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- Title
- AN INVESTIGATION INTO THE USE OF RETENTION AS AN INTERVENTION STRATEGY FOR STRUGGLING STUDENTS AS MEASURED BY STUDENT SUCCESS ON FCAT IN SEMINOLE COUNTY.
- Creator
-
Katz, Maria, Murray, Barbara, University of Central Florida
- Abstract / Description
-
Retention of students having academic difficulties continues to be a very popular intervention, even though many studies suggest that retention of students does not improve their academic success or their social and emotional attitude towards school. This study was based on an analysis of 10,875 Seminole County students that had been retained at least one time in their educational career. The study used 2006-2007 FCAT Reading and Math scores to determine the success of their retentions....
Show moreRetention of students having academic difficulties continues to be a very popular intervention, even though many studies suggest that retention of students does not improve their academic success or their social and emotional attitude towards school. This study was based on an analysis of 10,875 Seminole County students that had been retained at least one time in their educational career. The study used 2006-2007 FCAT Reading and Math scores to determine the success of their retentions. Students were grouped by the categories of gender, age, race, grade retained, ESE status, ELL status and SES and their success evaluated. The study supports the conclusions of the critics of retention and, based on trends found in the data, makes some recommendations that may improve the retention process. Specifically, the study recommends (a) for students in the high risk categories alternative interventions instead of or in addition to the retention whenever possible; (b) retention in the first grade rather than in kindergarten; (c) earlier ESE screening of students at risk for retention; (d)continued progress monitoring and intervention after the retention year; (e) continued on-level math instruction for students retained for poor reading achievement; and finally, (f) getting the parents of the retained students more involved in the process.
Show less - Date Issued
- 2008
- Identifier
- CFE0002017, ucf:47607
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002017
- Title
- AN INVESTIGATION INTO THE USE OF RETENTION AS AN INTERVENTION STRATEGY FOR STRUGGLING STUDENTS AS MEASURED BY STUDENT SUCCESS ON FCAT IN SEMINOLE COUNTY.
- Creator
-
Katz, Maria, Murray, Barbara, University of Central Florida
- Abstract / Description
-
Retention of students having academic difficulties continues to be a very popular intervention, even though many studies suggest that retention of students does not improve their academic success or their social and emotional attitude towards school. This study was based on an analysis of 10,875 Seminole County students that had been retained at least one time in their educational career. The study used 2006-2007 FCAT Reading and Math scores to determine the success of their retentions....
Show moreRetention of students having academic difficulties continues to be a very popular intervention, even though many studies suggest that retention of students does not improve their academic success or their social and emotional attitude towards school. This study was based on an analysis of 10,875 Seminole County students that had been retained at least one time in their educational career. The study used 2006-2007 FCAT Reading and Math scores to determine the success of their retentions. Students were grouped by the categories of gender, age, race, grade retained, ESE status, ELL status and SES and their success evaluated. The study supports the conclusions of the critics of retention and, based on trends found in the data, makes some recommendations that may improve the retention process. Specifically, the study recommends (a) for students in the high risk categories alternative interventions instead of or in addition to the retention whenever possible; (b) retention in the first grade rather than in kindergarten; (c) earlier ESE screening of students at risk for retention; (d)continued progress monitoring and intervention after the retention year; (e) continued on-level math instruction for students retained for poor reading achievement; and finally, (f) getting the parents of the retained students more involved in the process.
Show less - Date Issued
- 2008
- Identifier
- CFE0002199, ucf:52861
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002199
- Title
- TEACHER RETENTION IN BREVARD COUNTY, FLORIDA K-12 SCHOOLS.
- Creator
-
Winn, Kenneth, Pawlas, George, University of Central Florida
- Abstract / Description
-
This descriptive study was designed to determine the extent to which selected self-reported practical and professional factors of teaching influenced teacher job satisfaction and retention within the K-12 public education system. The population of the study was 1321 certified teachers from a large Central Florida school district. The researcher developed the survey instrument based on the constructs of teaching known for motivating teachers to remain within the public school setting (Brunetti...
Show moreThis descriptive study was designed to determine the extent to which selected self-reported practical and professional factors of teaching influenced teacher job satisfaction and retention within the K-12 public education system. The population of the study was 1321 certified teachers from a large Central Florida school district. The researcher developed the survey instrument based on the constructs of teaching known for motivating teachers to remain within the public school setting (Brunetti, 2001; Farkas, Johnson, & Folena, 2005). The researcher's survey was based on the studies of Perie (1997), Brunetti (2001), and Gary (2002). The researcher personally distributed 1321 surveys, respondent informed consent letters and instructions for completing the survey during faculty meetings in November and December 2005. Extra surveys were left at the schools for those who were unable to attend the faculty meetings. A total of 890 surveys were returned for a response rate of 67.4%. The percentage returned was 72.4% for elementary teachers, 58.7% for middle school teachers, and 68.9% for high school teachers. Teacher satisfaction and job retention were influenced by safe working conditions, a collaborative interaction among colleagues, and a supportive administration. Most of the teacher respondents indicated that it was not "very important" to be recognized for being a teacher nor was it "very important" to take on additional leadership roles and responsibilities. Instead, teachers indicated it was "very important" to be given the opportunities to help children develop their talents and skills.
