Current Search: student values (x)
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(1 - 6 of 6)
- Title
- Multiple-Case Study and Exploratory Analysis of the Implementation of Value-Added Teacher Performance Assessment on Eighth Grade Student Achievement in Ohio, Pennsylvania, and Tennessee.
- Creator
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Carter, James, Taylor, Rosemarye, Doherty, Walter, Hahs-Vaughn, Debbie, Gordon, William, University of Central Florida
- Abstract / Description
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The goal of this research was to analyze the academic impact of the implementation of the Value Added Assessment Model. The researcher analyzed the Value Added Assessment Models in the three Value Added Assessment Model states that had implemented the Value Added Assessment Model for more than five years. Additionally, the research was done by analyzing the academic impact as measured by the eighth grade reading NAEP and the eighth grade mathematics NAEP. The researcher paired the three...
Show moreThe goal of this research was to analyze the academic impact of the implementation of the Value Added Assessment Model. The researcher analyzed the Value Added Assessment Models in the three Value Added Assessment Model states that had implemented the Value Added Assessment Model for more than five years. Additionally, the research was done by analyzing the academic impact as measured by the eighth grade reading NAEP and the eighth grade mathematics NAEP. The researcher paired the three states that had implemented Value Added Assessment Model for more than five years, with three demographically matched states that had not implemented Value Added Assessment Model. The states were matched as follows: Ohio (Value Added Assessment Model implementing state) with Michigan (non Value Added Assessment Model state), Pennsylvania (Value Added Assessment Model implementing state) with Virginia (non Value Added Assessment Model state) and Tennessee (Value Added Assessment Model implementing state) with Georgia (non Value Added Assessment Model state). The mean composite scale score in NAEP from the following categories of students were compared and analyzed: 1) All students 2) White students 3) Black students 4) National School Lunch Program Eligible Students 5) National School Lunch Program Ineligible Students 6) Exceptional Education students. The results of the study indicated that the impact of Value Added Assessment Model on academic impact as measured by the eighth grade reading NAEP and the eighth grade mathematics NAEP was negligible.
Show less - Date Issued
- 2014
- Identifier
- CFE0005468, ucf:52862
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005468
- Title
- DO IMMIGRANT STUDENTS CONSUME LESS ENERGY THAN NATIVE-BORN AMERICAN STUDENTS?.
- Creator
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Lei, Lei, Pals, Heili, University of Central Florida
- Abstract / Description
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This paper uses a sociological model to compare the residential energy consumption between immigrant students and native-born American students and to explain the difference by demographic characteristics, values, and specific attitudes. Further, it tries to explore whether the relationship between immigration status and residential energy consumption is mediated by value orientation towards frugality and specific attitudes towards energy conservation. The data of an online survey among...
Show moreThis paper uses a sociological model to compare the residential energy consumption between immigrant students and native-born American students and to explain the difference by demographic characteristics, values, and specific attitudes. Further, it tries to explore whether the relationship between immigration status and residential energy consumption is mediated by value orientation towards frugality and specific attitudes towards energy conservation. The data of an online survey among native-born and foreign-born students at the University of Central Florida are used. The results suggest that immigrants consume less energy at home than native-born Americans, but the time stayed in the US doesn't have an impact on the energy consumption of immigrants. In addition, the results do not show evidence that value orientation towards frugality and specific attitudes toward energy conservation mediate the relationship between immigration status and energy consumption at home.
Show less - Date Issued
- 2011
- Identifier
- CFE0003629, ucf:48855
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003629
- Title
- EXPLORING TEACHING METHODS CORRESPONDING WITH THE THEORY OF BASIC HUMAN VALUES IN LATE CHILDHOOD AND EARLY ADOLESCENCE CLASSROOMS.
- Creator
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Daly, Nicole, Roberts, Sherron-Killingsworth, University of Central Florida
- Abstract / Description
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Recent research that indicates ten universal values are shared across cultures has developed into the Schwartz Value Systems Theory. This theory describes the ten basic human values that derive from different motivational forces such as social superiority, an inner desire in novelty, and loyalty to one's group. The values and corresponding motivational forces guide an individual's decisions. After the Schwartz Value Systems Theory had been developed, two surveys have been created in order to...
Show moreRecent research that indicates ten universal values are shared across cultures has developed into the Schwartz Value Systems Theory. This theory describes the ten basic human values that derive from different motivational forces such as social superiority, an inner desire in novelty, and loyalty to one's group. The values and corresponding motivational forces guide an individual's decisions. After the Schwartz Value Systems Theory had been developed, two surveys have been created in order to assess an individual's value hierarchy. While both of these surveys accurately measure an adult's values, further research has indicated children possess individual values similarly to adults. As a result, the Picture Based Values Survey for Children was created in order to consider children's values. The results from the children who took the Picture Based Values Survey For Children revealed that those children as a group acquired the same value hierarchy as adults. Since motivational forces determine an individual's values, it would seem predictable that values might have an effect on a student's level of motivation to succeed in the classroom. When a student's motivational goals are met in the classroom, then they will become engaged in the lesson by aligning students' values to the teaching methods incorporated in the lesson. This thesis therefore integrates prior research on children's value development, the effects these values have on society and the classroom, and ways to exhibit values through discourse and teaching methods. Further, this seeks to apply this research in late childhood and early adolescence classrooms by examining the effects that may result from teachers exhibiting each of the ten universal values through their teaching methods through publicly shared videos.
