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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

Title: THE IMPACT OF ACADEMIC VOCABULARY INSTRUCTION ON READING PERFORMANCE OF SOPHOMORE STUDENTS ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST FROM 2008 TO 2009.
Creator: McMillen, Margaret, Taylor, Rose, University of Central Florida
Abstract / Description: This study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education,...
Show moreThis study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education, and teacher data collected from a survey used as a pretest/posttest. Variables used in the analysis of student data included demographic subgroups of white, African-American, and Hispanic students and students with disabilities, English language learners, and economically disadvantaged students. Teacher variables used were years of teaching experience and curriculum area. Both an ANCOVA and a multiple logistical regression were used to analyze change in student reading performance. Student reading score performance dropped for the total population and in for subgroups from 2008 to 2009. Several intervening variables could explain the downward change: budget cuts resulting in a change in instructional day from six to seven-period day with loss of instructional time, reduction in number of teachers, increase in student population, and change in start time for school day (from 7:15 a.m. to 2:30 p.m. to :30 a.m. to 4 p.m.). An ANOVA and independent t-test were used to analyze teacher pretest/posttest data. The data indicated a positive change in teacher knowledge and instructional practice, though not statistically significant. It should not be concluded from the reading scores that the program of academic vocabulary was not successful, but rather that vocabulary instruction is only one of the essential components of any plan to improve secondary student reading performance. Further research should be conducted to replicate this study during a time period without intervening variables experienced during the span of this study. Additionally, students should be matched to their teachers to examine the relationship between individual teacher and student performance. This study should be replicated in a high school with different demographics and different level of student achievement.
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Date Issued: 2009
Identifier: CFE0002909, ucf:48005
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002909

Title: DIRECT AND INDIRECT EFFECTS OF SELECTED FACTORS ON SCHOOL GRADES IN PUBLIC HIGH SCHOOLS IN THE STATE OF FLORIDA.
Creator: Miller, Joseph, Holt, Larry, University of Central Florida
Abstract / Description: The purpose of this study was to examine the direct and indirect effects of selected factors on school grades in public high schools in the state of Florida. A sample of 316 public high schools was created using data obtained from the Florida Department of Education and the Florida High School Athletic Association. The selected factors that were chosen to be measured in the study were: minority percentage as measured by the proportion of minority students in relation to the total student body...
Show moreThe purpose of this study was to examine the direct and indirect effects of selected factors on school grades in public high schools in the state of Florida. A sample of 316 public high schools was created using data obtained from the Florida Department of Education and the Florida High School Athletic Association. The selected factors that were chosen to be measured in the study were: minority percentage as measured by the proportion of minority students in relation to the total student body at a given school, socio economic status percentage (SES) as measured by the proportion of students participating in the free and reduced lunch program in relation to the total student body at a given school, academic achievement of 10th grade reading mean scale scores and 10th grade mathematics mean scale scores as measured by the Florida Comprehensive Assessment Test (FCAT), and football winning percentage as measured by reported scores to the Florida High School Athletic Association. The direct and indirect effects of minority percentage, socio economic status percentage, and football winning percentage were tested using a path model in calculating linear regressions to analyze the effects on school grades; while only the direct effects of academic achievement were tested for the effects on school grades. The path model assessed the desired path of the selected factors in the study (See Figure 1); however, all paths were tested in the fully recursive model as illustrated (See Figure 2) for both the 2004-2005 and the 2005-2006 school years in the sample. Selected factors that demonstrated strength of effects were examined for predictability on school grades. Selected factors that indicated indirect effects were analyzed for indication of any discriminating patterns. For the 2004-2005 and 2005-2006 school years, there was not a statistically significant direct effect for minority percentage and socio economic status percentage on winning percentage; FCAT reading mean scale score and FCAT mathematics mean scale score on winning percentage; winning percentage and FCAT reading mean scale score on school grades; winning percentage and FCAT mathematics mean scale score on school grades; minority percentage, socio economic status percentage, and winning percentage on FCAT reading mean scale score; minority percentage, socio economic status percentage, and winning percentage on FCAT mathematics mean scale score; or minority percentage, socio economic status percentage, and winning percentage on school grades. Two important effects were determined in the linear regression analysis. First, socio economic status percentage was not directly significant on school grades; however, it had a significant direct effect on the FCAT scores schools received on the Florida Comprehensive Assessment Test. Second, the FCAT reading and mathematics mean scale scores had direct significant effects on school grades in both the 2004-2005 and 2005-2006 school years. Recommendations were made for potential changes to the study to include school size, graduation rates, and student violence that could influence school grades. Future considerations should be given to inclusions based on the Florida Writes requirement, 10th grade science mean scale scores, and other subject content not currently part of the state mandate for graduation. In addition, a study could be conducted that included changes to the path model to reflect minority percentage more accurately in the effects toward the designation of school grades. Finally, a study could be conducted that included participation in sports to account for any ancillary variables that may contribute to the effects of the designation of school grades.
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Date Issued: 2007
Identifier: CFE0001594, ucf:47160
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001594

