You searched for subject:(Dissertations Academic Education AND Human Performance).
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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)
▼ 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 school district in central Florida. Educational leaders at all levels are concerned with the choice of one in four students who make the decision to not complete high school coursework, leaving before earning a high school diploma. The researcher examined to what extent, if any, participation in the middle grades
academic intervention program affected
academic success in coursework and what difference, if any, there were between
academic coursework grade point averages and at-risk eligibility factors, for levels of student participation in the
academic intervention program. The at-risk eligibility factors for placement into this middle grades intervention program included prior year retention, prior year course failure(s), and prior year grade point average of 2.0 or below on a 4.0 scale. The school district of study provided each middle grades school with one teaching allocation to support the
academic intervention program. Data from six of the 12 middle schools that tracked students in the
academic intervention program for the 2013-2014 school year were retrieved from the school district central office. Interviews were conducted with all 12
academic intervention program supervising administrators to determine the delivery method provided for the program at each school. The study provides information on the effectiveness of the
academic intervention program, implications for practice, and recommendations for future research.
Advisors/Committee Members: Murray, Barbara A..
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 (6th 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 (16th 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 February 28, 2021.
https://stars.library.ucf.edu/etd/679.
MLA Handbook (7th 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. 28 Feb 2021.
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 2021 Feb 28].
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)
▼ 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 to ensure that the teachers have developed their own global perspectives. Multiple global
education frameworks have suggested that two keys to globalizing teacher
education curricula are the integration of global content courses and participation in co-curricular cross-cultural experiences. Therefore, this study sought to determine the extent to which global content courses and co-curricular cross-cultural experiences had been integrated into the teacher preparation of pre-service teachers in multiple certification areas at a large public university in Florida, as well as the effects of that integration on the global perspectives of pre-service teachers. The questionnaire used in this study was the Global Perspectives Inventory (GPI) which was designed by Braskamp, Merrill, Braskamp, and Engberg (2012). The GPI was designed to measure individuals' development of global perspectives along three interrelated domains: cognitive, intrapersonal, and interpersonal. This study examined the extent to which pre-service teachers in different certification areas reported participating in global content courses and co-curricular cross-cultural experiences and the effects on their global perspectives. Significant differences in the rate of participation were found in pre-service teachers in one of seven types of global content courses examined, but in none of the eleven types of co-curricular cross-cultural experiences examined. The results of this investigation also confirmed that higher rates of participation in both global content courses and co-curricular cross-cultural experiences have a significant positive relationship with pre-service teachers' global perspectives.
Advisors/Committee Members: Russell, William B..
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 (6th 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 (16th Edition):
Poole, Cynthia. “Global Perspectives of Pre-Service Teachers: A Comparative Study.” 2014. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/4550.
MLA Handbook (7th Edition):
Poole, Cynthia. “Global Perspectives of Pre-Service Teachers: A Comparative Study.” 2014. Web. 28 Feb 2021.
Vancouver:
Poole C. Global Perspectives of Pre-Service Teachers: A Comparative Study. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2021 Feb 28].
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)
▼ 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 world. The purpose of this study was to determine the political and social forces supporting, the rationale behind, and the growth and impact of
education reform policies in the K-12 public
education system of the United States from 2001-2011. Through mixed-methods data analysis a descriptive and analytical picture of
education reform was able to be concluded. The results of the analysis showed that with an increase in
education reforms from 2001-2011, legislators, predominantly Republican, created state level
education reforms which fell in line with both neoliberal economic (market based policies) and neoconservative political (smaller government and increased individualism) ideals. With a focus on accountability, achievement, and choice, reformers, proliferated in profiles of corporations, PACs and other organizations outside the realm of traditional public
education, school systems in the United States continued on similar paths of
education reform as other post-industrialized countries that have grown out of an economically globalized world.
Advisors/Committee Members: Murray, Barbara A..
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 (6th 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 (16th Edition):
Johnson, Craig. “Reformation and Renaissance: An Examination of America's Education Reform Movement.” 2014. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/4719.
MLA Handbook (7th Edition):
Johnson, Craig. “Reformation and Renaissance: An Examination of America's Education Reform Movement.” 2014. Web. 28 Feb 2021.
