Valerie Wright
St. Leo University

Ann E. Barron
University of South Florida

Jeffrey D. Kromrey
University of South Florida

Abstract

The Florida Comprehensive Assessment Test (8th Grade Reading): A Staff Development Tool is a large, instructional website that is designed to help t4eacherrs prepare students for a high-stakes test. It was designed and developed by graduate students and staff of the Florida Center for Instructional Technology at the University of South Florida. This article provides information on the analysis, design, and development of the interactive website. Results from an evaluation study with 8th grade students (n=1430) and teachers (n=18) indicate that the students found the program to be easy to use and useful in preparing for the FCAT.

Citation

Wright, V.., Barron, A. E., & Kromrey, J. D. (1999). Preparing students for high-stakes testing in Florida: An interactive website. Florida Journal of Educational Research, 39(1), 79-94.

Download File: Wright.391.pdf (2012 downloads )

Kristine Y. Hogarty
University of South Florida

Cid Conley
Florida Gulf Coast University

Jeffrey D. Kromrey
University of South Florida

Abstract

The Inquiry Beliefs and Practices Scales (IBPS) was designed to measure the philosophical beliefs and scholarly practices of social science researchers. Three philosophies were identified for us in the development of items (i.e., post-positivism, interprevitism, and critical theory). Using a sample selected from the membership of AERA, APA, and ASA, multiple sources of evidence were sought for the construct validity of scores derived from the IBPS. Exploratory factor analysis resulted in the expected patterns of item loadings. Overall, 84% of the items loaded on factors as anticipated and the pattern was seen for both beliefs and practices items. The correlations among the scales also demonstrated expected patterns and the correlations between the IBPS scores and time since degree earned were in expected directions. Finally, the results from ANOVA suggest that researchers’ responses differed systematically in the anticipated direction, according to both professional organization affiliation and responses to an open-ended description of research activities.

Citation

Hogarty, K. Y., Conley, C., & Kromrey, J. D. (1999). The development and validation of the Inquiry Beliefs and Practices Scale. Florida Journal of Educational Research, 39(1), 46-78.

Download File: Hogarty.391.pdf (1966 downloads )

Cid Conley
Florida Gulf Coast University

Bruce W. Hall
University of South Florida

Abstract

The Florida Educational Research Association (FERA), a grass-roots professional organization of educational research scholars, is almost a half-century old. This oral history of the organization explores the beginnings of the organization, provides an illustrative example of using oral history as a technique for conducting research, and delivers an understanding of how grassroots organizations emerge and how they sustain their initial momentum. Eighteen members of FERA were interviewed for this study including past presidents, past and present board members, school district-based researchers and university-based researchers, some of who have been involved with the organization since its inception.

Citation

Conley, C., & Hall, B. W. (1999). An oral history of the Florida Educational Research Association: The story of the origin and evolution of a grassroots professional organization. Florida Journal of Educational Research, 39(1), 3-45.

Download File: Conley.391.pdf (5972 downloads )

Jeffrey D. Kromrey
University of South Florida

Ann E. Barron
University of South Florida

James A. White
University of South Florida

Melinda R. Hess
University of South Florida

Citation

Kromrey, J. D., Barron, A. E., White, J. A., & Hess, M. R. (1999). Editors’ introduction: Special retrospective issue of the Florida Journal of Educational Research. Florida Journal of Educational Research, 39(1), 1-2.

Download File: Kromrey.391.pdf (2020 downloads )

Brandon S. Diamond
University of Miami

Jaime Maerten-Rivera
University of Miami

Okhee Lee
New York University

Abstract

This study examined the effectiveness of a fifth grade science curriculum and professional development intervention at increasing teachers’ science content knowledge (SCK) over the period of 3 years. The intervention included an inquiry-based science curriculum and ongoing professional development opportunities concentrating on both science content and pedagogy. SCK was measured using a science knowledge test written at the fifth grade content level and a questionnaire scale asking teachers how knowledgeable they felt teaching science at the fifth grade level. Longitudinal multilevel modeling was used to examine change in the treatment group and the control group. The treatment group demonstrated an increase in both measures of SCK after the first year, with continued improvement in self-report throughout the 3-year period. The control group demonstrated smaller consistent growth in test scores, reaching a level comparable to the treatment group at the end of 3 years, but there was no significant change in self-report over the 3-year period. These results led to the conclusion that the intervention increased the rate at which teachers learned science content, as well as increasing their confidence in their SCK.

Citation

Diamond, B. S., Maerten-Rivera, J., & Lee, O. (2017). Effects of a multiyear curricular and professional development intervention on elementary teachers’ science content knowledge. Florida Journal of Educational Research, 55(2), 1-24.

Download File: Diamond.552.pdf (4688 downloads )