Show less - Date Issued
- 2017
- Identifier
- CFH2000267, ucf:45995
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000267
- Title
- The Effects of Journaling and Vocabulary Strategies on Elementary Students' Attitudes Towards Mathematical Performance.
- Creator
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Janzen, Renee, Gresham, Regina, Haciomeroglu, Erhan, Roberts, Sherron, University of Central Florida
- Abstract / Description
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In an attempt to examine the effects of journaling and vocabulary strategies on elementary students' attitudes towards mathematical performance, I embedded reflective journaling and vocabulary strategies into my fourth grade mathematics curriculum. The mathematics content focused on whole number place value, multiplication, and division. My study revealed the positive effects these interventions can have on elementary students' attitudes towards mathematics.
- Date Issued
- 2012
- Identifier
- CFE0004266, ucf:49520
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004266
- Title
- A Study of The Marzano Teacher Evaluation Model and Student Achievement at 24 Elementary Schools In A Large Suburban School District In Central Florida.
- Creator
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Flowers, Amy, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, University of Central Florida
- Abstract / Description
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The focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation(&)#174; tool (Learning Sciences International, 2012) as it related to student achievement in the School District of Osceola County, Florida and to determine if the Marzano model improved the ability to determine teacher effectiveness with more accuracy than previous models of teacher evaluation used in the school district. Twelve research questions guided this...
Show moreThe focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation(&)#174; tool (Learning Sciences International, 2012) as it related to student achievement in the School District of Osceola County, Florida and to determine if the Marzano model improved the ability to determine teacher effectiveness with more accuracy than previous models of teacher evaluation used in the school district. Twelve research questions guided this study concerning the relationship and predictability between the variables of teacher instructional practice scores, number of observations reported in the iObservation(&)#174; tool, and student achievement in Grades 3-5 using reading and mathematics FCAT 2.0 DSS scores.Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis suggested that for Grade 3 reading and mathematics the instructional practice mean had statistical significance in predicting performance and was a strong predictor of Grade 3 FCAT reading and mathematics performance. Linear Regression analysis further suggested no statistical significance or predictability for Grades 4, 5 for instructional practice mean and Grades 3,4,5 for observation mean related to FCAT reading and mathematics performance. Caution should be used when attempting to interpret these findings, as this study was based solely on initial year implementation data. Implications for practice are also discussed in this study.
Show less - Date Issued
- 2013
- Identifier
- CFE0004841, ucf:49711
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004841
- Title
- Inclusion: A Question of Practice, Stance, Values and Culture.
- Creator
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Sellers, June, Martin, Suzanne, Little, Mary, Hewitt, Randall, Bernier, Christopher, University of Central Florida
- Abstract / Description
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Exclusionary practices based on a deficit perspective of disability are not supported by law and are inconsistent with the rigorous standards for teaching, learning, and accountability in our public schools. Moreover, consequences of failed change will continue to have significant negative effects on the performance of educational organizations. The purpose of this mixed-methods phenomenological research (MMPR) study was to explore the lived experience of teachers who identify as champions of...
Show moreExclusionary practices based on a deficit perspective of disability are not supported by law and are inconsistent with the rigorous standards for teaching, learning, and accountability in our public schools. Moreover, consequences of failed change will continue to have significant negative effects on the performance of educational organizations. The purpose of this mixed-methods phenomenological research (MMPR) study was to explore the lived experience of teachers who identify as champions of inclusion, including their views, perceptions and appraisal of the status of inclusion in a large urban school system. The research questions were designed to generate insight and recommendations for establishing norms, values, practices and policies that might mitigate teacher resistance to inclusion, support and reinforce inclusive culture, and position the organization (school district) itself as a facilitator of implementation and agent of change in cultivating positive attitudes and beliefs about inclusion as a social justice imperative in the public schools. The lived experiences of teachers who have this distinct perspective and insight into the phenomenon of inclusion were explored through focus group sessions and individual interviews. The results of the study suggest that (1) organizations can build and strengthen a culture of inclusion by identifying individuals who demonstrate a commitment and competency for supporting inclusion, by supporting them as they promote change through coaching, educating, networking and mentoring efforts and embed and reinforce inclusive values throughout the system; and (2) educational organizations must be responsive to norms, values, practices and policies that both support and work against inclusive organizational culture. The findings suggest that this type of research may be of value to organizations in identifying contextual factors which either facilitate or inhibit inclusive education and therefore either advance or diminish educational outcomes for students with disabilities.
Show less - Date Issued
- 2016
- Identifier
- CFE0006180, ucf:51339
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006180
