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- Title
- The Relationship Between Mandatory 3rd Grade Retention and School Performance in Florida.
- Creator
- Shields-Proctor, Cheryl A., Reyes-Guerra, Daniel, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The mixed method study analyzed Florida’s 3rd grade retention policy found in F.S. 1008.25 for its rational and intended purpose. In addition, the study investigated the relationship and hypothetical impact of 3rd grade mandatory retention policy on school grades in elementary schools across the state of Florida. A critical policy analysis used policy document analysis through the lens of critical race theory. Correlation analyses investigated the relationship between the practice of holding...
Show moreThe mixed method study analyzed Florida’s 3rd grade retention policy found in F.S. 1008.25 for its rational and intended purpose. In addition, the study investigated the relationship and hypothetical impact of 3rd grade mandatory retention policy on school grades in elementary schools across the state of Florida. A critical policy analysis used policy document analysis through the lens of critical race theory. Correlation analyses investigated the relationship between the practice of holding students back in grade and the outcomes resulting from high stakes tests moderated by school characteristics of minority rate, free reduced lunch rate and Title I status. The findings show Florida Statute 1008.25 places some schools with high Minority rates, and high FRL rates in a paradoxical situation from which the schools cannot escape. All schools are obligated to enact the terms of education legislation, yet my study demonstrates a negative correlation for the “majority minority” schools (Darling-Hammond, 2010).
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004823, http://purl.flvc.org/fau/fd/FA00004823
- Subject Headings
- Education, Elementary--Florida., Educational tests and measurements--Florida., Grade repetition--Florida., School children.
- Format
- Document (PDF)
- Title
- "Con respeto": Factors related to the academic performance of Mexican-American fourth graders in selected Florida elementary schools.
- Creator
- Mosley, Mary Lindquist., Florida Atlantic University, Gray, Mary B., Morris, John D.
- Abstract/Description
-
The purpose of this study was to identify how various student, school, and staff predictors related to the academic performance of Mexican American fourth graders in selected schools as evidenced by their scores on the Florida Writes Assessment as well as on norm referenced achievement tests in reading comprehension and math applications. Three null hypotheses were tested to show if there was a correlation between predictors and these criterion variables: writing skills, reading comprehension...
Show moreThe purpose of this study was to identify how various student, school, and staff predictors related to the academic performance of Mexican American fourth graders in selected schools as evidenced by their scores on the Florida Writes Assessment as well as on norm referenced achievement tests in reading comprehension and math applications. Three null hypotheses were tested to show if there was a correlation between predictors and these criterion variables: writing skills, reading comprehension, and math applications. A sample of 64 students from two Florida districts and twelve elementary schools was obtained. Data were collected from archival sources within each school district as well as from surveys distributed to English Speakers of Other Languages (ESOL) teachers. These were then analyzed to determine correlations with Florida Writes and with Stanford Achievement Test (SAT) as well as California Test of Basic Skills (CTBS) subtests in reading comprehension and math applications. The researcher was most interested in determining the relationship between a language arts pull-out program and achievement of ESOL students at a focal school which was in danger of being identified by the Florida Department of Education as "critically low" in academic performance because of low test scores. Correlations of predictor variables including the pull-out program were analyzed to determine statistical significance. Only the third hypothesis--that relating to math applications--was rejected at a probability level of.05. In this case, three predictors were considered significant: number of Limited English Proficient (LEP) students, number of Mexican American students, and the pull-out program. Because of small sample size and limited applications, no far reaching conclusions were drawn although further study was suggested because the Mexican American population in Florida is growing, and these students have historically not performed well in school. It was also recommended that the Florida Department of Education reconsider the timeline for ESOL student participation in norm referenced testing in writing and reading because most research shows that it takes at least five to seven years for most students to acquire comprehensible second language skills.
Show less - Date Issued
- 1998
- PURL
- http://purl.flvc.org/fcla/dt/12557
- Subject Headings
- Mexican American students--Florida, Academic achievement, Educational tests and measurements--United States, Education, Elementary--Florida
- Format
- Document (PDF)
- Title
- The elementary principal's role in promoting reading improvement.
- Creator
- Hillard, Lurana Case., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
-
The primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school...
Show moreThe primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school principals' reported success in leading reading improvement at their schools and reported level of agreement with the Survey Form for Elementary Principals , (Hillard, 2005), the Instructional Leadership Behavior Checklist (McEwen, 1997), and the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78). In a qualitative analysis of selected interview questions, five major themes emerged: Philosophical Framework, Human Resources, Programs/Strategies, Use of Data, and Use of Federal and State Initiatives and Information. The principals had initiated reading improvement before the Just Read, Florida! initiative had begun. When analyzing the Survey Form for Elementary Principals and the Instructional Leadership Behavior Checklist (McEwen, 1997), a pattern of high agreement emerged with a majority of the statements that earned average scores in the range of 4.0 to 5.0. On the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78), the principals' scores were exceptionally high, comparable with those of the top entrepreneurs in the United States. The overarching conclusion of the study centers on the identification of these exemplar principals as "educational entrepreneurs" who employ innovation, teacher empowerment, shared leadership, and reliance upon data to lead reading improvement in their schools.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12156
- Subject Headings
- Reading (Elementary), Reading (Elementary)--Florida, Educational innovations--Florida, School improvement programs--Florida, School principals--Florida, Elementary school administration--Florida--Evaluation
- Format
- Document (PDF)
- Title
- History at the Gates: How Teacher and School Characteristics Relate to Implementation of a State Mandate on Holocaust Education.
- Creator
- Dobrick, Alison, Fritzer, Penelope, Florida Atlantic University
- Abstract/Description
-
This quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about...
Show moreThis quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about the Holocaust in elementary classrooms. The findings of this study demonstrate the background knowledge and resources that teachers need to increase their implementation of Holocaust education in the classroom. Suggestions for the development of more effective workshops, information dissemination strategies, and teacher resources for Holocaust education and other mandated areas are also included in this study. To provide the necessary background for the exploration of the implementation of Florida's Holocaust education mandate, this study examines: the importance of Holocaust education; effective instructional practices in Holocaust education; connections between Holocaust education and multicultural goals; and the history of the passage of legislation related to Holocaust education. As the title suggests, teachers are the final "gatekeepers" of the curriculum: their decisions determine the extent to which topics will be taught. For this reason, this study examines the connections between teachers, their experiences, and their decisions to teach about crucial, mandated subjects like the Holocaust.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/fau/fd/FA00000662
- Subject Headings
- Holocaust, Jewish (1939-1945)--Study and teaching (Elementary)--Florida, Curriculum planning--Florida, Effective teaching--Florida, Multicultural education--Florida
- Format
- Document (PDF)