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- Title
- Design and Production of Calculus Assessments.
- Creator
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Wenzel, Lorna, Vitale, Thomas, Cox, Thomas, Boote, David, Haciomeroglu, Erhan, University of Central Florida
- Abstract / Description
-
The AP Calculus program at Green High School was not adequately preparing students for college level calculus as more than 80 percent of the students failed the AP exam. The students were concurrently receiving high marks on in-class assessments. Hence, the in-class assessments were not good indicators of students calculus understanding according to the AP standards. A needs assessment was conducted, focusing on the difference in high school and college calculus, how to assess calculus and...
Show moreThe AP Calculus program at Green High School was not adequately preparing students for college level calculus as more than 80 percent of the students failed the AP exam. The students were concurrently receiving high marks on in-class assessments. Hence, the in-class assessments were not good indicators of students calculus understanding according to the AP standards. A needs assessment was conducted, focusing on the difference in high school and college calculus, how to assess calculus and where Green High School's assessments were falling short. More research was conducted to examine the college Board expectations of calculus learning. A content matrix was designed to measure how well an in-class assessment aligns with college and AP calculus expectations of calculus knowledge. From this, new assessments were created that meet the goals of the content matrix.
Show less - Date Issued
- 2018
- Identifier
- CFE0007264, ucf:52180
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007264
- Title
- The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.
- Creator
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Buxton, Ashley, Vitale, Thomas, Cox, Thomas, Boote, David, Hewitt, Randall, University of Central Florida
- Abstract / Description
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The objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole County. A mixed methods design was used to interview and survey teachers working for the after-school program, and student data was collected to assist in identifying the impact of the program. Initially, interviews were conducted to research the implementation of the program. Following interviews, willing participants completed the survey sent...
Show moreThe objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole County. A mixed methods design was used to interview and survey teachers working for the after-school program, and student data was collected to assist in identifying the impact of the program. Initially, interviews were conducted to research the implementation of the program. Following interviews, willing participants completed the survey sent out to all middle school teachers who work for 21st CCLC. The survey investigated how the vision of the program was presented to staff and students. Data was then collected from middle school students attending the program from 2015 to 2017. The data collected was used to research whether there was a correlation between students' attending the after-school program and their Florida State Assessment (FSA) scores as well as their grade point average (GPA) in school. Qualitative data was collected and coded from teachers. There was a variance between each site on the implementation and vision of the after-school program as stated by the grant. Student data displayed that there was no correlation between students' attending the program and FSA scores. There was a correlation between students' GPA and their attendance at the after-school tutoring program. Further investigation is necessary to research larger sample sizes outside of Seminole County.
Show less - Date Issued
- 2018
- Identifier
- CFE0007161, ucf:52296
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007161
- Title
- Investigating Personal Fitness Trainers' Qualifications.
- Creator
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Akerson, Michael, Boote, David, Fisher, Thomas, Valdes, Anna, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
A threefold approach was utilized to analyze the problem of defining personal fitness trainers' qualifications. First, the problem was explored nationally, internationally and locally. Within the local context, the history of the exercise science program, stakeholders and culture at the University of Central Florida and in the central Florida marketplace was examined. Next, a systematic literature review examined possible causes within the knowledge context, learning/motivational context and...
Show moreA threefold approach was utilized to analyze the problem of defining personal fitness trainers' qualifications. First, the problem was explored nationally, internationally and locally. Within the local context, the history of the exercise science program, stakeholders and culture at the University of Central Florida and in the central Florida marketplace was examined. Next, a systematic literature review examined possible causes within the knowledge context, learning/motivational context and organizational/cultural context. Then, an original research study investigated the qualifications for Central Florida, Personal Fitness Trainers (PFTs) by examining the relationship(s) and/or differences between variables such as education, certification, years of experience and income as well as attitudes, opinions and beliefs (AOBs) regarding those variables. An online questionnaire was emailed to 196 PFTs in the central Florida area and utilized to assess qualifications as they relate to income. The 48 PFT participants were compared based on education (ED), certification (CE), and experience (EX) and their effect on income. There were no statistically significant differences in 2012 income based on (ED) level, F(4,26) = 2.283, p=.086. The National Strength and Conditioning Association (NSCA), American College of Sports Medicine (ACSM), and National Academy of Sports Medicine (NASM) were the preferred (CE) companies (ranked 1st or 2nd, 65% and 45% of the time respectively). From the 48 PFTs that answered the survey, 54% of PFTs agreed (A) or strongly agreed (SA) that a degree should be required in order to practice, 73% (A) or (SA) that (CE) is helpful in gaining employment, and 66% (A) or (SA) that a national board exam or license should be required to practice. The least number of (ED) courses was taken in biomechanics and business marketing. In conclusion, PFT level of education and certification type does not significantly affect income given the current system. PFTs agree that more stringent guidelines are needed to limit entrance into the profession to those who are more qualified. The author presents a new model for undergraduate curriculum and instruction requiring hands on coursework, certification and internship or service learning project.
Show less - Date Issued
- 2014
- Identifier
- CFE0005120, ucf:50684
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005120
- Title
- An Evaluation of the Iowa State University Ecosystem.
- Creator
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Mazer, Cherie, Gunter, Glenda, Hayes, Grant, Vitale, Thomas, Cavanagh, Thomas, University of Central Florida
- Abstract / Description
-
Purpose (-) This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the...
Show morePurpose (-) This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the support provided for the application of academic technologies? Methodology/design (-) The study was a mixed-methods design employing interviews with deans and focus groups and surveys of faculty and students. Findings (-) Iowa State University faculty and students use a wide array of academic technologies both in physical and virtual classrooms. The prevailing sentiment regarding the need for future academic technologies is not for new offerings and new features but for easier to use, more reliable technologies, and more timely support. Although Iowa State University has formally adopted online learning by offering numerous programs and courses, the university is in the early stages of adopting blended learning.Implications (-) The results and implications of the study inform the university on next steps to ready the institution for leveraging technology and preparing for the transformation toward strategic adoption of online and blended learning. The author outlines an organizational learning approach to manage change and promote adoption of blended learning.
Show less - Date Issued
- 2014
- Identifier
- CFE0005379, ucf:50445
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005379
- Title
- WHAT IS THE RELATIONSHIP BETWEEN NATIONAL BOARD CERTIFICATION AND THE ACHIEVEMENT RESULTS OF THIRD GRADE STUDENTS IN A LOCAL CENTRAL FLORIDA SCHOOL DISTRICT?.
- Creator
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Vitale, Thomas, Holt, Larry, University of Central Florida
- Abstract / Description
-
There has been much excitement over the National Board of Professional Teaching Standards; especially with regard to improving student achievement. Are Nationally Board Certified Teachers (NBCT) performing better than their non board certified counterparts? Does achieving National Board Certification mean that a teacher is "highly qualified?" What are the tangible effects on the achievement levels of students of Nationally Board Certified teachers? Much research has been conducted in the past...
Show moreThere has been much excitement over the National Board of Professional Teaching Standards; especially with regard to improving student achievement. Are Nationally Board Certified Teachers (NBCT) performing better than their non board certified counterparts? Does achieving National Board Certification mean that a teacher is "highly qualified?" What are the tangible effects on the achievement levels of students of Nationally Board Certified teachers? Much research has been conducted in the past few years to try to answer these questions. Currently, the results of much of this research are ambiguous at best. Most studies report little in the way of significant impact on student achievement by NBCTs. However, many studies show teachers self-reporting a strong positive impact on their own teaching and their feelings of efficacy. The state of Florida and the federal government have spent hundreds of millions of dollars over the past decade in pursuit of expanding the NBPTS as a means of ensuring highly qualified teachers for every student. This study aims to discover whether or not there is any definitive association between teachers who attain the national certification and higher student achievement on standardized tests specifically the Florida Comprehensive Assessment Test (FCAT) in a local central Florida school district. The researcher attempted to determine if students assigned to classrooms of nationally board certified teachers outperformed students of comparable backgrounds that were assigned to classrooms of teachers that were not nationally certified. To accomplish this, the researcher looked at reading and math test scores of third grade students in nationally board certified teachers' classrooms and compared them with those of students assigned to non-nationally board certified teachers to determine if the gains made by one group were statistically significantly different from the other. Recommendations were made for further exploration of the link between NBCTs and student achievement.
Show less - Date Issued
- 2008
- Identifier
- CFE0002078, ucf:47599
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002078
- Title
- Development and Validation of a Scale to Measure Misconceptions About Educational Psychology Among Pre-Service Teachers.
- Creator
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McAfee, Morgan, Boote, David, Hayes, Grant, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
Misconceptions are widespread or commonly held beliefs explicitly contradicted by empirical evidence. When teachers harbor misconceptions or unjustified beliefs about teaching, learning, and human motivation, the potential pedagogical consequences are profound, and these inaccurate beliefs may be instilled into future students through ineffective teaching strategies and gross misinterpretations of learning science. While existing research has examined misconceptions about general psychology...
Show moreMisconceptions are widespread or commonly held beliefs explicitly contradicted by empirical evidence. When teachers harbor misconceptions or unjustified beliefs about teaching, learning, and human motivation, the potential pedagogical consequences are profound, and these inaccurate beliefs may be instilled into future students through ineffective teaching strategies and gross misinterpretations of learning science. While existing research has examined misconceptions about general psychology and neuroscience among various populations, no prior work has evaluated pre-service teachers' misconceptions about topics of educational psychology, comprising inaccurate beliefs about teaching, learning, and human motivation. The purpose of this research is to describe the development and validation of a scale to measure misconceptions about educational psychology among pre-service teachers. Employing an experimental 2 (scale: true/false, six-point Likert-type) x 2 (valence: positive, mixed) x 2 (order: true/false presented first, Likert-type presented first) factorial, repeated measures design, a randomized experiment was performed to systematically evaluate the conditions under which the proposed scale for misconceptions of educational psychology performed best. As expected, the Likert-type scale was more sensitive to detecting misconceptions relative to the true/false scale. However, contrary to extant research on the valence effect, mixed-valence scales outperformed the positively-valenced scales across conditions indicating that misconceptions are best measured with a Likert-type response format using a heterogeneous mix of positively- and negatively-valenced items rather than a homogeneous set of positively-valenced items. Implications for practice and future research are discussed.
Show less - Date Issued
- 2018
- Identifier
- CFE0007051, ucf:51969
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007051
- Title
- The Push Out: A Disproportionality Study on Student Discipline in the State of Florida Public Schools.
- Creator
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Pierre, Manouchka, Johnson, Jerry, Doherty, Walter, Vitale, Thomas, Fine, Terri, University of Central Florida
- Abstract / Description
-
This mixed method sequential exploratory study was conducted to emphasize and investigate disproportionality in discipline, noting the prevalence of the issue of equity and the salience of FL as context. This study applied the extant model for investigating disproportionality in a setting where such an investigation is highly relevant due to Florida's statistical positioning in the area of student discipline. This study investigated for potential biases that guide differences in the rates...
Show moreThis mixed method sequential exploratory study was conducted to emphasize and investigate disproportionality in discipline, noting the prevalence of the issue of equity and the salience of FL as context. This study applied the extant model for investigating disproportionality in a setting where such an investigation is highly relevant due to Florida's statistical positioning in the area of student discipline. This study investigated for potential biases that guide differences in the rates that males and Blacks experience exclusionary discipline within the 67 regular school districts. The analysis from this study, which used relative rate ratio and policy analysis, presents results showing that a disproportionality exists at a rate of 2 to 2.3 times for the affected demographic groups. The findings suggest a need for policy language to address this disparity, as well as a change in practice.
Show less - Date Issued
- 2019
- Identifier
- CFE0007851, ucf:52766
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007851
- Title
- Investigating Instructional Designers' Decisions Regarding The Use Of Multimedia Learning Principles in E-learning Course Design.
- Creator
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Arguelles, Victor, Hartshorne, Richard, Gill, Michele, Vitale, Thomas, Swan, Bonnie, University of Central Florida
- Abstract / Description
-
This study employed a qualitative research design using the Decomposed Theory of Planned Behavior (DTPB) to investigate instructional designers' use of multimedia learning principles (MLPs) in e-learning course design. While MLPs have been extensively studied in educational research and are largely associated with positive results, evidence suggests that instructional designers are not uniformly implementing these strategies when designing e-learning environments. The purpose of this study...
Show moreThis study employed a qualitative research design using the Decomposed Theory of Planned Behavior (DTPB) to investigate instructional designers' use of multimedia learning principles (MLPs) in e-learning course design. While MLPs have been extensively studied in educational research and are largely associated with positive results, evidence suggests that instructional designers are not uniformly implementing these strategies when designing e-learning environments. The purpose of this study was twofold: (a) to understand better the alignment between instructional designers' knowledge and demonstrated implementation of MLPs; and (b) to understand the factors that influence instructional designers' intent and actual implementation of MLPs in their e-learning course design. Based on two interviews conducted with seven instructional designers and an analysis of representative work samples, this study produced seven findings. Participants were recruited using homogenous purposive sampling method from two small corporate organizations whose primary business is the development of e-learning environments. Overall, these findings suggest that, despite being exposed to MLPs and holding positive behavioral beliefs regarding the usefulness of them, instructional designers may hold negative beliefs and face constraining conditions that pose significant barriers to the utilization of MLPs in e-learning course design. Other findings regarding MLP use in design are discussed and future directions for practice, policy, and research are offered.
Show less - Date Issued
- 2017
- Identifier
- CFE0006716, ucf:51898
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006716
- Title
- Kindergarten through twelfth grade student perception of online courses and qualities that lead to course completion.
- Creator
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Peterson, Jennifer, Gunter, Glenda, Swan, Bonnie, Vitale, Thomas, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The purpose of this study was two-fold, to understand student perception of the supplemental online courses and improve the online learning program at ABC Online Learning School. The study focused on students in Grades 6 -12 who belonged to the ABC School District and enrolled ABC Online Learning School high school credit courses to supplement their education. Student participants were asked to complete the Student Survey of Online Course Design. The data retrieved from the survey was...
Show moreThe purpose of this study was two-fold, to understand student perception of the supplemental online courses and improve the online learning program at ABC Online Learning School. The study focused on students in Grades 6 -12 who belonged to the ABC School District and enrolled ABC Online Learning School high school credit courses to supplement their education. Student participants were asked to complete the Student Survey of Online Course Design. The data retrieved from the survey was analyzed using the Spearman correlation to establish the strength of the relationship between student perception of quality online course design and the importance of specific components of the online course. The results indicated that as student perception of quality increased, their perception of the importance of the component increased as well. Additionally, a logistic regression formula was used to test the ability to predict successful online course completions based on the developer of the online course (instructor-developed or vendor-developed) and the type of credit the student would earn based on completion (original credit or credit retrieval/recovery). The results of the analysis of the logistic regression showed that developer of the online course and type of credit earned did not have a significant influence on successful course completions. The study is significant because, in Florida, K-12 online courses are funded based on successful course completion and students are required to successful complete an online course to earn a high school diploma.
Show less - Date Issued
- 2018
- Identifier
- CFE0007356, ucf:52099
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007356
- Title
- Electing or Appointing School District Superintendents in the State of Florida: A Comparison of Characteristics and Performance of Districts Led by Elected Superintendents Versus Districts Led by Appointed Superintendents.
- Creator
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Smith, Timothy, Johnson, Jerry, Doherty, Walter, Vitale, Thomas, Fritz, Ronald, University of Central Florida
- Abstract / Description
-
Florida and Alabama are the only two states in the United States of America with school districts led by either elected superintendents or appointed superintendents. The other 48 states only have appointed superintendent-led school districts. The current study was conducted to examine the impact of the superintendent governance structure on student learning by analyzing differences in student achievement between Florida school districts led by elected superintendents and Florida school...
Show moreFlorida and Alabama are the only two states in the United States of America with school districts led by either elected superintendents or appointed superintendents. The other 48 states only have appointed superintendent-led school districts. The current study was conducted to examine the impact of the superintendent governance structure on student learning by analyzing differences in student achievement between Florida school districts led by elected superintendents and Florida school districts led by appointed superintendents. The conceptual framework of the study was the tension between democratic localism and professionalism. Dynamics associated with the conceptual framework are relevant to the current debate.This quantitative study included cross-tabulations of the superintendent governance structure by regions and by locale codes. Descriptive statistics were used to define differences between school districts with elected or appointed superintendents in the areas of enrollment, free/reduced lunch, ELL populations, test scores, and graduation rates. An independent samples t-test was used to further analyze the demographic variables. A one-way ANCOVA was employed to determine if the superintendent governance structure or the demographic variables were associated with variances in student achievement.Research findings indicated that appointed superintendent-led school districts performed slightly higher than elected superintendent-led school districts. However, the superintendent governance structure did not have a statistically significant relationship with student achievement. Instead, poverty, as measured by free/reduced lunch rates, had a statistically significant relationship with student achievement.
Show less - Date Issued
- 2019
- Identifier
- CFE0007727, ucf:52416
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007727
- Title
- A Causal Comparative Analysis of a Computer Adaptive Mathematics Program Using Multilevel Propensity Score Matching.
- Creator
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Seabolt, Justin, Sivo, Stephen, Bai, Haiyan, Swan, Bonnie, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the effectiveness of a computer adaptive mathematics program, i-Ready(&)#174; Mathematics Instruction in Central Florida School District (CFSD) using a variety of quantitative analyses. In particular, students in the fifth grade at CFSD were examined in relation to the gains made on their end-of-year statewide mathematics assessment, known as the Florida Standards Assessment (FSA Math). Per i-Ready(&)#174;, students who use i-Ready(&)#174; Mathematics...
Show moreThe purpose of this study was to examine the effectiveness of a computer adaptive mathematics program, i-Ready(&)#174; Mathematics Instruction in Central Florida School District (CFSD) using a variety of quantitative analyses. In particular, students in the fifth grade at CFSD were examined in relation to the gains made on their end-of-year statewide mathematics assessment, known as the Florida Standards Assessment (FSA Math). Per i-Ready(&)#174;, students who use i-Ready(&)#174; Mathematics Instruction for a minimum of 45 minutes per subject per week for at least 25 weeks show significantly greater gains than those who do not (Curriculum Associates, 2017b). Therefore, two propensity score matching methods (one considering the multilevel structure of the data) were examined and compared to split students into the following two comparison groups: those who used the program with fidelity and those who did not. Next, a series of multilevel models, using both propensity score matching methods, and dependent t-tests were examined to evaluate the effectiveness of i-Ready(&)#174; Mathematics Instruction. In conclusion, the use of the multilevel propensity score matching technique yielded a better fit for explaining the variation in relation to gains students in the fifth grade made on the FSA Math assessment. Additionally, i-Ready(&)#174; Mathematics Instruction did positively impact fifth grade students in Central Florida School District who used the program with fidelity with relation to their FSA Math score gains, compared to those who did not use the program with fidelity.
Show less - Date Issued
- 2018
- Identifier
- CFE0007245, ucf:52210
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007245
- Title
- Closing the Gaps in Professional Development: A Tool for School-based Leadership Teams.
- Creator
-
Sampayo, Sandra, Boote, David, Hayes, Grant, Vitale, Thomas, Flanigan, Jacquelyn, University of Central Florida
- Abstract / Description
-
The field of professional learning in education has been studied and added to extensively in the last few decades. Because the importance of learning in authentic contexts through professional dialogue has become so important, high quality, school-based professional learning is vital to building capacity at the school level. Unfortunately, the literature on professional development (PD) does not provide much guidance on how to bridge theory and practice at the school level, creating a gap....