Show less - Date Issued
- 2006
- Identifier
- CFE0001400, ucf:47071
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001400
- Title
- SELECTED SCHOOL CHARACTERISTICS AND THEIR RELATIONSHIPTO HIGH SCHOOL TEACHER RETENTION.
- Creator
-
Mohapatra, Jhunu, Pawlas, George, University of Central Florida
- Abstract / Description
-
ABSTRACT This study was conducted to examine the perceptions of Orange County high school teachers and administrators regarding selected school characteristics and their relationship to teacher retention. The study was based on another investigation conducted by the Charlotte Advocates of Education (2004) inquiring into the working conditions in schools and their impact on teacher retention. A total of 292 teachers with less than 4 years of experience and 14 administrators with more than 1...
Show moreABSTRACT This study was conducted to examine the perceptions of Orange County high school teachers and administrators regarding selected school characteristics and their relationship to teacher retention. The study was based on another investigation conducted by the Charlotte Advocates of Education (2004) inquiring into the working conditions in schools and their impact on teacher retention. A total of 292 teachers with less than 4 years of experience and 14 administrators with more than 1 year of experience responded to 25 survey items related to the 6 factors comprising positive school characteristics. Factors such as School Facility, Resources, and Professional Development contributed positively to the school characteristics, and Collegial Environment, New Teacher Support, and Teacher Empowerment factors were present to a lesser degree. Administrators perceived, to a greater extent than did teachers, the presence of the six factors. For the most part, the perceptions of teachers regarding the six factors did not differ significantly based on sex, age, education, and ethnicity. Some differences between ethnic groups concerning Professional Development and New Teacher Support factors and some differences between age groups for Collegial Environment and Professional Development factors were determined. The presence of Professional Development and New Teacher Support was a good indicator of teachers' intention to stay in the teaching profession. One fourth of respondents (54, 25%) indicated interest in long-term teaching careers, and almost half of those surveyed wished to conclude their teaching careers within 5 (54, 25%) or 10 (43, 20%) years.
Show less - Date Issued
- 2005
- Identifier
- CFE0000742, ucf:46571
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000742
- Title
- THE RELATIONSHIP BETWEEN MENTORING AND ELEMENTARY BEGINNING TEACHERS' INTENT TO STAY IN THE TEACHING FIELD.
- Creator
-
Partridge, Deborah, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
The purpose of this survey research study was to determine if a relationship existed between mentoring for beginning elementary teachers and teachers' intent to stay in the teaching field. The key attribute analyzed was the significance of having or not having a mentor. Teachers' perceptions regarding mentoring were analyzed and teacher opinions of the most important elements of a mentoring program were discussed. Results indicated there was not a statistical significance between...
Show moreThe purpose of this survey research study was to determine if a relationship existed between mentoring for beginning elementary teachers and teachers' intent to stay in the teaching field. The key attribute analyzed was the significance of having or not having a mentor. Teachers' perceptions regarding mentoring were analyzed and teacher opinions of the most important elements of a mentoring program were discussed. Results indicated there was not a statistical significance between mentoring and teachers' intent to stay in the teaching field. The qualitative portion of the survey revealed that beginning teachers felt availability, accessibility, and receptivity of the mentor were the three most important elements of a mentoring program. Data from the returned surveys were processed through SPSS Version 11 using a t-test and an analysis of variance (One-Way ANOVA). Based upon the findings, specific recommendations are made to administrators and district level personnel. This cross sectional study was based on theories surrounding effective mentoring practices and job satisfaction leading to employment retention. Dr. Jeffrey Scott created the survey instrument and piloted it in West Alabama in 2004 where it was approved for use. Dr. Scott approved innovations made to the survey instrument. The study was grounded in the theoretical framework of Maslow's Needs Hierarchy and Bandura's Social Cognitive Theory. A total of 71 elementary beginning teachers, out of a total of 135 (52.5%) from ten school sites in a community in Central Florida, completed and returned the anonymous questionnaire that was mailed to them. The ten school sites included both urban and non-urban student population classifications.
Show less - Date Issued
- 2007
- Identifier
- CFE0001747, ucf:47282
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001747
- Title
- DEVELOPMENT OF HYDRAULIC AND SOIL PROPERTIES FOR SOIL AMENDMENTS AND NATIVE SOILS FOR RETENTION PONDS IN MARION COUNTY, FLORIDA.
- Creator
-
Naujock, Lisa, Chopra, Manoj, University of Central Florida
- Abstract / Description
-
The vadose zone plays an important role in managing stormwater. Predicting the water balance and water movement is crucial in ground water remediation to keep water suitable for use. To aid in understanding soils ability to transmit and store water, soil and hydraulic properties were analyzed for soils in Marion County, Florida, and potential soil amendments. Soil and hydraulic properties were examined for two soil amendments and for the soils in Marion County, Florida, at the South Oak and...
