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Title: A CASE STUDY OF THE PERCEPTIONS OF PRINCIPALS OF VOUCHER ELIGIBLE HIGH SCHOOLS IN FLORIDA.
Creator: Bolen, Robert, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The publication of A Nation at Risk in 1983 has prompted a series of attempts to revise the educational system's outcomes. Legislative and executive reform bills have resulted in Educational Vouchers being a prime source of reform. A case study of the perceptions of public high school principals in Florida that are at Voucher Eligible high schools to those perceptions of principals at schools graded 'A' as of the 2002-03 academic school year was the focus of this study. Four...
Show moreThe publication of A Nation at Risk in 1983 has prompted a series of attempts to revise the educational system's outcomes. Legislative and executive reform bills have resulted in Educational Vouchers being a prime source of reform. A case study of the perceptions of public high school principals in Florida that are at Voucher Eligible high schools to those perceptions of principals at schools graded 'A' as of the 2002-03 academic school year was the focus of this study. Four public high school principals from two Florida districts were used in this study. Two schools were identified as Voucher Eligible and graded "F" and two were examples of best practices or graded "A" or "B". Analyzed data identified recurring patterns between the four schools.Both advocates and detractors view of vouchers would be given a full historical review. Included in the research were the four major educational criteria of educational vouchers that were used in voucher development policy. The three major components of Florida's Voucher Programs, along with the No Child Left Behind Act were examined along with accountability measures and parent/student rights. The data revealed that there was a positive relationship between the minority rate of a school and the school's grade. Data also revealed that it would be beneficial for all schools and communities to work together to address the reading level issue as these programs have shown a positive relationship between the overall reading level and the school's grade.
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Date Issued: 2007
Identifier: CFE0001565, ucf:47152
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001565

Title: CHANGES TO OPERATIONAL, FINANCIAL, AND ORGANIZATIONAL STRUCTURES OF SCHOOL DISTRICTS DURING MAYORAL TAKEOVERS.
Creator: Shanoff, Mark, Bozeman, William, University of Central Florida
Abstract / Description: The focus of this research was to examine the effects of mayoral control on operational and financial structures within school systems. Furthermore, this study focused on the public perception and political implications of the mayorÃ‚Â's position on local education. The four systems chosen for this study were: Boston, Chicago, District of Columbia, and New York City. All four systems were total control districts, which allowed for each mayor to appoint a majority to the...
Show moreThe focus of this research was to examine the effects of mayoral control on operational and financial structures within school systems. Furthermore, this study focused on the public perception and political implications of the mayorÃ‚Â's position on local education. The four systems chosen for this study were: Boston, Chicago, District of Columbia, and New York City. All four systems were total control districts, which allowed for each mayor to appoint a majority to the school board and appoint a superintendent or chancellor to oversee the day to day operations of the school district. This study focused on operational and financial structures, which make up a sizable portion of the larger organizational structure. These indicators often drive how services and expenditures eventually affect the core business of these school systems. From an operational perspective, this study was focused on expenditures, both in aggregate form and for instructional related services, pre and post takeover. From a financial perspective, this study focused on changes to revenue sources, return on investment, interest on school debt, and capital outlay. From a political perspective, this study examined the data from the various State of the City addresses over the last four years in each of the four cities, along with polling data available for New York City and the District of Columbia. This study was concluded with a summary of findings, and implications for future research, policy, and practitioners. The research showed that New York City and Boston generally outperformed the District of Columbia and Chicago in the operational and financial metrics used in the study. Furthermore, the number of years a city had been under mayoral control and operational and financial indicators had no significant relationship. It was recommended that future researchers should continue to study the benefit of benchmarking metrics of organizational performance to ensure mayors are held accountable for the reforms they espouse during election cycles. Ultimately, mayorsÃ‚Â' success in managing their school systems will be based on where they prioritize. This research offered a cross section of metrics by which mayors can benchmark their effectiveness as they change operational, financial, and organizational structures to bring about better, overall organizational performance from their school system.
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Date Issued: 2010
Identifier: CFE0003469, ucf:48957
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003469