Show moreThe field of professional learning in education has been studied and added to extensively in the last few decades. Because the importance of learning in authentic contexts through professional dialogue has become so important, high quality, school-based professional learning is vital to building capacity at the school level. Unfortunately, the literature on professional development (PD) does not provide much guidance on how to bridge theory and practice at the school level, creating a gap. With the goal of PD ultimately being to improve teacher performance and student learning, the problem with this gap is that school-level professional development is arbitrarily planned, resulting in variable outcomes. I propose the reason for this is schools lack a comprehensive framework or tool that guides the design of a quality professional learning plan. This problem was identified in Orange County Public School and this dissertation in practice aims at developing a solution that accounts for the district's specific contextual needs. My proposed solution is the design of an integrative tool that school leaders can use to guide them through the professional development planning process. The School-based Professional Learning Design Tool incorporates the professional development standards in planning, learning, implementing, and evaluating outlined in the Florida Professional Development System Evaluation Protocol. It also guides leaders in taking an inventory of the culture and context of their school in order to plan PD that will be viable given those considerations. The components of the Tool guide teams through assessing school teacher performance and student achievement data to help identify focus groups; determining gaps in learning through root cause analysis; creating goals aligned to gaps in performance; and selecting strategies for professional learning, follow-up support, and evaluation. The development of the Tool was informed by the extant literature on professional development, organizational theory, state and national standards for professional development, and principles of design. The Tool is to be completed in four phases. Phases one and two, the focus of this paper, include the literature review, organizational assessment, design specifications, and the first iteration of the Tool. In the next phases, the goals are to solicit feedback from an expert panel review, create a complete version of the Tool, and pilot it in elementary schools. Although the development of the Tool through its final phases will refine it considerably, there are limitations that will transcend all iterations. While the Tool incorporates best practices in professional development, the lack of empirical evidence on the effectiveness of specific PD elements in the literature renders this Tool only a best guess in helping schools plan effective professional development. Another limitation is that the Tool is not prescriptive and cannot use school data to make decisions for what strategies to implement. Taking these limitations into consideration, the use of this Tool can significantly impact the quality and effectiveness of professional development in schools.
Show less - Date Issued
- 2015
- Identifier
- CFE0005883, ucf:50889
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005883
- Title
- Understanding and Mitigating Sources of Teacher Dissatisfaction.
- Creator
-
Howard, Carl, Boote, David, Hopp, Carolyn, Vitale, Thomas, Hayes, Grant, University of Central Florida
- Abstract / Description
-
This dissertation in practice focuses on a review of literature to answer the guiding question, what can teachers and other educational stakeholders do to help address their sources of dissatisfaction in order to build a positive school climate? The author used a modified frame analysis from Bolman and Deal, other published literature, and personal experience to identify seven different, but sometimes related, domains that affect teachers and school climate. These seven domains include...
Show moreThis dissertation in practice focuses on a review of literature to answer the guiding question, what can teachers and other educational stakeholders do to help address their sources of dissatisfaction in order to build a positive school climate? The author used a modified frame analysis from Bolman and Deal, other published literature, and personal experience to identify seven different, but sometimes related, domains that affect teachers and school climate. These seven domains include operations/management, contract application, professional development, classroom management, interpersonal, financial, and unanticipated events. The modified frame analysis was used to help empower teachers to solve problems that affect their performance and motivation, to prevent burnout, attrition, as well as help build and maintain a positive school climate. This dissertation promotes the notion that school climate is composed of and constructed from these seven domains as constituent parts that combine to create the school climate. The author-created tool, Tools for Teachers to Address Domains of Dissatisfaction, enables teachers to quickly reference potential solutions to problems faced. The tool is a prototype, created based on professional literature sources focusing on research-based strategies to identify problems and methods a teacher can use to solve a problem, thus preventing a negative school environment for the students, staff as well as other stakeholders. The domains of dissatisfaction were tested against real-life issues submitted to a Faculty Advisory Committee in order to provide veracity and justification of the domains.
Show less - Date Issued
- 2015
- Identifier
- CFE0005956, ucf:50796
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005956
- Title
- Learning in the 21st Century: A Study Addressing Educational Trends and Implications.
- Creator
-
Harshbarger, Denise, Hopp, Carolyn, Doherty, Walter, Vitale, Thomas, Border, Harold, University of Central Florida
- Abstract / Description
-
The 21st century workforce is very different from the workforce of our predecessors. With the rise in automation and technology there are new demands that are being placed on employers to produce goods that are faster, more personalized, and more accessible. In order to meet these demands, this generation of employees must have a skillset that complements these demands. This skillset includes communication, collaboration, critical thinking, and creativity (4C) skills. The problem of practice...