Title: A CORRELATIONAL STUDY BETWEEN THE AMOUNT OF PROPERTY WEALTH BEHIND EACH STUDENT ATTENDING FLORIDA DISTRICT SCHOOLS AND THE ACADEMIC PROFICIENCY AMONG 5TH GRADE WHITE, BLACK, AND HISPANIC STUDENTS IN READING WITHIN THE 67 COUNTIES OF FLORIDA.
Creator: Saenz, Willie, Doherty, Walter, University of Central Florida
Abstract / Description: As the concern for standardized testing continues to rise, so to does the concern for providing students with an appropriate and equal educational opportunity. The goal of this research was to investigate relevant data to determine if there is a relationship between the wealth behind each student and the academic proficiency amongst 5th grade white, black, and Hispanic students within the 67 counties of Florida. The desired outcome of this study was to produce information relevant to...
Show moreAs the concern for standardized testing continues to rise, so to does the concern for providing students with an appropriate and equal educational opportunity. The goal of this research was to investigate relevant data to determine if there is a relationship between the wealth behind each student and the academic proficiency amongst 5th grade white, black, and Hispanic students within the 67 counties of Florida. The desired outcome of this study was to produce information relevant to political leaders, educational leaders, and teachers in Florida public school districts with influential strategies necessary to increase the proportion of 5th grade students achieving academic proficiency. The review of literature and analysis of the data gathered from the Florida Department of Education for the school year 2006-2007 and the Florida Department of Revenue, 2007 revealed the following findings: (1) there is a statistically significant correlation between reading scores among white and black students in grade 5 as measured by the FCAT and the wealth behind each student within the state of Florida; (2) there is no statistically significant correlation between reading scores among Hispanic students in grade 5 as measured by the FCAT and the wealth behind each student within the state of Florida. In other words, as school districts are deemed more wealthy, white and black students in grade 5 tend to do better in reading than their white and black counterparts in poorer districts. In contrast, Hispanic students in wealthy school districts do not do better in reading than their Hispanic counterparts in poor districts.
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Date Issued: 2010
Identifier: CFE0002980, ucf:47982
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002980

Title: CENTRAL FLORIDA HIGH SCHOOL PRINCIPALS' PERCEPTIONS OF THE FLORIDA SCHOOL INDICATORS REPORT.
Creator: Gaught, William, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: The purpose of this study was to identify the perceptions that central Florida public high school principals had regarding the Florida School Indicators Report (FSIR) and its usefulness. The FSIR, published by the Florida Department of Education, was designed to be a comprehensive, single source document for parents, lawmakers, and school administrators to compare key performance indicators to similar schools or districts state wide. It provided information on 74 different indicators of...
Show moreThe purpose of this study was to identify the perceptions that central Florida public high school principals had regarding the Florida School Indicators Report (FSIR) and its usefulness. The FSIR, published by the Florida Department of Education, was designed to be a comprehensive, single source document for parents, lawmakers, and school administrators to compare key performance indicators to similar schools or districts state wide. It provided information on 74 different indicators of school or district performance. A total of 70 public high school principals from 13 central Florida school districts responded to a postal survey and provided their perceptions regarding the importance of indicators in the FSIR, how they used the FSIR at their schools, and what barriers they felt affected the ability of their administrative staffs to collect and analyze data on the FSIR indicators. Eighteen of the 70 principals participated in follow-up telephone interviews. Quantitative and qualitative analysis of the postal surveys and interviews revealed the principals perceived FSIR indicators related to Florida's mandated Florida Comprehensive Assessment Test (FCAT) as the most important indictors in the FSIR. The indicators FCAT Results and FCAT Writes were ranked first and second respectively in priority by the participating principals. This finding demonstrated the importance that principals placed on the state's high-stakes test. Other categories of FSIR indicators are were also ranked in the findings reported in this study, along with how the principals used the FSIR at their schools. The data collected from the postal survey revealed there was a statistically significant relationship between the priority principals assigned to the FSIR indicators and their ability to collect and analyze data related to them. In addition, survey data allowed development of multiple regression models that could be used to predict the priority principals assigned to several FSIR categories of indicators based on the ability to collect and analyze data. The study findings indicated that principals perceived lack of time for data analysis as the biggest barrier they faced when evaluating the FSIR indicators. After the lack of time, principals rated lack of administrator training in data analysis as the second biggest obstacle to using the FSIR. The findings indicated that principals felt the availability of data and technology were not significant barriers to their staff's ability to conduct data analysis on the FSIR. The conclusions drawn from the study were that central Florida high school principals perceived the results on the state's mandated Florida Comprehensive Assessment Test (FCAT) to be the most important indicators in the FSIR. In addition, the research identified that the lack of time was the single greatest barrier principals encountered when it came to collecting and analyzing data on the FSIR. A lack of training programs in data collection and analysis for administrators was also noted in the findings.
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Date Issued: 2007
Identifier: CFE0001688, ucf:47204
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001688

