. Multiple dependent variables that may have a high impact on correlations are tested, with a particular focus on cross-equity holdings. All the variables but one tested significant at the accepted 90% confidence level. The model showed a negative relationship between equity holdings and stock market correlation. The results may inspire further research with more in depth analysis of international equity holdings and investor behavior in world stock markets.
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Date Issued: 2012
Identifier: CFH0004248, ucf:44919
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004248

Title: Democracy and Education Equity in Latin America.
Creator: Stonerook, Olen, Kinsey, Barbara, Morales, Waltraud, Kiel, Dwight, University of Central Florida
Abstract / Description: In the literature democratic longevity in countries transitioning from authoritarian regimes to democracy is linked to economic development; four factors of economic development are identified: industrialization, education, urbanization, and growing wealth. Education is viewed as a primary factor for effective democratic participation and economic development. This thesis examines the relationship between level of democracy and educational outputs and outcomes. Does the level of democracy ...
Show moreIn the literature democratic longevity in countries transitioning from authoritarian regimes to democracy is linked to economic development; four factors of economic development are identified: industrialization, education, urbanization, and growing wealth. Education is viewed as a primary factor for effective democratic participation and economic development. This thesis examines the relationship between level of democracy and educational outputs and outcomes. Does the level of democracy (political rights and civil liberties) have an effect on the levels of investment in education and measurable outcomes in education equity toward meeting the educational needs of the newly represented public? The expectation is that the increased scope of political participation and representation in new democratic regimes would result in higher government spending for education with implications for education equity.This study is conducted using a cross-sectional, longitudinal statistical model. The analysis is based on 18 Latin American countries over a thirty-eight-year period, from 1972 to 2010. To examine the connection between level of democracy and education equity, the study explores the effects of democracy on different levels of education, gender, and social class. In addition to the quantitative analysis, a qualitative component aims at contextualizing this relationship that is, examining closer the mechanism that underlies the connection between democracy and education equity in the cases of Mexico and Brazil.
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Date Issued: 2011
Identifier: CFE0004170, ucf:49073
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004170

Title: SCIENCE SELF-EFFICACY IN TENTH GRADE HISPANIC FEMALE HIGH SCHOOL STUDENTS.
Creator: Miller, Maria, Biraimah, Karen, University of Central Florida
Abstract / Description: Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority...
Show moreHistorical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy (M=19.35). Each factor showed a significant positive correlation (p<.01) to each of the other two factors. ANOVA procedures compared all female subgroups in their science self-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science, It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest. Asian/Pacific and Native American females fared better than White, Black, and Hispanic female counterparts respectively. Triangulation of interview and quantitative data showed that classroom factors, specifically academic engagement, influenced participant perceptions of science self efficacy the greatest. Suggested further studies on the impact of science self-efficacy and science achievement are discussed. Information gleaned from the continued study of science self-efficacy may influence the ability of traditionally underrepresented racial/ethnic females to persist in their science preparation and training in an effort to prevent leaving the STEM pipeline at this crucial juncture.
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Date Issued: 2006
Identifier: CFE0000933, ucf:46743
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000933

Title: THE COMBINED EFFECTS OF FREQUENCY OF SATISFACTION AND DOMAIN EQUITY ON RELATIONAL SATISFACTION.
Creator: Coho, Amanda Dawn, Rabby, Michael K., University of Central Florida
Abstract / Description: Romantic relationship research has yet to identify the relationship between conflict, an interpersonal variable, and equity, an intrapersonal variable. The current study represents the first attempt to understand these variables' contribution, separately and interactionally, on individual partner's feelings of relationship satisfaction. A total of 106 undergraduate and graduate participants completed questionnaires gauging their frequency of conflict and perceptions of equity across each of...
Show moreRomantic relationship research has yet to identify the relationship between conflict, an interpersonal variable, and equity, an intrapersonal variable. The current study represents the first attempt to understand these variables' contribution, separately and interactionally, on individual partner's feelings of relationship satisfaction. A total of 106 undergraduate and graduate participants completed questionnaires gauging their frequency of conflict and perceptions of equity across each of five relational domains: Love, Status/Power, Money, Services, and Sex, in addition to reporting general levels of relationship satisfaction. Data were interpreted in three separate relationships: conflict and satisfaction, equity and satisfaction, and the interaction of conflict and equity (conflict x equity) and satisfaction. Results indicate a significant negative relationship between conflict and satisfaction. Secondly, perceptions of inequity relate to low levels of satisfaction in the Love and Status/Power domains. Finally, the combination of conflict and inequity demonstrate significant differences in satisfaction scores in the Status/Power domain only.
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Date Issued: 2004
Identifier: CFE0000050, ucf:46066
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000050

