Current Search: Jahani, Shiva (x)
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- Title
- Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses.
- Creator
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Monroe, Laura, Nutta, Joyce, Jahani, Shiva, Mihai, Florin, Bowdon, Melody, University of Central Florida
- Abstract / Description
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As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect...
Show moreAs more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students' academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations' writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty's native language, years, taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism, and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject.
Show less - Date Issued
- 2018
- Identifier
- CFE0007057, ucf:51972
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007057
- Title
- Teacher Candidates' Civic Attitudes and Civic Knowledge: A Comparative Study.
- Creator
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Furgione, Brian, Russell, William, Waring, Scott, Hewitt, Randall, Jahani, Shiva, University of Central Florida
- Abstract / Description
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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
- A Phenomenological Study of High School Assistant Principals who Supervise Special Education.
- Creator
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Vacchio, Erin, Martin, Suzanne, Vasquez, Trey, Jahani, Shiva, Helton, Julie, University of Central Florida
- Abstract / Description
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This phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the...
Show moreThis phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the expertise of school leaders in special education must also increase. Research on the experiences of high school administrators who serve students with intellectual disabilities and how their experiences and beliefs shape opportunities for students is limited. In addition, there is limited research regarding the prevalence of students with intellectual disabilities and their participation in vocational education and independent skills instruction to support independent functioning and future employment. This study used a phenomenological approach to examine the experiences and beliefs of high school assistant principals who supervise the ESE department at their school. Semi-structured interviews were conducted with seven participants (N=7). Through thematic analysis, six major themes and 21 subthemes emerged. The six major themes were: (a) compliance of special education; (b) administrators' role in faculty/staff supervision; (c) inclusion of students with disabilities in opportunities with their non-disabled peers; (d) lack of leadership preparation; (e) meeting student needs; (f) preparing students for life after school. This study concluded with a thorough examination of each of the major themes and subthemes, and provided implications for leadership development, induction programs for special education leaders, and best practices for serving students with intellectual disabilities.
Show less - Date Issued
- 2019
- Identifier
- CFE0007739, ucf:52452
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007739
- Title
- Preservice Teachers and Perceived Stress: A Comparative Study.
- Creator
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Evans, Kelsey, Russell, William, Hewitt, Randall, Hynes, Mike, Jahani, Shiva, University of Central Florida
- Abstract / Description
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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
- Using a Mixed-Reality Classroom Environment Including English Learners: The Perceptions of Teacher Candidates.
- Creator
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Ashtari, Nooshan, Nutta, Joyce, Hutchinson, Cynthia, Mihai, Florin, Jahani, Shiva, University of Central Florida
- Abstract / Description
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Technological modernization has impacted various fields such as the field of education, teaching, and learning. The traditional classroom and teaching methodologies no longer meet the needs of the new tech-savvy generation. Thus, recently there have been changes in teacher preparation programs in order to prepare teacher candidates to have the skills to respond to such high technological demands. Additionally, the demographics of students attending schools in countries with exceptionally high...
Show moreTechnological modernization has impacted various fields such as the field of education, teaching, and learning. The traditional classroom and teaching methodologies no longer meet the needs of the new tech-savvy generation. Thus, recently there have been changes in teacher preparation programs in order to prepare teacher candidates to have the skills to respond to such high technological demands. Additionally, the demographics of students attending schools in countries with exceptionally high numbers of immigrants such as the United States is another reason to seek novel ways to prepare teachers who have had adequate practice and developed teaching skills needed to reach the English learners (ELs) in their classrooms. Using Multi-User Virtual Environments (MUVEs) has been one solution in order to bridge this gap. EL TLE TeachLivE(TM), which was the focus of this study, is a computer simulated environment that combines real-life participants and digital personas or avatars. The participants of this study were teacher candidates who experienced using EL TLE TeachLivE(TM) to practice the teaching strategies and skills they had been learning about during their teacher preparation program (n=20). This research investigated the perceptions of these teacher candidates about using this mixed-reality classroom environment through observations, questionnaires, focus groups, and individual interviews. A qualitative transcendental phenomenological approach was taken to have a more in-depth understanding of the participants' perceptions about the phenomenon of EL TLE TeachLivE(TM) as a mixed-reality classroom environment in teacher preparation and the meaning they made of their experiences. Through the data analysis three main categories emerged: TCs' general perceptions about the avatars and EL TLE TeachLivE(TM) as a mixed-reality classroom environment, TCs' perceptions of the current use of the EL TLE TeachLivE(TM) in their teacher preparation program, and TCs' perceptions about the future use of EL TLE TeachLivE(TM). The Teacher Candidates' General Perceptions of EL TLE TeachLivE(TM) consisted of the following sub-themes: (a) Video game dissimilarities, (b) Avatar believability and real-life features, (c) Personification of the EL cases, (d) Fear of the unknown, (e) Avatar movement restrictions, and (f) Suspension of disbelief. The Teacher Candidates' Perceptions about the Current Use of EL TLE TeachLivE(TM) included: (a) Importance of prerequisites, (b) Advantages over role-playing, (c) Teaching in front of peers, (d) Group teaching and random selection, (e) Importance of feedback, and (f) Teaching strategies and aha moments.Finally, the Teacher Candidates' Perceptions about the Future Use of EL TLE TeachLivE(TM) incorporated: (a) Changes in the implementation, (b) Elementary vs secondary classrooms, and (c) Gradual practice.
Show less - Date Issued
- 2016
- Identifier
- CFE0006255, ucf:51048
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006255
- Title
- A Survey of Investing and Retirement Knowledge and Preferences of Florida Preservice Teachers.
- Creator
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Thripp, Richard, Hartshorne, Richard, Hahs-Vaughn, Debbie, Hoffman, Bobby, Jahani, Shiva, Mottola, Gary, University of Central Florida
- Abstract / Description
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New teachers are facing lower pay and less generous retirement benefits than the prior generation, yet their financial and retirement knowledge, concerns, and preferences have received little attention. To investigate these areas, the author developed a 39-item survey instrument and administered it to 314 preservice teachers in undergraduate teacher education courses at the University of Central Florida, who were primarily female elementary and early childhood education juniors and seniors...
Show moreNew teachers are facing lower pay and less generous retirement benefits than the prior generation, yet their financial and retirement knowledge, concerns, and preferences have received little attention. To investigate these areas, the author developed a 39-item survey instrument and administered it to 314 preservice teachers in undergraduate teacher education courses at the University of Central Florida, who were primarily female elementary and early childhood education juniors and seniors ages 18(-)25. Florida public employees are offered an unusual choice between a traditional pension plan and a defined-contribution plan similar to a 401(k) in which they can select their own investments, and 54% of surveyed preservice teachers preferred the 401(k)-like plan structure. However, their preferences may be ill-advised, given that in a mock portfolio allocation exercise intended to assess retirement investing sophistication, preservice teachers directed more than half their retirement money to low-risk money market and bond funds, which will likely underperform stocks over several decades. Furthermore, they anticipated that low salaries will impede their ability to save for retirement. For comparison, the survey was also administered to 205 U.S. college students or graduates ages 18(-)25 on the Amazon Mechanical Turk platform for $1.00 each. Worrisomely, preservice teachers had significantly lower financial knowledge and retirement investing sophistication. These findings suggest a need for financial education targeting Florida preservice teachers, particularly given that the Florida Retirement System substantially cut its benefits in 2011.
Show less - Date Issued
- 2019
- Identifier
- CFE0007868, ucf:52793
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007868
- Title
- Developing and Validating the Secondary Literacy Professionals Needs Assessment Matrix.
- Creator
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Kennedy, Analexis, Zygouris-Coe, Vassiliki, Gill, Michele, Jahani, Shiva, Johnson, Jerry, University of Central Florida
- Abstract / Description
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The purpose of this study was to develop and validate a needs assessment matrix for secondary specialized literacy professionals that identified the professional learning needs of literacy coaches. This tool was developed in order to inform school districts and secondary specialized literacy professionals about the types of professional learning support they will need for them to effectively meet the literacy needs of teachers in secondary schools. The Secondary Literacy Professionals Needs...
Show moreThe purpose of this study was to develop and validate a needs assessment matrix for secondary specialized literacy professionals that identified the professional learning needs of literacy coaches. This tool was developed in order to inform school districts and secondary specialized literacy professionals about the types of professional learning support they will need for them to effectively meet the literacy needs of teachers in secondary schools. The Secondary Literacy Professionals Needs Assessment Matrix (SLPNAM) was created using a variety of methods. A synthesis of literature regarding school improvement, adolescent literacy, 21stcentury skills, adult learning, literacy coaching and the 2017 International Literacy Association's Standards for Specialized Literacy Professionals was used to provide the conceptual framework for the SLPNAM. The SLPNAM items were developed by interviewing coaching and content experts, going through several iterations before the final instrument was developed. Construct validity was established through exploratory factor analysis, and internal reliability was determined through Cronbach's Alpha. Sixty-four participants from 18 school districts in Florida responded to the SLPNAM. Data analysis indicated that the SLPNAM had a high level of internal reliability, and data reduction was used to ensure that items correlated with constructs it was intended to correlate with. Data from the exploratory factor analysisof the SLPNAM confirmed that construct validity was established. The results from this study provide opportunities for school districts to differentiate professional learning for literacy professionals. It also provides data for school administrators to define the role of the coach and assists secondary literacy professionals in setting professional learning goals specific to their roles.
Show less - Date Issued
- 2019
- Identifier
- CFE0007825, ucf:52826
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007825
- Title
- An Investigation of College Student-Athletes' Mental Health Stigma, Help-Seeking Attitudes, Depression, Anxiety, and Life Stress Scores Using Structural Equation Modeling.
- Creator
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Tabet, Saundra, Lambie, Glenn, Barden, Sejal, Taylor, Dalena, Wood, Eric, Jahani, Shiva, University of Central Florida
- Abstract / Description
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The purpose of this study was to investigate the directional relationship between student-athletes' degree of mental health stigma, help-seeking attitudes, depression, anxiety, and life stress scores. This investigation tested the theoretical model that student-athletes' (N = 621) degree of mental health stigma (as measured by the Perceived Devaluation-Discrimination Scale (-) Adapted [PDD-A; Eisenberg et al., 2009]) contributed to their attitudes towards help-seeking (as measured by the...
Show moreThe purpose of this study was to investigate the directional relationship between student-athletes' degree of mental health stigma, help-seeking attitudes, depression, anxiety, and life stress scores. This investigation tested the theoretical model that student-athletes' (N = 621) degree of mental health stigma (as measured by the Perceived Devaluation-Discrimination Scale (-) Adapted [PDD-A; Eisenberg et al., 2009]) contributed to their attitudes towards help-seeking (as measured by the Attitudes Toward Seeking Professional Psychological Help (-) Short Form [ATSPPH-SF; Fisher (&) Farina, 1995]) and levels of depression (as measured by the Patient Health Questionnaire (-) 9 [PHQ-9; Kroenke et al., 2001]), anxiety (as measured by the Generalized Anxiety Disorder - 7 [GAD-7; Spitzer et al., 2006]), and life stress (as measured by the College Student-Athlete Life Stress Scale [CSALSS; Lu et al., 2012]). Specifically, the researcher tested the hypothesized directional relationship that student-athletes with a greater amount of mental health stigma would have (a) decreased positive help-seeking attitudes and (b) increased levels of depression, anxiety, and life stress. The results of the structural equation model (SEM) analyses identified that student-athletes' amount of mental health stigma contributed to help-seeking attitudes (25.6% of the variance), but not levels of depression (.16% of the variance), anxiety (.09% of the variance), or life stress (.81% of the variance). Specifically, student-athletes' degree of mental health stigma shared a strong negative relationship (-.506) with attitudes towards seeking professional psychological help. Further, the results identified that personal stigma mediates the relationship between public stigma and help-seeking attitudes. Implications of the findings include (a) greater knowledge of the importance student-athletes' mental health stigma and attitudes toward receiving help; (b) increased understanding for counselors of student-athletes mental health needs; and (c) insight into practices for institutions of higher education as they implement mental health initiatives within intercollegiate athletics.
Show less - Date Issued
- 2019
- Identifier
- CFE0007538, ucf:52597
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007538
- Title
- The Challenges and Barriers to Employment for Female in Riyadh and Tabuk.
- Creator
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Almutairi, Sultan, O'Neal, Thomas, Garibay, Ivan, Keathley, Heather, Jahani, Shiva, University of Central Florida
- Abstract / Description
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Women labor force participation plays an important role in economic. The developing in economy in Saudi Arabia depends on men rather than women, more than 50 years the Saudi women participation in the labor force extremely is low, this dissertation seeks to identify the challenges and barriers to employment for women in Riyadh and Tabuk. This study examines three research questions. The first question explored the difference between the rate of women unemployment in Tabuk and the rate of...
Show moreWomen labor force participation plays an important role in economic. The developing in economy in Saudi Arabia depends on men rather than women, more than 50 years the Saudi women participation in the labor force extremely is low, this dissertation seeks to identify the challenges and barriers to employment for women in Riyadh and Tabuk. This study examines three research questions. The first question explored the difference between the rate of women unemployment in Tabuk and the rate of women unemployment in Riyadh. The second question investigated ways in which a logistic regression using demographics data could be used to predict the women unemployment rates in two cities. The third question investigated the challenges faced by unemployed women in two cites. An online survey was administrated to both groups. The survey included demographic information and Women Labor Force Participation Instrument. A Chi-Square test was developed from the data to test the differences of the unemployed women in two cites. In order to analyze the second question, the researcher utilized two statistical analysis tests. A logistic regression equation was developed from the data to predict unemployment rates in two cites. Additionally, Partial least squares structural equation modeling were used to analyze the exploratory research question. Content analysis was also used to analyze the challenges faced by unemployed women.
Show less - Date Issued
- 2019
- Identifier
- CFE0007597, ucf:52561
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007597
- Title
- Acculturation and workplace inclusion among immigrant restaurant workers: a study of organizational behavior in hospitality.
- Creator
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Lefrid, Mohammed, Okumus, Fevzi, Murphy, Kevin, Singh, Dipendra, Jahani, Shiva, Chen, Po-Ju, Guchait, Priyanko, University of Central Florida
- Abstract / Description
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Immigrants employed in hospitality organizations experience various psychological challenges as they adapt to the cultures of their organizations and the society at large. This dissertation aims to investigate how acculturation and workplace inclusion of immigrant restaurant workers affect their levels of job satisfactions, subjective well-being, work engagement, organizational attachment, and turnover intention. This study followed a cross-sectional research design to explore immigrant...
Show moreImmigrants employed in hospitality organizations experience various psychological challenges as they adapt to the cultures of their organizations and the society at large. This dissertation aims to investigate how acculturation and workplace inclusion of immigrant restaurant workers affect their levels of job satisfactions, subjective well-being, work engagement, organizational attachment, and turnover intention. This study followed a cross-sectional research design to explore immigrant restaurant employees' attitudes towards their acculturation process and perceptions of their work experiences in the United States. This study was developed by using scales from the existing literature and a back-to-back translation method by native speakers of Spanish and Haitian Creole languages. The participants of this study were 279 immigrants, who are restaurants employees in the United States. Data were simultaneously collected in three different ways. The questionnaire adopted for this study was distributed at multiple restaurants, including stand-alone and hotel foodservice outlets, in the Southeastern region of the USA. Also, a link to the survey questionnaire was forwarded to other participants via email and social media to individuals who qualify as immigrant restaurant workers. In addition, the data collection the process involved using Amazon Turk, until the required sample size for this study was met. Both SPSS version 24 and Partial Least Square Structural Equation Modeling (PLS-SEM) were utilized to analyze the collected data for this study. This study's results indicate that acculturation and workplace inclusion positively influence subjective well-being and job satisfaction amongst immigrant restaurant workers. Meanwhile, work engagement, organizational, and turnover intention are directly influenced by job satisfaction.The findings of this study advance the knowledge of acculturation and workplace inclusion in both the hospitality discipline and the mainstream human resources literature. While there are very few studies on acculturation and workplace inclusion in the hospitality and tourism literature, no prior research was conducted on immigrants working in the food and beverage sector. Also, no previous studies investigated both the effect of acculturation and workplace inclusion on immigrant employees in a simultaneous manner. Hence this study adds to both the hospitality and organizational behavior body of knowledge. It also provides new insights on how to improve these employees' subjective well-being, job satisfaction, work engagement, organizational attachment, and reduce the chances of quitting their hospitality jobs.
Show less - Date Issued
- 2019
- Identifier
- CFE0007829, ucf:52823
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007829