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- Title
- TRACKING ERROR OF LEVERAGED AND INVERSE ETFS.
- Creator
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Romano, John, Gilkeson, Jim, University of Central Florida
- Abstract / Description
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Tracking ability of leveraged and inverse exchange traded funds can be very important to investors looking for a dependable return. If the investor wants to put their money on a certain index they feel strongly about, they expect their investment vehicle to track that return appropriately. Over the years, we have seen tremendous growth in the exchange traded fund industry. In 2006, leveraged and inverse funds were introduced to the market, allowing investors to take leveraged and directional...
Show moreTracking ability of leveraged and inverse exchange traded funds can be very important to investors looking for a dependable return. If the investor wants to put their money on a certain index they feel strongly about, they expect their investment vehicle to track that return appropriately. Over the years, we have seen tremendous growth in the exchange traded fund industry. In 2006, leveraged and inverse funds were introduced to the market, allowing investors to take leveraged and directional trades on indices. These investment vehicles can be traded as easily as any stock, and therefore need some attention. Since any novice investor can access and trade these funds, they need to be aware of the risks they are taking. In this study, I test whether the ProShares S&P tracking leveraged and inverse exchange traded funds track their appropriate index multiple as promised. I did this by running regressions on each fund against the appropriate multiple of their underlying indices. I did this for funds of different market capitalization, for different holding periods, and with different amounts of leverage, to compare how these funds track in different conditions. I found that the large cap funds tend to track the best, with the small cap funds tracking the worst. I also find that tracking error tends to increase with longer holding periods. I find that the distribution of excess returns becomes less normal over longer holding periods, and begins to flatten out and widen. There does not seem to be a concrete conclusion as to whether or not the amount of leverage affects the tracking ability of the funds. I end up with mixed results when comparing amounts of leverage by model fit and by tracking error. Direction also does not seem to play any role in the tracking ability of these funds.
Show less - Date Issued
- 2012
- Identifier
- CFH0004184, ucf:44893
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004184
- Title
- Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.
- Creator
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Mayes, Zerek, Martin, Suzanne, Boote, David, Butler, S. Kent, Berrio, Gabriel, University of Central Florida
- Abstract / Description
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This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.
Show less - Date Issued
- 2019
- Identifier
- CFE0007682, ucf:52510
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007682
- Title
- An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders.
- Creator
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Bousfield, Taylor, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Hynes, Mike, University of Central Florida
- Abstract / Description
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Teachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher...
Show moreTeachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher conducted a two-phase study, situated in the framework of the Skill Acquisition Model (Dreyfus (&) Dreyfus, 1986) to explore the behaviors of novice and expert teachers in a simulated secondary inclusive environment. This classroom included a virtual student with autism. In phase one, the researcher conducted a Delphi Study to determine the best practices, perceived by experts in the field, for teachers who serve students with ASD in inclusive secondary environments. During phase two, the researcher used the list of skills identified as a framework to observe and interview 10 teachers, five novices and five experts, in a simulated secondary inclusive environment. The researcher identified 11 high leverage simulation practices (HLSP) that expert teachers should use while teaching in a simulated secondary inclusive environment. Observations and reflections of expert and novice teachers were analyzed, finding only 4 HLSP among experts and 5 HLSP among novice teachers. Additional HLSP were seen through the teachers' reflections. Data were analyzed and discussed in detail. Implications for practice and recommendations for future research in teacher preparation is provided.
Show less - Date Issued
- 2017
- Identifier
- CFE0006722, ucf:51877
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006722
