subject:(Dissertations Academic Education AND Human Performance)

University of Central Florida

1. Hyatt, Victoria. The Relationship Between Participation in an Academic Intervention Program and Performance in Coursework for At Risk Eighth-Grade Middle School Students.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/679

► The focus of the research was to examine the academic intervention program implemented to address academic concerns in the middle grades in one large urban… (more)

Subjects/Keywords: Academic intervention; middle grades; 8th grade; at risk; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Hyatt, V. (2015). The Relationship Between Participation in an Academic Intervention Program and Performance in Coursework for At Risk Eighth-Grade Middle School Students. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/679

Chicago Manual of Style (16^th Edition):

Hyatt, Victoria. “The Relationship Between Participation in an Academic Intervention Program and Performance in Coursework for At Risk Eighth-Grade Middle School Students.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/679.

MLA Handbook (7^th Edition):

Hyatt, Victoria. “The Relationship Between Participation in an Academic Intervention Program and Performance in Coursework for At Risk Eighth-Grade Middle School Students.” 2015. Web. 13 Dec 2019.

Vancouver:

Hyatt V. The Relationship Between Participation in an Academic Intervention Program and Performance in Coursework for At Risk Eighth-Grade Middle School Students. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/679.

Council of Science Editors:

Hyatt V. The Relationship Between Participation in an Academic Intervention Program and Performance in Coursework for At Risk Eighth-Grade Middle School Students. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/679

University of Central Florida

2. Poole, Cynthia. Global Perspectives of Pre-Service Teachers: A Comparative Study.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4550

► The importance of global education cannot be overstated in modern American society. A crucial first step to promoting global perspectives in the K-12 classroom is… (more)

Subjects/Keywords: Global education; teacher education; pre service teachers; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Poole, C. (2014). Global Perspectives of Pre-Service Teachers: A Comparative Study. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4550

Chicago Manual of Style (16^th Edition):

Poole, Cynthia. “Global Perspectives of Pre-Service Teachers: A Comparative Study.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4550.

MLA Handbook (7^th Edition):

Poole, Cynthia. “Global Perspectives of Pre-Service Teachers: A Comparative Study.” 2014. Web. 13 Dec 2019.

Vancouver:

Poole C. Global Perspectives of Pre-Service Teachers: A Comparative Study. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4550.

Council of Science Editors:

Poole C. Global Perspectives of Pre-Service Teachers: A Comparative Study. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4550

University of Central Florida

3. Johnson, Craig. Reformation and Renaissance: An Examination of America's Education Reform Movement.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4719

► Education reform has grown into a major policy issue at the state and national level in the United States and for that matter around the… (more)

Subjects/Keywords: Education policy; education reform; Education; Educational Leadership; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Johnson, C. (2014). Reformation and Renaissance: An Examination of America's Education Reform Movement. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4719

Chicago Manual of Style (16^th Edition):

Johnson, Craig. “Reformation and Renaissance: An Examination of America's Education Reform Movement.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4719.

MLA Handbook (7^th Edition):

Johnson, Craig. “Reformation and Renaissance: An Examination of America's Education Reform Movement.” 2014. Web. 13 Dec 2019.

Vancouver:

Johnson C. Reformation and Renaissance: An Examination of America's Education Reform Movement. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4719.

Council of Science Editors:

Johnson C. Reformation and Renaissance: An Examination of America's Education Reform Movement. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4719

University of Central Florida

4. McCormack, William. Effect Of Acute L-alanyl-l-glutamine (sustamine) And Electrolyte Ingestion On Plasma Electrolytes, Physiologic Measures, And Neuromuscular Fatigue During Endurance Exercise.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/3038

► The purpose of this study was to compare the efficacy of two dose levels of L-Alanyl-LGlutamine in a commercially available sports drink to the sports… (more)

Subjects/Keywords: Alanine glutamine; running performance; electrolytes; electromyography; Physiology; Sports Sciences; Dissertations, Academic – Education and Human Performance, Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

McCormack, W. (2014). Effect Of Acute L-alanyl-l-glutamine (sustamine) And Electrolyte Ingestion On Plasma Electrolytes, Physiologic Measures, And Neuromuscular Fatigue During Endurance Exercise. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/3038

Chicago Manual of Style (16^th Edition):

McCormack, William. “Effect Of Acute L-alanyl-l-glutamine (sustamine) And Electrolyte Ingestion On Plasma Electrolytes, Physiologic Measures, And Neuromuscular Fatigue During Endurance Exercise.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/3038.

MLA Handbook (7^th Edition):

McCormack, William. “Effect Of Acute L-alanyl-l-glutamine (sustamine) And Electrolyte Ingestion On Plasma Electrolytes, Physiologic Measures, And Neuromuscular Fatigue During Endurance Exercise.” 2014. Web. 13 Dec 2019.

Vancouver:

McCormack W. Effect Of Acute L-alanyl-l-glutamine (sustamine) And Electrolyte Ingestion On Plasma Electrolytes, Physiologic Measures, And Neuromuscular Fatigue During Endurance Exercise. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/3038.

Council of Science Editors:

McCormack W. Effect Of Acute L-alanyl-l-glutamine (sustamine) And Electrolyte Ingestion On Plasma Electrolytes, Physiologic Measures, And Neuromuscular Fatigue During Endurance Exercise. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/3038

University of Central Florida

5. Tejeda, Jeannette. Examining Practices of Elementary School Principals: Selection of Co-teaching Teams.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/1410

► The purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process.… (more)

▼ The purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select teachers not co-teaching at each of the three schools. The interview data were examined using Hycner's guidelines for phenomenological analysis. The Likert-type surveys administered to co-teachers and teachers not co-teaching served as sources of information for triangulation. The findings of the study led to the emergence of 13 themes addressing the three research questions. The resulting themes were (a) open communication with staff, (b) team approach to decision-making, (c) teacher leadership, (d) parental involvement encouraged, (e) positive relationship with staff, (f) professional growth encouraged, (g) volunteers selected for co-teaching, (h) co-teachers select partners, (i) co-teaching option presented to entire teaching staff, (j) personal involvement in co-teaching selection process, (k) multifaceted selection criteria, (l) principals involved teachers in the pairing procedure, and (m) recruitment procedures were aligned with best practices. This study has contributed additional evidence supportive of best practices in co-teaching and leadership and suggests a link between effective leadership practices and the facilitation of co-teaching teams and co-teacher selection processes. Recommendations for future research address the areas of (a) principal experience, (b) length of co-teaching model, (c) principal personal involvement, (d) study participant size, (e) study subjects, and (f) link between leadership practices and co-teaching selection procedures. Advisors/Committee Members: Martin, Suzanne.

Subjects/Keywords: Co teaching; special education; educational leadership; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Tejeda, J. (2015). Examining Practices of Elementary School Principals: Selection of Co-teaching Teams. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1410

Chicago Manual of Style (16^th Edition):

Tejeda, Jeannette. “Examining Practices of Elementary School Principals: Selection of Co-teaching Teams.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/1410.

MLA Handbook (7^th Edition):

Tejeda, Jeannette. “Examining Practices of Elementary School Principals: Selection of Co-teaching Teams.” 2015. Web. 13 Dec 2019.

Vancouver:

Tejeda J. Examining Practices of Elementary School Principals: Selection of Co-teaching Teams. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/1410.

Council of Science Editors:

Tejeda J. Examining Practices of Elementary School Principals: Selection of Co-teaching Teams. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1410

University of Central Florida

6. San, Michelle. Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/1437

► The recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a… (more)

▼ The recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010; Nichols, Dowdy, & Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend & Cook, 2007). Researchers indicate that a key factor in effective co-teaching is administrative support (Friend et al.; Dieker & Murawski, 2003; Murawski & Dieker, 2008; Murawski & Dieker, 2004; Scruggs et al., 2007). The purpose of this study was to identify the policies and practices used by effective principals who have led the implementation of co-teaching in their schools. The researcher interviewed three middle school principals in a large urban school district to ascertain the essence of their experiences. The principals were identified as highly effective by their most recent principal evaluation system. The interview data were examined using Hycner's guidelines for phenomenological analysis. Triangulation occurred through a survey and review of documents. The co-teaching teams from the participating principals' schools completed a Likert-type survey. The researcher reviewed the schools' master schedules, School Improvement Plan, and Action Plan. Analysis of the participating principals' interview data has identified themes. These themes included: (a) preparing the setting, (b) preparing co-teaching teams, (c) necessary co-teacher skill sets, (d) utilizing the leadership team, (e) purposeful selection of co-teaching staff, (f) addressing barriers, (g) culture supporting knowledgeable co-teachers, (h) traits of effective co-teachers, (i) expectations of co-teachers, (j) motivating co-teachers, and (k) attaining buy-in through support and culture. Advisors/Committee Members: Martin, Suzanne.

Subjects/Keywords: Co teaching; leadership; urban; special education; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

San, M. (2015). Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1437

Chicago Manual of Style (16^th Edition):

San, Michelle. “Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/1437.

MLA Handbook (7^th Edition):

San, Michelle. “Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching.” 2015. Web. 13 Dec 2019.

Vancouver:

San M. Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/1437.

Council of Science Editors:

San M. Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1437

University of Central Florida

7. Blount, Ashley. The Helping Professional Wellness Discrepancy Scale (HPWDS): Development and Validation.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/1479

► Wellness is an integral component of the helping professions (Myers & Sweeney, 2005; Witmer, 1985). Specifically, wellness is included in ethical codes, suggestions for practice,… (more)

▼ Wellness is an integral component of the helping professions (Myers & Sweeney, 2005; Witmer, 1985). Specifically, wellness is included in ethical codes, suggestions for practice, and codes of conduct throughout counseling, psychology, and social work fields (see American Counseling Association Code of Ethics, 2014; American Psychological Association Ethical Principles of Psychologists and Code of Conduct, 2010; National Association of Social Workers Code of Ethics, 1996). Even so, wellness in helping professionals is a difficult construct to measure. Thus, the purpose of the research investigation was to develop the Helping Professional Wellness Discrepancy Scale (HPWDS) and examine the psychometric features of the HPWDS in a sample of helping professionals and helping professionals-in-training. A correlational research design was employed for this investigation (Gall, Gall, & Borg, 2007). Specifically, the researcher examined: (a) the factor structure of the HPWDS with a sample of helping professionals; (b) the internal consistency reliability of the HPWDS; (c) the relationship between HPWDS scores and Counseling Burnout Inventory (CBI) scores; (d) the relationships between helping professionals' HPWDS scores and their reported demographic data; and (e) the relationship between HPWDS factor scores and the Marlowe-Crowne Social Desirability Scale-X1 (MCSDS-X1). The research questions were examined using: (a) Factor Analysis (FA), (b) Cronbach's alpha, (c) Spearman Rho correlation, (d) Multiple Linear Regression (MLR) and (e) internal replication analysis. A review of the literature is provided, discussing theoretical and empirical support for all the items on the initial model of the HPWDS (n = 92) as well as for all the items included on the final HPWDS exploratory model (n = 22). The researcher investigated helping professionals' perceived levels of wellness, aspirational levels of wellness, and the discrepancy between perceived and aspirational levels of wellness. The data was collected via online, mail out, and face-to-face administration to increase methodological rigor. The sample size for the investigation was 657, with 88 coming from Face-to-Face sampling, 87 from mail out sampling, and 484 from online/email sampling. Data analysis resulted in a five-factor exploratory HPWDS model that accounted for 69.169% of the total variance. Model communalities were considered acceptable with only three communalities below the recommended .5 value. Factor 1 represented Professional & Personal Development Activities and accounted for 32.605% of the variance, Factor 2 represented Religion/Spirituality and accounts for 13.151% of the variance, Factor 3 represented Leisure Activities and accounted for 9.443% of the variance, Factor 4 represented Burnout and accounted for 7.198% of the variance, and Factor 5 represented Helping Professional Optimism and accounted for 6.773% of the variance. In addition to a literature review, the research methodology and research results are provided. Results of the research investigation are… Advisors/Committee Members: Lambie, Glenn.

Subjects/Keywords: Wellness; helping professionals; scale development; counseling; Counselor Education; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Blount, A. (2015). The Helping Professional Wellness Discrepancy Scale (HPWDS): Development and Validation. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1479

Chicago Manual of Style (16^th Edition):

Blount, Ashley. “The Helping Professional Wellness Discrepancy Scale (HPWDS): Development and Validation.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/1479.

MLA Handbook (7^th Edition):

Blount, Ashley. “The Helping Professional Wellness Discrepancy Scale (HPWDS): Development and Validation.” 2015. Web. 13 Dec 2019.

Vancouver:

Blount A. The Helping Professional Wellness Discrepancy Scale (HPWDS): Development and Validation. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/1479.

Council of Science Editors:

Blount A. The Helping Professional Wellness Discrepancy Scale (HPWDS): Development and Validation. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1479

University of Central Florida

8. Reece, Amber. An Investigation of the Impacts of Face-to-Face and Virtual Laboratories in an Introductory Biology Course on Students' Motivation to Learn Biology.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/715

► The objective of this study was to evaluate and compare the effects of face-to-face and virtual laboratories in a large-enrollment introductory biology course on students*… (more)

▼ The objective of this study was to evaluate and compare the effects of face-to-face and virtual laboratories in a large-enrollment introductory biology course on students* motivation to learn biology. The laboratory component of post-secondary science courses is where students have opportunities for frequent interactions with instructors and their peers (Seymour & Hewitt, 1997; Seymour, Melton, Wiese, & Pederson-Gallegos, 2005) and is often relied upon for promoting interest and motivation in science learning (Hofstein & Lunetta, 2003; Lunetta, Hofstein, & Clough, 2007). However, laboratory courses can be resource intensive (Jenkins, 2007), leading post-secondary science educators to seek alternative means of laboratory education such as virtual laboratories. Scholars have provided evidence that student achievement in virtual laboratories can be equal to, if not higher than, that of students in face-to-face laboratories (Akpan & Strayer, 2010; Finkelstein et al., 2005; Huppert, Lomask, & Lazarowitz, 2002). Yet, little research on virtual laboratories has been conducted on affective variables such as motivation to learn science. Motivation to learn biology was measured at the beginning and end of the semester using the Biology Motivation Questionnaire © (Glynn, Brickman, Armstrong, & Taasoobshirazi, 2011) and compared between the face-to-face and virtual laboratory groups. Characteristics of the two laboratory environments were measured at the end of the semester by the Distance Education Learning Environment Survey (Walker & Fraser, 2005). Interviews with 12 participants were conducted three times throughout the semester in the phenomenological style of qualitative data collection. The quantitative survey data and qualitative interview and observation data were combined to provide a thorough image of the face-to-face and virtual laboratory environments and their impacts on students* motivation to learn biology. Statistical analyses provided quantifiable evidence that the novel virtual laboratory environment did not have a differential effect on students* motivation to learn biology, with this finding being supported by the qualitative results. Comparison of the laboratory environments showed that students in the face-to-face labs reported greater instructional support, student interaction and collaboration, relevance of the lab activities, and authentic learning experiences than the students in the virtual labs. Qualitative results indicated the teaching assistants in the face-to-face labs were an influential factor in sustaining students* motivation by providing immediate feedback and instructional support in and out of the laboratory environment. In comparison, the virtual laboratory students often had to redo their lab exercises multiple times because of unclear directions and system glitches, potential barriers to persistence of motivation. The face-to-face students also described the importance of collaborative experiences and hands-on activities while the virtual laboratory students appreciated the… Advisors/Committee Members: Butler, Malcolm.

Subjects/Keywords: Motivation; virtual laboratories; science education; introductory biology; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Reece, A. (2015). An Investigation of the Impacts of Face-to-Face and Virtual Laboratories in an Introductory Biology Course on Students' Motivation to Learn Biology. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/715

Chicago Manual of Style (16^th Edition):

Reece, Amber. “An Investigation of the Impacts of Face-to-Face and Virtual Laboratories in an Introductory Biology Course on Students' Motivation to Learn Biology.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/715.

MLA Handbook (7^th Edition):

Reece, Amber. “An Investigation of the Impacts of Face-to-Face and Virtual Laboratories in an Introductory Biology Course on Students' Motivation to Learn Biology.” 2015. Web. 13 Dec 2019.

Vancouver:

Reece A. An Investigation of the Impacts of Face-to-Face and Virtual Laboratories in an Introductory Biology Course on Students' Motivation to Learn Biology. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/715.

Council of Science Editors:

Reece A. An Investigation of the Impacts of Face-to-Face and Virtual Laboratories in an Introductory Biology Course on Students' Motivation to Learn Biology. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/715

University of Central Florida

9. Gourwitz, Jillian. iPads for Students with ASD: Comparing Delivery Modes for Visual Activity Schedules.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4554

► Visual Activity Schedules (VAS) are tools that present an abstract concept, such as time, in a more concrete and manageable form. VAS allow students to… (more)

▼ Visual Activity Schedules (VAS) are tools that present an abstract concept, such as time, in a more concrete and manageable form. VAS allow students to anticipate upcoming events and activities, develop an understanding of time, and facilitate the ability to predict change. Prior investigations have used VAS to increase on-task behavior while enhancing the student's ability to independently make transitions from one activity to another and are particularly appropriate as they capitalize on the visual strengths exhibited by many students with autism. Mobile devices such as the iPad are becoming a tool for teaching students with disabilities, and research is currently underway to determine the effectiveness of specific applications on student performance. This research examined the impact of VAS delivered via the iPad, compared to a paper-based VAS, on the percentage of on-task behavior and median transition time for students with autism spectrum disorder (ASD) during academic center activities in an inclusive classroom setting. An alternating-treatment, single-subject research design was used to determine whether a divergence exists between the paper-based VAS and the iPad VAS. This study included three student participants who (a) had a diagnosis of ASD as stated on the Individualized Education Plan (IEP), (b) were in grade level K-1, (c) received instruction through Language Arts activity centers taught within one classroom, and (d) had difficulty with independent on-task behavior as reported by the participant's teacher. Visual analysis of the data for on-task behavior revealed mixed results. Student 1 had a divergence between on-task behavior, with the paper-based VAS being a superior treatment condition to the iPad VAS 80% of the time. Student 2 also had a divergence between percentage of on-task behavior, with the iPad VAS being a superior treatment condition to the paper-based VAS 80% of the time. Student 3 had no clear divergence in percentage of on-task behavior between the iPad VAS and the paper-based VAS. All three participants had highly variable baseline and intervention data for transition time with a level stability range of 20% to 60%. Student 1 and Student 3 had no clear difference in transition time when comparing the paper-based VAS to the iPad VAS. Student 2 had a divergence in transition time data between the iPad VAS and the paper-based VAS, with the paper-based VAS being a superior treatment condition 90% of the time. Advisors/Committee Members: Martin, Suzanne.

Subjects/Keywords: Autism; visual schedules; ipads; Education; Special Education and Teaching; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Gourwitz, J. (2014). iPads for Students with ASD: Comparing Delivery Modes for Visual Activity Schedules. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4554

Chicago Manual of Style (16^th Edition):

Gourwitz, Jillian. “iPads for Students with ASD: Comparing Delivery Modes for Visual Activity Schedules.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4554.