Title: THE EFFECT OF PRE-K EARLY INTERVENTION DURATION ON ACADEMIC ACHIEVEMENT AND SOCIALIZATION OPPORTUNITIES OF 3RD GRADE STUDENTS WHO WERE ELIGIBLE FOR SPECIAL EDUCATION SERVICES AT AGES 3 TO 5: AN EXPLORATORY STUDY OF CHILDREN WITH DEVELOPMENTAL DELAYS.
Creator: Lin, Mike Chang-Hui, Wienke, Wilfred, University of Central Florida
Abstract / Description: The study focuses on young children with developmental delays (DD) in a large school district and explores the effects of Pre-Kindergarten Exceptional Student Education (Pre-K ESE) duration on 136 students' 3rd grade academic achievement and socialization opportunities. This study specifically examines the 2003 statewide assessment (i.e. Florida Comprehensive Assessment Test, FCAT) results of children with DD and their 3rd grade special education status. The literature review showed that...
Show moreThe study focuses on young children with developmental delays (DD) in a large school district and explores the effects of Pre-Kindergarten Exceptional Student Education (Pre-K ESE) duration on 136 students' 3rd grade academic achievement and socialization opportunities. This study specifically examines the 2003 statewide assessment (i.e. Florida Comprehensive Assessment Test, FCAT) results of children with DD and their 3rd grade special education status. The literature review showed that providing early intervention services for young children ages 3 through 5 with special needs in the public school system has become the movement of both the federal and state educational policies. However, the empirical studies regarding the effects of Pre-K early intervention programs provided within the public school system are few. A multivariate analysis of covariance (MANCOVA) was conducted to examine the effect of the Pre-K duration (1 year vs. 2 years) on students' 3rd grade performance as measured by FCAT Reading scores, FCAT Math scores, and socialization opportunities (i.e. weekly Non-ESE minutes) while controlling for students' socioeconomic status (i.e. free/reduced price lunch status) and gender. Moreover, a paired sample t test was conducted to examine the difference of the Matrix of Services scores between Pre-K and 3rd grade evaluations. The results of this study provide an insightful picture of Florida Pre-K intervention duration on the performance of children with special needs in public schools.
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Date Issued: 2005
Identifier: CFE0000672, ucf:46537
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000672

Title: THE IMPACTS OF CO-TEACHING ON THE GENERAL EDUCATION STUDENT.
Creator: Parker, Alicia, Bozeman, William, University of Central Florida
Abstract / Description: The purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion model. General education students who received instruction during their 10th-grade year in a co-taught language arts or mathematics class were compared with other 10th-grade students receiving instruction from the same teacher but without the additional co-teacher. Achievement data from the Florida Comprehensive...
Show moreThe purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion model. General education students who received instruction during their 10th-grade year in a co-taught language arts or mathematics class were compared with other 10th-grade students receiving instruction from the same teacher but without the additional co-teacher. Achievement data from the Florida Comprehensive Achievement Test (FCAT) were gathered on these students. The state of Florida calculates and reports developmental scale scores (DSS) for students taking the FCAT. These scores are calculated to track student progress over time in relationship to the FCAT at each grade level. This study compared the difference in DSS from 9th-grade to 10th-grade of general education students in co-taught classes. It was determined in this study that there was no statistically significant difference for general education students in co-taught language arts classes but there was a significant difference for those in mathematics classes as compared to their peers not in co-taught classes. When below proficient general education students were compared there was a significant difference for students in mathematics co-taught classes compared to those not in co-taught classes, but not for those in language arts classes. Additional analyses were conducted to determine if co-teaching was a factor in the overall learning gain calculation used by the state of Florida. It was determined that there was no significant difference in learning gains of general education co-taught students as compared to peers not in co-taught classes. Information for school and district leaders was provided to guide decision making regarding the use of co-teaching as an inclusion model. Further research is necessary to fully understand the implications of co-teaching on general education students.
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Date Issued: 2010
Identifier: CFE0003005, ucf:48355
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003005

