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Title: THE ACADEMIC ACHIEVEMENT OF AFRICAN-AMERICAN STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS.
Creator: Adams, Athena, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The study was conducted to determine the disparity between the academic achievement of African American students and the academic achievement of white American students in the state of Florida, and more specifically, in five high schools in Orange County Public Schools. The term "African American" included all students who self-identified as that race upon enrollment into an Orange County public school. The study included male and female African American students from different socio-economic...
Show moreThe study was conducted to determine the disparity between the academic achievement of African American students and the academic achievement of white American students in the state of Florida, and more specifically, in five high schools in Orange County Public Schools. The term "African American" included all students who self-identified as that race upon enrollment into an Orange County public school. The study included male and female African American students from different socio-economic levels. The term "differences in academic achievement" is most commonly referred to as "achievement gap." Additionally, this study sought to determine the relationship, if any, in the achievement of African American students' academic achievement in five high schools in Orange County Public Schools, Orlando, Florida. In addition, the purpose was to identify differences in achievement level based upon the school attended, gender, socio-economic levels, class size, and qualifications of the teachers. The methods and procedures used to determine if there was an achievement gap between African-American and white American high school students was to review: (a) gain in African-American students on the reading portion of the Florida Comprehensive Assessment Test, from the 2003-2004 administration to the 2004-2005 administration in five Orange County public high schools, (b) difference between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percentage at proficient (level 3 and above) and white American students in five public high schools in Orange, (c) the relationship between African-American students' 2004-2005 reading portion of the Florida Comprehensive Assessment Test percent at proficient (level 3 and above) and the school poverty rate in all public high schools in Orange County, (d) the characteristics of schools making gains in reading. There were four conclusions based on the review of literature, as well as the data collected from the five high schools. Under the provision and penalties attached to the No Child Left Behind legislation, there was a noticeable gap in achievement between African-American students and their white American counterparts in each of the examined schools over a two year time period. In schools with a greater percentage of white students, African-American students, overall, performed at a higher level. The achievement gap was narrower and the percent at proficient and above was higher for all students in schools where white students represented a greater percentage of the students. In schools with a lower percentage of students on free and/or reduced lunch, the percent of students reading at proficient or above was higher and the achievement gap was less between African-American students and their white counterparts. Furthermore, the data indicated that as the percent of students on free and reduced lunch at a given school increases, the rate of those reading at proficient and above for African-American students was lower. In schools with a wide array of diversity, students overall have higher achievement scores. Based on the data in the study, the school with the highest rate of student proficient and above, was the school with the greatest diversity population of students.
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Date Issued: 2008
Identifier: CFE0002148, ucf:47511
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002148

Title: ACHIEVEMENT GAPS THROUGHOUT THE EDUCATION PIPELINE: TRACKING THE TRENDS BEFORE AND AFTER THE FLORIDA EDUCATION GOVERNANCE REORGANIZATION ACT OF 2000.
Creator: EMAS, RACHEL, KIEL, DWIGHT, University of Central Florida
Abstract / Description: To assess the effectiveness of the Florida Education Governance Reorganization Act of 2000, I analyze the achievement gaps across different levels of the education pipeline: elementary, secondary, and postsecondary. This paper evaluates three objectives of Florida's new system: strengthening of foundation skills, improvement of college and career readiness, and the expansion of opportunities for postsecondary degrees, by asking: Has the introduction of a PreK-20 seamless system in Florida...
Show moreTo assess the effectiveness of the Florida Education Governance Reorganization Act of 2000, I analyze the achievement gaps across different levels of the education pipeline: elementary, secondary, and postsecondary. This paper evaluates three objectives of Florida's new system: strengthening of foundation skills, improvement of college and career readiness, and the expansion of opportunities for postsecondary degrees, by asking: Has the introduction of a PreK-20 seamless system in Florida reduced the educational achievement gaps between students, compared to Texas, which has not instituted a seamless system? At the elementary level, the analysis looks at 4th and 8th grade National Assessment of Education Progress (NAEP) average scale scores, from 1998 to 2007, of White, African-American, and Hispanic students and those students eligible and ineligible for the National School Lunch Program. At the secondary level, a comparison is made between the Advanced Placement passing rates of White, African-American, and Hispanic students from 1997 to 2008. At the postsecondary level, this paper examines the proportion of professional, master, and doctoral degrees awarded to White, African-American, and Hispanic students from 1995 to 2007. Results show that although Florida has raised the level of achievement for White, African-American, and Hispanic students in the past ten years, disparities between these groups still exist in NAEP scores, AP passing rates, and the proportion of graduate degrees conferred. Therefore, while the state has made progress towards its three goals, achievement gaps still remain in several levels of Florida's PreK-20 education system.
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Date Issued: 2009
Identifier: CFE0002705, ucf:48175
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002705