MLA Handbook (7^th Edition):

Gourwitz, Jillian. “iPads for Students with ASD: Comparing Delivery Modes for Visual Activity Schedules.” 2014. Web. 13 Dec 2019.

Vancouver:

Gourwitz J. iPads for Students with ASD: Comparing Delivery Modes for Visual Activity Schedules. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4554.

Council of Science Editors:

Gourwitz J. iPads for Students with ASD: Comparing Delivery Modes for Visual Activity Schedules. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4554

University of Central Florida

10. Joseph, Julie. Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/1221

► The passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased… (more)

▼ The passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of students, there have not been sufficient studies that have studied this topic in school psychology. The purpose of this study was to discover, understand, and describe in rich detail the lived experience of school psychologists exercising leadership. The researcher interviewed school psychologists within a mid-size school district in Central Florida who were nominated by district administrators that supervise of them. Additionally, this study sought to identify the contexts, domains of practice, universal structures, and opportunities utilized in their experiences. School psychologists demonstrated leadership through collaboration and consultation, professional expertise, student-oriented needs, expert-problem solvers, and communication skills. The contexts of their leadership experiences varied due to the diverse roles taken on by the individual, however they were all demonstrated at the district level, school level, and with their peers. The leadership experiences identified by the study participants correspond to most of the National Association of School Psychologists (NASP) domains of practice and also correspond to transformational leadership. The results are particularly salient to school psychologist, as the information comes from the perspective of school psychologists who were noted to be "effective" and displays "leadership" and are now exercising leadership. Future research is encourage to examine leadership experiences across multiple school districts to identify experiences of other leaders across various settings. Advisors/Committee Members: Martin, Suzanne.

Subjects/Keywords: School psychology; school psychologist; leadership; special education; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Joseph, J. (2015). Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1221

Chicago Manual of Style (16^th Edition):

Joseph, Julie. “Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/1221.

MLA Handbook (7^th Edition):

Joseph, Julie. “Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study.” 2015. Web. 13 Dec 2019.

Vancouver:

Joseph J. Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/1221.

Council of Science Editors:

Joseph J. Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1221

University of Central Florida

11. Copelin, Anthony. Meeting the Needs of Students Through a Targeted Professional Development.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4765

► This study presents a complex problem of practice occurring at Primrose Elementary school [pseudonym]. A large portion of Primrose Elementary School's population has been unable… (more)

Subjects/Keywords: Professional development; low ses; reading; language; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Copelin, A. (2014). Meeting the Needs of Students Through a Targeted Professional Development. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4765

Chicago Manual of Style (16^th Edition):

Copelin, Anthony. “Meeting the Needs of Students Through a Targeted Professional Development.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4765.

MLA Handbook (7^th Edition):

Copelin, Anthony. “Meeting the Needs of Students Through a Targeted Professional Development.” 2014. Web. 13 Dec 2019.

Vancouver:

Copelin A. Meeting the Needs of Students Through a Targeted Professional Development. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4765.

Council of Science Editors:

Copelin A. Meeting the Needs of Students Through a Targeted Professional Development. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4765

University of Central Florida

12. Ehrli, Hannah. Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/667

► The purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to… (more)

Subjects/Keywords: Learning disabilities; transition; high school; college; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Ehrli, H. (2015). Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/667

Chicago Manual of Style (16^th Edition):

Ehrli, Hannah. “Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/667.

MLA Handbook (7^th Edition):

Ehrli, Hannah. “Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences.” 2015. Web. 13 Dec 2019.

Vancouver:

Ehrli H. Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/667.

Council of Science Editors:

Ehrli H. Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/667

University of Central Florida

13. Edmundson, Heather. A Single Case Analysis of the Impact of Caregiver-Student Collaborative Learning on an Urban Community.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4523

► The purpose of this study was to measure the impact of caregiver-student collaborative learning classes on an urban community. The study examined whether the self-efficacy… (more)

Subjects/Keywords: Collaborative learning; urban community; poverty; caregiver; student; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Edmundson, H. (2014). A Single Case Analysis of the Impact of Caregiver-Student Collaborative Learning on an Urban Community. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4523

Chicago Manual of Style (16^th Edition):

Edmundson, Heather. “A Single Case Analysis of the Impact of Caregiver-Student Collaborative Learning on an Urban Community.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4523.

MLA Handbook (7^th Edition):

Edmundson, Heather. “A Single Case Analysis of the Impact of Caregiver-Student Collaborative Learning on an Urban Community.” 2014. Web. 13 Dec 2019.

Vancouver:

Edmundson H. A Single Case Analysis of the Impact of Caregiver-Student Collaborative Learning on an Urban Community. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4523.

Council of Science Editors:

Edmundson H. A Single Case Analysis of the Impact of Caregiver-Student Collaborative Learning on an Urban Community. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4523

University of Central Florida

14. Twilley, Jennifer. An Examination of the Practice of Instructional Design and the Use of Instructional Design Models.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4622

► This dissertation in practice utilized a sequential mixed methods research design to investigate the performance or exclusion of instructional design activities commonly prescribed by instructional… (more)

Subjects/Keywords: Instructional design; instructional designers; instructional design models; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Twilley, J. (2014). An Examination of the Practice of Instructional Design and the Use of Instructional Design Models. (Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4622

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Twilley, Jennifer. “An Examination of the Practice of Instructional Design and the Use of Instructional Design Models.” 2014. Thesis, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4622.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Twilley, Jennifer. “An Examination of the Practice of Instructional Design and the Use of Instructional Design Models.” 2014. Web. 13 Dec 2019.

Vancouver:

Twilley J. An Examination of the Practice of Instructional Design and the Use of Instructional Design Models. [Internet] [Thesis]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4622.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Twilley J. An Examination of the Practice of Instructional Design and the Use of Instructional Design Models. [Thesis]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4622

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Central Florida

15. Cumming, Ingrid. Principals' Perceptions on Educating Elementary Students who are Gifted.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/1362

► Students who are gifted need student centered academic challenges and authentic problems to spark reflection and enhance student outcomes. When academic needs are not met,students… (more)

Subjects/Keywords: Gifted; leadership; principals' perceptions; elementary school; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Cumming, I. (2015). Principals' Perceptions on Educating Elementary Students who are Gifted. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1362

Chicago Manual of Style (16^th Edition):

Cumming, Ingrid. “Principals' Perceptions on Educating Elementary Students who are Gifted.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/1362.

MLA Handbook (7^th Edition):

Cumming, Ingrid. “Principals' Perceptions on Educating Elementary Students who are Gifted.” 2015. Web. 13 Dec 2019.

Vancouver:

Cumming I. Principals' Perceptions on Educating Elementary Students who are Gifted. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/1362.

Council of Science Editors:

Cumming I. Principals' Perceptions on Educating Elementary Students who are Gifted. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1362

University of Central Florida

16. Theis, Elizabeth. Phenomenological Study of Urban Elementary Principals: Reading-Proficient Students with Learning Disabilities.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/1411

► Changes in the demands on educational leaders have necessitated shifts in the roles and responsibilities of school principals. Meeting the needs of students with disabilities… (more)

Subjects/Keywords: Phenomenology; urban; principal; reading; sld; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Theis, E. (2015). Phenomenological Study of Urban Elementary Principals: Reading-Proficient Students with Learning Disabilities. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1411

Chicago Manual of Style (16^th Edition):

Theis, Elizabeth. “Phenomenological Study of Urban Elementary Principals: Reading-Proficient Students with Learning Disabilities.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/1411.

MLA Handbook (7^th Edition):

Theis, Elizabeth. “Phenomenological Study of Urban Elementary Principals: Reading-Proficient Students with Learning Disabilities.” 2015. Web. 13 Dec 2019.

Vancouver:

Theis E. Phenomenological Study of Urban Elementary Principals: Reading-Proficient Students with Learning Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/1411.

Council of Science Editors:

Theis E. Phenomenological Study of Urban Elementary Principals: Reading-Proficient Students with Learning Disabilities. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1411

University of Central Florida

17. Kenna, Joshua. Teachers' Utilization of Field Trips: A Comparative Study.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4724

► Field trips are visits to an out-of-school setting designed for educational and academic purposes whereby as a result students gain firsthand knowledge and experiences. Historically,… (more)

Subjects/Keywords: Field trip; experiential learning; k 12; florida; teachers; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Kenna, J. (2014). Teachers' Utilization of Field Trips: A Comparative Study. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4724

Chicago Manual of Style (16^th Edition):

Kenna, Joshua. “Teachers' Utilization of Field Trips: A Comparative Study.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4724.

MLA Handbook (7^th Edition):

Kenna, Joshua. “Teachers' Utilization of Field Trips: A Comparative Study.” 2014. Web. 13 Dec 2019.

Vancouver:

Kenna J. Teachers' Utilization of Field Trips: A Comparative Study. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4724.

Council of Science Editors:

Kenna J. Teachers' Utilization of Field Trips: A Comparative Study. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4724

University of Central Florida

18. Shorter, Nichole. An Analysis of Faculty Collaboration on Student Transfer through Articulation Agreements.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/1403

► This dissertation explored the ways faculty at two- and four-year institutions with articulation agreements collaborate to improve the retention rates of transfer students, using the… (more)

Subjects/Keywords: Articulation agreement; collaboration; transfer; Education; Educational Leadership; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Shorter, N. (2015). An Analysis of Faculty Collaboration on Student Transfer through Articulation Agreements. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1403

Chicago Manual of Style (16^th Edition):

Shorter, Nichole. “An Analysis of Faculty Collaboration on Student Transfer through Articulation Agreements.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/1403.

MLA Handbook (7^th Edition):

Shorter, Nichole. “An Analysis of Faculty Collaboration on Student Transfer through Articulation Agreements.” 2015. Web. 13 Dec 2019.

Vancouver:

Shorter N. An Analysis of Faculty Collaboration on Student Transfer through Articulation Agreements. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/1403.

Council of Science Editors:

Shorter N. An Analysis of Faculty Collaboration on Student Transfer through Articulation Agreements. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1403

University of Central Florida

19. Ashley, Samuel. The Effects of the Marzano Observation System Training on the Self-Efficacy of Teacher Observers.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/1200

► This research analyzed the effects of the Marzano Teacher Observation training on the self-efficacy of teacher observers. In this study, seventy-four teacher observers reported their… (more)

Subjects/Keywords: Teacher observation; self efficacy; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Ashley, S. (2015). The Effects of the Marzano Observation System Training on the Self-Efficacy of Teacher Observers. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1200

Chicago Manual of Style (16^th Edition):

Ashley, Samuel. “The Effects of the Marzano Observation System Training on the Self-Efficacy of Teacher Observers.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/1200.

MLA Handbook (7^th Edition):

Ashley, Samuel. “The Effects of the Marzano Observation System Training on the Self-Efficacy of Teacher Observers.” 2015. Web. 13 Dec 2019.

Vancouver:

Ashley S. The Effects of the Marzano Observation System Training on the Self-Efficacy of Teacher Observers. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/1200.

Council of Science Editors:

Ashley S. The Effects of the Marzano Observation System Training on the Self-Efficacy of Teacher Observers. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1200

University of Central Florida

20. Maestre, Hector. A Study on the Relationships Between Participation in Tutoring and Accountability Measures in One Urban High School.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/1229

► The purpose of this study was to identify relationships between an urban high school*s student participation in an after-school tutoring program and its relationship to… (more)

▼ The purpose of this study was to identify relationships between an urban high school*s student participation in an after-school tutoring program and its relationship to accountability measures on the Florida Comprehensive Assessment Test (FCAT) Reading and End of Course (EOC) exams in the 2013-2014 school year. The research aimed to determine the influence of tutoring participation for urban high school students. Participants included students enrolled in one urban high school who participated in the FCAT Reading and EOC assessments and is was identified if they participated in the school tutoring program or not. Quantitative results revealed the relationship between students* frequency of participation and performance outcomes on state assessments. Then, the relationship between achievement on state assessments for all students, students with disabilities, and English Learners who participated in after school tutoring and those who did not participate in after school tutoring were examined. Finally, the relations of frequency of participation in tutoring to corresponding final grades were evaluated. Participants included students enrolled in one urban high school who participated in the FCAT Reading and EOC assessments and it was identified if they participated in the after school tutoring program or not. Statistically significant differences in performance outcomes existed between tutored students in mathematics courses who participated in tutoring and those who did not. However, there was no statistically significant difference in performance outcomes with students in courses that were heavily based on reading as a result of their participation in tutoring. The students with disabilities subgroup as well as the English Learners subgroup both experienced statistically significant differences in reading scores as a result in tutoring participation. These same subgroups did not experience statistically significant difference on other assessments: Algebra 1 EOC, Geometry EOC, Biology EOC, and U.S. History EOC. Although this study identified relationships tutoring participation had with accountability measures achieved by students there is still much to be understood. The structure and approach to tutoring intervention programs should continue to be sought after in research in an effort to continue providing all students with opportunities for success on high stakes testing. Advisors/Committee Members: Taylor, Rosemarye.

Subjects/Keywords: Tutoring; accountability measures; state testing; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Maestre, H. (2015). A Study on the Relationships Between Participation in Tutoring and Accountability Measures in One Urban High School. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1229

Chicago Manual of Style (16^th Edition):

Maestre, Hector. “A Study on the Relationships Between Participation in Tutoring and Accountability Measures in One Urban High School.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/1229.

MLA Handbook (7^th Edition):

Maestre, Hector. “A Study on the Relationships Between Participation in Tutoring and Accountability Measures in One Urban High School.” 2015. Web. 13 Dec 2019.

Vancouver:

Maestre H. A Study on the Relationships Between Participation in Tutoring and Accountability Measures in One Urban High School. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/1229.

Council of Science Editors:

Maestre H. A Study on the Relationships Between Participation in Tutoring and Accountability Measures in One Urban High School. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1229

University of Central Florida

21. Youngblood, Alison. Understanding the Effect of Formulaic Language on ESL Teachers' Perceptions of Advanced L2 Writing: An Application of Corpus-Identified Formulaic Language.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4725

► A quantitative study was conducted to determine if the amount of formulaic language influenced ESL teachers' perceptions (n=102) of non-native writing skill, as evidenced by… (more)

▼ A quantitative study was conducted to determine if the amount of formulaic language influenced ESL teachers' perceptions (n=102) of non-native writing skill, as evidenced by composite and sub-scale scores on the ESL Composition Profile (Jacobs et al., 1981). Formulaic language was operationalized as 25 three-word strings sampled from the writing sub-list of the Academic Formulas List (Simpson-Vlach & Ellis, 2010) and further validated as frequent in the Michigan Corpus of Upper Level Student Papers. The target formulaic sequences were divided into three experimental groups representing a low, mid, and high amount of formulaic language. Four advanced non-native writers generated argumentative, timed writing samples that incorporated the target sequences. The writing samples were then assembled into data collection packets and distributed at eight Intensive English Programs across the southeastern United States. A repeated measures ANOVA indicated that there was a significant difference in composite score (p<.05) between the control and three experimental conditions; however, the essays that incorporated 16 and 25 formulaic sequences scored significantly lower than those with zero or eight target sequences. When the amount of syntactical and semantic errors were strictly controlled for, the composite scores also fell between the control and experimental conditions, but the decrease in score was not significant (p>.05). The content, organization, vocabulary, language, and mechanics sub-scales were also compared using a repeated measures MANOVA. In content, organization, and language, the control and low essays outscored the mid and high conditions (p<.05). For the vocabulary sub-scale, the control and low condition were not significantly different, but the control essays only outperformed the mid level essays. The low essays outperformed both the mid and high essays. In terms of mechanics, there was only a significant difference between the low and mid level essays. The results of the MANOVA were consistent when the amount of syntactic and semantic errors were controlled. Implications for teaching suggest that the Academic Formulas List would not benefit academically-oriented L2 learners preparing to enter a university. While corpus tools are valuable in helping teachers, material writers, and publishers improve vocabulary instruction in the English classroom, not all statistically salient lexical combinations are important for non-native writers to master and incorporate in their academic discourse. Advisors/Committee Members: Nutta, Joyce.

Subjects/Keywords: Esl; writing; corpus linguistics; formulaic language; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Youngblood, A. (2014). Understanding the Effect of Formulaic Language on ESL Teachers' Perceptions of Advanced L2 Writing: An Application of Corpus-Identified Formulaic Language. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4725

Chicago Manual of Style (16^th Edition):

Youngblood, Alison. “Understanding the Effect of Formulaic Language on ESL Teachers' Perceptions of Advanced L2 Writing: An Application of Corpus-Identified Formulaic Language.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4725.

MLA Handbook (7^th Edition):

Youngblood, Alison. “Understanding the Effect of Formulaic Language on ESL Teachers' Perceptions of Advanced L2 Writing: An Application of Corpus-Identified Formulaic Language.” 2014. Web. 13 Dec 2019.

Vancouver:

Youngblood A. Understanding the Effect of Formulaic Language on ESL Teachers' Perceptions of Advanced L2 Writing: An Application of Corpus-Identified Formulaic Language. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4725.

Council of Science Editors:

Youngblood A. Understanding the Effect of Formulaic Language on ESL Teachers' Perceptions of Advanced L2 Writing: An Application of Corpus-Identified Formulaic Language. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4725

University of Central Florida

22. Hutchins, Jason. Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4528

► The goal of this Dissertation in Practice was to design a School Improvement Plan focused on improving reading performance of African American students at Suburban… (more)

Subjects/Keywords: Achievement gap; african american students; school improvement plans; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Hutchins, J. (2014). Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4528

Chicago Manual of Style (16^th Edition):

Hutchins, Jason. “Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4528.

MLA Handbook (7^th Edition):

Hutchins, Jason. “Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans.” 2014. Web. 13 Dec 2019.

Vancouver:

Hutchins J. Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4528.

Council of Science Editors:

Hutchins J. Closing the reading achievement gap between African American students and their peers at a suburban middle school: The impact of school improvement plans. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4528

University of Central Florida

23. Anderson, Marguerite. Student Engagement and Ethical Care in a Title I Middle School Program.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4766

► The purpose of this dissertation was to determine if the foundational constructs (student engagement and ethical care) were experienced by the 8th grade students that… (more)

▼ The purpose of this dissertation was to determine if the foundational constructs (student engagement and ethical care) were experienced by the 8th grade students that participated in a morning tutoring program: Future Problem Solvers. A mixed methods design was adopted for the purpose of this study including raw data, survey data, informal observations, and face-to-face interviews. The goal was to determine if the 28 participants (male and female) demonstrated academic success on the Florida Comprehensive Achievement Test (Science). The study was also conducted in order to explore the level of student engagement and the development of reciprocating relationships based ethical care between the teacher and the students. The findings from the quantitative analysis using the Mann Whitney U indicated that the FSP participants did make academic gains on the FCAT (Science) test to a higher degree than non-participants: Non-Participants (Mean Rank = 182.37) and Participants (Mean Rank = 332.96). The significance was established where p = .00. The quantitative analysis using frequency data also revealed that the majority of the participants reported that they were engaged in learning and made strong efforts when doing and completing their schoolwork. They also participated in class, as well as school based activities. Furthermore, they reported that they felt a sense of belonging and were supported by the staff. The findings from the qualitative analysis indicated that the teacher did model care to the students. He engaged them in dialogue about caring relationships and confirmed and encouraged the best in them. The responses on the interviews completed by the teacher and the principal, as well as the students give evidence that strong relationships developed between the students and the teacher. Moreover, that these reciprocating relationships were built on trust and care. The discussion and interpretations emphasizes the need for professional development, and the need for policy that strives to support student engagement and ethical care above high stakes testing. Advisors/Committee Members: Hopp, Carolyn.

Subjects/Keywords: Student engagement; ethical care; middle school; public school; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA (6^th Edition):

Anderson, M. (2014). Student Engagement and Ethical Care in a Title I Middle School Program. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4766

Chicago Manual of Style (16^th Edition):

Anderson, Marguerite. “Student Engagement and Ethical Care in a Title I Middle School Program.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4766.

MLA Handbook (7^th Edition):

Anderson, Marguerite. “Student Engagement and Ethical Care in a Title I Middle School Program.” 2014. Web. 13 Dec 2019.

Vancouver:

Anderson M. Student Engagement and Ethical Care in a Title I Middle School Program. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4766.

Council of Science Editors:

Anderson M. Student Engagement and Ethical Care in a Title I Middle School Program. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4766

University of Central Florida

24. Gewin, Anne. Evaluating the effectiveness of culturally relevant substance abuse prevention in Ukraine.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4490

► The International School Project (ISP) developed a culturally-relevant intervention entitled The Future Begins Today (FBT) to address the need for school-based substance abuse prevention in… (more)

Subjects/Keywords: Prevention; substance abuse; intervention; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gewin, A. (2014). Evaluating the effectiveness of culturally relevant substance abuse prevention in Ukraine. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4490

Chicago Manual of Style (16^th Edition):

Gewin, Anne. “Evaluating the effectiveness of culturally relevant substance abuse prevention in Ukraine.” 2014. Masters Thesis, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4490.

MLA Handbook (7^th Edition):

Gewin, Anne. “Evaluating the effectiveness of culturally relevant substance abuse prevention in Ukraine.” 2014. Web. 13 Dec 2019.

Vancouver:

Gewin A. Evaluating the effectiveness of culturally relevant substance abuse prevention in Ukraine. [Internet] [Masters thesis]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4490.

Council of Science Editors:

Gewin A. Evaluating the effectiveness of culturally relevant substance abuse prevention in Ukraine. [Masters Thesis]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4490

University of Central Florida

25. Kerness, Shloe. Defining and Building Excellence: A Model for Professional Development at Arete Charter School.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4530

► In the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their… (more)

▼ In the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their students (Sanders & Rivers, 1996). Consequently, there is an unprecedented interest in improving instruction, a job that is normally assumed by the schools and school districts where teachers are employed. However, long-established professional development options provided by school districts usually fail to have any significant positive impact on teachers' instructional practices and often have the unintended consequence of making teachers feel more like workers on an assembly line than professionals doing emotionally complicated work (Borko & Putnam, Cohen & Hill, 1995; Darling-Hammond, 2009. Arete Charter School, a rapidly growing charter school franchise, does not currently have a clearly defined model of professional development that supports its unique instructional model. Results of the Standards Assessment Inventory 2 and higher than average teacher attrition due to both voluntary and involuntary leavers indicate that a change initiative is needed. With little time and limited resources available for professional development, it is of particular importance to develop an unambiguous model for teacher learning at Arete that leads to program choices with a high probability of increasing teacher capacity as well as improving student learning. The purpose of this dissertation in practice is to advance/promote a viable model for professional development at Arete Charter School that will "alter the professional practices, beliefs, and understanding of school persons toward an articulated end" (Griffin, 1983, p. 2). A model for professional development utilizing the Partnership Approach (Knight, 2007, 2011) and aligned to Learning Forward's Standards for Professional Development with the goal of humanizing the profession and offering a clearly articulated philosophy and set of actions is presented. Core elements of the model include the principal as a designer, instructional coaching, workshops that make an impact, intensive learning teams, and partnership communication that, when used together, results in humanizing professional learning that is both focused and leveraged to not only sustain school success but propel it forward. This model has implications for other schools struggling with teacher professional learning including how to maximize professional development to enhance teacher repertoires while simultaneously utilizing it to humanize the profession. Advisors/Committee Members: Hopp, Carolyn.

Subjects/Keywords: Professional development; instructional coaching; models of professional development; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kerness, S. (2014). Defining and Building Excellence: A Model for Professional Development at Arete Charter School. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4530

Chicago Manual of Style (16^th Edition):

Kerness, Shloe. “Defining and Building Excellence: A Model for Professional Development at Arete Charter School.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4530.

MLA Handbook (7^th Edition):

Kerness, Shloe. “Defining and Building Excellence: A Model for Professional Development at Arete Charter School.” 2014. Web. 13 Dec 2019.

Vancouver:

Kerness S. Defining and Building Excellence: A Model for Professional Development at Arete Charter School. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4530.

Council of Science Editors:

Kerness S. Defining and Building Excellence: A Model for Professional Development at Arete Charter School. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4530

University of Central Florida

26. Soules, Steven. An Evaluation of the Terms and Conditions of Appointed County School Superintendents Contracts in the State of Florida and the Correlation between District Size and Superintendent Salary.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/1406

► The purpose of this study was to provide an in-depth examination of the terms and conditions found in the employment contracts of Florida Appointed School… (more)

Subjects/Keywords: Superintendent contract; superintendent salary; employment contract; florida superintendent; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Soules, S. (2015). An Evaluation of the Terms and Conditions of Appointed County School Superintendents Contracts in the State of Florida and the Correlation between District Size and Superintendent Salary. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1406

Chicago Manual of Style (16^th Edition):

Soules, Steven. “An Evaluation of the Terms and Conditions of Appointed County School Superintendents Contracts in the State of Florida and the Correlation between District Size and Superintendent Salary.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/1406.

MLA Handbook (7^th Edition):

Soules, Steven. “An Evaluation of the Terms and Conditions of Appointed County School Superintendents Contracts in the State of Florida and the Correlation between District Size and Superintendent Salary.” 2015. Web. 13 Dec 2019.

