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Title: HEALTH ATTITUDES, KNOWLEDGE AND LITERACY OF PRIMARY CAREGIVERS WITH ELEMENTARY SCHOOL CHILDREN.
Creator: Stuib, Susan, Sivo, Stephen, University of Central Florida
Abstract / Description: Previous research has indicated that physical activity and healthy eating in elementary school children are the exception rather than the norm. Increased attention to the rising rates of childhood obesity, coupled with the recognition that changes in the school environment are critical to reducing this trend, has intensified the need to adopt better practices in school nutrition, physical activity and physical education. Apart from being physically active, children need to learn fundamental...
Show morePrevious research has indicated that physical activity and healthy eating in elementary school children are the exception rather than the norm. Increased attention to the rising rates of childhood obesity, coupled with the recognition that changes in the school environment are critical to reducing this trend, has intensified the need to adopt better practices in school nutrition, physical activity and physical education. Apart from being physically active, children need to learn fundamental motor skills and develop health related physical fitness (cardiovascular endurance, muscular strength and endurance, flexibility, and body composition). Primary caregivers play an important part in developing and teaching children these things through example and through conversations with their children. The purpose of this study was to examine the level of knowledge primary caregivers have about health and nutritional practices and whether primary caregivers' health practices, health knowledge or health literacy about nutrition and health affects their children's well-being and health practices. Based on the results from the questionnaire in this study targeted at primary caregivers of elementary school-age children, primary caregivers' health literacy, knowledge and attitudes of health were directly linked with their children's health and well-being and children's health practices.
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Date Issued: 2006
Identifier: CFE0001383, ucf:46990
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001383

Title: THE EFFECT OF SCHOOL CULTURE ON SCIENCE EDUCATION AT AN ELEMENTARY SCHOOL: AN ETHNOGRAPHIC CASE STUDY.
Creator: Meier, Lori, Boote, David, University of Central Florida
Abstract / Description: This ethnographic case study investigated one elementary school to understand how the school's culture influenced its science curriculum design and instruction. The main data was formal and informal semi-structured interviews with key teachers to understand their values, beliefs, practices, materials, and problems with science instruction. To triangulate these data, the researcher observed classroom practice, school-wide activities, and collected artifacts and documents. Data were...
Show moreThis ethnographic case study investigated one elementary school to understand how the school's culture influenced its science curriculum design and instruction. The main data was formal and informal semi-structured interviews with key teachers to understand their values, beliefs, practices, materials, and problems with science instruction. To triangulate these data, the researcher observed classroom practice, school-wide activities, and collected artifacts and documents. Data were analyzed using a theoretical framework that emphasizes that culture cannot be reduced to beliefs, values, practices, materials or problems, but rather each aspect of culture is interdependent and mutually reinforcing. The main finding suggests that the school's culture is organized to accomplish other curricular goals than effective science education. Science is rarely taught by most teachers and rarely taught well when it is. While the teachers know the rhetoric of effective science education and value it enough to not dismiss it entirely, most value it less than most other subjects and they are not proficient with science instruction and materials. This study builds upon the literature by reiterating that school culture plays a central role in elementary science education, but adds to that literature by emphasizing that culture cannot be reduced to one or a few factors and must be seen as an organic whole.
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Date Issued: 2006
Identifier: CFE0001412, ucf:47061
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001412

Title: A JOURNEY OF TEACHING AND LEARNING IN SCIENCE EDUCATION: THE MICROCULTURE OF EMERGING INQUIRY-BASED SCIENCE INSTRUCTION IN AN URBAN, LOW SOCIOECONOMIC ELEMENTARY SCHOOL SCIENCE LAB.
Creator: Dahl, Kimberly, Holt, Larry, University of Central Florida
Abstract / Description: This ethnographic study of emerging inquiry-based science instruction in an urban, low socioeconomic elementary school science lab was designed to gain insight into the perspectives of the teacher and students. The study involved a Central Florida elementary school whose population was over 80 percent African-American. In this six month study, the researcher examined the classroom setting of a science lab teacher and her fourth and fifth grade students during a six month period of time. Data...
Show moreThis ethnographic study of emerging inquiry-based science instruction in an urban, low socioeconomic elementary school science lab was designed to gain insight into the perspectives of the teacher and students. The study involved a Central Florida elementary school whose population was over 80 percent African-American. In this six month study, the researcher examined the classroom setting of a science lab teacher and her fourth and fifth grade students during a six month period of time. Data sources included interviews, field notes, reflections, and student work , which were used to identify the emerging themes and patterns in the study. The emergent themes were grouped into two categories: the perspective of the teacher and students in the inquiry environment and the microculture of the teacher and students in that environment. The teacher's perspectives on instructional strategies, standard based instructional guidelines, and the realities of teaching in an urban low socioeconomic setting were the major emergent themes. The students' perspectives into environment and sense-making of elementary school students were the other major emergent themes. Chapter I provides background and the significance of the study. Chapter II provides a research of the literature surrounding inquiry-based instruction in science education. Chapter III describes the methodology, specifically the ethnographic approach to this study. A metaphoric journey down the river of perspectives in science lab classroom sets the tone for Chapter IV. This chapter provides a "view from the shore," an introduction to the general background of the elementary school. Chapter V explores the teacher perspectives, and uses vignettes to analyze instructional strategies, questioning, assessment, standards state and district guideline and the realities of teaching. Chapter VI discusses the student perspectives, and uses vignettes to analyze behaviors and actions, responsibility of learners, assessment, and ways of knowing. Chapter VII pulls together conclusions, implications, and recommendations for further research.This study contributes to the total body of research of science education in two ways: 1. It provides student and teacher perspectives on science in an urban, low socioeconomic elementary school. 2. It provides research with a teacher and student perspective of inquiry-based science instruction.
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Date Issued: 2004
Identifier: CFE0000064, ucf:46128
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000064

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

Title: RECREATIONAL TECHNOLOGY AND ITS IMPACT ON THE LEARNING DEVELOPMENT OF CHILDREN AGES 4-8: A META-ANALYSIS FOR THE 21ST CENTURY CLASSROOM.
Creator: Templeton, Joey, Dombrowski, Paul, University of Central Florida
Abstract / Description: This research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive...
Show moreThis research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive review of current educational theory and practice. By examining current curriculum goals and cross-referencing them to research conducted in fields other than education (i.e. technology, child development, media literacy, etc.) I hope to demonstrate a need for change; and, at the end of my research, be able to make recommendations for curriculum adaptations that will work within the current educational structure. These recommendations will be made with respect to budget and time constraints.
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Date Issued: 2007
Identifier: CFE0001970, ucf:47458
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001970

Title: Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
Creator: Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
Abstract / Description: The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student...
Show moreThe focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
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Date Issued: 2012
Identifier: CFE0004560, ucf:49255
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004560

Title: A STUDY OF THE RELATIONSHIP BETWEEN SECOND-ORDER CHANGE LEADERSHIP BEHAVIORS OF PRINCIPALS AND SCHOOL GRADES OF FLORIDA TITLE I ELEMENTARY SCHOOLS.
Creator: La Cava, Gonzalo, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a)...
Show moreThe purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a) knowledge of curriculum, instruction, assessment, (b) optimizer, (c) intellectual stimulation, (d) change agent, (e) monitoring/evaluating, (f) flexibility, and (g) ideals/beliefs. The findings of this study were delineated through an examination of the data as it was related to the following questions: (a) What are the differences, if any, in the Principal Actions Survey scores of Title I elementary principals based on the 2008 school grade, according to the FLDOE? (b) What relationship, if any, exists among professional demographics of the principals (years at the school, years as an educator, years as an administrator prior to becoming a principal, years as a principal, highest degree earned, age, gender) and the second-order change leadership behaviors? (c) What are the differences, if any, in the second-order change leadership behavior subgroup scores based on the 2008 school grade according to the FLDOE? Although Research Question 1 had no statistical significance, principals who had a higher mean on the Principal Actions Survey led A and B-rated schools. Statistical significance was found in Research Question 2 for the second-order change leadership behavior of Change Agent and Ideals/Beliefs. Though statistical significance was not found in Research Question 3, each mean score for each sub-group in each grade group indicated consistent answers between Strongly Agree and Agree, which demonstrated a large degree of agreement. Additionally, comments from telephone interviews with selected principals determined that these leadership behaviors could positively impact elementary schools and the field of education. Recommendations of the study were to: (a) Conduct a follow-up study to gather the perceptions of teachers from the same Title I schools regarding their principals' second-order change leadership behaviors, (b) conduct a similar study with principals in Title I middle and high school settings, (c) conduct a qualitative study on second-order change leadership behaviors of non-Title I elementary, middle, and high school principals, (d) engage in further research to investigate professional development activities that may assist principals in enhancing second-order change leadership behaviors and improve instruction, (e) investigate the relationship between principals' second-order change leadership behaviors and achievement of Adequate Yearly Progress (f) replicate the study in states other than Florida (g) explore the relationship between second-order change leadership behaviors of district administrators and their district's academic success.
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Date Issued: 2009
Identifier: CFE0002876, ucf:48031
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002876

Title: A Qualitative Inquiry Investigating the Inclusive Practices of Teachers within Catholic Schools.
Creator: Bell, Alicia, Little, Mary, Vitale, Thomas, Gresham, Gina, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description: This phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by...
Show moreThis phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by administrators and faculty members provided initial knowledge and perspectives of inclusive practices for instruction of students with disabilities (SWDs) within inclusive settings. Structured interviews and classroom observation were then completed with participants at the school to investigate the inclusive practices used within their classrooms and school for SWDs. All data were collected and analyzed from the observations of students with disabilities and educators in inclusive classrooms at the Elementary School site of this study, along with the data from surveys and interviews with the administrators and key faculty members at the school. The analyses across data sources resulted in five key themes attributed to inclusive practices within the school setting. The five themes that emerged were: (a) Catholic educators' belief to educate all students; (b) support provided of inclusive education; (c) planning for inclusive education; (d) differentiated instruction; and (e) consistency of vision and goals for inclusive education across the grade levels and throughout the school. This study exposed the key factors and practices that educators in a Catholic school attributed to successful inclusive practices for students with moderate to severe disabilities. This research provides initial research and data about inclusive practices in Catholic schools.
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Date Issued: 2017
Identifier: CFE0006720, ucf:51895
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006720

Title: A Process Evaluation of a Family Involvement Program at a Title I Elementary School.
Creator: Moody, Maria, Lue, Martha, Lambie, Glenn, Little, Mary, Swan, Bonnie, University of Central Florida
Abstract / Description: Parental or family involvement in student academics has been an on-going topic for researchers. There is a need for studies to be conducted on parental involvement program implementation in order to determine if there is an impact on student academics when school, family, and community partnership programs are in place. For this study, a process evaluation was conducted on a parental or family involvement program newly developed and implemented at a Title I elementary school in an urban...
Show moreParental or family involvement in student academics has been an on-going topic for researchers. There is a need for studies to be conducted on parental involvement program implementation in order to determine if there is an impact on student academics when school, family, and community partnership programs are in place. For this study, a process evaluation was conducted on a parental or family involvement program newly developed and implemented at a Title I elementary school in an urban setting. The purpose of this mixed-methods process evaluation was to (a) document how the program was implemented, (b) examine the progress toward meeting its intended outcomes, and (c) use findings to make recommendations to drive improvement. The program's logic model was used to examine the program's intended short-term outcomes; including increasing parental involvement and knowledge in regard to the school's reading, mathematics, and science curricula as well as increasing the knowledge of home strategies for student academic support. Student achievement impacts were also examined. Quantitative data collection included program participant survey data and participants' student achievement data for reading and mathematics. Document analysis of the program's artifacts allowed for a qualitative analysis for the evaluation. Findings indicated the program was making progress in increasing parents' knowledge about the reading curriculum, but not for mathematics and science. There was also an increase in parents' knowledge of home strategies and improvement in parental program attendance rates.
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Date Issued: 2017
Identifier: CFE0006768, ucf:51857
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006768

Title: EXAMINING ELEMENTARY PRESERVICE TEACHER EFFICACY TO TEACH WRITING IN A TITLE 1 SCHOOL: A MIXED METHOD STUDY OF A SCHOOL-BASED TEACHER EDUCATION COURSE INTERVENTION.
Creator: Blanch, Norine, Roberts, Sherron, Lue, Martha, Zygouris-Coe, Vassiliki, Zugelder, Bryan, University of Central Florida
Abstract / Description: As the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three...
Show moreAs the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three such barriers. Policy reform organizations interested in improving the effectiveness of teacher education programs nationwide suggest forging strong clinical partnerships between universities and schools by relocating coursework to school-based settings that more closely resemble the reality of today's classrooms. PSTs, 27 in total, participated in a school-based teacher education intervention situated in a Title 1 school in central Florida to examine the influences of this intervention on PSTs efficacy for culturally responsive teaching and their sense of efficacy for teaching writing to students of diversity in a Title 1 school. Preliminary results indicated that while some PSTs tended to overestimate their efficacy for teaching students of diversity in Title 1 schools prior to the intervention, the school-based course disrupted that reality. Through weekly teaching experiences, PSTs' misconceptions about Title 1 schools, and their own pedagogical practices were challenged. Results yielded a purportedly more efficacious group of PSTs as measured by quantitative survey research and post qualitative responses in this mixed method study.
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Date Issued: 2016
Identifier: CFE0006265, ucf:51049
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006265

Title: A COMPARISON OF EIGHTH GRADE READING SCORES BY STATEAND BY THE FOUR CENSUS-DEFINED REGIONS IDENTIFIED BY NAEP.
Creator: Gordon II, William, Taylor, Rosemarye, University of Central Florida
Abstract / Description: This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and...
Show moreThis study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.
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Date Issued: 2009
Identifier: CFE0002536, ucf:52846
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002536

Title I (2)	+ -
elementary school (2)	+ -
Culturally Responsive Teaching Self Efficacy (1)	+ -
EASA (1)	+ -
Education (1)	+ -

Educational Leadership (1)	+ -
Elementary Preservice Teacher (1)	+ -
Elementary Principals (1)	+ -
Elementary School (1)	+ -
Elementary School Teachers (1)	+ -
Elementary and Secondary Act of 1965 (1)	+ -
FCAT (1)	+ -
Florida Department of Education (1)	+ -
Health Education (1)	+ -
IASA (1)	+ -
Improving America's Schools Act and Goals 2000: Educate America Act (1)	+ -
Low Socio-Economic Students (1)	+ -
NAEP (1)	+ -
NCLB (1)	+ -
National Assessment of Educational Progress (1)	+ -
No Child Left Behind (1)	+ -
Nutrition (1)	+ -
Physical Education (1)	+ -
School Culture (1)	+ -
School-based course (1)	+ -
Science Education (1)	+ -
Second-Order Change Leadership Behaviors (1)	+ -
Standardized Testing (1)	+ -
Standards-Based Reform (1)	+ -
State Standardized Tests (1)	+ -

University of Central Florida (11)	+ -
Taylor, Rosemarye (3)	+ -
Little, Mary (2)	+ -
Lue, Martha (2)	+ -
Roberts, Sherron (2)	+ -

Bai, Haiyan (1)	+ -
Bell, Alicia (1)	+ -
Blanch, Norine (1)	+ -
Boote, David (1)	+ -
Dahl, Kimberly (1)	+ -
Dombrowski, Paul (1)	+ -
Flanigan, Jacquelyn (1)	+ -
Gordon II, William (1)	+ -
Gresham, Gina (1)	+ -
Holt, Larry (1)	+ -
Kaplan, Jeffrey (1)	+ -
Kearney, Janet (1)	+ -
La Cava, Gonzalo (1)	+ -
Lambie, Glenn (1)	+ -
Meier, Lori (1)	+ -
Moody, Maria (1)	+ -
Murray, Kenneth (1)	+ -
Odom, Natalie (1)	+ -
Pawlas, George (1)	+ -
Sivo, Stephen (1)	+ -
Stuib, Susan (1)	+ -
Swan, Bonnie (1)	+ -
Templeton, Joey (1)	+ -
Vitale, Thomas (1)	+ -
Zugelder, Bryan (1)	+ -

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