Title: The Mathematics Achievement Gap in Virtual Education.
Creator: Glover, Sara, Martin, Suzanne, Boote, David, Dixon, Juli, Butler, Lorrie, University of Central Florida
Abstract / Description: This phenomenological study examined the lived experiences of online Algebra I teachers as they relate to the instruction of minority students. There is an academic achievement gap that exists between minority students and their non-minority peers in United States public education (Sousa (&) Armor, 2016). Although national educational policy has sought to narrow the academic achievement gap, it is persistent and must be addressed because public education affects the future of our nation ...
Show moreThis phenomenological study examined the lived experiences of online Algebra I teachers as they relate to the instruction of minority students. There is an academic achievement gap that exists between minority students and their non-minority peers in United States public education (Sousa (&) Armor, 2016). Although national educational policy has sought to narrow the academic achievement gap, it is persistent and must be addressed because public education affects the future of our nation (Fullan (&) Quinn, 2016). Virtual education is a growing platform for learning, with nearly 300,000 students enrolled across the United States. Achievement data demonstrates the existence of an academic achievement gap in this learning environment as well (Miron, Shank, (&) Davidson, 2018). Yet, there is not a great deal of high-quality research surrounding aspects of virtual education (Molnar et al., 2017). A phenomenological research method was used to examine the lived experiences of Algebra I teachers in a virtual learning environment. Interviews were conducted with five participants (N = 5). Data analysis resulted in eight overarching themes and twenty-seven tertiary themes. The major themes include: (a) teachers believe that student characteristics are a primary determinant of their success in virtual education; (b) teachers believe they have a strong impact upon student success in a virtual learning environment; (c) teachers believe Algebra I is a challenging content area for student achievement; (d) teachers believe family involvement impacts student learning in virtual education; (e) teachers believe frequent and consistent communication is vital in virtual education; (f) teachers believe there are challenges communicating with English language learners; (g) teachers believe strategies can be implemented to support student success in an online learning environment; and (h) teachers believe virtual education is a unique learning environment. This study concludes with an examination of each finding and provides implications for virtual education teachers and policy, and recommendations for future research.
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Date Issued: 2019
Identifier: CFE0007461, ucf:52667
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007461

Title: The Relationship Among African American Students' SAT Reasoning Test Scores and Participation in Advanced Placement Courses in One Large Urban School District in A Southern State in 2010-2011.
Creator: Fennoy, Donald, Taylor, Rosemarye, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, University of Central Florida
Abstract / Description: The purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced...
Show moreThe purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced Placement participation and closing the academic achievement gap between African American and other ethnic/racial groups. A significant difference was found to exist in the mean SAT Reasoning Test scores among different ethnic/racial groups during the 2010-2011 school year. African American student mean scores were significantly lower on the SAT Reasoning Test when compared to all ethnic/racial groups identified in this study, regardless of the independent variable (no AP participation, one AP course, two or more AP courses). However, the results did indicate that African American participation in AP courses was significantly lower than all other ethnic/racial groups in this school district. Additionally, information was provided for school leaders regarding the development of a systematic approach to creating equity and access for African American students to fully engage in a college going culture through participation in Advanced Placement courses.
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Date Issued: 2012
Identifier: CFE0004375, ucf:49445
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004375

