Current Search: secondary (x)
Pages
-
-
Title
-
THE IMPACT OF CO-TEACHING ON STUDENT LEARNING OUTCOMES IN SECONDARY SOCIAL STUDIES CLASSROOMS IMPLEMENTING CONTENT ENHANCEMENT ROUTINES.
-
Creator
-
Zgonc, Kimberly, Dieker, Lisa, University of Central Florida
-
Abstract / Description
-
The purpose of this study was to examine if differences exist in student learning outcomes between students who are instructed in a co-taught or non co-taught environment in secondary social studies classrooms implementing Content Enhancement Routines (CER). This study examined student and teacher data from seventeen matched pairs of co-taught and non co-taught middle and high school general education social studies teachers who participated in professional development in CER and professional...
Show moreThe purpose of this study was to examine if differences exist in student learning outcomes between students who are instructed in a co-taught or non co-taught environment in secondary social studies classrooms implementing Content Enhancement Routines (CER). This study examined student and teacher data from seventeen matched pairs of co-taught and non co-taught middle and high school general education social studies teachers who participated in professional development in CER and professional development in co-teaching if applicable. Of the 34 participating teachers, 23 were visited by school district personnel to verify implementation of CER. Five co-teaching teams, each consisting of a general and special educator, completed a Coteaching Rating Scale (CtRS) (n=10) to analyze the level of co-teaching occurring in the classroom (beginning, compromising or collaborating stage). A systematic sample of students (n = 907) completed a CER Student Perception Survey to examine perceived differences of the use of CER in co-taught and non co-taught social studies classrooms. Student state assessment scores (n = 318) in co-taught and non co-taught classrooms were analyzed to distinguish differences in student learning gains. Specifically this study investigated if differences in student performance occur when a special educator is present in the classroom. Results indicate that although there was no statistically significant difference in student learning outcomes between the two settings, the impact of teacher preparation, professional development and the implementation of CER in the secondary social studies classroom may be determining factors in student success.
Show less
-
Date Issued
-
2007
-
Identifier
-
CFE0001645, ucf:47226
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0001645
-
-
Title
-
THE EFFECTS OF RECIPROCAL TEACHING STRATEGIES ON STUDENTS' COMPREHENSION OF A SEVENTH GRADE LIFE SCIENCE TEXT.
-
Creator
-
Bess, Brooke, Jeanpierre, Bobby, University of Central Florida
-
Abstract / Description
-
This action research study was conducted with 7th grade life science students at a public middle school in central Florida. The author used Reciprocal Teaching (RT) as described by Annemarie Palincsar and Anne Brown (1984) to examine changes in student comprehension when reading their life science textbook and changes in how the students used the predicting, questioning, and summarizing strategies. The RT strategies ask students to employ 4 strategies: predict what they will read, generate...
Show moreThis action research study was conducted with 7th grade life science students at a public middle school in central Florida. The author used Reciprocal Teaching (RT) as described by Annemarie Palincsar and Anne Brown (1984) to examine changes in student comprehension when reading their life science textbook and changes in how the students used the predicting, questioning, and summarizing strategies. The RT strategies ask students to employ 4 strategies: predict what they will read, generate questions about what was read, clarify any ideas that were not understood in the reading, and summarize the main idea of the reading. Students were given a pre and post reading comprehension test, they completed reading response worksheets to record their predictions, questions, clarifications, and summaries. Students were explicitly taught the 4 strategies prior to using them and the strategies were reinforced through teacher modeling (using think aloud teaching to show students how to use the strategies) and expert scaffolding (giving students the support needed while using the strategies). The teacher-researcher also examined if the students showed change in their level of proficiency when using the strategies after they had been taught them. Analysis of data revealed that student comprehension did increase after being taught the four reading strategies. Data also showed that students became increasingly more proficient when using the strategies as the study progressed. Data analysis also uncovered the unexpected pattern of increased student participation during whole-class and reading group discussions. Further research is needed to examine the effects of teaching highly proficient students specific reading strategies and to see how the explicit instruction of reading strategies affects student participation and achievement during inquiry-based laboratory investigations.
Show less
-
Date Issued
-
2007
-
Identifier
-
CFE0001669, ucf:47209
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0001669
-
-
Title
-
HIGH SCHOOL LITERACY COACHES IN FLORIDA: A STUDY OF BACKGROUND, TIME, AND OTHER FACTORS RELATED TO READING ACHIEVEMENT.
-
Creator
-
Boulware, Donald, Taylor, Rosemarye, University of Central Florida
-
Abstract / Description
-
ABSTRACT The goal of this research was to understand the work lives of literacy coaches in central Florida by studying who they were, what they did, and what they believed influenced student achievement. In addition, it was important to understand the perceptions of literacy coaches as to what factors influenced positive changes in student achievement. Of 27 central Florida literacy coaches, this study examined the academic and professional background of each coach, explored the time spent on...
Show moreABSTRACT The goal of this research was to understand the work lives of literacy coaches in central Florida by studying who they were, what they did, and what they believed influenced student achievement. In addition, it was important to understand the perceptions of literacy coaches as to what factors influenced positive changes in student achievement. Of 27 central Florida literacy coaches, this study examined the academic and professional background of each coach, explored the time spent on ten key literacy coaching activities, and analyzed work factors related to student achievement in reading on the Florida Comprehensive Assessment Test. Although the literacy coaching role was one that was expanding in the United States through state funding initiatives, much about the role and its effectiveness were not known through the literature. A web-based survey system and purposive interviews were used to gather important data relevant to providing understandings about literacy coaches. Exploratory regression analyses using coaching activities and school performance measures were run to determine the existence of relationships. Qualitative analysis was employed to develop literacy coaching themes from survey responses, and all data were triangulated and used to develop case studies. Case studies provided narrative descriptions of all data in the context of individual schools and their coaches all embedded within case types as identified by prior year school letter grade. The results of the study showed an overwhelming amount of time was spent on other activities not related to literacy coaching. Assisting with test preparation was one reason for other activity assignment. Modeling of literacy strategies was reported as one of the more useful and influential activities, but few of the coaches in the study organized their time for this. Case studies provided rich context into the work lives of literacy coaches. Suggested uses for the study included the development of stronger professional development programs for school administrators in working with high school literacy coaches. Although literacy coaches were a well-trained group, more specific training is needed in the re-allocation of time so that more influential activities are pursued.
Show less
-
Date Issued
-
2007
-
Identifier
-
CFE0001525, ucf:47142
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0001525
-
-
Title
-
VIRTUAL VISTAS: HIGH SCHOOL STUDENTS DESCRIBING THEIR EXPERIENCES IN ONLINE COURSES.
-
Creator
-
Scheick, Amy, Gunter, Glenda, University of Central Florida
-
Abstract / Description
-
Current research indicates that distance education courses can be as effective as traditional courses when the method and technologies used are appropriate to the instructional tasks. The number of states, counties, and school districts that provide online courses for high school students has rapidly expanded during the last ten years. The number of students, who enroll in these courses, has often grown by double digits each year. Understanding K-12 students' experiences in, and...
Show moreCurrent research indicates that distance education courses can be as effective as traditional courses when the method and technologies used are appropriate to the instructional tasks. The number of states, counties, and school districts that provide online courses for high school students has rapidly expanded during the last ten years. The number of students, who enroll in these courses, has often grown by double digits each year. Understanding K-12 students' experiences in, and expectations of, online learning is important for many reasons. Online learning is certainly growing and may become a graduation requirement in more states. Currently Michigan requires every student must participate in some form of online learning as a high school graduation requirement. High school students enrolling in online courses may have a measurable influence on higher education courses in the future, as students become more experienced with online learning. A great deal has been written about the development of virtual high schools, some of the issues surrounding them and basic student demographics. There are only a few studies that have interviewed students in detail as to why they have chosen to participate in a virtual school and examined how this choice has impacted them. The purpose of this study was to describe from the student's perspective, why they had enrolled in online courses and allowed them to characterize their experiences. Further, this study sought to identify the personality types and traits of the students enrolled in online high school courses and reported on one measure of the student's cognitive style or cognitive tempo. Forty-three students who were enrolled in a state sponsored virtual high school participated in this study. The study used three online instruments to collect data. The Matching Familiar Figures Test-20 was used to measure the impulsive or reflective responses of the students. The Long-Dziuban Reactive Behavioral Survey was used to determine the students' personality types. The third instrument was an online questionnaire of open-ended questions asking the students about their online experiences. In addition, twelve students participated in follow-up interviews. The study found that the students enrolled in online courses for a variety of reasons; students were concerned about and wanted control over the timing and pacing of their learning. Students' comments suggested that there may be a relationship between cognitive tempo as classified by the MFFT-20, and the students' preference for pacing through the online course materials. In addition, the distribution of personality types and cognitive styles represented in this sample were different from the general school population suggesting that perhaps some students are more interested in online learning than others are. After reviewing the results of the students responses to the MFFT-20, it may be that students may are becoming faster at processing visual information with fewer errors. More research is needed in this area. There does seem to be a trend in this direction and this could have implications for students enrolled in virtual high school courses. Finally, the students in this study characterized their online learning experiences as positive but did not feel that online learning should be a high school graduation requirement for all students.
Show less
-
Date Issued
-
2007
-
Identifier
-
CFE0001674, ucf:47213
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0001674
-
-
Title
-
SCIENCE SELF-EFFICACY IN TENTH GRADE HISPANIC FEMALE HIGH SCHOOL STUDENTS.
-
Creator
-
Miller, Maria, Biraimah, Karen, University of Central Florida
-
Abstract / Description
-
Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority...
Show moreHistorical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy (M=19.35). Each factor showed a significant positive correlation (p<.01) to each of the other two factors. ANOVA procedures compared all female subgroups in their science self-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science, It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest. Asian/Pacific and Native American females fared better than White, Black, and Hispanic female counterparts respectively. Triangulation of interview and quantitative data showed that classroom factors, specifically academic engagement, influenced participant perceptions of science self efficacy the greatest. Suggested further studies on the impact of science self-efficacy and science achievement are discussed. Information gleaned from the continued study of science self-efficacy may influence the ability of traditionally underrepresented racial/ethnic females to persist in their science preparation and training in an effort to prevent leaving the STEM pipeline at this crucial juncture.
Show less
-
Date Issued
-
2006
-
Identifier
-
CFE0000933, ucf:46743
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0000933
-
-
Title
-
HIGHLY QUALIFIED SECONDARY SPECIAL EDUCATION CO-TEACHIER DEFINITIONS AMONG THE FIFTY STATES.
-
Creator
-
Sena, Leslie, Hines, Rebecca, University of Central Florida
-
Abstract / Description
-
Rationale for this research was based on recent legislative requirements that all teachers must meet the No Child Left Behind of 2001 and Individuals with Disabilities Improvement Act of 2004 highly qualified requirements by the end of the 2005-2006 school year. The purpose of the study was to determine the extent to which state Department of Education officials representing the 50 states addressed the issue of NCLB of 2001 highly qualified personnel provisions for secondary special education...
Show moreRationale for this research was based on recent legislative requirements that all teachers must meet the No Child Left Behind of 2001 and Individuals with Disabilities Improvement Act of 2004 highly qualified requirements by the end of the 2005-2006 school year. The purpose of the study was to determine the extent to which state Department of Education officials representing the 50 states addressed the issue of NCLB of 2001 highly qualified personnel provisions for secondary special education co-teachers. Information for this study was represented by online documents that were retrieved from DOE websites across the United States. Findings suggested that information provided in online documents from state DOE websites that represented the 50 states included a variety of options for special education co-teachers who were required to demonstrate core subject provisions. This study presented five themes regarding the definitions of special education co-teachers. Results in this study showed that depending upon the theme of co-teaching definition cited in online documents a range of six highly qualified options were provided. The information in this study was intended to describe current state policies and aid researchers in the review of the status of secondary special education co-teachers, analysis of current policies, and development on new policies.
Show less
-
Date Issued
-
2006
-
Identifier
-
CFE0001165, ucf:46876
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0001165
-
-
Title
-
PREVENTING CHILDHOOD OBESITY IN SCHOOL-AGED CHILDREN: RELATIONSHIPS BETWEEN READING NUTRITION LABELS AND HEALTHY DIETARY BEHAVIORS.
-
Creator
-
Bogers, Kimberly S, Quelly, Susan, University of Central Florida
-
Abstract / Description
-
Childhood obesity is a prevalent problem in the United States. Obesity increases the risk for many diseases. Obese children are likely to become obese adults with additional comorbidities. Studies have reported mixed findings regarding associations between reading nutrition labels and improved dietary behaviors/healthy weight status. The purpose of this study is to determine whether the frequency of children reading nutrition labels is related to frequency of performing 12 dietary behaviors....
Show moreChildhood obesity is a prevalent problem in the United States. Obesity increases the risk for many diseases. Obese children are likely to become obese adults with additional comorbidities. Studies have reported mixed findings regarding associations between reading nutrition labels and improved dietary behaviors/healthy weight status. The purpose of this study is to determine whether the frequency of children reading nutrition labels is related to frequency of performing 12 dietary behaviors. De-identified baseline data from a previous quasiexperimental pilot study were analyzed. Data were collected from 4th and 5th graders (n = 42) at an after-school program. An adapted paper survey was administered to the children to measure the number of days (0�7) they read nutrition labels and performed 12 dietary behaviors over the preceding week. Due to non-normal distribution of data, non-parametric Spearman rho correlations were conducted to determine relationships between frequency of reading nutrition labels and dietary behaviors. Positive correlations were found between frequency of reading nutrition labels and eating fruit for breakfast; eating vegetables at lunch/dinner; eating whole grain/multigrain bread (p less than .05); eating fruit for a snack; eating vegetables for a snack (p less than .01). Frequency of reading nutrition labels was inversely related to drinking soda/sugar-sweetened beverages (p less than .05). Significant relationships were found between frequency of reading nutrition labels and several dietary behaviors associated with childhood obesity prevention. Findings are promising and support the need for further intervention research to determine potential direct influences of children reading nutrition labels on dietary behaviors.
Show less
-
Date Issued
-
2018
-
Identifier
-
CFH2000281, ucf:45722
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFH2000281
-
-
Title
-
EFFECTIVENESS OF CARDIAC REHABILITATION: SECONDARY PREVENTION INCREASES FUNCTIONAL CAPACITY IN POST-MYOCARDIAL INFARCTION PATIENTS.
-
Creator
-
Badillo, Kristin, Fisher, Thomas, University of Central Florida
-
Abstract / Description
-
The purpose of this study was to discern the effectiveness of Cardiac Rehabilitation/ Secondary Prevention Programs (CR/ SPPs) by evaluating increased functional capacity in the form of MET (metabolic equivalent) scores post-myocardial infarction (MI) or heart attack. The Duke Activity Status Index (DASI) survey is administered as part of the Standard Operating Procedure (SOP) for participation in the Secondary Prevention Program. Criterion for the research included patients 65 and older,...
Show moreThe purpose of this study was to discern the effectiveness of Cardiac Rehabilitation/ Secondary Prevention Programs (CR/ SPPs) by evaluating increased functional capacity in the form of MET (metabolic equivalent) scores post-myocardial infarction (MI) or heart attack. The Duke Activity Status Index (DASI) survey is administered as part of the Standard Operating Procedure (SOP) for participation in the Secondary Prevention Program. Criterion for the research included patients 65 and older, with a history of one myocardial infarction, and had completed all 36 sessions of CR. The scores from 11 SPP surveys were analyzed and compared in three time increments from sessions 1-18 (initial, or"pre"), sessions 19-36 ("pan"), and sessions 1-36 ("post"). A total of 11 (n=11) surveys were collected and analyzed at The Computing and Statistical Technology Laboratory in Education (CASTLE) in the Teaching Academy on UCF Main Campus. Results from the data showed mean MET scores of 6.21 at session 1, 7.59 at session 18, and 8.15 at session 36. The mean changes over time represented in METs were 1.38 (1), .56 (18), and 1.93 (36). Percent changes over time were 27% (1), 8% (18), and 36% (36). This study showed increased functional capacity over time and will improve program design in terms of frequency and duration.
Show less
-
Date Issued
-
2015
-
Identifier
-
CFH0004770, ucf:45339
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFH0004770
-
-
Title
-
ATMOSPHERIC, ORBITAL, AND ECLIPSE-DEPTH ANALYSIS OF THE HOT JUPITER HAT-P-30-WASP-51AB.
-
Creator
-
Foster, Andrew SD, Harrington, Joseph, University of Central Florida
-
Abstract / Description
-
HAT-P-30-WASP-51b is a hot-Jupiter exoplanet that orbits an F star every 2.8106 days at a distance of 0.0419 AU. Using the Spitzer Space Telescope in 2012 (Spitzer Program Number 70084) we observed two secondary eclipses at 3.6 and 4.5 ?m. We present eclipse-depth measurements of 0.177 � 0.018 % and 0.247 � 0.024 % and estimate the infrared brightness temperatures to be 1990 � 110 K and 2080 � 130 K for these two channels, respectively, from an analysis using our Photometry for Orbits,...
Show moreHAT-P-30-WASP-51b is a hot-Jupiter exoplanet that orbits an F star every 2.8106 days at a distance of 0.0419 AU. Using the Spitzer Space Telescope in 2012 (Spitzer Program Number 70084) we observed two secondary eclipses at 3.6 and 4.5 ?m. We present eclipse-depth measurements of 0.177 � 0.018 % and 0.247 � 0.024 % and estimate the infrared brightness temperatures to be 1990 � 110 K and 2080 � 130 K for these two channels, respectively, from an analysis using our Photometry for Orbits, Eclipses, and Transits (POET) pipeline. These may be grazing eclipses. We also refine its orbit using our own secondary-eclipse measurements in combination with radial- velocity and transit observations from both professional and amateur observers. Using only the phase of our secondary eclipses, we can constrain e cos(?) where e is the orbital eccentricity and ? is the argument of periastron to 0.0058 � 0.00094. This is the component of eccentricity in the plane of view,. This small but non-zero eccentricity is independent of the effects that stellar tides have on radial-velocity data. When including radial velocity data in our model, our Markov chain finds an e cos(?) of 0.0043 � 0.0007. We constrain the atmospheric temperature profile using our Bayesian Atmospheric Radiative Transfer code (BART), a large lower bound (700 km) for the scale height, and the potential for high quality transit spectroscopy observations.
Show less
-
Date Issued
-
2016
-
Identifier
-
CFH2000074, ucf:45519
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFH2000074
-
-
Title
-
DEFINING A PERSON: THE NURSE AT RISK FOR COMPASSION FATIGUE.
-
Creator
-
Johnston, Ellen, Andrews, Diane, University of Central Florida
-
Abstract / Description
-
The intent of this thesis was to examine compassion fatigue in nurses through analysis of research studies conducted within the past five years in an effort to identify predisposing factors to the experience of compassion fatigue. Individual and institutional factors were identified as well as current strategies to assist with management of compassion fatigue. Findings indicated that being new to practice, having a trait negative affect, being younger in age, having a history of exposure to...
Show moreThe intent of this thesis was to examine compassion fatigue in nurses through analysis of research studies conducted within the past five years in an effort to identify predisposing factors to the experience of compassion fatigue. Individual and institutional factors were identified as well as current strategies to assist with management of compassion fatigue. Findings indicated that being new to practice, having a trait negative affect, being younger in age, having a history of exposure to trauma and working in high emotionally stressful units predisposed individuals to the experience of compassion fatigue. Institutional factors included a lack of managerial support, organizational commitment, group cohesion, work engagement and conflicting expectations of the nurse. Institutional interventions to assist in mitigating compassion fatigue include improving managerial support, developing group cohesion and communication and providing continuing education opportunities. Institutions can also assist by offering training in resiliency techniques such as negative thought pattern identification, meditation, peer-to-peer discussions, journaling about traumatic experiences, identification and maintenance of personal/professional boundaries and physical wellness through exercise and yoga. These proposed interventions address institutional accountability in health care worker wellness as defined by the quadruple aim. Such interventions also address use of Watson's Caring Theory to emphasize the importance of nurse wellness as essential to creating caring nurse-patient relationships.
Show less
-
Date Issued
-
2017
-
Identifier
-
CFH0000222, ucf:44675
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFH0000222
-
-
Title
-
PROBLEM-BASED LEARNING: MEETING THE COMMON CORE STATE STANDARDS FOR GRADE 9/10 ENGLISH LANGUAGE ARTS.
-
Creator
-
Millard, Michelle, Kaplan, Dr. Jeffery, University of Central Florida
-
Abstract / Description
-
The purpose of this project design Problem- Based Learning (PBL) Units that would meet the Common Core State Standards (CCSS) for a 9/10 grade English Language Arts (ELA) classroom. The CCSS, newly adopted into Florida public schools, were created to provide students with the skills necessary to be successful in both higher education and ultimately, the global economy. PBL has been practiced in some of the country's leading medical schools for decades, and recently, has begun to play a...
Show moreThe purpose of this project design Problem- Based Learning (PBL) Units that would meet the Common Core State Standards (CCSS) for a 9/10 grade English Language Arts (ELA) classroom. The CCSS, newly adopted into Florida public schools, were created to provide students with the skills necessary to be successful in both higher education and ultimately, the global economy. PBL has been practiced in some of the country's leading medical schools for decades, and recently, has begun to play a leading role in designing math and science curricula. Until now, few attempts have been made incorporating the structures of Problem- Based Learning into the secondary English Language Arts classroom. My intention in tapping PBL was to utilize a tool that would foster critical thinking skills and create real world relevance in the curriculum for my future ELA students. With the ever increasing shift into a more inquiry- based teaching approach in today's schools, these units will not only meet the CCSS, but they will provide real world application in both research and collaborative learning. PBL utilizes an "ill-structured scenario" that provides the student with a role that gives them ownership into solving a problem (Lambros, 2004). In order to create these scenarios, I examined the 9/10 Grade exemplars offered throughout the CCSS. I then used the CCSS to identify which standards would be met by each unit. I also evaluated the Brevard County District calendar to identify the constraints on time that a teacher might typically encounter in the classroom. The result is four PBL units that meet the CCSS for Grade 9/10 English Language Arts. I developed these units with the idea that they would be the main methods of instruction in an ELA classroom and therefore provided time frames for each unit to be completed. The time frames account for research, project completion and presentation. Each of these four units use the exemplar texts outlined by CCSS and highlight four different genres in Literature: Fiction, Nonfiction, Poetry, and Drama.
Show less
-
Date Issued
-
2013
-
Identifier
-
CFH0004397, ucf:45004
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFH0004397
-
-
Title
-
A TRIPARTILE BIOSENSOR FOR REAL-TIME SNPS DETECTION IN DNA HAIRPIN MOTIF.
-
Creator
-
Nguyen, Camha, Kolpashchikov, Dmitry, University of Central Florida
-
Abstract / Description
-
The hybridization between two complementary strands of nucleic acid is the basis for a number of applications in DNA and RNA analysis, including in vivo RNA monitoring, microarrays, SNPs detection, and so on. The short oligonucleotide probes form Watson/Crick base pairs (A-T and G-C) with the analyzed nucleic acid. Molecular beacon (MB) probe is one of the most advantageous tools for nucleic acid analysis in real-time. A traditional MB probe consists of a DNA strand folded in hairpin motif...
Show moreThe hybridization between two complementary strands of nucleic acid is the basis for a number of applications in DNA and RNA analysis, including in vivo RNA monitoring, microarrays, SNPs detection, and so on. The short oligonucleotide probes form Watson/Crick base pairs (A-T and G-C) with the analyzed nucleic acid. Molecular beacon (MB) probe is one of the most advantageous tools for nucleic acid analysis in real-time. A traditional MB probe consists of a DNA strand folded in hairpin motif with a fluorophore attached to the 5'end and a quencher attached to the 3' end. The loop segment is complementary to the analytes. Upon hybridization to a complementary single-stranded nucleic acid, MB probe switches to the elongated conformation, which separates the fluorophore from the quencher, resulting in high fluorescence signal. However, DNA or RNA folded in hairpin motifs are difficult to analyze by a conventional MB probes. Inefficient formation of the duplex between the secondary analyte and the MB probe results in low or undetectable fluorescent signal. In this project, we developed a tripartite probe consisting of one MB probe and two adaptor strands to genotype single nucleotide polymorphism (SNPs) in DNA hairpin motifs in real-time fluorescent assays. Each adaptor strand contains a fragment complementary to the analyte and a fragment complementary to an MB probe. One adaptor strand hybridizes to the analyte and unwinds its secondary structure, and the other strand forms stable complex only with the fully complementary analyte sequence. The tri-component probe promises to simplify nucleic acid analysis at ambient temperatures in such application as in vivo RNA monitoring and isothermal detection of specific DNA/RNA targets.
Show less
-
Date Issued
-
2011
-
Identifier
-
CFH0003768, ucf:44722
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFH0003768
-
-
Title
-
Developing and Validating the Secondary Literacy Professionals Needs Assessment Matrix.
-
Creator
-
Kennedy, Analexis, Zygouris-Coe, Vassiliki, Gill, Michele, Jahani, Shiva, Johnson, Jerry, University of Central Florida
-
Abstract / Description
-
The purpose of this study was to develop and validate a needs assessment matrix for secondary specialized literacy professionals that identified the professional learning needs of literacy coaches. This tool was developed in order to inform school districts and secondary specialized literacy professionals about the types of professional learning support they will need for them to effectively meet the literacy needs of teachers in secondary schools. The Secondary Literacy Professionals Needs...
Show moreThe purpose of this study was to develop and validate a needs assessment matrix for secondary specialized literacy professionals that identified the professional learning needs of literacy coaches. This tool was developed in order to inform school districts and secondary specialized literacy professionals about the types of professional learning support they will need for them to effectively meet the literacy needs of teachers in secondary schools. The Secondary Literacy Professionals Needs Assessment Matrix (SLPNAM) was created using a variety of methods. A synthesis of literature regarding school improvement, adolescent literacy, 21stcentury skills, adult learning, literacy coaching and the 2017 International Literacy Association's Standards for Specialized Literacy Professionals was used to provide the conceptual framework for the SLPNAM. The SLPNAM items were developed by interviewing coaching and content experts, going through several iterations before the final instrument was developed. Construct validity was established through exploratory factor analysis, and internal reliability was determined through Cronbach's Alpha. Sixty-four participants from 18 school districts in Florida responded to the SLPNAM. Data analysis indicated that the SLPNAM had a high level of internal reliability, and data reduction was used to ensure that items correlated with constructs it was intended to correlate with. Data from the exploratory factor analysisof the SLPNAM confirmed that construct validity was established. The results from this study provide opportunities for school districts to differentiate professional learning for literacy professionals. It also provides data for school administrators to define the role of the coach and assists secondary literacy professionals in setting professional learning goals specific to their roles.
Show less
-
Date Issued
-
2019
-
Identifier
-
CFE0007825, ucf:52826
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0007825
-
-
Title
-
A phenomenological study of Black fifth grade students' perceptions of social studies and a discussion with secondary students.
-
Creator
-
Walker, Irenea, Russell, William, Hewitt, Randall, Hopp, Carolyn, Huff-Corzine, Lin, University of Central Florida
-
Abstract / Description
-
The problem I address in this study is the lack of Black elementary students' knowledge and interest of the social studies content. Black students who lack a true identity of self, fail to develop into productive citizens. Although previous studies have examined Black students' experiences in secondary social studies classrooms, few have thoroughly examined Black students' experiences in the elementary classrooms. For this study, I analyze Black fifth grade students' perceptions of the social...
Show moreThe problem I address in this study is the lack of Black elementary students' knowledge and interest of the social studies content. Black students who lack a true identity of self, fail to develop into productive citizens. Although previous studies have examined Black students' experiences in secondary social studies classrooms, few have thoroughly examined Black students' experiences in the elementary classrooms. For this study, I analyze Black fifth grade students' perceptions of the social studies content. Identifying these perceptions is imperative so educators can adjust their pedagogical practices based on what they deem as important for educational growth, and the experiences of Black students. Allowing Black students to share their experiences and express their thoughts is conducive to their knowledge and awareness of the subject (Scott, 2017). To grasp an authentic analysis of student understanding educators must start in the primary grades. Previous research highlights that curriculum and instruction fails to align with what students, especially Black students need to be successful in the classroom. Identifying these areas in elementary school will create a smooth transition for students as they advance to the next level.
Show less
-
Date Issued
-
2018
-
Identifier
-
CFE0007591, ucf:52547
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0007591
-
-
Title
-
An Exploration of the Relationship between Work Climate, the Utilization of Support Resources, and Compassion Fatigue Level in Child Protective Investigators.
-
Creator
-
Holliker, Shannon, Leon, Ana, Yegidis, Bonnie, Dziegielewski, Sophia, Rosa-Lugo, Linda, University of Central Florida
-
Abstract / Description
-
The impact of child maltreatment is far reaching, affecting the abused child, the family system, and the professionals tasked with providing support during the moments of crisis. As child protective investigators (CPIs) provide care and support to others, they are at high risk of experiencing secondary traumatic stress and/or burnout, both aspects of compassion fatigue. Researchers suggest that work climate, utilization of resources, and worker characteristics can impact CPI compassion...
Show moreThe impact of child maltreatment is far reaching, affecting the abused child, the family system, and the professionals tasked with providing support during the moments of crisis. As child protective investigators (CPIs) provide care and support to others, they are at high risk of experiencing secondary traumatic stress and/or burnout, both aspects of compassion fatigue. Researchers suggest that work climate, utilization of resources, and worker characteristics can impact CPI compassion-fatigue level. Drawing on extant literature, this study examined three research questions and seven hypotheses aiming to explore the relationship between work climate, resource utilization, CPI characteristics, and CPI compassion-fatigue level. This dissertation research used a cross-sectional study design that included collecting data from 165 CPIs using three instruments: (a) CPI demographic form, (b) Professional Quality of Life-5, and (c) Safety Attitudes Questionnaire. Descriptive, nonparametric, and regression analyses were conducted on the returned surveys of 165 Florida-based CPIs. Results of data analyses indicated that statistically significant inverse relationships exist between the independent variable, compassion fatigue, and the dependent variables of teamwork climate, CPI supervision utilization, CPI age, and CPI trauma history (verbal abuse). The study presents implications for addressing compassion fatigue in CPIs from a public-affairs, a practice, and a research perspective.
Show less
-
Date Issued
-
2019
-
Identifier
-
CFE0007654, ucf:52496
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0007654
-
-
Title
-
A Narrative Research Study of Self-Selected Tracking on Motivation in 10th Grade English Language Arts Classes.
-
Creator
-
Greuel, Audra, Olan, Elsie, Puig, Enrique, Hewitt, Randall, University of Central Florida
-
Abstract / Description
-
The practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes of a narrative of deficit through inequality and exclusion and impedes student motivation due to the negative implications. A common finding of outside research studies was that of disapproval for the current school organizational structure of tracking due to the negative consequences on students. Furthermore,...
Show moreThe practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes of a narrative of deficit through inequality and exclusion and impedes student motivation due to the negative implications. A common finding of outside research studies was that of disapproval for the current school organizational structure of tracking due to the negative consequences on students. Furthermore, several research studies developed an outline of positive ways to advocate for a unifying system of educational change. Educational leaders should heed the suggestions of researchers to promote changes within the system to benefit marginalized students. Students' silenced narratives should be considered to promote voice within educational change. The purpose of this narrative research is to explore motivation through the overt and covert narratives of 10th grade English Language Arts students, who self-select higher and lower academic tracks at a large, southeastern United States, public high school through a qualitative unstructured questionnaire. This study also observes 10th grade English Language Arts students' ability to discuss these issues. Using information from a 10-question qualitative, unstructured questionnaire of twelve (12) research participants, this thesis explores the following questions: Research question one (RQ1): What are 10th grade English Language Arts students' attitudes towards higher and lower academic tracks?, Research question two (RQ2): What factors contribute to 10th grade English Language Arts students' motivation to self-select higher and lower academic tracks?
Show less
-
Date Issued
-
2019
-
Identifier
-
CFE0007640, ucf:52501
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0007640
-
-
Title
-
Purge and Secondary Flow Interaction Control by Means of Platform Circumferential Contouring.
-
Creator
-
Seco Soley, Melissa, Kapat, Jayanta, Deng, Weiwei, Gordon, Ali, University of Central Florida
-
Abstract / Description
-
This study presents an attempt to reduce the losses produced by the purge flow in a turbine stage by incorporating circumferential platform contouring. Two contours are proposed and compared against a baseline at different levels of swirl. The computational simulations were performed using a RANS three-dimensional Computational Fluid Dynamics code with the Shear Stress Transport turbulence model. The results of steady simulations demonstrate that for the first contour, when the flow is...
Show moreThis study presents an attempt to reduce the losses produced by the purge flow in a turbine stage by incorporating circumferential platform contouring. Two contours are proposed and compared against a baseline at different levels of swirl. The computational simulations were performed using a RANS three-dimensional Computational Fluid Dynamics code with the Shear Stress Transport turbulence model. The results of steady simulations demonstrate that for the first contour, when the flow is swirled to 50% of the rim speed, the purge flow exits the cavity with less cross flow. This in turn reduces the strength of the passage vortex. However, at swirl extremes of 0% and 100% the baseline has the best performance. The results show that a carefully designed platform has the potential to reduce losses when the operating condition is in the proximity of 50% swirl.
Show less
-
Date Issued
-
2011
-
Identifier
-
CFE0004163, ucf:49054
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0004163
-
-
Title
-
Computational Methods for Analyzing RNA Folding Landscapes and its Applications.
-
Creator
-
Li, Yuan, Zhang, Shaojie, Hua, Kien, Jha, Sumit, Hu, Haiyan, Li, Xiaoman, University of Central Florida
-
Abstract / Description
-
Non-protein-coding RNAs play critical regulatory roles in cellular life. Many ncRNAs fold into specific structures in order to perform their biological functions. Some of the RNAs, such as riboswitches, can even fold into alternative structural conformations in order to participate in different biological processes. In addition, these RNAs can transit dynamically between different functional structures along folding pathways on their energy landscapes. These alternative functional structures...
Show moreNon-protein-coding RNAs play critical regulatory roles in cellular life. Many ncRNAs fold into specific structures in order to perform their biological functions. Some of the RNAs, such as riboswitches, can even fold into alternative structural conformations in order to participate in different biological processes. In addition, these RNAs can transit dynamically between different functional structures along folding pathways on their energy landscapes. These alternative functional structures are usually energetically favored and are stable in their local energy landscapes. Moreover, conformational transitions between any pair of alternate structures usually involve high energy barriers, such that RNAs can become kinetically trapped by these stable and local optimal structures.We have proposed a suite of computational approaches for analyzing and discovering regulatory RNAs through studying folding pathways, alternative structures and energy landscapes associated with conformational transitions of regulatory RNAs. First, we developed an approach, RNAEAPath, which can predict low-barrier folding pathways between two conformational structures of a single RNA molecule. Using RNAEAPath, we can analyze folding pathways between two functional RNA structures, and therefore study the mechanism behind RNA functional transitions from a thermodynamic perspective. Second, we introduced an approach, RNASLOpt, for finding all the stable and local optimal structures on the energy landscape of a single RNA molecule. We can use the generated stable and local optimal structures to represent the RNA energy landscape in a compact manner. In addition, we applied RNASLOpt to several known riboswitches and predicted their alternate functional structures accurately. Third, we integrated a comparative approach with RNASLOpt, and developed RNAConSLOpt, which can find all the consensus stable and local optimal structuresthat are conserved among a set of homologous regulatory RNAs. We can use RNAConSLOpt to predict alternate functional structures for regulatory RNA families. Finally, we have proposed a pipeline making use of RNAConSLOpt to computationally discover novel riboswitches in bacterial genomes. An application of the proposed pipeline to a set of bacteria in Bacillus genus results in the re-discovery of many known riboswitches, and the detection of several novel putative riboswitch elements.
Show less
-
Date Issued
-
2012
-
Identifier
-
CFE0004400, ucf:49365
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0004400
-
-
Title
-
GENERAL EDUCATION REFORM AT A COMMUNITY COLLEGE: A GROUNDED THEORY STUDY.
-
Creator
-
Dutkofski, Daniel, Sivo, Stephen, University of Central Florida
-
Abstract / Description
-
The attempts to reform general education programs in higher education have been applied and studied throughout the history of higher education in the United States, but with even greater frequency and urgency over the past fifty years. Countless studies show the high percentage of institutions participating in these efforts and further studies lament the state of general education both as a reason to initiate reforms and as a result of the reforms. This effort is difficult enough for...
Show moreThe attempts to reform general education programs in higher education have been applied and studied throughout the history of higher education in the United States, but with even greater frequency and urgency over the past fifty years. Countless studies show the high percentage of institutions participating in these efforts and further studies lament the state of general education both as a reason to initiate reforms and as a result of the reforms. This effort is difficult enough for universities, but is further complicated when the curriculum for general education is part of a community college degree program. A grounded theory study was conducted to identify the underlying understanding of general education at one community college as well as the process for implementing and reforming the curriculum, especially the general education curriculum. Members of the curriculum committee as well as other administrators and faculty at the college who have a voice in the curriculum were interviewed and their responses were coded following classic grounded theory methodology. The resulting theory showed a divergence of understanding of general education when speaking about it abstractly and when speaking about the process to change the collegeÃÂ's existing general education program. The abstract understanding of general education is very consistent with the stated purposes of general education and the educational goals of the college. The practical understanding, however, indicates that the work of curriculum reform is compliance with guidelines from legislation and accreditation requirements. Thus, any efforts to establish a model of general education that would be more consistent with the understood purpose of general education that would require modifying the existing structure would meet great resistance because of the perceived need to comply with the existing model. Further studies concerning the same issue at other community colleges within the state, as well as the understanding of general education within the university system would contribute to a better understanding of the role of general education at the college and throughout the state system of higher education. The use of grounded theory as a methodology to achieve this reform provides a way to engage everyone involved more openly and to permit the efforts to be far more intentional.
Show less
-
Date Issued
-
2010
-
Identifier
-
CFE0003439, ucf:48387
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0003439
-
-
Title
-
INTEGRATING UNIVERSAL DESIGN FOR LEARNING CONCEPTS INTO SECONDARY GENERAL EDUCATION INSTRUCTIONAL METHODS COURSES.
-
Creator
-
Pawling, Kimberly, Wienke, Wilfred, University of Central Florida
-
Abstract / Description
-
Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to...
Show moreBecause many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to determine if integrating instruction on UDL into preservice SGE students' instructional methods courses will increase students' knowledge of UDL and (2) to determine if integrating instruction on Universal Design for Learning (UDL) will affect how secondary social studies (SS) students design lesson plans, particularly, content delivery and student assessment, in regards to the three principles of UDL. The research design was a quantitative, quasi-experimental design. The participants in the research study were students enrolled in four content specific SGE instructional methods courses: Social Studies (SS), Language Arts (LA), Mathematics (M) and Science (S). Research question oneÃÂ's data were analyzed both within content area, Wilcxon test for matched pairs, and between content areas, Mann-Whitney U test for independent samples. The results from research question one indicated a significant difference (p < .05). between pre and post UDL Knowledge test scores within the SGE SS participants. Within the other three SGE content areas, M, LA, and S, subjectsÃÂ' UDL Knowledge pre to posttest scores did not significantly change. When each content areaÃÂ's difference score for the UDL knowledge pre and posttest were calculated and compared between content areas, only the SS and S pairing demonstrated a statistically significant difference score (p < .05). Data from research question two indicated no statistically significant difference (p > .05) between pre and post intervention UDL lesson plan rubric scores. The study provides impetus for future research regarding effective delivery of UDL content in teacher preparation programs. The study also provides suggestions for future researchers who may be interested in designing a similar research study. Finally, the study provides teacher education leadership with questions regarding how the three principles of UDL planning, instruction, and assessment align with the current teacher and student educational evaluation practice of standardized assessments.
Show less
-
Date Issued
-
2010
-
Identifier
-
CFE0003246, ucf:48544
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0003246
Pages