Title: Website Interactivity as a Branding Tool for Hotel Websites.
Creator: Barreda Davila, Albert, Nusair, Khaldoon, Okumus, Fevzi, Hara, Tadayuki, Ozturk, Ahmet, Bai, Haiyan, Beldona, Srikanth, University of Central Florida
Abstract / Description: The dissertation explored the relationships among Website interactivity, brand knowledge, consumer-based brand equity and behavioral intentions in the context of hotel Websites. Based on an in-depth literature review, a theory-driven model was proposed and ten hypotheses were developed. The dissertation employed an empirical study based on a survey design, and collected data via a marketing company. Respondents who booked a hotel room online using hotel branded Websites in the last 12 months...
Show moreThe dissertation explored the relationships among Website interactivity, brand knowledge, consumer-based brand equity and behavioral intentions in the context of hotel Websites. Based on an in-depth literature review, a theory-driven model was proposed and ten hypotheses were developed. The dissertation employed an empirical study based on a survey design, and collected data via a marketing company. Respondents who booked a hotel room online using hotel branded Websites in the last 12 months were approached to complete the online questionnaire. Four hundred ninety six (496) respondents completed the online questionnaire by answering to questions related to their last hotel booking experience. Analysis was conducted in two phases: (1) Confirmatory Factor Analysis (CFA) and (2) Structural Equation Modeling (SEM). The overall fit of the CFA model and the final SEM model were acceptable, indicating an adequate fit to the data. The results suggested that the two dimensions of Website interactivity, namely system interactivity and social interactivity, positively impacted the components of brand knowledge, and that system interactivity had a stronger impact as compared to social interactivity. Although, social interactivity was not found to have a significant direct effect on brand awareness, the results showed that social interactivity had a significant impact on brand image. Furthermore, the relationship between brand equity and behavioral intentions was positive and significant. The empirical study offered theoretical for utilizing Website interactivity as a branding tool in the hotel context. Additionally, the results provide practical insights into branding strategies, Website development, and behavioral intentions enhancement. Very few studies have empirically examined and incorporated Website interactivity dimensions and brand knowledge with consumer-based brand equity and behavioral intentions. This gap in the literature has been compounded by an absence of empirical studies on Website interactivity as a tool to develop brands and behavioral intentions in the context of hotel Websites. The present dissertation closes this gap in the literature by reporting on a questionnaire of US adult travelers that offered data on those theoretical associations. Conceptually, the results support the influential impact of Website interactivity on brand elements and behavioral intentions.
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Date Issued: 2014
Identifier: CFE0005302, ucf:50512
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005302

Title: THE ORIGINS OF THE FIRST WOMEN'S RIGHTS CONVENTION: FROM PROPERTY RIGHTS AND REPUBLICAN MOTHERHOOD TO ORGANIZATION AND REFORM, 1776-1848.
Creator: Lengyel, Deborah, Lester, Connie, University of Central Florida
Abstract / Description: The purpose of this thesis is to examine the origins of the first women's rights convention held at Seneca Falls, NY during the summer of 1848. Taxation without representation was one of the foundations that the Continental Congress used as a basis for Independence from England. But when the revolution ended and the Republic was formed, the United States adopted many English laws and traditions regarding the status of women. Women, who were citizens or could be naturalized, were left...
Show moreThe purpose of this thesis is to examine the origins of the first women's rights convention held at Seneca Falls, NY during the summer of 1848. Taxation without representation was one of the foundations that the Continental Congress used as a basis for Independence from England. But when the revolution ended and the Republic was formed, the United States adopted many English laws and traditions regarding the status of women. Women, who were citizens or could be naturalized, were left civically invisible by the code of laws (coverture) once they married. They were not able to own property, form contracts, sue or be sued. In essence, they were "covered" by their husbands under coverture. Single women who owned property or inherited property were subject to taxation, though they had no voice in the elective franchise. Therefore, women, both married and single, who were counted for legislative purposes, were given no voice in choosing their government representatives. I conclude that there were three bases for women's rights: equity, Republican Motherhood, and women's organizations. The legal concept of equity, the domestic ideology of Republican Motherhood combined with the social model of women's organizations formed the earliest foundation of what would become the first feminist movement, leading directly to the Declaration of Sentiments at Seneca Falls in 1848. Through an analysis of the changes in women's property ownership to the enhancement of the female domestic role in the early nineteenth century, women challenged their place in the public sphere. The sisterhood that was created as a result of the new domestic ideology and improved female education led to the creation of organizations to improve women's place in society. Through an almost fifty year evolution, the earliest women's volunteer organizations became the mid-nineteenth century reform organizations, leading to a campaign for woman's suffrage.
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Date Issued: 2007
Identifier: CFE0001926, ucf:47434
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001926

