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THE EFFECTS OF A RESPONSIBILITY-BASED CHARACTER EDUCATION PROGRAM ON MIDDLE SCHOOL ACADEMIC ACHIEVEMENT AND SCHOOL CLIMATE AT AN INTERNATIONAL SCHOOL IN EAST AFRICA
Title
THE EFFECTS OF A RESPONSIBILITY-BASED CHARACTER EDUCATION PROGRAM ON MIDDLE SCHOOL ACADEMIC ACHIEVEMENT AND SCHOOL CLIMATE AT AN INTERNATIONAL SCHOOL IN EAST AFRICA.
Creator
HOWARD, TERRY, ROBINSON, EDWARD, University of Central Florida
Abstract / Description
The purpose of this research was to determine the effectiveness of a character education program on middle school student academic performance, effort and attitude about their school located in an international setting. Middle school students at the participating international school were assigned to either an experimental or control group. Those students in the experimental group classes received a series of 12 lessons focusing on the character trait of responsibility. Those students in the...
Show moreThe purpose of this research was to determine the effectiveness of a character education program on middle school student academic performance, effort and attitude about their school located in an international setting. Middle school students at the participating international school were assigned to either an experimental or control group. Those students in the experimental group classes received a series of 12 lessons focusing on the character trait of responsibility. Those students in the control group classes did not receive these lessons. Twelve responsibility-based lessons were presented to students in the experimental group. Student academic grades in six different academic subjects, effort scores in six different academic courses, and student attitude concerning school climate constituted the dependent variable. The literature review and the general results of this study indicate that there are many factors that may influence student academic performance, effort or attitude. Various character education programs which have been designed to be integrated into school curricula as part of pre-existing courses or as stand alone programs have had varying levels of success. There is limited quantitative data available to support the claims that many existing programs make related to their effectiveness. The data collected from this study were also inconclusive making it difficult to generalize the findings beyond the scope of this study. While certain middle school grade levels showed statistically significant improvement in some academic disciplines or effort improvement in some subjects it would not be appropriate to generalize the findings based on this investigation. Implications of this study and suggestions for future investigations are discussed.
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Date Issued
2005
Identifier
CFE0000620, ucf:46518
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000620
Development During Middle School: An Ecological-Transactional, Cross-Section Examination of Early Adjustment
Title
Development During Middle School: An Ecological-Transactional, Cross-Section Examination of Early Adjustment.
Creator
White, Rachel, Renk, Kimberly, Bedwell, Jeffrey, Sims, Valerie, University of Central Florida
Abstract / Description
This study utilized an ecological framework to investigate the types of variables that influence adolescent adjustment during middle school and how influences change or stay the same depending on grade level. A cross-sectional approach was taken in which students entering the beginning of their Sixth Grade year and students nearing the end of their Eighth Grade year were administered a comprehensive questionnaire including items about psychological adjustment, parenting characteristics,...
Show moreThis study utilized an ecological framework to investigate the types of variables that influence adolescent adjustment during middle school and how influences change or stay the same depending on grade level. A cross-sectional approach was taken in which students entering the beginning of their Sixth Grade year and students nearing the end of their Eighth Grade year were administered a comprehensive questionnaire including items about psychological adjustment, parenting characteristics, community support characteristics, ethnic identity, acculturation status, and socio-economic status. Findings suggest that Sixth and Eighth Graders' experience of emotional and behavioral problems is influenced differently. This is particularly salient as it pertains to parenting support and acculturation variables. Findings support the notion that individualized, multi-systemic style interventions are valuable even within the developmental period of adolescence as important changes in risk and protective factors are taking place as one moves from early- to mid-adolescence.
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Date Issued
2012
Identifier
CFE0004459, ucf:49347
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004459
EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS
Title
EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS.
Creator
Doran, James, Allen, Kay, University of Central Florida
Abstract / Description
The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8...
Show moreThe purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.
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Date Issued
2004
Identifier
CFE0000245, ucf:46244
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000245
An Analysis of School-District Level Policy and Guidelines Related to English Language Learners' Enrollment and Achievement in Advanced Courses
Title
An Analysis of School-District Level Policy and Guidelines Related to English Language Learners' Enrollment and Achievement in Advanced Courses.
Creator
Ceballos, Marjorie, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Nutta, Joyce, University of Central Florida
Abstract / Description
The purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school....