Title: The Financial and Logistical Advantages and Disadvantages of Charter School Ownership by Traditional Public School Districts.
Creator: Antmann, John, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The purpose of this study was to identify the financial and logistical advantages and disadvantages to be realized by public school districts in California, Florida, Louisiana, and Texas through the ownership of charter schools. A policy review was completed examining relevant state statutes, department of education administrative rules, and school board policies in each of the four states included in this study. Interviews were completed with the chief financial officer, or their designee,...
Show moreThe purpose of this study was to identify the financial and logistical advantages and disadvantages to be realized by public school districts in California, Florida, Louisiana, and Texas through the ownership of charter schools. A policy review was completed examining relevant state statutes, department of education administrative rules, and school board policies in each of the four states included in this study. Interviews were completed with the chief financial officer, or their designee, from school districts in each of the four states using a series of structured interview questions. Interviews were conducted over the phone and data was recorded via detailed notes or recordings with transcripts created.Data from the policy review and structured interviews were analyzed using the constant comparison method in order to answer each of the four research questions. The analysis was used to create a comprehensive listing of fiscal and logistical advantages and disadvantages associated with charter school ownership by traditional public school districts.
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Date Issued: 2016
Identifier: CFE0006253, ucf:51033
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006253

Title: Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study.
Creator: Joseph, Julie, Martin, Suzanne, Little, Mary, Boote, David, Thomson, Arlene, University of Central Florida
Abstract / Description: The passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of...
Show moreThe passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of students, there have not been sufficient studies that have studied this topic in school psychology. The purpose of this study was to discover, understand, and describe in rich detail the lived experience of school psychologists exercising leadership. The researcher interviewed school psychologists within a mid-size school district in Central Florida who were nominated by district administrators that supervise of them. Additionally, this study sought to identify the contexts, domains of practice, universal structures, and opportunities utilized in their experiences. School psychologists demonstrated leadership through collaboration and consultation, professional expertise, student-oriented needs, expert-problem solvers, and communication skills. The contexts of their leadership experiences varied due to the diverse roles taken on by the individual, however they were all demonstrated at the district level, school level, and with their peers. The leadership experiences identified by the study participants correspond to most of the National Association of School Psychologists (NASP) domains of practice and also correspond to transformational leadership. The results are particularly salient to school psychologist, as the information comes from the perspective of school psychologists who were noted to be (")effective(") and displays (")leadership(") and are now exercising leadership. Future research is encourage to examine leadership experiences across multiple school districts to identify experiences of other leaders across various settings.
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Date Issued: 2015
Identifier: CFE0005814, ucf:50033
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005814

Title: RELATIONSHIPS AMONG SCHOOL COUNSELOR SELF-EFFICACY, PERCEIVED SCHOOL COUNSELOR ROLE, AND ACTUAL PRACTICE.
Creator: Mitcham-Smith, Michelle, Robinson, Edward, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study was to investigate the relationships that exist among school counselor self-efficacy, perceptions of the professional school counselor's role held by counselors, and actual practice. Data were collected from 192 professional school counselors that attended a statewide counselor conference. Professional school counselors responded to two researcher-designed surveys; the first was a 14-item demographic survey; the second, a 20-item by four-question survey for...
Show moreABSTRACT The purpose of this study was to investigate the relationships that exist among school counselor self-efficacy, perceptions of the professional school counselor's role held by counselors, and actual practice. Data were collected from 192 professional school counselors that attended a statewide counselor conference. Professional school counselors responded to two researcher-designed surveys; the first was a 14-item demographic survey; the second, a 20-item by four-question survey for a total of 80 responses. A Multiple Regression Analysis was used to ascertain what relationships existed between school counselor self-efficacy, school counselor perceived role, and actual practice. The questionnaire listed 20 different counselor and non-counselor roles, and four questions were asked of each role, to determine the degree to which school counselors identified with various roles, degree of self-efficacy in performing those roles, and how often they performed specific roles; the actual practice, and the degree to which professional development would enhance their performances in designated roles. Results indicated that there was a positive relationship between school counselors' experiencing higher self-efficacy and the actual practice in their perceived school counselor roles. As self-efficacy increased, their performance in various roles increased as well. Recommendations were made for preparation and practice of school counselors in counselor education programs. Additionally, suggestions were made for increased collaboration between counselor education programs and the school counseling programs in local schools to promote more integration of theory into practice. Furthermore, recommendations were offered for school principals and directors of school counseling programs to better utilize the expertise of professional school counselors in the school system.
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Date Issued: 2005
Identifier: CFE0000523, ucf:46464
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000523

