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1
Oliveira, Fabiana Valeck de. "Patrimônio escolar: para além da arquitetura, a materialidade do patrimônio histórico nas escolas paulistas." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/16/16133/tde-22092015-110702/.
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O presente trabalho tem como objeto de estudo o patrimônio histórico das primeiras Escolas Normais implantadas no Estado de São Paulo, com destaque para o acervo da Escola Normal Caetano de Campos. Pretende-se analisar o universo e a natureza dos bens que integram o patrimônio histórico e cultural dessas escolas, identificando o conjunto dos bens culturais comuns presentes nessas instituições escolares: para além da arquitetura de seus edifícios, a materialidade de seus acervos documentais e museológicos. Por um lado, o trabalho trata do reconhecimento oficial da arquitetura desses edifícios como bens a serem preservados, medida levado a cabo através de uma série de processos de tombamento no âmbito do CONDEPHAAT, por outro, apresenta quais os conjuntos de documentos, livros, fotografias e outros objetos que constituem os acervos escolares de caráter histórico e cultural das mais antigas escolas normais criadas no Estado de São Paulo, tão dignos de serem alçados à categoria de patrimônio e preservados quanto à arquitetura dos edifícios que os abrigam. Para além da arquitetura dos edifícios escolares, esses testemunhos materiais significativos da trajetória das escolas estão presentes em seus arquivos, suas bibliotecas, em alguns museus escolares, e, ainda, dispersos em tantos outros espaços da escola, e configuram um conjunto de valor histórico e cultural tanto para a história da própria instituição quanto para a história da educação brasileira.The object of study of this work is the historic heritage of the first Normal Schools that were implemented in the State of São Paulo, with the highlight being the heritage collections at the \"Caetano de Campos\" Normal School. It is aimed at analyzing the nature and diversity of the property included among the historic and cultural heritages of these schools, thereby identifying the cultural heritage collections present in and shared by these educational institutions: beyond the architecture of their buildings, the materiality of their documentary and museum collections. On the one hand, this work deals with officially recognizing that the architecture of these buildings is an asset to be preserved, as carried out through a series of architectural salvage procedures adopted by CONDEPHAAT (\"Conselho de Defesa do Patrimônio Histórico Arqueológico, Artístico e Turístico\" - Council for the Defense of the Historical, Archeological, Artistic and Touristic Heritage in the State of São Paulo). On the other hand, it defines sets of documents, books, photographs, and other objects that make up collections of items from the oldest normal schools established in the State of São Paulo of both historic and cultural interest, all of which are worthy of being raised to the category of heritage and, as such, preserved as tokens of the architecture of the buildings that house them. Not only are these tokens of the architecture of school buildings, but also significant material evidence of the trajectory of schools that is to be found in their archives, libraries, some school museums,or even scattered in so many other school premises. For this reason, they together make up a historic and cultural collection that is valuable for both the history of the institution itself and for the history of Brazilian education as well.
2
Litwinowicz, Michel. "Rome et Naples, deux écoles de nature morte au XVIIe siècle et leurs échanges." Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLEP034/document.
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L’école romaine et l’école napolitaine de nature morte comptent au XVIIe siècle parmi les plus importantes dans la peinture européenne. Pendant tout le Seicento, elles sont restées étroitement liées, en multipliant les tableaux de fleurs, fruits, légumes, poissons, gibiers, sous-bois.... La thèse étudie l’évolution de ce genre à Rome et à Naples et les resitue dans le vaste tissu des échanges culturels et stylistiques entre ces deux capitales. Elle analyse la place de la nature morte dans le marché de l’art (circulation, marchands, prix, estimations) et dans les collections. Le goût de mécènes variés pour ces tableaux est étudié. Des comparaisons formelles entre les œuvres de différents peintres, comme Mario dei Fiori et Paolo Porpora, Michelangelo Cerquozzi et Giovanni Battista Ruoppolo ou Giovanni Battista Recco et Gian Domenico Valentino sont effectuées. On explique également le rôle d’Abraham Brueghel, Andrea Bonanni, Alessandro dei Pesci, et Andrea BelvedereThe Roman and the Neapolitan school of still-life painting are in 17th Century among the most important in Europe. During the whole Seicento, these two schools are closely tied and produced a large amount of paintings of flowers, fruits, vegetables, fishes, game, woodland Scenes (sottoboschi)… This PhD analyses the evolution of still-life painting in Rome and in Naples and places it in the numerous stylistic and cultural exchanges between these two capitals. The place of still-life painting in the art market (circulation of works, merchants, prices, appraisals) and in the collections is studied. The Patrons’ taste for these pictures is examined. We carry out stylistics comparisons between works by Mario dei Fiori and Paolo Porpora, Michelangelo Cerquozzi and Giovanni Battista Ruoppolo or Giovanni Battista Recco and Gian Domenico Valentino. We also investigate the role of Abraham Brueghel, Andrea Bonanni, Alessandro dei Pesci and Andrea Belvedere
3
CARDASSILARIS, NICOLE RUTH. "Bringing Cultures Together: Elma Pratt, Her International School of Art, and Her Collection of International Folk Art at the Miami University Art Museum." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204738152.
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Vislocky, Karen. "THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND STUDENT ACHIEVEMENT IN MIDDLE SCHOOLS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3835.
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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 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.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
5
Handley, Junella. "RETAINING QUALIFIED TEACHERS THROUGH SCHOOL-BASED INDUCTION: A STUDY OF ELEMENTARY SCHOOLS IN TWO PUBLIC SCHOOL DISTRICTS IN FLO." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4343.
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The purpose of this study was to examine teacher induction strategies and effectiveness at the school level, specifically focusing on how the principal designed and implemented induction activities. It also investigated if the following factors influenced teacher retention: (a) number of instructional staff members, (b) number of first-year teachers, (c) number of second-year teachers, (d) number of third-year teachers, (e) principal's gender, (f) principal's age, (g) principal's highest degree earned, (h) principal's total years in education, (i) principal's years in an instructional position, (j) principal's administrative experience, (k) year the school opened, (l) student enrollment, and (m) free and reduced lunch percentages. Common patterns and trends in the data were analyzed to reveal differences between schools with high teacher retention and schools with low teacher retention. All principals of elementary schools in Hillsborough County Public Schools, Florida and Orange County Public Schools, Florida were invited to participate in the study. Data were collected through a researcher created, 32-question, online questionnaire. Both quantitative and qualitative data were gathered. A total of 147 principals completed the survey. Descriptive statistics were used to report the findings and recommend various areas in need of further study. Analyses of these data found that induction activities that were cited in literature as important were being implemented in schools. These induction activities, organized from most implemented to least implemented, were: (a) formal observation by the principal, (b) mentoring, (c) offer school-level professional development, (d) provide an open door policy, (e) visit classrooms of new teachers often, (f) final (end of year) assessment conferences, (g) provide common planning time for grade levels, (h) encourage district level professional development, (i) give time to observe veteran teachers, (j) involve new teachers in decision making, (k) mid-year assessment conference, (l) provide positive feedback for effective practice, (m) preliminary assessment conference, (n) team building activities, (o) allow new teachers to teach same grade level for at least two consecutive years, (p) offer in-service targeting school policies and procedures, (q) reduce number of students with discipline issues when assigning students to new teachers, (r) provide common planning time with mentor, (s) implement professional reading book club (t) reduce workload of new teachers, and (u) certification exams study group. Data also revealed that schools with high teacher retention tended to be older schools, smaller schools, and schools with fewer percentages of students who received free and reduced lunch. When compared to principals in low retention schools, the principals in high retention schools tended to have more teaching experience, were assigned to their present school for several years, and were older. High retention schools showed significantly less teacher migration and attrition than low retention schools. Recommendations based on this study include investigating how school culture relates to teacher retention and examining teacher migration in more detail. Research is needed to determine how mobility of a school district, new construction, rezoning, allocation cuts, and the reappointment process for teachers affects teacher migration rates of schools. In addition, further study could be done to target specific induction components to determine how to make them effective at the school level. Mentoring, team-building activities, and scheduling are components of induction that need further study.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
6
Doran, James. "EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2942.
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The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Bolen, Robert. "A CASE STUDY OF THE PERCEPTIONS OF PRINCIPALS OF VOUCHER ELIGIBLE HIGH SCHOOLS IN FLORIDA." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2297.
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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 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.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Thedy, Elizabeth. "AN ANALYSIS OF THE LEGAL, STATUTORY, AND GOVERNANCE ISSUES OF VIRTUAL CHARTER SCHOOLS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2507.
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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 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.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Crisafi, Denise. "THE RESPONSE OF ADMINISTRATORS AND INSTRUCTORS IN THE ORANGE COUNTY, FLORIDA PUBLIC HIGH SCHOOL SYSTEM TO DATING VIOLENCE PREVEN." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3851.
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Adolescent dating violence occurs in high schools at an alarming rate. To educate adolescents about dating violence, some public high schools have incorporated prevention programs into their curriculum. These programs, which are predicated upon empiricism and behavioral theories, tend to produce limited results. In order to improve prevention programs, it has been suggested that schools should play a larger role in their development and implementation. However, dating violence studies have yet to examine how much school personnel know about adolescent dating violence and prevention strategies. The current study surveyed administrators and instructors at six public high schools in Orange County, Florida about their perceptions of dating violence and attitudes toward dating violence prevention programs. The results indicate that administrators and instructors are fairly knowledgeable about adolescent dating violence, approve of school-based dating violence prevention programs, and are willing to participate in prevention efforts. The results also indicate that administrators and instructors sociodemographics have the potential to affect how they feel about dating violence and prevention strategies. Implications of these findings for prevention program development and implementation as well as future research are discussed.M.A.
Department of Sociology
Sciences
Applied Sociology MA
10
Himschoot, Brian. "Making the Decision: Factors that Affect the Information Available to Parents with Young Children about Charter Schools in Central Florida." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/953.
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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 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.B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership
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Mickens, Kelli Nicole Sparrow. "Cultivating Servant Leadership in High School Students of African Descent the Freedom Schools Way." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/208596.
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Urban EducationPh.D.
This study elucidates the history and program structure of an urban out of school time program designed for liberatory education for K-16 students. This study aims to define the Catto Freedom Schools Way and examine the extent to which it is being followed at the Hamer-Still Freedom Charter School. This study contributes to what we know about school design and ethnic studies as a strengths-based approach to educating youth of color. A review of the literature reveals that Freedom Schools have been in existence since African people came to the Western hemisphere and The Freedom Schools Way has meant different things to each entity over that time (Countryman, 2006; Du Bois, 1903; Garvey, 1923; Payne & Strickland, 2008; Williams, 2005; Woodson, 1933). Findings suggest that The Catto Freedom Schools Program (CFSP) Way is a combination of two complimentary elements: learning about Black history and culture (Asante, 1980; Carr, 2009; Diop, 1996; Gay, 2000; King, 2005; Murrell, 2002; Myers, 1997; Nobles, 1976) and chain mentorship (Andrews, 2001; Olson, 2008; Welty, 2000). Learning about Black history and culture consists of reading and writing about Black history and culture and assuming African values and customs. Chain mentorship consists of looking up to older people for direction and guidance as well as stepping up in service to give younger people guidance. Hamer-Still Freedom Charter School (HSFCS), a school designed on the CFSP model, is experiencing the most success in implementing reading and writing about African history and culture and having accessible adult role models on whom the students, also known as Servant Leader Scholars, can rely on for academic and personal support. In order for HSFCS to embody the CFSP Way, it needs to strengthen opportunities for its students to step up and provide service for younger children as well as fully develop a spirit of positive peer pressure throughout its upper school.
Temple University--Theses
12
Lemon, Tate Courtney. "“IT DIDN’T MATTER THAT I HAD NO ONE TO ASK, I KNEW THE BEST ANSWER” THE CHARTER SCHOOL CEO: LONELY, OVERCONFIDENT, AND UNDERPREPARED." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/590147.
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Educational LeadershipEd.D.
The advent of charter schools has been one of the biggest reform initiatives in the history of schooling in the US: charters have significantly altered the landscape of many of our country’s largest public-school systems (Bracey, 2002; Hassel, 2009; Hill, 2006). Recent studies have examined a number of aspects of charter school leadership; however, there has been little research on charter school chief executive officers (CEO). The CEO is a relatively new role that oversees the entire charter school or network and is almost always independent of the principal. This mixed-methods study examined the organizational dynamics of Philadelphia Charter School CEOs by using a survey, personal interviews, and quantitative data analysis to obtain information regarding all CEOs of Philadelphia. Interviews were focused on the CEO job role and day-to-day duties, CEO successes and struggles, and what prior experiences prepared CEOs for this role. The quantitative findings show two correlations: suggesting that male CEOs and CEOs of stand-alone schools are in charge of schools with higher school performance. Five common themes emerged across CEOs during interviews: loneliness, overconfidence, under preparedness, non-traditional career path, and having a prior work experience in the field of education was crucial to success. Lastly, it was discovered that certifications and prior education experience were not commonplace for current CEOs, 19 of the 64 CEOs in this study did not have prior education experience.
Temple University--Theses
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Curry, Tamika. "Adopting Innovative Approaches to Care: Facilitators & Barriers of School Nursing Practice in an Urban School District." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/551882.
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Urban EducationPh.D.
As new approaches to practice become available for school nurses, urban school districts must address the need to provide facilitators for the dissemination and adoption of new evidenced based practice models. With instructional capacity, curriculum challenges, and school climate at the center of the decision making of educational leaders, the needs of school health become neglected. As new innovations become available, school nurses working in urban school districts often rely on individual continuing education to access new ideas due to barriers that exist in urban schools with limited funding and resources. This dissertation research had two primary aims: (1) expand current research regarding specific barriers and facilitators to practice, and (2) to better understand the school nurses’ adoption of the Framework for the 21st Century School Practicing Nurse in an urban school district. This framework addresses the specific needs of the school nurse working in an evolving educational health setting. Using a descriptive and inferential quantitative design with a convenience sample of school nurses in the School District of Philadelphia (SDP), participants completed an online survey designed to examine awareness, agreement, and alignment with the framework, as well as barriers and facilitators of adoption. The results revealed differences in level of awareness of the framework across various demographic groups within the SDP. After presenting the framework to participants, school nurses agreed with the importance of fully aligning practice. Further, there were variations in level of importance regarding specific practice components of the framework. Participants identified facilitators and barriers that impacted their ability to fully align school nursing practice with the framework.
Temple University--Theses
14
Robinson, Dennis E. "An analysis of knowledge of the Bible, private school law, and business and finance between Christian school principals with and without graduate degrees." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5018.
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The data showed that it did not seem to make a difference whether the respondents had attained a graduate degree in any of the tested fields; there was little or no significant difference in their score. This evidence suggests that no current study program adequately prepares an individual with the knowledge base needed to effectively lead a Christian school, especially in the areas of private school law and business and finance. Given that the review of literature showed that Christian schools most often fail due to financial reasons, this finding is particularly significant. It was suggested that universities look at the principal preparation programs to determine if they can add material which would help to better prepare the Christian school principal. This study indicates a knowledge deficit in the areas of business and finance and private school law, materials added in those areas might prove helpful to this group. Follow-on study was suggested in a larger population of Christian schools, perhaps in the Association of Christian Schools International, to more definitively determine if specially designed graduate programs need to be developed for this population of administrators.; This study analyzed the performance of a sample of K-12 Assemblies of God Christian school principals on the Christian School Principal Preparation Assessment Questionnaire (CSPPAQ). The CSPPAQ, developed especially for this study, assesses knowledge in three areas: knowledge of the Bible, knowledge of private school law, and knowledge of business and finance. A sample size of 102 was determined using the sample size formula, based on a population of 611 and a bound of 4 (??2). Numerous school closures over the course of this study caused the population size to drop to 490. This fact, coupled with a 45% survey return rate called for an adjustment of the bound to 6.4 (??3.2) for a sample size of 42. The scores in each of the three sub-areas as well as the composite score were then analyzed to determine if there was a statistically significant relationship between principals without a graduate degree and those with a graduate degree in Bible/theology, educational leadership and other (any other graduate degree). A single factor ANOVA procedure was used and determined that no statistically significant relationship exists for mean score in knowledge of the Bible (F=1.05, pgreater than].05). Mean score for knowledge of private school law showed a marginally significant difference (F=2.8, p=.054). Mean score in knowledge of business and finance also showed no significant relationship (F=1.7, pgreater than].05) with the same result for the composite score (F=2.18, pgreater than].05). Mean scores in the areas of private school law and business and finance were low (18.7 and 16.2 respectively). Calculating a percentage score for these areas would compute to 53% (18.7/35) and 54% (16.2/30) respectively, indicating a low knowledge base for these areas. Percentage composite score was also low at 63% (55.2/88).ID: 030423409; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 139-141).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
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LeChasseur, Kimberly. "The Structure and Climate of Size: Small Scale Schooling in an Urban District." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/65217.
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Urban EducationPh.D.
This study explores mechanisms involved in small scale schooling and student engagement. Specifically, this study questions the validity of arguments for small scale schooling reforms that confound the promised effects of small scale schooling structures (such as smaller enrollments, schools-within-schools, and smaller class sizes) with the effects of the school climates assumed to follow from these structural changes. Data to address this issue was drawn from the Philadelphia Educational Longitudinal Study - one of the few publically-available datasets to include student-level measures of school-within-a-school participation and relative quality - and supplemented by school-level data from the National Center for Education Statistics' Common Core of Data. Regression analyses were designed to examine whether academic press and/or personalized teacher-student relationships - two aspects of school climate often associated with small scale schooling - mediate the relationships between small scale schooling structures and student engagement. The results suggest a pattern of widespread connections between small scale schooling structures and students' emotional engagement in school, but only a loose connection between these structures and students' behavioral engagement in school. Furthermore, school climate does, in fact, mediate many of the relationships between small scale schooling structures and emotional engagement; however, it does not fully mediate the relationship between small scale schooling structure and behavioral engagement. Findings relating student engagement to the quality of small learning communities relative to others in the same school suggest that comprehensive schools that are broken down into smaller within-school units may create a new mechanism for tracking students. Those who participate in relatively high quality small learning communities like school more and participate in more extracurricular activities/sports than students who participate in relatively low quality small learning communities or in no small learning community at all. These relationships are not mediated by school climate. Overall, the findings of this study suggest that the results of small scale schooling reforms are largely dependent on the school climates where they are instituted.
Temple University--Theses
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Kern, Lisa. "Datenbanken, Inventarisierung, Provenienzforschung." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-111327.
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Die dritte Sektion der Dresden Summer School behandelte die für die wissenschaftliche Arbeit am Museum zentralen Aspekte Datenbanken, Inventarisierung und Provenienzforschung. Alle diese Punkte sind eng mit dem Thema Digitalisierung verbunden, greifen die genannten Arbeitsbereiche doch mittlerweile standardmäßig auf Datenbanken und elektronische Systeme zur Erfassung, Dokumentation und Erforschung der musealen Bestände zurück. (...)
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Farrie, Danielle C. "School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/8656.
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SociologyPh.D.
This dissertation examines the relationship between school choice and race. I examine whether the racial composition of schools influences choices and whether choices of private and public choice schools lead to greater segregation and stratification in neighborhood schools. I improve on existing research by adopting the theoretical framework used in neighborhood preferences literature to distinguish between race and race-associated reasons as motivations for avoiding racially integrating schools. This study utilizes geocoded data from the Philadelphia Area Study (PAS) and elementary school catchment maps to examine families' preferences and behaviors in the context of the actual conditions of their assigned schools. Catchment maps are integrated with Census data to determine whether choice schools have a role in white flight and segregation and stratification in neighborhood schools. The findings suggest that families are most likely to avoid neighborhood schools with high proportions of racial minorities. However, attitudes regarding racial climates are more consistent predictors of preferences than the actual racial composition of local schools. Highly segregated neighborhood schools satisfy families who desire racially homogeneous school climates, as do private schools. Families who seek diverse environments are more likely to look to charter and magnet schools. The white flight analysis shows that whites are more likely to leave schools that have modest proportions of black students, and less likely to leave schools that are already integrated. These results suggest that whites react especially strongly to schools with low levels of integration, and those who remain in the few racially balanced schools do so out of a preference for diversity or because they do not have the resources to leave. Public choice schools spur white flight in urban areas, but actually reduce flight in suburban schools. Finally, I find that choice schools do not uniformly affect the degree to which racial groups are spatially segregated from whites, and they also do not uniformly affect the degree to which racial groups attend more or less disadvantaged schools than whites. This suggests that segregation and stratification are two distinct aspects of racial inequality and should be considered separately when evaluating the effectiveness of choice programs.
Temple University--Theses
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Adiguzel, Tufan. "Dependability and acceptability of handheld computers in school-based data collection." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2958.
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Novak, Kelley. "THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND THIRD-GRADE FCAT READING PROFICIENCY IN SEMINOLE COUNTY PUBLIC ELEMENTARY SCHOOLS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3838.
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ABSTRACT This study aimed to determine the relationship between school culture and student achievement. Elementary school teachers (N=574) from 27 schools in suburban Seminole County, Florida completed the School Culture Triage Survey to generate a school culture score. The participating schools were ranked and placed in categories representing the top 33% (N=9), middle 33% (N=9), and bottom 33% (N=9) of the population based on their culture score. School culture data were analyzed and correlated with third grade student achievement data, as measured by the 2007 Florida Comprehensive Assessment Test (FCAT) Reading to determine if there were any relationships between (a) school culture and student achievement; (b) the three key components of school culture (collaboration, collegiality, and self-determination/efficacy) and student achievement; and (c) principal tenure and school culture. Additional data analysis served to determine if there were any experiential or demographic differences among the teachers from the schools falling in the top, middle, and bottom 33% on the School Culture Triage Survey. To learn more about principal beliefs with regard to school culture and student achievement, principal interviews were conducted with some principals (N=8) from the participating schools. Through a review of the research results and related literature, the researcher concluded that a relationship between the overall school culture and student achievement did not exist. Further analysis revealed that there were no relationships between student achievement and collaboration, collegiality, and self-determination/efficacy, or between school culture and principal tenure for the schools participating in this study.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Shanoff, Mark E. "Changes to operational, financial, and organizational structures of school districts during mayoral takeovers." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4547.
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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, mayors' 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.; 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 mayor'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.ID: 029050105; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 89-94).
Ed.D.
Doctorate
School of Teaching, Learning, and Leadership
Education
21
Russell, Matthew B. "Data collection in program evaluation: A case study." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2472.
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This study addressed the complex issue of data collection in program evaluation. The researcher sought to understand the influences affecting the quality and utility of data in program evaluation. The data collection process was examined through a single case study of a bilingual education program located in California. Information for this study was obtained through open-ended interviews with project staff, classroom teachers, and external evaluators. Other sources of information included records, documents, a computer database, and electronic mail correspondence with program officers. The researcher used Non-numerical Unstructured Indexing Searching and Theory Building (NUD*IST) computer software to manipulate interview transcriptions, records and documents. Emerging from the data were key categories and themes that were presented in narrative form. The researcher found that data collection was grounded in the context in which it occurs and was therefore, highly dependent on program staff. Data collection requires willing, qualified staff with an understanding of technology, assessment, and evaluation methodology.
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McGloin, Alexis Marie. "The effects of school uniforms on school climate in elementary school." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/25362.
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Educational AdministrationEd.D.
This research sought to explore the link between mandatory school uniforms and a positive school climate. Beginning in the late 1980's public schools implemented mandatory school uniforms policies in urban school districts. The trend gained momentum when President Clinton included school uniforms in his 1996 State of the Union Address. Directly following the speech was a publication by the United States Department of Education on school uniforms that was distributed to all school districts in the country. Often the primary reason for implementing school uniforms was gang violence. Other reason included increased school safety and decreases in violence. Further, proponents believed uniforms would increase academic achievement and improve school climate. Research on the effects of school uniforms is limited and conflicting. Most studies available to date were conducted in urban settings. However, school uniforms have infiltrated rural and suburban schools districts as well. Two school districts in suburban Eastern Pennsylvania participated in this study. One school district had a mandatory school uniform policy. The other did not. Using a school climate survey and school uniform questionnaire, students in grades 4-6 and elementary school teachers rated the school climate in their respective schools. School climate was rated on seven subscales on the student school climate survey and 10 subscales on the faculty school climate survey. A t-test was performed on the data set to determine the difference between sample means and a factor analysis was conducted on the student school climate survey. Further, three themes emerged from the short answer questions on the student uniform questionnaire. The results of the research found that there was not a statistically significant relationship between a mandatory school uniform policy and elementary school students' perceptions of school climate. Of the seven subscales, students who wore school uniforms rated their peer relationships higher than students without school uniforms. Additionally, they rated the required rigor higher. Students that did not wear school uniforms rated the teacher-student relationship higher. When responding to the open ended questions, three themes emerged. They were expression, atmosphere and family. In essence, students were not in favor of wearing uniforms and believed uniforms suppressed their freedom of expression. Teachers responded similarly. The results showed no statistically significant relationship between a mandatory school uniform policy and teacher perceptions of school climate. Only two subscales showed any significant difference between the two groups of teachers. They were teacher-administrator relationship and student achievement. In both respects, teachers in the district without uniforms responded more positively. The results of this study should be used when reviewing current policy or considering new policy on school uniforms.
Temple University--Theses
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Miller, Joseph. "DIRECT AND INDIRECT EFFECTS OF SELECTED FACTORS ON SCHOOL GRADES IN PUBLIC HIGH SCHOOLS IN THE STATE OF FLORIDA." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2897.
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The purpose of this study was to examine the direct and indirect effects of selected factors on school grades in public high schools in the state of Florida. A sample of 316 public high schools was created using data obtained from the Florida Department of Education and the Florida High School Athletic Association. The selected factors that were chosen to be measured in the study were: minority percentage as measured by the proportion of minority students in relation to the total student body at a given school, socio economic status percentage (SES) as measured by the proportion of students participating in the free and reduced lunch program in relation to the total student body at a given school, academic achievement of 10th grade reading mean scale scores and 10th grade mathematics mean scale scores as measured by the Florida Comprehensive Assessment Test (FCAT), and football winning percentage as measured by reported scores to the Florida High School Athletic Association. The direct and indirect effects of minority percentage, socio economic status percentage, and football winning percentage were tested using a path model in calculating linear regressions to analyze the effects on school grades; while only the direct effects of academic achievement were tested for the effects on school grades. The path model assessed the desired path of the selected factors in the study (See Figure 1); however, all paths were tested in the fully recursive model as illustrated (See Figure 2) for both the 2004-2005 and the 2005-2006 school years in the sample. Selected factors that demonstrated strength of effects were examined for predictability on school grades. Selected factors that indicated indirect effects were analyzed for indication of any discriminating patterns. For the 2004-2005 and 2005-2006 school years, there was not a statistically significant direct effect for minority percentage and socio economic status percentage on winning percentage; FCAT reading mean scale score and FCAT mathematics mean scale score on winning percentage; winning percentage and FCAT reading mean scale score on school grades; winning percentage and FCAT mathematics mean scale score on school grades; minority percentage, socio economic status percentage, and winning percentage on FCAT reading mean scale score; minority percentage, socio economic status percentage, and winning percentage on FCAT mathematics mean scale score; or minority percentage, socio economic status percentage, and winning percentage on school grades. Two important effects were determined in the linear regression analysis. First, socio economic status percentage was not directly significant on school grades; however, it had a significant direct effect on the FCAT scores schools received on the Florida Comprehensive Assessment Test. Second, the FCAT reading and mathematics mean scale scores had direct significant effects on school grades in both the 2004-2005 and 2005-2006 school years. Recommendations were made for potential changes to the study to include school size, graduation rates, and student violence that could influence school grades. Future considerations should be given to inclusions based on the Florida Writes requirement, 10th grade science mean scale scores, and other subject content not currently part of the state mandate for graduation. In addition, a study could be conducted that included changes to the path model to reflect minority percentage more accurately in the effects toward the designation of school grades. Finally, a study could be conducted that included participation in sports to account for any ancillary variables that may contribute to the effects of the designation of school grades.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
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Boden, Joshua M. "WHAT SCHOOLS CAN DO: AN EXPLORATION OF PERSONAL AND SCHOOL FACTORS IN YOUTH SEXTING BEHAVIORS AND RELATED ATTITUDES." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/455497.
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School PsychologyPh.D.
As social technologies become more integrated into students’ lives, new means of communication have emerged, along with novel problem behaviors with significant consequences for students’ well-being. One of these is the sending of sexualized images via cell phone, referred to as “sexting”. An understanding of how and why some students choose to sext is important for schools to appropriately prepare for sexting-related incidents. This study explored some of the personal and environmental correlates of the behavior, including gender, thrill-seeking, impulsivity, perceived school experience, and related attitudes about the normalcy and risk of the behavior. Participants were college undergraduates from a large urban university, retrospectively reporting about their high school experience. Results indicated that the majority of students did not send sexts in high school. However, of those who did, students who sexted exclusively with romantic partners had significantly more positive engagement in school. Students with lower feelings of connectedness, academic motivation, and social belonging in high school tended to sext in riskier ways. Additionally, recent high school graduates were asked if and how schools should effectively educate students about the risks of sexting. These perspectives were assessed through survey questions and a focus group discussion session. Results suggested that students do recognize the potential consequences of the behavior, regardless of what teachers tell them. They feel that, rather than using “scare tactics”, school personnel should try to understand the social and relational context in which the behavior occurs. Limitations of this research are discussed, along with implications and recommendation for practice and future research.
Temple University--Theses
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Raisch, Mary Meghan. "Urban Charter Schools Versus Traditional Urban Public Schools: A Multivariate Analysis of Leadership, Discipline, and Student Conduct." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/306669.
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Educational PsychologyPh.D.
To move the field closer to untangling the charter versus public school debate, this study compared leadership practices surrounding discipline and the frequency of student misconduct between public and charter schools that reside in urban neighborhoods and serve predominantly students of color. School leadership's approaches to discipline were investigated by comparing punitive authoritarian practices such as suspensions and transfers to therapeutic and educational strategies such as positive behavior management and teacher training. Student conduct was comprised of problematic peer-directed behaviors (e.g., bullying, sexual harassment, harassment of sexual orientation, and gang activity) and authority-directed misconduct (e.g., verbal abuse of teacher, acts of disrespect towards teacher, and classroom disorder). The sample used in this analysis was garnered from a larger nationally representative pool of public school principals (n = 610) from elementary, middle, high school, and combination schools across the United States who completed The School Survey of Crime and Safety (SSOCS) during the 2009-2010 academic school year. To uncover which leadership variables could account for significant differences in student conduct across school type (public or charter) several multivariate analyses were conducted using factorial analysis, MANCOVAs, and partial correlations. The results revealed that charter schools used more Educational Discipline while public schools used more Authoritarian Discipline and Therapeutic Discipline. In addition, public school principals reported a greater frequency of Peer-directed and Authority-directed student conduct compared to charter school principals. The relationships between certain discipline practices and student conduct types were found to be statistically significantly different between school type. Several points of policy are suggested for leadership and policy makers to consider with regard to urban school reform initiatives surrounding the establishment of a supportive school climate that positively affects student conduct.
Temple University--Theses
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Paswaters, Robert. "A Study of Florida Public Elementary School Principals' Job Satisfaction Following the Implementation of Florida's A+ System for Grading Schools." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2421.
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The problem of this study was to examine the impact of Florida's A+ program of accountability on elementary principal job satisfaction. Specifically, the study was conducted to determine the relationship between a school's grade and principal job satisfaction. Of primary interest was the extent to which school accountability impacted principal satisfaction with the facets of Work on Present Job, Pay, Opportunities for Promotion, Supervision, People on the Present Job, and the job as a whole. The instruments used, the Job Descriptive Index (JDI) and Job in General (JIG) were provided through the JDI Research Office housed at Bowling Green State University. The JDI and JIG results were analyzed using statistical analyses, comparisons of median scores within established satisfaction ranges developed for the JDI, and national norms also provided by the JDI Research Office. The data were derived from the responses of 65 (39.6%) public elementary school principals in three Florida counties. Overall, the findings demonstrated that 93.7% of responding principals reported overall satisfaction with their jobs as measured by the JIG. High levels of satisfaction were also reported on the JDI in the areas of Work on Present Job, Supervision and People on your Present Job. The two areas that were the least satisfying for responding principals were the facets of Pay and Opportunities for Promotion where a majority expressed feelings of ambiguity or dissatisfaction. In an analysis of the impact of school grades (A, B, or C), there was not a significant relationship between the grade received by the school and principal satisfaction on either the JDI or the JIG.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Sommella, Shannon R. "A comparative analysis of student achievement in Florida charter and non-charter public high schools 2007-2009." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4515.
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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.; 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 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.ID: 030423515; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 158-164).
Ed.D.
Doctorate
School of Teaching, Learning, and Leadership
Education
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Knaus, Gudrun. "Ich sammle." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-111384.
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Ob Kunstmuseum oder ethnographische Sammlung, ob Militärhistorisches Museum oder Münzkabinett: In einem vielfältigen Angebotsspektrum ringen große und kleine Museen um die Gunst der Besucher. Die Struktur des Zielpublikums ist dabei in der Regel sehr weit gefasst, da im Sinne des Bildungsauftrags möglichst viele soziale Milieus oder Altersgruppen angesprochen werden sollen. Das Informationsmaterial zur Vermittlung der Ausstellungsinhalte, wie Ausstellungskataloge, Audioguides, Flyer oder der Internetauftritt der jeweiligen Institutionen, enthält eine Vielzahl von weiterführenden Informationen, die in der Regel nur teilweise zielgruppenspezifisch aufbereitet werden, da die Adressaten jeweils nur schwer eingegrenzt werden können. (...)
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Campbell, Amos Lord-Allan. "The Impact of Violence in Coeducational Institution: Why Does there Appear to be more Violence in Coeducational Schools than in Single Sex Schools in Jamaica?" Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/488360.
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Educational LeadershipEd.D.
School violence is a problem and particularly in Jamaica where it seems to be more pronounced in coeducational schools. Keen qualitative data garnering driven by the theory of symbolic interaction provides insight. Recently, Northern Caribbean University Radio announced that, in Jamaica, there is a high rate of violence in schools, and that there have been more reports of violence in coeducational schools than in single-sex schools (NCU Radio FM 91). We need to know is why this is the case? This qualitative research investigates the relationship between school structure and the incidences of violence. For a considerable period of time, the arm of the government, namely, the Ministry of Education, has been trying to stem the continuous wave of violence in schools, apparently with very little success. To date, coeducational schools have recorded more student violent activities than single-sex schools. This study will seek to ascertain why there is more violence in coeducational schools. The primary source of data for this study will be interviews with principals and vice principals, deans of discipline, guidance counselors and classroom teachers in both single-sex and coeducational schools. Another data source will be documents relating to violence in coeducational schools.
Temple University--Theses
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Levy, Theresa A. "An analysis of local district capacity in the implementation of Oregon's extended application collection of evidence graduation requirement." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10228.
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Arnett, Michael C. "The relationship between average daily attendance, school policies and procedures and principals' emphasis on attendance issues in selected Florida secondary schools." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4674.
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Much of the historical research that has taken place over the past 50 years regarding student absenteeism has focused on influences on students over which the principal had very little control such as student demographics, family characteristics and the student personal or psychological factors. Researchers have begun analyzing school climate and its effect on student attendance from the perspectives of students and teachers. School climate is the one aspect that influences a student attendance patterns and can be modified by the principal. This study sought to identify if there was a relationship between the high school principals' perspective on student absenteeism and the percentage of average daily attendance of the school. Much of the emphasis placed on improving attendance has been examined at the school level. This study, though focused on student absenteeism from the principal's perspective, was also approached in regard to actions within the school's control. It may well be, that districts need to take a stronger leadership role with respect to attendance. Providing more information to principals could contribute initially to improving principals' desire to be proactive in regard to attendance. District officials should examine carefully the support they provide that will result in proactive policies in the schools. It would seem appropriate that district level and building level policies would be examined by district and building leaders with a goal of establishing policies that not only support building leaders but also support individual teachers and encourage them to be proactive in their approach to attendance for every student in the class room.ID: 029050036; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 130-135).
Ed.D.
Doctorate
School of Teaching, Learning, and Leadership
Education
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Mohapatra, Jhunu. "SELECTED SCHOOL CHARACTERISTICS AND THEIR RELATIONSHIPTO HIGH SCHOOL TEACHER RETENTION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3442.
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ABSTRACT This study was conducted to examine the perceptions of Orange County high school teachers and administrators regarding selected school characteristics and their relationship to teacher retention. The study was based on another investigation conducted by the Charlotte Advocates of Education (2004) inquiring into the working conditions in schools and their impact on teacher retention. A total of 292 teachers with less than 4 years of experience and 14 administrators with more than 1 year of experience responded to 25 survey items related to the 6 factors comprising positive school characteristics. Factors such as School Facility, Resources, and Professional Development contributed positively to the school characteristics, and Collegial Environment, New Teacher Support, and Teacher Empowerment factors were present to a lesser degree. Administrators perceived, to a greater extent than did teachers, the presence of the six factors. For the most part, the perceptions of teachers regarding the six factors did not differ significantly based on sex, age, education, and ethnicity. Some differences between ethnic groups concerning Professional Development and New Teacher Support factors and some differences between age groups for Collegial Environment and Professional Development factors were determined. The presence of Professional Development and New Teacher Support was a good indicator of teachers' intention to stay in the teaching profession. One fourth of respondents (54, 25%) indicated interest in long-term teaching careers, and almost half of those surveyed wished to conclude their teaching careers within 5 (54, 25%) or 10 (43, 20%) years.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Almeida, Filho Orlando José de. "A estratégia da produção e circulação católica do projeto editorial das coleções de Theobaldo Miranda Santos: (1945-1971)." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/10681.
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The inquiry of this work turned toward the collections Curso de Psicologia e Pedagogia, Curso de Filosofia e Ciências and the volumes published in the collections Atualidades Pedagógicas and Iniciação Científica by professor Theobaldo Miranda Santos. The period between 1945 and 1971 corresponds to the time of publications of those collections. The author was also the publisher of two of the collections: Curso de Psicologia e Pedagogia and Curso de Filosofia e Ciências. He also published some volumes in the collections Atualidades Pedagógicas and Iniciação Científica directed initially by Fernando de Azevedo up to 1946 and later, by Damasco Penna. Inserted in the perspective of Cultural History, the research intends to operate with the study of the collections in its materiality in view of the strategies of the production, circulation, appropriation and imposition of the catholic model as an educational political project. The production and the edition of the collections were inserted in a context of disputes for the domain of the educational field, especially between pioneers and catholics. From the edition, production and circulation of these materials, in which the plot and disputes for the conquest of the educative place are perceived, it is also possible to understand how the knowledge propagated in the collections has constructed and prescribed pedagogical practices based on the catholic pedagogical model. From this problematic, the work searches to understand, through the material analysis of the collections, which had been the publishing and catholics strategies to conquer the market in a process of modulation of a pedagogy that brought in its volumes prescriptions of knowledge toward the formation of the professor. The collections had been part of a major project of the catholics for intervening in the culture, shaping the knowledge in the catholic perspective
A investigação desse trabalho voltou-se para as coleções Curso de Psicologia e Pedagogia, Curso de Filosofia e Ciências e os volumes publicados nas coleções Atualidades Pedagógicas e Iniciação Científica de autoria do professor Theobaldo Miranda Santos. O período compreendido entre 1945 e 1971 corresponde ao tempo de vida das publicações em coleções. O autor foi também o editor de duas das coleções: Curso de Psicologia e Pedagogia e Curso Filosofia e Ciências. Ainda publicou alguns volumes nas coleções Atualidades Pedagógicas e Iniciação Científica dirigidas inicialmente por Fernando de Azevedo até 1946 e, posteriormente, por Damasco Penna. Inserida na perspectiva da História Cultural, a pesquisa pretende operar com o estudo das coleções em sua materialidade tendo em vista as estratégias da produção, circulação, apropriação e imposição do modelo católico como projeto político educacional. A produção e edição das coleções estavam inseridas em um contexto de disputas pelo domínio do campo educacional, sobretudo entre os pioneiros e católicos. A partir da edição, produção e circulação desses materiais, nas quais se percebem as tramas e disputas pela conquista do lugar educativo, também é possível compreender como os saberes veiculados pelas coleções construíram e prescreveram práticas pedagógicas fundamentadas no modelo pedagógico católico. A partir dessa problemática, o trabalho busca compreender, por meio da análise material das coleções, quais foram as estratégias editoriais e católicas utilizadas para conquistar o mercado em um processo de modelização de uma pedagogia que trazia em seus volumes prescrições norteadoras de saberes voltados para a formação do professor. As coleções fizeram parte de um projeto amplo por parte dos católicos de intervir na cultura, modelando saberes na perspectiva católica
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La, Cava Gonzalo. "A Study of the Relationship Between Second-Order Change Leadership Behaviors of Principals and School Grades of Florida Title I Elementary Schools." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2424.
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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) 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.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
35
Reynolds, Donna Michelle. "An exploratory study of Florida high school principal practices that improve student achievement." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5019.
Full textAbstract:
The descriptive statistics gathered from responses to the survey instrument showed the highest mean averages for principal practices associated with the following items: Clear vision on student learning outcomes; Set high standards for student learning; Expect teachers to take responsibility for student achievement; and Expect staff to adjust instruction based on various data. The lowest mean averages for principal practices were associated with the following practices: Model exemplary instructional practices; Remove teachers not committed to improving student achievement; Ensure families are engaged in subject-area events; and Use assessment data to determine professional development. In addition to the survey responses, research question one was addressed through the open-ended survey responses and the follow-up phone interviews. The qualitative data collected found the most self-reported best practices under the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. The most prevalent practices that emerged as a result of the interviews were fostering personal relationships with students and celebrating student success; conducting classroom walkthroughs in a meaningful and purposeful manner; implementing Professional Learning Communities; and reviewing assessment data with teachers to inform instruction. The results of the Mann-Whitney statistical procedure found a significant difference between male and female respondents in the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. Males scored significantly lower than females. The Spearman correlations found a significant negative correlation between practices in the Teacher Support subdomain and the percentage of disadvantaged students at a school. In other words, the lower the percentage of disadvantaged students in a school, the higher the principal rated Teacher Support as an important practice.; The low number of respondents in this study (N = 18) limited the findings as well as the generalizability to schools with similar populations inside and outside of Florida. However, the results may provide guidance for principals in Florida high schools with high economically disadvantaged student populations. The results of this study placed emphasis on the need for principals to have a clear vision for their school and communicate high expectations for their students. According to the results of this study, principals should also find ways to connect with students and celebrate their successes, create avenues for teacher collaboration, and use assessment data to work with teachers in order to inform instructional decisions.; The primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered guidance for principals across the state of Florida who struggled to close the achievement gap between economically advantaged and disadvantaged students. To achieve the purpose of the study, a 53 item survey instrument was distributed to principals in high schools that met the characteristics of a 30% economically disadvantaged student population that had shown growth on the 10th grade FCAT Reading test over three years from 2007 - 2009. 50 principals in 10 school districts were contacted. 18 of those principals responded to the online survey, and 5 principals participated in a follow-up phone interview. The survey instrument gathered quantitative data in four subdomains of principal practices: Implementing a Standards Based Coherent Instructional Program; Providing Teacher Support and Encouraging Teacher Collaboration; Engaging Families; and Using Assessment to Improve Student Achievement and Instruction. Quantitative data regarding principal demographics was also collected through the survey instrument. Qualitative data concerning principal practices was gathered through three open-ended response questions on the survey instrument as well as through follow-up phone interviews.ID: 030423304; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 164-169).