Title: ELEMENTARY SCHOOL STUDENT ACHIEVEMENT: AN ANALYSIS OF SCHOOL SIZE AND STUDENT ACHIEVEMENT.
Creator: Odom, Natalie, Murray, Kenneth, University of Central Florida
Abstract / Description: Student achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing...
Show moreStudent achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing a stepping stone towards future research. The results of this study and subsequent studies can provide information and guidance to decision makers regarding school size relative to student achievement. The population for this data was obtained from the Florida Department of Education's Florida Schools Indicator Reports. Three elementary schools were selected from each school district in the state of Florida based on its student enrollment. A small school consisted of an enrollment of 1-300 students, a medium school consisted of 301-500 students, and a school was considered large if its enrollment was 600 students or more. From these schools, the 3rd, 4th, and 5th grade Florida Comprehensive Assessment Test (FCAT) mathematics and reading scores were analyzed. Analysis of the data revealed that there was no statistically significant difference found for student achievement in mathematics when school size was a factor. However, there was a statistically significant difference found in student achievement in reading. The significance was found to lie between medium and large schools, with large schools scoring significantly better than medium schools.
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Date Issued: 2009
Identifier: CFE0002696, ucf:48207
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002696

Title: THE INFLUENCE OF HIGH SCHOOL DRAMATIC ARTS CLASSES ON REMEDIAL READERS ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST.
Creator: Backel, Michelle, Murray, Barbara, University of Central Florida
Abstract / Description: This is the age of accountability in public schools. The public wants to know that the schools are producing high achieving students who are ready for the future. With this push for accountability the rise in standardized testing should not be surprising. However, it is difficult to test an abstract course such as the arts. With the increase of standardized testing and the recent tough economic times, it is no wonder that performing arts classes in our public schools are often the first to be...
Show moreThis is the age of accountability in public schools. The public wants to know that the schools are producing high achieving students who are ready for the future. With this push for accountability the rise in standardized testing should not be surprising. However, it is difficult to test an abstract course such as the arts. With the increase of standardized testing and the recent tough economic times, it is no wonder that performing arts classes in our public schools are often the first to be pared down or dissolved (Mendels, 2008). It is the presiding feeling that these courses, while nice and fun for the students, do not offer any tangible, real, or marketable skills. Ã‚Â"Ã‚Â…imparting knowledge about the arts typically has not been a priority goal in our nationÃ‚Â's schoolsÃ‚Â" (Ward, 1983, Ã‚Â¶ 2). This study explored the benefits that students can achieve through their participation in the dramatic arts courses including, but not limited to, enhancement of reading and verbal scores. This study was designed to illustrate that the arts are a natural and necessary part of the high school educational experience and can play an instrumental part of learning even in a distressed economy, and/or in a regulated testing arena. Students who were freshmen or sophomores in 2008-2009 and scored a Level 1 or 2 (below average) score on the reading portion of the state test, the FCAT, and were from Orange and Seminole Counties in Florida became the sample set. These students were disaggregated into categories of students who took a dramatic arts course or not, by gender, by race, and by socioeconomic status to determine if participation in a dramatic arts course in high school would help raise a remedial reading score on the required state test. Although the data did not show a statistical significance, it did show a positive trend in a few of the tested areas. Suggestions for why the data appear to show only a trend and not significance are discussed further in Chapter 5.
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Date Issued: 2010
Identifier: CFE0003219, ucf:48582
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003219

Title: CLOSING THE ACHIEVEMENT GAP FOR ENGLISH LANGUAGE LEARNERS:A COMPARISON OF LANGUAGE ARTS/ESOL AND ONE-WAY DEVELOPMENTAL BILINGUAL PROGRAMS.
Creator: Marlow, Kimberly, Murray, Barbara, University of Central Florida
Abstract / Description: The present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only...
Show moreThe present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only students and English Language Learner students. One study highlighted a 46% gap on the 2005 National Assessment of Education Progress (NAEP). The present study was designed to investigate 23 middle schools in one Florida county. The focus of the study was on two English Language Learner programs: Language Arts/ESOL and One-Way Developmental Bilingual Education. A total of 13 schools were identified that had implemented the Language Arts/ESOL program, and 10 middle schools were identified that had implemented the One-Way Developmental Bilingual Education program. The 2007 FCAT reading mean scale scores for the schools' 7th-grade English Language Learners were compared to those of standard curriculum students. For both English Language Learner programs, a statistical significance was found using t-tests. In addition, FCAT reading Levels 1-5 were investigated. At FCAT Levels 1-3, the Language Arts/ESOL program out-performed the One-Way Developmental Bilingual Education program. At FCAT Levels 4 and 5, the One-Way Developmental Bilingual Education program out-performed the Language Arts/ESOL program.
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Date Issued: 2008
Identifier: CFE0002059, ucf:47582
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002059

Title: THE IMPACT OF A MEDIA LITERACY EDUCATION PLAN ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) READING SCORES OF 9TH AND 10TH GRADE STUDENTS.
Creator: Sheehy, Colleen, Stephen Sivo, Jeffrey Kaplan, University of Central Florida
Abstract / Description: This study investigated the impact of a media literacy education plan on the reading test scores of the Florida Comprehensive Assessment Test (FCAT) at an urban high school in Central Florida. A team of 9th and 10th grade teachers created a professional learning community and developed a treatment to enhance language arts instruction with various forms of media. This media literacy education plan included four lessons utilizing media such as television commercials, magazine photographs and...
Show moreThis study investigated the impact of a media literacy education plan on the reading test scores of the Florida Comprehensive Assessment Test (FCAT) at an urban high school in Central Florida. A team of 9th and 10th grade teachers created a professional learning community and developed a treatment to enhance language arts instruction with various forms of media. This media literacy education plan included four lessons utilizing media such as television commercials, magazine photographs and the Internet; the lessons were taught during the four months leading to the administration of the 2007 FCAT. Data were gathered from the 2006 and 2007 FCAT scores of students in a control and treatment group. Using these pre test and post test data, statistical analysis comprised two independent t-tests and one repeated measures ANOVA. The data revealed statistical significance at the 9th and 10th grade level, but did not show statistical significance at any particular reading level (Levels 1-5). Implications from this study included strong professional learning communities produce effective teachers and that student achievement increases when a media literacy education plan is included in English Language Arts instruction. Furthermore, this study illustrates the need to embrace modern media as viable classroom instructional tools. Recommendations were made for further research utilizing different materials, different forms of media, different student populations. This study also concluded that further qualitative research be conducted. Ultimately, this study makes a strong argument for the inclusion of media and media literacy education in the secondary English Language Arts classroom.
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Date Issued: 2007
Identifier: CFE0001897, ucf:47416
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001897

Title: CONSTRUCTS UNIQUE TO TWO VOLUSIA COUNTY ELEMENTARY WRITING PROGRAMS.
Creator: Holt, Kathleen, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: This case study sought to examine constructs of two fourth-grade elementary writing programs in Volusia County, Florida. With only the Sunshine State Standards as a guide, each district, school, or teacher must design a writing curriculum that addresses those standards, develops writers, and provides accountability. Fourth-grade classrooms were selected because students at that grade level are required to participate in the FCAT Writing +, a two-day state assessemnt that requires students to...
Show moreThis case study sought to examine constructs of two fourth-grade elementary writing programs in Volusia County, Florida. With only the Sunshine State Standards as a guide, each district, school, or teacher must design a writing curriculum that addresses those standards, develops writers, and provides accountability. Fourth-grade classrooms were selected because students at that grade level are required to participate in the FCAT Writing +, a two-day state assessemnt that requires students to compose an essay on a designated topic within a 45-minute period. A second part of the assessment consists of multiple-choice items covering editing and revising, graphic organizers, and letter writing. Both sections of this assessment measure student progress relative to the Sunshine State Standards' benchmarks for writing. Data was collected through multiple sources. An observation instrument, based in part on Karen Bromley's Key Components of Sound Writing Instruction, was constructed. Survey, focus group, and interview questions were derived in part from a survey Dr. Roger Brindley and Dr. Jenifer Jasinski Schneider created to study fourth-grade teachers' perspectives on teaching writing. Writing artifacts were also collected. Karen Bromley suggested five elements to address both process and product that are necessary for a balanced approach to writing. They are; Standards and Assessment, Large Blocks of Time, Direct Instruction, Choice and Authenticity, and Writing Across the Curriculum. Findings revealed that although both schools subscribed to different methods and materials for writing instruction, similarities were revealed with consideration to these components. Current test scores validated these practices. Implications for further study and investigation based on these findings ensures the advancement of the body of knowledge about writing instruction.
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Date Issued: 2006
Identifier: CFE0001158, ucf:46862
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001158

Title: An Analysis of Teacher Action Research Focused on Differentiated Instruction for Student Subgroups in One Florida School District in 2009-2010.
Creator: Madden, Michelle, Taylor, Rosemarye, Pawlas, George, Witta, Eleanor, Little, Mary, University of Central Florida
Abstract / Description: This study examined the action research reports written by teachers in one Florida school district after they had received professional development on differentiated instruction and the action research process in the 2009-2010 school year. The 69 reports that were completed by the teachers were assessed using the Action Research Rubric that was developed for this study. This rubric evaluated whether the reports contained the elements of action research along with the characteristics that the...
Show moreThis study examined the action research reports written by teachers in one Florida school district after they had received professional development on differentiated instruction and the action research process in the 2009-2010 school year. The 69 reports that were completed by the teachers were assessed using the Action Research Rubric that was developed for this study. This rubric evaluated whether the reports contained the elements of action research along with the characteristics that the district emphasized as part of the professional development such as differentiation, student subgroups, and collaboration.The Action Research Rubric contained seven subscales: Purpose of the Study, Plan, Professional Collaboration and Resources, Data and Evidence, Results, Instructional Decisions and Professional Reflection, and Sharing Results. Descriptive statistics were found for the aggregate group of reports as well as subgroups depending upon the school level (elementary, middle, or high school), the types of teachers within the elementary category, or the FCAT subject area of focus for the report. Overall, the action research reports met the district's standard as measured by the Action Research Rubric. As an aggregate group, the reports also met the standard on the Purpose of the Study, Professional Collaboration and Resource, and Data and Evidence Subscales. They did not perform as well on the Plan and Sharing Results Subscales.
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Date Issued: 2011
Identifier: CFE0004131, ucf:49095
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004131

Title: ACHIEVEMENT FOR ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID) STUDENTS AND NON-AVID STUDENTS IN SELECT CENTRAL FLORIDA HIGH SCHOOLS IN 2007-2009: A COMPARATIVE STUDY.
Creator: Connors, Linda, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The focus of this study was to examine the relationship of student participation in the Advancement Via Individual Determination (AVID) program and student academic performance. More specifically, this study was conducted to determine if there was a mean difference in student performance on the Florida Comprehensive Assessment Test (FCAT) in mathematics, reading, and writing between students who participated in the AVID program during their first two years of high school and students who had...
Show moreThe focus of this study was to examine the relationship of student participation in the Advancement Via Individual Determination (AVID) program and student academic performance. More specifically, this study was conducted to determine if there was a mean difference in student performance on the Florida Comprehensive Assessment Test (FCAT) in mathematics, reading, and writing between students who participated in the AVID program during their first two years of high school and students who had similar demographics (e.g., ethnicity, gender, and economic status) but did not participate in the AVID program for 2007-2009. The population for this study consisted of students from six high schools with certified AVID programs during the 2007-2008 and 2008-2009 school years in two central Florida school districts. Students participating in the AVID program were matched with non-AVID participants for each school site by ethnicity, gender, socioeconomic status, and tenth grade mathematics or English course. The results of this study did not indicate statistically significant differences in the FCAT mathematics and reading developmental scale score gains between the AVID and non-AVID students. However, the non-AVID students performed significantly higher on the tenth grade writing component of the FCAT. Participation in the AVID program produced no statistically significant findings for the factors of gender, ethnicity, and socioeconomic status for FCAT mathematics, reading, or writing. The findings indicated that AVID and non-AVID students could not be differentiated by FCAT performance measures in the mathematics and reading domains.
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Date Issued: 2010
Identifier: CFE0003206, ucf:48567
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003206

Title: Can Best Practices in Writing Instruction and Standardized Testing Coexist?.
Creator: Cannavino, Karen, Bell, Kathleen, Wardle, Elizabeth, Roozen, Kevin, University of Central Florida
Abstract / Description: At the high school level, teachers are tasked with a twofold agenda: they must prepare their students for college level and other post-secondary writing, and they must also make sure they perform well on the standardized writing tests that are required by the state. The stakes in standardized testing continue to rise, especially in Florida. Since the passing of the No Child Left Behind Act in 2002 (NCLB) and the implementation of the Race to the Top Assessment Program (RTTT) in 2009, teachers...
Show moreAt the high school level, teachers are tasked with a twofold agenda: they must prepare their students for college level and other post-secondary writing, and they must also make sure they perform well on the standardized writing tests that are required by the state. The stakes in standardized testing continue to rise, especially in Florida. Since the passing of the No Child Left Behind Act in 2002 (NCLB) and the implementation of the Race to the Top Assessment Program (RTTT) in 2009, teachers across the nation have experienced intense pressures related to standardized testing. Many schools' efforts to conform to testing requirements have had the unintended consequence of narrowing their focus to the content of the test. As teachers and administrators experience the pressure to meet the requirements, it has become impossible to implement any pedagogy without test results in mind. The challenge facing high school writing teachers is formidable: how can they best choose their new approach to pedagogy, given the pressures of standardized testing, the new curriculum requirements, and the need to ensure that they equip students with the skills they will need to write in college? This thesis explores the question by analyzing the key factors that impact writing instruction in Florida high school classrooms: testing requirements, curriculum requirements, and the content of writing textbooks being used. Do these factors encourage teachers to follow the best practices in writing instruction recommended by field-based research? What knowledge can we gain from comparing these factors, which may be helpful to today's writing instructors in light of the challenges they face? Through this research and analysis, I hope to provide insight that can inform high school writing teachers on the heart of the issue: is it possible for best practices in writing instruction and standardized testing to coexist in their classrooms?
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Date Issued: 2016
Identifier: CFE0006084, ucf:50956
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006084