Title: THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND STUDENT ACHIEVEMENT IN MIDDLE SCHOOLS.
Creator: Vislocky, Karen, Pawlas, George, University of Central Florida
Abstract / Description: This study was developed to produce data about the cultures of selected Florida middle schools. The research was intended to contribute to the existing body of knowledge on collaboration, collegiality, and self-determination/efficacy as related to student achievement. The focus for this study was provided through three research questions: (a) to determine to what extent middle schools scoring in the top half and the bottom half on the modified version of Wagner and Masden-Copas' School...
Show moreThis study was developed to produce data about the cultures of selected Florida middle schools. The research was intended to contribute to the existing body of knowledge on collaboration, collegiality, and self-determination/efficacy as related to student achievement. The focus for this study was provided through three research questions: (a) to determine to what extent middle schools scoring in the top half and the bottom half on the modified version of Wagner and Masden-Copas' School Culture Triage Survey differed on various demographic elements; (b) to determine what differences, if any, existed between the cultures of the selected Florida middle schools and student achievement as measured by the percentage of middle school students scoring at level 3 and above on the 2004-2005 Florida Comprehensive Assessment Test (FCAT) reading portion; and (c) to determine what relationships, if any, existed among the three key areas of school culture (collaboration, collegiality, and self-determination/efficacy) and student achievement. The population of this study was comprised of instructional personnel employed at one of the six participating middle schools in Osceola County School District, Florida during the 2004-2005 school year. One middle school chose not to participate in the study. Data were generated from the six middle schools using a self-administered survey. Based on an extensive review of literature and the research findings, it was concluded that sixth, seventh, and eighth grade students that attended schools with higher culture scores produced higher FCAT reading scores. The reverse was also true: sixth, seventh, and eighth grade students that attended schools with lower culture scores produced lower FCAT reading scores. There was a relationship between the three key areas of school culture (collaboration, collegiality, and self-determination/efficacy) and the reading achievement of sixth, seventh, and eighth grade students.
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Date Issued: 2005
Identifier: CFE0000905, ucf:46732
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000905

Title: MAKING THE DECISION: FACTORS THAT AFFECT THE INFORMATION AVAILABLE TO PARENTS WITH YOUNG CHILDREN ABOUT CHARTER SCHOOLS IN CENTRAL FLORIDA.
Creator: Himschoot, Brian, Murray, Thomas, University of Central Florida
Abstract / Description: In the opening decades of the 21st Century, a movement towards parental choice in public schools has taken flight. One of the choices becoming more readily available to parents of young children is charter schools. Charter schools are expanding across the United States and Central Florida is representative of this growth. Parents are faced with more choices as they make decisions on their children's educational future than ever before making the availability of quality, accurate information...
Show moreIn the opening decades of the 21st Century, a movement towards parental choice in public schools has taken flight. One of the choices becoming more readily available to parents of young children is charter schools. Charter schools are expanding across the United States and Central Florida is representative of this growth. Parents are faced with more choices as they make decisions on their children's educational future than ever before making the availability of quality, accurate information about local schools paramount. While scholarly work on charter schools, the effects of media coverage on public opinion, and how parents make choices for their children exists, in many cases the research offers inconclusive results and rarely was there an attempt to connect all three. This paper, written from a parent's perspective, analyzes research, newspaper articles, interviews, and surveys of Central Florida's media outlets, public school representatives, and parents of young children to determine the types of information on charter schools available to parents of young children in Central Florida. The purpose of this thesis will be to investigate the information available to parents when considering a charter school for their young children by comparing the stated opinions of the local media, district school boards, and the charters themselves. It also identifies who is responsible for disseminating this information, and how the parents choose to gather and use this information.
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Date Issued: 2013
Identifier: CFH0004466, ucf:45105
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004466

