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Title: PREPARING TEACHERS TO PARTNER WITH FAMILIES.
Creator: Senne, Mary, Martin, Suzanne, University of Central Florida
Abstract / Description: Decades of research have demonstrated that family involvement significantly contributes to improved student outcomes relating to learning and overall school success. Teachers must be prepared to promote effective family involvement in the education of all children including those students with disabilities. Many factors can be attributed to successful outcomes for a student with a disability both in the school and the broader community. Families of children with disabilities can be one of...
Show moreDecades of research have demonstrated that family involvement significantly contributes to improved student outcomes relating to learning and overall school success. Teachers must be prepared to promote effective family involvement in the education of all children including those students with disabilities. Many factors can be attributed to successful outcomes for a student with a disability both in the school and the broader community. Families of children with disabilities can be one of these significant factors, yet teachers and those who prepare teachers are often ill prepared and lack essential skills and basic knowledge about the process of partnering with families of children with disabilities. The present study attempted to build on what we already know about family involvement and teacher preparation. The research was situated within an urban metropolitan university college of education. This study sought to determine the effectiveness of a content related module on the knowledge and disposition of pre-service teachers. The module contained content centered on the areas of family involvement, partnerships, and assumptions about families. The study included two dependant variables: level of knowledge and disposition. The independent variable was the experimental treatment, an online instructional module. The module was conceptualized as an instructional tool to expose participants, students preparing to be teachers, to the role attitudes and beliefs play in developing relationships with others; understanding family perspectives; and examining one's own attitudes and beliefs about families of children with disabilities. The control variables included age, gender and GPA. The research question was: does increasing knowledge regarding family involvement of children with disabilities have an impact on pre service teachers' disposition? The sample included 93 pre service general education students attending the same undergraduate college of education. Subjects were enrolled in an introductory special education course. Sample comprised of all females between the ages of 20 and 50. In order to test the outcome of the treatment intervention, the study utilized a quasi-experimental design with an experimental group and comparison group, and pretest and posttest means. Randomization of the experimental group and comparison group was not possible. It was hypothesized that, while controlling for age, gender and pretest scores, those students who participated in the group intervention by completing the instructional online module would have a change in disposition and increase in knowledge scores as compared to those in the comparison group. It was further hypothesized, while controlling for age, gender and pre test scores, student written responses to two questions based on a case study (scored using rubric) would correlate positively with their disposition and knowledge scores as measured by self report following completion of the intervention. Findings indicate that students' level of knowledge increased significantly over time. The measure of disposition did not change significantly over time
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Date Issued: 2005
Identifier: CFE0000397, ucf:46323
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000397

Title: A VIEW FROM THE FIELD: URBAN SPECIAL EDUCATION DIRECTORS' PERCEPTIONS OF ESSENTIAL COMPETENCIES FOR NEWLY APPOINTED SPECIAL EDUCATION ADMINISTRATORS.
Creator: Pratt Marrett, Caroline, Martin, Suzanne, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this exploratory study was to determine what competencies urban directors of special education perceived to be essential for newly appointed urban special education administrators. Two research questions and two null hypotheses were generated to investigate the underlying factors in competencies perceived by urban special education directors to be essential for newly appointed special education administrators and to investigate the relationship between years of...
Show moreABSTRACT The purpose of this exploratory study was to determine what competencies urban directors of special education perceived to be essential for newly appointed urban special education administrators. Two research questions and two null hypotheses were generated to investigate the underlying factors in competencies perceived by urban special education directors to be essential for newly appointed special education administrators and to investigate the relationship between years of experience as a director of special education and these underlying factors. A factor analysis revealed that there were three underlying factors reported to be essential for newly appointed special education administrators. A multiple regression analysis indicated that the relationship between the years of experience as a director of special education and the underlying factors (Management, Instruction and Change; Supervision of Faculty; and Team Building Skills) was not statistically significant. A post hoc test was conducted to further detect differences in years of experience as an urban director of special education and the underlying factors. The results were sufficient to reject the null hypotheses in both cases.
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Date Issued: 2008
Identifier: CFE0002120, ucf:47545
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002120

Title: A CASE STUDY OF FOUR YEARS DOCUMENTING THE CHANGES IN THE PROCESS OF SELF-REPORTING ACADEMIC PROGRAM PLANS ALONGSIDE THE PERCEPTIONS OF PROGRAM COORDINATORS.
Creator: Kulkarni, Kedar, Martin, Suzanne, University of Central Florida
Abstract / Description: Major Advisors: Suzanne Martin, Ph.D., Laura Blasi, Ph.D. Universities in the United States of America are faced with numerous challenges concerning quality assurance such as the quest for Continuous Quality Improvement. Implementation of technology has been a priority of many developing institutions of higher education. A large metropolitan institution of higher education has put into practice a technology based, on-line program quality assessment system, for its academic and administrative...
Show moreMajor Advisors: Suzanne Martin, Ph.D., Laura Blasi, Ph.D. Universities in the United States of America are faced with numerous challenges concerning quality assurance such as the quest for Continuous Quality Improvement. Implementation of technology has been a priority of many developing institutions of higher education. A large metropolitan institution of higher education has put into practice a technology based, on-line program quality assessment system, for its academic and administrative programs. This dissertation was a study of the changes reported over four years, 2001-2005, within ten initial teacher preparation undergraduate programs at the College of Education at this institution. Using a mixed method approach, this study addressed the following primary questions: 1. Since the system was introduced; a. Has the process of monitoring quality in the academic units changed? b. If changes have occurred in the program plans, how have they been documented and implemented? 2. What are the limitations/benefits of the system, as perceived by its users? This study is a case for its readers to understand the process of quality improvement as practiced in a college of education within a metropolitan university.
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Date Issued: 2006
Identifier: CFE0001042, ucf:46805
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001042

Title: THE COMMITMENT OF ELEMENTARY SCHOOL TEACHERS TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES.
Creator: Cox, Margaret, Martin, Suzanne, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the commitment of elementary school teachers to inclusive education for students with disabilities (SWD), and whether the commitment to inclusive education between general and special education teachers was equal. Measurements were based on Richard Clarke's Commitmemt and Necessary Effort (CANE) theory, severity of disability, and demographic factors including teaching assignment, number of students in class, number of years teaching and number...
Show moreThe purpose of this study was to investigate the commitment of elementary school teachers to inclusive education for students with disabilities (SWD), and whether the commitment to inclusive education between general and special education teachers was equal. Measurements were based on Richard Clarke's Commitmemt and Necessary Effort (CANE) theory, severity of disability, and demographic factors including teaching assignment, number of students in class, number of years teaching and number of years working in an inclusive setting. A four-point Likert-type survey(Appendix A) adapted from a combination of Spencer Salend's (2008) "Teacher's Inclusion Survey and Interview Question to examine the Experience of Educators Working in Inclusive Classrooms" was used to collect the data. The data indicated that 57% of the respondents were committed to inclusive education, with special education teachers displaying a greater committment than their general education counterparts. In addition some of the earlier roadblocks to inclusive education such as needed support from administrators and ancillary personnel dealing with SWD, lack of resources, time for collaboration and consulation, along with a need for more training, still appear to be pervasive problems in implementing a fully inclusive program for all students nearly two decades later in contemporary schools.
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Date Issued: 2009
Identifier: CFE0002858, ucf:48070
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002858

Title: THE EFFECTS OF COMPUTER-ASSISTED REPEATED READINGS ON THE READING PERFORMANCE OF MIDDLE SCHOOL STUDENTS WITH MILD INTELLECTUAL DISABILITIES.
Creator: Cerasale, Mark, Martin, Suzanne, University of Central Florida
Abstract / Description: The No Child Left Behind Act of 2001 has mandated that all public school students will be reading at grade level by the 2013-2014 school year. Florida has embarked on an agenda to ensure that the kindergarten through high school student population is reading at or above grade level by 2014. Many of Florida's low-performing student population, including middle school students with high incidence disabilities, are reading below grade level. Using a multiple baseline across subjects design,...
Show moreThe No Child Left Behind Act of 2001 has mandated that all public school students will be reading at grade level by the 2013-2014 school year. Florida has embarked on an agenda to ensure that the kindergarten through high school student population is reading at or above grade level by 2014. Many of Florida's low-performing student population, including middle school students with high incidence disabilities, are reading below grade level. Using a multiple baseline across subjects design, this study examined the impact of computer-assisted repeated readings on the reading performance of three middle school students with mild intellectual disabilities over the course of 67 days. Results showed an improvement in reading fluency rate using instructional level text. The study was evaluated using quality indicators of single-subject research in special education. Future research is advocated to replicate this study across different grades and exceptionalities.
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Date Issued: 2009
Identifier: CFE0002855, ucf:48055
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002855

Title: PRINCIPALS WHO EXCEED DISTRICT STANDARDS: IMPROVING OUTCOMES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES.
Creator: Uhle, Thomas, Martin, Suzanne, University of Central Florida
Abstract / Description: A phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs for students with emotional and behavioral disabilities (EBD) in an urban setting. The aim of this study was to identify common experiences, practices, or attitudes regarding students with EBD, and their teachers, among school principals who qualified for the study. Data was be collected...
Show moreA phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs for students with emotional and behavioral disabilities (EBD) in an urban setting. The aim of this study was to identify common experiences, practices, or attitudes regarding students with EBD, and their teachers, among school principals who qualified for the study. Data was be collected through principal interviews. Data results were coded, organized, and analyzed using a systematic method of phenomenological analysis to find general themes that speak to the essence of the experience.
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Date Issued: 2011
Identifier: CFE0004011, ucf:49155
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004011

Title: EFFECTS OF A BONUS ON QUALITY IMPROVEMENT FOR PRE-SCHOOL CLASSROOM EDUCATORS.
Creator: Wilkins, Ilene, Martin, Suzanne, University of Central Florida
Abstract / Description: Interest in teacher effectiveness and merit pay has continued to be a high priority for major stakeholders in the field of education as well as the public. The focus of this research was to test the hypothesis that the implementation of a classroom bonus plan would improve the observable attributes and behaviors of teaching that have been determined to be effective in improving student learning. Specifically, the study was conducted to measure intentional teacher-student interactions,...
Show moreInterest in teacher effectiveness and merit pay has continued to be a high priority for major stakeholders in the field of education as well as the public. The focus of this research was to test the hypothesis that the implementation of a classroom bonus plan would improve the observable attributes and behaviors of teaching that have been determined to be effective in improving student learning. Specifically, the study was conducted to measure intentional teacher-student interactions, classroom quality, environment and organization as well as emotional and instructional support in Pre-K classrooms as measured by Classroom Assessment Scoring System (CLASS). During a summer Voluntary PreK program, six eligible classroom teams (teacher and teacher assistant) were randomly divided into either a bonus or non-bonus group. A pre- and post-CLASS was completed on each classroom team of participants to evaluate the quality of their instruction. The CLASS score assesses team versus individual participation, resulting in a compiled score based on the performance of all classroom staff members, i.e., teacher and teacher assistant. There was no statistical significance of the CLASS post-assessment score between the bonus and non-bonus group. However, two of the four bonus group participant teams achieved the targeted scores needed to receive a bonus. None of the non-bonus group achieved the targeted score. Additionally, pre- and post-assessment data for the entire student population of the Agency Summer VPK program was examined. There was no significance in student post-assessment scores between the three groups (bonus, non-bonus, and non-participants).
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Date Issued: 2010
Identifier: CFE0003473, ucf:48971
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003473

Title: THE EFFECT OF VIDEO MODELING AND SOCIAL SKILL INSTRUCTIONON ON THE SOCIAL SKILLS OF ADOLESCENTS WITH HIGH FUNCTIONING AUTISM AND ASPERGERS SYNDROME: IS THE INCORPERATION OF YOUTUBE VIDEOS EFFECTIVE?.
Creator: Blake, Bruce, Martin, Suzanne, University of Central Florida
Abstract / Description: ABSTRACT Research conducted on video modeling has shown that these strategies are most effective when they include specific strategies to address conversation skills. Social skills research has also shown that teaching social skills to adolescents in group settings may be more effective than presenting them on an individual basis. Adolescents with Aspergers Syndrome (AS) and High functioning Autism (HFA) participated in a12-week Social Skills Training (SST) program. In addition to pre-and...
Show moreABSTRACT Research conducted on video modeling has shown that these strategies are most effective when they include specific strategies to address conversation skills. Social skills research has also shown that teaching social skills to adolescents in group settings may be more effective than presenting them on an individual basis. Adolescents with Aspergers Syndrome (AS) and High functioning Autism (HFA) participated in a12-week Social Skills Training (SST) program. In addition to pre-and post-study measures, conversation skills data were collected before and after the application of the independent variable (video modeling). Follow-up interviews were also conducted with participants, secondary participants, and parents of the primary participants. After a two-week baseline phase, participants attended weekly social skills training and received the treatment of video modeling with videos found on YouTube. This established pre-existing social and conversation skills and enabled the measurement of changes over the course of the 12 week program. After post intervention data were collected, additional data were collected with participants and secondary participants, neuro-typical peers, as a measure of treatment generalization. This study proposed that presenting social skills videos found on YouTube, would be effective in increasing levels of initiation, responses and conversation skills, thereby increasing communication effectiveness and reducing social rejection by peers. Although some gains in conversational skill levels were observed by most participants in the study significant increases in conversation skill levels were not observed in both ASD only group settings or of the ASD neuro-typical mixed group setting.
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Date Issued: 2010
Identifier: CFE0003393, ucf:48425
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003393

Title: DESCRIBING THE PHENOMENA OF PRINCIPALS' EXPERIENCES WITH IMPLEMENTATION OF RESPONSE TO INTERVENTION.
Creator: Butler, Lorrie, Martin, Suzanne, University of Central Florida
Abstract / Description: The traditional method of identifying students with disabilities has led to a new innovation being implemented at the school level. Response to Intervention (RTI) is an alternative approach that received federal approval with the passage of Individuals with Disabilities Educational Improvement Act (IDEIA) 2004. On July 1, 2010, RTI became the required process for determining identification of students with learning disabilities for all schools in the state of Florida. Implementation of this...
Show moreThe traditional method of identifying students with disabilities has led to a new innovation being implemented at the school level. Response to Intervention (RTI) is an alternative approach that received federal approval with the passage of Individuals with Disabilities Educational Improvement Act (IDEIA) 2004. On July 1, 2010, RTI became the required process for determining identification of students with learning disabilities for all schools in the state of Florida. Implementation of this approach requires significant changes in how schools operate. Using a phenomenological study design, the purpose of this study was to gain an understanding of the experiences of elementary school principals implementing RTI in their schools. After gaining the individual viewpoints of 16 principals through an interview process, the data was analyzed using FullanÃ‚Â's nine critical factors affecting implementation of a change project. Results indicate that principals found RTI implementation to be a difficult, but worthwhile experience.
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Date Issued: 2010
Identifier: CFE0003447, ucf:48412
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003447

Title: COMPUTER BASED INTERVENTION AND ITS EFFECT ON BENCHMARK TEST SCORES OF ENGLISH LANGUAGE LEARNERS.
Creator: Berrio, Gabriel, Martin, Suzanne, University of Central Florida
Abstract / Description: The Florida Department of EducationÃ‚Â's (FLDOE) Adequate Yearly Progress (AYP) Report (2007) listed and defined students who are in the process of learning English as a second language as English Language Learners (ELL). The graduation rate of English Language Learners in Florida is consistently smaller than the graduation rate of the total population of students (Echevarria, Short and Powers, 2006) in part due to the requirement for students to pass the FCAT in order...
Show moreThe Florida Department of EducationÃ‚Â's (FLDOE) Adequate Yearly Progress (AYP) Report (2007) listed and defined students who are in the process of learning English as a second language as English Language Learners (ELL). The graduation rate of English Language Learners in Florida is consistently smaller than the graduation rate of the total population of students (Echevarria, Short and Powers, 2006) in part due to the requirement for students to pass the FCAT in order to graduate. ELL students face the challenge of having to learn a different language, learn the subject area content in that language, and often-times pass a standardized test in order to graduate. In Florida districts, ELL is categorized as a subgroup often times not meeting adequate yearly progress in Reading (Florida Department of Education 2007). This study measured the effectiveness of a district approved computer based intervention in increasing student achievement for English Language Learners as identified by the Florida Department of Education (US DOE, 2009).
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Date Issued: 2010
Identifier: CFE0003445, ucf:48403
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003445

Title: EXAMINING THE BELIEFS AND PRACTICES OF EFFECTIVE SCHOOL LEADERS AS THEY RELATE TO SERVING STUDENTS WITH DISABILITIES.
Creator: Steinke, Kimberly, Martin, Suzanne, University of Central Florida
Abstract / Description: As academic reform movements push schools to provide more rigorous learning environments for students, it is essential that the ÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â"person in chargeÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â" at the school level be prepared and capable of meeting the demands of high stakes measures that affect critical dimensions of school life....
Show moreAs academic reform movements push schools to provide more rigorous learning environments for students, it is essential that the ÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â"person in chargeÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â" at the school level be prepared and capable of meeting the demands of high stakes measures that affect critical dimensions of school life. Educational leaders today face a significant amount of pressure to improve the quality of education at all levels and across all disciplines. While school leaders face the pressures of No Child Left Behind in terms of increased student performance, they must also be concerned about serving students with disabilities appropriately. The purpose of this study was to examine the beliefs and practices that effective school leaders in a large urban school district revealed in the specific area of serving students with disabilities. An examination of the school leaderÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â's beliefs and knowledge in relation to the leadership practices put in place at their schools when serving students with disabilities was completed. Identification of a relationship between the leaderÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â's beliefs and practices as associated with the leaderÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â's prior education and leadership experience was possible. Finally, through a grounded theory perspective, the researcher discovered specific practices put in place by these effective school leaders that can be generalized to other school settings under fellow school leaders.
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Date Issued: 2010
Identifier: CFE0003038, ucf:48340
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003038

Title: GRADUATED STUDENTS WITH AUTISM SPECTRUM DISORDERS AND THEIR PARENTS: LIVED EXPERIENCES IN PUBLIC HIGH SCHOOL.
Creator: Uhle, Karen, Martin, Suzanne, University of Central Florida
Abstract / Description: ABSTRACT With a dramatic increase in the prevalence of students with autism spectrum disorders (ASD), including those with high-functioning autism and Asperger's syndrome, educators are challenged to meet the educational needs of a complex and widely diverse group of exceptional learners. The focus of this research was to gain insight into the experiences of the graduated student with autism and his/her parent(s) during the student's time in public school. This study had three research...
Show moreABSTRACT With a dramatic increase in the prevalence of students with autism spectrum disorders (ASD), including those with high-functioning autism and Asperger's syndrome, educators are challenged to meet the educational needs of a complex and widely diverse group of exceptional learners. The focus of this research was to gain insight into the experiences of the graduated student with autism and his/her parent(s) during the student's time in public school. This study had three research questions: 1) What were the lived experiences of students with ASD who graduated from an urban public high school in the southeast United States?; 2) What were the lived experiences of the parents of the graduated students with ASD?; and, 3) Were there common themes between the graduated students' lived experiences and the parent's lived experiences? Five graduated students and their parents were interviewed in this qualitative, phenomenological study. Explicitation of the interview data identified three themes for the graduated student group: a) challenges with learning due to having an ASD; b) difficulty making friends; and, c) involvement in their educational process. Four themes were present in the parent group: a) challenges with learning due to having an ASD; b) difficulty making friends; c) establishment of a relationship with the school; and, d) preparation for post-secondary experiences. The graduated student group agreed with the parent group on 16 of the 20 interview questions. Responses for each graduated student were compared to the responses of his/her own parent(s). Recommendations were made for future research.
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Date Issued: 2011
Identifier: CFE0003719, ucf:48801
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003719

Title: THE RELATIONSHIP BETWEEN THINKING MAPSÃ‚Â® AND FLORIDA COMPREHENSIVE ASSESSMENT TESTÃ‚Â® READING AND MATHEMATICS SCORES IN TWO URBAN MIDDLE SCHOOLS.
Creator: Diaz, Anna, Martin, Suzanne, University of Central Florida
Abstract / Description: The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking MapsÃ‚Â® and studentsÃ‚Â' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT). Thinking MapsÃ‚Â® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking MapsÃ&...
Show moreThe purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking MapsÃ‚Â® and studentsÃ‚Â' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT). Thinking MapsÃ‚Â® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking MapsÃ‚Â® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking MapsÃ‚Â® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking MapsÃ‚Â® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking MapsÃ‚Â® have higher academic achievement as measured by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT) than those that have not been instructed in the use of Thinking MapsÃ‚Â®? Results of this study indicated that students who have been instructed in the use of Thinking MapsÃ‚Â® do not have higher academic achievement as measured by the Florida Comprehensive Assessment TestÃ‚Â® (FCAT) than those who have not been instructed in the use of Thinking MapsÃ‚Â®. The researcher concluded that other methods of evaluating the implementation of Thinking MapsÃ‚Â® and student achievement should be explored.
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Date Issued: 2010
Identifier: CFE0003319, ucf:48448
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003319

Title: INCLUSIONARY PRACTICES: IMPACT OF ADMINISTRATORSÃ‚Â' BELIEFS ON PLACEMENT DECISIONS.
Creator: Vazquez, Maria, Martin, Suzanne, University of Central Florida
Abstract / Description: School leaders are charged with responding to the challenges presented by the Individuals with Disabilities Education Act and the education of students with disabilities in the least restrictive environment. The idea of least restrictive environment moves schools from educating students with disabilities in special education to regular education classrooms, from special education schools to neighborhood schools. Providing inclusive settings poses many obstacles and challenges to school based...
Show moreSchool leaders are charged with responding to the challenges presented by the Individuals with Disabilities Education Act and the education of students with disabilities in the least restrictive environment. The idea of least restrictive environment moves schools from educating students with disabilities in special education to regular education classrooms, from special education schools to neighborhood schools. Providing inclusive settings poses many obstacles and challenges to school based administrators and in their capacity school leaders can either alleviate or generate barriers for the process; they can inhibit or inspire school personnel to accept the inclusion of students with disabilities in the general education classroom. Furthermore, their attitudes are critical in the design and implementation of programs and practices in their schools. PrincipalsÃ‚Â' attitudes can either promote or discourage the inclusion practices in their schools. The purpose of this study was to examine the factors related to school based administratorsÃ‚Â' attitudes toward inclusive education and the relationship of these attitudes on the placement of students with disabilities. The Principals and Inclusion Survey (PIS) developed by Praisner (2000) was used to collect data from 175 school based principals in a large urban district in the southeastern part of the United States. The results of the study indicate a relationship does exist between principalÃ‚Â's attitude toward inclusion and decisions pertaining to student placement. The study also found that those principals with positive experiences with students with disabilities also demonstrated beliefs of serving students with disabilities in less restrictive settings than those principals with negative experiences with students with disabilities.
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Date Issued: 2010
Identifier: CFE0003139, ucf:48629
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003139

Title: Structural Inclusion Tools for Theatre Teaching Artists.
Creator: Thomas, Leah, Wood, Vandy, Tollefson, Kristina, Martin, Suzanne, University of Central Florida
Abstract / Description: The term (")inclusion(") has been increasing in its use with students of various abilities, specifically students with autism. Creating inclusion work is a growing need within the field of theatre, and a catalyst for this work can be seen through the creation of the Theatre Development Fund's sensory-friendly performances in 2011. These sensory-friendly performances are primarily marketed to families and students who have been diagnosed with autism spectrum disorder, as ASD often creates a...
Show moreThe term (")inclusion(") has been increasing in its use with students of various abilities, specifically students with autism. Creating inclusion work is a growing need within the field of theatre, and a catalyst for this work can be seen through the creation of the Theatre Development Fund's sensory-friendly performances in 2011. These sensory-friendly performances are primarily marketed to families and students who have been diagnosed with autism spectrum disorder, as ASD often creates a sensory sensitivity to bright lights, sudden movements, or loud sounds. As a theatre practitioner, the guiding question of my research is exploring whether inclusion practices can be enforced beyond the stage and into educational programming for students with ASD? Can inclusion practices strengthen the intuitive skill sets of teaching artists? How can theatre artists seek inclusion training? Can the use of inclusion practices within classroom settings perpetuate consistent work for teaching artists? The goal for my research is to use the fields of education, psychology and theatre to acknowledge and inform the difficulty in defining inclusion and create a supplemental resource for theatre teaching artists to use in practice. My methodology is reflecting on my experiences as a graduate student pursuing the Autism Spectrum Disorders certificate in addition to my MFA in Theatre at the University of Central Florida.
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Date Issued: 2018
Identifier: CFE0007108, ucf:51937
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007108

Title: Phenomenological study of urban elementary teachers with proficient English language learners.
Creator: Webley, Tracy, Martin, Suzanne, Levin, Judith, Grissom, Donita, Theis, Elizabeth, University of Central Florida
Abstract / Description: The purpose of this qualitative, phenomenological study was to explore the lived experiences of fourth grade teachers working in a large urban school district, where the achievement gap between English Language Learners (ELLs) and non-ELLs was smaller when compared to other schools within the district. The problem originated from the need to consider factors beyond teacher training that potentially influenced academic achievement. The research question guiding this study asked: What are the...
Show moreThe purpose of this qualitative, phenomenological study was to explore the lived experiences of fourth grade teachers working in a large urban school district, where the achievement gap between English Language Learners (ELLs) and non-ELLs was smaller when compared to other schools within the district. The problem originated from the need to consider factors beyond teacher training that potentially influenced academic achievement. The research question guiding this study asked: What are the lived experiences of 4th grade teachers who have taught at identified elementary schools, where ELL students have demonstrated proficiency on the ELA portion of the state standards assessment? The framework in this study was based on previous research that utilized models rooted in social interactionist theory, sociocultural theory, and social constructivism.Participants in this study were selected from Title I schools with the most narrow achievement gap between ELL sub-groups and non-ELL sub-groups, compared to other schools in the district. Purposive sampling was used to identify 10 participants, including at least one teacher from each of the five identified schools. Semi-structured interviews were conducted to answer the research questions. Five themes emerged and included: (a) language as a barrier to traditional teaching methods; (b) student growth as a primary success; (c) using visuals and other non-verbal instruction; (d) small groups; and (e) building relationships with parents. The themes confirmed findings from previous research, aligned to the theoretical framework, and the themes were used to inform effective teaching practices and guide future research.
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Date Issued: 2019
Identifier: CFE0007741, ucf:52397
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007741

Title: The Mathematics Achievement Gap in Virtual Education.
Creator: Glover, Sara, Martin, Suzanne, Boote, David, Dixon, Juli, Butler, Lorrie, University of Central Florida
Abstract / Description: This phenomenological study examined the lived experiences of online Algebra I teachers as they relate to the instruction of minority students. There is an academic achievement gap that exists between minority students and their non-minority peers in United States public education (Sousa (&) Armor, 2016). Although national educational policy has sought to narrow the academic achievement gap, it is persistent and must be addressed because public education affects the future of our nation ...
Show moreThis phenomenological study examined the lived experiences of online Algebra I teachers as they relate to the instruction of minority students. There is an academic achievement gap that exists between minority students and their non-minority peers in United States public education (Sousa (&) Armor, 2016). Although national educational policy has sought to narrow the academic achievement gap, it is persistent and must be addressed because public education affects the future of our nation (Fullan (&) Quinn, 2016). Virtual education is a growing platform for learning, with nearly 300,000 students enrolled across the United States. Achievement data demonstrates the existence of an academic achievement gap in this learning environment as well (Miron, Shank, (&) Davidson, 2018). Yet, there is not a great deal of high-quality research surrounding aspects of virtual education (Molnar et al., 2017). A phenomenological research method was used to examine the lived experiences of Algebra I teachers in a virtual learning environment. Interviews were conducted with five participants (N = 5). Data analysis resulted in eight overarching themes and twenty-seven tertiary themes. The major themes include: (a) teachers believe that student characteristics are a primary determinant of their success in virtual education; (b) teachers believe they have a strong impact upon student success in a virtual learning environment; (c) teachers believe Algebra I is a challenging content area for student achievement; (d) teachers believe family involvement impacts student learning in virtual education; (e) teachers believe frequent and consistent communication is vital in virtual education; (f) teachers believe there are challenges communicating with English language learners; (g) teachers believe strategies can be implemented to support student success in an online learning environment; and (h) teachers believe virtual education is a unique learning environment. This study concludes with an examination of each finding and provides implications for virtual education teachers and policy, and recommendations for future research.
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Date Issued: 2019
Identifier: CFE0007461, ucf:52667
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007461

Title: A Phenomenological Study of High School Assistant Principals who Supervise Special Education.
Creator: Vacchio, Erin, Martin, Suzanne, Vasquez, Trey, Jahani, Shiva, Helton, Julie, University of Central Florida
Abstract / Description: 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.
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Date Issued: 2019
Identifier: CFE0007739, ucf:52452
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007739

Title: The Effect of Visualized Student's Self-Set Learning Progress Goals on East Asian Chinese Student's Motivation and Self confidence In Learning.
Creator: Ao, Yu, Sivo, Stephen, Gunter, Glenda, Beverly, Monifa, Martin, Suzanne, University of Central Florida
Abstract / Description: This study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories,...
Show moreThis study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories, previous research studies in the perspectives of East Asian students' motivation in learning, goal setting on motivation, self-determination, self-efficacy, and expectancy theories are conducted to provide theoretical ground and legitimate evidence for this particular research. The researcher conducted an experiment in which students were given a learning task and required to set their own learning goals for that learning task under the supervision of their instructors. In this specific experiment, a total of 106 students from a university that was funded by American Educators in a central province in China agreed to participate in stages one, and two of the study, but some students withdrew from this research and some did not participate in both research stages therefore their data were take out from the data to make research result more consistent. Therefore eventually 72 students were considered eligible to go through the whole process of turning in the questionnaires and participating in the performance test. In this particular goal setting research study, the students were given the freedom of setting their own learning pace and managing their own progress on a visualized progress chart. The progress chart was visualized as a climbing/progressing line, which goes from bottom to top (see appendix C) once students achieved their learning goals. At the same time, the instructor provided feedback concerning the students' progress. Although some of the research results displayed no statistical significance for motivation and self-confidence during the pre and post session of the research, there is a positive correlation among motivation, self-confidence, and performance outcome. One research result did corroborate the previous research study that goal setting strategy would improve learning outcome.
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Date Issued: 2012
Identifier: CFE0004512, ucf:49270
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004512

Title: Examining Practices of Elementary School Principals: Selection of Co-teaching Teams.
Creator: Tejeda, Jeannette, Martin, Suzanne, Reyes, Maria, Dieker, Lisa, Uhle, Karen, University of Central Florida
Abstract / Description: The purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select...
Show moreThe purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select teachers not co-teaching at each of the three schools. The interview data were examined using Hycner's guidelines for phenomenological analysis. The Likert-type surveys administered to co-teachers and teachers not co-teaching served as sources of information for triangulation. The findings of the study led to the emergence of 13 themes addressing the three research questions. The resulting themes were (a) open communication with staff, (b) team approach to decision-making, (c) teacher leadership, (d) parental involvement encouraged, (e) positive relationship with staff, (f) professional growth encouraged, (g) volunteers selected for co-teaching, (h) co-teachers select partners, (i) co-teaching option presented to entire teaching staff, (j) personal involvement in co-teaching selection process, (k) multifaceted selection criteria, (l) principals involved teachers in the pairing procedure, and (m) recruitment procedures were aligned with best practices. This study has contributed additional evidence supportive of best practices in co-teaching and leadership and suggests a link between effective leadership practices and the facilitation of co-teaching teams and co-teacher selection processes. Recommendations for future research address the areas of (a) principal experience, (b) length of co-teaching model, (c) principal personal involvement, (d) study participant size, (e) study subjects, and (f) link between leadership practices and co-teaching selection procedures.
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Date Issued: 2015
Identifier: CFE0006012, ucf:51005
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006012

special education (6)	+ -
Phenomenology (4)	+ -
Special Education (4)	+ -
students with disabilities (4)	+ -
Inclusion (3)	+ -

Leadership (3)	+ -
Urban (3)	+ -
autism (3)	+ -
inclusion (3)	+ -
leadership (3)	+ -
Co-teaching (2)	+ -
Educational Leadership (2)	+ -
English Language Learners (2)	+ -
Response to Intervention (2)	+ -
gifted (2)	+ -
principals (2)	+ -
transition (2)	+ -
urban (2)	+ -
ASD program implementation (1)	+ -
Access (1)	+ -
Accommodations (1)	+ -
Adaptive Art (1)	+ -
Adequate Yearly Progress (1)	+ -
Advance Organizers (1)	+ -
Algebra I (1)	+ -
Asperger syndrome (1)	+ -
Assistant Principals (1)	+ -
Ausubel (1)	+ -
Autism (1)	+ -
Autism Spectrum (1)	+ -

Martin, Suzanne (38)	+ -
University of Central Florida (38)	+ -
Boote, David (8)	+ -
Little, Mary (7)	+ -
Lue, Martha (5)	+ -

Dieker, Lisa (4)	+ -
Vasquez, Eleazar (4)	+ -
Berrio, Gabriel (2)	+ -
Butler, Lorrie (2)	+ -
Cerasale, Mark (2)	+ -
Diaz, Anna (2)	+ -
Levin, Judith (2)	+ -
Pearl, Cynthia (2)	+ -
Steinke, Kimberly (2)	+ -
Theis, Elizabeth (2)	+ -
Uhle, Karen (2)	+ -
Uhle, Thomas (2)	+ -
Vazquez, Maria (2)	+ -
Ao, Yu (1)	+ -
Austin, Leigh (1)	+ -
Bai, Haiyan (1)	+ -
Baldwin, Lee (1)	+ -
Bernier, Christopher (1)	+ -
Beverly, Monifa (1)	+ -
Blake, Bruce (1)	+ -
Brooks, Bridget (1)	+ -
Brown, Deborah (1)	+ -
Butler, S. Kent (1)	+ -
Cox, Margaret (1)	+ -
Cumming, Ingrid (1)	+ -

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