Title: Superintendent second-order change leadership to achieve equity and access to excellence in a large Florida school district.
Creator: Wilhite, Paul, Taylor, Rosemarye, Doherty, Walter, Murray, Kenneth, Hopp, Carolyn, University of Central Florida
Abstract / Description: The purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and...
Show moreThe purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and access to excellence as well as any challenges the school district faced when implementing those actions and decisions. Quantitative data were used for a historical comparison of the targeted school district prior to and after 2003 to further understand the impact of equity and access to excellence within the school district. Two superintendent decisions were believed to be extremely educationally significant by respondents: High school reading centerpiece and International Baccalaureate program launch at Seminole High School. Respondents were least familiar with Central Florida Public School Boards Coalition established and Established Principal Forum. Three events were largely believed to be extremely educationally significant by respondents: District rated A each year of accountability, District designated academically high- performing, and Unitary status achieved. Respondents were least familiar with Florida Center for Reading Research project in high schools and Superintendent Leadership transition.Responses to open-ended questions indicated that equity and access to excellence were achieved in the school district between 2003 to 2011. The decision to attain unitary status led to other actions and decisions to achieve equity and access to excellence, e.g., the creation of magnet schools, the introduction of open access to Advanced Placement courses. The superintendent's greatest challenge was perceived by respondents as lack of funding. Interviewees cited poverty as a limiting factor in achievement of equity and excellence. All respondents agreed that working with the lowest achieving 25% of students to improve performance on the Florida Comprehensive Achievement Test was key to achieving equity and excellence in the school district. Most of the interviewees believed that all students have access to equity and excellence. In offering advice to other districts, most of the interviewees stressed the importance of focusing on data, demographics, and academic programs, stating that leaders should be committed to achieving equity and excellence and there needs to be total buy-in from the whole district. Further, superintendent success depended on a clear focus, a set of core values and the willingness and courage to implement second-order change.?
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Date Issued: 2012
Identifier: CFE0004617, ucf:49922
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004617

Title: A CHORUS LINE: DOES IT ABIDE BY RULES ESTABLISHED BY ACTORS' EQUITY ASSOCIATION FOR THE AUDITION PROCESS?.
Creator: Hardin, Mark, Weaver, Earl, University of Central Florida
Abstract / Description: I have been cast as "Bobby" in A Chorus Line at Orlando Broadway Dinner Theatre in Orlando. I will use this opportunity as my thesis role. As part of my thesis defense, I will combine an analysis of the character of "Bobby" in A Chorus Line with an assessment of Actors' Equity Association's audition policies from 1970 to the present, and investigate whether the audition held in the show abides by the policies established by AEA for Broadway calls. "Bobby" has an interesting arc of development...
Show moreI have been cast as "Bobby" in A Chorus Line at Orlando Broadway Dinner Theatre in Orlando. I will use this opportunity as my thesis role. As part of my thesis defense, I will combine an analysis of the character of "Bobby" in A Chorus Line with an assessment of Actors' Equity Association's audition policies from 1970 to the present, and investigate whether the audition held in the show abides by the policies established by AEA for Broadway calls. "Bobby" has an interesting arc of development as he actually gives the director what he (the director) does not want, yet is still cast in the fictitious Broadway show. Why he would choose to stray from the director's instructions is an interesting question and demanding study. To facilitate my research on the character (aside from script and score analysis), I will interview Thommie Walsh (about for whom the role was written and the original "Bobby" on Broadway) as well as other men who have played the role to get insights into the character that will enhance my performance. Mr. Walsh will also elaborate on his real-life relationship with Michael Bennett and how that compares and contrasts with the relationship between "Bobby" and "Zach." I also will interview as many of the original cast members as possible (namely Baayork Lee) to get contributing memories and anecdotal evidence from the original production. A Chorus Line captures the one element all performers experience – the audition. The audition process has changed over the years, and I will focus on the development of protocol from the early 1970's (when A Chorus Line takes place) to the present. I will explore the manner in which the process has evolved and what A Chorus Line's contribution was (if any) to that process. This show has become so much a part of the musical theatre vernacular that historical exploration of procedures would also clarify how this work was structured. Were actors subjected to that intense style of audition on a huge stage in the early 1970s? Are they still today? My research will trace the history and rules governing auditions, performers and staff as delineated by Actors' Equity Association. I will also include a comparison of Equity to the variety of non-Equity auditions. Other sources will include rulebooks from AEA and interviews with dancers (past and present), AEA staff and Patrick Quinn, President of AEA.
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Date Issued: 2006
Identifier: CFE0000927, ucf:46753
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000927

Title: The Push Out: A Disproportionality Study on Student Discipline in the State of Florida Public Schools.
Creator: Pierre, Manouchka, Johnson, Jerry, Doherty, Walter, Vitale, Thomas, Fine, Terri, University of Central Florida
Abstract / Description: This mixed method sequential exploratory study was conducted to emphasize and investigate disproportionality in discipline, noting the prevalence of the issue of equity and the salience of FL as context. This study applied the extant model for investigating disproportionality in a setting where such an investigation is highly relevant due to Florida's statistical positioning in the area of student discipline. This study investigated for potential biases that guide differences in the rates...
Show moreThis mixed method sequential exploratory study was conducted to emphasize and investigate disproportionality in discipline, noting the prevalence of the issue of equity and the salience of FL as context. This study applied the extant model for investigating disproportionality in a setting where such an investigation is highly relevant due to Florida's statistical positioning in the area of student discipline. This study investigated for potential biases that guide differences in the rates that males and Blacks experience exclusionary discipline within the 67 regular school districts. The analysis from this study, which used relative rate ratio and policy analysis, presents results showing that a disproportionality exists at a rate of 2 to 2.3 times for the affected demographic groups. The findings suggest a need for policy language to address this disparity, as well as a change in practice.
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Date Issued: 2019
Identifier: CFE0007851, ucf:52766
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007851

Title: PRACTICES OF HIGH SCHOOL PRINCIPALS REGARDING OPEN ENROLLMENT IN ADVANCED PLACEMENT COURSES AND STUDENT PERFORMANCE RESULTS IN 2009.
Creator: Bradshaw, Leigh, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The goal of this research was to determine whether or not there was a relationship between principalsÃ‚Â' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from...
Show moreThe goal of this research was to determine whether or not there was a relationship between principalsÃ‚Â' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from this study may provide important information to Florida school leaders. Because of school accountability and educational reform initiatives, the study is also important to educational leaders on a national level. Relationships between open enrollment practices shaped by high school principalsÃ‚Â' decisions and beliefs and the increased enrollment and student performance on AP exams were examined to allow school districts to make curricular decisions regarding rigorous curricular opportunities based on the importance of designing high school AP programs that provide equity and access for all students. The population for this study included all public high schools and their principals (N=56) in five central Florida school districts that administered AP exams in May 2009 and received a Florida Department of Education assigned school grade during the 2008-2009 school year. A multiple linear regression analysis was conducted to examine the relationships between the percentage of students from a school who took or passed the AP examination (dependent variable) and three independent variables describing principalÃ‚Â's attitudes toward the schoolÃ‚Â's AP program: (a) access and equity practices, (b) open enrollment practices, and (c) a rating of importance of the AP program. The goal was to determine if the AP examination passing percentage or enrollment percentage could be predicted by these three principal attitudinal variables. The schoolsÃ‚Â' percentages of students scoring a 3, 4, 5, on AP examinations or taking AP examinations were gathered from the Florida Department of Education website. PrincipalsÃ‚Â' reports of practices were obtained from self-report on the AP Course Enrollment Survey. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and overall student achievement results on AP examinations in five central Florida counties, there were significant predictors based upon the regression model. In predicting the schoolÃ‚Â's percentage of white, Hispanic, and Asian populations passing the AP examinations, only the principalÃ‚Â's perception of access and equity was a statistically significant factor. There were no statistically significant predictors of a schoolÃ‚Â's percentage of African American students passing the AP examinations. Neither principalÃ‚Â's perception of open enrollment nor importance contributed to the model results regarding open enrollment in AP courses and overall student achievement results on AP examinations. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and the percentage of students enrolled in AP courses in five central Florida counties, there were significant predictors based upon the regression model. In predicting the schoolÃ‚Â's percentage of students taking AP examinations, only the principalÃ‚Â's perception of importance was significant for overall and for all student populations. Open enrollment was significant for the overall populations as well as white and Asian subpopulations. Access/Equity was only significant for white students. Thus, importance was the main cause of the model significance regarding open enrollment in AP courses and the percentage of students enrolled in AP courses. This investigation revealed that as schools increased the access and equity in AP programs that successful student performance percentages increased as did AP course enrollment percentages. Also when the variable of importance by principals was placed on AP programs, it typically had a positive impact on student performance percentages yet sometimes caused a decrease in AP course enrollment. The investigation also revealed and was supported by research that the open enrollment practices of a school may cause a decrease in successful student performance percentages. However, open enrollment practices increase student enrollment in AP courses and student success over time. Educational leaders have the natural responsibility to increase student achievement in schools. There must be appropriate practices and procedures put in place and monitored by principals to meet accountability standards and to increase equity in and access to a rigorous curriculum for all students. Based of educational reform and school accountability demands, balancing the benefits of open enrollment for AP programs, cost effectiveness of AP programs, the allocation of scarce resources, and maintaining course validity and rigor are important issues for educational leaders to consider (College Board, 2004).
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Date Issued: 2010
Identifier: CFE0003245, ucf:48563
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003245

Title: An Investigation of Gender, Prior Access to Athletics, and Interest Levels in Intercollegiate Sports of First-Time-in-College Freshmen.
Creator: White, Michelle, Taylor, Rosemarye, Pawlas, George, Doherty, Walter, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: The focus of this research was to investigate the effects of gender and level of prior access to athletic programs sponsored by school, community, church, student or civic groups, and informal programs on level of first-time-in-college (FTIC) freshmen's interest in participating in intercollegiate athletics. To this end, 1,196 respondents (682 females and 514 males) who were admitted to the University of Central Florida and attended freshman orientation sessions in May and June of 2007 at the...
Show moreThe focus of this research was to investigate the effects of gender and level of prior access to athletic programs sponsored by school, community, church, student or civic groups, and informal programs on level of first-time-in-college (FTIC) freshmen's interest in participating in intercollegiate athletics. To this end, 1,196 respondents (682 females and 514 males) who were admitted to the University of Central Florida and attended freshman orientation sessions in May and June of 2007 at the UCF-Orlando campus completed the face-to-face survey. Participants ranged in age from 18 years of age to 25 years of age, representing varied racial/ethnic backgrounds, with a majority being registered as full-time students at time of the survey. The FTIC freshmen anonymously and voluntarily completed a modified version of The Student Interests in Athletics, Sports, and Fitness Survey (National Collegiate Athletic Association, 1995). Quantitative data gathered through analysis of closed-response questions provided information on their demographics, general interest in athletics, prior access to school and non-school sponsored sports, and interest in participating in college athletics. Survey responses suggested that a gender difference exists in FTIC freshmen when taking into account prior access to school and non-school sponsored athletics in predicting level of interest in participating in intercollegiate sports. FTIC freshmen males reported having more access to athletics than did FTIC freshmen females prior to attending freshmen orientation sessions in May and June of 2007. In addition, more FTIC freshmen males than females reported being interested in participating in intercollegiate athletics. Lower interest and participation rates by females in intercollegiate sports may, therefore, be an artifact of less access to opportunities to participate in sports during high school.Although almost four decades have passed with the expectation of gender equity within school settings in effect, most educational institutions are not in compliance with Title IX legislation. Females have not been afforded the same opportunities to participate in sports as males, and this appears to have influenced their interest in participating in sports. The findings of this study demonstrate the need for increased enforcement of Title IX legislation at all levels of education for true gender equity and athletic interest to be realized.
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Date Issued: 2012
Identifier: CFE0004458, ucf:49351
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004458

