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Title: EFFECTS ON STUDENT PERFORMANCE OF USING HANDS-ON ACTIVITIES TO TEACH SEVENTH GRADE STUDENTS MEASUREMENT CONCEPTS.
Creator: Hoke, Darlene, Dixon, Juli, University of Central Florida
Abstract / Description: Student performance on measurement concepts in mathematics was the basis for this action research study. This study summarizes research conducted in a seventh grade classroom at an urban middle school during fall of 2005. The study investigated the practice of using hands-on activities in addition to the standard mathematics curriculum to improve student performance in measurement tasks. Students were asked to respond to questions posed by both teacher and other students in the classroom....
Show moreStudent performance on measurement concepts in mathematics was the basis for this action research study. This study summarizes research conducted in a seventh grade classroom at an urban middle school during fall of 2005. The study investigated the practice of using hands-on activities in addition to the standard mathematics curriculum to improve student performance in measurement tasks. Students were asked to respond to questions posed by both teacher and other students in the classroom. Data were collected using measurement survey, focus group discussions, math journals, and teacher observations. Results of this study showed that student performance on measurement tasks increased throughout the course of the study. Student gains were recorded and analyzed throughout the eight-week study period. Twenty-one out of 26 students that participated in the study showed performance growth in measurement concepts.
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Date Issued: 2008
Identifier: CFE0002228, ucf:47890
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002228

Title: THE PREVALENCE OF BULLYING IN CENTRAL FLORIDA MIDDLE SCHOOLS AS PERCEIVED BY STUDENTS.
Creator: Norris, Marty, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: This study was developed to produce data about the prevalence of bullying in Central Florida middle schools. The research was intended to contribute to the existing body of knowledge on bullying and victimization. The focus for this study was provided through research questions: (a) to determine if there is a mean difference in perceived victimization among Central Florida middle school students based on grade level, gender, and ethnicity; (b) to determine if there is a mean difference in...
Show moreThis study was developed to produce data about the prevalence of bullying in Central Florida middle schools. The research was intended to contribute to the existing body of knowledge on bullying and victimization. The focus for this study was provided through research questions: (a) to determine if there is a mean difference in perceived victimization among Central Florida middle school students based on grade level, gender, and ethnicity; (b) to determine if there is a mean difference in perceived bullying among Central Florida middle school students based on grade level, gender, and ethnicity; (c) to determine what support do students perceive Central Florida middle school staff provide to students who are bullied;(d) to determine what school locations, if any, do Central Florida middle school students perceive to be the most prevalent for bullying activities; (e) to determine if there is a relationship between skipping school and perceived victimization among middle school students in Central Florida; (f) to determine what is the average number of school days skipped by middle school students in Central Florida due to perceived victimization; (g) to determine if there is a relationship between feeling safe at school and perceived victimization among middle school students in Central Florida; (h) to determine if there is a relationship between student perceptions of whether teasing and bullying harms their grades and perceived victimization for middle school students in Central Florida; and (i) to determine if there is a relationship between students showing interest in their school work and perceived victimization by Central Florida middle school students. The population of this study was comprised of students in grades 6-8 in three Central Florida school districts during the 2007 – 2008 school years. Data were generated from the 13 schools located in Brevard, Osceola and Volusia counties using a self-reporting survey. Based on the research findings, it was determined that bullying is prevalent in Central Florida schools, with 21% (n = 133) of the students perceiving themselves as a victim of teasing and bullying. Students who perceive themselves as a bully was 5% (n = 30). Minority students perceived themselves as victims the most. Minority students in the sixth grade and non-minority students in the seventh grade, regardless of gender, perceived themselves as victims the most. Students in the sixth grade, regardless of race and gender, perceived themselves as bullies more than students in other grade levels. Students, who perceived themselves as victims, feel it is because they had good grades and show interest in their school work. Perceived victims of teasing and bullying also have poorer grades. Most students, who are victims of bullying, do feel somewhat safe at school and feel what the school is doing about the teasing and bullying problems was sufficient. When asked about attendance, a majority of students reported they have not skipped any days of school as a result of being teased or bullied. Students also identified all campus locations as areas where teasing and bullying takes place, with the gym having the most occurrence
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Date Issued: 2008
Identifier: CFE0002215, ucf:47897
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002215

