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WHAT IS THE RELATIONSHIP BETWEEN NATIONAL BOARD CERTIFICATION AND THE ACHIEVEMENT RESULTS OF THIRD GRADE STUDENTS IN A LOCAL CENTRAL FLORIDA SCHOOL DISTRICT?
Title
WHAT IS THE RELATIONSHIP BETWEEN NATIONAL BOARD CERTIFICATION AND THE ACHIEVEMENT RESULTS OF THIRD GRADE STUDENTS IN A LOCAL CENTRAL FLORIDA SCHOOL DISTRICT?.
Creator
Vitale, Thomas, Holt, Larry, University of Central Florida
Abstract / Description
There has been much excitement over the National Board of Professional Teaching Standards; especially with regard to improving student achievement. Are Nationally Board Certified Teachers (NBCT) performing better than their non board certified counterparts? Does achieving National Board Certification mean that a teacher is "highly qualified?" What are the tangible effects on the achievement levels of students of Nationally Board Certified teachers? Much research has been conducted in the past...
Show moreThere has been much excitement over the National Board of Professional Teaching Standards; especially with regard to improving student achievement. Are Nationally Board Certified Teachers (NBCT) performing better than their non board certified counterparts? Does achieving National Board Certification mean that a teacher is "highly qualified?" What are the tangible effects on the achievement levels of students of Nationally Board Certified teachers? Much research has been conducted in the past few years to try to answer these questions. Currently, the results of much of this research are ambiguous at best. Most studies report little in the way of significant impact on student achievement by NBCTs. However, many studies show teachers self-reporting a strong positive impact on their own teaching and their feelings of efficacy. The state of Florida and the federal government have spent hundreds of millions of dollars over the past decade in pursuit of expanding the NBPTS as a means of ensuring highly qualified teachers for every student. This study aims to discover whether or not there is any definitive association between teachers who attain the national certification and higher student achievement on standardized tests specifically the Florida Comprehensive Assessment Test (FCAT) in a local central Florida school district. The researcher attempted to determine if students assigned to classrooms of nationally board certified teachers outperformed students of comparable backgrounds that were assigned to classrooms of teachers that were not nationally certified. To accomplish this, the researcher looked at reading and math test scores of third grade students in nationally board certified teachers' classrooms and compared them with those of students assigned to non-nationally board certified teachers to determine if the gains made by one group were statistically significantly different from the other. Recommendations were made for further exploration of the link between NBCTs and student achievement.
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Date Issued
2008
Identifier
CFE0002078, ucf:47599
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002078
THE EFFECTS OF INTEGRATING TECHNOLOGYINTO AN 8TH GRADE SCIENCE CURRICULUM
Title
THE EFFECTS OF INTEGRATING TECHNOLOGYINTO AN 8TH GRADE SCIENCE CURRICULUM.
Creator
Brunton, Gregory, Jeanpierre, Bobby, University of Central Florida
Abstract / Description
The growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude...
Show moreThe growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude surveys, student and parent correspondence as it relates to the study such as parent notes and e-mails, and classroom observation notes. Several conclusions were made. The effects of technology on student performance as originally planned was inconclusive in this study. It was found that there was no correlation between typing assignments and student performance. Students felt that technology increased their academic performance. Students had positive attitude towards science class though the percentage decreased during the study. Students enjoyed using technology, saw it as a benefit, felt it helped them with publishing and improved their attitudes towards technology.
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Date Issued
2005
Identifier
CFE0000375, ucf:46338
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000375
AN ANALYSIS OF ACCREDITATION PROCESSES, QUALITY CONTROL CRITERIA, HISTORICAL EVENTS, AND STUDENT PERFORMANCE
Title
AN ANALYSIS OF ACCREDITATION PROCESSES, QUALITY CONTROL CRITERIA, HISTORICAL EVENTS, AND STUDENT PERFORMANCE.
Creator
Burris, Robert, Murray, Barbara, University of Central Florida
Abstract / Description
The purpose of this study was to determine to what extent student performance has been influenced by historical events, legislative mandates, and accreditation processes. This study consists of comparing the Southern Association of Colleges and Schools accreditation processes with those of the Association of Christian Schools International. In completing this qualitative study, the following procedures were implemented: Related research was used to provide a background of the role that...
