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- Title
- A Comparison of Sixth-, Seventh-, and Eighth-Grade Student Outcomes in Schools Configured K-8 Elementary Versus 6-8 Middle Schools as Measured by State Standardized Tests, Student Discipline Referrals, and Student Attendance.
- Creator
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Kelce, Jessica, Murray, Barbara, Baldwin, Lee, Doherty, Walter, Fritz, Ronald, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine the differences in sixth-, seventh-, and eighth-grade students' outcomes in relation to school configuration, specifically K-8 elementary schools as compared to 6-8 middle schools. Student outcomes focused on in this study were standardized test scores, number of out-of-school suspensions, and number of days absent. Race and gender served as moderator variables for all research questions.Quantitative data were obtained from a large central Florida...
Show moreThe purpose of this study was to examine the differences in sixth-, seventh-, and eighth-grade students' outcomes in relation to school configuration, specifically K-8 elementary schools as compared to 6-8 middle schools. Student outcomes focused on in this study were standardized test scores, number of out-of-school suspensions, and number of days absent. Race and gender served as moderator variables for all research questions.Quantitative data were obtained from a large central Florida school district and included 2016 Florida Standards Assessment scale scores in English Language Arts, Mathematics, and Algebra 1 End-of-Course Examinations, 2015 Florida Standards Assessment scale scores in English Language Arts and Mathematics for students in Grade 8 during the 2015-2016 academic year, 2013 and 2014 Florida Comprehensive Assessment Tests 2.0 Reading and Mathematics developmental scale scores for students in Grade 8 during the 2015-2016 academic year, number of out-of-school suspensions, and number of days absent by student for the 2015-2016 academic year. The data were analyzed via two-way analysis of variances to determine if statistically significant differences existed in student outcomes based on school configuration.The literature review supported the need to align the educational environment with student development in order to maximize student outcomes. In the quest to accomplish this, many districts have employed a number of school configurations, including the K-8 elementary school configuration and 6-8 middle school configuration to best meet the unique needs of early adolescents. The large central Florida school district selected for this study was unique in that it employed both the K-8 elementary school and 6-8 middle school configurations to serve students in Grades 6 through 8. As can be seen by results of this study, school configuration, either alone or in conjunction with one of the moderator variables, was indicated in differences in Grades 6 and 7 FSA ELA scale scores, Grades 6 and 7 FSA Mathematics scale scores, Grades 7 and 8 FSA Algebra 1 EOC Examination scale scores, FCAT 2.0 Reading growth, Grades 6, 7, and 8 number of OSS by student, and Grade 7 number of days absent by student. One of the most noteworthy findings of this study was differences in FSA ELA, Mathematics, and Algebra 1 EOC scale scores due to the interaction of school configuration and race. In general, students classified as Black had better FSA outcomes when attending schools of the 6-8 middle school configuration. In contrast, students classified as White or Other had better FSA outcomes when attending schools of the K-8 elementary school configuration. Such findings indicated that the K-8 elementary school configuration may be only a part of the puzzle when considering how to best educate students in the early adolescent developmental period.
Show less - Date Issued
- 2017
- Identifier
- CFE0006751, ucf:51854
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006751
- Title
- THE EFFECT OF BULLYING AND THE MEDIATING ROLE OF ATTACHMENT AND HUMANITY-ESTEEM ON SELF-ESTEEM AND BEHAVIORAL OUTCOMES.
- Creator
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Bater, Lovina, Renk, Kimberly, University of Central Florida
- Abstract / Description
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Any type of bullying can become a traumatic event for a child, leading to lasting negative effects. Specifically, victimization may lead to numerous behavioral problems and lowered self-esteem. Also, the quality of attachment may have a predictive relationship with the victimization and the negative outcomes it may cause. Other research implied that a similar relationship may be found between retrospective bullying and humanity-esteem. Despite the collective research done on these variables,...