Title: The Impact of Timed Versus Untimed Standardized Tests On Reading Scores Of Third Grade Students in Title I Schools.
Creator: Haniff, Ruthie, Stewart, Martha, Holt, Larry, Platt, Jennifer, Clark, Margaret, Purmensky, Kerry, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the extent to which the performance of Title I third grade students in a central Florida School District differed on tests dministered under timed and untimed conditions. Further examined was the literature on reasons for the achievement gap which centered around seven different themes: (a) standardized testing, (b) achievement gap data and identified factors (c) deficit theory, (d) cultural mismatch theory, (e) extended time accommodations, (f)...
Show moreThe purpose of this study was to investigate the extent to which the performance of Title I third grade students in a central Florida School District differed on tests dministered under timed and untimed conditions. Further examined was the literature on reasons for the achievement gap which centered around seven different themes: (a) standardized testing, (b) achievement gap data and identified factors (c) deficit theory, (d) cultural mismatch theory, (e) extended time accommodations, (f) test anxiety and stress, and (g) timed versus untimed tests.Six Title I schools participated in this study by assigning 194 students to take the 2006 Released FCAT Reading Test under either timed or untimed conditions. Although there were no interactions between the covariates and testing conditions, those who were in the free or reduced lunch program or were in exceptional education programs had lower FCAT scores than those who were not. However, when school was included as a moderator, there was a statistically significant interaction between testing conditions and schools on FCAT scores indicating that the relationship between testing conditions and FCAT scores varied for each individual school.A factorial ANCOVA was conducted, and it was found that the mean differences between students who took the timed and untimed 2006 FCAT Reading Test varied from school to school after accounting for the covariates. For two schools, those students who took the untimed tests scored higher than those who took the timed tests. In contrast, those students who took the untimed tests scored lower than those students who took thetimed test for one of the schools. There was no statistically significant difference for three of the schools.A factorial MANCOVA was used to compare reading performance on the 2006 Reading FCAT between the timed and untimed groups on domain specific tests. The relationship between testing condition and FCAT scores for each domain specific test varied depending on the individual school. Therefore, it could not be concluded from these analyses that testing conditions would consistently result in increases or decreases of student performance on standardized domain specific tests.
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Date Issued: 2012
Identifier: CFE0004381, ucf:49407
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004381

Title: Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans.
Creator: Hutchins, Jason, Hopp, Carolyn, Robinson, Edward, Vitale, Thomas, Hayes, Grant, University of Central Florida
Abstract / Description: The goal of this Dissertation in Practice was to design a School Improvement Plan focused on improving reading performance of African American students at Suburban Middle School (SMS). The problem of practice was that African American students at Suburban Middle School have performed significantly lower than their White peers over the course of the 2009-2013 school years in reading performance. The reading deficiencies of African American students needed to be directly addressed in a new...
Show moreThe goal of this Dissertation in Practice was to design a School Improvement Plan focused on improving reading performance of African American students at Suburban Middle School (SMS). The problem of practice was that African American students at Suburban Middle School have performed significantly lower than their White peers over the course of the 2009-2013 school years in reading performance. The reading deficiencies of African American students needed to be directly addressed in a new School Improvement Plan (SIP). The literature review of this study found that there are many different components that influence the reading performance of African American students. For this Dissertation in Practice, a new School Improvement Plan focused primarily on 6 different areas will be the end result. The components that will be examined are: 1) school climate, 2) utilization of data, 3) parental involvement, 4) professional development, 5) instructional strategies, and 6) collaboration. While these are the 6 key elements of successful models, there were also additional sub groupings within each element that also had an influence on student achievement levels.In addition to examining previous School Improvement Plans at SMS, the end result and final deliverable was a School Improvement Plan designed to close the existing achievement gap in reading between African American students and their peers at SMS. Suggested use for the new model of the School Improvement Plan was to focus specifically on the 6 key elements to address the reading performance of African American students.
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Date Issued: 2014
Identifier: CFE0005351, ucf:50478
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005351

Title: An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
Creator: Bronson, Elethia, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Andreasen, Janet, University of Central Florida
Abstract / Description: The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards...
Show moreThe mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
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Date Issued: 2018
Identifier: CFE0007393, ucf:52073
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007393

Title: AN EXPLORATORY STUDY OF FLORIDA HIGH SCHOOL PRINCIPAL PRACTICES THAT IMPROVE STUDENT ACHIEVEMENT.
Creator: Reynolds, Donna, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered...
Show moreThe primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered guidance for principals across the state of Florida who struggled to close the achievement gap between economically advantaged and disadvantaged students. To achieve the purpose of the study, a 53 item survey instrument was distributed to principals in high schools that met the characteristics of a 30% economically disadvantaged student population that had shown growth on the 10th grade FCAT Reading test over three years from 2007 - 2009. 50 principals in 10 school districts were contacted. 18 of those principals responded to the online survey, and 5 principals participated in a follow-up phone interview. The survey instrument gathered quantitative data in four subdomains of principal practices: Implementing a Standards Based Coherent Instructional Program; Providing Teacher Support and Encouraging Teacher Collaboration; Engaging Families; and Using Assessment to Improve Student Achievement and Instruction. Quantitative data regarding principal demographics was also collected through the survey instrument. Qualitative data concerning principal practices was gathered through three open-ended response questions on the survey instrument as well as through follow-up phone interviews. The descriptive statistics gathered from responses to the survey instrument showed the highest mean averages for principal practices associated with the following items: Clear vision on student learning outcomes; Set high standards for student learning; Expect teachers to take responsibility for student achievement; and Expect staff to adjust instruction based on various data. The lowest mean averages for principal practices were associated with the following practices: Model exemplary instructional practices; Remove teachers not committed to improving student achievement; Ensure families are engaged in subject-area events; and Use assessment data to determine professional development. In addition to the survey responses, research question one was addressed through the open-ended survey responses and the follow-up phone interviews. The qualitative data collected found the most self-reported best practices under the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. The most prevalent practices that emerged as a result of the interviews were fostering personal relationships with students and celebrating student success; conducting classroom walkthroughs in a meaningful and purposeful manner; implementing Professional Learning Communities; and reviewing assessment data with teachers to inform instruction. The results of the Mann-Whitney statistical procedure found a significant difference between male and female respondents in the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. Males scored significantly lower than females. The Spearman correlations found a significant negative correlation between practices in the Teacher Support subdomain and the percentage of disadvantaged students at a school. In other words, the lower the percentage of disadvantaged students in a school, the higher the principal rated Teacher Support as an important practice. The low number of respondents in this study (N = 18) limited the findings as well as the generalizability to schools with similar populations inside and outside of Florida. However, the results may provide guidance for principals in Florida high schools with high economically disadvantaged student populations. The results of this study placed emphasis on the need for principals to have a clear vision for their school and communicate high expectations for their students. According to the results of this study, principals should also find ways to connect with students and celebrate their successes, create avenues for teacher collaboration, and use assessment data to work with teachers in order to inform instructional decisions.
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Date Issued: 2011
Identifier: CFE0003989, ucf:48672
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003989

Title: A Comparison of the Academic Achievement of English Learners and Non-English Learners in Digital and Non-Digital Learning Environments.
Creator: Vela, Enrique, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Nutta, Joyce, University of Central Florida
Abstract / Description: The purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from...
Show moreThe purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from the first year of a 1:1 digital pilot implementation in a large urban school district in Florida, the results of this study identified grade levels and school levels where the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 Reading and Mathematics Developmental Scale Scores (DSS) of ELs in digital school settings were significantly higher than in non-digital school settings. In addition, the study yielded some statistically significant differences in the learning gains in DSS of the 2014 FCAT 2.0 Reading and Mathematics of ELs and non-ELs in digital school settings. These findings may be used to inform the planning of technology integration, academic interventions, and teacher preparation that focuses on the academic improvement of ELs.
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Date Issued: 2016
Identifier: CFE0006410, ucf:51455
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006410

Title: Perceptions of Secondary Education Teachers Working in an Inclusive Setting.
Creator: Pacha, Destiny, Hopp, Carolyn, Reyes, Maria, Vitale, Thomas, Pratt Marrett, Caroline, University of Central Florida
Abstract / Description: This dissertation in practice addresses the continuous underperformance of students with disabilities (SWD) on standardized assessments when compared to their non-disabled peers. This dissertation on the complex problem of practice investigates secondary education teachers' perceptions of students with disabilities and their ability to be included in the general education classroom. The purpose of this research is to develop a professional development framework to enhance inclusive practices....
Show moreThis dissertation in practice addresses the continuous underperformance of students with disabilities (SWD) on standardized assessments when compared to their non-disabled peers. This dissertation on the complex problem of practice investigates secondary education teachers' perceptions of students with disabilities and their ability to be included in the general education classroom. The purpose of this research is to develop a professional development framework to enhance inclusive practices. Students with disabilities nationwide are increasingly taught in the general education classroom in order to provide them access to their least restrictive environment and instruction of the general education curriculum. The beliefs held by teachers about students with disabilities and their inclusion in the general education classroom is one key variable to the successful inclusion as measured by student outcomes. To provide necessary support, it is imperative to understand teachers' attitude towards students with disabilities and their inclusion in the general education classroom. Based on the survey results and relevant research, the professional development framework to enhance inclusive practices was developed and will focus on three elements: (a) school culture and understanding of inclusion, (b) effective inclusive teaching strategies, and (c) collaboration models and techniques. The goal of the professional development framework is for administrators and other school leaders to provide appropriate learning opportunities for teachers to enhance their understanding of inclusion and to provide them strategies and techniques to improve student outcomes in an effort to close the achievement gap between students with and without disabilities.
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Date Issued: 2015
Identifier: CFE0006368, ucf:51495
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006368

Title: A Systematic Review of Research on Successful African American Students in Mathematics: Implications for Seminole High School.
Creator: Vong, Trung, Boote, David, Vitale, Thomas, Robinson, Edward, Hayes, Grant, University of Central Florida
Abstract / Description: The purpose of this study was to synthesize the counter-narratives of mathematically successful African American students. The gap in educational achievement between African American and White students is well documented in the United States, especially in mathematics education. Although Florida Comprehensive Assessment Test scores have increased for both groups at Seminole High School, the gap has remained over 30% for nearly a decade. Most research on this topic has focused on the reasons...
Show moreThe purpose of this study was to synthesize the counter-narratives of mathematically successful African American students. The gap in educational achievement between African American and White students is well documented in the United States, especially in mathematics education. Although Florida Comprehensive Assessment Test scores have increased for both groups at Seminole High School, the gap has remained over 30% for nearly a decade. Most research on this topic has focused on the reasons why African American students fail to achieve. Various individual, social, and organizational factors have been suggested. However, a growing body of research has highlighted the stories of mathematically successful African American students.Using best evidence review methods, an exhaustive review of the literature identified 22 research articles published between 2004 and 2013. All studies collected interview data with mathematically successful African American middle school, high school, and higher education students in the United States. Meta-synthesis was used to synthesize findings across studies. Among the 151 participants across 22 studies, six common experiences were identified as contributing to students' mathematical success: supportive teachers, supportive family, supportive peers, a strong mathematics identity, ability to deal with racial stereotype, and supportive organizations. Most importantly, this meta-synthesis highlights the tendency of prior research to focus on de-contextualized factors rather than understanding students holistically within their broader social and community environment. Insights from this study lead to several recommendations for improving mathematics education for African American students at Seminole High School and for suggested future research on this topic.
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Date Issued: 2014
Identifier: CFE0005438, ucf:50387
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005438

Title: ADDRESSING THE ACHIEVEMENT GAP AND DISPROPORTIONALITY THROUGH THE USE OF CULTURALLY RESPONSIVE TEACHING PRACTICES.
Creator: Griner, Angela, Lue Stewart, Martha, University of Central Florida
Abstract / Description: Culturally responsive teaching practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap, as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been a recent influx in research discussing these issues, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the...
Show moreCulturally responsive teaching practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap, as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been a recent influx in research discussing these issues, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the achievement gap and disproportionality effectively within their schools. Conducted in three phases, this research provides a framework for developing, implementing, and evaluating a culturally responsive tool for schools and school staff in order to impact beliefs and practices related to culturally responsive teaching, leading to the enhanced learning outcomes of all students.
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Date Issued: 2011
Identifier: CFE0003880, ucf:48759
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003880

Title: An Analysis of 8th Grade Student Achievement of Private and Public Schools in the Dominican Republic in Rural and Urban Settings.
Creator: Boyd, Daniel, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description: The purpose of this study was to determine the difference in student academic achievement in private and public schools in the Dominican Republic in rural and urban settings. The 2016 8th Grade National Exams school mean scale scores were analyzed to determine if statistically significant differences existed among the different school types and school settings. There was a lack of literature on student academic achievement in the Dominican Republic, in particular on private and public school...
Show moreThe purpose of this study was to determine the difference in student academic achievement in private and public schools in the Dominican Republic in rural and urban settings. The 2016 8th Grade National Exams school mean scale scores were analyzed to determine if statistically significant differences existed among the different school types and school settings. There was a lack of literature on student academic achievement in the Dominican Republic, in particular on private and public school and rural and urban school students. The extant literature indicated that in the Dominican Republic, private school students historically had higher academic achievement on standardized exams than public school students. The higher student academic achievement of private school students followed the trend of student academic achievement in Latin America and the Caribbean. This study found statistically significant differences between private and public schools, rural private and rural public schools, and between urban private and urban public schools, in favor of private schools. These results provide evidence for school district leaders and school administrators to use in decision making about how to raise student academic achievement in rural and urban areas. The findings also contribute to the gap in literature on private and public school student academic achievement in the Dominican Republic and Latin America and the Caribbean.
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Date Issued: 2018
Identifier: CFE0007561, ucf:52613
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007561

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

achievement gap (6)	+ -
African American (2)	+ -
ACADEMIC (1)	+ -
ACHIEVEMENT GAP (1)	+ -
Academic Achievement (1)	+ -

Academic Achievement Gap (1)	+ -
Achievement Gap (1)	+ -
Achievement Gaps (1)	+ -
Achievement gap (1)	+ -
Advanced Placement (1)	+ -
African American students (1)	+ -
African-American Students (1)	+ -
Algebra 1 achievement (1)	+ -
Algebra I (1)	+ -
Blacks (1)	+ -
Caribbean (1)	+ -
Classroom Discourse (1)	+ -
Classroom Environment (1)	+ -
Classroom Interactions (1)	+ -
Classroom Management (1)	+ -
Common Core (1)	+ -
Common Core State Standards (1)	+ -
Culturally Relevant Pedagogy (1)	+ -
Culturally Relevant Teaching (1)	+ -
Culturally Responsive Pedagogy (1)	+ -
Culturally Responsive Teaching (1)	+ -
Culture (1)	+ -
Culture and Mathematics (1)	+ -
Culture and Mathematics Education (1)	+ -
Discourse (1)	+ -

University of Central Florida (14)	+ -
Taylor, Rosemarye (6)	+ -
Baldwin, Lee (3)	+ -
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