Title: THE EFFECTS OF A PROJECT-BASED MATHEMATICS CURRICULUM ON MIDDLE SCHOOL STUDENTS' INTENDED CAREER PATHS RELATED TO SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS.
Creator: Clanton, Barbara, Dixon, Juli, University of Central Florida
Abstract / Description: This study is an examination of whether a project-based mathematics curriculum would influence students' intended career paths related to science, technology, engineering, and mathematics (STEM) endeavors; perceived usefulness of mathematics; and perceived competence in doing mathematics. A review of the literature revealed that there are many shortages of professionals in STEM fields. United States women and men are not pursuing STEM endeavors in great numbers and the U.S. relies heavily on...
Show moreThis study is an examination of whether a project-based mathematics curriculum would influence students' intended career paths related to science, technology, engineering, and mathematics (STEM) endeavors; perceived usefulness of mathematics; and perceived competence in doing mathematics. A review of the literature revealed that there are many shortages of professionals in STEM fields. United States women and men are not pursuing STEM endeavors in great numbers and the U.S. relies heavily on international students to fill this gap. The literature revealed that the girls who do not pursue STEM endeavors in great numbers do not perceive mathematics as a useful endeavor and do not think they are competent in doing mathematics. Boys who do not pursue STEM endeavors in great numbers also do not perceive mathematics as a useful endeavor. The study involved 7th and 8th grade school students enrolled in algebra classes in a private college-preparatory school. The students in the experimental group participated in a problem-based curriculum that integrated lecture-based methods with four major projects designed to have students apply mathematics out of the context through hands-on real-life problems. This particular quasi-experimental design was a nonequivalent pre-test/post-test control group design. Statistical analyses were done using a general linear model repeated measures. The results of the statistical analyses indicated that the students in the project-based group showed a statistically significant positive change in their perceived usefulness of mathematics when compared to the control group. A t-test revealed no statistically significant differences in academic achievement. Qualitative data analysis uncovered three emergent themes. Students indicated that they saw the usefulness of mathematics more clearly; students' independence from the teacher while doing the projects was unsettling; and students enjoyed the change of pace in class. The results of the study indicated that a project-based mathematics curriculum can help students see the usefulness of mathematics and can help students enjoy the pursuit of mathematics by this particular change of routine.
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Date Issued: 2005
Identifier: CFE0000907, ucf:46765
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000907

Title: THE POWER OF USING PRIMARY SOURCES IN MIDDLE SCHOOL SOCIAL STUDIES.
Creator: Richardson, Emily, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: Educational experts believe that utilizing primary sources opens new doors for students by allowing them to think like historians, which ultimately hones in on the purpose of developing critical thinking skills (Rodeheaver, 2009). Historians constantly question documents, events, and credentials in order to form their own opinions while using primary source documents (Drake, 2002). When students have the opportunity and freedom to question documents and events and form their own opinions,...
Show moreEducational experts believe that utilizing primary sources opens new doors for students by allowing them to think like historians, which ultimately hones in on the purpose of developing critical thinking skills (Rodeheaver, 2009). Historians constantly question documents, events, and credentials in order to form their own opinions while using primary source documents (Drake, 2002). When students have the opportunity and freedom to question documents and events and form their own opinions, learning may be enhanced. This study examines the possible power of allowing students to explore primary documents and learn by doing during social studies instruction (Dewey, 1916). This thesis examines middle school students' perceptions of the effectiveness of using primary source documents in social studies. Through a survey given to general education students and to ESE students, this thesis explored eighth graders' perceptions of using primary sources. The survey included questions pertaining to the depth of knowledge on using primary sources as well as questions about how to determine a primary source from a secondary source and which of the two is more interesting and/or of more benefit to the learning process. By analyzing the responses to the survey given, the results found that a number of eighth graders thought that primary sources were more interesting, but preferred to lean from secondary sources. These findings do not necessarily agree with what educational experts and historians are suggesting, yet, they may offer insights into the educational implications for middle school teachers and provide opportunities for future research.
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Date Issued: 2012
Identifier: CFH0004275, ucf:44957
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004275

Title: ADDRESSING ANGER MANAGEMENT IN A MIDDLE SCHOOL SETTING: INITIATING A LEADERSHIP DRIVE ANGER MANAGEMENT GROUP.
Creator: Burt, Isaac, Butler, Kent, University of Central Florida
Abstract / Description: This study examined the effect of a leadership driven anger management group on angry middle school students. Twenty-five participants from a local middle school were nominated by school faculty to be participants in the study. Twenty individuals participated and eighteen completed the study. The eighteen participants were assessed at pre and post test on measures of anger, anger control and personal relationships. Three research questions were tested: (1) Does a short term leadership focused...
Show moreThis study examined the effect of a leadership driven anger management group on angry middle school students. Twenty-five participants from a local middle school were nominated by school faculty to be participants in the study. Twenty individuals participated and eighteen completed the study. The eighteen participants were assessed at pre and post test on measures of anger, anger control and personal relationships. Three research questions were tested: (1) Does a short term leadership focused anger management group reduce youthsÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' overall anger? (2) Does such a group increase angry youthsÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' ability to control anger urges? (3) Does this group reduce youthsÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' expressed anger towards others? Study results indicated that the leadership driven anger management participants showed a significant reduction in overall anger. Although participants in the study had a significant increase in anger control expressed outwardly (AC-O), they did not show a significant internal perception of an increase in anger control (AC-I). Furthermore, results indicated that participants showed significant reduction in their expressed outward anger in their relationships (AX-O), but did not show significant differences in their perception of expressed internal anger in relationships (AX-I). A discussion follows explaining the possible reasons for this discrepancy, as well as limitations, modified procedures, and implications for this study. Lastly, the study completes with recommendations for future research in the field of counseling and anger management.
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Date Issued: 2010
Identifier: CFE0003375, ucf:48463
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003375

Title: SCIENCE TEACHERS' BELIEFS CONCERNING REFORM POLICIES: COMPARISONS BASED ON GRADE LEVEL, ACHIEVEMENT HISTORY, AND SOCIOECONOMIC STATUS.
Creator: Hallett, Rachel, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: In an effort to increase the relevance and rigor of the science curriculum being taught in schools throughout Florida, the Next Generation Sunshine State Standards were developed and districts throughout the state began processing them for use in the K-12 classrooms. With a history of adopt and abandon reform strategies, one district wanted to follow a more structured implementation approach to better ensure a successful transition to the new standards. As the first aspect of the approach,...
Show moreIn an effort to increase the relevance and rigor of the science curriculum being taught in schools throughout Florida, the Next Generation Sunshine State Standards were developed and districts throughout the state began processing them for use in the K-12 classrooms. With a history of adopt and abandon reform strategies, one district wanted to follow a more structured implementation approach to better ensure a successful transition to the new standards. As the first aspect of the approach, teachers in grades 3-8 were asked to complete two instruments which gauged their beliefs regarding the Next Generation Standards in science. Quantitative analysis of the responses revealed differences in beliefs among teachers at different grade levels, at schools with different socio-economic statuses, and at schools with different standardized test performance histories. Qualitative analysis uncovered the nature of the differences and allowed for a clearer view of the current state of science reform in the district.
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Date Issued: 2010
Identifier: CFE0003203, ucf:48584
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003203

Title: Student Engagement and Ethical Care in a Title I Middle School Program.
Creator: Anderson, Marguerite, Hopp, Carolyn, Vitale, Thomas, Kaplan, Jeffrey, Robinson, Edward, University of Central Florida
Abstract / Description: ABSTRACTThe purpose of this dissertation was to determine if the foundational constructs (student engagement and ethical care) were experienced by the 8th grade students that participated in a morning tutoring program: Future Problem Solvers. A mixed methods design was adopted for the purpose of this study including raw data, survey data, informal observations, and face-to-face interviews. The goal was to determine if the 28 participants (male and female) demonstrated academic success on the...
Show moreABSTRACTThe purpose of this dissertation was to determine if the foundational constructs (student engagement and ethical care) were experienced by the 8th grade students that participated in a morning tutoring program: Future Problem Solvers. A mixed methods design was adopted for the purpose of this study including raw data, survey data, informal observations, and face-to-face interviews. The goal was to determine if the 28 participants (male and female) demonstrated academic success on the Florida Comprehensive Achievement Test (Science). The study was also conducted in order to explore the level of student engagement and the development of reciprocating relationships based ethical care between the teacher and the students.The findings from the quantitative analysis using the Mann Whitney U indicated that the FSP participants did make academic gains on the FCAT (Science) test to a higher degree than non-participants: Non-Participants (Mean Rank = 182.37) and Participants (Mean Rank = 332.96). The significance was established where p = .00. The quantitative analysis using frequency data also revealed that the majority of the participants reported that they were engaged in learning and made strong efforts when doing and completing their schoolwork. They also participated in class, as well as school based activities. Furthermore, they reported that they felt a sense of belonging and were supported by the staff.The findings from the qualitative analysis indicated that the teacher did model care to the students. He engaged them in dialogue about caring relationships and confirmed and encouraged the best in them. The responses on the interviews completed by the teacher and the principal, as well as the students give evidence that strong relationships developed between the students and the teacher. Moreover, that these reciprocating relationships were built on trust and care.The discussion and interpretations emphasizes the need for professional development, and the need for policy that strives to support student engagement and ethical care above high stakes testing.
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Date Issued: 2014
Identifier: CFE0005456, ucf:50379
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005456

Title: IMPROVING PARENT INVOLVEMENT FOR CULTURALLY AND LINGUSTICALLY DIVERSE PARENTS OF MIDDLE SCHOOL STUDENTS WITH DISABILITIES FROM URBAN SETTINGS IN SUBURBAN SCHOOLS.
Creator: Urquhart, Michelle, Dieker, Lisa, University of Central Florida
Abstract / Description: This study was designed to address the need for improved collaborative experiences for culturally and linguistically diverse (CLD) parents of students with disabilities. Historically, these individuals have had limited interactions with special education services and professionals, particularly at the middle school level. To improve the collaborative relationship between CLD families and schools, the study offered collaborative training sessions designed to provide opportunities for parents...
Show moreThis study was designed to address the need for improved collaborative experiences for culturally and linguistically diverse (CLD) parents of students with disabilities. Historically, these individuals have had limited interactions with special education services and professionals, particularly at the middle school level. To improve the collaborative relationship between CLD families and schools, the study offered collaborative training sessions designed to provide opportunities for parents to build on their current knowledge base and skills for effective partnerships with school personnel. The goal of the training was to increase the types and frequency of school involvement by CLD parents. The participants for this study consisted of teachers and parents of culturally diverse groups of middle grade students in special education transitioning from an urban elementary school into a suburban middle school. Hence, the researcher evaluated parent perceptions of the collaborative experience to determine the effects it had on future efforts to collaborate. Student perceptions of both the collaborative process and the teacher's ability to provide services that embrace cultural differences and reflect high expectations were also assessed. Overall evaluation of Parent Collaborative Training (PCT) demonstrated a direct influence on the behaviors of parents as well as students and teachers, who were indirectly affected by the parenting behaviors. The training influenced parents' knowledge and skills, opinions of students regarding their parents and teachers, and showed higher ratings for students across three domains: student behaviors, student capabilities, and teacher expectations.
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Date Issued: 2006
Identifier: CFE0001310, ucf:47016
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001310

Title: MIDDLE SCHOOL MATHEMATICS TEACHER CERTIFICATION, DEGREE LEVEL, AND EXPERIENCE, AND THE EFFECTS ON TEACHERATTRITION AND STUDENT MATHEMATICS ACHIEVEMENT IN A LARGE URBAN DISTRICT.
Creator: Swan, Bonnie, Hynes, Michael, University of Central Florida
Abstract / Description: The purpose of this study was to examine the backgrounds and experiences of middle school mathematics teachers that often distinguish "quality" teachers, including certification, experience, degree type, and degree level and how those demographics and others vary for different types of schools. The emphasis was on profiling teachers in a large urban district by describing their basic features and distributions, as well as how middle school mathematics teachers, according to those differences,...
Show moreThe purpose of this study was to examine the backgrounds and experiences of middle school mathematics teachers that often distinguish "quality" teachers, including certification, experience, degree type, and degree level and how those demographics and others vary for different types of schools. The emphasis was on profiling teachers in a large urban district by describing their basic features and distributions, as well as how middle school mathematics teachers, according to those differences, relate to student mathematics achievement, teacher attrition and teacher mobility. Student achievement was measured by test results from the Norm Reference Test-Normal Curve Equivalent (NRT-NCE) mathematics portion of the Florida Comprehensive Assessment Test (FCAT) for two school years (2003-04 and 2004-05). A variety of analytic approaches and methods were used to examine how different teacher characteristics relate to teacher employment patterns and student achievement, including chi-square, Kruskal-Wallace, Mann-Whitney U, ANOVA, and t tests, together with simple descriptives and graphical analysis. Standard multiple regression was used to evaluate whether students' previous test scores and teacher- and school-level predictors could affect the results of students' mathematics achievement. A short survey was administered, which provided some insight to ascertain whether and why teachers choose among schools when seeking employment. A total of 282 teachers and 24,766 students were included for the final analysis. This research revealed high rates of teacher turnover and deficient numbers of well qualified mathematics teachers for this particular demographic. For example, one in three middle school mathematics teachers was in their first year, and over half (55%) had less than three years seniority. It was also apparent that, because of a shortage of well-qualified mathematics teachers, many new teachers were being hired out-of-field--of those first-year teachers, only about half had certification in their content area and most (67%) did not have a degree in mathematics or mathematics education. Middle schools in this district had lost 29% of the mathematics teacher workforce employed the previous year due to mathematics teacher attrition. Of those many resigned, some came back to teach another subject at the same or different middle school, and others transferred to high schools. An additional 5% transferred to other middle schools within the same district bringing the total turnover to 34%. Findings revealed no significant differences in turnover rates in high-poverty versus low-poverty schools, but there were significant differences in the proportions of movers, leavers, and stayers in schools according to whether or not a school was achieving high-standards in mathematics. Although inequities did exist in favor of schools with less at-risk students, in this district--for the most part--teachers were fairly distributed according to the "quality" of their backgrounds and experiences. The only significant gap was in that students in wealthier schools were more likely to have a mathematics teacher with a higher degree. This study also offers results that further understanding on the debate about which attributes of teachers are most likely to translate into effective-classroom performance. When analysis was performed at the student level, the findings revealed that students of middle school mathematics teachers with higher seniority, advanced degrees, or certification in the content area that they taught, performed significantly higher than students in other classrooms. Yet the magnitude of those differences was either modest or very small. When controlling for students' socio-economics status at the classroom level, differences were not significant for seniority or advanced degrees but the results were significant for certification.
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Date Issued: 2006
Identifier: CFE0001210, ucf:46948
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001210

Title: EXAMINING THE RELATIONSHIP BETWEEN FEMALE PARENTS WITH LOW PERCEIVED CONTROL AND ADOLESCENT CHILD STRESS.
Creator: Monaghan, Brendan, Sims, Valerie, University of Central Florida
Abstract / Description: Adolescence is a stressful time for many children. Changes in their environment or changes in social situations are some typical stressors that an adolescent child might encounter. Interactions with parents can also be a stressor for a child. Previous research has shown that a risk factor for a parent using harsh parenting techniques is perceived control. Parents who have low perceived control are at a higher risk to engage in physical parenting techniques or child abuse. This study included...
Show moreAdolescence is a stressful time for many children. Changes in their environment or changes in social situations are some typical stressors that an adolescent child might encounter. Interactions with parents can also be a stressor for a child. Previous research has shown that a risk factor for a parent using harsh parenting techniques is perceived control. Parents who have low perceived control are at a higher risk to engage in physical parenting techniques or child abuse. This study included 198 middle school students and their female parent or guardian pairs (296 total participants), with the adolescent participants ranging in age from 10-year-old to 14-years-old. The adult participants were evaluated for their level of perceived control and the adolescent participants were evaluated for their level of perceived stress. The results showed that parents who perceived themselves as have a low amount of control over their child's behavior (low ACF), regardless of the level of control the parents perceived the child to have over their own behavior (CCF), were linked with their child have a high level of perceived stress, F (1, 182) = 5.14, p = .025. This effect was found only for the 14-year-old participants, t (30) = 2.774, p = .009. Implications of thesis results and areas of further research are suggested. It is possible that as a child gets older and enters puberty, the parent of the child feels as if they are losing control over their child and, as a result, resort to more forceful parenting techniques to regain control.
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Date Issued: 2011
Identifier: CFH0003830, ucf:44751
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003830

Title: USING COMMUNICATION TECHNIQUES IN THE LOW-PERFORMING MATHEMATICS CLASSROOM: A STUDY OF FRACTIONS,DECIMALS,PERFORMANCE AND ATTITUDES.
Creator: Guyton, Pamela, Ortiz, Enrique, University of Central Florida
Abstract / Description: Within a low-performing seventh grade mathematics classroom, communication techniques including discourse, collaborative groups, listening, reading, and writing were implemented during a six week period. This study shows how the use of these techniques led to the twenty four students' conceptual understanding of fraction and decimal concepts. This research study provides insight to the deep-seeded beliefs of low-performing students. It provides a record of how the teacher used...
Show moreWithin a low-performing seventh grade mathematics classroom, communication techniques including discourse, collaborative groups, listening, reading, and writing were implemented during a six week period. This study shows how the use of these techniques led to the twenty four students' conceptual understanding of fraction and decimal concepts. This research study provides insight to the deep-seeded beliefs of low-performing students. It provides a record of how the teacher used communication techniques in the classroom and had a strong positive impact on the attitudes and performance of these struggling students.
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Date Issued: 2008
Identifier: CFE0002146, ucf:47928
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002146

Title: A COMPARISON STUDY OF FLORIDA MIDDLE SCHOOLS WITH ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID)AND NON-AVID MIDDLE SCHOOLS.
Creator: Lifvendahl, Scott Lifvendahl, Doherty, Walter, University of Central Florida
Abstract / Description: With the passage of the No Child Left Behind Act, schools and school districts have come under increased pressure to demonstrate student proficiency and success at the elementary, middle and high school levels. Each state is required to use standardized test data as evidence of student proficiency. The data is collected by each state and reported to the federal government to demonstrate progress. In Florida, the exam used to record proficiency is the Florida Comprehensive Assessment Test ...
Show moreWith the passage of the No Child Left Behind Act, schools and school districts have come under increased pressure to demonstrate student proficiency and success at the elementary, middle and high school levels. Each state is required to use standardized test data as evidence of student proficiency. The data is collected by each state and reported to the federal government to demonstrate progress. In Florida, the exam used to record proficiency is the Florida Comprehensive Assessment Test (FCAT). At all three levels, the FCAT is administered annually and the results are used to create school grades ranging from A-F. Florida high schools fall in the lowest 10% in the nation for graduation rates, graduating less than 60% of high school students. The pressure created by these high stakes tests have led to a growth in Florida secondary schools implementing the Advancement Via Individual Determination (AVID) program. AVID seeks to offer a rigorous curriculum with additional support to underserved students. However, some literature demonstrates that schools with AVID improve the success of not only AVID students, but the overall population as well. This is commonly referred to as the "AVIDization" of a school. This study used an independent t-test to compare middle schools in eleven Florida county school districts with AVID to non-AVID schools in the 2007-2008 school year in six main areas; a) FCAT Math scores, b) FCAT Reading scores, C) overall FCAT scores, d) frequency of disciplinary incidences, e) attendance rates, and f) overall FCAT scores with controlled data. In this study, 85 middle schools had AVID and 179 middle schools were non-AVID. In comparing AVID to non-AVID students in the six areas, the t-test demonstrated that schools with the AVID program did not outperform non-AVID schools in the three FCAT tested areas. Also, the data shows that AVID schools were more likely to have higher reported rates of disciplinary incidences then non-AVID schools.
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Date Issued: 2009
Identifier: CFE0002905, ucf:48010
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002905

Title: THE IMPACT OF VIDEO MODELING AND PEER MENTORING OF SOCIAL SKILLS FOR MIDDLE SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS IN INCLUSIVE SETTINGS.
Creator: Ogilvie, Christine, Dieker, Lisa, University of Central Florida
Abstract / Description: Given the behavioral expectations of students by teachers and peers in middle school inclusive classrooms and characteristics inherent to students with ASD, the purpose of this study was to explore the impact of video modeling and peer mentoring of five critical social skills for inclusion on middle school students with ASD. Specifically, the extent to which the combination of video modeling and peer mentoring of five critical social skills would increase the level of demonstration of these...
Show moreGiven the behavioral expectations of students by teachers and peers in middle school inclusive classrooms and characteristics inherent to students with ASD, the purpose of this study was to explore the impact of video modeling and peer mentoring of five critical social skills for inclusion on middle school students with ASD. Specifically, the extent to which the combination of video modeling and peer mentoring of five critical social skills would increase the level of demonstration of these skills in the general education inclusion setting was investigated. Because individuals with ASD exhibit limited social communication skills, those skills necessary especially at the middle school level to understand the "hidden curriculum", social skills instruction has been deemed important (APA, 2004; Smith-Myles & Simpson). The current multiple baseline across subjects study was grounded in the research on video modeling (Bellini & Akullian, 2007) and peer mentoring (Fuchs & Fuchs, 2005; Maheady, Harper, & Mallette, 2001) as methods of providing social skills instruction for middle school students with ASD (Goldstein & McGinnis, 1997; Smith-Myles & Simpson, 2001). The impact of the video models and peer mentors was measured using the level of demonstration of five critical social skills on three middle school aged students with ASD. All three students with ASD were included in at least one general education classroom. The results of this investigation indicated that the combination of video modeling and peer mentoring of critical social skills positively impacted the levels of demonstration of the skills of students with ASD. While results varied, all three students with ASD increased their levels of demonstration of the targeted critical social skills.
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Date Issued: 2008
Identifier: CFE0002306, ucf:47845
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002306

Title: Successful Urban Adolescent Writers: A Study of a Collaborative Model of Teaching Writing.
Creator: Mander, Erin, Hewitt, Randall, Hopp, Carolyn, Short, Edmund, Vitale, Thomas, University of Central Florida
Abstract / Description: The goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in...
Show moreThe goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in teaching writing? What is the relationship between engaging in a collaborative model of teaching writing and improvement of writing skill in middle level students?The study determined how and why the writing skill was developed at an urban, rural middle school in a Central Florida School District. The rationale for completing research at Horizon Middle School was to provide an exemplar in the teaching of writing skill, a phenomenon. Horizon Middle School presented a learning community that was entrenched in the same challenging demographics, but distinctly showed a high level of academic achievement in writing. Instead of teaching through a formulaic, test-generated approach, students learned through discovery, personal relationship, and engagement. Not only did 97% of 8th grade students passed the Florida Writes examination, but in the process of preparing for the standardized assessment was an embedded foundation laid for students and their future learning. The review of literature focused on: school culture, models of teaching at the middle level, models of teaching writing at the middle level and the standardization found within the FCAT Writes. Data collection was completed through classroom observations, one-on-one interviews and participation in faculty meetings. Data analysis was completed by addressing each research question through the conceptual framework. The study determined that this was a model for developing the writing skill for all middle level students, an exemplar within the field. Suggested uses for the study included the development of future studies focus on successful schools that were challenged by the same demographics and consideration of the partnership that Horizon had with the University of Central Florida as a model for other educational communities to consider.
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Date Issued: 2012
Identifier: CFE0004574, ucf:49202
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004574

Title: Development During Middle School: An Ecological-Transactional, Cross-Section Examination of Early Adjustment.
Creator: White, Rachel, Renk, Kimberly, Bedwell, Jeffrey, Sims, Valerie, University of Central Florida
Abstract / Description: This study utilized an ecological framework to investigate the types of variables that influence adolescent adjustment during middle school and how influences change or stay the same depending on grade level. A cross-sectional approach was taken in which students entering the beginning of their Sixth Grade year and students nearing the end of their Eighth Grade year were administered a comprehensive questionnaire including items about psychological adjustment, parenting characteristics,...
Show moreThis study utilized an ecological framework to investigate the types of variables that influence adolescent adjustment during middle school and how influences change or stay the same depending on grade level. A cross-sectional approach was taken in which students entering the beginning of their Sixth Grade year and students nearing the end of their Eighth Grade year were administered a comprehensive questionnaire including items about psychological adjustment, parenting characteristics, community support characteristics, ethnic identity, acculturation status, and socio-economic status. Findings suggest that Sixth and Eighth Graders' experience of emotional and behavioral problems is influenced differently. This is particularly salient as it pertains to parenting support and acculturation variables. Findings support the notion that individualized, multi-systemic style interventions are valuable even within the developmental period of adolescence as important changes in risk and protective factors are taking place as one moves from early- to mid-adolescence.
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Date Issued: 2012
Identifier: CFE0004459, ucf:49347
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004459

Title: Mathematic Strategies for Teaching Problem Solving: The Influence of Teaching Mathematical Problem Solving Strategies on Students' Attitudes in Middle School.
Creator: Klingler, Kelly, Ortiz, Enrique, Gresham, Regina, Andreasen, Janet, University of Central Florida
Abstract / Description: The purpose of this action research study was to observe the influence of teaching mathematical problem solving strategies on students' attitudes in middle school. The goal was to teach five problem solving strategies: Drawing Pictures, Making a Chart or Table, Looking for a Pattern, Working Backwards, and Guess and Check, and have students reflect upon the process. I believed that my students would use these problem solving strategies as supportive tools for solving mathematical word...
Show moreThe purpose of this action research study was to observe the influence of teaching mathematical problem solving strategies on students' attitudes in middle school. The goal was to teach five problem solving strategies: Drawing Pictures, Making a Chart or Table, Looking for a Pattern, Working Backwards, and Guess and Check, and have students reflect upon the process. I believed that my students would use these problem solving strategies as supportive tools for solving mathematical word problems. A relationship from the Mathematics Attitudes survey scores on students' attitudes towards problem solving in mathematics was found. Students took the Mathematics Attitudes survey before and after the study was conducted. In-class observations of the students applying problem solving strategies and students' response journals were made. Students had small group interviews after the research study was conducted. Therefore, I concluded that with the relationship between the Mathematics Attitudes survey scores and journal responses that teaching the problem solving strategies to middle school students was an influential tool for improving students' mathematics attitude.
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Date Issued: 2012
Identifier: CFE0004309, ucf:49490
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004309

Title: THE IMPACT OF GRADE CONFIGURATION ONSIXTH GRADE ACADEMIC ACHIEVEMENT IN FLORIDA PUBLIC SCHOOLS.
Creator: Schafer, Karen, Murray, Barbara, University of Central Florida
Abstract / Description: This study examined the impact of grade span configuration on the academic achievement of sixth grade students in Florida public schools. Grade configuration (PK-6, PK-8, and 6-8) was the independent variable. Academic achievement, the dependent variable, was measured using 2009 Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics mean scale scores and the percentage of students making annual learning gains from 2008 to 2009. School socioeconomic status (SES) was used as a...
Show moreThis study examined the impact of grade span configuration on the academic achievement of sixth grade students in Florida public schools. Grade configuration (PK-6, PK-8, and 6-8) was the independent variable. Academic achievement, the dependent variable, was measured using 2009 Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics mean scale scores and the percentage of students making annual learning gains from 2008 to 2009. School socioeconomic status (SES) was used as a covariate to equalize the effect of poverty on achievement. Random samples of schools were drawn from the population of all Florida public schools with sixth grades in 2009, and from FloridaÃ‚Â's 2009 Academically High Performing School Districts. Findings showed that there was a statistically significant difference in achievement based on grade level configuration in reading and mathematics for all schools and for schools in Academically High Performing Districts. In all cases, the PK-6 configuration was statistically significantly higher than 6-8, with varied significance between PK-6 and PK-8, and PK-8 and 6-8. The strongest practical significance for all schools was found for learning gains in mathematics, with 26% of the variance in mean learning gain percentages accounted for by grade configuration when controlling for SES. Recommendations were made that future studies address differentiating grade configurations by instructional models and other factors that could impact achievement. The degree and the fidelity to which the middle school concept is implemented in 6-8 schools should be accounted for before making conclusions about the impact of configuration on academic achievement of students in that configuration.
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Date Issued: 2010
Identifier: CFE0003030, ucf:48357
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003030

Title: AN EVALUATION OF INTEGRATED CURRICULUM AS IT EXISTS IN MATHEMATICS AND SCIENCE SSS AS WELL AS THE SUBSEQUENT SUPPORTIVE PRESENTATION OF THOSE STANDARDS IN EIGHTH GRADE MATHEMATICS AND SCIENCE TEXTBOOKS.
Creator: Gill, Clara, Dixon, Juli, University of Central Florida
Abstract / Description: This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to...
Show moreThis study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to uncover POIs between mathematics and science; considered effective strategies for presenting these points of intersection in the classroom; and examined the textbooks for a mutually supportive presentation of the POIs between the two domains. The criterion for textbook evaluation was synthesized from documents used by the National Research Council (NRC, 2004) and Project 2061 (Roseman, Kulm, Shuttleworth, 2001. These criteria were examined in terms of measureable elements of textbook design, vocabulary, inquiry and problem solving in order to create integrated objectives, which were then operationalized so that each objective could be evaluated using the Textbook Evaluation Document (TED). The validity of the TED was insured by the transparency of the process. Reliability was determined in two steps, first to determine the most reliable segments of the document and finally to confirm the reliability of those segments. It was determined that the vocabulary section of the TED consistently produced reliability scores above 70% with variation of Supportive Curriculum Scores (SCS) between textbooks. This indicated that a measure of supportive vocabulary could be generated for use in future studies for example correlating supportive curriculum with student achievement.
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Date Issued: 2010
Identifier: CFE0003010, ucf:48338
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003010

Title: The Impact of Video Modeling Combined with Skillstreaming Teaching Procedures on the Social Interaction Skills of Middle School Aged Students with Autism Spectrum Disorders.
Creator: Kocaoz, Onur, Little, Mary, Dieker, Lisa, Pearl, Cynthia, Wienke, Wilfred, Cerasale, Mark, University of Central Florida
Abstract / Description: This purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to...
Show moreThis purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to assess the effects of the video modeling intervention package on two beginning social skills (i.e., initiate greetings and initiate a conversation). The participants were three middle school-aged students with ASD enrolled in a self-contained classroom. The dependent variable was the percentage of correct social skills components performed when greeting the teacher and initiating a conversation within in the first 10 minutes of class each morning. The independent variable was an intervention package that included video modeling and direct instruction for each social skill component with Skillstreaming procedures (i.e., modeling, role playing, feedback). The results of this research indicated that all three students improved their social skills performance following the implementation of the video modeling intervention package. Furthermore, during the maintenance phase, the social skills performance of each student was maintained. Recommendations for further study and for teachers of students with ASD are presented
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Date Issued: 2015
Identifier: CFE0005820, ucf:50026
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005820

Title: Literate Citizenship: The Culture of Literacy in Inclusive Middle School Social Studies Classrooms and Students with Intellectual Disabilities.
Creator: Becht, Kathleen, Dieker, Lisa, Wienke, Wilfred, Little, Mary, Zygouris-Coe, Vassiliki, University of Central Florida
Abstract / Description: As more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the...
Show moreAs more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the past five years. The learning environment and the general education teachers' perceptions and expectations of the nature of literacy for students with intellectual disabilities in the general education setting were observed over a nine week period using two theoretical frameworks; the culture of inclusion (Giangreco, Cloninger, Dennis, (&) Edelman, 1994) and socio-cultural literacy (Barton (&) Hamilton, 1998). The data gathered is reflective of the literacy practices used with the four students with intellectual disabilities who agreed to participate in the in-depth analyses, though nine were enrolled in the three general education classes. The themes of socialization for students with intellectual disabilities in general education classes, and the immersion in and isolation from literacy practices within the general education social studies literacy culture emerged and are discussed in detail. Implications for practice and recommendations for future research for students with intellectual disabilities in general education middle school settings are provided.
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Date Issued: 2015
Identifier: CFE0005763, ucf:50085
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005763

middle school (16)	+ -
Middle School (11)	+ -
mathematics (5)	+ -
Mathematics (3)	+ -
Student Achievement (3)	+ -

student achievement (3)	+ -
Adolescence (2)	+ -
Autism Spectrum Disorders (2)	+ -
Florida (2)	+ -
Inclusion (2)	+ -
Social Studies (2)	+ -
beliefs (2)	+ -
inclusion (2)	+ -
middle school students (2)	+ -
6-8 Middle (1)	+ -
8th grade science (1)	+ -
AVID (1)	+ -
Academic Achievement (1)	+ -
Academic Outcomes (1)	+ -
Achievement Gap (1)	+ -
Adolescence. (1)	+ -
Adolescent Stress (1)	+ -
Adolescents (1)	+ -
Advance Organizers (1)	+ -
Advancement Via Individual Determination (1)	+ -
African-American Students (1)	+ -
Alcohol Abuse (1)	+ -
Anchored Instruction (1)	+ -
Anger management group (1)	+ -
Assessment (1)	+ -

ETD Collection (39)	+ -
Honors Collection (2)	+ -

University of Central Florida (41)	+ -
Doherty, Walter (9)	+ -
Dieker, Lisa (6)	+ -
Taylor, Rosemarye (6)	+ -
Baldwin, Lee (4)	+ -

Dixon, Juli (4)	+ -
Hopp, Carolyn (3)	+ -
Murray, Barbara (3)	+ -
Ortiz, Enrique (3)	+ -
Wienke, Wilfred (3)	+ -
Andreasen, Janet (2)	+ -
Everett, Robert (2)	+ -
Fritz, Ronald (2)	+ -
Gresham, Regina (2)	+ -
Hahs-Vaughn, Debbie (2)	+ -
Jeanpierre, Bobby (2)	+ -
Johnson, Jerry (2)	+ -
Little, Mary (2)	+ -
Nutta, Joyce (2)	+ -
Sims, Valerie (2)	+ -
Vitale, Thomas (2)	+ -
Zygouris-Coe, Vassiliki (2)	+ -
Adams, Thomasenia (1)	+ -
Akyuz, Didem (1)	+ -
Anderson, Clinton (1)	+ -
Anderson, Marguerite (1)	+ -
Antmann, Michael (1)	+ -
Asplen, Brennan (1)	+ -
Bai, Haiyan (1)	+ -
Beattie, Karen (1)	+ -

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