View All Items

Title: A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color.
Creator: Austin, Cavel, Olan, Elsie, Hewitt, Randall, Jeanpierre, Bobby, Puig, Enrique, University of Central Florida
Abstract / Description: The deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded...
Show moreThe deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded theory methods to examine the following research questions: (RQ1) How do teachers' narratives about students of color depict their teaching experiences and (RQ2) How do teachers' narratives about students of color inform students learning? Two overarching themes emerged in this study: practicing color blindness impacts cultural responsiveness while perpetuate deficit thinking, and understanding cultural background stimulates sensitivity when designing curriculum for students of color. The findings of this research demonstrate teachers' deficit thinking depicts their pedagogical practices and informs students learning. The research has both practical and theoretical implications for dispelling the deficit thinking regarding students of color.
Show less
Date Issued: 2019
Identifier: CFE0007779, ucf:52339
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007779

Title: Teacher Candidates' Civic Attitudes and Civic Knowledge: A Comparative Study.
Creator: Furgione, Brian, Russell, William, Waring, Scott, Hewitt, Randall, Jahani, Shiva, University of Central Florida
Abstract / Description: The foundations of a democratic society are the citizens who engage in its political processes and functions. The democratic skills and dispositions needed to be engaged citizens must be embedded within the school system of that society. In the United States, teachers serve as the delivery system of these skills and dispositions, and it is therefore imperative to understand who these teachers are as citizens. Leveraging survey research and various quantitative measures, the civic attitudes...
Show moreThe foundations of a democratic society are the citizens who engage in its political processes and functions. The democratic skills and dispositions needed to be engaged citizens must be embedded within the school system of that society. In the United States, teachers serve as the delivery system of these skills and dispositions, and it is therefore imperative to understand who these teachers are as citizens. Leveraging survey research and various quantitative measures, the civic attitudes and civic knowledge of teacher candidates in various fields were investigated. Using self-reported demographic information, teacher candidates were compared based on their academic program track, gender, race, and status as a college student (first generation or other). Initial findings indicate statistically significant differences in the mean civic attitudinal scores and civic knowledge based on program track and college student status. How the findings may influence the long-term outlook of civic education and the needs for preparing future teachers are discussed.
Show less
Date Issued: 2019
Identifier: CFE0007633, ucf:52474
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007633

Title: How do after-school staff use social networks to support at-risk youth? A social capital analysis.
Creator: Philp, Katherine, Gill, Michele, Biraimah, Karen, Bai, Haiyan, Hewitt, Randall, University of Central Florida
Abstract / Description: Little is known about the social capital of adults in after-school settings or the ways in which they use social contacts to support youth success, particularly for at-risk youth. Their effectiveness as brokers for learning opportunities may depend on aspects of their social capital: both the quantity and quality of their social networks as well as their attitudes and beliefs related to seeking help from social contacts. This mixed-methods study surveyed 50 after-school program staff serving...
Show moreLittle is known about the social capital of adults in after-school settings or the ways in which they use social contacts to support youth success, particularly for at-risk youth. Their effectiveness as brokers for learning opportunities may depend on aspects of their social capital: both the quantity and quality of their social networks as well as their attitudes and beliefs related to seeking help from social contacts. This mixed-methods study surveyed 50 after-school program staff serving teens in high-poverty neighborhoods to examine the characteristics of adult social capital and to explore attitudes towards mobilizing social resources to support youth. Surveys measured social network size (total contacts), network social status (average prestige of known occupations), and network orientations, as well as social resource mobilization (brokering). The results of an initial logistic regression found that only total known contacts was a significant predictor of resource mobilization. Six participants were identified for follow-up interviews. Exposing youth to novel experiences emerged as a critical theme related to youth interest development and adult brokering action. Interviews also indicated that structural elements of youth programs might influence the need for staff to draw on personal connections, suggesting possible targets for intervention. This study provides novel insight into the characteristics of the social networks held by adults working in after-school programs, as well as into the attitudes and beliefs held by these individuals towards brokering learning opportunities for youth.
Show less
Date Issued: 2019
Identifier: CFE0007707, ucf:52419
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007707