Ed.D.
Doctorate
Educational Research, Technology, and Leadership
Education
36
Gaught, William. "CENTRAL FLORIDA HIGH SCHOOL PRINCIPALS' PERCEPTIONS OF THE FLORIDA SCHOOL INDICATORS REPORT." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2702.
Full textAbstract:
The purpose of this study was to identify the perceptions that central Florida public high school principals had regarding the Florida School Indicators Report (FSIR) and its usefulness. The FSIR, published by the Florida Department of Education, was designed to be a comprehensive, single source document for parents, lawmakers, and school administrators to compare key performance indicators to similar schools or districts state wide. It provided information on 74 different indicators of school or district performance. A total of 70 public high school principals from 13 central Florida school districts responded to a postal survey and provided their perceptions regarding the importance of indicators in the FSIR, how they used the FSIR at their schools, and what barriers they felt affected the ability of their administrative staffs to collect and analyze data on the FSIR indicators. Eighteen of the 70 principals participated in follow-up telephone interviews. Quantitative and qualitative analysis of the postal surveys and interviews revealed the principals perceived FSIR indicators related to Florida's mandated Florida Comprehensive Assessment Test (FCAT) as the most important indictors in the FSIR. The indicators FCAT Results and FCAT Writes were ranked first and second respectively in priority by the participating principals. This finding demonstrated the importance that principals placed on the state's high-stakes test. Other categories of FSIR indicators are were also ranked in the findings reported in this study, along with how the principals used the FSIR at their schools. The data collected from the postal survey revealed there was a statistically significant relationship between the priority principals assigned to the FSIR indicators and their ability to collect and analyze data related to them. In addition, survey data allowed development of multiple regression models that could be used to predict the priority principals assigned to several FSIR categories of indicators based on the ability to collect and analyze data. The study findings indicated that principals perceived lack of time for data analysis as the biggest barrier they faced when evaluating the FSIR indicators. After the lack of time, principals rated lack of administrator training in data analysis as the second biggest obstacle to using the FSIR. The findings indicated that principals felt the availability of data and technology were not significant barriers to their staff's ability to conduct data analysis on the FSIR. The conclusions drawn from the study were that central Florida high school principals perceived the results on the state's mandated Florida Comprehensive Assessment Test (FCAT) to be the most important indicators in the FSIR. In addition, the research identified that the lack of time was the single greatest barrier principals encountered when it came to collecting and analyzing data on the FSIR. A lack of training programs in data collection and analysis for administrators was also noted in the findings.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
37
Odom, Natalie. "Elementary School Student Achievement: An Analysis of School Size and Student Achievement." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2983.
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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 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.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
38
Mitcham-Smith, Michelle. "RELATIONSHIPS AMONG SCHOOL COUNSELOR SELF-EFFICACY, PERCEIVED SCHOOL COUNSELOR ROLE, AND ACTUAL PRACTICE." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4320.
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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 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.Ph.D.
Department of Child, Family and Community Sciences
Education
Counselor Education
39
Flowers, Amy. "A Study of The Marzano Teacher Evaluation Model and Student Achievement at 24 Elementary Schools In A Large Suburban School District In Central Florida." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5737.
Full textAbstract:
The focus of this research was to examine the initial year of implementation of the Marzano Teacher Evaluation Model and iObservation 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 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.Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive
40
Liu, Haitao 1975. "The development and implementation of a production information collection and reporting system." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/34759.
Full textAbstract:
Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science; in conjunction with the Leaders for Manufacturing Program at MIT, 2004.Includes bibliographical references (p. 56).
Production information, which includes production counts and line downtime information, is of great importance for automobile assembly plants to diagnose equipment problems and improve line utilization. Outdated information systems at many manufacturing plants are not capable of providing accurate production information in a timely manner. This thesis is a thorough account of an internship project conducted at Ford Motor Company's Kentucky Truck Plant (KTP) which turned a spreadsheet-based production information system into a relational database application, called PICRS. The first part of the thesis introduces the reader to the background of the internship project, focusing on the importance of accurate and timely production information and the inadequacy of the old system. The second part talks about the development of PICRS. Descriptions about system development approach, software and hardware considerations, database design, and interface design revolve around the low cost, usefulness, and ease-of-use of PICRS. The third part of the thesis recounts the implementation process of PICRS and discusses its benefits and impact on KTP's final assembly area. Lessons and observations on leadership, change management, and corporate culture, as mostly obtained in the implementation process, are also discussed in this part of the thesis.
by Haitao Liu.
S.M.
M.B.A.
41
Carr, John D. "Florida school indicator report data as predictors of high school adequate yearly progress (AYP)." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4864.
Full textAbstract:
The focus of this research was to identify variables reported in the 2008-2009 Florida School Indicator Report (FSIR) that had a statistical impact, positive or negative, on the likelihood that a school would achieve Adequate Yearly Progress (AYP) in reading or mathematics using the logistic regression technique. This study analyzed four broad categories reported by the FSIR to include academic, school, student, and teacher characteristics. FSIR and AYP data was collected for 468 Florida high schools that were categorized by the Florida Department of Education as presenting a comprehensive curriculum to grades 9-12 or grades 10-12. It was determined in this study that academic data associated with ACT results and the grade 11 FCAT Science were effective predictors of a school's academic health in reading and mathematics. Student absenteeism showed the greatest impact on a school obtaining AYP in reading while the percentage of students qualifying for free and disabled populations within a school showed the greatest impact on a school obtaining AYP in mathematics. Teachers teaching out of field were identified as having a negative influence on AYP in reading and mathematics while a teacher's experience was considered a positive influence on AYP in mathematics only. Further research is necessary to fully explore the use of logistic regression as a predictive tool at the state, school district, and school level.ID: 029809839; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 241-250).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
42
Thomson, Arlene H. "AN INVESTIGATION INTO THE APPARENT OVER-REPRESENTATION OF BLACKS IN EDUCABLE MENTALLY HANDICAPPED PROGRAMS IN K-12 SCHOOLS WITHIN THE 67 FLORIDA PUBLIC SCHOOL DISTRICTS." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4378.
Full textAbstract:
Placement into educable mentally handicapped (EMH) programs is necessary for some students in order to allow them the opportunity to receive an education appropriate for their special needs. Nonetheless, identification as EMH is often perceived as negative and demeaning. Decades of research have substantiated the over-representation of black students into certain categories of special education, including EMH, in comparison to white and Hispanic students. This disparity has raised questions within schools, academe and research communities, and legislative and governing bodies as to the causes, compelling factors, and related variables impacting the phenomenon. This study investigated the apparent over-representation of blacks identified as EMH in the 67 public school districts in Florida in 2001-2002. It also analyzed the effects certain school district characteristics had on the identification of white, black, and Hispanic students as EMH. Analysis of data derived from the Florida Department of Education database for school year 2001-2002 led to the following findings: (1) there was over-representation of blacks in EMH within the 67 public school districts in Florida, since results showed that blacks were identified as EMH 2.5 times more often than whites and Hispanics; (2) socioeconomic status of school districts had a significant effect on the identification of black students as EMH,for example, when the school district was identified as a high socioeconomic status district, there was a greater likelihood that a larger proportion of black students would be identified as EMH; (3) as the wealth of school districts rose, there was a significant likelihood that the proportion of black students identified as EMH would also rise; (4) black students had a greater likelihood of being identified as EMH in suburban school districts; (5) blacks were over-identified in school districts that had 60,000 to 89,000 students; (6) when there was a high percentage of white, full-time, non-instructional staff (80% or more) in school districts, blacks had a greater likelihood of being over-identified as EMH; (7) blacks were three times more likely to be identified as EMH regardless of the type of degrees teachers had; and, (8) as district expenditure per student (FTE) increased, the tendency for over-identification of blacks as EMH decreased. For every variable analyzed, the proportion of black students identified as EMH was significant when compared to the proportions of white and Hispanic students also identified as EMH.Ed.D.
Department of Educational Foundations
Education
Educational Foundations
43
Dunkel, Richard. "The Impact of Homelessness and Remaining in School of Origin on the Academic Achievement of Fourth Through Eighth Grade Students in Brevard County Public Schools." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5194.
Full textAbstract:
This study examined the impact of homelessness and the ability of homeless students to remain in their school of origin on the academic achievement of fourth through eighth grade students in Brevard County, Florida. To determine effects of homelessness, homeless students were compared to non-homeless students who qualified for free lunch utilizing developmental scale scores and learning gains from 2011 FCAT Reading and Mathematics. To determine effects of remaining in school of origin, homeless students who changed schools were compared to homeless students who did not change schools utilizing the same assessment data. Independent t-tests and chi-square tests of association were used with .05 significance levels. Findings showed that homeless and non-homeless students had no significant differences in reading scores, and homeless students had significantly higher mathematics scores. However, significantly fewer homeless students made an annual learning gain in reading and math learning gains were statistically equal. Remaining in school of origin also had no significant impact on reading and math developmental scale scores, but a significantly lower percentage of homeless students who changed schools made annual learning gains in reading and mathematics. These results led the researcher to develop a theory called the Weighted Saddle Effect, caused by homeless mobility, to describe the difficulty homeless students had in making annual learning gains commensurate with their developmental scale scores. Recommendations for policy included school districts ensuring transportation to school of origin was available for all homeless students as mandated by the McKinney-Vento Act.Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Previous Leadership Certification
44
Walter, Douglas M. "The effect of homework collection on student achievement in a high school earth science course." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
Full text
45
Herndon, J. S. "The effects of delay of gratification on the academic achievement, substance abuse, and violent behavior of middle-school students in alternative learning settings." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4921.
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This study examined the effects of delay of gratification on academic success, substance abuse, and violent behavior. The participants in this study were chosen from an alternative learning school comprised of middle school students in Florida. The hypothesis for this study is as follows: Delay of gratification is negatively related to substance abuse and violent behavior, and positively related to academic achievement. The analysis of the data was conducted on the primary predictor variable (delay of gratification), alternate predictor variables (substance abuse and violent behavior) and the ultimate outcome variable (academic achievement) of this study. Initial statistical inquiry involved descriptive statistics (mean, standard deviation, kurtosis and skew) of the aforementioned variables, partial correlations (variable interrelationships), and the formulation of a multiple regression path analysis to investigate the particular paths individually within the proposed theoretical model (Wagner, 1993).ID: 029810401; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 95-118).
Ed.D.
Doctorate
Education
46
Bechberger, Alison M. "The Role of School Psychologists in Partial Hospitalization Program-to-School Transitions." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/162310.
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School PsychologyPh.D.
Children and adolescents transitioning from partial hospitalization programs-to-schools have both mental health and educational needs. As the leading mental health experts in schools, school psychologists are uniquely suited to address the needs of these students. However, their role in this transition process has yet to be explored. This study begins to fill the gap in the empirical literature by investigating the actual role and function of school psychologists in partial hospitalization program-to-school transitions, the perceived barriers to successful transitions, and the school psychologist characteristics that predict involvement in the transition process. In addition, school psychologists' perceptions of the sufficiency of their training and the effectiveness of their current transition procedures were explored. Seventy-one school psychologists practicing around the country who had at least one student on their caseload attend a partial hospitalization program during the previous two years participated in an anonymous, internet-based survey. Results indicate that school psychologists had high levels of involvement in partial hospitalization program-to-school transitions, most frequently engaging in activities related to special education services (i.e., IEP meetings, psychoeducational assessments) and consultation with teachers. School psychologists with smaller caseloads had significantly higher levels of involvement than those with larger caseloads. The strongest barrier to successful transitions was insufficient communication among schools and partial hospitalization programs. School psychologists who served on a team specifically designed to address the needs of students transitioning from a hospital-to-school setting perceived their procedures to be more effective than non-team members. Overall, school psychologists perceived their training to transition students from partial hospitalization programs-to-school to be moderately sufficient; however, they perceived their current procedures to be moderately ineffective. Recommendations to improve the effectiveness of partial hospitalization program-to-school transitions are provided.
Temple University--Theses
47
HOWARD, TERRY ALLEN. "THE EFFECTS OF A RESPONSIBILITY-BASED CHARACTER EDUCATION PROGRAM ON MIDDLE SCHOOL ACADEMIC ACHIEVEMENT AND SCHOOL CLIMATE AT AN INTERNATIONAL SCHOOL IN EAST AFRICA." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3685.
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The purpose of this research was to determine the effectiveness of a character education program on middle school student academic performance, effort and attitude about their school located in an international setting. Middle school students at the participating international school were assigned to either an experimental or control group. Those students in the experimental group classes received a series of 12 lessons focusing on the character trait of responsibility. Those students in the control group classes did not receive these lessons. Twelve responsibility-based lessons were presented to students in the experimental group. Student academic grades in six different academic subjects, effort scores in six different academic courses, and student attitude concerning school climate constituted the dependent variable. The literature review and the general results of this study indicate that there are many factors that may influence student academic performance, effort or attitude. Various character education programs which have been designed to be integrated into school curricula as part of pre-existing courses or as stand alone programs have had varying levels of success. There is limited quantitative data available to support the claims that many existing programs make related to their effectiveness. The data collected from this study were also inconclusive making it difficult to generalize the findings beyond the scope of this study. While certain middle school grade levels showed statistically significant improvement in some academic disciplines or effort improvement in some subjects it would not be appropriate to generalize the findings based on this investigation. Implications of this study and suggestions for future investigations are discussed.Ph.D.
Department of Child, Family and Community Sciences
Education
Education: Ph.D.
48
Moss, Sidney. "Broken promises : the inconvenient truth of apartheid in Florida's public schools." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1119.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Social Science Education
49
Perez, Angiemil. "A comparitive sic] study on community-based after-school programs to faith-based after-school programs." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/496.
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After-school programs play an increasing role in providing developmental and social skills through extra-curricular activities. Adolescents are most likely to engage in delinquent behavior during unsupervised after-school hours. Different after-school programs are available, both community-based and faith-based programs have risen in number in response to the need of children to have a safe environment with adult supervision. This study is interested in comparing after-school programs that are faith-based to community-based and see if any similarities or differences exist within each other. The purpose of this thesis was to contribute to the existing literature on after-school programs in two ways. First, this research will provide a brief history of after-school programs and a discussion of the types of programs. Second, this study will compare and contrast the various goals, structure, and performance of a community-based program and a faith-based program. Through in-person interview, a comparison will be drawn on organizational structure, activities, source and funding, goals and objectives, and outcomes of each program.B.A.
Bachelors
Sciences
Sociology
50
Meier, Lori. "THE EFFECT OF SCHOOL CULTURE ON SCIENCE EDUCATION AT AN ELEMENTARY SCHOOL: AN ETHNOGRAPHIC CASE STUDY." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3666.
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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 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.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction