Blake Mickle Beckett
P.K. Yonge Developmental Research School

Abstract
A sixth-grade English Language Arts teacher at a K–12 developmental research school conducted action research examining the experiences of students in her class related to her application of Standards Based Grading (SBG) and Universal Design for Learning (UDL). She conducted anonymous surveys and analyzed how course grades compared with results on the Florida Standards Assessment (FSA). The students offered insights into their experiences and suggestions for future curriculum design regarding SBG and UDL strategies. For 80% of the 110 students, class grades aligned with FSA scores. The teacher will continue to employ SBG and UDL in the future.

Citation
Beckett, B.M. (2019). The intersection of standards based grading and universal design for learning in a sixth grade language arts classroom. Florida Journal of Educational Research, 57(2), 27-38.

Download: 5.-Beckett.572.pdf (676 downloads )

April F. Fleetwood
University of Florida

Abstract
Much research on literacy of urban students of poverty exists; however, the limited studies of students of rural poverty has created a “hidden achievement gap” (Azano, 2015, p. 267) in the United States. Educators need studies that focus on marginalized students becoming proficient in literacy; furthermore, literacy engagement was a significant problem of practice at my rural, high-poverty school. My practitioner research question-How do I engage high school students in literacy at a rural, high-poverty school?-addressed this problem. My inquiry revealed that the following practices impacted students’ behavioral, emotional, and cognitive engagement (Fredricks & McColskey, 2012) in literacy:

• accountability, built through routines and provisions, (teacher) investment in assignments, and collaborative groups and discussions;
• building relationships, through praise, (student) sense of ownership, and open communication and student voice;
• and seeking relevance to student interest through challenge, future preparation, humor and entertainment, and (student) choice.

Citation
Fleetwood, A. F. (2019). An inquiry into literacy engagement practices at a rural, high-poverty school. Florida Journal of Educational Research, 57(2), 18-26.

Download: 4.-Fleetwood.572.pdf (736 downloads )

Andrew Shepherd
University of Central Florida

Abstract
The purpose of this study was to examine high school administrators’ perceived knowledge and confidence to lead in a digital school (one-to-one classroom) environment. This study utilized the 62-item Digital Instructional Leadership Readiness Instrument (DILRI; Taylor & Shepherd, 2016) to measure high school administrators’ knowledge and confidence to lead in a digital school environment. High school administrators within the target school district completed the DILRI at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study’s three research questions were answered. Based on the data collected, Experience Supervising Others and Colleagues were the two factors the surveyed high school administrators ranked as influencing their knowledge and confidence. Additionally, high school administrators indicated they perceive themselves to be knowledgeable and confident in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. This study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.

Citation
Shepherd, A. (2019). Analyzing high school administrators’ knowledge and confidence to provide instructional leadership in digital school environments. Florida Journal of Educational Research, 57(2), 10-17.

Download: 3.-Shepherd.572.pdf (845 downloads )

Abigail Todhunter-Reid
School District of Palm Beach County

Abstract
Using the Coarsened Exact Matching approach, this study examines whether students who take AVID electives in middle school have better ninth-grade behavioral outcomes than comparable students who do not take AVID electives. Findings indicate that students who complete at least one AVID elective from sixth grade to ninth grade have fewer disciplinary referrals, miss fewer days of school, and take more advanced courses in ninth grade than comparable students who do not complete an AVID elective.

Citation
Todhunter-Reid, A. (2019). Advancement via individual determination: The relationship of program participation in middle school with behavioral outcomes in ninth grade. Florida Journal of Educational Research, 57(2), 4-9.

Download: 2.-Todhunter-Reid.572.pdf (840 downloads )

Jennifer R. Wolgemuth
University of South Florida

Alyson Adams
University of Florida

Maria D. Vasquez
Florida Atlantic University

Lodi Rohrer
University of South Florida

Deb Christie
University of South Florida

Abstract
The FJER Editorial Team is excited to announce publication of the first annual FERA Special Issue! The FERA 2018 Special Issue is a collection of manuscripts and brief reports featuring important work presented at the 63rd Florida Educational Research Association’s Annual Meeting (FERA 2018). The special issue includes 16 thoughtful contributions from university faculty and graduate students, school district administrators and teachers who submitted their work in response to our call for papers. Collectively, these contribution foster thinking and dialogue in the Florida educational research community that informs education policy, practice, pedagogy, and inquiry in schools, districts, universities, and other educational contexts. We thank our authors for their roles in stimulating these important conversations!

Citation
Wolgemuth, J.R., Adams, A., Vasquez, M.D., Roher, L., & Christie, D. (2019). Introducing the Florida Educational Research Association 2018 Annual Meeting special issue. Florida Journal of Educational Research, 57(2), 1-3.

Download: 1.-Wolgemuth.572.pdf (1406 downloads )