Title: The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.
Creator: Buxton, Ashley, Vitale, Thomas, Cox, Thomas, Boote, David, Hewitt, Randall, University of Central Florida
Abstract / Description: The objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole County. A mixed methods design was used to interview and survey teachers working for the after-school program, and student data was collected to assist in identifying the impact of the program. Initially, interviews were conducted to research the implementation of the program. Following interviews, willing participants completed the survey sent...
Show moreThe objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole County. A mixed methods design was used to interview and survey teachers working for the after-school program, and student data was collected to assist in identifying the impact of the program. Initially, interviews were conducted to research the implementation of the program. Following interviews, willing participants completed the survey sent out to all middle school teachers who work for 21st CCLC. The survey investigated how the vision of the program was presented to staff and students. Data was then collected from middle school students attending the program from 2015 to 2017. The data collected was used to research whether there was a correlation between students' attending the after-school program and their Florida State Assessment (FSA) scores as well as their grade point average (GPA) in school. Qualitative data was collected and coded from teachers. There was a variance between each site on the implementation and vision of the after-school program as stated by the grant. Student data displayed that there was no correlation between students' attending the program and FSA scores. There was a correlation between students' GPA and their attendance at the after-school tutoring program. Further investigation is necessary to research larger sample sizes outside of Seminole County.
Show less
Date Issued: 2018
Identifier: CFE0007161, ucf:52296
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007161

Title: Preservice Teachers and Perceived Stress: A Comparative Study.
Creator: Evans, Kelsey, Russell, William, Hewitt, Randall, Hynes, Mike, Jahani, Shiva, University of Central Florida
Abstract / Description: Teachers are being pushed to the brink of burnout and leaving the profession, placing teachers' health and wellness in jeopardy (Daniels (&) Strauss, 2009; Maslach (&) Leiter, 2008; Stephenson, 2012; Vladut (&) Kallay, 2010; Wilkerson, 2009). Yet, it has become increasingly clear teacher stress may start prior to entering the profession (Brown (&) Ryan, 2003, Darling-Hammond, 2006). The researcher used a non-experimental design to evaluate the perceived stress among pre-service teachers...
Show moreTeachers are being pushed to the brink of burnout and leaving the profession, placing teachers' health and wellness in jeopardy (Daniels (&) Strauss, 2009; Maslach (&) Leiter, 2008; Stephenson, 2012; Vladut (&) Kallay, 2010; Wilkerson, 2009). Yet, it has become increasingly clear teacher stress may start prior to entering the profession (Brown (&) Ryan, 2003, Darling-Hammond, 2006). The researcher used a non-experimental design to evaluate the perceived stress among pre-service teachers enrolled in internship, and if the coping style of mindfulness had any correlation on self-reported stress levels. The quantitative study surveyed 332 student interns using the Perceived Stress Survey (Cohen (&) Williams, 1988) to depict perceived stress levels of pre-service teachers. A demographic questionnaire was also administered. The results indicated an increase in perceived stress, suggesting that stress may vary across the demographic variables of gender. Mindfulness was researched as a potential solution, however, there was no correlation between mindfulness and stress levels. education is necessary in the discussion and implementation of mindfulness as a potential intervention tool for stress. Further research is needed for a deeper understanding of gender, and how mindfulness may be a positive intervention to perceived stress.
Show less
Date Issued: 2019
Identifier: CFE0007628, ucf:52546
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007628

Title: Selecting methods to teach controversial topics: A grounded theory study.
Creator: Loomis, Sean, Russell, William, Waring, Scott, Hewitt, Randall, Swan, Bonnie, University of Central Florida
Abstract / Description: This grounded theory study examined the perceptions of 14 high school social studies teachers from three school districts in the Central Florida area. They were interviewed to uncover the decision-making process that high school social studies teachers use to choose methodologies when teaching controversial public issues (CPIs). The result was a three-phase model, the CPI Decision-Making Model, in which teachers move through three conceptual phases to decide on a particular methodology. By...
Show moreThis grounded theory study examined the perceptions of 14 high school social studies teachers from three school districts in the Central Florida area. They were interviewed to uncover the decision-making process that high school social studies teachers use to choose methodologies when teaching controversial public issues (CPIs). The result was a three-phase model, the CPI Decision-Making Model, in which teachers move through three conceptual phases to decide on a particular methodology. By working through this process, teachers analyze the benefits and drawbacks of different methods for teaching controversial public issues. Significant results from this study included: (a) teachers were choosing to avoid teaching CPIs with standard-level students with student-centered methods, (b) teachers received little to no training in alternative methods and no training in how to deal with controversy in the classroom, (c) teachers possibly overestimated their ability to remain neutral in the classroom, and (d) teachers were learning their methodologies for teaching CPIs through unorthodox means.
Show less
Date Issued: 2019
Identifier: CFE0007672, ucf:52492
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007672