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

Title: The Effect of Habitat for Humanity Homeownership on Student Attendance and Standardized Test Scores in Orange County Florida School District.
Creator: Harris, Charles, Kincaid, John, Uddin, Nizam, Rivers, Kenyatta, Wiegand, Rudolf, University of Central Florida
Abstract / Description: The mobility of low-income students who do not have access to stable housing creates numerous challenges both at home and in school. Among these challenges, academic performance certainly is one of the most important. The lack of a more permanent, familiar, and safe environment is presumed to impact home life as well as students' performance in the classroom. This research compares two groups of current and former students of Orange County Public Schools (OCPS) in Florida (1) children of...
Show moreThe mobility of low-income students who do not have access to stable housing creates numerous challenges both at home and in school. Among these challenges, academic performance certainly is one of the most important. The lack of a more permanent, familiar, and safe environment is presumed to impact home life as well as students' performance in the classroom. This research compares two groups of current and former students of Orange County Public Schools (OCPS) in Florida (1) children of families who are Habitat for Humanity (HFH) homeowners, and (2) a matched socioeconomic control group. The HFH program is designed to provide a stable, affordable housing for families who cannot acquire it through standard means. The research question is: Does stability in housing make an impact on academic performance in the particular area of FCAT scores and attendance? Data were gathered from OCPS and the HFH homeowners themselves. This data were used to evaluate the impact of HFH homeownership on students' academic environment. Results showed better attendance at school, but HFH students fared worse in FCAT performance when compared to control group especially in reading.
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Date Issued: 2014
Identifier: CFE0005504, ucf:50360
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005504

Title: THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND THIRD-GRADE FCAT READING PROFICIENCY IN SEMINOLE COUNTY PUBLIC ELEMENTARY SCHOOLS.
Creator: Novak, Kelley, Taylor, Rosemarye, University of Central Florida
Abstract / Description: ABSTRACT This study aimed to determine the relationship between school culture and student achievement. Elementary school teachers (N=574) from 27 schools in suburban Seminole County, Florida completed the School Culture Triage Survey to generate a school culture score. The participating schools were ranked and placed in categories representing the top 33% (N=9), middle 33% (N=9), and bottom 33% (N=9) of the population based on their culture score. School culture data were analyzed and...
Show moreABSTRACT This study aimed to determine the relationship between school culture and student achievement. Elementary school teachers (N=574) from 27 schools in suburban Seminole County, Florida completed the School Culture Triage Survey to generate a school culture score. The participating schools were ranked and placed in categories representing the top 33% (N=9), middle 33% (N=9), and bottom 33% (N=9) of the population based on their culture score. School culture data were analyzed and correlated with third grade student achievement data, as measured by the 2007 Florida Comprehensive Assessment Test (FCAT) Reading to determine if there were any relationships between (a) school culture and student achievement; (b) the three key components of school culture (collaboration, collegiality, and self-determination/efficacy) and student achievement; and (c) principal tenure and school culture. Additional data analysis served to determine if there were any experiential or demographic differences among the teachers from the schools falling in the top, middle, and bottom 33% on the School Culture Triage Survey. To learn more about principal beliefs with regard to school culture and student achievement, principal interviews were conducted with some principals (N=8) from the participating schools. Through a review of the research results and related literature, the researcher concluded that a relationship between the overall school culture and student achievement did not exist. Further analysis revealed that there were no relationships between student achievement and collaboration, collegiality, and self-determination/efficacy, or between school culture and principal tenure for the schools participating in this study.
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Date Issued: 2008
Identifier: CFE0002241, ucf:47889
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002241

Title: MUSIC STANDARDS IMPLEMENTATION AND THE RELATIONSHIP TO FOURTH GRADE FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES FROM 2004 TO 2006.
Creator: Phillips, Neal, Taylor, Rosemarye, University of Central Florida
Abstract / Description: This study examined the possible relationships among the perceived implementation levels of elementary music standards and Florida Comprehensive Assessment Test (FCAT) scores for fourth graders in reading, mathematics, and writing for the years 2004, 2005, and 2006. Survey data for the study were obtained from 32 school district music supervisors from large, medium, and small districts who returned fully or partially completed questionnaires. The study was focused on the relationships, if any...
Show moreThis study examined the possible relationships among the perceived implementation levels of elementary music standards and Florida Comprehensive Assessment Test (FCAT) scores for fourth graders in reading, mathematics, and writing for the years 2004, 2005, and 2006. Survey data for the study were obtained from 32 school district music supervisors from large, medium, and small districts who returned fully or partially completed questionnaires. The study was focused on the relationships, if any, between a school district's mean scale scores in reading, mathematics, and writing from 2004 to 2006 in grade 4 and (a) elementary music standards implementation, (b) the average amount of time spent in elementary school music classes per week, (c) demographic and economic factors, and (d) the reported average amount of time spent in elementary school music classes per week. Findings of the study indicated that, when all variables were considered, a relationship existed among district music supervisors' views on two variables, degree of music standards implementation and the amount of time allotted per month for elementary music in respondents' school districts in 2004, 2005, and 2006; and (a) the percentage of students achieving at proficient or higher on FCAT reading who were also identified as free and reduced lunch in 2004, 2005, and 2006, (b) the percentage of students achieving at proficient or higher on FCAT mathematics who were also identified as free and reduced lunch in 2004, 2005, and 2006, and (c) the percentage of students achieving at proficient or higher on FCAT writing who were also identified as Hispanic in 2004, 2005, and 2006. Finally, implications for educational decision making were offered and recommendations were made for future studies dealing with elementary music standards implementation in Florida's schools. These recommendations included (a) investigating reasons for achievement gaps on FCAT between majority and minority ethnic groups and between minorities themselves, (b) exploring socio-economic factors affecting FCAT scores, (c) continuing research giving special attention to brain research involving music and its impact on the brain, (d) determining why high-stakes testing is necessary, and (e) devising controlled studies both in Florida and nationwide that would compare the elementary students receiving consistent and varied teaching in music with those students not receiving consistent musical instruction. Controlled and experimental group studies of pre-schoolers should be conducted to determine the extent to which the use of musical rhythms impacts the rate of language acquisition.
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Date Issued: 2008
Identifier: CFE0002063, ucf:47566
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002063