Show moreThe purpose of this study was to determine to what extent student performance has been influenced by historical events, legislative mandates, and accreditation processes. This study consists of comparing the Southern Association of Colleges and Schools accreditation processes with those of the Association of Christian Schools International. In completing this qualitative study, the following procedures were implemented: Related research was used to provide a background of the role that historical events, legislation, and accreditation processes have on student performance; data were collected to establish time line shifts in an historical perspective. The data collected included assessment, accountability, high school drop out rates, high school graduation rates, academic readiness for higher education, standardized testing, grade inflation, acceleration of dual enrollment and advanced placement courses, and national SAT and ACT averages. Data were also collected from historical record of accreditation processes, which included standards, teacher certification requirements, committee responsibilities, visiting team responsibilities, and self-study materials. As a result of content analysis, the researcher decided to focus on three key areas that were integral to the study. The three categories identified in the review of literature were used to analyze the content of these events and processes. The categories were: (a) Student Performance, (b) Historical Events, and (c) SACS and ACSI Accreditation Processes. The following results were obtained from this research. Findings indicated that a criterion-based accreditation process potentially results in more consistent student performance outcomes than an open-ended process.
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Date Issued
2008
Identifier
CFE0002052, ucf:47569
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002052
An Examination of the relationship between Marzano's Causal Teacher Evaluation Model and student achievement at nine high schools in a large suburban school district in Central Florida
Title
An Examination of the relationship between Marzano's Causal Teacher Evaluation Model and student achievement at nine high schools in a large suburban school district in Central Florida.
Creator
Jacobson, Dana, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Bai, Haiyan, University of Central Florida
Abstract / Description
This study focused on the relationship between student achievement and teacher evaluation during the first year of implementation of the Marzano Causal Teacher Evaluation model in a large suburban school district in Central Florida. The population included high school level teachers and students. Teacher evaluation and performance data were collected and analyzed for relationships using Spearman Rho and Chi-Square Analysis. Variables reviewed included: (a) Marzano's Causal Teacher Evaluation...
Show moreThis study focused on the relationship between student achievement and teacher evaluation during the first year of implementation of the Marzano Causal Teacher Evaluation model in a large suburban school district in Central Florida. The population included high school level teachers and students. Teacher evaluation and performance data were collected and analyzed for relationships using Spearman Rho and Chi-Square Analysis. Variables reviewed included: (a) Marzano's Causal Teacher Evaluation Model iObservation(&)copy; protocol, (b) categorized teacher years of experience, (c) student growth scores based on a teacher's student success on statewide assessments as calculated using VAM or an administered pre- and posttest, (d) school reported teacher demographics on school improvement plans and (e) historical 9th- and 10th-grade student achievement data on FCAT 2.0 Reading and 9th- grade student achievement data on the Algebra 1 End-of-Course (EOC) Examinations.
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Date Issued
2013
Identifier
CFE0004868, ucf:49663
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004868
Neither Teacher nor Scholar: Identity and Agency in a Graduate Teacher's Life
Title
Neither Teacher nor Scholar: Identity and Agency in a Graduate Teacher's Life.
Creator
Pierson, Caitlin, Wheeler, Stephanie, Edwards, Dustin, Scott, Blake, University of Central Florida
Abstract / Description
This thesis examines how graduate student teachers (GTA's) employ agency in order to establish and perform professional identities. Understanding agency as interactional, performative, and acting in a way (")unintended by power(") (Butler, 1997, p. 15), this thesis examines the spatial practices and performances of a graduate student teacher through a mixed methods approach combining video recordings with autoethnography.This project begins by using Lefebvre's (1991) social imaginary to...
Show moreThis thesis examines how graduate student teachers (GTA's) employ agency in order to establish and perform professional identities. Understanding agency as interactional, performative, and acting in a way (")unintended by power(") (Butler, 1997, p. 15), this thesis examines the spatial practices and performances of a graduate student teacher through a mixed methods approach combining video recordings with autoethnography.This project begins by using Lefebvre's (1991) social imaginary to examine the potent arguments being made to and about GTA's from their shared office, using visual rhetorical analysis to examine how this space communicates ideas of identity and place that work at rhetorical purposes counter to the performances GTA's are employing within that space. Exploring how GTA's respond to the social imaginary within space, this thesis conducts an analysis of the tactics employed, using De Certeau (1984) as a framework. Graduate student teachers use spatial practices and performances to make do with the space and the power allotted to them; however, they employ key tactics such as altering body position and vocal tone to turn interactions with students and with each other into dynamic moments for the production of agency.Finally, this thesis argues that, while GTA's use tactics and spatial practices to negotiate the performances and spaces allotted to them, their agency is temporal and limited. Departmental investment in relationships with GTA and integrating them further into the life of the department through apprenticeship can bolster the tenuous agency of the GTA.
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Date Issued
2018
Identifier
CFE0007235, ucf:52232
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007235
A Mixed-Method Examination of the Impact of Academic, Social, and Personal-Emotional Adjustment on the English Performance of Arabian Gulf Students Studying in American Intensive English Programs
Title
A Mixed-Method Examination of the Impact of Academic, Social, and Personal-Emotional Adjustment on the English Performance of Arabian Gulf Students Studying in American Intensive English Programs.
Creator
Al Jabbawi, Mais Flaieh Hasan, Sivo, Stephen, Nutta, Joyce, Vitanova-Haralampiev, Gergana, Folse, Keith, University of Central Florida
Abstract / Description
The current study identifies and discusses the adjustment challenges facing Arabian Gulf Students (AGSs) that may affect their English performance (EP) in intensive English programs (IEPs) in the United States. The current study uses student departure theory to lead the theoretical framework and incorporates Student Adaptation to College Questionnaire (SACQ) and Social Integration Questionnaire (SIQ) to lead the methodology of this study. The mixed-method investigation with multi-location...
Show moreThe current study identifies and discusses the adjustment challenges facing Arabian Gulf Students (AGSs) that may affect their English performance (EP) in intensive English programs (IEPs) in the United States. The current study uses student departure theory to lead the theoretical framework and incorporates Student Adaptation to College Questionnaire (SACQ) and Social Integration Questionnaire (SIQ) to lead the methodology of this study. The mixed-method investigation with multi-location sampling examined 160 AGSs, enrolled full-time in different IEPs in the U.S. during the spring semester of 2019. The AGSs participants were from Iraq, Kuwait, Saudi Arabia, Qatar, Bahrain, the United Arab Emirates, and Oman. A pilot study preceded the final study to obtain AGSs' insight on the questionnaire items and time consumption. In the final study, the participating students completed a demographic information questionnaire as well as the SACQ and SIQ for the quantitative segment of this study. Face-to-face and Skype interviews followed as the qualitative segment of the proposed study. Data analyses included several methods. The questionnaire results were analyzed by inputting data into IBM Statistics Package for Social Sciences (SPSS) Statistics. The interview responses were analyzed within a phenomenological approach by finding common themes within the interview responses. The findings shed light on the needs and means of helping AGSs succeed in achieving high levels of English proficiency in IEPs in the U.S.
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Date Issued
2019
Identifier
CFE0007595, ucf:52520
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007595
A COMPARATIVE ANALYSIS OF COLLEGE STUDENT SPRING BREAK DESTINATIONS: AN EMPIRICAL STUDY OF TOURISM DESTINATION ATTRIBUTES
Title
A COMPARATIVE ANALYSIS OF COLLEGE STUDENT SPRING BREAK DESTINATIONS: AN EMPIRICAL STUDY OF TOURISM DESTINATION ATTRIBUTES.
Creator
Tang, Tricia, Choi, Youngsoo, University of Central Florida
Abstract / Description
The tourism industry has become one of the fastest growing sectors in the world's economy, contributing 9.1% of world GDP and more than 260 million jobs worldwide (World Travel & Tourism Council, 2011). The U.S college student market has emerged as major segment within this sector, generating approximately $15 billion on annual domestic and international travel. Among the various travel patterns of college students, they are most highly motivated for spring break travel, with more than two...
Show moreThe tourism industry has become one of the fastest growing sectors in the world's economy, contributing 9.1% of world GDP and more than 260 million jobs worldwide (World Travel & Tourism Council, 2011). The U.S college student market has emerged as major segment within this sector, generating approximately $15 billion on annual domestic and international travel. Among the various travel patterns of college students, they are most highly motivated for spring break travel, with more than two million students traveling per season (Bai et al., 2004; Borgerding, 2001; Reynolds, 2004). This research, through surveying college students majoring in hospitality and tourism management, analyzed the significance of college student perceptions of key spring break destination attributes. A total of 281 usable responses were subjected to the Principal Component Analysis that generated six dimensions: Breaking Away, Sun and Beach, Safety and Hygiene, Psychological Distance, Price and Value, and Social Exploration, comprised of 24 key attributes that influence a college spring breaker's destination selection decision. An Importance-Performance Analysis (Martilla & James, 1977) was conducted based on the respondents' assessment of attributes on five of the six dimensions. The results of the IPA allowed comparison of the top four most visited destinations identified by the respondents: Daytona Beach, South Beach Miami, Panama City Beach, and Clearwater Beach/ Tampa. The study findings may provide valuable implications for destination service providers to improve their destination's appeal in this highly competitive and lucrative market. Future research on college spring break groups located in different geographic locations within the country is highly encouraged to better understand the general characteristics of this market.
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Date Issued
2012
Identifier
CFH0004193, ucf:44837
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004193
Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom
Title
Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom.
Creator
Anderson, Clinton, Jeanpierre, Bobby, Gresham, Regina, Everett, Robert, University of Central Florida
Abstract / Description
This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative...
Show moreThis action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative assessment techniques including (")talk-friendly(") probes, sticky bars, and agree-disagree statements were used in the classroom to expose gaps in knowledge, to facilitate discourse, and promote self-assessment. A triangulation of data included a district-provided pre/post-test, teacher observation, written and oral student responses of formative assessment, self-assessment, discourse, and student self-assessment on a learning goal tracker. Data gathered from student responses to formative assessment techniques given during discourse, lab experiences, in written responses, and from the student learning scale tracker were analyzed to expose misconceptions and gaps in knowledge and guide classroom instruction. Data showed that student performance data improved overall and students narrowed gaps in knowledge of the Sun-Earth-Moon system. Improvement in student participation and skill of discourse was evident; however students needed more practice developing written explanations for phenomenon within the Sun-Earth-Moon system. Through the use of self-assessments students showed improvement in ability to self-assess and realized gained knowledge toward their learning goal.
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Date Issued
2012
Identifier
CFE0004285, ucf:49527
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004285
The Effects of Journaling and Vocabulary Strategies on Elementary Students' Attitudes Towards Mathematical Performance
Title
The Effects of Journaling and Vocabulary Strategies on Elementary Students' Attitudes Towards Mathematical Performance.
Creator
Janzen, Renee, Gresham, Regina, Haciomeroglu, Erhan, Roberts, Sherron, University of Central Florida
Abstract / Description
In an attempt to examine the effects of journaling and vocabulary strategies on elementary students' attitudes towards mathematical performance, I embedded reflective journaling and vocabulary strategies into my fourth grade mathematics curriculum. The mathematics content focused on whole number place value, multiplication, and division. My study revealed the positive effects these interventions can have on elementary students' attitudes towards mathematics.
Date Issued
2012
Identifier
CFE0004266, ucf:49520
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004266
Balancing multiple roles: A re-examination of how work impacts academic performance for community college students
Title
Balancing multiple roles: A re-examination of how work impacts academic performance for community college students.
Creator
Lue, Celena, Cintron Delgado, Rosa, Sivo, Stephen, Owens, J. Thomas, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description
This study investigated how work impacts academic performance for community college students, from a multiple role balance perspective. Perna (2010) called for a re-examination of the role of work in college students' lives, especially regarding the exploration of benefits, rather than just the detriments of working while studying. According to Karp and Bork (2014), more research was also needed on community college students and how they balance multiple roles. Exploring the relationship...
Show moreThis study investigated how work impacts academic performance for community college students, from a multiple role balance perspective. Perna (2010) called for a re-examination of the role of work in college students' lives, especially regarding the exploration of benefits, rather than just the detriments of working while studying. According to Karp and Bork (2014), more research was also needed on community college students and how they balance multiple roles. Exploring the relationship between balancing multiple roles and academic performance may provide new insight into how community college students contend with demanding roles, while striving to achieve academic success. This study was framed by the theoretical understanding of Marks and MacDermid's (1996) role balance theory and the instrument used was the Role Balance scale. Four hundred and ten participants responded to the online survey containing role balance and demographic questions. Data from 403 respondents were used in the regression analysis to determine how work impacted role balance. Among the community college student respondents, hours worked for pay was a significant factor in predicting role balance when controlling for demographic and lifestyle variables. For every extra hour worked per week, the role balance score would decrease by 0.02. Demographic and lifestyle variables were not significant in predicting role balance. Data from the survey responses of all 410 respondents were used for the correlation analysis. There was no significant relationship found between role balance and academic performance.
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Date Issued
2017
Identifier
CFE0006619, ucf:51277
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006619
Academic Performance among Homeless Students: Exploring Relationships of Socio-Economic and Demographic Variables
Title
Academic Performance among Homeless Students: Exploring Relationships of Socio-Economic and Demographic Variables.
Creator
Moore, Miriam, Bryer, Thomas, Zhang, Ning, Steen, Julie, Bai, Haiyan, University of Central Florida
Abstract / Description
This study examines homeless student academic performance, types of temporary housing used among the homeless, degree of stability or instability for families with school-aged children, child needs for academic success, the importance of parental involvement in a child's academic growth, and other known factors in relations to child student academic performance, with a focus on grade level and racial differences. A multiple linear regression model is used to test the hypotheses while...
Show moreThis study examines homeless student academic performance, types of temporary housing used among the homeless, degree of stability or instability for families with school-aged children, child needs for academic success, the importance of parental involvement in a child's academic growth, and other known factors in relations to child student academic performance, with a focus on grade level and racial differences. A multiple linear regression model is used to test the hypotheses while controlling confounding variables. Statistically significant relationships are reported between race and academic performance, and grade level and academic performance. Practical and policy implications are discussed, as well as limitations of the study and need for future research.
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Date Issued
2015
Identifier
CFE0005848, ucf:50910
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005848
A Comparative Analysis of Top Performing Countries in Eighth Grade Mathematics as Measured by 2011 Trends in International Mathematics and Science Study
Title
A Comparative Analysis of Top Performing Countries in Eighth Grade Mathematics as Measured by 2011 Trends in International Mathematics and Science Study.
Creator
Wilson, Courtney, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description
The focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one...
Show moreThe focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one standard deviation of the top performer, the Republic of Korea. The study also revealed that although other countries had their brightest and most advantaged students participate in the assessment, participating students in the United States were disproportionately disadvantaged to the proportion of United States' citizens. Another contributing factor of student success revealed in this study was the size and form of government and financing of the participating countries. While Singapore, the Republic of Korea, and Japan have education systems governed and financed by national governments, the United States education system is primarily governed and financed by 50 state governments.
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Date Issued
2014
Identifier
CFE0005276, ucf:50555
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005276
Investigating the relationships between preferences, gender, and high school students' geometry performance
Title
Investigating the relationships between preferences, gender, and high school students' geometry performance.
Creator
Mainali, Bhesh, Haciomeroglu, Erhan, Dixon, Juli, Andreasen, Janet, Bai, Haiyan, University of Central Florida
Abstract / Description
In this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013(-)2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were...
Show moreIn this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013(-)2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were enrolled in different mathematics courses (Algebra 2, Geometry, Financial Algebra, and Pre-calculus). Data were collected primarily with the aid of a geometry test and a geometry questionnaire. Using a think-aloud protocol, a short interview was also conducted with some students.For the purpose of statistical analysis, students' preferences for solution methods were quantified into numeric values, and then a visuality score was obtained for each student. Students' visuality scores ranged from -12 to +12. The visuality scores were used to assess students' preference for solution methods. A standardized test score was used to measure students' geometry performance. The data analysis indicated that the majority of students were visualizers. The statistical analysis revealed that there was not an association between preference for solution methods and students' geometry performance. The preference for solving geometry problems using either visual or nonvisual methods was not influenced by task difficulty. Students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. Gender was significant in geometry performance but not in preference for solution methods. Female students' geometry performance was significantly higher than male students' geometry performance. The findings of this study suggested that instruction should be focused on incorporating both visual and nonvisual teaching strategies in mathematics lesson activities in order to develop preference for both visual and nonvisual solution methods.
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Date Issued
2014
Identifier
CFE0005374, ucf:50448
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005374
A Quantitative Study of the Relationship Between Pell Grant Aid and Associated Variables in a Florida Public State College
Title
A Quantitative Study of the Relationship Between Pell Grant Aid and Associated Variables in a Florida Public State College.
Creator
Powers, Lynn, Cintron Delgado, Rosa, Owens, James, Cox, Thomas, Roman, Marcia, University of Central Florida
Abstract / Description
Using Bean and Metzner's conceptual framework related to non-traditional student attrition, the responsible use of Federal Pell Grants was studied by examining the retention and academic performance of college-credit seeking students in a public college in Florida that predominantly offered two year degree programs. Also analyzed were differences between Pell Grant recipients and non-recipients among various demographic categories. Chi-square tests of independence indicated that statistical...
Show moreUsing Bean and Metzner's conceptual framework related to non-traditional student attrition, the responsible use of Federal Pell Grants was studied by examining the retention and academic performance of college-credit seeking students in a public college in Florida that predominantly offered two year degree programs. Also analyzed were differences between Pell Grant recipients and non-recipients among various demographic categories. Chi-square tests of independence indicated that statistical significance existed between Pell Grant recipients and non-recipients in retention rates from fall to spring terms, as well as in the demographic variables of academic performance, gender, ethnicity, age group, residency, and credit hours achieved. Only the variable of ethnicity showed a medium practical effect size, with all the other variables indicating a small to no practical effect size.
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Date Issued
2014
Identifier
CFE0005231, ucf:50581
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005231
An Analysis of a Large Urban School District's Eighth-Grade Summer Reading Camp Curriculum and Student Performance Knowledge Voids
Title
An Analysis of a Large Urban School District's Eighth-Grade Summer Reading Camp Curriculum and Student Performance Knowledge Voids.
Creator
Sochocki, Eric, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Baldwin, Gordon, University of Central Florida
Abstract / Description
This study sought to determine if the 2012 Eighth Grade Summer Reading Campcurriculum was aligned with the students' needs. To determine if curriculum alignmentexisted, the researcher completed a qualitative and quantitative study. The qualitativestudy consisted of interviewing the school district program development team to ascertainhow the curriculum was designed. The quantitative segment involved runningdescriptive statistics for student performance on the Pre-program BenchmarkExamination....
Show moreThis study sought to determine if the 2012 Eighth Grade Summer Reading Campcurriculum was aligned with the students' needs. To determine if curriculum alignmentexisted, the researcher completed a qualitative and quantitative study. The qualitativestudy consisted of interviewing the school district program development team to ascertainhow the curriculum was designed. The quantitative segment involved runningdescriptive statistics for student performance on the Pre-program BenchmarkExamination. The determined student knowledge voids were compared to the amount ofinstructional time spent taught teaching those individual benchmarks to ascertain if thecurriculum was aligned with student need. The curriculum was determined to not bealigned with the performance deficiencies of the students.
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Date Issued
2013
Identifier
CFE0005264, ucf:50595
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005264
A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards
Title
A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards.
Creator
Howse, Tashana, Dixon, Juli, Haciomeroglu, Erhan, Andreasen, Janet, Adams, Thomasenia, University of Central Florida
Abstract / Description
This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support...
Show moreThis collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers' depth and breadth of their knowledge of CRT and SMP3.
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Date Issued
2013
Identifier
CFE0005005, ucf:50009
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005005
An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School
Title
An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School.
Creator
Flynn, Timothy, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Bradshaw, Leigh, University of Central Florida
Abstract / Description
The purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a...
Show moreThe purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a historical cohort of students who attended the target school. The impact of the course was statistically significant for persistence to the tenth grade, on-track to graduation status, and academic success; however ANOVA found statistical significance favored Algebra 1 EOC and not FCAT Reading. Effect size statistics revealed little to no effect among Freshman Experience and the dependent variables. These findings will help school-level and district administrators design research-based transition interventions which encourage academic success and graduation.
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Date Issued
2016
Identifier
CFE0006684, ucf:51902
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006684
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
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms
Title
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
Creator
Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
Abstract / Description
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
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Date Issued
2012
Identifier
CFE0004516, ucf:49273
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004516