Show moreThe purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school. Existing research on ELs provides information on this group's academic achievement on national and state standardized measurements of achievement (Walqui (&) Pease-Alvarez, 2012) such as the National Assessment of Educational Progress, the Florida Comprehensive Assessment Test, and other state standardized assessments in the United States. However, there is an absence of research concerning this group's achievement in advanced courses at the middle school and high school levels. Moreover, there is also an absence of research on this group's achievement on college-level examinations (e.g., Advanced Placement and International Baccalaureate). This study contributed to the body of knowledge on the impact of educational policy, guidelines, and recommended practices on student acceleration, specifically the acceleration of ELs through their enrollment and achievement in advanced coursework at the middle school and high school level in the United States. The analysis of this group's enrollment and achievement consisted of (1) an examination of the group's enrollment from 2009-2014 in advanced coursework in grades 6-12, (2) an analysis of this group's achievement in advanced coursework from 2009-2014 in grades 6-12, and (3) an examination of school district policy via school district policy and guideline documents and school-based curriculum guides. Initial findings from the analysis completed point to an uneven EL course enrollment in advanced coursework in mathematics, English, science, and social studies across the 57 schools included within the study from 2009-2014. At the high school level, EL course enrollment in advanced coursework is small; the high school with the highest proportion of EL course enrollment had 9.7 percent EL course enrollment. Overall, EL course enrollment comprised 4.5 percent of advanced course enrollment in 19 high schools. At the middle school level, however, EL advanced course enrollment was proportionately larger; the middle school with the highest proportion of EL course enrollment had 25.3 percent EL advanced course enrollment. Overall, EL course enrollment comprised 7.0 percent of advanced coursework course enrollment in 38 middle schools. In terms of Advanced Placement (AP) and International Baccalaureate (IB) EL course enrollment, AP EL course enrollment was 3.0 percent from 2011-2014 and IB EL course enrollment was 0.2 percent from 2012-2014.EL achievement in advanced coursework as measured by final letter grade in advanced courses was high; EL high school achievement by final letter grade achievement of A, B, or C was 85 percent and EL middle school achievement by final letter grade of A, B, or C was 91 percent in advanced courses. In Advanced Placement exam scores, EL score of 3 or higher was 54 percent, while non-EL score of 3 or higher was 47 percent. In IB, EL score of 4 or higher was 71 percent, while non-EL score of 4 or higher was 81 percent. Analysis of school district policy and guideline documents and school curriculum guides emphasized the central role of the school district in ensuring that schools followed national and state laws applicable to ELs in the United States. The school district policy and guideline documents analyzed guaranteed ELs' equal access to academic programs within the school district but only made one specific reference to enrollment of ELs in advanced coursework in the form of Advanced Placement. School curriculum guides analyzed demonstrated elements of access to advanced coursework for ELs. The curriculum guides analyzed contained varying degrees of identified access elements, demonstrating schools' autonomy in determining the academic trajectories of their students within the parameters of applicable national and state laws.
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Date Issued
2016
Identifier
CFE0006279, ucf:51598
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006279
An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools
Title
An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools.
Creator
Doaks, Synthia, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Thedy, Elizabeth, University of Central Florida
Abstract / Description
The focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive...
Show moreThe focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) reading and their participation in high school advanced academic courses. The advanced academic choice programs selected for this study consisted of the four Florida articulated accelerated college credit seeking programs: Advanced Placement (AP), Dual-Enrollment (DE), International Baccalaureate(&)#174; (IB) Diploma Programme, and the Cambridge Advanced International Certificate of Education (AICE). The proportion comparison consisted of student membership data and eighth-grade FCAT scores from 2007-2008 and the student membership data and high school course load data from the 2008-2009, 2009-2010, 2010-2011, and 2011-2012 academic school years. Chi-square goodness-of-fit tests were run to analyze the proportions by race and gender of the sample groups and student membership populations. For each respective year involved in this study, there was a statistically significant difference in the race and gender proportions of the samples and the student membership populations.
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Date Issued
2014
Identifier
CFE0005325, ucf:50509
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005325
KING LEOPOLD II'S EXPLOITATION OF THE CONGO FROM 1885 TO 1908 AND ITS CONSEQUENCES
Title
KING LEOPOLD II'S EXPLOITATION OF THE CONGO FROM 1885 TO 1908 AND ITS CONSEQUENCES.
Creator
Johnson, Steven, Walker, Ezekiel, University of Central Florida
Abstract / Description
This thesis argues that King Leopold II, in his exploitation of the Congo, dealt the Congo a future of political, ethnic, and economic destabilization. At one time consisting of unified and advanced kingdoms, the Congo turned to one completely beleaguered by poverty and political oppression. Leopold acquired the Congo through unethical means and thus took the people's chances away at self-rule. He provided for no education or vocational training, which would stunt future Congolese leaders...
Show moreThis thesis argues that King Leopold II, in his exploitation of the Congo, dealt the Congo a future of political, ethnic, and economic destabilization. At one time consisting of unified and advanced kingdoms, the Congo turned to one completely beleaguered by poverty and political oppression. Leopold acquired the Congo through unethical means and thus took the people's chances away at self-rule. He provided for no education or vocational training, which would stunt future Congolese leaders from making sound economic and political policies. Leopold also exploited the Congo with the help of concession companies, both of which used forced labor to extract valuable resources. Millions of Congolese died and the Congo itself became indebted through Belgian loans that were given with no assurance they could ever truly be paid back due to the crippled economy of the Congo. With the Congo now in crippling debt, the current president, Joseph Kabila, has little incentive to invest in reforms or public infrastructure, which stunts economic growth. For over a century the Congo has been ruled by exploitative and authoritarian regimes due to Leopold's initial acquisition. The colonization from Leopold lasted from 1885-1908, and then he sold it to his home country of Belgium who ruled the Congo from 1908 to 1960. Belgium helped prop up a dictator named Joseph Mobutu or Mobutu Sese Seko who ruled from 1965 to 1997. Afterwards he was overthrown by the Kabila family who has continued the exploitative rule and has made no significant efforts at democratization or reforms. Thus the ethnic conflicts, political oppression and economic woes that the Congo is facing today are inevitably linked to its Leopoldian past.
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Date Issued
2014
Identifier
CFH0004661, ucf:45304
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004661