Title: THE RELATIONSHIP BETWEEN THINKING MAPSÃ‚Â® AND FLORIDA COMPREHENSIVE ASSESSMENT TESTÃ‚Â® READING AND MATHEMATICS SCORES IN TWO URBAN MIDDLE SCHOOLS.
Creator: Diaz, Anna, Martin, Suzanne, University of Central Florida
Abstract / Description: The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking MapsÃ‚Â® and studentsÃ‚Â' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT). Thinking MapsÃ‚Â® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking MapsÃ&...
Show moreThe purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking MapsÃ‚Â® and studentsÃ‚Â' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT). Thinking MapsÃ‚Â® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking MapsÃ‚Â® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking MapsÃ‚Â® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking MapsÃ‚Â® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking MapsÃ‚Â® have higher academic achievement as measured by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT) than those that have not been instructed in the use of Thinking MapsÃ‚Â®? Results of this study indicated that students who have been instructed in the use of Thinking MapsÃ‚Â® do not have higher academic achievement as measured by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT) than those who have not been instructed in the use of Thinking MapsÃ‚Â®. The researcher concluded that other methods of evaluating the implementation of Thinking MapsÃ‚Â® and student achievement should be explored.
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Date Issued: 2010
Identifier: CFE0003319, ucf:48448
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003319

FCAT (17)	+ -
Florida Comprehensive Assessment Test (4)	+ -
accountability (3)	+ -
professional development (3)	+ -
student achievement (3)	+ -

NCLB (2)	+ -
SES (2)	+ -
Socioeconomic Status (2)	+ -
collaboration (2)	+ -
educational leadership (2)	+ -
high school (2)	+ -
reading (2)	+ -
subgroups (2)	+ -
writing instruction (2)	+ -
2007 FCAT (1)	+ -
5th Grade FCAT (1)	+ -
8th grade science (1)	+ -
AVID (1)	+ -
Academic Proficiency (1)	+ -
Advance Organizers (1)	+ -
Advancement Via Individual Determination (1)	+ -
Attendance (1)	+ -
Ausubel (1)	+ -
Bilingual (1)	+ -
Concept Maps (1)	+ -
Correlational Study (1)	+ -
Curriculum and Instruction (1)	+ -
Developmental Delays (1)	+ -
EL (1)	+ -
Early Intervention (1)	+ -

University of Central Florida (23)	+ -
Taylor, Rosemarye (7)	+ -
Holt, Larry (2)	+ -
Murray, Barbara (2)	+ -
Backel, Michelle (1)	+ -

Bai, Haiyan (1)	+ -
Baldwin, Lee (1)	+ -
Bell, Kathleen (1)	+ -
Bozeman, William (1)	+ -
Bryer, Thomas (1)	+ -
Cannavino, Karen (1)	+ -
Connors, Linda (1)	+ -
Diaz, Anna (1)	+ -
Doherty, Walter (1)	+ -
Gao, Su (1)	+ -
Gaught, William (1)	+ -
Hahs-Vaughn, Debbie (1)	+ -
Harris, Charles (1)	+ -
Holt, Kathleen (1)	+ -
Kaplan, Jeffrey (1)	+ -
Kincaid, John (1)	+ -
Lin, Mike Chang-Hui (1)	+ -
Little, Mary (1)	+ -
Madden, Michelle (1)	+ -
Marlow, Kimberly (1)	+ -
Martin, Suzanne (1)	+ -
McMillen, Margaret (1)	+ -
Miller, Joseph (1)	+ -
Moore, Kenneth (1)	+ -
Moore, Miriam (1)	+ -

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