Show moreThe vadose zone plays an important role in managing stormwater. Predicting the water balance and water movement is crucial in ground water remediation to keep water suitable for use. To aid in understanding soils ability to transmit and store water, soil and hydraulic properties were analyzed for soils in Marion County, Florida, and potential soil amendments. Soil and hydraulic properties were examined for two soil amendments and for the soils in Marion County, Florida, at the South Oak and the Hunter's Trace locations. The hydraulic properties measured were the soil moisture retention curve (SMRC) and saturated hydraulic conductivity (Ks). The soil properties measured were the particle-size distribution (PSD) and the specific gravity. From these, the bulk density and porosity were calculated. The SMRC corresponds to the water holding capacities, while the Ks corresponds to the soils ability to transmit water. Both are dependent on the soil properties. The SMRC for the soil amendments and native soils were developed in the laboratory using a Tempe Cell apparatus. In addition, the SMRC was measured in the field at the Hunter's Trace location with time domain reflectometry (TDR) and tensiometer equipment at three depths of 1-ft, 2-ft, and 3-ft over approximate a two month period. The SMRC obtained in the laboratory was compared to two analytical models, Brooks and Corey and van Genuchten, and to the field data. There is a strong correlation between the laboratory, analytical, and field SMRC for both South Oak and Hunter's Trace. In addition, there is a strong correlation between the laboratory SMRC and analytical models for the soil amendments. The Arya and Paris (AP) model, a pedotransfer function, was examined for its accuracy in predicting the SMRC for the soils at South Oak and Hunter's Trace, in addition to the soil amendments. Measuring the SMRC in the lab is a time consuming process; therefore, inferring the SMRC from textural and structural soil properties which are easier measured characteristics would be advantageous.
Show less - Date Issued
- 2008
- Identifier
- CFE0002410, ucf:47750
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002410
- Title
- THE EFFECTS OF PRIOR KNOWLEDGE ACTIVATION ON LEARNER RETENTION OF NEW CONCEPTS IN LEARNING OBJECTS.
- Creator
-
Henderson, Kelsey, Hirumi, Atsusi, University of Central Florida
- Abstract / Description
-
Establishing relationships between a learner's prior knowledge and any new concepts he or she will be expected to learn is an important instructional activity. Learning objects are often devoid of such activities in an attempt to maintain their conciseness and reusability in a variety of instructional contexts. The purpose of this study was to examine the efficacy of using questioning as a prior knowledge activation strategy in learning objects. Previous research on the use prior...
Show moreEstablishing relationships between a learner's prior knowledge and any new concepts he or she will be expected to learn is an important instructional activity. Learning objects are often devoid of such activities in an attempt to maintain their conciseness and reusability in a variety of instructional contexts. The purpose of this study was to examine the efficacy of using questioning as a prior knowledge activation strategy in learning objects. Previous research on the use prior knowledge activation strategies supports their effectiveness in helping to improve learner retention. Approaches such as questioning, advance organizers, and group discussions are examples of techniques used in previous studies. Participants enrolled in a Navy engineering curriculum were randomly assigned to two groups (experimental and comparison). The experimental group was exposed to a prior knowledge activation component at the start of session I, while the comparison group received no treatment. Participants in both groups were tested at three different times during the course of the study– the pretest, at the start of session 1, posttest I, at the conclusion of session1, and posttest II, during session 2. The findings indicate that the prior knowledge activation strategy did not result in statistically significant differences between the levels of retention gained by the experimental and comparison groups. Due to administrative constraints experienced during the course of the study, statistical power was not achieved due to an insufficiently sized sample. Potential limitations and implications for future research directions are described.
Show less - Date Issued
- 2007
- Identifier
- CFE0001739, ucf:47307
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001739
- Title
- NAVIGATION AIDS IN ROUTE TRAINING: INCREASE NAVIGATION SPEED, DECREASE ROUTE RETENTION?.
- Creator
-
Holmquist, John, Lee, Gene, University of Central Florida
- Abstract / Description
-
In the case of one car following another to a destination, it is very effective at getting the second vehicle to the destination quickly; however, the driver of the second car may not learn the route. Yet, for individuals, such as firefighters, law enforcement, and military personnel, it is imperative that a route be learned quickly and accurately and that an awareness of the situation is maintained while they traverse the given route. This leads to three questions, (a) will navigation aids...
Show moreIn the case of one car following another to a destination, it is very effective at getting the second vehicle to the destination quickly; however, the driver of the second car may not learn the route. Yet, for individuals, such as firefighters, law enforcement, and military personnel, it is imperative that a route be learned quickly and accurately and that an awareness of the situation is maintained while they traverse the given route. This leads to three questions, (a) will navigation aids affect initial route navigation; (b) will navigation aids affect retention; and (c) will navigation aids affect situation awareness while en route? The hypotheses of this study were that navigation aids would significantly increase the speed at which a person can initially navigate a route, but the use of the aids would significantly decrease the retention of the route navigated. The findings of this study support the hypotheses. The results suggest that participants that followed a confederate and participants that were given verbal directions were quicker and made fewer errors than participants that reviewed a map or initially figured the route out on their own (control group). The study also showed that as the participants navigated the route for a second time with no navigational assistance, the ones that reviewed a map or that were in the control group outperformed participants that initially had a confederate to follow or were given verbal directions their first time through. Finally, no real effects were found on the participants' situation awareness during the retention portion of the study.
Show less - Date Issued
- 2005
- Identifier
- CFE0000520, ucf:46453
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000520
- Title
- EXPLORING THE RELATIONSHIP BETWEEN MUSIC PARTICIPATION ON MATH SCORES AND HIGH SCHOOL RETENTION.
- Creator
-
Halperin, Marin, Goodman, Constance, University of Central Florida
- Abstract / Description
-
"If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music... I get most joy in life out of music." -Albert Einstein In the spirit of recent legislation, educational leaders are in search of ways to ensure a quality education for all students in America, vowing to leave no child behind. Unfortunate-ly, most of the rhetoric surrounding quality in education fails to acknowledge the impact of the arts in...
Show more"If I were not a physicist, I would probably be a musician. I often think in music. I live my daydreams in music. I see my life in terms of music... I get most joy in life out of music." -Albert Einstein In the spirit of recent legislation, educational leaders are in search of ways to ensure a quality education for all students in America, vowing to leave no child behind. Unfortunate-ly, most of the rhetoric surrounding quality in education fails to acknowledge the impact of the arts in standards-based reform initiatives. In fact, some school districts have discussed cutting the arts entirely from the curriculum. The purpose of this study is threefold: (1) to ex-amine the impact of music education on high school students' achievement in mathematics, and (2) to examine the relationship between schools with music programs and their gradua-tion rates, (3) to explore the personal impact of music participation through auto-ethnographic study. The results of this study revealed that participation in a music program can have a positive impact on mathematics retention of high school students. This study revealed information about the need for student participation in order to make a clear determination. However, the auto-ethnography shows a clear example of the impact music can have on student academic success.
Show less - Date Issued
- 2011
- Identifier
- CFH0004111, ucf:44869
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004111
- Title
- A MATTER OF RETENTION: THE ESSENTIAL PIECES OF COMPREHENSIVE INDUCTION AS SEEN THROUGH THE EYES OF NOVICE URBAN ELEMENTARY SCHOOL TEACHERS.
- Creator
-
Hixenbaugh-Dwenger, Kelly, Killingsworth Roberts, Sherron, University of Central Florida
- Abstract / Description
-
A substantial amount of research exists and was reviewed on why teachers leave the teaching profession and/or why they leave one school to teach at another school. Significantly less research exists on why teachers remain in an urban school and what they view as being the essential pieces of teacher induction. The purpose of this study was to contribute to the body of knowledge by identifying the key pieces of induction that influence teachers, with three or less years of experience in an...
Show moreA substantial amount of research exists and was reviewed on why teachers leave the teaching profession and/or why they leave one school to teach at another school. Significantly less research exists on why teachers remain in an urban school and what they view as being the essential pieces of teacher induction. The purpose of this study was to contribute to the body of knowledge by identifying the key pieces of induction that influence teachers, with three or less years of experience in an urban school, to remain teachers in their school. A case study design was utilized in this research in order to gain an in-depth understanding of what these teachers view as being the essential pieces of induction. In response to the larger problem stated here, I have organized my dissertation around three separate, but related manuscripts: 1. The first manuscript is a literature review on the essential pieces of comprehensive induction focusing on urban settings and the role that administrators play in novice urban teacher retention. The essential pieces of induction were identified through the literature as being effective administration, mentoring, formative evaluation, empowerment, and professional development. 2. The second manuscript is an exploration into the need for school-university partnerships through the results of a questionnaire on a one time professional development held at the university. The questionnaire results demonstrated the novice urban teachers' beliefs that professional development positively impacted their instructional practices, yet did not report that professional development would have a positive influence on their students' standardized test scores. 3. The third manuscript is a case study of Brookstay Elementary, an urban school successfully retaining novice urban teachers. This case study gives specific examples of how the essential pieces of comprehensive induction are seen through the eyes of novice urban teachers as well as provides evidence for the importance of building a positive school culture in order to retain novice urban teachers.
Show less - Date Issued
- 2008
- Identifier
- CFE0002290, ucf:47860
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002290
- Title
- The Microbial Biochemical Potential of Two Detention-Retention Marshes in the Kissimmee River Valley Watershed.
- Creator
-
Winkelmann, Douglas A., ,, Natural Sciences
- Abstract / Description
-
University of Central Florida College of Natural Sciences Thesis; One of the major programs to abate the deterioration of water quality in the Lake Okeechobee watershed was the addition of detention-retention facilities. The microbial biochemical potential of two different detention-retention marshes in the Kissimmee River Valley were examined to determine their effectiveness to improve water quality. The kinetics of decomposition and nutrient mineralization and assimilation, as mediated by...
Show moreUniversity of Central Florida College of Natural Sciences Thesis; One of the major programs to abate the deterioration of water quality in the Lake Okeechobee watershed was the addition of detention-retention facilities. The microbial biochemical potential of two different detention-retention marshes in the Kissimmee River Valley were examined to determine their effectiveness to improve water quality. The kinetics of decomposition and nutrient mineralization and assimilation, as mediated by microorganisms, and the enumeration of microorganisms capable of utilizing various substrates were studied. Various communities within each marsh were studied during a 2-year period. The decomposition rates of 3 plant substrates were determined. Chitin was used as a standard for organic decomposition. Chitin had significantly higher (p [less than] 0.05) rates of decomposition than the plant material in all sites at both marshes. Chitin decomposition rates were significantly different (p[less than]0.05) between sites. Significant differences (p[less than]0.05) in rates of decomposition were also found between the 3 plant substrates. the difference in decomposition rates for the 3 plant substrates existed within sites, as well as between sites. The number of microorganisms and the mineralization and assimilation rates were significantly different (p[less than]0.05) between the detention-retention marshes. Significant differences (p[less than]0.05) in numbers of microorganisms and rates were also found between sites within each marsh. The variation in detrital processing demonstrated that site-specific dynamics occurred in the detention-retention marshes. Higher decomposition rates were associated with sediment sites containing organic matter with either a continuous, shallow flow of water or alternate wet/dry periods. Decomposition rates were lowest at sites containing sandy sediments, and dry soil sites without a flow of water. Higher aerobic and anaerobic bacterial activity was also associated with sediment sites containing organic matter with either a continuous, shallow flow of water at alternate wet/dry periods. Higher fungal activity was associated with alternate wet/dry sediment sites, but only during dry periods. Microbial activity was lowest at sites containing sandy sediments and in water columns.
Show less - Date Issued
- 1981
- Identifier
- CFR0008161, ucf:53068
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0008161
- Title
- An investigation into the use of grade retention as an intervention strategy in Volusia County, Florida.
- Creator
-
Porter, Wesley, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Baldwin, Lee, Lindsley, Boyd, University of Central Florida
- Abstract / Description
-
This study was conducted to analyze the performance of 1,493 students in Volusia County from 2003 to 2010, comparing ethnic and socio-economic groups, who had been retained a minimum of one time while enrolled from third grade through 10th grade. This study utilized the Florida Comprehensive Assessment Test (FCAT) Reading and Mathematic Developmental Test Scale Scores to evaluate student improvement. The groups compared in this study include Black, White and Hispanic students. Higher and...
Show moreThis study was conducted to analyze the performance of 1,493 students in Volusia County from 2003 to 2010, comparing ethnic and socio-economic groups, who had been retained a minimum of one time while enrolled from third grade through 10th grade. This study utilized the Florida Comprehensive Assessment Test (FCAT) Reading and Mathematic Developmental Test Scale Scores to evaluate student improvement. The groups compared in this study include Black, White and Hispanic students. Higher and lower socio-economic (SES) rates of retention were investigated for the entire population of retained students in Volusia County from 2003-2010. The groups were compared to see if there was a significant difference between each group being retained once, twice, or three or more times.
Show less - Date Issued
- 2016
- Identifier
- CFE0006377, ucf:51500
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006377
- Title
- Second-Year to Third-Year in College: Identifying Factors in the Decision 'Not to Return'.
- Creator
-
Viau, Paul, Cintron Delgado, Rosa, Owens, J. Thomas, Haciomeroglu, Erhan, Griffiths, Barry, Ehasz, Maribeth, University of Central Florida
- Abstract / Description
-
The purpose of this research was to determine if there are characteristics that can be identified as predictors in an undergraduate's second year of college that may forecast the possibility of students' attrition prior to their third year. This current research was based on the literature that identified the following variables as impacting issues of retention and attrition between the second and third years in college: Term of admission offer, type of admission offer (Roth-Francis, 2013),...
Show moreThe purpose of this research was to determine if there are characteristics that can be identified as predictors in an undergraduate's second year of college that may forecast the possibility of students' attrition prior to their third year. This current research was based on the literature that identified the following variables as impacting issues of retention and attrition between the second and third years in college: Term of admission offer, type of admission offer (Roth-Francis, 2013), home mailing address (Tierney, 2000), gender and age (Schaller, 2010), college enrolled in and major (Graunke (&) Woosley, 2005; Pascarella (&) Terenzini, 2005), ethnicity (Miller (&) Herreid, 2009; Sciarra (&) Whitson, 2007), first generation status (Paulsen (&) St. John, 2002), hours completed (Pattengale, 2000), overall grade point average and university grade point average (Gohn, Swartz, (&) Donnelly, 2001; Pascarella (&) Terenzini, 2005), residency status (Paulsen (&) St. John, 2002), and ACT score and SAT score (Miller (&) Herreid, 2009). The cohorts examined consisted of students who began their freshman collegiate careers in the Summer or Fall terms from 2009 to 2013, and had completed two years at a university located in a southeastern state. When merged, there were 26,957 rows of data collected.The results of the Multicollinearity and Path Analysis indicated, among other things, three attrition areas at the end of the second year. These variables included university GPA, hours completed, and major. Regarding recommendations, it was suggested to build a second-year advising, mentoring, and faculty/professional staff outreach infrastructure to increase the retention rates of second-year students who may be at-risk of attrition.