Title: A Narrative Research Study of Self-Selected Tracking on Motivation in 10th Grade English Language Arts Classes.
Creator: Greuel, Audra, Olan, Elsie, Puig, Enrique, Hewitt, Randall, University of Central Florida
Abstract / Description: The practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes of a narrative of deficit through inequality and exclusion and impedes student motivation due to the negative implications. A common finding of outside research studies was that of disapproval for the current school organizational structure of tracking due to the negative consequences on students. Furthermore,...
Show moreThe practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes of a narrative of deficit through inequality and exclusion and impedes student motivation due to the negative implications. A common finding of outside research studies was that of disapproval for the current school organizational structure of tracking due to the negative consequences on students. Furthermore, several research studies developed an outline of positive ways to advocate for a unifying system of educational change. Educational leaders should heed the suggestions of researchers to promote changes within the system to benefit marginalized students. Students' silenced narratives should be considered to promote voice within educational change. The purpose of this narrative research is to explore motivation through the overt and covert narratives of 10th grade English Language Arts students, who self-select higher and lower academic tracks at a large, southeastern United States, public high school through a qualitative unstructured questionnaire. This study also observes 10th grade English Language Arts students' ability to discuss these issues. Using information from a 10-question qualitative, unstructured questionnaire of twelve (12) research participants, this thesis explores the following questions: Research question one (RQ1): What are 10th grade English Language Arts students' attitudes towards higher and lower academic tracks?, Research question two (RQ2): What factors contribute to 10th grade English Language Arts students' motivation to self-select higher and lower academic tracks?
Show less
Date Issued: 2019
Identifier: CFE0007640, ucf:52501
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007640

Title: Civic Engagement of Community College Students: A Qualitative Research Study On Community College Curriculum and Civic Engagement.
Creator: Shephard, Landon, Russell, William, Hewitt, Randall, Waring, Scott, Jewett, Aubrey, University of Central Florida
Abstract / Description: Social scientists claim young United States (U.S.) citizens have become disengaged in civic life which jeopardizes democracy (White et al., 2007; CIRCLE (&) Carnegie, 2003, p.8). As a nation, the U.S. has failed to teach students the skills, knowledge, and abilities necessary for democratic life (White et l., 2007). Social scientists claim young U.S. citizens have become disengaged in civic life since the 1980s (Colby, 2007; CIRCLE (&) Carnegie, 2003, p.4). Compared to past generations, young...
Show moreSocial scientists claim young United States (U.S.) citizens have become disengaged in civic life which jeopardizes democracy (White et al., 2007; CIRCLE (&) Carnegie, 2003, p.8). As a nation, the U.S. has failed to teach students the skills, knowledge, and abilities necessary for democratic life (White et l., 2007). Social scientists claim young U.S. citizens have become disengaged in civic life since the 1980s (Colby, 2007; CIRCLE (&) Carnegie, 2003, p.4). Compared to past generations, young citizens in the United States are less engaged in political life and lack an understanding of what it means to be an active and engaged citizen (Colby, 2007; White et al., 2007; CIRCLE (&) Carnegie, 2003, p.4). The idea of engaged citizenship has become narrowly defined as the simple act of voting, limiting the possibilities of citizens in improving society through community involvement (White et al., 2007). However, social scientists and social science educators have witnessed an increase in volunteerism of young U.S. citizens since about 2000. Along with this increase in volunteerism, other empirical evidence has painted a more positive picture of young Americans' civic engagement (Zukin et al., 2006). While researchers admit that young U.S. citizens are less politically engaged, young citizens demonstrate an interest in civic engagement (e.g., volunteering and participating in social campaigns) (Zukin et al., 2006). Historically, kindergarten through twelfth-grade (K-12) social-studies education has responded, through a civic-focused curriculum, to the needs of the United States. The nation's colleges and universities have also traditionally focused on the education of the country's future civic leaders, paying particular attention to teaching citizenship for the common good while promoting civic duty and responsibility. In comparison, little attention has been focused on the civic education of the community college student. The primary focus of community colleges has been to stimulate local economies and provide training for workforce development. In addition to workforce development, community colleges have provided access to under-prepared students who are interested in completing a four-year degree at a university, where civic leadership has been integrated into the curriculum. This research study followed a qualitative phenomenological approach that investigated the attitudes and perceptions of community college students and their civic and political engagement. The researcher collected data pertaining to civic engagement from three sources: open-ended qualitative questionnaires, student focus-groups, and a drawing activity completed by students. This research study was conducted in a large urban community college located in the southeastern region of the United States. Wilson Community College is a pseudonym used to conceal the identity of the college that was used in this research study.
Show less
Date Issued: 2012
Identifier: CFE0004440, ucf:49337
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004440

Title: The Effect of Civics-Based Video Games on Middle School Students' Civic Engagement.
Creator: Pagnotti, John, Russell, William, Hewitt, Randall, Hopp, Carolyn, Dobson, Leonard, University of Central Florida
Abstract / Description: Democratic theorists argue that democratic institutions thrive when the citizens of the society robustly participate in governance (Galston, 2004; Barber, 2001). A traditional indicator of democratic participation is voting in elections or referendums. However, democratic apologetics posit that humans need to be trained in democratic processes in order to be democratic citizens (Dewey, 1916; Gutmann, 1990; Sehr, 1997; Goodlad, 2001). Citizens need to know not only the protocol of...
Show moreDemocratic theorists argue that democratic institutions thrive when the citizens of the society robustly participate in governance (Galston, 2004; Barber, 2001). A traditional indicator of democratic participation is voting in elections or referendums. However, democratic apologetics posit that humans need to be trained in democratic processes in order to be democratic citizens (Dewey, 1916; Gutmann, 1990; Sehr, 1997; Goodlad, 2001). Citizens need to know not only the protocol of participation, they also need to be trained in the processes of mind (Dewey, 1916; 1927). Educational systems in this country have been the traditional place where democratic training has been vested (Spring, 2001). It seems, though, that the methods that educators are using to train young people fail to meet this challenge as voting rates among the youngest citizens (under 30) have never been higher than slightly more than half of eligible voters in the age group. To remedy this situation, Congress and several private civic-education organizations have called for changing curricular approaches to engage more youth. One such method that may hold promise is the use of video game technology. The current generation of youth has grown up in a digital world where they have been labeled (")Digital Natives(") (Prensky, 2001a). They are (")tech savvy(") and comfortable with their lives being integrated with various forms of digital technology. Significantly, industry research suggests that over 90% of (")Digital Natives(") have played a video game in the last 30 days, and business is booming to the level that video games pulled in more money than the movie industry did in 2008 (ESA, 2009). As early as the 1970s, educational researchers have looked at the use of video game technology to engage student learning; however, this research has been limited at best. More recently, educational scholars such as James Gee (2003; 2007) and Kurt Squire (2002; 2003; 2006) have sought to make the academic conversation more mature with regard to using video games as a classroom supplement.This study continues that conversation by using quantitative methods to investigate whether or not different groups of middle school students self-report a greater propensity to be civically engaged as a result of civic-themed video gameplay. The investigator collected data from middle school students who were given access to civic-themed video games to see if there were statistically significant differences in self-reported civic-engagement scores as a result of gameplay. This investigation was conducted at a large, urban middle school in the Southeast region of the United States.
Show less
Date Issued: 2012
Identifier: CFE0004422, ucf:49379
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004422

Title: Inclusion: A Question of Practice, Stance, Values and Culture.
Creator: Sellers, June, Martin, Suzanne, Little, Mary, Hewitt, Randall, Bernier, Christopher, University of Central Florida
Abstract / Description: Exclusionary practices based on a deficit perspective of disability are not supported by law and are inconsistent with the rigorous standards for teaching, learning, and accountability in our public schools. Moreover, consequences of failed change will continue to have significant negative effects on the performance of educational organizations. The purpose of this mixed-methods phenomenological research (MMPR) study was to explore the lived experience of teachers who identify as champions of...
Show moreExclusionary practices based on a deficit perspective of disability are not supported by law and are inconsistent with the rigorous standards for teaching, learning, and accountability in our public schools. Moreover, consequences of failed change will continue to have significant negative effects on the performance of educational organizations. The purpose of this mixed-methods phenomenological research (MMPR) study was to explore the lived experience of teachers who identify as champions of inclusion, including their views, perceptions and appraisal of the status of inclusion in a large urban school system. The research questions were designed to generate insight and recommendations for establishing norms, values, practices and policies that might mitigate teacher resistance to inclusion, support and reinforce inclusive culture, and position the organization (school district) itself as a facilitator of implementation and agent of change in cultivating positive attitudes and beliefs about inclusion as a social justice imperative in the public schools. The lived experiences of teachers who have this distinct perspective and insight into the phenomenon of inclusion were explored through focus group sessions and individual interviews. The results of the study suggest that (1) organizations can build and strengthen a culture of inclusion by identifying individuals who demonstrate a commitment and competency for supporting inclusion, by supporting them as they promote change through coaching, educating, networking and mentoring efforts and embed and reinforce inclusive values throughout the system; and (2) educational organizations must be responsive to norms, values, practices and policies that both support and work against inclusive organizational culture. The findings suggest that this type of research may be of value to organizations in identifying contextual factors which either facilitate or inhibit inclusive education and therefore either advance or diminish educational outcomes for students with disabilities.
Show less
Date Issued: 2016
Identifier: CFE0006180, ucf:51339
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006180

