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Title: EXPLORING PRESERVICE TEACHER ATTITUDES TOWARD BLACK STUDENTS.
Creator: Greuel, Audra L, Puig, Enrique A., University of Central Florida
Abstract / Description: The majority of the preservice teacher population is young, White, and female; however, the urban school system student population continues to become increasingly diverse, including an increasing population of underserved Black students in urban schools. The racial differences between the preservice teacher population and the urban student population complicates the challenges faced in educating Black students effectively. Teachers and students often encounter misunderstandings, and thus,...
Show moreThe majority of the preservice teacher population is young, White, and female; however, the urban school system student population continues to become increasingly diverse, including an increasing population of underserved Black students in urban schools. The racial differences between the preservice teacher population and the urban student population complicates the challenges faced in educating Black students effectively. Teachers and students often encounter misunderstandings, and thus, utilize incompatible styles of classroom management and instruction, often resulting in Black students experiencing difficulties with learning. Many of these complications derive from the profound presence of race, racial difference, and racial inequality throughout U.S. history. The purpose of this research was to explore the racial ideas, experiences, and attitudes of preservice teachers, who self-identify as White, toward future Black students at a large, southeastern, Research I university through a qualitative interview process. More specifically, this study examined preservice teachers' cultural sensitivity towards Black students. This study also observed preservice teachers' ability to discuss these issues. Using information from a 10-question qualitative interview of three (3) research participants, this thesis explored the following questions: Research question one (RQ1): How do preservice teachers define race and racism?, Research question two (RQ2): What factors contribute to preservice teachers' racial perspectives?, and Research question three (RQ3): What are preservice teachers' attitudes towards students who are racially different from themselves, specifically Black students?
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Date Issued: 2016
Identifier: CFH2000121, ucf:46027
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000121

Title: A MICROETHNOGRAPHY ON THE ROLE OF PLAY IN AN AFTER SCHOOL PROGRAM.
Creator: Kolacia, Amanda, Puig, Enrique, University of Central Florida
Abstract / Description: This study explores parents' views on the importance of free play when it pertains to what their children do after school. By studying this information, teachers, childcare providers, and administrators can use these perceptions in an attempt to discover why children are no longer engaging in unstructured play as frequently as they once were. Through the responses of 59 parents who participate in a large afterschool program, this study revealed that although 81% of parents ranked free play as...
Show moreThis study explores parents' views on the importance of free play when it pertains to what their children do after school. By studying this information, teachers, childcare providers, and administrators can use these perceptions in an attempt to discover why children are no longer engaging in unstructured play as frequently as they once were. Through the responses of 59 parents who participate in a large afterschool program, this study revealed that although 81% of parents ranked free play as valued in their own childhoods, free play ranked low in terms of parents' acknowledgement of play in after school programs of their own children. Future research might focus on how best to inform parents of the benefits of unstructured play and how to effectively incorporate unstructured or free play into the daily schedule of after school programs.
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Date Issued: 2013
Identifier: CFH0004447, ucf:45097
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004447

Title: A MIXED METHOD STUDY ON THE ROLE OF THE IMAGINATION IN THE READING COMPREHENSION OF LOW-PROGRESS ADOLESCENTS.
Creator: Puig, Enrique, Robinson, Sandra L., University of Central Florida
Abstract / Description: Founded on the importance of the imagination according to Greene (1995) and set by the Executive Summary of the 911 Commission Report, the mixed methods grounded theory study looks at a correlation between a set of instruction practices recognized by Egan (2008) for nourishing and developing the imagination and low-progress adolescent students' comprehension. Descriptive data are provided on the school, students, teachers, and district where the study was conducted to illustrate the...
Show moreFounded on the importance of the imagination according to Greene (1995) and set by the Executive Summary of the 911 Commission Report, the mixed methods grounded theory study looks at a correlation between a set of instruction practices recognized by Egan (2008) for nourishing and developing the imagination and low-progress adolescent students' comprehension. Descriptive data are provided on the school, students, teachers, and district where the study was conducted to illustrate the limitation and delimitations of the study. The study is limited to low-progress adolescent students as identified by the Florida Comprehensive Assessment Test and uses pre and post Florida Assessments for Instruction in Reading (FAIR) mandated and administered by Orange County to establish comprehension and determine statistical significance. Participant and non-participant observations are used to triangulate and co-triangulate data to determine the correlation between the frequency of select instructional practices and students' comprehending as evidence by their FAIR reading and Maze scores. Observation of student performance suggests that attention to the implementation of the instruction practices of using poetry, text sets, and sensory stimulation has potential in nurturing low progress adolescent students' imagination and strengthening their cognitive feed-forward mechanism. The data adds to the existing body of work on the interactive nature of reading (Rumelhart, 1994) by elaborating on low progress adolescent students' ability to predict and anticipate; concluding that convergent and divergent thinking, making inter-textual connections, and creating mental models are necessary sub-factors to nourish the imagination and need to be taken into account in instruction to assist low-progress adolescent students in comprehending and developing a defensible interpretation.
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Date Issued: 2011
Identifier: CFE0003606, ucf:48850
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003606

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.
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Date Issued: 2019
Identifier: CFE0007779, ucf:52339
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007779

Title: Digital Education: The Impact of Change, Acceleration, and Student Achievement Improvement.
Creator: Walsh, Sarah, Olan, Elsie, Puig, Enrique, Jeanpierre, Bobby, Damico, Nicole, University of Central Florida
Abstract / Description: The aim is to understand if the implementation plan in place by the public school system is exceeding the expectations of the stakeholders or if it is falling below what is expected. This quantitative research examines the English Language Arts (ELA), Florida Standard Assessment (FSA) scores for the state of Florida with a closer inspection of Orange County Public Schools (OCPS) with relation to their digital implementation plan. With an increase in digital technology and amplified emphasis...
Show moreThe aim is to understand if the implementation plan in place by the public school system is exceeding the expectations of the stakeholders or if it is falling below what is expected. This quantitative research examines the English Language Arts (ELA), Florida Standard Assessment (FSA) scores for the state of Florida with a closer inspection of Orange County Public Schools (OCPS) with relation to their digital implementation plan. With an increase in digital technology and amplified emphasis on technology-based learning, the objective of this research was to determine what impact students and schools are experiencing in regards to test scores after the first year of implementation. Data reflects a decrease in gains in relation to ELA test scores, specifically within the year of implementation of technology. With the knowledge of this information the conversation needs to be started about what needs to be done to help this from becoming a permanent issue. There needs to be an allotment for adjustments to allow for the inclusion of strategies to assist in the minimizing of the achievement gap.
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Date Issued: 2019
Identifier: CFE0007740, ucf:52396
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007740

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?
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Date Issued: 2019
Identifier: CFE0007640, ucf:52501
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007640

Title: The Effects Of The Vocabulary Scenario Technique- English Learner Peer Protocol on Ninth Grade English Learners Who Struggle with Literacy.
Creator: Harrell, Kimmerly, Puig, Enrique, Little, Mary, Witta, Eleanor, Davis, Karen, University of Central Florida
Abstract / Description: Recent data have shown that only 34% of eighth graders and 37% of 12th graders were reading at or above proficiency (NAEP, 2015). A total of 21% of Hispanic eighth graders were reading at or above proficiency, and only 25% of Hispanic 12th graders were reading at or above proficiency. Of African-American students, 16% of eighth graders and 17% of 12th graders were reading at or above proficiency. In order for adolescents to become successful and productive adults, they need to acquire...
Show moreRecent data have shown that only 34% of eighth graders and 37% of 12th graders were reading at or above proficiency (NAEP, 2015). A total of 21% of Hispanic eighth graders were reading at or above proficiency, and only 25% of Hispanic 12th graders were reading at or above proficiency. Of African-American students, 16% of eighth graders and 17% of 12th graders were reading at or above proficiency. In order for adolescents to become successful and productive adults, they need to acquire advanced literacy skills. Many of these demands require an education beyond high school (Rothman, 2012). Concern for English learners (EL) is even more warranted due to the fact that they represent the fastest growing school-age population in the United States and tend to exhibit lower academic achievement than their non-EL peers (Matthews (&) Ewen, 2006; National Clearinghouse for English Language Acquisition [NCELA], 2006; Padolsky, 2005; Thomas (&) Collier, 2001; Klingner, Artiles, (&) Barletta, 2006). To address this issue, the present study was conducted to examine the effects of a Vocabulary Scenario Technique English Learner Peer Protocol (VST-ELP) with ninth-grade English learners (ELs) who were struggling with literacy. The technique's purpose was to increase students' vocabulary in order to improve their listening, speaking, reading, and writing skills. The study employed an experimental design, specifically a pre-test/post-test comparison group design with a total of 34 participating students and one classroom teacher. The study was conducted over four weeks with six hours of intervention. An analysis of variance revealed that there was an increase in mean scores from pre to post in the experimental group on both the synonym and sentence tests. Findings suggest that the Vocabulary Scenario Technique English Learner Peer Protocol (VST-ELP) was effective with ninth-grade EL students who were struggling with literacy. Clinical implications and future research directions were discussed.
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Date Issued: 2017
Identifier: CFE0006880, ucf:51708
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006880

Title: Elementary Reading Coaches in Florida: A Study of their Background, Experiences, Coaching Activities, Time, and Other Factors Related to Reading Achievement.
Creator: Zugelder, Gina, Wegmann, Susan, Taylor, Rosemarye, Roberts, Sherron, Clements, Taylar, Puig, Enrique, University of Central Florida
Abstract / Description: The focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic...
Show moreThe focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic background of the reading coach, (b) the percentage of time reading coaches engaged in specific coaching activities, and (c) the linkage between coaching activities and change in the Florida Comprehensive Assessment Test developmental scale scores. Data from a web-based survey and personal interviews were used to collect pertinent data to understand the daily work lives of the elementary reading coaches and bring awareness to perceptions, successes and hindrances to the role and the impact on reading achievement. Descriptive statistics were used to present demographic, professional and academic information about the reading coaches. Multiple regression analyses were performed using time allocated to coaching activities and the change in reading achievement to determine existing relationships. Developmental scale score change was examined from the baseline year to the third year. Qualitative analyses were used to determine reading coach themes from the survey responses. Participant profiles, calling on the tenets of case study methodology, were developed based on the triangulated data. Narrative descriptions of coaching data for the participant profiles were organized by years of teaching experience of the reading coach. The results of the study indicated that reading coaches perceived coach-teacher collaboration to be the most influential activity affecting reading achievement. This perception was not congruent with finding of time spent and change on reading achievement. Recommendations were presented including a formalized understanding of the daily work lives of reading coaches by school districts, administrators and the reading coaches themselves.
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Date Issued: 2012
Identifier: CFE0004286, ucf:49530
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004286

Title: The Source and Impact of Student Engagement for Black Students in an Urban High School.
Creator: Sims, Deshawn, Hopp, Carolyn, Butler, S. Kent, Puig, Enrique, Butler, Malcolm, Waddell, Jennifer, University of Central Florida
Abstract / Description: The achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation,...
Show moreThe achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation, and in classrooms today. The examination of popular theories concerning the education of Black people in the early 1900's and narratives of individuals who attended segregated schools, provided a historical description of the state of Black education. In addition, the connection between student engagement and teacher dispositions was recognized. A review of relevant literature informed this study by providing a conceptual understanding and operational definition of student engagement, teacher dispositions, and discourse. Last, a case study was conducted to bring a local, practical focus to the research. The purpose of this case study was to examine the impact of student engagement on student learning in an urban school with a majority Black student population, as evidenced by student actions and discourse. Data were collected through meetings and classroom observations using the Student Action Coding Sheet. This research found student engagement to be highest in classrooms that balanced certain teacher dispositions and discourse.
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Date Issued: 2016
Identifier: CFE0006396, ucf:51518
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006396

Title: Developing and Validating the Elementary Literacy Coach Self-Efficacy Survey.
Creator: Ulenski, Adam, Gill, Michele, Kelley, Michelle, Zygouris-Coe, Vassiliki, Puig, Enrique, University of Central Florida
Abstract / Description: The goal of this study was to develop and validate an instrument to measure the task-specific self-efficacy beliefs of elementary literacy coaches. In order for this to happen, a synthesis of literature regarding literacy coaching tasks including the International Literacy Association's standards for literacy coaches were used to write several items on the survey. In addition, the Teachers' Sense of Efficacy Scale and the researcher's experiences as an elementary literacy coach were used to...
Show moreThe goal of this study was to develop and validate an instrument to measure the task-specific self-efficacy beliefs of elementary literacy coaches. In order for this to happen, a synthesis of literature regarding literacy coaching tasks including the International Literacy Association's standards for literacy coaches were used to write several items on the survey. In addition, the Teachers' Sense of Efficacy Scale and the researcher's experiences as an elementary literacy coach were used to write other items on the survey. Experts in the field of literacy coaching and self-efficacy provided content validity. Construct validity was established through correlation statistics with other established instruments that were previously determined as valid. Exploratory factor analysis was performed on the Elementary Literacy Coach Self-Efficacy (ELCSE) survey to determine the underlying constructs the instrument was intended to measure.Data analysis indicated that the ELCSE has a high level of internal reliability and correlated with areas it was intended to correlate with and with areas it was not intended to correlate with, it did not. Data from factor analysis confirmed that the ELCSE measures one construct as intended. Thus, construct validity was established.The results from this study provide opportunities to assess and understand the beliefs of elementary literacy coaches regarding tasks specific to their roles. Additionally, the ELCSE survey offers opportunities to provide training or professional development specific to the needs of elementary literacy coaches. The use of the ELCSE in a practical K-12 educational setting offers school districts and administrators the opportunity to identify tasks the elementary literacy coach feels they would need more support in performing.
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Date Issued: 2017
Identifier: CFE0006812, ucf:51785
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006812

Title: A Framework for Transforming Elementary Literacy Coaches' Professional Learning.
Creator: Forsythe, Lenora, Zygouris-Coe, Vassiliki, Hopp, Carolyn, Puig, Enrique, Roberts, Sherron, Zugelder, Gina, University of Central Florida
Abstract / Description: Elementary literacy coaches serve as one component in a professional learning system tosupport teacher learning. This dissertation in practice intended to highlight the need for an effective professional learning system for elementary literacy coaches that will enable them to impact teacher and student learning. The pilot study explored needs and perspectives of professional learning opportunities for elementary literacy coaches in a central Florida school district. Findings from the pilot...
Show moreElementary literacy coaches serve as one component in a professional learning system tosupport teacher learning. This dissertation in practice intended to highlight the need for an effective professional learning system for elementary literacy coaches that will enable them to impact teacher and student learning. The pilot study explored needs and perspectives of professional learning opportunities for elementary literacy coaches in a central Florida school district. Findings from the pilot study, along with literature surrounding the topic, resulted in the design of A Framework for Elementary Literacy Coaches' Professional Learning. This Framework utilized components from existing resources to develop access points for literacy coaches' professional learning. Access points included choice in coaching cycles, collaborative learning communities among coaches, and differentiated learning opportunities for literacy coaches to build their repertoire of literacy content knowledge and coaching skills. Theoreticalcontributions of adult learning and the sociocultural learning perspective within the Framework ensured literacy coaches' choice, ownership, and embedded learning opportunities. Suggested use for this dissertation in practice is to inform professional learning practices for in-service and pre-service elementary literacy coaches to ensure continued growth in coaching skills and literacy knowledge.
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Date Issued: 2016
Identifier: CFE0006300, ucf:51610
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006300

Title: An Examination of the Lived Curiosity Experiences of Traditionally-Aged Freshmen Pursuing and Education Degree.
Creator: Kelly, Susan, Gill, Michele, Hagedorn, W. Bryce, Hutchinson, Cynthia, Puig, Enrique, Engel, Susan, University of Central Florida
Abstract / Description: The benefits of being curious continue beyond infancy and early childhood. Curiosity has been linked to academic achievement, memory, and lifelong learning. Yet curiosity type behaviors in academic settings are infrequently observed. This is a concern because some of the students graduating from the educational system will be the teachers responsible for fostering conditions that spark curiosity and exploration for future students. These prospective teachers' lived curiosity experiences will...
Show moreThe benefits of being curious continue beyond infancy and early childhood. Curiosity has been linked to academic achievement, memory, and lifelong learning. Yet curiosity type behaviors in academic settings are infrequently observed. This is a concern because some of the students graduating from the educational system will be the teachers responsible for fostering conditions that spark curiosity and exploration for future students. These prospective teachers' lived curiosity experiences will influence their future teaching beliefs and practices. Yet few studies have been conducted that illuminate the lived curiosity experiences of prospective teachers.The research question that guided this study was, what are the lived curiosity experiences of traditionally-aged freshmen pursuing a degree in education? A phenomenological-based approach was chosen to uncover and examine prospective teachers' prior curiosity-related experiences. Using purposive and criterion sampling methods, 13 participants were recruited from foundational education courses. Rich descriptions of participants' curiosity experiences were obtained by conducting semi-structured interviews composed of open-ended questions. Using Moustakas's modified Stevick-Colaizzi-Keen method, data from the verbatim transcriptions were examined and analyzed. Seven themes were extrapolated from the data that were woven throughout four phases of curiosity. The themes revealed that participants' curiosity experiences included exposure to novel information or novel perspectives that sparked feelings or states of being that were both positive and negative. The participants' curiosity prompted them to explore the objects of their curiosity in independent and social activities that were often supported by individuals who provided autonomy and joined them in their exploration. Furthermore, every participant shared at least one experience in which people were the object of their curiosity. People, with whom participants shared a relationship founded on mutual respect and trust, were also instrumental in cultivating conditions that encouraged curiosity and exploration. The findings have implications for researchers, K-12 educators, and individuals responsible for preparing prospective teachers who are interested in exploring further, through research or practice, the potentiality of fostering curiosity.
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Date Issued: 2016
Identifier: CFE0006337, ucf:51571
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006337

Title: Meeting the Needs of Students Through a Targeted Professional Development.
Creator: Copelin, Anthony, Hopp, Carolyn, Vitale, Thomas, Robinson, Edward, Hayes, Grant, Puig, Enrique, University of Central Florida
Abstract / Description: This study presents a complex problem of practice occurring at Primrose Elementary school [pseudonym]. A large portion of Primrose Elementary School's population has been unable to meet Florida's state reading proficiency standards over the last twelve years. Students of Primrose Elementary have a poor foundation in language on which to build vital reading skills. Consequently, students cannot overcome this deficiency because teachers lack the content knowledge to meet the students' language...
Show moreThis study presents a complex problem of practice occurring at Primrose Elementary school [pseudonym]. A large portion of Primrose Elementary School's population has been unable to meet Florida's state reading proficiency standards over the last twelve years. Students of Primrose Elementary have a poor foundation in language on which to build vital reading skills. Consequently, students cannot overcome this deficiency because teachers lack the content knowledge to meet the students' language and subsequent reading deficiencies, in spite of 12 years of reading professional development. This dissertation in practice will propose the use of targeted professional development to address below grade level reading performance. The proposed professional development should be delivered through a cyclical model focused on six, sequentially presented key elements: (1) knowledge of language development; (2) knowledge of text complexity; (3) modeling; (4) close reading; (5) collaborative conversations; and (6) independent reading. Delivery is designed to support reading proficiency through language acquisition. Delivery steps will (a) introduce, (b) practice and plan, (c) use, (d) reflect on, and (e) review each element as a skill. A review of school performance and literature correlated impacts of low student socioeconomic status and teacher quality on student reading outcomes
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Date Issued: 2014
Identifier: CFE0005475, ucf:50336
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005475

literacy coach (2)	+ -
student achievement (2)	+ -
African American students (1)	+ -
Anti-racist theory (1)	+ -
Colorblindness (1)	+ -

Constructivist Grounded Theory (1)	+ -
Culturally Responsive (1)	+ -
Curiosity (1)	+ -
Deficit Thinking (1)	+ -
Diversity (1)	+ -
English Language Arts (1)	+ -
English Learners (1)	+ -
Language (1)	+ -
Lived Experience (1)	+ -
Low SES (1)	+ -
Marginalized (1)	+ -
Professional Development (1)	+ -
Racial Inequity (1)	+ -
Reading (1)	+ -
Reading Comprehension (1)	+ -
Second Language Acquisition (1)	+ -
Self-efficacy theory (1)	+ -
Student of Color (1)	+ -
Vocabulary (1)	+ -
White Privilege (1)	+ -
action research (1)	+ -
adolescent literacy (1)	+ -
after school (1)	+ -
attitude (1)	+ -
black (1)	+ -

ETD Collection (11)	+ -
Honors Collection (2)	+ -

University of Central Florida (13)	+ -
Puig, Enrique (12)	+ -
Hopp, Carolyn (3)	+ -
Olan, Elsie (3)	+ -
Gill, Michele (2)	+ -

Hewitt, Randall (2)	+ -
Jeanpierre, Bobby (2)	+ -
Roberts, Sherron (2)	+ -
Zugelder, Gina (2)	+ -
Zygouris-Coe, Vassiliki (2)	+ -
Austin, Cavel (1)	+ -
Butler, Malcolm (1)	+ -
Butler, S. Kent (1)	+ -
Clements, Taylar (1)	+ -
Copelin, Anthony (1)	+ -
Damico, Nicole (1)	+ -
Davis, Karen (1)	+ -
Engel, Susan (1)	+ -
Forsythe, Lenora (1)	+ -
Greuel, Audra (1)	+ -
Greuel, Audra L (1)	+ -
Hagedorn, W. Bryce (1)	+ -
Harrell, Kimmerly (1)	+ -
Hayes, Grant (1)	+ -
Hutchinson, Cynthia (1)	+ -
Kelley, Michelle (1)	+ -
Kelly, Susan (1)	+ -
Kolacia, Amanda (1)	+ -
Little, Mary (1)	+ -
Puig, Enrique A. (1)	+ -

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