Title: EXPLORING THE SCHOOL COUNSELOR'S ROLE IN RESPONSE TO INTERVENTION (RTI) EFFORTS FOR STRUGGLING READERS IN ELEMENTARY GRADES.
Creator: Merz, Rachel, Zygouris-Coe, Vicky, University of Central Florida
Abstract / Description: Student success is important for student learning, for parents, and for schools; however, in the last decade standardized test data has shed much light on the need for improved student performance across grade levels. Research findings identify that there are millions of struggling readers in US schools. Using assessment data, schools are implementing various types of intervention systems in an effort to meet all students' needs. Response to Intervention (RtI) is a method of intervention that...
Show moreStudent success is important for student learning, for parents, and for schools; however, in the last decade standardized test data has shed much light on the need for improved student performance across grade levels. Research findings identify that there are millions of struggling readers in US schools. Using assessment data, schools are implementing various types of intervention systems in an effort to meet all students' needs. Response to Intervention (RtI) is a method of intervention that provides systematic assistance to students who have learning difficulties and need additional support beyond regular classroom instruction. Results showed that RtI related activities (i.e., academic, behavioral, social) encompassed the majority of the participating school counselors' time and responsibilities. Additional results showed that because of the increased number of struggling learners in schools and the way schools view the school counselor's responsibilities, a shift has occurred in their overall role. Participating counselors reported that they spend a fraction of their time in counseling and the majority of their time in "managing" cases; they deal with countless hours of paperwork and testing. Study results also raised questions about what RtI is, how the model is implemented in schools, and about a need to revisit the role of the school counselor within the RtI framework. Our students will benefit not only from quality instruction, assessment, support, and services, but they also need the valuable services of a school counselor. School counselors with the collaboration of teachers and parents provide the most beneficial way for student success.
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Date Issued: 2013
Identifier: CFH0004323, ucf:45030
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004323

Title: The Relationship Between Practicing School Counselors' Perceived Organizational Support And Their Service Delivery.
Creator: Geigel, Vincent, Lambie, Glenn, Van Horn, Stacy, Hopp, Carolyn, Blank, William, University of Central Florida
Abstract / Description: Role ambiguity in school counseling is common; therefore, school counselors deal with issues of role conflict, lack of advocacy, and the assignment of inappropriate duties. The American School Counselor Association (2012) National Model was developed to provide school counselors with a framework for the delivery of appropriate school counseling services to students; however, the National Model is not implemented in all school districts. School counselors' perceived organizational support (POS...
Show moreRole ambiguity in school counseling is common; therefore, school counselors deal with issues of role conflict, lack of advocacy, and the assignment of inappropriate duties. The American School Counselor Association (2012) National Model was developed to provide school counselors with a framework for the delivery of appropriate school counseling services to students; however, the National Model is not implemented in all school districts. School counselors' perceived organizational support (POS) was hypothesizes as possible variable mitigating the adoption of the ASCA National Model. This study examined the relationship between school counselors' in Central Florida perceived organizational support (as measured by the Survey of Perceived Organizational Support [SPOS]) and their school counseling service delivery (as measured by the School Counselor Activity Rating Scale [SCARS]). Descriptive statistics, multiple linear regression (MLR), and Pearson product-moment correlation (two-tailed) analysis were employed to investigate correlations. MLR analysis was applied to the outcome/dependent variable of POS (total mean SPOS score) and predictor/independent variables of school counseling services delivery (five mean SCARS subscale scores). Overall, the five mean SCARS subscale score predicted only 6.1% of the variance in the school counselors' mean SPOS scores. In addition, none of the five mean SCARS subscale scores had a statistically significant beta coefficient.Moreover, the results identified that school counselors at the elementary school level had higher POS, SCARS consultation, SCARS curriculum, and SCARS other scores than middle and high school counselors. Furthermore, the school counselors with more experience and not working at Title I schools had lower SCARS counseling scores. The school counselors reporting an older age and with a larger counselor-to-student ratio also had higher SCARS curriculum scores.
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Date Issued: 2013
Identifier: CFE0004999, ucf:49557
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004999

Title: The Contribution of Practicing School Counselors' Level of Altruism to their Degree of Burnout.
Creator: Limberg, Dorothy, Robinson, Edward, Lambie, Glenn, Barden, Sejal, Conley, Abigail, Curry, Jennifer, University of Central Florida
Abstract / Description: The present study investigated the directional relationship between practicing school counselors' level of altruism to their degree of burnout. Specifically, this investigation tested the hypothesized directional relationship that practicing school counselors scoring at higher levels of altruism would have lower levels of burnout (emotional exhaustion, depersonalization, personal accomplishment). In addition, the investigation examined the relationship between the practicing school counselors...
Show moreThe present study investigated the directional relationship between practicing school counselors' level of altruism to their degree of burnout. Specifically, this investigation tested the hypothesized directional relationship that practicing school counselors scoring at higher levels of altruism would have lower levels of burnout (emotional exhaustion, depersonalization, personal accomplishment). In addition, the investigation examined the relationship between the practicing school counselors' levels altruism and burnout and their reported demographic information (e.g., age, school counseling level, self-reported levels of wellness). A thorough review of the literature is presented with supporting empirical research for each construct (altruism and burnout). A descriptive, correlational research design (Frankel et al., 2012) was employed to investigate the research hypothesis and exploratory questions. The research hypothesis was analyzed using structural equation modeling (SEM). More specifically, multiple regression, path analysis, and confirmatory factor analysis (Ullman, 2007) were conducted. The exploratory research questions were examined using: descriptive statistics, Spearman's rho correlations, multiple regressions, Kruskal-Wallis test and Mann Whitney U test (Pallant, 2010). The results are reviewed and compared to existing research in the field. Furthermore, limitations of the current study are explained, and recommendations for future research are provided. Finally, implications of the study regarding professional school counseling and counselor education are discussed. The overall sample for this study is 437 practicing school counselors (ASCA members, n = 344; non-ASCA members, n = 93). The results of the study support that school counselors with higher levels of altruism have lower levels of burnout. The findings of this study show two dimensions of altruistic motivation: (1) positive future expectations and (2) self-efficacy contribute significantly to all dimensions of burnout (emotional exhaustion, depersonalization, and personal accomplishment). Additionally, a significant relationship was found between altruism and burnout and self-reported wellness.
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Date Issued: 2013
Identifier: CFE0004710, ucf:49845
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004710

Title: The Impact of the Community Partnership Schools Model Community School on Graduation and Attendance Rates in One Florida High School.
Creator: Ellis, Amy, Johnson, Jerry, Doherty, Walter, Williams-Fjeldhe, Karri, Castor Dentel, Karen, University of Central Florida
Abstract / Description: The purpose of this quantitative study was to identify and describe the nature and extent of the relationships, if any, that existed between a Community Partnership Schools(TM) (CPS) model community school and the outcomes of graduation and attendance rates at one public high school in Florida. An evaluation study utilizing an interrupted time series (ITS) design addressed this problem by identifying and describing the relationship between the CPS model and the key outcome measures using...
Show moreThe purpose of this quantitative study was to identify and describe the nature and extent of the relationships, if any, that existed between a Community Partnership Schools(TM) (CPS) model community school and the outcomes of graduation and attendance rates at one public high school in Florida. An evaluation study utilizing an interrupted time series (ITS) design addressed this problem by identifying and describing the relationship between the CPS model and the key outcome measures using visual analysis and descriptive statistics. Graduation and attendance rates for seven years before the CPS model was introduced (2003-2010) and seven years after the CPS model was introduced (2010-2017) at the CPS school were compared to the graduation and attendance rates for the same time frames of five other matched comparison high schools that had not implemented a CPS model community school. Findings of this study, though mixed, suggest the Community Partnership Schools(TM) model may have provided a positive environment for improvement in key measures at the targeted CPS high school. Though no definitive conclusions were reached, this study alongside other evaluations of the Community Partnership Schools(TM) model may be helpful in informing decision makers regarding the potential positive influence of the CPS model on such measures as graduation and attendance rates.
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Date Issued: 2019
Identifier: CFE0007452, ucf:52698
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007452

Title: TRAINING PROFESSIONAL SCHOOL COUNSELING STUDENTS TO FACILITATE A CLASSROOM GUIDANCE LESSON AND STRENGTHEN CLASSROOM MANAGEMENT SKILLS USING A MIXED REALITY ENVIRONMENT.
Creator: Gonzalez, Tiphanie, Robinson, Edward, University of Central Florida
Abstract / Description: According to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found...
Show moreAccording to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found that of the 189 school counseling programs surveyed only 3% offered a guidance curriculum course and 13.2% offered a foundations in education course. Inferring that many of programs surveyed did not have a course specific to classroom guidance and/or classroom management. A classroom guidance curriculum is a developmental, systematic method by which students receive structured lessons that address academic, career, and personal/social competencies (ASCA, 2005). Classroom guidance lessons provide a forum for school counselors to address such student needs as educational resources, postsecondary opportunities, school transitions, bullying, violence prevention, social-emotional development, and academic competence in a classroom environment (Akos & Levitt, 2002; Akos, Cockman & Strickland, 2007; Gerler & Anderson, 1986). Through classroom guidance, school counselors can interact with many of the students that they would normally not see on a day-to-day basis while providing information, building awareness and having discussions on topics that affect these student populations every day. The present study seeks to explore the use of an innovative method for training PSCs in classroom guidance and classroom management. This method involves the use of a mixed reality simulation that allows PSC students to learn and practice classroom guidance skills in a simulated environment.
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Date Issued: 2011
Identifier: CFE0003624, ucf:48873
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003624

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: RAPITALISM.
Creator: Smith, Martin, Lynxwiler, John, University of Central Florida
Abstract / Description: My paper questions the degree to which the hip hop subculture is oppositional to mainstream American society and its ideals. Toward that end, I examine the structure of the hip hop industry and its subculture. While the hip hop subculture in America consistently has projected images of rebellion and resistance to many of the mores, constraints and values of dominant society, the actual structure and organization of the hip hop subculture have mirrored, supported and promoted the values of the...
Show moreMy paper questions the degree to which the hip hop subculture is oppositional to mainstream American society and its ideals. Toward that end, I examine the structure of the hip hop industry and its subculture. While the hip hop subculture in America consistently has projected images of rebellion and resistance to many of the mores, constraints and values of dominant society, the actual structure and organization of the hip hop subculture have mirrored, supported and promoted the values of the dominant culture in the United States. I begin by examining the structure of the main elements of the hip hop subculture: deejaying, breakdancing, emceeing and graffiti art, and the practices within each to demonstrate that the hip hop subculture has a structure which supports capitalistic practices. The interactions between hip hop industry participants, their fans, and the marketplace are an embracing of the values of mainstream American society and capitalism. From its inception, the structure of the hip hop subculture and the actions of the artists within the structure essentially has made hip hop music capitalism set to a beat.
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Date Issued: 2006
Identifier: CFE0001360, ucf:47001
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001360

Title: THE CONTRIBUTIONS OF PROFESSIONAL SCHOOL COUNSELORS' VALUES AND LEADERSHIP PRACTICES TO THEIR PROGRAMMATIC SERVICE DELIVERY.
Creator: Shillingford, Margaret, Lambie, Glenn, University of Central Florida
Abstract / Description: Professional School Counselors (PSCs) have been called to be leaders for educational reform to support the academic, career, and personal/social development of all students through the coordination and facilitation of their comprehensive, developmental school counseling program (American School Counselor Association , 2005; National Model©). The primary purpose of this study was to investigate the contributions of PSCs' values and leadership practices to their programmatic service...
Show moreProfessional School Counselors (PSCs) have been called to be leaders for educational reform to support the academic, career, and personal/social development of all students through the coordination and facilitation of their comprehensive, developmental school counseling program (American School Counselor Association , 2005; National Model©). The primary purpose of this study was to investigate the contributions of PSCs' values and leadership practices to their programmatic service delivery (counseling, coordinating, consulting, and curriculum). The three constructs and instruments investigated in this study were: (a) Schwartz Value Theory (the Schwartz Value Survey ; Schwartz, 1992), (b) the Leadership Challenge Theory (the Leadership Practices Inventory ; Posner & Kouzes, 1988), and (c) school counselors' programmatic service delivery (the School Counselors Activity Rating Scale ; Scarborough, 2005). The findings of this study contribute to the school counseling, counselor education, and leadership literature. The sample size for this study was 249 certified, practicing school counselors (elementary school, n = 83; middle school, n = 76; high school, n = 74; multi-level, n = 8) in the state of Florida (35% response rate). The participants completed an on-line surveys including a general demographic questionnaire, the SVS (Schwartz, 1992), the LPI (Posner & Kouzes, 1988), and the SCARS (Scarborough, 2005). The statistical procedures used to analyze the data included (a) structural equation modeling (path Analysis), (b) confirmatory factor analysis, (c) simultaneous multiple regression, (d) Pearson product-moment (2-tailed), and (e) Analysis of variance (ANOVA). The primary research hypothesis for the study was that practicing school counselors' values and leadership practice scores would contribute to their levels of programmatic service delivery. The statistical analyses of these data identified several significant findings. The path analysis models testing the contribution of school counselors' values and leadership practices on their service delivery did fit for these data. Specifically, the results indicated that values contributed minimally to the model fit (less than 1%); however, leadership practices made a significant contribution (39%) to the school counselors' service delivery. Additionally, 31% of the participants reported that their current school counseling program was consistent with how they perceive a successful school counseling program should be implemented, yet only 29% of the school counselors reported feeling comfortable in challenging their involvement in non-counseling related duties. Further, although these data indicated that the majority of the school counselors valued self-transcendence (accepting of rules and appreciating others); structural equation modification re-specification procedures revealed that the model fit supported the value type, self-enhancement (self-direction and personal success) as a more significant contributor in promoting leadership practices and effective service delivery. Implications for professional school counseling and counselor education are presented, along with areas for future investigation.
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Date Issued: 2009
Identifier: CFE0002559, ucf:47653
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002559

Title: The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.
Creator: Buxton, Ashley, Vitale, Thomas, Cox, Thomas, Boote, David, Hewitt, Randall, University of Central Florida
Abstract / Description: The objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole County. A mixed methods design was used to interview and survey teachers working for the after-school program, and student data was collected to assist in identifying the impact of the program. Initially, interviews were conducted to research the implementation of the program. Following interviews, willing participants completed the survey sent...
Show moreThe objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole County. A mixed methods design was used to interview and survey teachers working for the after-school program, and student data was collected to assist in identifying the impact of the program. Initially, interviews were conducted to research the implementation of the program. Following interviews, willing participants completed the survey sent out to all middle school teachers who work for 21st CCLC. The survey investigated how the vision of the program was presented to staff and students. Data was then collected from middle school students attending the program from 2015 to 2017. The data collected was used to research whether there was a correlation between students' attending the after-school program and their Florida State Assessment (FSA) scores as well as their grade point average (GPA) in school. Qualitative data was collected and coded from teachers. There was a variance between each site on the implementation and vision of the after-school program as stated by the grant. Student data displayed that there was no correlation between students' attending the program and FSA scores. There was a correlation between students' GPA and their attendance at the after-school tutoring program. Further investigation is necessary to research larger sample sizes outside of Seminole County.
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Date Issued: 2018
Identifier: CFE0007161, ucf:52296
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007161

Title: A COMPARATIVE ANALYSIS OF STUDENT ACHIEVEMENT IN FLORIDA CHARTER AND NON-CHARTER PUBLIC HIGH SCHOOLS 2007-2009.
Creator: Sommella, Shannon, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and...
Show moreThe purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and ethnicity), and examined if there was a difference in professional demographics of faculty (advanced degrees, teachers' average years of teaching experience, and percent of courses taught by out of field teachers gender), among charter and non-charter public high schools in the state of Florida. School data were analyzed from 234 charter and non-charter public high schools, within 15 districts across the state of Florida, for the years 2007-2009. The findings of this research suggest charter high schools in the state of Florida are not keeping the pace with their traditional public high school counterparts. Over a three year period, charter high schools had significantly lower developmental scale scores on the FCAT, in both reading and mathematics, than non-charter public high schools. The findings also suggest that student demographics, with respect to male gender, economically disadvantaged, and ELL, combined with charter school status, negatively impact student achievement as measured by DSS. The disparity noted with regard to faculty demographics between charter and non-charter public high schools, only touches on some considerable differences between the two school types; more information is needed on the variations so parents and students can make informed choices. For future research, replication of this study with an expanded sample size of charter schools and a longer period of time for data collection was recommended. Separate studies are recommended on the differences between charter and non-charter public schools with regard to instructional time, curriculum or grade levels offered, the differences between parent and student perceptions, and the differences between funding and principal background as it relates to student achievement.
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Date Issued: 2010
Identifier: CFE0003476, ucf:48985
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003476

Title: AN ANALYSIS OF THE LEGAL, STATUTORY, AND GOVERNANCE ISSUES OF VIRTUAL CHARTER SCHOOLS.
Creator: Thedy, Elizabeth, Murray, Barbara, University of Central Florida
Abstract / Description: This study examined the legal, statutory, and governance issues facing virtual charter schools. Virtual models of schooling have the potential to change the face of public education as such schools challenge traditional forms of education. Legislators, policy makers, and school boards must carefully consider existing charter school legislation and determine whether such language is applicable to virtual charter school models. As virtual forms of schooling increase, and choice options for...
Show moreThis study examined the legal, statutory, and governance issues facing virtual charter schools. Virtual models of schooling have the potential to change the face of public education as such schools challenge traditional forms of education. Legislators, policy makers, and school boards must carefully consider existing charter school legislation and determine whether such language is applicable to virtual charter school models. As virtual forms of schooling increase, and choice options for parents become more readily available, the challenge is to develop statutory language that is not overly restrictive but provides a framework from which authorizers and governing boards may operate to ensure the quality, equity, and fiscal responsibility of virtual charter schools. The focus of the study was on the existing legislation in the 19 states with current virtual charter school statutes. The qualitative examination of case law, combined with a review of statutory language, provided the sources of data. Recommendations for policymakers, legislators, departments of education, and school boards were developed to ensure the instructional quality control, the compliance with state and federal statute, and the financial security of virtual charter schools. In an era where choice in education has become mainstream, monitoring the quality of choice options becomes paramount. The development of policies and laws relative to the careful operation of virtual charter schools, from authorization, to governance, to appropriate funding is in the purview of the state. Case law developed in states such as Pennsylvania and Wisconsin where the legality of virtual charter schools has been challenged provides the legal standards for other state legislatures. The establishment of carefully worded legislation that addresses the issues inherent in the next version of school choice is critical to the successful operation of virtual charter schools. Oversight for funding, attendance, curriculum and instruction, and teacher certification is critical in both the authorizing and governance of such schools. Legislation that details the process for enrolling district and out of district students, the process for how the funding flows from the state, to the district, to the virtual charter school, and how the students will be counted for accountability purposes is critical to the successful implementation of virtual charter schools.
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Date Issued: 2010
Identifier: CFE0003244, ucf:48557
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003244

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

Title: A COMPARISON OF CHARACTER EDUCATION PROGRAMS AND THEIR EFFECTS ON ACADEMIC ACHIEVEMENT, BEHAVIOR, AND ATTENDANCE.
Creator: Berger, Beth, Murray, Barbara, University of Central Florida
Abstract / Description: The purpose of this study was to determine whether significant relationships existed between character education and the number of incidents of crimes and violence, attendance rates, and academic achievement in Florida public schools. Proponents of character education such as Lickona (1991) and Murphy (1998) posited that there was a positive correlation between teaching and practicing the six pillars of character education, and student achievement, and increased attendance. They also posited...
Show moreThe purpose of this study was to determine whether significant relationships existed between character education and the number of incidents of crimes and violence, attendance rates, and academic achievement in Florida public schools. Proponents of character education such as Lickona (1991) and Murphy (1998) posited that there was a positive correlation between teaching and practicing the six pillars of character education, and student achievement, and increased attendance. They also posited that there was a negative correlation between character education and incidents of crime and violence. The researcher acquired data in an attempt to determine whether or not the views of Lickona (1991), Murphy (1998) and others holding this view would yield similar results in the Florida public schools. The theoretical framework for the study was Kohlberg's cognitive-developmental theory of moral reasoning. The study was compiled between 2003 and 2004 based on data for the 1998-1999 school year and the 2002-2003 school year. These dates were chosen because they were the pre-implementation year (1998-1999) and four years after the character education mandate went into effect. Data from 67 Florida counties were solicited and 10 counties selected as samples of effective character education implementers and non-effective character education implementers in their elementary schools. Utilizing Statistical Package for Social Science (2004), data were analyzed for statistically significant relationships in order to confirm or negate the null hypotheses. The tests utilized were repeated measures ANOVAs. The study found a statistically significant relationship between those counties that effectively implemented a character education program in their elementary schools and student attendance, as compared to counties that did not effectively implement a character education program in their elementary schools. The study did not find a statistically significant relationship between those counties that effectively implemented a successful character education program in their elementary schools and student achievement, as compared to counties that did not effectively implement a character education program in their elementary schools. The study did not find a statistically significant relationship between those counties that effectively implemented a successful character education program in their elementary schools and lowered incidents of crime and violence, as compared to counties that did not effectively implement a character education program in their elementary schools. In all school districts studied, however, over the four-year period incidents of crime and violence were reduced, the absenteeism rate was reduced, and achievement had increased. This could have been due to the implementation of any type of character education program or it may have been due to other programs implemented in the Florida schools.
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Date Issued: 2005
Identifier: CFE0000333, ucf:46283
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000333

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