Title: The Influence of Economics Knowledge on Students' Attitudes Toward Financial Literacy.
Creator: Beckles, Lloyd, Russell, William, Hopp, Carolyn, Hewitt, Randall, Witta, Eleanor, University of Central Florida
Abstract / Description: Financial literacy has developed in importance resulting from the growing intricacy of financial markets and the increased responsibility placed on consumers for their own financial security. During last decade, the necessity of financial literacy has been heightened due to increasingly complex products and services. Managing personal finances is important and people must learn to engage in prudent financial decisions required when planning for retirement, education, and home purchases. The...
Show moreFinancial literacy has developed in importance resulting from the growing intricacy of financial markets and the increased responsibility placed on consumers for their own financial security. During last decade, the necessity of financial literacy has been heightened due to increasingly complex products and services. Managing personal finances is important and people must learn to engage in prudent financial decisions required when planning for retirement, education, and home purchases. The ability to understand and manage personal finances is a skill critical to long-term financial security, additionally, there are significant consequences to financial illiteracy that can last for a life-time and many of these consequences occur while young adults are in college where financial independence begins. As young people progress through life, they are inundated with financial decisions which should be made based on prudent financial knowledge, however, many consumers are faced with a myriad of significant financial decisions very early in life and imprudent financial mistakes made by young people can have negative effects for many years. Because many consumers lack adequate financial literacy skills, they often make poor financial decisions in an increasingly complex economic environment. This purpose of this dissertation is to study how economics knowledge influences students' attitudes in an effort to refine current of knowledge of financial literacy levels and attitudes of students
Show less
Date Issued: 2017
Identifier: CFE0006564, ucf:51329
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006564

Title: Designing a Virtual Embedded Scenario-Based Military Simulation Training Program using Educational and Design Instructional Strategies.
Creator: Cook, Christina, Hopp, Carolyn, Gunter, Glenda, Hewitt, Randall, Vitale, Thomas, University of Central Florida
Abstract / Description: The purpose of this dissertation in practice was to develop and implement a new training program for designers of military intelligence simulation scenarios used to train soldiers. The use of education and design instructional strategies assisted in the ability for designers to gain mastery skills in creating realistic, high-fidelity scenarios that are applied in the training process. The use of simulation scenarios to train adult learners has increased significantly with improvements in...
Show moreThe purpose of this dissertation in practice was to develop and implement a new training program for designers of military intelligence simulation scenarios used to train soldiers. The use of education and design instructional strategies assisted in the ability for designers to gain mastery skills in creating realistic, high-fidelity scenarios that are applied in the training process. The use of simulation scenarios to train adult learners has increased significantly with improvements in technology and its fidelity to engage learners in a realistic way. Despite these advances, the lack of effective design, implementation and analysis of military simulation training programs in the military intelligence community has led to a decrease in simulation utilization, as in the case of the organization examined in this problem of practice. The current training program's increasing difficulties with consistent use by military intelligence simulation scenario designers were discovered in the results of a gap analysis conducted in 2014, prompting this design. This simulation design aimed to examine: (1) a research-based design methodology to match training requirements for the designers, (2) formative assessment of performance and (3) a research-based evaluation framework to determine the effectiveness of the new training program. For the organization's training program, a Simulation-Based Embedded Training (SBET) solution using scenarios was conceived based on research grounded in cognitive theory and instructional design considerations for simulations. As a structured framework for how to design and implement an effective and sustained training program, the educational instructional design model, ADDIE, was used. This model allowed for continual flexibility in each phase to evaluate and implement changes iteratively. The instructional model and its techniques were used with fidelity, specifically for training the designers of the simulation system. Industries will continue to increase the use of simulation as advances in technologies offer more realistic, safe, and complex training environments.A detailed strategy was provided specific to the organization using a research-based instructional approach integrated into program requirements set forth by the government. This proposed solution, supported by research in the application of instructional strategies, is specific to this organization; however, the training program design differs from other high-fidelity military simulator training programs through its use of dispersed training to the simulation scenario designers using realistic scenarios to mimic the tasks that the designers themselves must create. The difference in the solution in this dissertation in practice is: 1) that the simulation scenarios are designed without the help of subject matter experts by using the embedded instructional strategies and 2) the design is to the fidelity of realism required for military intelligence training exercises.
Show less
Date Issued: 2018
Identifier: CFE0006990, ucf:51617
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006990

Title: Ice Hockey Coaches' Beliefs and Perceptions of Coach Education.
Creator: Chriest, Alexander, Gill, Michele, Stout, Jeffrey, Hewitt, Randall, Fisher, Thomas, University of Central Florida
Abstract / Description: The purpose of this descriptive study was to provide insight into ice hockey coaches' beliefs and perceptions of coach education programs. USA Hockey is the governing body for all hockey in the United States and requires education through the USA Hockey Coaching Education Program. Gaining a better understanding of how hockey coaches perceive coach education programs provided information that can be used in the evaluation and development of future programs. The theoretical framework used in...
Show moreThe purpose of this descriptive study was to provide insight into ice hockey coaches' beliefs and perceptions of coach education programs. USA Hockey is the governing body for all hockey in the United States and requires education through the USA Hockey Coaching Education Program. Gaining a better understanding of how hockey coaches perceive coach education programs provided information that can be used in the evaluation and development of future programs. The theoretical framework used in this study was expectancy-value theory. USA Hockey youth coaches (N = 410) were surveyed using the Coaching Education Questionnaire, a 55-item instrument used to collect quantitative data. The study's findings indicated that coaches found communication with athletes (M = 4.27, SD = 0.90), advanced instructional drills (M = 4.03, SD = 0.96), and motivational techniques (M = 4.02, SD = 0.98) to be topics that are most helpful in a coach education program. Coaches were most likely to pursue further education if the program contained relevant topics (M = 4.01, SD = 0.91), had online availability (M = 3.97, SD = 1.04), and was convenient (M = 3.80, SD = 1.08). Coaches rated items related to coaching education pursuit (M = 2.60, SD = 0.48) higher than items related to coaching education beliefs (M = 2.77, SD = 0.38) by coaches. These findings revealed the need for a more robust evaluation program for USA Hockey's Coaching Education Program. Additionally, the findings suggest the formal education program offered by USA Hockey may not be sufficient in developing effective coaches; a formal mentoring program should be developed to complement the current program.
Show less
Date Issued: 2017
Identifier: CFE0006727, ucf:51888
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006727

Title: The Moral Oppression of the Teaching Profession: Learning to Transcend.
Creator: Smith, Rebecca, Hewitt, Randall, Carter, Shannon, Terzian, Sevan, University of Central Florida
Abstract / Description: This thesis is both descriptive and philosophical, and at its core, it justifies the need for social foundations of education courses and programs in the university setting. It begins by analyzing the meaning of oppression and the part knowledge plays in confining the individual. The analysis then draws upon Patricia Hill Collins' theory of intersecting oppressions to get at the complexities and restrictions of working in the public schooling institution. It works through the ways in which...
Show moreThis thesis is both descriptive and philosophical, and at its core, it justifies the need for social foundations of education courses and programs in the university setting. It begins by analyzing the meaning of oppression and the part knowledge plays in confining the individual. The analysis then draws upon Patricia Hill Collins' theory of intersecting oppressions to get at the complexities and restrictions of working in the public schooling institution. It works through the ways in which sexist, classist, and racist practices afflict everyone in the institution through the bureaucratic mechanism and collateral oppression. The four components that make up the wires on the cage (gender, class, race, and bureaucracy) not only confine; they cause varying degrees of direct and indirect harms (psychological, emotional, moral, financial) to those on the inside. The concept of the institutional cage is then merged with Rodman Webb's work on schools as total institutions. Through an analysis on the characteristics of total institutions, it becomes apparent that standardization, technological developments, and the influence of venture philanthropy have brought schools more in-line with the total institution. The study then clarifies the ways in which corporatic, bureaucratic, and technocratic mentalities infect the institution, where they intersect, and how they restrict those within. The components coalesce into the conceptualization of moral oppression: the act of being coerced to ignore and suppress one's morality, moral impulses, and moral way of knowing. The remainder of the study explores the meaning of moral action and suggests some ways educators can let go of the ways of thinking and acting that may be keeping them from confidently doing what they know to be good and just.
Show less
Date Issued: 2013
Identifier: CFE0004940, ucf:49621
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004940

Title: Teachers' Utilization of Field Trips: A Comparative Study.
Creator: Kenna, Joshua, Russell, William, Hewitt, Randall, Kaplan, Jeffrey, Witta, Eleanor, University of Central Florida
Abstract / Description: 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...
Show moreField 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.
Show less
Date Issued: 2014
Identifier: CFE0005359, ucf:50488
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005359

Title: Global Perspectives of Pre-Service Teachers: A Comparative Study.
Creator: Poole, Cynthia, Russell, William, Hewitt, Randall, Owens, Tom, Zugelder, Bryan, University of Central Florida
Abstract / Description: 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...
Show moreThe 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.
Show less
Date Issued: 2014
Identifier: CFE0005400, ucf:50449
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005400

Title: Promoting Recovery in Trauma Affected Children: Developing a School-Based Professional DevelopmentTool for Teacher Awareness and Intervention.
Creator: Ioannides Sperber, Ellen, Hewitt, Randall, Hopp, Carolyn, Vitale, Thomas, Van Horn, Stacy, University of Central Florida
Abstract / Description: ABSTRACT The problem of practice addressed in this paper is the need for professional development training in the educational setting on the social, emotional, academic, cognitive, and behavioral needs of students who have experienced a traumatic event. The need identified exists due to the lack of knowledge, interest, and opportunity to partake in professional development training in an effort to understand the impact trauma has on academic achievement and the toll that is placed on the...
Show moreABSTRACT The problem of practice addressed in this paper is the need for professional development training in the educational setting on the social, emotional, academic, cognitive, and behavioral needs of students who have experienced a traumatic event. The need identified exists due to the lack of knowledge, interest, and opportunity to partake in professional development training in an effort to understand the impact trauma has on academic achievement and the toll that is placed on the school environment. The purpose of this paper is to review research on childhood trauma, examine the psychological impact on student academic achievement, foster child resiliency, and develop a foundation for effectuating change through a school-based intervention program that concentrates on promoting recovery in affected children. Traumatic events are a very real part of life that becomes a societal problem when a very young mind has to cope with the aftermath of the event. A survey and two interviews were administered to inform the professional development framework of the needs of students and teachers along with research on social-emotional learning, psychological resilience, and recovery methods offering an informative vehicle for change that will significantly impact the child's life. Cultivating Resilience Through The Arms of Academics is a school-based professional development framework designed to educate teaching professionals on the psycho-social needs of trauma affected children while providing systematic interventions designed to help these children with the factors necessary for healing to the extent allowable by the public school system. Schools are targeted to provide the interventions necessary for healing due to their extensive influence on the children they serve. This program will provide children with an emotionally safe environment thus establishing a school climate that is conducive for learning. The interventions in the program promote healing for trauma victims, assist teachers by providing strategies to engage the trauma affected students, and addresses the psycho-social competence and educational performance of all children in the educational population.
Show less
Date Issued: 2016
Identifier: CFE0006689, ucf:52874
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006689

Title: Examining High School Teachers' Technology Acceptation of A Learning Management System in A Large Public School District.
Creator: Foster-Hennighan, Shari, Butler, Malcolm, Hewitt, Randall, Boote, David, Swan, Bonnie, University of Central Florida
Abstract / Description: The purpose of this research study was to understand high school teachers' acceptance and use of Canvas Learning Management System (LMS) (Canvas, 2011) in a large public school district. Teachers are the keystone species within the educational environment, and as such, are critical for the successful integration of technology in the classroom (Davis, Eickelmann, (&) Zaka, 2013). Therefore, in order to facilitate teacher's acceptance and use of technology for instructional purposes, those...
Show moreThe purpose of this research study was to understand high school teachers' acceptance and use of Canvas Learning Management System (LMS) (Canvas, 2011) in a large public school district. Teachers are the keystone species within the educational environment, and as such, are critical for the successful integration of technology in the classroom (Davis, Eickelmann, (&) Zaka, 2013). Therefore, in order to facilitate teacher's acceptance and use of technology for instructional purposes, those factors that influence or prevent use need to be understood. This study used a revised Technology Acceptance Model (Fathema, Shannon, (&) Ross, 2015) to determine those factors that affect teachers' actual informational and communicational use of the Canvas LMS (Canvas, 2011). This mixed methods study used a survey and interview to answer three research questions concerning acceptance, use, and departmental influence on the use of Canvas LMS. The survey data were analyzed with Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM) in order to produce two explanatory models to address the three research questions. The semi-structured interviews were conducted with 16 teachers from one high school in a large public school district. The interview questions were transcribed, coded, and themed in order to answer research questions two and three. The analysis of the survey and interview data found that teachers were more likely to use informational rather than communicational features in Canvas. Communicational use differences were more evident than informational use among the four core subject areas, with mathematics using these features the least. For both models of survey data, the quality of the Canvas system was an influence on teacher use. The influence of teacher intent was contradictory between the two models. The findings from this study can be used to inform stakeholders of factors that influence high school teachers Canvas use, and recommendations to improve integration in the future.
Show less
Date Issued: 2019
Identifier: CFE0007631, ucf:52478
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007631

Title: A phenomenological study of Black fifth grade students' perceptions of social studies and a discussion with secondary students.
Creator: Walker, Irenea, Russell, William, Hewitt, Randall, Hopp, Carolyn, Huff-Corzine, Lin, University of Central Florida
Abstract / Description: The problem I address in this study is the lack of Black elementary students' knowledge and interest of the social studies content. Black students who lack a true identity of self, fail to develop into productive citizens. Although previous studies have examined Black students' experiences in secondary social studies classrooms, few have thoroughly examined Black students' experiences in the elementary classrooms. For this study, I analyze Black fifth grade students' perceptions of the social...
Show moreThe problem I address in this study is the lack of Black elementary students' knowledge and interest of the social studies content. Black students who lack a true identity of self, fail to develop into productive citizens. Although previous studies have examined Black students' experiences in secondary social studies classrooms, few have thoroughly examined Black students' experiences in the elementary classrooms. For this study, I analyze Black fifth grade students' perceptions of the social studies content. Identifying these perceptions is imperative so educators can adjust their pedagogical practices based on what they deem as important for educational growth, and the experiences of Black students. Allowing Black students to share their experiences and express their thoughts is conducive to their knowledge and awareness of the subject (Scott, 2017). To grasp an authentic analysis of student understanding educators must start in the primary grades. Previous research highlights that curriculum and instruction fails to align with what students, especially Black students need to be successful in the classroom. Identifying these areas in elementary school will create a smooth transition for students as they advance to the next level.
Show less
Date Issued: 2018
Identifier: CFE0007591, ucf:52547
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007591

Title: Successful Urban Adolescent Writers: A Study of a Collaborative Model of Teaching Writing.
Creator: Mander, Erin, Hewitt, Randall, Hopp, Carolyn, Short, Edmund, Vitale, Thomas, University of Central Florida
Abstract / Description: The goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in...
Show moreThe goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in teaching writing? What is the relationship between engaging in a collaborative model of teaching writing and improvement of writing skill in middle level students?The study determined how and why the writing skill was developed at an urban, rural middle school in a Central Florida School District. The rationale for completing research at Horizon Middle School was to provide an exemplar in the teaching of writing skill, a phenomenon. Horizon Middle School presented a learning community that was entrenched in the same challenging demographics, but distinctly showed a high level of academic achievement in writing. Instead of teaching through a formulaic, test-generated approach, students learned through discovery, personal relationship, and engagement. Not only did 97% of 8th grade students passed the Florida Writes examination, but in the process of preparing for the standardized assessment was an embedded foundation laid for students and their future learning. The review of literature focused on: school culture, models of teaching at the middle level, models of teaching writing at the middle level and the standardization found within the FCAT Writes. Data collection was completed through classroom observations, one-on-one interviews and participation in faculty meetings. Data analysis was completed by addressing each research question through the conceptual framework. The study determined that this was a model for developing the writing skill for all middle level students, an exemplar within the field. Suggested uses for the study included the development of future studies focus on successful schools that were challenged by the same demographics and consideration of the partnership that Horizon had with the University of Central Florida as a model for other educational communities to consider.
Show less
Date Issued: 2012
Identifier: CFE0004574, ucf:49202
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004574

education (3)	+ -
Response to Intervention (2)	+ -
RtI (2)	+ -
civic engagement (2)	+ -
community college (2)	+ -

gender (2)	+ -
social studies (2)	+ -
21st CCLC (1)	+ -
Academic advising (1)	+ -
Anti-racist theory (1)	+ -
Athletic Coaching (1)	+ -
Black students (1)	+ -
Building Resilience (1)	+ -
Case Study (1)	+ -
Civic Education (1)	+ -
Civic education (1)	+ -
Coach Education (1)	+ -
Coaching (1)	+ -
Coaching Education Program (1)	+ -
Collaborative Model (1)	+ -
Colorblindness (1)	+ -
Computer Games (1)	+ -
Constructivist Grounded Theory (1)	+ -
Culturally Responsive (1)	+ -
Danielson Framework (1)	+ -
Deficit Thinking (1)	+ -
Demographics (1)	+ -
Departmental Values (1)	+ -
Diversity (1)	+ -
ELL (1)	+ -

Hewitt, Randall (28)	+ -
University of Central Florida (28)	+ -
Russell, William (11)	+ -
Hopp, Carolyn (7)	+ -
Vitale, Thomas (6)	+ -

Olan, Elsie (3)	+ -
Waring, Scott (3)	+ -
Boote, David (2)	+ -
Edwards, Oliver (2)	+ -
Gill, Michele (2)	+ -
Jahani, Shiva (2)	+ -
Kaplan, Jeffrey (2)	+ -
Owens, J. Thomas (2)	+ -
Puig, Enrique (2)	+ -
Sivo, Stephen (2)	+ -
Swan, Bonnie (2)	+ -
Thomson, Arlene (2)	+ -
Witta, Eleanor (2)	+ -
Allen, Kay (1)	+ -
Austin, Cavel (1)	+ -
Bai, Haiyan (1)	+ -
Beckles, Lloyd (1)	+ -
Bernier, Christopher (1)	+ -
Biraimah, Karen (1)	+ -
Butler, Malcolm (1)	+ -
Buxton, Ashley (1)	+ -
Carter, Shannon (1)	+ -
Cassanello, Robert (1)	+ -
Chemishanova, Marieta (1)	+ -
Chriest, Alexander (1)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner