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- Title
- WHAT IS THE EFFECT OF STANDARDIZED TESTING ON TEACHER PRACTICE?.
- Creator
-
Granato, Courtney, Hopp, Carolyn, University of Central Florida
- Abstract / Description
-
This study examines the potential correlation between standardized testing and teacher practice. Building upon the conceptual framework, are constructs of school climate and assessment to develop themes such as leadership role, teacher role, district role, and coach's role as well as teacher practice, classroom assessment, standardized assessment, and the alignment of curriculum to standardized testing. In discovering the parallel between standardized testing and teacher practice, both...
Show moreThis study examines the potential correlation between standardized testing and teacher practice. Building upon the conceptual framework, are constructs of school climate and assessment to develop themes such as leadership role, teacher role, district role, and coach's role as well as teacher practice, classroom assessment, standardized assessment, and the alignment of curriculum to standardized testing. In discovering the parallel between standardized testing and teacher practice, both qualitative and quantitative data were collected through research and observations, but more importantly through a survey and focus group. Over a two-semester period, it became evident that there was an eminent parallel between each the themes and constructs within the conceptual framework, ultimately answering the research question. Although the data fulfilled the research question of this study, future research would require a more in-depth, longitudinal study in order to suggest possible ideas for solutions.
Show less - Date Issued
- 2015
- Identifier
- CFH0004790, ucf:45335
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004790
- Title
- The high cost of living: Real causes underlying increased cost of commodities explained.
- Creator
-
Petersen, Arnold, De Leon, Daniel
- Date Issued
- 1935
- Identifier
- 369413, CFDT369413, ucf:5436
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/FCLA/DT/369413
- Title
- PREPARING TEACHERS TO PARTNER WITH FAMILIES.
- Creator
-
Senne, Mary, Martin, Suzanne, University of Central Florida
- Abstract / Description
-
Decades of research have demonstrated that family involvement significantly contributes to improved student outcomes relating to learning and overall school success. Teachers must be prepared to promote effective family involvement in the education of all children including those students with disabilities. Many factors can be attributed to successful outcomes for a student with a disability both in the school and the broader community. Families of children with disabilities can be one of...
Show moreDecades of research have demonstrated that family involvement significantly contributes to improved student outcomes relating to learning and overall school success. Teachers must be prepared to promote effective family involvement in the education of all children including those students with disabilities. Many factors can be attributed to successful outcomes for a student with a disability both in the school and the broader community. Families of children with disabilities can be one of these significant factors, yet teachers and those who prepare teachers are often ill prepared and lack essential skills and basic knowledge about the process of partnering with families of children with disabilities. The present study attempted to build on what we already know about family involvement and teacher preparation. The research was situated within an urban metropolitan university college of education. This study sought to determine the effectiveness of a content related module on the knowledge and disposition of pre-service teachers. The module contained content centered on the areas of family involvement, partnerships, and assumptions about families. The study included two dependant variables: level of knowledge and disposition. The independent variable was the experimental treatment, an online instructional module. The module was conceptualized as an instructional tool to expose participants, students preparing to be teachers, to the role attitudes and beliefs play in developing relationships with others; understanding family perspectives; and examining one's own attitudes and beliefs about families of children with disabilities. The control variables included age, gender and GPA. The research question was: does increasing knowledge regarding family involvement of children with disabilities have an impact on pre service teachers' disposition? The sample included 93 pre service general education students attending the same undergraduate college of education. Subjects were enrolled in an introductory special education course. Sample comprised of all females between the ages of 20 and 50. In order to test the outcome of the treatment intervention, the study utilized a quasi-experimental design with an experimental group and comparison group, and pretest and posttest means. Randomization of the experimental group and comparison group was not possible. It was hypothesized that, while controlling for age, gender and pretest scores, those students who participated in the group intervention by completing the instructional online module would have a change in disposition and increase in knowledge scores as compared to those in the comparison group. It was further hypothesized, while controlling for age, gender and pre test scores, student written responses to two questions based on a case study (scored using rubric) would correlate positively with their disposition and knowledge scores as measured by self report following completion of the intervention. Findings indicate that students' level of knowledge increased significantly over time. The measure of disposition did not change significantly over time
Show less - Date Issued
- 2005
- Identifier
- CFE0000397, ucf:46323
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000397
- Title
- DEVELOPMENT AND VALIDATION OF THE BEILE TEST OF INFORMATION LITERACY FOR EDUCATION (B-TILED).
- Creator
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Beile O'Neil, Penny, Boote, David, University of Central Florida
- Abstract / Description
-
Few constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments...
Show moreFew constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments that assess information literacy skills. Yet, at the time of this dissertation, no rigorously reviewed instruments were uncovered that measure the information literacy skills levels of teacher candidates. The study describes the development and validation of the Beile Test of Information Literacy for Education (B-TILED). Funded in part by the Institute for Library and Information Literacy Education and the Institute of Museum and Library Services, the study is part of a national initiative spear-headed by the Project for the Standardized Assessment of Information Literacy Skills (SAILS). Test content is based on nationally recognized standards from the International Society for Technology in Education and the Association of College and Research Libraries. Procedures designed to enhance the scale's validity were woven throughout its development. 172 teacher education students at a large, metropolitan university completed a protocol consisting of 22 test items and 13 demographic and self-percept items. This instrument can be used to inform curricular and instructional decisions and to provide evidence of institutional effectiveness for program reviews.
Show less - Date Issued
- 2005
- Identifier
- CFE0000749, ucf:46591
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000749
- Title
- ADDRESSING THE IMPACT THAT WORKSHOP SITE COORDINATORS AND ADMINISTRATORS HAVE ON THE TEACHING OF SCIENCE IN THE CLASSROOM.
- Creator
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McKenna, Valerie, Boote, David, University of Central Florida
- Abstract / Description
-
This dissertation studied the beliefs and practices of principals, workshop site coordinators, and science support personnel in two Central Florida school districts and compared those beliefs and practices to the literature on effective science in-service education. It is important to understand these beliefs and practices because they directly affect the content and pedagogical knowledge of classroom teachers, yet this aspect of instructional practices has been ignored in the science...
Show moreThis dissertation studied the beliefs and practices of principals, workshop site coordinators, and science support personnel in two Central Florida school districts and compared those beliefs and practices to the literature on effective science in-service education. It is important to understand these beliefs and practices because they directly affect the content and pedagogical knowledge of classroom teachers, yet this aspect of instructional practices has been ignored in the science education literature. This study used a grounded theory methodology using open-ended individual interviews, participants observation, and documented analysis. Constant comparisons were built through analyzing the data. The research shows that in-service providers' and administrators' beliefs are aligned with the effective science education in-service literature. The conditions and context are ripe for changes because principals and workshop site coordinators' beliefs are aligned with the literature and changes are already beginning to take place. The intervening conditions may lead to improved teacher knowledge, teaching, and learning because standardized testing is expanding to incoporate the content area of science. Also workshop site coordinators are trying to set up a variety of opportunities to attend workshops on the same topic throughout the school year. Budgets are being restructured at the school level and district level to incorporate more science content professional development. However, it is too early to show how much improvement there will be in standardized test scores or whether teachers' have a deeper understanding of science content knowledge or effective science instruction.
Show less - Date Issued
- 2005
- Identifier
- CFE0000715, ucf:46620
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000715
- Title
- AN EXAMINATION OF THE FACTORS THAT IMPACT ELEMENTARY SCHOOL PRINCIPALS' PERCEPTIONS OF THEIR LEADERSHIP ROLE.
- Creator
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Kish, Kathryn, Wenzel, Taylar, University of Central Florida
- Abstract / Description
-
A growing body of research supports the idea that large-scale school reform efforts often fail to create sustained change within the public school sector. When implementing deep organizational change, both novice and veteran educators are challenged to learn new skills, reexamine their instructional practice and content knowledge, and re-shape their underlying beliefs and values about schools. This qualitative study explored principals' perceptions of their leadership roles in the school...
Show moreA growing body of research supports the idea that large-scale school reform efforts often fail to create sustained change within the public school sector. When implementing deep organizational change, both novice and veteran educators are challenged to learn new skills, reexamine their instructional practice and content knowledge, and re-shape their underlying beliefs and values about schools. This qualitative study explored principals' perceptions of their leadership roles in the school system. Data collection was done through a series of three interviews with three elementary school principals in Central Florida. In addition to their perceptions, it also studied factors that may influence their perceptions, including revised curriculum standards, new teacher evaluation models, and state assessments mandates. The findings of this research considered the demographic, educational, and professional background of each participant as well as the school to which they are assigned. It also examined the principals' self-reported responsiveness to current educational reform mandates and their perceptions of areas of leadership strength and weakness with their teachers and staff at their school.
Show less - Date Issued
- 2015
- Identifier
- CFH0004908, ucf:45494
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004908
- Title
- SCIENCE TEACHERS' BELIEFS CONCERNING REFORM POLICIES: COMPARISONS BASED ON GRADE LEVEL, ACHIEVEMENT HISTORY, AND SOCIOECONOMIC STATUS.
- Creator
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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.
Show less - Date Issued
- 2010
- Identifier
- CFE0003203, ucf:48584
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003203
- Title
- THE UNRAVELING OF AMERICA'S EDUCATION SYSTEM.
- Creator
-
Wright, Amy, Kiel, Dwight, University of Central Florida
- Abstract / Description
-
This research project takes a critical look at the data that drives educational policies. This research project looks at the data at the national level as well as the regional levels in order to see if the data is functioning differently at the different levels. All data has been collected from the National Assessment of Educational Progress (NAEP) through reports published by the American Legislative Exchange Council (ALEC), an independent committee assigned to collect and analyze...
Show moreThis research project takes a critical look at the data that drives educational policies. This research project looks at the data at the national level as well as the regional levels in order to see if the data is functioning differently at the different levels. All data has been collected from the National Assessment of Educational Progress (NAEP) through reports published by the American Legislative Exchange Council (ALEC), an independent committee assigned to collect and analyze educational data. The data was collected and then correlations were run between the expenditures per pupil, number of pupils per teacher, standardized test scores, such as average ACT, average SAT, average 8th grade Math and Reading tests, and average 4th grade Math and Reading tests. This research project also included the percentage of minority students in the classroom, a variable whose data has been collected over the years, but it has never been included in any prior analyses. What this research project found is that some of the data, such as the standardized test scores, have a different strength of relationship between variables at the different levels. For example, expenditures per pupil have strength in the relationship between the different standardized test scores at the national level, but once those numbers are broken down by region, the strength in the variables relationship is weakened. This research project also discovered that the make up of the classroom, specifically the percentage of minority students, is a vital factor in the performance of all students.
Show less - Date Issued
- 2005
- Identifier
- CFE0000766, ucf:46556
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000766
- Title
- IMPROVING ELEMENTARY STUDENT WRITING THROUGH MENTOR TEXTS AND MINILESSONS RELATED TO THE 6+1 TRAITS OF WRITING AS ALIGNED WITH THE COMMON CORE STATE STANDARDS.
- Creator
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Weiler, Leigh, Killingsworth Roberts, Sherron, University of Central Florida
- Abstract / Description
-
During the times we live in, writing has become a very important skill for all young students and adults to have. Whether they are taking a standardized test or putting together a resume, basic writing skills are necessary. In this thesis, I will attempt to prove that teaching the six traits of writing with the use of mentor texts is a great, creative way to help students learn the writing process. I will also explore how to align the concept of the six traits of writing with the new Common...
Show moreDuring the times we live in, writing has become a very important skill for all young students and adults to have. Whether they are taking a standardized test or putting together a resume, basic writing skills are necessary. In this thesis, I will attempt to prove that teaching the six traits of writing with the use of mentor texts is a great, creative way to help students learn the writing process. I will also explore how to align the concept of the six traits of writing with the new Common Core State Standards. This topic is very important when it comes to education. Huge emphasis is placed on the skill of being able to write, and our students are expected to be proficient in this process. Through writing students can communicate emotions, ideas, and knowledge they have pertaining to different subject areas. As a whole, the writing process can become daunting for young students. By using the six traits of writing through mentor texts, students can learn chunk by chunk and eventually master the skill of writing. Experts in writing decided that breaking different skills into manageable components might prove helpful to authors of all ages and skill levels (Culham, 2008). The second component to be addressed is aligning the six traits concept with the Common Core State Standards. All across the nation, states have adopted these new standards and school communities are trying to figure out how to make the switch. By aligning the Common Core State Standards with the six traits of writing, teachers will be able to eliminate this process for the writing portion of the standards. For my own research, I have chosen to create and modify minilessons for each of the six traits of writing with use of mentor texts. Common Core State Standards will be aligned with these minilessons for educators to use as they see fit.
Show less - Date Issued
- 2013
- Identifier
- CFH0004448, ucf:45088
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004448
- 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?
Show less - Date Issued
- 2016
- Identifier
- CFE0006084, ucf:50956
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006084
- Title
- AN EXAMINATION OF THE FRAUDULENT FACTORS ASSOCIATED WITH CORPORATE FRAUD.
- Creator
-
Zmuda, Ronald, Desai, Naman, University of Central Florida
- Abstract / Description
-
Between the years 1998 and 2002, the United States suffered a time in which several large companies engaged in fraudulent behavior which eroded investor confidence in the stock market and to some extent destabilized the economy. Audits, which were conducted to assess the validity and reliability of a company's financial statements, were not detecting the material misstatements in the statements. As a result, both the US Government and the accounting profession needed to come up with a way to...
Show moreBetween the years 1998 and 2002, the United States suffered a time in which several large companies engaged in fraudulent behavior which eroded investor confidence in the stock market and to some extent destabilized the economy. Audits, which were conducted to assess the validity and reliability of a company's financial statements, were not detecting the material misstatements in the statements. As a result, both the US Government and the accounting profession needed to come up with a way to prevent these immense frauds from occurring in the future. As a response to these large frauds, in 2002, the US Government passed the Sarbanes - Oxley Act of 2002 (SOX) and the American Institute of Certified Public Accountants (AICPA) issued Statement on Auditing Standards No. 99(SAS No. 99) to improve investor confidence and the auditing function's ability to detect material frauds. The intent of this thesis was to look at the fraudulent factors associated with several recent corporate frauds and compare them to the standards set by SAS No. 99. Through the analysis conducted, this thesis looks at the relationships between pressures, opportunities, and rationalizations made during the act of fraud.
Show less - Date Issued
- 2011
- Identifier
- CFH0004084, ucf:44782
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004084
- 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.
Show less - Date Issued
- 2007
- Identifier
- CFE0001688, ucf:47204
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001688
- Title
- TOOLS OF A LOCAL ECONOMY: STANDARDIZATION AND FUNCTION AMONG SMALL CHERT TOOLS FROM CARACOL, BELIZE.
- Creator
-
Martindale Johnson, Lucas, Chase, Arlen, University of Central Florida
- Abstract / Description
-
This thesis undertakes detailed analysis of a sample of 229 small chert tools from a single locus at the Maya site of Caracol, Belize. Emphasis is placed on determining the function of these tools and on the nature of their use in the broader Caracol economic system. Analysis sought to determine whether they were used for day-to-day household tasks or for specialized craft activity within the specified household locus and/or if they were prepared for broader distribution at Caracol. By...
Show moreThis thesis undertakes detailed analysis of a sample of 229 small chert tools from a single locus at the Maya site of Caracol, Belize. Emphasis is placed on determining the function of these tools and on the nature of their use in the broader Caracol economic system. Analysis sought to determine whether they were used for day-to-day household tasks or for specialized craft activity within the specified household locus and/or if they were prepared for broader distribution at Caracol. By focusing detailed analysis on artifacts from a single locus, greater insight is provided into the impact of household production on the overall Caracol economy. The thesis draws on traditional techniques of lithic analysis, while assessing tool morphology and chert reduction techniques; however, it is different from previous analyses in the Maya area in that it develops and applies specific quantifiable statistical methods (e.g., Chi-square and Coefficient of Variable) for particular tool type(s) used in the production and modification of crafts. Application of quantifiable methods and a detailed level of analysis helps to differentiate and determine chert tool variation or standardization, thus establishing ideal tool types within a craft production locus. The determination of the presence of standardization and ideal tool types elucidates that craft production was indeed taking place just outside the epicenter at Caracol and therefore suggests that not only were elites controlling the distribution of crafts via markets located at and along causeway and termini, but may have controlled the production of crafts as well. Future research aims to reanalyze tools from previously excavated craft production areas and also plans to test for the presence of additional crafting areas at or near the site's epicenter. A detailed analysis of a craft production locus and small chert flake tools reveals insight into the nature of the ancient Maya economy and into models of control over resources.
Show less - Date Issued
- 2008
- Identifier
- CFE0002394, ucf:47748
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002394
- Title
- FACTORS AFFECTING THE PRACTICES OF ISO 9001:2000 QUALITY MANAGEMENT SYSTEM IN SAUDI BUSINESS ORGANIZATIONS.
- Creator
-
Al-Asiri, Mohammad Mesaad, Elshennawy, Ahamd, University of Central Florida
- Abstract / Description
-
Since it's release in Dec 2000, there has been a slow movement towards the new version of ISO 9001:2000 by ISO 9000:1994 certified organizations. Of the 561,747 ISO 9000 certified businesses, 167,210 are certified under the new ISO 9001:2000, which is less than 30 % of the total ISO 9000 certified companies. Although many studies have been conducted to understand and assess the practices of ISO 9000:1994 standards, no research has been done to investigate the practices of ISO 9001:2000 in...
Show moreSince it's release in Dec 2000, there has been a slow movement towards the new version of ISO 9001:2000 by ISO 9000:1994 certified organizations. Of the 561,747 ISO 9000 certified businesses, 167,210 are certified under the new ISO 9001:2000, which is less than 30 % of the total ISO 9000 certified companies. Although many studies have been conducted to understand and assess the practices of ISO 9000:1994 standards, no research has been done to investigate the practices of ISO 9001:2000 in Saudi Arabia. This study is designed to investigate the implementation practices of the new ISO 9001:2000 standard in Saudi business organizations. The main objectives of this study are to identify the critical factors that lead to successful implementation of the new standard, to determine what barriers have been encountered during implementation, and to identify the most difficult parts of the standard to comply with. It investigates the perceived benefits that Saudi firms have gained from implementing the system and examines the level of knowledge about ISO 9001:2000 and the perceptions of the new standard among the management teams and staff of ISO registered firms. It determines the level of integration between ISO 9001:2000 and other implemented systems. Furthermore, this study aims to investigate the factors that may explain the Saudi organizations' decisions to implement ISO 9001:2000 in their businesses. To accomplish these research objectives, a questionnaire was developed based on an extensive review of related literature and tested for validity and reliability.The target sample for the study was made up of all ISO 9001:2000 registered sites in Saudi Arabia up to 31 Dec. 2002, which comprised 131 organizations. A total of 89 completed surveys were received, for a response rate of 72%. Descriptive statistics, measurement of variation, and association, and factor analysis were used in the interpretation of collected data.
Show less - Date Issued
- 2004
- Identifier
- CFE0000137, ucf:46194
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000137
- Title
- RACE, SOCIO-ECONOMIC STATUS, SCHOOL LEVEL-RESOURCES, AND PARENTAL INFLUENCES ON FCAT SCORES IN FLORIDA: A QUANITATIVE STUDY.
- Creator
-
King, Tara, Jasinski, Jana, University of Central Florida
- Abstract / Description
-
There is an abundance of literature that focuses on the standardized test score difference between minority and non-minority students. Within this literature, socio-economic factors, parental influences, and school-level resources have been used to explain the difference in test scores. The purpose of this study is to identify the variables that are thought to significantly influence test score achievement. The data come from the Florida Department of Education and the US Census. Linear...
Show moreThere is an abundance of literature that focuses on the standardized test score difference between minority and non-minority students. Within this literature, socio-economic factors, parental influences, and school-level resources have been used to explain the difference in test scores. The purpose of this study is to identify the variables that are thought to significantly influence test score achievement. The data come from the Florida Department of Education and the US Census. Linear regression analyses results are used to examine the relationship between the independent and the dependent variables. The results showed that overall economic factors are more closely related to FCAT scores than race. More specifically, the percent of students receiving free lunch was negatively correlated with FCAT scores.
Show less - Date Issued
- 2005
- Identifier
- CFE0000896, ucf:46641
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000896
- Title
- A CASE STUDY OF VETERAN AND CIVILIAN STUDENT ACADEMIC PERFORMANCE AT THE UNIVERSITY OF CENTRAL FLORIDA.
- Creator
-
Diehl, Floyd C, Seigler, Daniel, University of Central Florida
- Abstract / Description
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This study seeks to provide a brief overview of academic standards and performance of veterans of the United States military and civilians who attend the University of Central Florida. Whether a student is a veteran or a civilian, he or she must learn how to adapt to the requirements of an academic community in order to be successful in that environment. It may be difficult for some. In able for society to discern the importance of the academic performance of both veterans and civilians alike...
Show moreThis study seeks to provide a brief overview of academic standards and performance of veterans of the United States military and civilians who attend the University of Central Florida. Whether a student is a veteran or a civilian, he or she must learn how to adapt to the requirements of an academic community in order to be successful in that environment. It may be difficult for some. In able for society to discern the importance of the academic performance of both veterans and civilians alike, research is vital. There are various assumptions about veterans. For example, it can be assumed vets do not know how to adapt after leaving the military. It is important to demonstrate that most military veterans are very good at adapting and overcoming stressful situations. Time is evident for adaptability for some. As veterans re-enter society, most make clear and decisive decisions as to the life they desire to have. The modus operandi of veterans is intrinsic as it pertains to an academic setting. This research compares the academic success of both veterans and civilians at the University of Central Florida to begin this conversation. While there has been some research conducted on this topic, there seem to be various ecological fallacies pertaining to conclusions of the research that has been conducted. Academic performance needs to be researched further as well as the effects of standards regarding the performance of veterans and civilians in an academic setting.
Show less - Date Issued
- 2018
- Identifier
- CFH2000357, ucf:45904
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000357
- Title
- The Effectiveness of Virtual Humans vs Pre-Recorded Humans in a Standardized Patient Performance Assessment.
- Creator
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Palathinkal, Joel, Kincaid, John, Shumaker, Randall, Allred, Kelly, Smith, Roger, University of Central Florida
- Abstract / Description
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A Standardized Patient (SP) is a trained actor who portrays a particular illness to provide training to medical students and professionals. SPs primarily use written scripts and additional paper-based training for preparation of practical and board exams. Many institutions use various methods for training such as hiring preceptors for reenactment of scenarios, viewing archived videos, and computer based training. Currently, the training that is available can be enhanced to improve the level...
Show moreA Standardized Patient (SP) is a trained actor who portrays a particular illness to provide training to medical students and professionals. SPs primarily use written scripts and additional paper-based training for preparation of practical and board exams. Many institutions use various methods for training such as hiring preceptors for reenactment of scenarios, viewing archived videos, and computer based training. Currently, the training that is available can be enhanced to improve the level of quality of standardized patients. The following research is examining current processes in standardized patient training and investigating new methods for clinical skills education in SPs. The modality that is selected for training can possibly affect the performance of the actual SP case.This paper explains the results of a study that investigates if there is a difference in the results of an SP performance assessment. This difference can be seen when comparing a virtual human modality to that of a pre-recorded human modality for standardized patient training. The sample population navigates through an interactive computer based training module which provides informational content on what the roles of an SP are, training objectives, a practice session, and an interactive performance assessment with a simulated Virtual Human medical student. Half of the subjects interact with an animated virtual human medical student while the other half interacts with a pre-recorded human. The interactions from this assessment are audio-recorded, transcribed, and then graded to see how the two modalities compare. If the performance when using virtual humans for standardized patients is equal to or superior to pre-recorded humans, this can be utilized as a part task trainer that brings standardized patients to a higher level of effectiveness and standardization. In addition, if executed properly, this tool could potentially be used as a part task trainer which could provide savings in training time, resources, budget, and staff to military and civilian healthcare facilities.
Show less - Date Issued
- 2011
- Identifier
- CFE0004149, ucf:49037
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004149
- Title
- Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading.
- Creator
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Johnson, Nicole, Wilson, Nancy, Zygouris-Coe, Vassiliki, Bai, Haiyan, University of Central Florida
- Abstract / Description
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ABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum...
Show moreABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.
Show less - Date Issued
- 2012
- Identifier
- CFE0004282, ucf:49522
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004282
- Title
- The Impact of Timed Versus Untimed Standardized Tests On Reading Scores Of Third Grade Students in Title I Schools.
- Creator
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Haniff, Ruthie, Stewart, Martha, Holt, Larry, Platt, Jennifer, Clark, Margaret, Purmensky, Kerry, University of Central Florida
- Abstract / Description
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The purpose of this study was to investigate the extent to which the performance of Title I third grade students in a central Florida School District differed on tests dministered under timed and untimed conditions. Further examined was the literature on reasons for the achievement gap which centered around seven different themes: (a) standardized testing, (b) achievement gap data and identified factors (c) deficit theory, (d) cultural mismatch theory, (e) extended time accommodations, (f)...
Show moreThe purpose of this study was to investigate the extent to which the performance of Title I third grade students in a central Florida School District differed on tests dministered under timed and untimed conditions. Further examined was the literature on reasons for the achievement gap which centered around seven different themes: (a) standardized testing, (b) achievement gap data and identified factors (c) deficit theory, (d) cultural mismatch theory, (e) extended time accommodations, (f) test anxiety and stress, and (g) timed versus untimed tests.Six Title I schools participated in this study by assigning 194 students to take the 2006 Released FCAT Reading Test under either timed or untimed conditions. Although there were no interactions between the covariates and testing conditions, those who were in the free or reduced lunch program or were in exceptional education programs had lower FCAT scores than those who were not. However, when school was included as a moderator, there was a statistically significant interaction between testing conditions and schools on FCAT scores indicating that the relationship between testing conditions and FCAT scores varied for each individual school.A factorial ANCOVA was conducted, and it was found that the mean differences between students who took the timed and untimed 2006 FCAT Reading Test varied from school to school after accounting for the covariates. For two schools, those students who took the untimed tests scored higher than those who took the timed tests. In contrast, those students who took the untimed tests scored lower than those students who took thetimed test for one of the schools. There was no statistically significant difference for three of the schools.A factorial MANCOVA was used to compare reading performance on the 2006 Reading FCAT between the timed and untimed groups on domain specific tests. The relationship between testing condition and FCAT scores for each domain specific test varied depending on the individual school. Therefore, it could not be concluded from these analyses that testing conditions would consistently result in increases or decreases of student performance on standardized domain specific tests.
Show less - Date Issued
- 2012
- Identifier
- CFE0004381, ucf:49407
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004381
- 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
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Gill, Clara, Dixon, Juli, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2010
- Identifier
- CFE0003010, ucf:48338
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003010
