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THE HISTORY OF INEQUALITY IN EDUCATION AND THE QUESTION OF EQUALITY VERSUS ADEQUACY
Title
THE HISTORY OF INEQUALITY IN EDUCATION AND THE QUESTION OF EQUALITY VERSUS ADEQUACY.
Creator
Dominguez, Diana Carol, Stanlick, Nancy A., University of Central Florida
Abstract / Description
Although the U.S. Constitution espouses equality, it clearly is not practiced in all aspects of life with education being a significant outlier. In the Declaration of Independence, Thomas Jefferson wrote about inalienable rights to life, liberty, and the pursuit of happiness. These two theories are related to education through educational adequacy and equality. Sufficientarianism, or educational adequacy, says that what is important is that everyone has "good enough" educational opportunities...
Show moreAlthough the U.S. Constitution espouses equality, it clearly is not practiced in all aspects of life with education being a significant outlier. In the Declaration of Independence, Thomas Jefferson wrote about inalienable rights to life, liberty, and the pursuit of happiness. These two theories are related to education through educational adequacy and equality. Sufficientarianism, or educational adequacy, says that what is important is that everyone has "good enough" educational opportunities, but not the same ones. Egalitarianism, or educational equality, says that there is an intrinsic value in having the same educational opportunities and only having good enough opportunities misses something important, which causes problems for those who have not had the same opportunities. I will argue that the latter theory of egalitarianism, or educational equality is a better approach to the education system in America than sufficientarianism because every child deserves an excellent education and equal access to opportunities regardless of irrelevant factors.
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Date Issued
2016
Identifier
CFH2000143, ucf:45929
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000143
A Study of the Effectiveness of the Equals Mathematics Curriculum and Teacher Perceptions Of and Attitudes About the Curriculum
Title
A Study of the Effectiveness of the Equals Mathematics Curriculum and Teacher Perceptions Of and Attitudes About the Curriculum.
Creator
Hughes, Jennifer, Murray, Kenneth, Kennedy, Mary, Doherty, Walter, Bai, Haiyan, University of Central Florida
Abstract / Description
The purpose of this study was to determine if the use of the Equals mathematics curriculum had any statistically significant impact on the 2012 Florida Alternate Assessment mathematics scores of students with disabilities in six Florida school districts when comparing the scores of those who received mathematics instruction via the curriculum to the scores of students with disabilities in six other Florida school districts who did not receive mathematics instruction via the curriculum. This...
Show moreThe purpose of this study was to determine if the use of the Equals mathematics curriculum had any statistically significant impact on the 2012 Florida Alternate Assessment mathematics scores of students with disabilities in six Florida school districts when comparing the scores of those who received mathematics instruction via the curriculum to the scores of students with disabilities in six other Florida school districts who did not receive mathematics instruction via the curriculum. This study further examined the perceptions of and attitudes about the Equals mathematics curriculum that exist among Exceptional Student Education (ESE) teachers who teach mathematics to students with disabilities participating in the Florida Alternate Assessment (FAA).The study utilized a mixed methods approach to research that included both quantitative and qualitative methodologies. The quantitative portion of the study was conducted using archival data obtained from the 2012 Florida Alternate Assessment Data Book. A Mann-Whitney U Test was conducted through SPSS at a significance level of ? = .05 to test for relative differences in performance between the treatment (Equals) and control (non-Equals) groups. Based on the results, the Equals mathematics curriculum did not have any statistically significant impact on the 2012 FAA mathematics scores for students with disabilities in the treatment school districts at any of the tested grade groupings (elementary, middle, high, and overall).The qualitative method of data collection utilized an online teacher survey. The results were analyzed using the researcher-coded results and assisted through summary tables provided by Survey-Monkey. Differences and similarities among the survey question responses were explored. Common terms and themes were noted and compared. Data triangulation was used by surveying teachers from five of the six treatment counties. This promoted generalizability for study replication since the treatment counties train teachers and utilize the curriculum in different manners. The results of the qualitative analysis indicated that many teachers were not satisfied with the training they received and felt overwhelmed by the curriculum itself, specifically in the areas of lesson planning and delivery. Based on the quantitative and qualitative results, it was concluded that further research needs to be completed to determine the effectiveness of the Equals mathematics curriculum when used with true fidelity.
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Date Issued
2013
Identifier
CFE0004866, ucf:49651
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004866
Digital Education: The Impact of Change, Acceleration, and Student Achievement Improvement
Title
Digital Education: The Impact of Change, Acceleration, and Student Achievement Improvement.
Creator
Walsh, Sarah, Olan, Elsie, Puig, Enrique, Jeanpierre, Bobby, Damico, Nicole, University of Central Florida
Abstract / Description
The aim is to understand if the implementation plan in place by the public school system is exceeding the expectations of the stakeholders or if it is falling below what is expected. This quantitative research examines the English Language Arts (ELA), Florida Standard Assessment (FSA) scores for the state of Florida with a closer inspection of Orange County Public Schools (OCPS) with relation to their digital implementation plan. With an increase in digital technology and amplified emphasis...
Show moreThe aim is to understand if the implementation plan in place by the public school system is exceeding the expectations of the stakeholders or if it is falling below what is expected. This quantitative research examines the English Language Arts (ELA), Florida Standard Assessment (FSA) scores for the state of Florida with a closer inspection of Orange County Public Schools (OCPS) with relation to their digital implementation plan. With an increase in digital technology and amplified emphasis on technology-based learning, the objective of this research was to determine what impact students and schools are experiencing in regards to test scores after the first year of implementation. Data reflects a decrease in gains in relation to ELA test scores, specifically within the year of implementation of technology. With the knowledge of this information the conversation needs to be started about what needs to be done to help this from becoming a permanent issue. There needs to be an allotment for adjustments to allow for the inclusion of strategies to assist in the minimizing of the achievement gap.
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Date Issued
2019
Identifier
CFE0007740, ucf:52396
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007740
INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM
Title
INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM.
Creator
Klug, Amelia, Bryer, Thomas, University of Central Florida
Abstract / Description
Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational...
Show moreRegardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungary, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top-educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.
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Date Issued
2014
Identifier
CFH0004691, ucf:45247
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004691
AN ACTION RESEARCH STUDY INVOLVING FIFTH-GRADE STUDENTS LEARNING FRACTIONS THROUGH A SITUATIVE PERSPECTIVE WITH STORY PROBLEMS
Title
AN ACTION RESEARCH STUDY INVOLVING FIFTH-GRADE STUDENTS LEARNING FRACTIONS THROUGH A SITUATIVE PERSPECTIVE WITH STORY PROBLEMS.
Creator
Allen, Colleen, Dixon, Juli, University of Central Florida
Abstract / Description
ABSTRACT The purpose of this action research study was to investigate the affects of teaching through a situative perspective with story problems on students' understanding of fraction concepts and operations in my fifth-grade mathematics classroom. Students participated in twelve weeks of instruction. Data was collected in the form of pre and post tests, audiotaped and videotaped recordings of instructional sessions, and student work samples. Data analysis revealed that my students...
Show moreABSTRACT The purpose of this action research study was to investigate the affects of teaching through a situative perspective with story problems on students' understanding of fraction concepts and operations in my fifth-grade mathematics classroom. Students participated in twelve weeks of instruction. Data was collected in the form of pre and post tests, audiotaped and videotaped recordings of instructional sessions, and student work samples. Data analysis revealed that my students constructed their own knowledge about various fraction concepts and operations because students engaged in discussions, after solving story problems, that developed, extended and restructured their knowledge. One example of this occurred after students had solved an equal-sharing problem. Two students came up with different answers and another student explained why both answers were equivalent. Student work samples and post test results indicated that the one student's explanation was understood, adopted and extended by all the students in my class. The data also revealed that students' pictures typically represented the context and action of the story problems. For example, subtraction problems dealing with length were usually represented by number lines or horizontal rectangles with crossed-out markings to show the subtraction operation. Throughout this research study, I discovered that my students were capable of learning from each other and solving problems for which they have no preconceived algorithm. I also learned that analyzing students' work and listening to their discussions in ways that focused on their thinking, not their answers, provided me with information about what my students were grasping and not grasping.
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Date Issued
2005
Identifier
CFE0000538, ucf:46423
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000538