Show moreAny type of bullying can become a traumatic event for a child, leading to lasting negative effects. Specifically, victimization may lead to numerous behavioral problems and lowered self-esteem. Also, the quality of attachment may have a predictive relationship with the victimization and the negative outcomes it may cause. Other research implied that a similar relationship may be found between retrospective bullying and humanity-esteem. Despite the collective research done on these variables, no study, until now, has looked at retrospective bullying, humanity-esteem, attachment, behavior problems, and self-esteem all together. This study not only looked at the relationships among these variables but also the role that humanity-esteem and attachment served between victimization, later behavior problems, and later self-esteem. One hundred thirty-six participants completed five questionnaires assessing experiences of retrospective bullying, humanity-esteem, current attachment relationships, behavior problems, and self-esteem. The results of this study indicated that participants who reported having been bullied previously also endorsed internalizing and externalizing problems as well as low self-esteem. Further, humanity-esteem and attachment both served as significant predictors of victimized individuals' behavioral problems and self-esteem. Such findings suggested that a higher view of humanity and secure attachment may serve as a protective factor against the negative outcomes that may be related to having been bullied. The importance of studying the relationships among these variables is discussed further.
Show less - Date Issued
- 2013
- Identifier
- CFH0004489, ucf:45067
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004489
- Title
- Mothers' Temperament and Personality: Their Roles in Parenting Behaviors, Parent Locus of Control, and the Outcomes of Young Children.
- Creator
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Puff, Jayme, Renk, Kimberly, Beidel, Deborah, Joseph, Dana, University of Central Florida
- Abstract / Description
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Many researchers have used the terms 'temperament' and 'personality' interchangeably when describing parents' behavioral styles. Although individual relationships among parents' temperament and personality, parenting behaviors, other parent characteristics, and young children's outcomes have been documented in the literature, parents' temperament and personality have not been examined collectively in conjunction with parenting and child outcome variables. As part of this study, 214 culturally...
Show moreMany researchers have used the terms 'temperament' and 'personality' interchangeably when describing parents' behavioral styles. Although individual relationships among parents' temperament and personality, parenting behaviors, other parent characteristics, and young children's outcomes have been documented in the literature, parents' temperament and personality have not been examined collectively in conjunction with parenting and child outcome variables. As part of this study, 214 culturally diverse mothers with young children who ranged in age from 2- to 6-years rated their own temperament and personality, their parenting characteristics, and their young child's functioning (i.e., temperament and emotional and behavioral functioning). When examining mothers' temperament and personality together, factor analyses revealed a three-factor solution (i.e., General Life Approach, Rhythmicity, and Sticktoitiveness) and suggested that temperament and personality generally were separate but related constructs. Hierarchical and mediation regression analyses suggested the importance of examining both temperament and personality in the context of parenting behaviors and the outcomes experienced by young children. Overall, these findings suggested that mothers' temperament and personality play a significant role in parenting young children and optimizing young child outcomes. These findings are particularly helpful for professionals working with families experiencing difficulties dealing with their young child's difficult temperament styles as well as difficult emotional and behavioral functioning.
Show less - Date Issued
- 2014
- Identifier
- CFE0005234, ucf:50578
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005234
- Title
- An Analysis of Sustained Positive Behavior Intervention Support in Florida and Related Disciplinary Outcomes.
- Creator
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Sweeney, Kristin, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, LaFrance, Jason, University of Central Florida
- Abstract / Description
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The purpose of this study was to examine the outcomes associated with sustained school-wide Positive Behavior Intervention Support (PBIS) programs in the State of Florida and the impact the length of time of implementation of these programs had on those outcomes. The link between discipline outcomes, as measured by the number of office discipline referrals (ODRs) written over the course of a school year per 100 students and sustained implementation of PBIS systems with documented fidelity, as...
Show moreThe purpose of this study was to examine the outcomes associated with sustained school-wide Positive Behavior Intervention Support (PBIS) programs in the State of Florida and the impact the length of time of implementation of these programs had on those outcomes. The link between discipline outcomes, as measured by the number of office discipline referrals (ODRs) written over the course of a school year per 100 students and sustained implementation of PBIS systems with documented fidelity, as well as the connection between discipline outcomes for subgroups of students and sustained PBIS programs were examined for schools in the initial implementation phase (one to three years of implementation) compared to schools in the sustaining phase of implementation (four or more years of implementation). As more schools move to implement school-wide PBIS programs, little research is available to educational leaders focusing on sustainability of school-wide PBIS programs (Coffey (&) Horner, 2012, McIntosh, Kim, Mercer, Strickland-Cohen, (&) Horner, 2015). This study aimed to address this lack of research by analyzing the link between sustained school-wide PBIS programs and discipline outcomes. Schools in the State of Florida (987 schools - 654 elementary, 210 middle, and 123 high schools), representing 842,430 students were analyzed in a series of five research questions. The discipline outcomes, as measured by the rate of office discipline referrals per 100 students, from schools in the initial phase of implementation were compared to those of schools with sustained implementation of their school-wide PBIS programs. Research questions focused on whole school data as well as specific subgroups to determine if there was a difference in discipline outcomes. Overall, the analysis of this data found limited significant differences when examining the impact length of implementation has on discipline outcomes. While not statistically significant, several educationally important trends emerged that can help inform educational leaders as they make decisions about the allocation of time and resources for the future of school-wide PBIS programs in their schools and districts.
Show less - Date Issued
- 2017
- Identifier
- CFE0006957, ucf:51652
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006957
- Title
- Beauty and the Beast: The Attractiveness Bias in an Online Peer Mentoring Program.
- Creator
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Garcia, Carollaine, Jentsch, Kimberly, Jentsch, Florian, Fritzsche, Barbara, Burke, Shawn, University of Central Florida
- Abstract / Description
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The bias against attractiveness is fairly implicit and furthermore, powerfully impacts people's subsequent impressions of and behaviors toward others (Cash, Gillen, (&) Burns, 1977; Dion et al., 1972). Pallet, Link and Lee (2010) examined the effect of various facial spatial configurations on attractiveness and found that raters rated faces as most attractive when the eye-to-mouth ratio approximated 36% of the face length (the "golden ratio"), which coincides with the measurements of an...
Show moreThe bias against attractiveness is fairly implicit and furthermore, powerfully impacts people's subsequent impressions of and behaviors toward others (Cash, Gillen, (&) Burns, 1977; Dion et al., 1972). Pallet, Link and Lee (2010) examined the effect of various facial spatial configurations on attractiveness and found that raters rated faces as most attractive when the eye-to-mouth ratio approximated 36% of the face length (the "golden ratio"), which coincides with the measurements of an average and thus more attractive face. The present study examined the extent to which the distance of these objectively measured facial features affected mentors' perceptions of their prot(&)#233;g(&)#233;s, the subsequent mentoring given to them, and the prot(&)#233;g(&)#233;s' own behavior (e.g. seek feedback, request specific information).The gender composition of the mentor-prot(&)#233;g(&)#233; dyad was expected to moderate these relationships. I also examined whether, given the expected effects of facial measurements, withholding access to visual cues would affect mentor perceptions and behavior. Participants were 118 mentor/prot(&)#233;g(&)#233; dyads from a large Southeastern university who volunteered to participate in a formal online peer mentoring program. After seeing their prot(&)#233;g(&)#233;s' profiles (and for those in the experimental condition, a picture), mentors chatted with their prot(&)#233;g(&)#233;s once a week for 30 minutes for a total of 4 weeks. Results indicated that prot(&)#233;g(&)#233;s with facial features moderately distant from the golden ratio were perceived as more similar by mentors in same-gender dyads and received greater mentoring than did prot(&)#233;g(&)#233;s closest and farthest from the golden ratio. In opposite-gender dyads, however, mentors reported greater similarity toward those that were farthest from the golden ratio but provided the greatest mentoring to those closest to the golden ratio. The relationship between facial measurements and prot(&)#233;g(&)#233; proactivity was moderated by whether or not their mentor had access to their picture. While prot(&)#233;g(&)#233;s closest to the ratio were more proactive in the picture condition, those that were farthest from it were more proactive in the non-picture condition. Proactivity was as expected associated with greater levels of mentoring, which was ultimately related to a more fulfilled and beneficial relationship for prot(&)#233;g(&)#233;s (i.e. less stress, greater self-efficacy and satisfaction). The results of this study indicate that facial measurements are associated with both differences in mentor and in prot(&)#233;g(&)#233; behavior and that the specific nature of these relationships differs as a function of gender composition. Implications for practice and theory will be discussed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004504, ucf:49275
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004504
