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- Title
- Socialization of Engineering Doctoral Students in the U.S: A Phenomenological Study.
- Creator
-
Gholizadeh, Sona, Boote, David, Jeanpierre, Bobby, Parham, Jennifer, Owens, J. Thomas, Jasinski, Jana, University of Central Florida
- Abstract / Description
-
The purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced...
Show moreThe purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced difficulty adjusting to the workplace norms of the PhD program, which some did not start with clear expectations. Some participants lacked work experience before starting, but were thankful for support from more experienced doctoral students. Most participants were also frustrated by unreasonable time demands and heavy workload around deadlines. Participants were hesitant to share concerns with their advisors, fearing repercussions. Through trial and error and assistance from labmates, participants learned to work independently and become problem solvers. Participants from one rapidly changing and competitive field of engineering experienced additional stressed as they tried to keep pace with scholarly advances and publish more research. Participants' experiences corroborate some prior research about doctoral student socialization, but suggest that engineering their socialization was guided by a constellation of role models and not primarily by their advisors. Also contrary to prior research, even though most participants were international students, they did not experience significant difficulties with cultural adjustment to the US. Their cultural adjustment was aided by large number of other doctoral students from their region of the world and the fact that they had little time to venture out of their labs. Suggestions for future research are discussed.
Show less - Date Issued
- 2016
- Identifier
- CFE0006941, ucf:51637
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006941
- Title
- An Investigation of Information Literacy of International Graduate Students: Skills, Challenges, and Needs.
- Creator
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Ayoub, Yousef, Cox, Dr. Thomas, Vitale, Thomas, Boote, David, Beile, Penny, University of Central Florida
- Abstract / Description
-
Information literacy at higher education institutions is an important issue at the local and national levels. In 2000, the Association of College and Research Libraries (ACRL) created a set of information literacy standards and asked academic institutions to incorporate them into their college curricula (ACRL, 2000). The ACRL states that, to be considered information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively...
Show moreInformation literacy at higher education institutions is an important issue at the local and national levels. In 2000, the Association of College and Research Libraries (ACRL) created a set of information literacy standards and asked academic institutions to incorporate them into their college curricula (ACRL, 2000). The ACRL states that, to be considered information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively the needed information (ACRL, 2000). Academic institutions follow these standards to teach their students information literacy skills and assist them to become lifelong learners. Library literature indicates that international students face some linguistic, cultural, and technological challenges in using the library and learning information literacy skills. The purpose of this study was to examine the information literacy of international graduate students. It assessed their current skills and investigated their challenges and needs. Understanding the challenges international students face and exploring the factors associated with these challenges can be helpful to understand the academic needs of this group of students. The study was conducted on international graduate students at the College of Engineering and Computer Science (CECS) at University of Central Florida (UCF). The study used a mixed methods design. Quantitative data were collected through an online survey that was sent to all U.S. and international graduate students at CECS. Qualitative data were collected through interviews with a selected number of international graduate students at CECS. The findings of the study indicated clearly that international graduate students have a relatively low level of information literacy skills. The study also showed that U.S. graduate students have a better information literacy level than the information literacy level of international graduate students. The study presented some implications and provided recommendations for future planning and programming of outreach programs and library services for international students on campus.
Show less - Date Issued
- 2016
- Identifier
- CFE0006257, ucf:51039
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006257
- Title
- Navigating new relationships during recovery from intimate partner violence: A phenomenological investigation of female survivors(&)#191; experiences.
- Creator
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Flasch, Paulina, Robinson, Edward, Munyon, Matthew, Jones, Dayle, Boote, David, Murray, Christine, University of Central Florida
- Abstract / Description
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Much of the extant literature on intimate partner violence (IPV) centers on immediate needs and crisis interventions for victims and survivors, and limited emphasis is placed on the long-term recovery process. Researchers have identified post-IPV romantic relationships as a topic in need of further investigation, but to date, little to no research has focused on romantic relationships post-IPV. The present investigation provides a thorough literature review on the topic of recovery from IPV,...
Show moreMuch of the extant literature on intimate partner violence (IPV) centers on immediate needs and crisis interventions for victims and survivors, and limited emphasis is placed on the long-term recovery process. Researchers have identified post-IPV romantic relationships as a topic in need of further investigation, but to date, little to no research has focused on romantic relationships post-IPV. The present investigation provides a thorough literature review on the topic of recovery from IPV, introduces a phenomenological investigation of survivors' experiences of considering or navigating new relationships during recovery from intimate partner violence, and discusses findings and implications for counselors and counselor educators. Research questions and sub-questions included, (1) What are the lived experiences of female survivors of IPV who are considering or navigating new intimate relationships, and (1a) What are the helping and hindering experiences of considering or navigating new intimate relationships?A phenomenological research methodology was utilized to answer the research questions. Interviews with 10 participants were the primary data collection source. Data analysis procedures followed recommendations by Moustakas (1994) and Colaizzi (1978). Research findings suggest that survivors engage in internal and psychological experiences as well as social and interpersonal experiences as they consider or navigate new relationships post-IPV. Internal and psychological experiences consisted of the following themes: (a) Reclaiming self through dating experiences, (b) Learning to trust self, (c) Difficulty trusting new partners, and (d) Facing other fears of dating. Interpersonal and social experiences consisted of (a) Exploring dating with new partners, (b) Sexual exploration as part of navigating new partners (c) Negotiating boundaries and use of control with new partners, (d) Communication and support of new partner, (e) Modeling of healthy relationships by others, and (f) Caring for and protecting children.
Show less - Date Issued
- 2016
- Identifier
- CFE0006102, ucf:51203
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006102
- Title
- Examining Emotional Responses to Effective Versus Ineffective Virtual Buddies.
- Creator
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Ingraham, Kathleen, Gunter, Glenda, Boote, David, Taylor, Rosemarye, Hughes, Charles, Proctor, Michael, University of Central Florida
- Abstract / Description
-
The purpose of this research study was to explore the impact of virtual character design on user emotional experience and user behavior in a simulated environment. With simulation training increasing in popularity as a tool for teaching social skills, it is essential that social interactions in virtual environments provide authentic opportunities for practice (Swartout et al., 2006). This study used Interactive Performance Theory (Wirth, 2012) to examine the effect of designing a virtual...
Show moreThe purpose of this research study was to explore the impact of virtual character design on user emotional experience and user behavior in a simulated environment. With simulation training increasing in popularity as a tool for teaching social skills, it is essential that social interactions in virtual environments provide authentic opportunities for practice (Swartout et al., 2006). This study used Interactive Performance Theory (Wirth, 2012) to examine the effect of designing a virtual buddy character with ineffective traits instead of effective or expert traits. The sample population for this study (n = 145) consisted of first year university students enrolled in courses in the fall of 2013 at the University of Central Florida. Data on participant emotional experience and behavior were collected through questionnaires, researcher observations, and physiological signal recording that included participant heart rate and galvanic skin response. Data were analyzed using multivariate analysis of variances (MANOVA), Kruskal-Wallis one-way analysis of variance, and qualitative thematic coding of participant verbal behavior and written responses. Results of the analysis revealed that participants who interacted with an ineffective virtual buddy character had statistically significant higher averages of verbal statements to the antagonist in the simulated environment and statistically significant lower perceptions of antagonist amiability than participants who interacted with an effective virtual buddy. Additionally, participants who interacted with a virtual buddy of the opposite gender gave statistically significant higher ecological validity scores to the simulated environment than participants who interacted with a virtual buddy of the same gender. Qualitative analysis also revealed that participants tended to describe the female buddy character with more ineffective traits than the male buddy character even though effective and ineffective design conditions were equally divided for both groups. Further research should be conducted on the effect of virtual buddy character design in different types of simulation environments and with different target audiences.
Show less - Date Issued
- 2014
- Identifier
- CFE0005633, ucf:50220
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005633
- Title
- An Examination of Administrators' Knowledge of the Standards for Mathematical Practice - A Think Aloud.
- Creator
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Glenn-White, Vernita, Dixon, Juli, Ortiz, Enrique, Haciomeroglu, Erhan, Boote, David, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
Administrators who observe mathematics teachers need to have knowledge and an understanding of mathematics teaching and learning to effectively evaluate teachers and how their instructional practices relate to student thinking. This research study was conducted to illustrate the importance of understanding the thought process of administrators as they make decisions about teacher effectiveness based on what they notice during observations of mathematics classrooms.The purpose of this study...
Show moreAdministrators who observe mathematics teachers need to have knowledge and an understanding of mathematics teaching and learning to effectively evaluate teachers and how their instructional practices relate to student thinking. This research study was conducted to illustrate the importance of understanding the thought process of administrators as they make decisions about teacher effectiveness based on what they notice during observations of mathematics classrooms.The purpose of this study was to examine what administrators attend to in the instructional environment and how what they notice influences their ability to identify the Common Core State Standards, Standards for Mathematical Practice. A purposive sample of six administrators engaged in cognitive interviews, known as think alouds, while observing two mathematics classroom videos. This study was designed to explore how administrators' instructional leadership knowledge or skills influence what they notice during mathematics instruction.There was evidence that administrators did notice aspects of the instructional environment pertaining to teachers, students, and, content. However, in this study it was found that administrators with an understanding of mathematics teaching and learning attended more to student's mathematical thinking during instruction. It was also found that there was an increase of the administrators' mathematical language and attention to student interactions with mathematics content when the administrators were presented with a tool describing the elements of a classroom engaged in the Standards for Mathematical Practice.
Show less - Date Issued
- 2015
- Identifier
- CFE0005797, ucf:50034
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005797
- Title
- Linking a Business Capstone Course to Employer Needs in Central Florida.
- Creator
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De George, Lauren, Hopp, Carolyn, Vitale, Thomas, Hutchinson, Cynthia, Boote, David, Porter, Robert, University of Central Florida
- Abstract / Description
-
Capstone courses are well embedded into the curriculum of undergraduate programs in Colleges of Business and are often used to assess program outcomes and curricular goals. Assessment of best practices of Capstone programs and skills within Capstone courses are examined as assurance of learning requirements under AACSB mandates. The conceptual framework of problem-based learning serves as the foundation for national Capstone course models with student-centered pedagogies that enhance learning...
Show moreCapstone courses are well embedded into the curriculum of undergraduate programs in Colleges of Business and are often used to assess program outcomes and curricular goals. Assessment of best practices of Capstone programs and skills within Capstone courses are examined as assurance of learning requirements under AACSB mandates. The conceptual framework of problem-based learning serves as the foundation for national Capstone course models with student-centered pedagogies that enhance learning about a subject through the experience of problem solving by using thinking strategies and domain knowledge. Rubrics assess student mastery of content, professionalism, organization, language structure and presentation skills.The main purpose of this study was to determine to what extent students provided evidence of skills and competencies, as demonstrated through Capstone projects and presentations at a large metropolitan university in Central Florida, which were required to meet the needs of potential employers. Using focus group research, this study examined and interpreted Capstone student papers and presentations to determine to what extent the skill sets evidenced were sufficient for hiring entry-level positions in community business partners' respective organizations. This study served to contribute to an understanding of the factors that should be embedded in course design, linking assignments to course objectives, and overall curricular goals in order to fulfill assurance of learning requirements as established by AACSB mandates.
Show less - Date Issued
- 2014
- Identifier
- CFE0005478, ucf:50330
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005478
- Title
- An investigation of the use of disciplinary texts and achievement on End-of-Course examinations in high school U.S. History courses.
- Creator
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Downs, Jocelyn, Williams-Fjeldhe, Karri, Kelley, Michelle, Boote, David, Murray, Barbara, University of Central Florida
- Abstract / Description
-
ABSTRACTThis study was conducted to examine whether a disparity exists between teacher expectations of honors and non-honors U. S. History students and if students who read more for U. S. History perform better on the U. S. History End-of-Course (EOC) examination. To generate answers to the research questions, both teachers and students in U. S. History courses were surveyed as to how much time was spent reading for U. S. History content both during class and for homework. The student surveys...
Show moreABSTRACTThis study was conducted to examine whether a disparity exists between teacher expectations of honors and non-honors U. S. History students and if students who read more for U. S. History perform better on the U. S. History End-of-Course (EOC) examination. To generate answers to the research questions, both teachers and students in U. S. History courses were surveyed as to how much time was spent reading for U. S. History content both during class and for homework. The student surveys were matched to the U. S. History EOC Developmental Scale Scores to determine if students who responded as reading more for the course had higher achievement on the EOC examination. Five teacher surveys were completed, and 144 student surveys were analyzed, and comparisons were made using U. S. History EOC Developmental Scale Scores. Teachers surveyed did not appear to vary their expectations of student whether the students were in an honors or non-honors course. Approximately 71% of non-honors and 73% of honors students in this study were reading U. S. History homework content on a regular basis. Though not statistically significant, results did indicate a positive trend between students who read more for U. S. History content and achievement on the EOC examination. This study revealed the implementation of a standardized EOC examination may account for equally rigorous teacher expectations of both honors and non-honors students. All students have the same final evaluation and expectation of passing the EOC; therefore, all students are expected to learn the content.
Show less - Date Issued
- 2014
- Identifier
- CFE0005459, ucf:50389
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005459
- Title
- The Effect of Question-Answer Relationships on Ninth-Grade Students' Ability to Accurately Answer Comprehension Questions.
- Creator
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Stafford, Tammy, Zygouris-Coe, Vassiliki, Xu, Lihua, Boote, David, Wilson, Nance, University of Central Florida
- Abstract / Description
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This experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction...
Show moreThis experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction followed by three weeks of maintenance activities. Results indicated that the strategy had a negative effect on students' question-answering ability and raised questions regarding comprehension instruction, length of interventions, and the role of scaffolded support for a target population of adolescent readers. Discussion of the results revolves around interventions, QAR instruction, reading ability, and motivation of the participants.
Show less - Date Issued
- 2012
- Identifier
- CFE0004605, ucf:49921
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004605
- Title
- The effects of the Vocabulary Think Chart strategy on seventh-grade students' scientific vocabulary knowledge: A mixed-method study.
- Creator
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Ferreira, Paloma, Zygouris-Coe, Vassiliki, Xu, Lihua, Boote, David, Wilson, Nancy, University of Central Florida
- Abstract / Description
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This mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students' understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers' wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the...
Show moreThis mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students' understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers' wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the Vocabulary Think Chart, followed by five weeks of using the strategy independently. Results of the study did not show a significant change on students' scientific vocabulary understanding and raised questions about vocabulary instruction in science classes. Discussion of the results revolves around the Treatment Teacher's influence in the study, time of intervention, and number of participants.
Show less - Date Issued
- 2013
- Identifier
- CFE0004839, ucf:49701
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004839
- Title
- Staffing Practices of Elementary School Principals for Teachers in Primary Grades and Implications for the PreK-3rd Continuum.
- Creator
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Albers-Biddle, Laura, Boote, David, Culp, Anne, Levin, Judith, Hayes, Grant, University of Central Florida
- Abstract / Description
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Principals are considered the educational leaders of their schools and face pressure to improve the quality of education across all levels and disciplines. Principals were interviewed to understand their beliefs, knowledge, and dispositions on staffing teachers in the primary grades. A purposive sample of elementary school principals was drawn from one mid-size suburban district in Florida. Data were analyzed using Bolman and Deal's four-frame organizational theory framework, Cohen's...
Show morePrincipals are considered the educational leaders of their schools and face pressure to improve the quality of education across all levels and disciplines. Principals were interviewed to understand their beliefs, knowledge, and dispositions on staffing teachers in the primary grades. A purposive sample of elementary school principals was drawn from one mid-size suburban district in Florida. Data were analyzed using Bolman and Deal's four-frame organizational theory framework, Cohen's cognitive frame, and Boote's theory of professional discretion.The data strongly suggest that principals do not understand the foundations of early childhood practice. In addition, they do not understand the differences between Early Childhood Education (ECE) and Elementary Education (EE). The principals tend to hire teachers with EE certification as opposed to ECE training. This is partially due to their lack of understanding of ECE and to the perceived advantage of being able to place teachers in a wide range of grade levels. Although all principals stated that primary teaching requires specialized knowledge, most principals consider flexibility to move teachers into the upper grades more important.Three main implications for practice are suggested based on recommendations for advocacy and public education for young children within PreK(-)3rd continuum initiatives. (1) Professional development in ECE should be implemented at the district level for principals to learn and understand the differences in preparation between ECE and EE teacher preparation and to demonstrate the importance of the early years of child development and education. (2) Curriculum enrichment in ECE needs to be added to higher education, graduate teacher leadership programs to demonstrate the importance of the early years of child development and education. (3) The policy for hiring should be centralized at the district level and require teachers with training in ECE for the primary grades. The limitations of the study and recommendations for future research are also discussed.
Show less - Date Issued
- 2014
- Identifier
- CFE0005294, ucf:50547
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005294
- Title
- A needs analysis for K-12 school improvement projects and their use as the dissertation in practice for the professional practice education doctorate program at the University of Central Florida.
- Creator
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Biddle, Jeffrey, Boote, David, Taylor, Rosemarye, Vitale, Thomas, Hayes, Grant, Flanigan, Jacquelyn, University of Central Florida
- Abstract / Description
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This study conducted at the University of Central Florida was completed to inform the Ed. D. in Education program within the College of Education and Human Performance. The main purpose of the study was to determine the Dissertation in Practice (DiP) project types that should be allowed for use as the capstone requirement based on a needs analysis of K-12 schools and school districts. The secondary purpose was to inform the instructional design of the program to ensure the necessary skills...
Show moreThis study conducted at the University of Central Florida was completed to inform the Ed. D. in Education program within the College of Education and Human Performance. The main purpose of the study was to determine the Dissertation in Practice (DiP) project types that should be allowed for use as the capstone requirement based on a needs analysis of K-12 schools and school districts. The secondary purpose was to inform the instructional design of the program to ensure the necessary skills and knowledge required are included in the program.The study was conducted in the University of Central Florida's Ed. D. in Education program and employed a qualitative approach to a needs analysis. Interviews were conducted with two distinctly different participant groups. The first group was comprised of administrators and teacher-leaders identified by a superintendent of a rural school district in Central Florida as (")highly effective("). The second group of participants was comprised of current Ed. D. students working in K-12 education with more than 10 years' experience.This research identified specific project types that best support school improvement and should therefore be integrated into the Ed. D. in Education program as allowable project types for use as the Dissertation in Practice. The results also identified qualities of highly effective administrators and teacher-leaders that may be considered by program faculty for inclusion in the design and implementation of the curriculum for the Ed. D. in Education program.Implications of this research include using the results to inform instructional practices and the allowable DiP projects for the Ed. D. in Education program. As this study was a needs analysis that serves as a basis for program instructional decisions, the results of this study may inform other Carnegie Project on the Education Doctorate (CPED) member institutions how to modify or enhance their programs as well.The focus on this study was exclusively on K-12 education. However many students enrolled in the program work in business, government, or non-profit settings. This research could be replicated to determine improvement project types that are commonly implemented in those settings in order to better meet the needs of all students enrolled in the Ed. D. in Education program.
Show less - Date Issued
- 2014
- Identifier
- CFE0005306, ucf:50539
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005306
- Title
- Customer Relationship Marketing by Destination Marketing Organizations: Does it lead to favorable behavioral intentions to meeting planners?.
- Creator
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Lee, Jumyong, Breiter, Deborah, Wang, Youcheng, Kwun, David, Boote, David, Ro, Hee Jung, Love, Curtis, University of Central Florida
- Abstract / Description
-
In convention market, one of the fastest growing sectors in hospitality industry, meeting planners play an important role to select a destination for their event. Therefore, a good relationship with them can be a competitive advantage for a convention destination considering a fierce competition among the destinations. The objective of this study is to develop an empirically valid relationship marketing (RM) model that would verify the antecedents, mediators, and consequence of the...
Show moreIn convention market, one of the fastest growing sectors in hospitality industry, meeting planners play an important role to select a destination for their event. Therefore, a good relationship with them can be a competitive advantage for a convention destination considering a fierce competition among the destinations. The objective of this study is to develop an empirically valid relationship marketing (RM) model that would verify the antecedents, mediators, and consequence of the relationship between the destination marketing organization (DMO) and meeting planners. This study found three antecedents (i.e., customer orientation, familiarity, and reputation) of the RM mediating constructs that consist of satisfaction, trust, and commitment as well as consequence (i.e. behavioral intention) led by the RM mediators based on review of the literature. Therefore, the hypothesized relationships 1) between the antecedents and the mediators, 2) between the mediators, 3) and 3) between the mediators and the consequence in the model were tested by using structural equation modeling (SEM) with LISREL results. Eight out of eleven hypotheses were supported by the examination of path coefficients while 33 observed indicators were confirmed in the measurement model through confirmatory factor analysis (CFA). The SEM results showed the significant relationships that lead to meaningful implications in both industry and academia while this study is not immune to limitations that can be the starting points of recommendations for future studies.
Show less - Date Issued
- 2011
- Identifier
- CFE0004126, ucf:49122
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004126
- Title
- Internet Reading and Learning in a Guided Reading Context.
- Creator
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Van Allen, Jennifer, Zygouris-Coe, Vassiliki, Boote, David, Damico, Nicole, Vitale, Thomas, Butler, Lorrie, University of Central Florida
- Abstract / Description
-
Many employers are calling for high school graduates who are equipped with skills to research, manage, and process information from multiple sources and communicate effectively to others through a variety of sources. Yet, students are not being appropriately prepared with online research and comprehension skills in schools today. A major factor impacting this problem is that teachers do not possess the knowledge and skills to effectively address online research and comprehension skills in the...
Show moreMany employers are calling for high school graduates who are equipped with skills to research, manage, and process information from multiple sources and communicate effectively to others through a variety of sources. Yet, students are not being appropriately prepared with online research and comprehension skills in schools today. A major factor impacting this problem is that teachers do not possess the knowledge and skills to effectively address online research and comprehension skills in the intermediate grades. This dissertation in practice proposes a solution to this problem of practice through the design of an educative curriculum that introduces online research and comprehension skills to upper elementary students. It also provides teachers with necessary knowledge to aid their pedagogical design capacity throughout the curriculum. Prior to the development of the curriculum, a case study was conducted to determine how a fourth-grade teacher integrates digital tools during guided reading lessons to support students' development of online research and comprehension skills. The results showed that the implementation was challenging and resulted in role changes for both the teacher and students. These findings supported the design choices of the base curriculum for students, set within the guided reading framework, and educative features to support teachers.
Show less - Date Issued
- 2016
- Identifier
- CFE0006702, ucf:51909
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006702
- Title
- The unheard voices of nontraditional students in Higher Education: Learning to become a student.
- Creator
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Julio Maturana, Marcelo, Cintron Delgado, Rosa, Boote, David, Owens, J. Thomas, Guzman-Valenzuela, Carolina, Rivera, Fernando, University of Central Florida
- Abstract / Description
-
This study explores the lived experiences of older students who work and have family responsibilities while attending an undergraduate program full-time. Research indicates that this segment of the student population is the only one that is growing today and is projected to grow in the future; this also is the largest the group of students thatdoes not finish their studies in spite of the many services aimed at supporting students' academic success.This study critically investigated the...
Show moreThis study explores the lived experiences of older students who work and have family responsibilities while attending an undergraduate program full-time. Research indicates that this segment of the student population is the only one that is growing today and is projected to grow in the future; this also is the largest the group of students thatdoes not finish their studies in spite of the many services aimed at supporting students' academic success.This study critically investigated the category of the nontraditional student and reviewed the literature about students' college experiences, including the limitations of its theoretical assumptions to describe and explain the nature of the college journey of olderstudents with substantive life experiences. From the notion that learning is lifelong and holistic (Jarvis, 2006), this study combined a student-centered approach with a hermeneutic phenomenological methodology to respond to the following research questions: What is the lifeworld of undergraduate nontraditional students with significantlife experience as they encounter college life? What resources sustain the college experience of undergraduate nontraditional students of and allow navigating the space of college life? What are the changes undergraduate nontraditional students live, the meaning they construct while encountering, and navigating college life?Themes that resulted from the analysis included the participants' experiences as essentially different from that of traditional students. These nontraditional college students bring skills and knowledge that they deploy on behalf of their specific academic goals. The pace of their lives is fundamentally different from the traditional universitystudent's sense of time; they are self-sufficient, making decisions and navigate obstacles.Their new identity as students is re-negotiated with the identities they live outside of campus and they establish ad hoc relationships with members of the universitycommunity.
Show less - Date Issued
- 2018
- Identifier
- CFE0007201, ucf:52255
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007201