Vancouver:
Johnson C. Reformation and Renaissance: An Examination of America's Education Reform Movement. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2021 Feb 28].
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)
▼ 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 drink only on time to exhaustion, neuromuscular fatigue and physiological measures during prolonged endurance exercise. Twelve endurance-trained males (23.5±3.7 yrs; 175.5±5.4 cm; 70.7±7.6 kg) performed four trials, each consisting of 1 hr treadmill runs at 75% of VO2peak followed by a run to exhaustion at 90% of VO2peak. The trials differed in type of hydration. One trial consisted of no hydration (NHY), another required ingestion of only a sports drink (ET), and two trials required ingestion of a low dose (LD) (300 mg∙500 ml-1) and high dose (HD) of L-Alanyl-L-Glutamine (1 g∙500 ml-1) mixed in the sports drink. During the fluid ingestion trials 250 ml were consumed every 15 min. Plasma glutamine, glucose, electrolytes, and osmolality were measured prior to the run (PRE), and at 30, 45, and 60 min. VO2, RQ, and HR were measured every 15 min and surface electromyography (EMG) of the vastus lateralis and rectus femoris were measured every 10 min during the 1 hr run. Time to exhaustion was significantly longer during the LD and HD trials compared with NHY. Plasma glutamine concentrations were significantly elevated at 45 min in LD and HD trials, and remained elevated at 60 min during HD. Sodium concentrations increased with the beginning of exercise and remained stable for the duration of the 1 hr run. At 60 min plasma sodium was significantly lower in all trials compared with NHY. The results from this study indicated that ingestion of the alanine-glutamine dipeptide at either the low or high dose significantly improved time to exhaustion during high intensity exercise compared to a no hydration trial. These differences were not noted between ET and NHY.
Advisors/Committee Members: Hoffman, Jay.
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 (6th 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 (16th 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 February 28, 2021.
https://stars.library.ucf.edu/etd/3038.
MLA Handbook (7th 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. 28 Feb 2021.
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 2021 Feb 28].
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.
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 ·
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APA (6th 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 (16th Edition):
Gourwitz, Jillian. “iPads for Students with ASD: Comparing Delivery Modes for Visual Activity Schedules.” 2014. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/4554.
MLA Handbook (7th Edition):
Gourwitz, Jillian. “iPads for Students with ASD: Comparing Delivery Modes for Visual Activity Schedules.” 2014. Web. 28 Feb 2021.
Vancouver:
Gourwitz J. iPads for Students with ASD: Comparing Delivery Modes for Visual Activity Schedules. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2021 Feb 28].
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
6.
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 (6th 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 (16th Edition):
Joseph, Julie. “Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study.” 2015. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/1221.
MLA Handbook (7th Edition):
Joseph, Julie. “Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study.” 2015. Web. 28 Feb 2021.
Vancouver:
Joseph J. Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2021 Feb 28].
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
7.
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
Record Details
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APA ·
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APA (6th 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 (16th Edition):
Tejeda, Jeannette. “Examining Practices of Elementary School Principals: Selection of Co-teaching Teams.” 2015. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/1410.
MLA Handbook (7th Edition):
Tejeda, Jeannette. “Examining Practices of Elementary School Principals: Selection of Co-teaching Teams.” 2015. Web. 28 Feb 2021.
Vancouver:
Tejeda J. Examining Practices of Elementary School Principals: Selection of Co-teaching Teams. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2021 Feb 28].
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
8.
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 (6th 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 (16th Edition):
San, Michelle. “Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching.” 2015. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/1437.
MLA Handbook (7th Edition):
San, Michelle. “Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching.” 2015. Web. 28 Feb 2021.
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 2021 Feb 28].
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
9.
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 (6th 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 (16th Edition):
Blount, Ashley. “The Helping Professional Wellness Discrepancy Scale (HPWDS): Development and Validation.” 2015. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/1479.
MLA Handbook (7th Edition):
Blount, Ashley. “The Helping Professional Wellness Discrepancy Scale (HPWDS): Development and Validation.” 2015. Web. 28 Feb 2021.
Vancouver:
Blount A. The Helping Professional Wellness Discrepancy Scale (HPWDS): Development and Validation. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2021 Feb 28].
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
10.
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 (6th 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 (16th 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 February 28, 2021.
https://stars.library.ucf.edu/etd/715.
MLA Handbook (7th 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. 28 Feb 2021.
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 2021 Feb 28].
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
11.
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)
▼ 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 District Superintendents, with a secondary focus on salary and termination without cause. Employment contracts were obtained from each of the 26 school districts with appointed school superintendents, and then carefully analyzed for similarities and differences. The results of this study will provide Florida school districts with information to construct the best possible employment contracts to both attract top talent and protect the interests of the school district.
Advisors/Committee Members: Murray, Kenneth.
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 (6th 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 (16th 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 February 28, 2021.
https://stars.library.ucf.edu/etd/1406.
MLA Handbook (7th 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. 28 Feb 2021.
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 2021 Feb 28].
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
12.
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)
▼ 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 No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U. S. public school system continued to be questioned. This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional
education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000 reading program did not close the achievement gap any more than the non-Achieve 3000 reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
Advisors/Committee Members: Murray, Kenneth.
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 (6th 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 (16th Edition):
McNeely, Melanie. “The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade Students.” 2014. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/4722.
MLA Handbook (7th Edition):
McNeely, Melanie. “The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade Students.” 2014. Web. 28 Feb 2021.
Vancouver:
McNeely M. The Impact of Computer-Assisted Instruction on Ninth- and Tenth-Grade Students. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2021 Feb 28].
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
13.
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)
▼ 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, it was the potential for student learning that motivated teachers to utilize field trips. However, there is reasonable suspicion among scholars today that teachers are utilizing field trips less since the start of the new millennia; the common reasons being cited among others include a slumping economy, an increase in accountability due to high-stakes testing, and rising fuel costs. Unfortunately, there is no empirical evidence that can confirm or deny this suspicion. Therefore, the purpose of this survey research study is twofold. The first goal is to investigate what proportion of Florida K-12 public school teachers, within the field of social studies, science, mathematics, and language arts utilized a field trip during the 2012-13
academic school year; along with investigating the total number and frequency in which they used those field trips. The second goal is to identify if there were any significant differences in the number of field trips that those teachers utilized based on four independent variables (a) the grade level at which the teachers teach, (b) teachers' years of teaching experience, (c) the content focus of the field trips, and (d) whether teachers graduated from a teacher preparation program or not. The study utilized a non-experimental causal-comparative research design to conclude that there were some significant differences in the number of field trips teachers utilized as a result of two of the independent variables.
Advisors/Committee Members: Russell, William B..
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 (6th 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 (16th Edition):
Kenna, Joshua. “Teachers' Utilization of Field Trips: A Comparative Study.” 2014. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/4724.
MLA Handbook (7th Edition):
Kenna, Joshua. “Teachers' Utilization of Field Trips: A Comparative Study.” 2014. Web. 28 Feb 2021.
Vancouver:
Kenna J. Teachers' Utilization of Field Trips: A Comparative Study. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2021 Feb 28].
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
14.
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)
▼ 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 Wilder Collaboration Factors (WCF) as a theoretical lens. This research was conducted to analyze the level of collaboration, and differentiate among the perceptions of collaboration among university and community college faculty. The purpose of the study was to build upon the limited amount of research on postsecondary collaboration. Nonparametric statistical analyses were performed to provide answers to the research questions. Analysis of the data revealed that the participants demonstrated strength in 18 of the 20 WCF. The analysis also indicated that there was no statistically significant difference between the perceptions of collaboration among university and community college faculty. A principal components analysis led to the development of a modified conceptual framework joining the WCF and stages of collaboration that may be used to inform practice and policy. Recommendations include allocating faculty release time or incentives for collaboration, expanding articulation agreements to include K-12 alignment and policies on faculty collaboration, and using the Wilder Collaboration Factors Inventory (WCFI) as a tool to continue to assess the strengths, weaknesses, and differences in perception among university and community college faculty as they advance in collaborative stages.
Advisors/Committee Members: Cintron Delgado, Rosa.
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 (6th 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 (16th Edition):
Shorter, Nichole. “An Analysis of Faculty Collaboration on Student Transfer through Articulation Agreements.” 2015. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/1403.
MLA Handbook (7th Edition):
Shorter, Nichole. “An Analysis of Faculty Collaboration on Student Transfer through Articulation Agreements.” 2015. Web. 28 Feb 2021.
Vancouver:
Shorter N. An Analysis of Faculty Collaboration on Student Transfer through Articulation Agreements. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2021 Feb 28].
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
15.
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)
▼ 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 self-efficacy in the areas of evaluating student engagement, evaluating classroom management, and evaluating instructional strategies in pre and post surveys. The results of the surveys were analyzed with a paired samples t-test. This study found that the Marzano Teacher Observation system increases the self-efficacy of teacher observers. This study was delimited to participants of a Marzano Teacher Observation training conducted in the fall of 2014. The findings of this study will inform executive school leaders of the impact Marzano Teacher Observation training has on the self-efficacy of teacher observers.
Advisors/Committee Members: Murray, Kenneth.
Subjects/Keywords: Teacher observation; self efficacy; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic
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APA (6th 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 (16th 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 February 28, 2021.
https://stars.library.ucf.edu/etd/1200.
MLA Handbook (7th Edition):
Ashley, Samuel. “The Effects of the Marzano Observation System Training on the Self-Efficacy of Teacher Observers.” 2015. Web. 28 Feb 2021.
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 2021 Feb 28].
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
16.
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 (6th 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 (16th 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 February 28, 2021.
https://stars.library.ucf.edu/etd/1229.
MLA Handbook (7th Edition):
Maestre, Hector. “A Study on the Relationships Between Participation in Tutoring and Accountability Measures in One Urban High School.” 2015. Web. 28 Feb 2021.
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 2021 Feb 28].
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
17.
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 (6th 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 (16th 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 February 28, 2021.
https://stars.library.ucf.edu/etd/4725.
MLA Handbook (7th 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. 28 Feb 2021.
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 2021 Feb 28].
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
18.
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)
▼ 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 to meet Florida's state reading proficiency standards over the last twelve years. Students of Primrose Elementary have a poor foundation in language on which to build vital reading skills. Consequently, students cannot overcome this deficiency because teachers lack the content knowledge to meet the students' language and subsequent reading deficiencies, in spite of 12 years of reading professional development. This dissertation in practice will propose the use of targeted professional development to address below grade level reading
performance. The proposed professional development should be delivered through a cyclical model focused on six, sequentially presented key elements: (1) knowledge of language development; (2) knowledge of text complexity; (3) modeling; (4) close reading; (5) collaborative conversations; and (6) independent reading. Delivery is designed to support reading proficiency through language acquisition. Delivery steps will (a) introduce, (b) practice and plan, (c) use, (d) reflect on, and (e) review each element as a skill. A review of school
performance and literature correlated impacts of low student socioeconomic status and teacher quality on student reading outcomes.
Advisors/Committee Members: Hopp, Carolyn.
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 (6th 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 (16th Edition):
Copelin, Anthony. “Meeting the Needs of Students Through a Targeted Professional Development.” 2014. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/4765.
MLA Handbook (7th Edition):
Copelin, Anthony. “Meeting the Needs of Students Through a Targeted Professional Development.” 2014. Web. 28 Feb 2021.
Vancouver:
Copelin A. Meeting the Needs of Students Through a Targeted Professional Development. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2021 Feb 28].
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
19.
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)
▼ 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 their high school learning experiences, their transition to higher
education, and their continued
academic and social support in higher
education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth interviews. The data were reviewed in order to achieve a holistic picture of what the students* perceptions illustrate and to understand thematic commonalities from their lived experiences. The researcher hoped to shape possible effective instructional strategies and supports for students with learning disabilities in secondary and post-secondary educational experiences.
Advisors/Committee Members: Martin, Suzanne.
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 (6th 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 (16th Edition):
Ehrli, Hannah. “Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences.” 2015. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/667.
MLA Handbook (7th Edition):
Ehrli, Hannah. “Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences.” 2015. Web. 28 Feb 2021.
Vancouver:
Ehrli H. Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2021 Feb 28].
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
20.
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)
▼ 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 of the caregivers increased with helping their children with school work due to the caregiver-student classes. The study also examined whether providing access to a resource not normally provided within this particular community led to increased self-efficacy within caregivers. The research questions that guided the study were as follows: How do collaborative caregiver-student classes that focus on collaborative strategies impact the self-efficacy of the caregivers in helping their children with school work? How does increasing access to educational services impact the self-efficacy of the caregivers who participate in collaborative caregiver-student classes? The researcher collected data through classroom observations, reflections from participants, and an initial focus group and closing individual interview. Classes were taught by a co-teacher selected by the researcher with the input of the principal. Four total sessions were held, three of which included the teaching of collaborative learning strategies, and the last of which was an individual interview. Overall, data indicated increased self-efficacy within caregivers. The caregiver roles within the neighborhood proved not to always be between an adult and child, but rather cousins and siblings who may have been close in age. Families within the neighborhood exchanged care in different ways according to their culture, work demands, and family dynamic. This program led to strengthened relationships between home and school, as well as enhanced self-efficacy and stronger relationships between caregivers and students.
Advisors/Committee Members: Hopp, Carolyn.
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 (6th 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 (16th 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 February 28, 2021.
https://stars.library.ucf.edu/etd/4523.
MLA Handbook (7th Edition):
Edmundson, Heather. “A Single Case Analysis of the Impact of Caregiver-Student Collaborative Learning on an Urban Community.” 2014. Web. 28 Feb 2021.
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 2021 Feb 28].
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
21.
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)
▼ 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 design models during a typical instructional design project. The purpose of this study was to compare the
performance of instructional design activities by practicing instructional designers with the
performance of an experienced instructional designer to determine if instructional design models are being used to guide the practice of instructional design. In this study, quantitative data was collected from a sample of 224 instructional designers to determine the activities routinely performed and excluded from typical projects. Qualitative data was collected from a single case study of an instructional design project to assess whether or not the
performance or exclusion of the same instructional design activities were identified in the work of an experienced instructional designer. Analysis of the data revealed the activities that are not routinely performed by instructional designers, reasons for the exclusion of activities, and possible factors for the decisions to exclude activities. The findings of this study indicate instructional designers may be sacrificing the quality and effectiveness of instruction in an attempt to increase the pace and reduce the cost of the instructional design process. The study concluded that instructional designers are not following the prescriptions of instructional design models during the practice of instructional design by routinely eliminating the fundamental activities involving the development of learner assessments, the
performance of formative evaluations during the instructional design process, and summative evaluations after the implementation of the instruction.
Advisors/Committee Members: Gunter, Glenda.
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 (6th 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 (16th 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 February 28, 2021.
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 (7th Edition):
Twilley, Jennifer. “An Examination of the Practice of Instructional Design and the Use of Instructional Design Models.” 2014. Web. 28 Feb 2021.
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 2021 Feb 28].
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
22.
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)
▼ 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 who are gifted may not reach their full
academic potential and may lose motivation for learning. A primary reason for students who are gifted to underachieve in academics is equated to school factors including lack of instructional resources, social/emotional support, and teachers who are unprepared to teach students who are gifted. The purpose of this phenomenological research study is to explore the perceptions and lived experiences of participating elementary school principals in an urban school district. The research questions explore elementary school principals' perceptions of the implementation of practices, programs and instructional methods that support their programs for students who are gifted and the teachers of students who are gifted.
Advisors/Committee Members: Martin, Suzanne.
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 (6th 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 (16th Edition):
Cumming, Ingrid. “Principals' Perceptions on Educating Elementary Students who are Gifted.” 2015. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/1362.
MLA Handbook (7th Edition):
Cumming, Ingrid. “Principals' Perceptions on Educating Elementary Students who are Gifted.” 2015. Web. 28 Feb 2021.
Vancouver:
Cumming I. Principals' Perceptions on Educating Elementary Students who are Gifted. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2021 Feb 28].
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
23.
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)
▼ 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 is among the critical challenges that administrators face today. The purpose of this study was to examine the lived experiences of elementary school principals where students with Specific Learning Disabilities (SLD) demonstrate reading proficiency. Phenomenological research was conducted to identify the themes associated with effective school leadership, related to this specific population, students with SLD. Informal, non evaluative observations were conducted in conjunction with analysis of leadership summaries that were submitted by teachers who were nominated by the participants, to determine theme congruence. These results indicated that the lived experiences of elementary school principals are a complex blend of characteristics and practices. Seven specific themes were identified in the qualitative interviews: 1) Embedded personal and/or professional experiences; 2) Adaptability; 3) Relationship orientation and commitment to collaboration; 4) Focused responsibility and accountability; 5) Hiring and supporting teachers while maintaining a culture of high expectations; 6) Resource allocation; 7) Reflection that informs decision making. This research provided preliminary evidence to demonstrate the lived experiences of elementary school principals, with a particular focus on students with SLD, and can be used to inform and adapt current practices to address anticipated challenges in the future.
Advisors/Committee Members: Martin, Suzanne.
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 (6th 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 (16th Edition):
Theis, Elizabeth. “Phenomenological Study of Urban Elementary Principals: Reading-Proficient Students with Learning Disabilities.” 2015. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/1411.
MLA Handbook (7th Edition):
Theis, Elizabeth. “Phenomenological Study of Urban Elementary Principals: Reading-Proficient Students with Learning Disabilities.” 2015. Web. 28 Feb 2021.
Vancouver:
Theis E. Phenomenological Study of Urban Elementary Principals: Reading-Proficient Students with Learning Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2021 Feb 28].
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
24.
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)
▼ 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 Middle School (SMS). The problem of practice was that African American students at Suburban Middle School have performed significantly lower than their White peers over the course of the 2009-2013 school years in reading
performance. The reading deficiencies of African American students needed to be directly addressed in a new School Improvement Plan (SIP). The literature review of this study found that there are many different components that influence the reading
performance of African American students. For this Dissertation in Practice, a new School Improvement Plan focused primarily on 6 different areas will be the end result. The components that will be examined are: 1) school climate, 2) utilization of data, 3) parental involvement, 4) professional development, 5) instructional strategies, and 6) collaboration. While these are the 6 key elements of successful models, there were also additional sub groupings within each element that also had an influence on student achievement levels. In addition to examining previous School Improvement Plans at SMS, the end result and final deliverable was a School Improvement Plan designed to close the existing achievement gap in reading between African American students and their peers at SMS. Suggested use for the new model of the School Improvement Plan was to focus specifically on the 6 key elements to address the reading
performance of African American students.
Advisors/Committee Members: Hopp, Carolyn.
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 ·
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APA (6th 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 (16th 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 February 28, 2021.
https://stars.library.ucf.edu/etd/4528.
MLA Handbook (7th 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. 28 Feb 2021.
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 2021 Feb 28].
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
25.
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 (6th 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 (16th Edition):
Anderson, Marguerite. “Student Engagement and Ethical Care in a Title I Middle School Program.” 2014. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/4766.
MLA Handbook (7th Edition):
Anderson, Marguerite. “Student Engagement and Ethical Care in a Title I Middle School Program.” 2014. Web. 28 Feb 2021.
Vancouver:
Anderson M. Student Engagement and Ethical Care in a Title I Middle School Program. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2021 Feb 28].
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
26.
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)
▼ 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 Ukraine. Using a quasi-experimental pretest-posttest with control group design, this study evaluated the effectiveness of this intervention in regards to impact on attitudes and refusal self-efficacy. The study hypothesized that exposure to the FBT intervention would significantly increase adolescents' perceived harm of substance use and perceived ability to refuse drug offers. Students from three schools in Drohobych (N = 173) participated in the study between September and December 2013, with seven classes (n = 124) enrolled in the FBT course and three classes (n = 49) in the control group. Both groups were tested in September and December. ANOVA results suggested that between September and December, students in the FBT program statistically significantly increased their perceived harm of occasional substance use and perceived ability to refuse drug offers. There was no significant change in students' perceived harm of frequent use. Moreover, the extent to which FBT supplementary materials were incorporated also related positively with program outcomes. Qualitative data from follow-up written interviews supported these findings. Regression analyses showed that older students were less likely to perceive substance use as harmful. There were no significant relationships between program outcomes and gender, positive family influence, or negative peer influence. Relevance to the existing literature and recommendations for future research are discussed.
Advisors/Committee Members: Hoffman, Bobby.
Subjects/Keywords: Prevention; substance abuse; intervention; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic
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APA (6th 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 (16th Edition):
Gewin, Anne. “Evaluating the effectiveness of culturally relevant substance abuse prevention in Ukraine.” 2014. Masters Thesis, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/4490.
MLA Handbook (7th Edition):
Gewin, Anne. “Evaluating the effectiveness of culturally relevant substance abuse prevention in Ukraine.” 2014. Web. 28 Feb 2021.
Vancouver:
Gewin A. Evaluating the effectiveness of culturally relevant substance abuse prevention in Ukraine. [Internet] [Masters thesis]. University of Central Florida; 2014. [cited 2021 Feb 28].
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
27.
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 (6th 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 (16th Edition):
Kerness, Shloe. “Defining and Building Excellence: A Model for Professional Development at Arete Charter School.” 2014. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/4530.
MLA Handbook (7th Edition):
Kerness, Shloe. “Defining and Building Excellence: A Model for Professional Development at Arete Charter School.” 2014. Web. 28 Feb 2021.
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 2021 Feb 28].
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
28.
Gardner, Cynthia.
An Exploration of Communication Perceptions Between Elementary School Staff and the Parents of the Children They Serve.
Degree: 2014, University of Central Florida
URL: https://stars.library.ucf.edu/etd/4658
► The purpose of this quantitative research study was to explore the perceived school communication between elementary school staff and the parents of the children they…
(more)
▼ The purpose of this quantitative research study was to explore the perceived school communication between elementary school staff and the parents of the children they serve. Staff members and parents, from a central Florida public school district, in both Title I and Non-Title I schools completed an online survey regarding (1) timely school communication, (2) school's website being informative and easy to use, and (3) staff members knowing what is going on in schools. Researchers have long explored the importance of family involvement in children's
academic success, communication between home and school is an important link in the process. The exploration of possible relationships were addressed using the chi-square test of association. It was anticipated that there would be a difference between the responses of staff and parents of children from Title I and those from Non-Title I schools.
Advisors/Committee Members: Hahs-Vaughn, Debbie.
Subjects/Keywords: Communication; elementary school; staff; parents; Education; Educational Leadership; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic
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APA (6th Edition):
Gardner, C. (2014). An Exploration of Communication Perceptions Between Elementary School Staff and the Parents of the Children They Serve. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4658
Chicago Manual of Style (16th Edition):
Gardner, Cynthia. “An Exploration of Communication Perceptions Between Elementary School Staff and the Parents of the Children They Serve.” 2014. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/4658.
MLA Handbook (7th Edition):
Gardner, Cynthia. “An Exploration of Communication Perceptions Between Elementary School Staff and the Parents of the Children They Serve.” 2014. Web. 28 Feb 2021.
Vancouver:
Gardner C. An Exploration of Communication Perceptions Between Elementary School Staff and the Parents of the Children They Serve. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2021 Feb 28].
Available from: https://stars.library.ucf.edu/etd/4658.
Council of Science Editors:
Gardner C. An Exploration of Communication Perceptions Between Elementary School Staff and the Parents of the Children They Serve. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4658
University of Central Florida
29.
LoPresti, Kathleen.
From Frances Elliott Clark to Today's Higher Education Music Educators: An Exploration of the Perceptions and Usage of Digital Audio via Electronic Reserves and Digital Databases.
Degree: 2014, University of Central Florida
URL: https://stars.library.ucf.edu/etd/4670
► Currently, there is a lack of research on the use of digital audio from the perspective of music educators in higher education. Researchers [for example:…
(more)
▼ Currently, there is a lack of research on the use of digital audio from the perspective of music educators in higher
education. Researchers [for example: James Mason and Jared Wiercinski (2009), Jean E. Ferguson (2004), Richard Griscom (2003), Scott R. Phinney (2005) and Kathryn Sullivan, John J. Stafford, and Cindy Badilla-Melendez (2004)] have, however, studied streaming audio in relation to university students and libraries. Knowing the perceptions of instructors is important, because according to Oblinger & Oblinger (2005), they may not have the same perceptions as the students. Additionally, Moseley (2010) recommended further qualitative studies concerning the perceptions of faculty regarding technology utilization to allow more in-depth information to be discovered on the topic. The purpose of this qualitative multiple case study was to analyze music educators' perceptions and usage of the use of digital audio (e-reserves and streamed databases) in higher
education. This research explained how and why these educators utilize (or do not utilize) streaming audio via e-reserves and databases. The research questions used for this study were: (a) How is streaming audio - in the form of e-reserves and subscription-based databases (Naxos and Classical Music Library - being utilized by college/university level educators at the two studied institutions?; (b) What are the perceptions of the participating music department faculty members on the
subject of streaming audio?; and (c) What factors, regarding the use of streaming audio, are considered by the participating instructors to be important? Results of this research revealed participant instructors did utilize digital audio recordings, but not all of the instructors utilized streaming audio. The results of this study also revealed possible reasons for the lack of use of available streaming audio resources.
Advisors/Committee Members: Gunter, Glenda.
Subjects/Keywords: Music educators; perceptions; digital audio; streaming; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic
Record Details
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APA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
LoPresti, K. (2014). From Frances Elliott Clark to Today's Higher Education Music Educators: An Exploration of the Perceptions and Usage of Digital Audio via Electronic Reserves and Digital Databases. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4670
Chicago Manual of Style (16th Edition):
LoPresti, Kathleen. “From Frances Elliott Clark to Today's Higher Education Music Educators: An Exploration of the Perceptions and Usage of Digital Audio via Electronic Reserves and Digital Databases.” 2014. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/4670.
MLA Handbook (7th Edition):
LoPresti, Kathleen. “From Frances Elliott Clark to Today's Higher Education Music Educators: An Exploration of the Perceptions and Usage of Digital Audio via Electronic Reserves and Digital Databases.” 2014. Web. 28 Feb 2021.
Vancouver:
LoPresti K. From Frances Elliott Clark to Today's Higher Education Music Educators: An Exploration of the Perceptions and Usage of Digital Audio via Electronic Reserves and Digital Databases. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2021 Feb 28].
Available from: https://stars.library.ucf.edu/etd/4670.
Council of Science Editors:
LoPresti K. From Frances Elliott Clark to Today's Higher Education Music Educators: An Exploration of the Perceptions and Usage of Digital Audio via Electronic Reserves and Digital Databases. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4670
University of Central Florida
30.
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)
▼ 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 challenges. One of the known deficits for this population is their challenges related to social skills. One way to provide social skills instruction is through game-based strategies. When thinking about play it is not uncommon to automatically envision young children, but the inclusion of game-based play during social skills instruction can be appropriate for all age groups. As children age interventions tend to move away from the inclusion of play. In order to teach social skills the individuals must first be willing to come together as a group and interact with each other. One way to bring resistant individuals together is through play. During the pilot study of social skills training, for middle school aged students with high functioning autism, it was discovered that the inclusion of playing board games became a positive and productive way to bring resistant individuals together for the purpose of social skills training. With the inclusion of game playing as part of the social skills pilot study the results were positive interactions between individuals who initially avoided any interactions, other than negative ones, with each other. The model will be implemented with individuals who have autism and may also have other disabilities who are functioning at a much lower cognitive level. The goals of the pilot program are to increase social interactions and to improve social skills through the inclusion of play during social skills instruction. Social skills instruction requires individuals to be engaged; the inclusion of play is a natural non-threatening way to promote cooperative social interactions as a precursor to social skills instruction.
Advisors/Committee Members: Hopp, Carolyn.
Subjects/Keywords: Social skills; autism; Education; Dissertations, Academic – Education and Human Performance; Education and Human Performance – Dissertations, Academic
Record Details
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Record Details
Similar Records
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« Share
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Fenaughty, Joan. “Game-based Strategies Implementation During Social Skills Training for Non-Elementary Aged Individuals.” 2014. Doctoral Dissertation, University of Central Florida. Accessed February 28, 2021.
https://stars.library.ucf.edu/etd/4532.
MLA Handbook (7th Edition):
Fenaughty, Joan. “Game-based Strategies Implementation During Social Skills Training for Non-Elementary Aged Individuals.” 2014. Web. 28 Feb 2021.
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 2021 Feb 28].
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
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Open Access Theses and Dissertations