Current Search:  Educational Equity (x)

View All Items

  • CSV Spreadsheet
(1 - 4 of 4)
Democracy and Education Equity in Latin America
Title
Democracy and Education Equity in Latin America.
Creator
Stonerook, Olen, Kinsey, Barbara, Morales, Waltraud, Kiel, Dwight, University of Central Florida
Abstract / Description
In the literature democratic longevity in countries transitioning from authoritarian regimes to democracy is linked to economic development; four factors of economic development are identified: industrialization, education, urbanization, and growing wealth. Education is viewed as a primary factor for effective democratic participation and economic development. This thesis examines the relationship between level of democracy and educational outputs and outcomes. Does the level of democracy ...
Show moreIn the literature democratic longevity in countries transitioning from authoritarian regimes to democracy is linked to economic development; four factors of economic development are identified: industrialization, education, urbanization, and growing wealth. Education is viewed as a primary factor for effective democratic participation and economic development. This thesis examines the relationship between level of democracy and educational outputs and outcomes. Does the level of democracy (political rights and civil liberties) have an effect on the levels of investment in education and measurable outcomes in education equity toward meeting the educational needs of the newly represented public? The expectation is that the increased scope of political participation and representation in new democratic regimes would result in higher government spending for education with implications for education equity.This study is conducted using a cross-sectional, longitudinal statistical model. The analysis is based on 18 Latin American countries over a thirty-eight-year period, from 1972 to 2010. To examine the connection between level of democracy and education equity, the study explores the effects of democracy on different levels of education, gender, and social class. In addition to the quantitative analysis, a qualitative component aims at contextualizing this relationship that is, examining closer the mechanism that underlies the connection between democracy and education equity in the cases of Mexico and Brazil.
Show less
Date Issued
2011
Identifier
CFE0004170, ucf:49073
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004170
SCIENCE SELF-EFFICACY IN TENTH GRADE HISPANIC FEMALE HIGH SCHOOL STUDENTS
Title
SCIENCE SELF-EFFICACY IN TENTH GRADE HISPANIC FEMALE HIGH SCHOOL STUDENTS.
Creator
Miller, Maria, Biraimah, Karen, University of Central Florida
Abstract / Description
Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority...
Show moreHistorical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy (M=19.35). Each factor showed a significant positive correlation (p<.01) to each of the other two factors. ANOVA procedures compared all female subgroups in their science self-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science, It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest. Asian/Pacific and Native American females fared better than White, Black, and Hispanic female counterparts respectively. Triangulation of interview and quantitative data showed that classroom factors, specifically academic engagement, influenced participant perceptions of science self efficacy the greatest. Suggested further studies on the impact of science self-efficacy and science achievement are discussed. Information gleaned from the continued study of science self-efficacy may influence the ability of traditionally underrepresented racial/ethnic females to persist in their science preparation and training in an effort to prevent leaving the STEM pipeline at this crucial juncture.
Show less
Date Issued
2006
Identifier
CFE0000933, ucf:46743
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000933
INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM
Title
INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM.
Creator
Klug, Amelia, Bryer, Thomas, University of Central Florida
Abstract / Description
Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational...
Show moreRegardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungary, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top-educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.
Show less
Date Issued
2014
Identifier
CFH0004691, ucf:45247
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004691
Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings
Title
Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings.
Creator
Slanda, Dena, Little, Mary, Martin, Suzanne, Pearl, Cynthia, Boote, David, University of Central Florida
Abstract / Description
This phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive settings to rethink their roles (McLeskey, Landers, Hoppey, (&) Williamson, 2011) and restructure their approach to providing specially-designed services. Further, these roles are dependent on those who interpret and implement policy and access to finite resources. This study used a phenomenological research method to examine the roles and responsibilities of special education teachers. Semi-structured interviews were conducted with seven participants (N = 7). A thematic analysis resulted in five overarching themes. The five themes included: (a) supporting students with disabilities within a support facilitation model; (b) role ambiguity of the special education teacher; (c) the lack of roles and responsibilities of the special education teacher within the MTSS framework; (d) the changing role of collaboration and communication; and (e) the challenges impacting the inclusion of students with disabilities in the general education setting. This study exposed the multiple facets of school and district policies that directly affected special educators' roles and responsibilities, as well as the emergence of a new role as a support facilitator.
Show less
Date Issued
2017
Identifier
CFE0006796, ucf:51821
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006796