Title: Falling Behind in Pay: A Longitudinal Test of Equity Theory Among Florida Municipal Police Agencies' Salaries.
Creator: Lord, Robert, Gau, Jacinta, Wolf, Ross, Paoline, Eugene, Folger, Robert, University of Central Florida
Abstract / Description: Prior research has found equity theory explains employee responses to falling wages in relation to other comparable workers. The present research attempts to contribute to the criminal justice literature by directly testing equity theory within the policing context, something no study has done to date. Applied to policing, equity theory predicts sworn officers employed by departments with falling or inequitable salaries (i.e., their salaries fail to keep up with those at other regional...
Show morePrior research has found equity theory explains employee responses to falling wages in relation to other comparable workers. The present research attempts to contribute to the criminal justice literature by directly testing equity theory within the policing context, something no study has done to date. Applied to policing, equity theory predicts sworn officers employed by departments with falling or inequitable salaries (i.e., their salaries fail to keep up with those at other regional agencies) will reduce their work input (i.e., discretionary arrests) and/or quit in higher numbers than before (i.e., increase attrition). The present study also attempts to quantify how far officer salaries can fall behind the mean regional police pay before a municipal agency experiences negative outcomes. The research questions are examined using data from Criminal Justice Agency Profile (CJAP) Reports from the Florida Department of Law Enforcement (FDLE), with historical salary and attrition data for 122 municipal law enforcement agencies in Florida from 2001-2011, and Uniform Crime Reporting (UCR) Part II Arrest Data from the Federal Bureau of Investigation (FBI) for the same time period. A time-series cross-sectional (TSCS) analysis is conducted over 11 annual data points. This study attempts to bring an additional theory into the fold of the policing literature by testing it against a large, law enforcement specific data set. This is in part an effort to answer the call for what has been described as a need for more theory in the criminal justice and policing literature (Cooper (&) Worrall, 2012; Mears, 2010). It should also enable police administrators to gauge, relative to regional competitor salaries, at what point to anticipate negative consequences from the underpaid condition of police officers working at their municipal police agencies. The findings suggest Florida municipal police officers do not reduce their work inputs, as measured by UCR Part II arrests, but do quit their jobs in larger numbers in response to stagnant or falling salaries as predicted by equity theory. Policy implications include a better understanding by police administrators as to what they can expect and prepare for when municipal police officers' salaries become stagnant or fall as compared to pay at other regional law enforcement agencies.
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Date Issued: 2016
Identifier: CFE0006136, ucf:51170
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006136

Title: Teachers' Perceptions of Actions to Achieve Equity and Access to Excellence in a Large School District.
Creator: Moss, Sidney, Taylor, Rosemarye, Doherty, Walter, Hopp, Carolyn, Murray, Kenneth, Platt, Jennifer, University of Central Florida
Abstract / Description: The purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change...
Show moreThe purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change leadership from 2003 to 2011. Teacher perception data were analyzed from a survey presented to teachers in over 16 schools who had been consecutively employed in the target school district from 2003 to 2011. The findings of this research suggest that teachers' perceptions of specific school district leadership decisions, events, and challenges contributed to improving opportunities for students who historically were not provided equitable opportunities for academic achievement and post high school career advancement. Beginning in 2003, the target school district underwent a leadership transition period in which a new superintendent established history-making goals and objectives for the school district. The findings suggest that based on teachers' perceptions, school district efforts provided for greater access to technology, high quality instruction, specific programs of study such as the implementation of magnet programs, and college preparation courses. The greater access provided the opportunity for equity and access to excellence for all students, especially those who historically lacked access and investment with respect to their demographics (race, gender, socioeconomic status, and ethnicity). There were limitations to this study. Objectivity may be questioned since the participants were employees of the school district. It was assumed that participants in the study responded accurately and honestly to the questions asked in the interviews and survey.Future research is recommended that would include a larger and more diverse sample. Further recommendations include separate studies to examine the differences between student achievement as a result of school district leadership efforts to attain access to equity and excellence based on college readiness assessment exam scores such as the SAT and/or the ACT, and college or technical school entrance and completion, with regard to student subgroups such as race, ethnicity, and family income.
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Date Issued: 2013
Identifier: CFE0004727, ucf:49819
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004727