Show less - Date Issued
- 2016
- Identifier
- CFE0006411, ucf:51471
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006411
- Title
- New Student Orientation and First Year Retention Rate of Associate Degree Nursing Students.
- Creator
-
Yanni, Molly, Cintron Delgado, Rosa, Owens, J. Thomas, Olan, Elsie, Morgan, Mark, Penfold Navarro, Catherine, University of Central Florida
- Abstract / Description
-
This study was conducted to explore the relationship between a program-specific orientation program for associate degree nursing students and first semester course grades, retention, and persistence to graduation. Previous research of orientation programs for associate degree nursing students has proved inconclusive in promoting student success. A significant difference was identified in first semester course grades between the orientation and no orientation groups, with the orientation group...
Show moreThis study was conducted to explore the relationship between a program-specific orientation program for associate degree nursing students and first semester course grades, retention, and persistence to graduation. Previous research of orientation programs for associate degree nursing students has proved inconclusive in promoting student success. A significant difference was identified in first semester course grades between the orientation and no orientation groups, with the orientation group having an average lower course grade. The potential for confounding variables was discussed. There were no significant differences found in the relationship between orientation participation and first-year retention rates or orientation participation and persistence to graduation. Data analysis also determined that student age did not influence the prediction of first-year retention rates for students who did or did not participate in the orientation program. The results of this study suggest that there is no relationship between a program-specific orientation program for associate degree nursing students and their first-year retention and persistence rates.
Show less - Date Issued
- 2016
- Identifier
- CFE0006201, ucf:51107
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006201
- Title
- Puerto Rican Women in Pursuit of the Ph.D.: A Qualitative Analysis of Persistence.
- Creator
-
Morales, Cyndia, Cintron Delgado, Rosa, Owens, James, Laureano Fuentes, Gloria, Rivera, Fernando, University of Central Florida
- Abstract / Description
-
This study explores the phenomenon of Puerto Rican women who have achieved a Ph.D. degree. The researcher utilized a qualitative research methodology to investigate the social aspects that influenced Puerto Rican women to persist in their doctoral programs. Due to the national pool of potential participants, interviews were conducted with Puerto Rican women using video chat software. The researcher utilizes 5 tenets of Critical Race Theory (CRT) as the framework for this study, in an effort...
Show moreThis study explores the phenomenon of Puerto Rican women who have achieved a Ph.D. degree. The researcher utilized a qualitative research methodology to investigate the social aspects that influenced Puerto Rican women to persist in their doctoral programs. Due to the national pool of potential participants, interviews were conducted with Puerto Rican women using video chat software. The researcher utilizes 5 tenets of Critical Race Theory (CRT) as the framework for this study, in an effort to address the varying aspects that contribute to the persistence of Puerto Rican women in graduate study, despite the challenges often cited in the literature as deterrents to academic achievement. The participants' experiences are examined on an individual, interactional, and institutional level, in order to gain insight into their persistence. This study captures the stories of Puerto Rican women raised in the mainland U.S. as well as those raised on the island itself. Ultimately, this study addresses two main gaps in the literature: (1) research is lacking on Latinas who are successful in higher education, and (2) traditional research tends to describe Latino/a academic achievement as a collective, with little attention given to the cultural distinctions of Latino subgroups in their educational trajectories.
Show less - Date Issued
- 2013
- Identifier
- CFE0004725, ucf:49828
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004725
- Title
- A Case Study of High School Teacher Induction Programs in One Urban Florida School District.
- Creator
-
Bray, Tayler, Taylor, Rosemarye, Ceballos, Marjorie, Baldwin, Lee, Swan, Bonnie, University of Central Florida
- Abstract / Description
-
The purpose of this mixed-method study was to investigate high school teacher induction programs in one large urban Florida school district according to criteria identified in the literature, referred to as constructs in the study. In addition, this study sought to determine the relationship, if any, between school-based teacher induction programs and retention rates of first-year high school teachers. Using a triangulation approach, qualitative data were collected through a document analysis...
Show moreThe purpose of this mixed-method study was to investigate high school teacher induction programs in one large urban Florida school district according to criteria identified in the literature, referred to as constructs in the study. In addition, this study sought to determine the relationship, if any, between school-based teacher induction programs and retention rates of first-year high school teachers. Using a triangulation approach, qualitative data were collected through a document analysis of individual high school faculty handbooks and online platforms, and by conducting interviews with the high school induction program designees. Grounded theory and the constant comparative method were utilized to code and further analyze data. Evidence of induction program constructs was recorded and scored using the High School Teacher Induction Matrix. Analysis of quantitative data utilized Pearson's r Correlation and an independent samples t-test. Findings, generated from seven high school induction program designees (N = 7) demonstrated varied implementation of induction program practices across the participant schools. The presence of research-based induction program constructs in high school induction programs did not exceed the 60% threshold. Additionally, qualitative findings demonstrated high school induction coordinators establish program practices and guidelines differently across the high schools. While the majority of high school induction program coordinators in this study received support from their school or the school district, other induction coordinators were left on their own. Statistical analysis revealed no statistical significance between participation in high school teacher induction programs and first-year high school teacher retention. Furthermore, inferential statistics discovered no statistically significant difference in the relationship of first-year high school teacher retention and certification type. However, due to a small n, the results of the study were limited to this context and not generalizable. The conclusions and recommendations of this study can support school district leaders and high school administrators in determining the practices, guidelines, and implementation related to teacher induction programs that are consistent with retaining first-year teachers.
Show less - Date Issued
- 2019
- Identifier
- CFE0007605, ucf:52553
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007605
- Title
- STUDENT RETENTION IN FLORIDA COMMUNITY COLLEGES:CCSSE'S RETENTION INDEX AND FLORIDA ACCOUNTABILITY MEASURES.
- Creator
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ROMAN, Marcia, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
Student retention has become a serious topic in the past several decades (Wild and Ebbers, 2002). Problematic, however, is how retention is defined and measured, as well as a lack of multi-institutional studies that support a theoretical model for improving student retention, particularly in community colleges (Bailey & Alfonso, 2005). The Community College Survey of Student Engagement (CCSSE) was launched in 2001. Based on extensive research that pertains to student learning and persistence,...
Show moreStudent retention has become a serious topic in the past several decades (Wild and Ebbers, 2002). Problematic, however, is how retention is defined and measured, as well as a lack of multi-institutional studies that support a theoretical model for improving student retention, particularly in community colleges (Bailey & Alfonso, 2005). The Community College Survey of Student Engagement (CCSSE) was launched in 2001. Based on extensive research that pertains to student learning and persistence, CCSSE defined five benchmarks of educational practice. Three of the benchmarks comprise the Retention Index. CCSSE has encouraged additional studies to further validate the relatively new survey instrument. Florida's legislature has a keen interest in the performance of educational institutions which are mandated by statute to participate in system-wide data collection from which accountability measures are drawn, including institutional retention rates. Using institutional level data in simple and multiple linear regressions, this study examined the relationship between the Florida Community Colleges' CCSSE Retention Indices and their retention rate(s) measured by the Florida Accountability Measure. Student level data was also analyzed using a Nested ANOVA to examine mean differences in CCSSE Retention Index scores of students from different racial and gender groups when accounting for the possible influence of institution attended.
Show less - Date Issued
- 2006
- Identifier
- CFE0001355, ucf:47006
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001355
- Title
- TEACHER ATTRITION AND RETENTION IN EXCEPTIONAL STUDENT EDUCATION: AN EVALUATION OF THE SKILLS, TIPS, AND ROUTINES FOR TEACHER SUCCESS (STARTS) INITIATIVE OF VOLUSIA COUNTY, FLORIDA SCHOOLS.
- Creator
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Speidel, Mary, Magann, Douglas, University of Central Florida
- Abstract / Description
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Teacher attrition affects the quality of services for students in K-12 education and poses an ongoing challenge for educational leaders, especially in the area of special education. Special educators leave the profession at higher rates than general educators. As a growing state, Florida has identified special education as a critical teacher shortage area. This study evaluated the Skills, Tips, and Routines for Teacher Success (STARTS) initiative of Volusia County Schools, a large district in...
Show moreTeacher attrition affects the quality of services for students in K-12 education and poses an ongoing challenge for educational leaders, especially in the area of special education. Special educators leave the profession at higher rates than general educators. As a growing state, Florida has identified special education as a critical teacher shortage area. This study evaluated the Skills, Tips, and Routines for Teacher Success (STARTS) initiative of Volusia County Schools, a large district in east central Florida. Implemented in 2001 for new ESE teachers, STARTS offered four days of training in policies and procedures, curriculum, and classroom management. Research questions addressed whether STARTS influenced retention of new ESE teachers. Because the literature cited age, ethnicity, special education program area, and grade level assignment as factors in attrition, these were assessed as well. Incorporating employment histories from school year (SY) 1998-1999 through SY 2003-2004, the study evaluated 771 new ESE teachers. Of these, 422 teachers did not participate in STARTS; 349 teachers participated in STARTS. The study reported whether they returned the following year to an ESE position, a general education position, or exited the school system. Contingency table analysis with crosstabulation was used to evaluate statistical relationships among variables. Effect size was assessed with Cramer's V and the contingency coefficient. All analyses were conducted with an alpha of .05. A significant difference existed between the retention rates of new ESE teachers hired before STARTS and during STARTS. In 2000-2001, the school year preceding STARTS, 54.3% of new ESE teachers returned to an ESE position whereas in the first year of STARTS, 71.1% of new ESE teachers returned to an ESE position, an increase of 51%. By SY 2003-2004, 89.7% of new ESE teachers returned to an ESE position, an increase of 65% from the SY 2000-2001 baseline.
Show less - Date Issued
- 2005
- Identifier
- CFE0000412, ucf:46409
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000412
- Title
- FACTORS ASSOCIATED WITH RETENTION RATES IN CAREER AND TECHNICAL EDUCATION TEACHER PREPARATION WEB-BASED COURSES.
- Creator
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Whiteman, Jo Ann, Hudson, Larry, University of Central Florida
- Abstract / Description
-
There is a recognized state and national shortage of Career and Technical (CTE) teachers; in certain school districts or by subject area, it is defined as a "Critical Shortage". At the same time, both statewide and nationally, the number of teacher preparation programs for Career and Technical Education (CTE) teachers has decreased. To alleviate the shortage and increase access many Career and Technical Education (CTE) teacher preparation programs use the web. This study examined retention...
Show moreThere is a recognized state and national shortage of Career and Technical (CTE) teachers; in certain school districts or by subject area, it is defined as a "Critical Shortage". At the same time, both statewide and nationally, the number of teacher preparation programs for Career and Technical Education (CTE) teachers has decreased. To alleviate the shortage and increase access many Career and Technical Education (CTE) teacher preparation programs use the web. This study examined retention rates in courses from Fall 1997 through Fall 2003 within web-based courses in a CTE teacher preparation program at the University of Central Florida to identify factors associated with student retention. Three research questions emerged from the primary question: Are there factors associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? (a) Is gender associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? (b) Is ethnicity associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? and (c) Is age associated with retention rates in web-based Career and Technical Education (CTE) teacher preparation courses? Enrollees were non-admitted students seeking initial Career and Technical Education (CTE) school district certification as well as admitted students seeking state certification and/or a Bachelors degree. Of the 2371 enrollees in eleven (11) web-based courses during 74 course offerings from Fall 1997 through Fall 2003in a Career and Technical Education (CTE) teacher preparation program at the University of Central Florida, a large metropolitan public university, 92.1% were retained. Three demographic variables, gender, ethnicity and age were compared, to evaluate retention. The categorical data were analyzed using Chi Square Test of Independence.
Show less - Date Issued
- 2004
- Identifier
- CFE0000210, ucf:46277
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000210
- Title
- RETAINING QUALIFIED TEACHERS THROUGH SCHOOL-BASED INDUCTION: A STUDY OF ELEMENTARY SCHOOLS IN TWO PUBLIC SCHOOL DISTRICTS IN FLORIDA.
- Creator
-
Handley, Junella, Pawlas, George, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine teacher induction strategies and effectiveness at the school level, specifically focusing on how the principal designed and implemented induction activities. It also investigated if the following factors influenced teacher retention: (a) number of instructional staff members, (b) number of first-year teachers, (c) number of second-year teachers, (d) number of third-year teachers, (e) principal's gender, (f) principal's age, (g) principal's...
Show moreThe purpose of this study was to examine teacher induction strategies and effectiveness at the school level, specifically focusing on how the principal designed and implemented induction activities. It also investigated if the following factors influenced teacher retention: (a) number of instructional staff members, (b) number of first-year teachers, (c) number of second-year teachers, (d) number of third-year teachers, (e) principal's gender, (f) principal's age, (g) principal's highest degree earned, (h) principal's total years in education, (i) principal's years in an instructional position, (j) principal's administrative experience, (k) year the school opened, (l) student enrollment, and (m) free and reduced lunch percentages. Common patterns and trends in the data were analyzed to reveal differences between schools with high teacher retention and schools with low teacher retention. All principals of elementary schools in Hillsborough County Public Schools, Florida and Orange County Public Schools, Florida were invited to participate in the study. Data were collected through a researcher created, 32-question, online questionnaire. Both quantitative and qualitative data were gathered. A total of 147 principals completed the survey. Descriptive statistics were used to report the findings and recommend various areas in need of further study. Analyses of these data found that induction activities that were cited in literature as important were being implemented in schools. These induction activities, organized from most implemented to least implemented, were: (a) formal observation by the principal, (b) mentoring, (c) offer school-level professional development, (d) provide an open door policy, (e) visit classrooms of new teachers often, (f) final (end of year) assessment conferences, (g) provide common planning time for grade levels, (h) encourage district level professional development, (i) give time to observe veteran teachers, (j) involve new teachers in decision making, (k) mid-year assessment conference, (l) provide positive feedback for effective practice, (m) preliminary assessment conference, (n) team building activities, (o) allow new teachers to teach same grade level for at least two consecutive years, (p) offer in-service targeting school policies and procedures, (q) reduce number of students with discipline issues when assigning students to new teachers, (r) provide common planning time with mentor, (s) implement professional reading book club (t) reduce workload of new teachers, and (u) certification exams study group. Data also revealed that schools with high teacher retention tended to be older schools, smaller schools, and schools with fewer percentages of students who received free and reduced lunch. When compared to principals in low retention schools, the principals in high retention schools tended to have more teaching experience, were assigned to their present school for several years, and were older. High retention schools showed significantly less teacher migration and attrition than low retention schools. Recommendations based on this study include investigating how school culture relates to teacher retention and examining teacher migration in more detail. Research is needed to determine how mobility of a school district, new construction, rezoning, allocation cuts, and the reappointment process for teachers affects teacher migration rates of schools. In addition, further study could be done to target specific induction components to determine how to make them effective at the school level. Mentoring, team-building activities, and scheduling are components of induction that need further study.
Show less - Date Issued
- 2007
- Identifier
- CFE0001725, ucf:47312
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001725