Show moreThe 21st century workforce is very different from the workforce of our predecessors. With the rise in automation and technology there are new demands that are being placed on employers to produce goods that are faster, more personalized, and more accessible. In order to meet these demands, this generation of employees must have a skillset that complements these demands. This skillset includes communication, collaboration, critical thinking, and creativity (4C) skills. The problem of practice addressed in this dissertation is the lack of 4C skills among students currently in the K-12 education system, and the lack of opportunities students have to develop these 4C qualities. This problem was examined through a pilot study that was conducted in the context of a fifth grade setting in a small and rural school district in northeastern Florida. Teachers volunteered to provide a two-week unit of instruction to their students that focused on the development of communication, collaboration, critical thinking, and creativity (4C) skills within the context of state mandated curricular content. Curriculum also promoted the development of students' non-cognitive factors (academic behaviors, academic mindset, learning strategies, social skills, and perseverance) as stepping-stones to refining students' 4C skills. Over the course of the two-week unit, teachers tracked the development of their students' 4C skills, noting their perceived progress of students through teacher focus group sessions and through individual teacher's written reflections. The results revealed that teachers perceived their students 4C skills to improve over the course of the unit of study, especially after the first four days of instruction. One significant finding of the pilot was that teachers who subscribe to a more student-centered philosophy of teaching were more successful with implementing a 4C rich curriculum than teachers who preferred a teacher-centered classroom. Student-centered teachers also perceived more growth in their students' 4C abilities than teachers who were teacher-centered. The framework developed from this study is intended to assist educators who are interested in improving students' 4C abilities. The framework was created and refined to reflect the results of the pilot study. Each of the non-cognitive factors that supported the development of the 4C skills were aligned in a visual and described in a rubric that can be used by educators to guide their students' progression toward proficiency in 4C skills. In this pilot, learning strategies, academic behaviors, and academic mindset were the non-cognitive factors that supported the development of all 4Cs, while social skills were critical to the development of communication and collaboration, and academic perseverance was essential to the development of critical thinking and creativity. The non-cognitive factors that supported the development of each of the 4C skills were aligned in a visual and described in a rubric that can be used by educators who are interested in developing or refining their classroom practice to build these skills among students. Recommendations for further studies include repeating the pilot study with a larger sample size and across multiple grade levels, as well as providing more lengthy and in-depth training for teachers who are interested in promoting 4C skills in their classrooms.
Show less - Date Issued
- 2016
- Identifier
- CFE0006319, ucf:51541
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006319
- Title
- Designing a Virtual Embedded Scenario-Based Military Simulation Training Program using Educational and Design Instructional Strategies.
- Creator
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Cook, Christina, Hopp, Carolyn, Gunter, Glenda, Hewitt, Randall, Vitale, Thomas, University of Central Florida
- Abstract / Description
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The purpose of this dissertation in practice was to develop and implement a new training program for designers of military intelligence simulation scenarios used to train soldiers. The use of education and design instructional strategies assisted in the ability for designers to gain mastery skills in creating realistic, high-fidelity scenarios that are applied in the training process. The use of simulation scenarios to train adult learners has increased significantly with improvements in...
Show moreThe purpose of this dissertation in practice was to develop and implement a new training program for designers of military intelligence simulation scenarios used to train soldiers. The use of education and design instructional strategies assisted in the ability for designers to gain mastery skills in creating realistic, high-fidelity scenarios that are applied in the training process. The use of simulation scenarios to train adult learners has increased significantly with improvements in technology and its fidelity to engage learners in a realistic way. Despite these advances, the lack of effective design, implementation and analysis of military simulation training programs in the military intelligence community has led to a decrease in simulation utilization, as in the case of the organization examined in this problem of practice. The current training program's increasing difficulties with consistent use by military intelligence simulation scenario designers were discovered in the results of a gap analysis conducted in 2014, prompting this design. This simulation design aimed to examine: (1) a research-based design methodology to match training requirements for the designers, (2) formative assessment of performance and (3) a research-based evaluation framework to determine the effectiveness of the new training program. For the organization's training program, a Simulation-Based Embedded Training (SBET) solution using scenarios was conceived based on research grounded in cognitive theory and instructional design considerations for simulations. As a structured framework for how to design and implement an effective and sustained training program, the educational instructional design model, ADDIE, was used. This model allowed for continual flexibility in each phase to evaluate and implement changes iteratively. The instructional model and its techniques were used with fidelity, specifically for training the designers of the simulation system. Industries will continue to increase the use of simulation as advances in technologies offer more realistic, safe, and complex training environments.A detailed strategy was provided specific to the organization using a research-based instructional approach integrated into program requirements set forth by the government. This proposed solution, supported by research in the application of instructional strategies, is specific to this organization; however, the training program design differs from other high-fidelity military simulator training programs through its use of dispersed training to the simulation scenario designers using realistic scenarios to mimic the tasks that the designers themselves must create. The difference in the solution in this dissertation in practice is: 1) that the simulation scenarios are designed without the help of subject matter experts by using the embedded instructional strategies and 2) the design is to the fidelity of realism required for military intelligence training exercises.
Show less - Date Issued
- 2018
- Identifier
- CFE0006990, ucf:51617
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006990
- Title
- Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
- Creator
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Clark, Paola, Boote, David, Vitale, Thomas, Hopp, Carolyn, Swan, Bonnie, University of Central Florida
- Abstract / Description
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This design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly...
Show moreThis design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly practitioners. In order to fulfill its purpose, this study addressed three main goals: clarifying the Ed.D. in Curriculum and Instruction program goals, objectives, and research continuum learning outcomes; developing research course sequence curriculum maps; and redesigning sample curriculum units for individual research courses.The curriculum mapping and redesign process was supported by research-based design choices in alignment with the practice-oriented nature of the program. These design choices included the Carnegie Project on the Education Doctorate Working Principles and Design Concepts, in particular the use of Inquiry as Practice as the main redesign framework in combination with improvement science principles. These frameworks were first used as foundations to clarify the Ed.D. in Curriculum and Instruction program goal and overall objectives. Later, user-centered design principles were applied to create faculty and student personas in order to inform the redefinition of individual research course learning outcomes. In addition, the frameworks were used to create alignment matrices and demonstrate where they supported each of the program objectives. This iterative process was carried out simultaneously with the course curriculum map redesign for each of the research continuum courses using backward design principles, the spiral curriculum model, and taking into consideration the most suitable instructional modality for learning outcomes, including the best suited education technology choices. Further, some proposed sample course units were developed in greater detail utilizing Universal Design for Learning principles and the prioritization of learning outcomes. Course contents were selected based on cognitive and reasoning learning theories pertaining to mixed method courses for professional practitioners.The developed prototypes support the continuous Ed.D. in Curriculum and Instruction curriculum redesign efforts of the program and College of Education and Human Performance at the University of Central Florida and clearly distinguish the Ed.D. in Curriculum and Instruction program from traditional, research-based doctorates. Similarly, at the national level, this study also sought to benefit other CPED-influenced professional practice programs, as they also consider the careful redesign of their research or inquiry sequences to define their programs as ones that fully address the needs of advanced professional educators. Acknowledging the limitations of this study, further studies should identifying the motivational, cognitive, and organizational causes affecting student learning outcomes. Implementing and evaluating the prototypes developed to ensure their effectiveness in preparing scholarly practitioners to act as agents of change in their professional practices.
Show less - Date Issued
- 2016
- Identifier
- CFE0006285, ucf:51585
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006285
- Title
- Learning in the 21st Century: A Study Addressing Educational Trends and Implications.
- Creator
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Harshbarger, Rodney, Hopp, Carolyn, Doherty, Walter, Vitale, Thomas, Border, Harold, University of Central Florida
- Abstract / Description
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The 21st century workforce is very different from the workforce of our predecessors. With the rise in automation and technology there are new demands that are being placed on employers to produce goods that are faster, more personalized, and more accessible. In order to meet these demands, this generation of employees must have a skillset that complements these demands. This skillset includes communication, collaboration, critical thinking, and creativity (4C) skills. The problem of practice...
Show moreThe 21st century workforce is very different from the workforce of our predecessors. With the rise in automation and technology there are new demands that are being placed on employers to produce goods that are faster, more personalized, and more accessible. In order to meet these demands, this generation of employees must have a skillset that complements these demands. This skillset includes communication, collaboration, critical thinking, and creativity (4C) skills. The problem of practice addressed in this dissertation is the lack of 4C skills among students currently in the K-12 education system, and the lack of opportunities students have to develop these 4C qualities. This problem was examined through a pilot study that was conducted in the context of a fifth grade setting in a small and rural school district in northeastern Florida. Teachers volunteered to provide a two-week unit of instruction to their students that focused on the development of communication, collaboration, critical thinking, and creativity (4C) skills within the context of state mandated curricular content. Curriculum also promoted the development of students' non-cognitive factors (academic behaviors, academic mindset, learning strategies, social skills, and perseverance) as stepping-stones to refining students' 4C skills. Over the course of the two-week unit, teachers tracked the development of their students' 4C skills, noting their perceived progress of students through teacher focus group sessions and through individual teacher's written reflections. The results revealed that teachers perceived their students 4C skills to improve over the course of the unit of study, especially after the first four days of instruction. One significant finding of the pilot was that teachers who subscribe to a more student-centered philosophy of teaching were more successful with implementing a 4C rich curriculum than teachers who preferred a teacher-centered classroom. Student-centered teachers also perceived more growth in their students' 4C abilities than teachers who were teacher-centered. The framework developed from this study is intended to assist educators who are interested in improving students' 4C abilities. The framework was created and refined to reflect the results of the pilot study. Each of the non-cognitive factors that supported the development of the 4C skills were aligned in a visual and described in a rubric that can be used by educators to guide their students' progression toward proficiency in 4C skills. In this pilot, learning strategies, academic behaviors, and academic mindset were the non-cognitive factors that supported the development of all 4Cs, while social skills were critical to the development of communication and collaboration, and academic perseverance was essential to the development of critical thinking and creativity. The non-cognitive factors that supported the development of each of the 4C skills were aligned in a visual and described in a rubric that can be used by educators who are interested in developing or refining their classroom practice to build these skills among students. Recommendations for further studies include repeating the pilot study with a larger sample size and across multiple grade levels, as well as providing more lengthy and in-depth training for teachers who are interested in promoting 4C skills in their classrooms.
Show less - Date Issued
- 2016
- Identifier
- CFE0006320, ucf:51577
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006320
- Title
- Teaching Fractions Procedurally and Conceptually to Pre-Service Elementary Education Teachers.
- Creator
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Edwards, Deborah, Hopp, Carolyn, Vitale, Thomas, Ortiz, Enrique, French, Jonathan, University of Central Florida
- Abstract / Description
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The purpose of this Dissertation in Practice was to inform pre-service elementary education teachers of conceptual and procedural methods for teaching fractions. The problem of practice began when the researcher noticed a deficiency in fraction addition knowledge for a remedial mathematics program at a local private university. Further exposure of fraction knowledge for the 2014 third-grade Florida Comprehensive Assessment Test scores at a local elementary charter school ascertained slightly...
Show moreThe purpose of this Dissertation in Practice was to inform pre-service elementary education teachers of conceptual and procedural methods for teaching fractions. The problem of practice began when the researcher noticed a deficiency in fraction addition knowledge for a remedial mathematics program at a local private university. Further exposure of fraction knowledge for the 2014 third-grade Florida Comprehensive Assessment Test scores at a local elementary charter school ascertained slightly above 50% of those students making a 70% percentile or higher. Now that Florida State Standards are aligned with the Common Core Standards, pre-service elementary teachers need to know how to teach fractions procedurally and conceptually. This research-based model was used to determine the level of fraction knowledge, math anxiety level, and present NCTM videos aligned with Common Core Standards. A key element of the model was the performance assessment of the participants teaching randomly selected fraction problems they had already encountered confirming the need for more professional development in this essential mathematics domain.
Show less - Date Issued
- 2015
- Identifier
- CFE0006215, ucf:51098
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006215
- Title
- Faculty Professional Development for Improving Hybrid Course Success.
- Creator
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Lawhon, Jennifer, Hopp, Carolyn, Vitale, Thomas, Hines, Rebecca, Phelps, Julie, University of Central Florida
- Abstract / Description
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The purpose of this Dissertation in Practice was to investigate the inconsistent success rates in hybrid courses at a Florida college. Results from a pilot study and faculty survey revealed a need for a training program specific to hybrid instructors. The researchers created a training program composed of a framework and a professional development course, designed to promote consistency in how instructors create and implement their hybrid courses. The framework consists of six research-based...
Show moreThe purpose of this Dissertation in Practice was to investigate the inconsistent success rates in hybrid courses at a Florida college. Results from a pilot study and faculty survey revealed a need for a training program specific to hybrid instructors. The researchers created a training program composed of a framework and a professional development course, designed to promote consistency in how instructors create and implement their hybrid courses. The framework consists of six research-based standards which aided in the creation of six learning modules for the professional development course. These modules were: course alignment, face-to-face active learning, online resources, formative feedback, assessment guidelines, and course structure. A focus group of faculty members who have taught hybrid courses at the college was used to review the course and framework to assess whether any modifications are required. The focus group discussion revealed that all six elements of the framework are essential to the success of a hybrid course design. The focus group also suggested changes and revisions to the professional development course which should be addressed prior to rolling out the course college-wide.
Show less - Date Issued
- 2017
- Identifier
- CFE0006757, ucf:51861
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006757
- Title
- Faculty Professional Development for Improving Hybrid Course Success.
- Creator
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Saxman, Amanda, Hopp, Carolyn, Vitale, Thomas, Hines, Rebecca, Phelps, Julie, University of Central Florida
- Abstract / Description
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The purpose of this Dissertation in Practice was to investigate the inconsistent success rates in hybrid courses at a Florida college. Results from a pilot study and faculty survey revealed a need for a training program specific to hybrid instructors. The researchers created a training program composed of a framework and a professional development course, designed to promote consistency in how instructors create and implement their hybrid courses. The framework consists of six research-based...
Show moreThe purpose of this Dissertation in Practice was to investigate the inconsistent success rates in hybrid courses at a Florida college. Results from a pilot study and faculty survey revealed a need for a training program specific to hybrid instructors. The researchers created a training program composed of a framework and a professional development course, designed to promote consistency in how instructors create and implement their hybrid courses. The framework consists of six research-based standards which aided in the creation of six learning modules for the professional development course. These modules were: course alignment, face-to-face active learning, online resources, formative feedback, assessment guidelines, and course structure. A focus group of faculty members who have taught hybrid courses at the college was used to review the course and framework to assess whether any modifications are required. The focus group discussion revealed that all six elements of the framework are essential to the success of a hybrid course design. The focus group also suggested changes and revisions to the professional development course which should be addressed prior to rolling out the course college-wide.
Show less - Date Issued
- 2017
- Identifier
- CFE0006791, ucf:51819
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006791