Title: The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses.
Creator: McDonald, Jason, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The number of students enrolling in Advanced Placement (AP) classes has been increasing in Florida and across the nation over the last decade. However, this trend is not happening for traditionally underserved groups of students such as African Americans, Hispanics, and students from low socioeconomic backgrounds. These minority groups are underrepresented in AP classes, while Asian and White students are overrepresented. This trend is alarming because there are qualified minority students...
Show moreThe number of students enrolling in Advanced Placement (AP) classes has been increasing in Florida and across the nation over the last decade. However, this trend is not happening for traditionally underserved groups of students such as African Americans, Hispanics, and students from low socioeconomic backgrounds. These minority groups are underrepresented in AP classes, while Asian and White students are overrepresented. This trend is alarming because there are qualified minority students who have a great chance of being successful in AP classes according to AP Potential(TM) data. For some reason though, these qualified minority and low income students are nevertheless not enrolling in AP classes. The purpose of this research was to investigate whether or not the extension of inviting messages to enroll in AP courses was dependent upon students' ethnic and/or socioeconomic background. A mixture of quantitative and qualitative research methods were employed to examine how the role of invitational theory affects minority student enrollment in AP classes. Mean scale scores from a survey were used to measure student attitudes about how welcoming and inviting schools were when it came to student recruitment into AP classes. T-tests and an analysis of variance were used to determine if there were differences in attitudes among students currently enrolled in AP classes, students of various economic means, and students of various ethnicities. Results from this study found that students already in AP classes felt very invited to challenge themselves in AP classes by teachers, administrators, parents, and peers. Richer students, Whites, and Asians also felt more invited to join AP classes than did poorer, African American, and Hispanic students, though these results were not statistically significant. To increase enrollment in AP classes, the overwhelming response from students was that schools should advertise the pros and cons of taking an AP class. Future research should examine students' perspectives regarding inviting school cultures in regions outside of the southeastern United States. Researchers should also focus on students in urban high schools as previous research has only examined student attitudes in rural and suburban high schools. Finally, future research should examine inviting school cultures from other stakeholders' perspectives such as parents and teachers.
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Date Issued: 2014
Identifier: CFE0005529, ucf:50329
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005529

Title: A CONTACT ANALYSIS OF CALDECOTT MEDAL AND HONOR BOOKS FROM 2001-2011: EXAMINING GENDER ISSUES AND EQUITY IN 21ST CENTURY CHILDREN'S PICTURE BOOKS.
Creator: Yello, Nicole, Hoffman, Ph.D., Elizabeth S., University of Central Florida
Abstract / Description: An abundance of research has been conducted about the importance of including books and literature as part of a young child's developmental process. Much of this research suggests that picture books are vital to a young child's healthy development and "are important influences that shape us by reflecting the politics and values of our society". This study was completed to analyze character roles and gender representation of male and female characters exclusively in children's picture books....
Show moreAn abundance of research has been conducted about the importance of including books and literature as part of a young child's developmental process. Much of this research suggests that picture books are vital to a young child's healthy development and "are important influences that shape us by reflecting the politics and values of our society". This study was completed to analyze character roles and gender representation of male and female characters exclusively in children's picture books. The entire population of Caldecott Award and Honor Medal books published between 2001 and 2011 was utilized for a frequency analysis. Each Caldecott Award and Honor Medal book meeting this study's criteria was examined, read and analyzed. Books included only works of fiction and were delimited to exclude biographies, autobiographies, informational books, concept books and poetry. A total of 24 books were used in the data analysis. This research attempted to answer the following question: Are males and females equitably represented in recently published children's literature? From a content-analysis approach, within a historical perspective, this research aimed at examining if gender bias still dominates the literature, and if so, to what extent. The intellectual interest of this project is in discovering male and female presence and imagery in children's picture books.
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Date Issued: 2012
Identifier: CFH0004186, ucf:44840
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004186

Title: Social Disorganization and Florida Public High School Academic Performance.
Creator: Kanaan, David, Wan, Thomas, Wolf, Ross, Stevenson, Robyne, Mitchell, David, University of Central Florida
Abstract / Description: Failing public high schools are a perpetual limitation to community sustainability. Conversely, economically disadvantaged communities more often produce schools with reduced academic performance. Unfortunately, comprehensive community-based remedies are generally outside the scope of a school district's control. Social disorganization theory attributes variations in crime and delinquency to a breakdown in communal structure and relationships. Applied in a similar manner, social...
Show moreFailing public high schools are a perpetual limitation to community sustainability. Conversely, economically disadvantaged communities more often produce schools with reduced academic performance. Unfortunately, comprehensive community-based remedies are generally outside the scope of a school district's control. Social disorganization theory attributes variations in crime and delinquency to a breakdown in communal structure and relationships. Applied in a similar manner, social disorganization has also been associated with lower student achievement.This research examined how social disorganization is associated with Florida public high school academic performance in a two phase analysis at the community and school district levels. In addition, the research tested a potential moderating effect of receiving the Five Star School Award, recognizing family and community involvement, and Florida public high school academic performance with social disorganization factors simultaneously considered. In the first phase, the study used a cross-sectional, non-experimental design analyzing secondary data by structural equation modeling (SEM) at the community-level. For the second phase, the study used a cross-sectional, non-experimental design analyzing aggregated secondary data in multiple linear regressions assessing statistically significant associations between social disorganization predictors and school academic performance variables at the school district-level. SEM analysis found a statistically significant and large negative association between the social disorganization factors residential mobility, single-parent households, socio-economic status and percentage of divorced or separated persons, and Florida public high school academic performance at the community-level. Also at the community-level, results showed that receiving the Five Star School award for satisfying family and community involvement criteria had a statistically significant but small positive association with Florida public high school performance when social disorganization factors were simultaneously considered. At the district or county level, multiple regression analyses found relevant negative associations between social disorganization predictors low median income and ethnic heterogeneity and school district average FCAT scores and Adequate Yearly Progress (AYP) percentages. The study results reinforce existing neighborhood deprivation and social disorganization literature and articulate the need for a community-based approach to improve high school academic performance. Finally, the research suggests prominent education policy reforms may exacerbate social disorganization in communities and proposes alternative policy implementations.
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Date Issued: 2016
Identifier: CFE0006335, ucf:51548
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006335

Title: INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM.
Creator: Klug, Amelia, Bryer, Thomas, University of Central Florida
Abstract / Description: Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational...
Show moreRegardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungary, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top-educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.
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Date Issued: 2014
Identifier: CFH0004691, ucf:45247
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004691

Title: Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings.
Creator: Slanda, Dena, Little, Mary, Martin, Suzanne, Pearl, Cynthia, Boote, David, University of Central Florida
Abstract / Description: This phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive settings to rethink their roles (McLeskey, Landers, Hoppey, (&) Williamson, 2011) and restructure their approach to providing specially-designed services. Further, these roles are dependent on those who interpret and implement policy and access to finite resources. This study used a phenomenological research method to examine the roles and responsibilities of special education teachers. Semi-structured interviews were conducted with seven participants (N = 7). A thematic analysis resulted in five overarching themes. The five themes included: (a) supporting students with disabilities within a support facilitation model; (b) role ambiguity of the special education teacher; (c) the lack of roles and responsibilities of the special education teacher within the MTSS framework; (d) the changing role of collaboration and communication; and (e) the challenges impacting the inclusion of students with disabilities in the general education setting. This study exposed the multiple facets of school and district policies that directly affected special educators' roles and responsibilities, as well as the emergence of a new role as a support facilitator.
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Date Issued: 2017
Identifier: CFE0006796, ucf:51821
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006796

Equity (3)	+ -
equity (3)	+ -
Access (2)	+ -
Advanced Placement (2)	+ -
Hispanic (2)	+ -

Open Enrollment (2)	+ -
equity and access to excellence (2)	+ -
gender equity (2)	+ -
2001 (1)	+ -
2003 (1)	+ -
2004 (1)	+ -
2005 (1)	+ -
2006 (1)	+ -
2007 (1)	+ -
2008 (1)	+ -
2009 (1)	+ -
2010 (1)	+ -
2011 (1)	+ -
202 (1)	+ -
A Chorus Line (1)	+ -
AP (1)	+ -
AP Potential (1)	+ -
Access to Sports (1)	+ -
Accommodations (1)	+ -
Accountability (1)	+ -
Actors' Equity Association (1)	+ -
African American (1)	+ -
Argentina (1)	+ -
Arrests (1)	+ -
Attrition (1)	+ -

ETD Collection (15)	+ -
Honors Collection (3)	+ -

University of Central Florida (18)	+ -
Doherty, Walter (4)	+ -
Taylor, Rosemarye (4)	+ -
Murray, Kenneth (3)	+ -
Hopp, Carolyn (2)	+ -

Wolf, Ross (2)	+ -
Aysun, Uluc (1)	+ -
Bai, Haiyan (1)	+ -
Baldwin, Lee (1)	+ -
Barreda Davila, Albert (1)	+ -
Beldona, Srikanth (1)	+ -
Biraimah, Karen (1)	+ -
Boote, David (1)	+ -
Bradshaw, Leigh (1)	+ -
Bryer, Thomas (1)	+ -
Coho, Amanda Dawn (1)	+ -
Fine, Terri (1)	+ -
Folger, Robert (1)	+ -
Gau, Jacinta (1)	+ -
Hara, Tadayuki (1)	+ -
Hardin, Mark (1)	+ -
Hoffman, Ph.D., Elizabeth S. (1)	+ -
Hutchinson, Cynthia (1)	+ -
ILIEV, RADOSLAV (1)	+ -
Johnson, Jerry (1)	+ -
Kanaan, David (1)	+ -
Kaplan, Jeffrey (1)	+ -
Kiel, Dwight (1)	+ -
Kinsey, Barbara (1)	+ -
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