Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 352. eContent provider-neutral record in process. Description based on print version record. Bibliography: p. 52-54.

Recent literature on high school graduation and drop out have shifted the focus from identifying causes of drop out to identifying students who are at risk of dropping out. The Early Warning Systems (EWS) used to identify students seek to use existing data to predict which students have a greater risk of dropping out of school so that schools can intervene early enough to reengage students. Despite widespread attention to individual indicators, there is no defined system of indicators proven to be generalizable across grade levels, specifically at the elementary grade levels. Drawing on the tenets of Bronfenbrenner’s (1979) Ecological Systems Theory, the purpose of this quantitative research study was to determine to what extent the State of Florida’s EWS model can predict on-time cohort graduation in grades 3-8. Using a retrospective longitudinal sample, this study first established that Allensworth and Easton’s (2005) grade 9 on-track indicator was predictive of dropout, finding that 92.2% of students who were on-track in grade 9 graduated on time. Using this grade 9 indicator as a proxy for graduation, this study then examined the effectiveness of the Florida EWS at predicting on-track status. Through this a priori link to graduation, this study was able to shed light on predictive indicators in the elementary and middle school years without the temporal distance between the predictor grade levels and graduation typically associated with longitudinal studies of this nature. The findings that the Florida EWS successfully predicted 71.6% of future on- and off-track status confirms its use as a predictive indicator of students at risk of not graduating. The academic, behavioral, and engagement indicators found in both Allensworth & Easton’s (2005) grade 9 on-track indicator and the Florida EWS were found to successfully capture the molar activities of students within the school ecological system and were successful at providing an indication of a student’s development in terms of being on track to graduate on time from high school. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

The primary purpose of this study was to investigate the impact of Florida Senate Bill 1720 on student performance in Mathematics. Prior to its enactment, placement testing was mandatory in the State of Florida. The results determined if a student was required to enroll in any developmental courses prior to enrolling in college-level Mathematics courses. For many students, particularly those at the State College level, this extended the number of required courses, lengthening the path to completion for a volume of students. The results over time proved a costly burden on institutions that serve populations of students not prepared to perform at the college-level, as well as a major obstacle for student degree completion. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

Teachers’ beliefs about the reading standards as well as curriculum materials used to address the standards affect how teachers implement the standards, which further impacts student learning. In this case study, 26 middle grades (6-8) reading teachers each participated in a 90 minute one-on-one audio-taped interview consisting of 33 openended questions. Analysis was conducted on the teachers’ beliefs regarding the state’s academic reading standards, content materials the teachers used to teach reading, the teachers’ self-reported instructional practices, and how the selected teachers understand the relationship between their beliefs and instructional practices. Likewise, content analyses were performed using documents such as lesson plans, classroom assignments, and assessments that were collected from the participants. There were six major findings in this study. The first finding indicated that participants had mix feelings regarding the standards; they were viewed by some teachers as guides and building blocks while others viewed the standards as not being beneficial to have in the classroom. The second finding depicted that participants had mixed experiences of collegial planning; some shared that collegial planning assisted their efforts with understanding the standards while others indicated that collegial planning could be improved. The third finding portrayed that the curriculum materials used to teach reading were both district-given and supplemental. Due to a lack of rigor with the district-given resource, some participants opted to use supplemental resources that better aligned to the expectation of the standards. The fourth finding addressed both teacher and student challenges faced by the participants. Teacher challenges included the fast pace and implementation of the standards while student challenges included lack of motivation and student misbehavior. The fifth finding highlighted how participants viewed the relationship between their beliefs and instructional practices. Participants discussed the impact, or lack thereof, of the implementation of the shifts in the standards. The sixth and final major finding of this study emphasized that professional development was needed to teach the reading standards. As a result of these findings, implications include providing teachers with professional development opportunities that target practical ways on how to implement the shifts of the standards in day-to-day instruction and instructional strategies to enhance student motivation. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Public officials at the state level currently are called upon to create, evaluate, and implement policies that assess the effectiveness of teacher performance and hold teachers accountable for student achievement. Therefore, understanding the social construction of the teaching profession among those public officials is crucial to understanding the impact of the policy agenda on the work of teachers as well as being essential to exercising influence on the policy process itself. This study was an analysis of legislation regarding teacher accountability in an effort to provide insight into how the Florida State Legislature socially constructs the teaching profession. This study used a qualitative methodology to place teachers, as a group, in Schneider and Ingram’s (1993) typology of target populations and made use of historical analysis to trace the changes that have occurred in the social construction of teachers during the period from 1984-2015. In doing so, it found teachers are negatively constructed with a positive power component, correspondingly labeled contenders, on Schneider and Ingram’s typology. Ultimately, the effect of the pressures placed upon teachers has been to create projections of ongoing teacher shortages and to discourage potential candidates from pursuing the profession. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

This mixed-methods study was situated within one Florida county and investigated the impact of a newly initiated end-of-course Civics examination upon middle school teachers’ instruction and student learning. High-stakes testing is often a polarizing issue regarding the perceived benefits and challenges for both students and teachers. Participating teachers completed surveys comprised of Likert-type items and short-answer questions inquiring about their instructional choices and resulting student learning with and without the presence of the Civics EOC examination. A subset of department instructional leaders were interviewed providing additional qualitative data with a wider scope due to their dual positioning as teachers and as links between the social studies teachers at their school and the School District of Sunshine County. The analysis of the data reveals that while civics teachers value the increased prestige brought to the subject area with the introduction of the end-of-course examination, the heightened importance of standards has a resulted in a focus on breadth of content coverage rather than depth of learning, leading to content-centered rather than student-centered classroom environments and subsequent loss of voice and choice in curricular decisions for teachers and students. Teachers feel intense pressure to cover the curriculum, raise test scores and engage in test preparation; they question the soundness of the examination to adequately assess the learning of all students and to capture the essence of civics education: active engagement. Teachers’ perspectives on the effect of the examination on teacher practice and student learning were framed within contextual factors that emerged in the analysis: the abandonment of the policy to introduce foundational content at the elementary level; a lack of communication among stakeholders, but particularly between state-level decision makers and local educators; and an absence of the ongoing scaffolding required to create a strong foundation of knowledge and skills to foster continued growth. Consequently, the recommendations of this study of educators’ voices on the policies that impact their profession are directed primarily at state level policy makers and future researchers regarding the flow of communication, inclusion of teacher feedback, continued teacher development, addition of a participatory component, and curricular alignment. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

While classroom teachers report alarming rates of unpreparedness, and even unwillingness to include diverse populations in the classroom, our nation is continuing along a trend started in the 1990s to include students with disabilities (SWD) in general education settings. This quasi-experimental research study uncovered the impact of completing the required continuing education course in teaching SWD course mandated by Florida Senate Bill 1108 ([SB1108]; The Florida Senate, 2013b), which amended Florida Statute 1012.585 (3) (e) (Process for Renewal of Professional Certificates, 2017) on perceived teacher ability to implement inclusion practices. An online version of the Teacher Efficacy for Inclusive Practices (TEIP) scale developed by Sharma, Loreman, and Forlin (2012) was utilized, along with demographic and experiential factors for classroom teachers in the study district to examine their self-efficacy toward inclusion. Analysis of the data indicated statistically significant differences in mean TEIP scale scores for exceptional student education (ESE) and general education teachers. Data analyses revealed that almost half of the teachers had a negative view of and did not perceive any benefit from the course. While ESE and general education teachers had similar preparation needs, they also reported areas of concern specific to their subset. Overall, the course did not provide enough continuing education in the areas most needed by the participants. SB1108-mandated course completion was also not found to be an indicator of higher teacher self-efficacy for the majority of teachers. Analysis of the differences in TEIP scale scores found that only elementary school teachers benefited from completing the course, while it had the opposite effect for general education high school teachers and no significant effect for ESE teachers. Differences in TEIP scale scores from demographic and experiential factors accounted for 13% of the variance in the population and was not significant for the ESE teacher subset. One percent or less of the variance was attributed to completion of the required continuing education course. Implications include reviewing the legislation’s effectiveness for teachers in different areas and grade levels, hiring and evaluation decisions based on TEIP scale scores of applicants and employees, and designing more meaningful continuing education courses. Recommendations for state legislatures, school administrators, designers of continuing education courses, and for future research regarding improvement of teacher self-efficacy for inclusive practices are offered. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

The purpose of this case study was to determine which, if any, alternative in delivering baccalaureate programs in the state of Florida was the most cost-effective one. This exploratory study focused on gaining an understanding of the cost effectiveness of two baccalaureate programs offered at a Florida community college to two like programs at a Florida university using qualitative and quantitative methodologies. The researcher interviewed five community college and three State Department of Education administrators during the Fall of 2007 and analyzed expenditure and effectiveness data from 2003-04 through 2006-07 to determine the cost effectiveness for the programs at each institution. The study revealed that the university and community college programs were equally effective as measured by student graduation and test scores. The community college baccalaureate programs were more cost effective, however, using a formula of per-student state funding combined with student cost. Th e lower per-student funding and student tuition charged resulted in the community college baccalaureate being a less expensive alternative of offering baccalaureate degrees to the state and the students. Using Henry Levin's ingredients model of measuring cost effectiveness, the quantitative analysis of the study revealed that that the university programs were more cost effective in the early years, but the differences diminished over time. Using Levin's model for comparison, the researcher concluded that increased growth in the enrollment of the programs combined with the implementation of effectiveness measures comparable to those of the university would render baccalaureate programs at the community colleges more cost effective. / Conclusions based on the formula of state and student cost were based on factual data, while conclusions based on Levin's ingredients model were based on assumptions and estimates using a weighting factor along with an indirect cost rate for Proxim University. The study identified factors other than the cost effectiveness that could make the community college baccalaureate a more attractive alternative and concluded with recommendations for practice, policy, and future research. Differences in state and local laws, or economic, geographical, and environmental differences combined with the nature of this exploratory case study limit the generalizability of the results of this study. / by Edwin P. Bemmel. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

This study investigated performance based accountability in Florida's system of workforce education in Florida's state colleges and school districts. In Florida, workforce education is governed by Florida State Statute (K-20 Education Code Chapter 1004). The purpose of this study was to determine the cost-effectiveness of Florida's performance accountability policy as applied to workforce education. Additionally, it analyzed the impact of performance accountability on performance by the providers of workforce education - state colleges and school districts, and the value for investment achieved by the policy over the time period. The study was guided by three questions: (a) What is the relationship between effectiveness and year? (b) Is the relationship between effectiveness and year moderated by each of the contextual variables? (c) To what extent does each of the contextual variables predict performance and effectiveness? This study utilized a non-experimental quantitative research design and a costeffectiveness analysis framework. The unit of analysis was the providers of workforce education in the State of Florida. This study was framed by the outputs and outcomes the workforce education service providers achieve and the alterable and unalterable variables which might influence the provision of workforce education. Performance was measured through two measures: quantity of outputs, and quality of outcomes. The alterable and unalterable variables included: the type of institution delivering the service, either state college or school district; the delivery model used in each delivery area, either single or dual-delivery; and population characteristics, the percentage of students economically disadvantaged, the percentage of minorities, and the percentage of males. The study used correlation and regression techniques to analyze the longitudinal impact of the performance accountability system. / by Richard G. Cunningham. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

This study was designed to determine the relationship between Florida School Recognition Program (FSRP) participation and adequate yearly progress (AYP) criteria met during school years 2004-2008. It also intended to discover whether schools' socioeconomic status, minority rates, and levels moderated this relationship as well as a difference in average AYP criteria met for schools that maintained FSRP participation and those that do not. The study further sought to determine whether these school characteristics and schools' grades predicted maintenance of participation in the FSRP. A quantitative method, including three statistical analyses, was employed to respond to 6 research questions and test 14 corresponding null hypotheses. Three thousand and seventy-seven schools were identified for data collection and analysis. Six independent variables were defined as school level, average socioeconomic status, average minority rate, average percentage of AYP criteria, aggregate number of years 100% of AYP criteria was met, and average school grade. One dependent variable was defined as aggregate years of FSRP participation. The study found that there was a relationship between participation in the FSRP and AYP criteria met, and school level, socioeconomic status, and minority rate moderated this relationship. While school level and minority rate moderated a difference in average percentage of AYP criteria met in schools that maintained participation in the program and those that did not, socioeconomic status did not. Moreover, all independent variables served as predictors for maintenance of participation in the FSRP. The study found that schools' demographic characteristics influence student achievement and participation in incentive pay programs. / Six implications for future research were identified to further explore the FSRP and AYP relationship, the unintended consequences of the No Child Left Behind (NCLB) Act, the appropriateness of incentive pay education, the distribution of FSRP award dollars in schools, and student achievement by school level. Recommendations were to add an AYP criterion to the FSRP, assess the effectiveness of inducement policies in education, and add a provision for program evaluation to the FSRP statute. / by Valerie Smith Wanza. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.