Vancouver:

Soules S. An Evaluation of the Terms and Conditions of Appointed County School Superintendents Contracts in the State of Florida and the Correlation between District Size and Superintendent Salary. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/1406.

Council of Science Editors:

Soules S. An Evaluation of the Terms and Conditions of Appointed County School Superintendents Contracts in the State of Florida and the Correlation between District Size and Superintendent Salary. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1406

University of Central Florida

27. McNeely, Melanie. The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade Students.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4722

► With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and… (more)

Subjects/Keywords: Computer assisted instruction; Education; Educational Leadership; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McNeely, M. (2014). The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade Students. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4722

Chicago Manual of Style (16^th Edition):

McNeely, Melanie. “The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade Students.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4722.

MLA Handbook (7^th Edition):

McNeely, Melanie. “The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade Students.” 2014. Web. 13 Dec 2019.

Vancouver:

McNeely M. The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade Students. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4722.

Council of Science Editors:

McNeely M. The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade Students. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4722

University of Central Florida

28. Fenaughty, Joan. Game-based Strategies Implementation During Social Skills Training for Non-Elementary Aged Individuals.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4532

► The problem of practice that has been identified is the lack of games as a social skills tool. Individuals with Autism may face many daily… (more)

Subjects/Keywords: Social skills; autism; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fenaughty, J. (2014). Game-based Strategies Implementation During Social Skills Training for Non-Elementary Aged Individuals. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4532

Chicago Manual of Style (16^th Edition):

Fenaughty, Joan. “Game-based Strategies Implementation During Social Skills Training for Non-Elementary Aged Individuals.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4532.

MLA Handbook (7^th Edition):

Fenaughty, Joan. “Game-based Strategies Implementation During Social Skills Training for Non-Elementary Aged Individuals.” 2014. Web. 13 Dec 2019.

Vancouver:

Fenaughty J. Game-based Strategies Implementation During Social Skills Training for Non-Elementary Aged Individuals. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4532.

Council of Science Editors:

Fenaughty J. Game-based Strategies Implementation During Social Skills Training for Non-Elementary Aged Individuals. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4532

University of Central Florida

29. Kepple, Michelle. Designing games for learning: An investigation of instructional designers, game designers, and teachers design decisions and epistemological beliefs.

Degree: 2015, University of Central Florida

URL: https://stars.library.ucf.edu/etd/1379

► Fields within education and training have been exploring the use of educational computer-based games, often referred to as serious games (SG), in multiple disciplines of… (more)

▼ Fields within education and training have been exploring the use of educational computer-based games, often referred to as serious games (SG), in multiple disciplines of academic research including the affective, cognitive, and psychomotor domains. Traditionally, game designers tend to represent a different viewpoint about learning than instructional designers, or even teachers. More so, one of the fundamental roles designers play in making decisions is based on multiple factors, which include personal assumptions about constraints and perceived constraints in instructional practice. In order for games to be successful in classroom environments, classroom teachers need to be involved in the design process to help identify and assist in mitigating the classroom-based challenges that will be faced during implementation. The study sought to extend research on serious game attributes by examining the instructional design decisions and beliefs of individuals involved in the design, development, or implementation of serious games in education or training environments, through a web-based survey. Within the serious game community there are multiple approaches to designing learning environments; some view serious games as virtual environments explicitly for education or training, while others include digital games, simulations, and virtual worlds. While there is debate over the type of games that are most effective for learning, researchers have provided guiding qualifications and lists of characteristics that effective games should possess to improve current practice and implementation. Two central aims guided the study: (a) to identify relationships between the mental models put forth by each discipline when selecting serious game attributes, and (b) to provide insight into each subpopulation's beliefs about learning. Suggested implications for the study extend to educational practice, policy, and future research on designing, developing, and implementing serious games in learning environments. Findings suggest that the sample portrayed similar epistemological beliefs between all subgroups. Participants had the most sophisticated beliefs toward quick learning. Limited relationships were evident between participant's epistemological beliefs and selection of serious game attributes (SGA). However, findings indicated that each discipline has unique models and frameworks for designing serious games and perspectives on serious game implementation. Advisors/Committee Members: Hartshorne, Richard.

Subjects/Keywords: Serious games; instructional levels; epistemology; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kepple, M. (2015). Designing games for learning: An investigation of instructional designers, game designers, and teachers design decisions and epistemological beliefs. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1379

Chicago Manual of Style (16^th Edition):

Kepple, Michelle. “Designing games for learning: An investigation of instructional designers, game designers, and teachers design decisions and epistemological beliefs.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/1379.

MLA Handbook (7^th Edition):

Kepple, Michelle. “Designing games for learning: An investigation of instructional designers, game designers, and teachers design decisions and epistemological beliefs.” 2015. Web. 13 Dec 2019.

Vancouver:

Kepple M. Designing games for learning: An investigation of instructional designers, game designers, and teachers design decisions and epistemological beliefs. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/1379.

Council of Science Editors:

Kepple M. Designing games for learning: An investigation of instructional designers, game designers, and teachers design decisions and epistemological beliefs. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1379

University of Central Florida

30. Tinsley, Maureen. A Professional Learning Community Design: Using Close Reading Techniques to Improve the U.S. History Comprehension.

Degree: 2014, University of Central Florida

URL: https://stars.library.ucf.edu/etd/4522

► This dissertation in practice presents a research-based model for staff development utilizing the elements of a professional learning community. The focus of this problem of… (more)

Subjects/Keywords: Professional learning community; disciplinary literacy; comprehension; close reading; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tinsley, M. (2014). A Professional Learning Community Design: Using Close Reading Techniques to Improve the U.S. History Comprehension. (Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4522

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tinsley, Maureen. “A Professional Learning Community Design: Using Close Reading Techniques to Improve the U.S. History Comprehension.” 2014. Thesis, University of Central Florida. Accessed December 13, 2019. https://stars.library.ucf.edu/etd/4522.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tinsley, Maureen. “A Professional Learning Community Design: Using Close Reading Techniques to Improve the U.S. History Comprehension.” 2014. Web. 13 Dec 2019.

Vancouver:

Tinsley M. A Professional Learning Community Design: Using Close Reading Techniques to Improve the U.S. History Comprehension. [Internet] [Thesis]. University of Central Florida; 2014. [cited 2019 Dec 13]. Available from: https://stars.library.ucf.edu/etd/4522.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tinsley M. A Professional Learning Community Design: Using Close Reading Techniques to Improve the U.S. History Comprehension. [Thesis]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4522

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations