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Title: ACADEMIC INTERVENTIONS FOR SUCCESSFUL INCLUSION OF STUDENTS WITH MILD TO MODERATE EMOTIONAL/BEHAVIORAL DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A SYSTEMATIC REVIEW OF LITERATURE.
Creator: Gischel, Carolynne, Boote, David, University of Central Florida
Abstract / Description: Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic...
Show moreStudents with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic performance with these students. This systematic review examined the literature to identify research-based effective interventions for students with EBD served in general education settings. Studies included in this review had to meet the following criteria: research sample includes students identified with EBD as their primary disability who are being educated full time in general education settings; description of intervention and implementation are thorough enough to allow replication; documented relationship between intervention and academic performance is clearly established; and data documenting intervention effect is provided. The focus of interventions for students with EBD is too often only on controlling behavior, whereas this review focused on improving academics. Studies not meeting these criteria were excluded from the review. These inclusion and exclusion criteria were necessary to identify studies relevant to current practice of inclusion, as well as to provide information to educators on interventions having an effect on academic performance. Five studies met all inclusion criteria. Effective interventions included: writing instruction, discovery teaching, teacher modeling, cross-age tutoring, and guided notes. Nineteen studies met all inclusion criteria except setting, with intervention and data collection performed in self-contained special education classrooms. These studies suggest that peer-tutoring and self-management interventions may also be effective if introduced into general education classrooms. The study concludes by suggesting specific methodological criteria needed for future research in this area.
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Date Issued: 2008
Identifier: CFE0002196, ucf:47914
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002196

Title: An Examination of the Insights and Support of Self-Advocacy by Academic Advisors when Working with Students with Disabilities in Higher Education.
Creator: Farran, Jennifer, King, Kathy (Kathleen), Cox, Thomas, Marshall, Nancy, Hopp, Carolyn, Preston, Michael, University of Central Florida
Abstract / Description: Self-advocacy for students with disabilities was noted throughout the literature as a necessary element for student success (Brinckerhoff, 1996; Daly-Cano, Vaccaro, (&) Newman, 2015; Gould, 1986; Williams (&) Shoultz, 1982). The literature also found that self-advocacy was particular crucial as students entered higher education (English, 1997; Stodden, Conway, and Chang, 2003; Vaccaro, Daly-Cano (&) Newman, 2015). In regard to student persistence, academic advising was the most cited student...
Show moreSelf-advocacy for students with disabilities was noted throughout the literature as a necessary element for student success (Brinckerhoff, 1996; Daly-Cano, Vaccaro, (&) Newman, 2015; Gould, 1986; Williams (&) Shoultz, 1982). The literature also found that self-advocacy was particular crucial as students entered higher education (English, 1997; Stodden, Conway, and Chang, 2003; Vaccaro, Daly-Cano (&) Newman, 2015). In regard to student persistence, academic advising was the most cited student service (Hossler (&) Bean, 1990). Academic advisors assist students through their academic journeys and are tasked with assisting students to navigate college life (Kuh, 2008). However, there was a lack of research regarding the relationship between advisors, students with disabilities, and self-advocacy. Therefore, this research study was conducted to explore the insights and support of self-advocacy among academic advisors when working with students with disabilities. A qualitative phenomenological research design was used to explore these experiences.From the data analysis, seven themes emerged after the interviews and a focus group, which represented the needs of academic advisors for their specific roles and interactions. The themes were lack of knowledge, accommodations, transition, academics, fear of being labeled, relationships and interactions, and self-awareness. The information gathered through this study may lead to professional development programs to improve relationships between academic advisors and students with disabilities and to prepare students with disabilities to become strong self-advocates.
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Date Issued: 2018
Identifier: CFE0007329, ucf:52139
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007329

Title: SERVICE QUALITY IN ACADEMIC LIBRARIES: AN ANALYSIS OF LIBQUAL+™ SCORES AND INSTITUTIONAL CHARACTERISTICS.
Creator: Miller, Kathleen, Bozeman, William, University of Central Florida
Abstract / Description: This exploratory study considered the problem of assessing quality in academic libraries. The research question that framed the investigation asked whether service quality scores from the LibQUAL+™ instrument were related to the following college or university characteristics: institutional type, enrollment level, or the level of investment made in libraries. Data regarding Carnegie classification, FTE enrollment, and library expenditures were collected for 159 college and university...
Show moreThis exploratory study considered the problem of assessing quality in academic libraries. The research question that framed the investigation asked whether service quality scores from the LibQUAL+™ instrument were related to the following college or university characteristics: institutional type, enrollment level, or the level of investment made in libraries. Data regarding Carnegie classification, FTE enrollment, and library expenditures were collected for 159 college and university libraries that participated in LibQUAL+™ during 2006. Descriptive statistics, bivariate correlations, and regression analyses were calculated and the Bonferroni adjustment was applied to significance levels to compensate for errors caused by repeated calculations using the same data. Several statistically significant relationships were found; notably, negative correlations were found between each of the LibQUAL+™ scores and total library expenditures. The study suggested that higher expectations among library users in large, research libraries led to slightly lower LibQUAL+™ scores. Implications for practice included that survey results should only be used as one component of an assessment strategy, and practitioners might consider the potential role of library marketing or public relations efforts to influence user expectations. Recommendations were made for future research including replicating some aspects of this study with a more representative sample, analyzing respondent comments as well as score data, and exploring whether there are reliable differences in results for different types of institutions or among groups of respondents (students and faculty, or faculty by discipline).
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Date Issued: 2008
Identifier: CFE0002007, ucf:47628
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002007

Title: FREEDOM AND COMFORT IN ACADEMICALLY-RELATED POLITICAL DISCUSSIONS AMONG ECONOMICS AND POLITICAL SCIENCE FACULTY IN A STATE UNIVERSITY SYSTEM: AN EXPLORATORY STUDY.
Creator: Hilston, John, Cintron, Rosa, University of Central Florida
Abstract / Description: This investigation explored whether there was a relationship between comfort in discussing political views and faculty members' political party preferences. The questions of whether political comfort differed based on gender, religious affiliation, academic discipline, and/or institutional affiliation were also explored. Both economics and political science faculty did not report comfort in discussing political views in the context of departmental committee service. Economics faculty...
Show moreThis investigation explored whether there was a relationship between comfort in discussing political views and faculty members' political party preferences. The questions of whether political comfort differed based on gender, religious affiliation, academic discipline, and/or institutional affiliation were also explored. Both economics and political science faculty did not report comfort in discussing political views in the context of departmental committee service. Economics faculty either did not report on their colleagues' political views or they disagreed with their colleagues' political views. Political science faculty either did not report on their colleagues' political views or they agreed with their colleagues' political views. Also, this investigation found minimal ethnic and political diversity among the respondents.
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Date Issued: 2010
Identifier: CFE0003194, ucf:48585
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003194

Title: IN THE PROCESS OF BECOMING: THE ORGANIZATIONAL CULTURE OF THE METROPOLITAN ACADEMIC LIBRARY.
Creator: Martin, Michael, Cintron, Rosa, University of Central Florida
Abstract / Description: Organizational culture may be defined as the shared norms, values, and beliefs of an organization. The culture expresses itself through symbols and sagas. Organizational culture shapes the behavior of those within the organization and provides a lens through which its members can interpret reality. This study sought to define the organizational culture of the Metropolitan Academic Library. The study was guided by Schein's five levels of cultural assumptions: assumptions about external...
Show moreOrganizational culture may be defined as the shared norms, values, and beliefs of an organization. The culture expresses itself through symbols and sagas. Organizational culture shapes the behavior of those within the organization and provides a lens through which its members can interpret reality. This study sought to define the organizational culture of the Metropolitan Academic Library. The study was guided by Schein's five levels of cultural assumptions: assumptions about external adaptation issues; assumptions about internal integration; assumptions about the nature of truth and reality; assumptions about the nature of time and space; and assumptions about human nature, activity, and relationships. In order to triangulate data, I gave the librarians and library technical assistants of the Metropolitan Academic Library the Martin Culture Survey. I then conducted a multi-day, on-site visit, where I interviewed members of the Metropolitan Academic Library, made observations about the library, and performed document analysis. I found the culture of the Metropolitan Academic Library to be "in the process of becoming." The culture present in the library was not deep or rich; however, I did find some shared values, symbols, and sagas. With a recent turnover in administration, change was a dominant story of the Metropolitan Academic Library. The librarians and library technical assistants valued campus engagement, the people within the library, and service to the library patrons. These values find symbolic recognition in the coffee shop located in the library, the Christmas party, and the reference desk. Popular sagas of the Metropolitan Academic Library include the story of its humble origins and the building renovation.
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Date Issued: 2011
Identifier: CFE0003585, ucf:48922
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003585

Title: ADHD BEHAVIOR PROBLEMS AND NEAR- AND LONG-TERM SCHOLASTIC ACHIEVEMENT: DIFFERENTIAL MEDIATING EFFECTS OF VERBAL AND VISUOSPATIAL MEMORY.
Creator: Sarver, Dustin, Rapport, Mark, University of Central Florida
Abstract / Description: The current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic...
Show moreThe current study examined verbal and visuospatial memory abilities as potential mediators of the relationship among ADHD behavior problems and near- and long-term scholastic achievement. Scholastic achievement was measured initially and at 4-year follow-up in an ethnically diverse sample of children (N = 325). Nested composite (reading, math, language) and domain-specific reading structural equation models revealed that ADHD behavior problems exerted a negative influence on scholastic achievement measures, both initially and at follow-up. Much of this influence, however, was mediated by verbal memory's contribution to near-term achievement, whereas visuospatial memory contributed more robustly to long-term achievement. For the domain-specific math achievement model, the collective influence of verbal and visuospatial memory fully mediated the direct influence of ADHD behavior problems on near-term math achievement, and visuospatial memory alone contributed to both near- and long-term achievement. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to the understanding of the developmental trajectory of scholastic achievement, and have potential implications for developing remedial programs targeting verbal and visual memory deficits in children with ADHD behavior problems.
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Date Issued: 2010
Identifier: CFE0003502, ucf:48950
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003502

Title: The Relationship Among African American Students' SAT Reasoning Test Scores and Participation in Advanced Placement Courses in One Large Urban School District in A Southern State in 2010-2011.
Creator: Fennoy, Donald, Taylor, Rosemarye, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, University of Central Florida
Abstract / Description: The purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced...
Show moreThe purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced Placement participation and closing the academic achievement gap between African American and other ethnic/racial groups. A significant difference was found to exist in the mean SAT Reasoning Test scores among different ethnic/racial groups during the 2010-2011 school year. African American student mean scores were significantly lower on the SAT Reasoning Test when compared to all ethnic/racial groups identified in this study, regardless of the independent variable (no AP participation, one AP course, two or more AP courses). However, the results did indicate that African American participation in AP courses was significantly lower than all other ethnic/racial groups in this school district. Additionally, information was provided for school leaders regarding the development of a systematic approach to creating equity and access for African American students to fully engage in a college going culture through participation in Advanced Placement courses.
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Date Issued: 2012
Identifier: CFE0004375, ucf:49445
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004375

Title: Strengths of Secondary School Principals in One Large Florida School District, and Achievement of Adequate Yearly Progress in 2010-2011.
Creator: Paduano, Kelly, Taylor, Rosemarye, Pawlas, George, Doherty, Walter, Baldwin, Lee, University of Central Florida
Abstract / Description: Increased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth.This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of...
Show moreIncreased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth.This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of adequate yearly progress (AYP) achieved, (b) grade levels served (middle school or high school) and (c) community served (urban or suburban). It is important to note that community served is not meant to indicate the socio-economic status of a school, but instead whether schools reside within census defined urban areas.It was found that there was a statistically significant difference in the ranking of principal strength of input based on the adequate yearly progress achievement of the school. There was also a statistically significant difference between the principals' ranking of both the strengths of communication and harmony based on grade level served and strengths of achiever and responsibility based on community served. While other strengths did not show statistically significant differences among various groups, their overall rankings are provided and discussed.
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Date Issued: 2012
Identifier: CFE0004335, ucf:49457
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004335

Title: Stereotypes, Perceptions of Similarity, and Cultural Identity: Factors That May Influence the Academic Achievement of Immigrant Students.
Creator: Fagan, Tamara, Szente, Judit, Eriksson, Gillian, Englehart, Deirdre, University of Central Florida
Abstract / Description: For decades, the United States has been known as the nation of immigrants due to the increasing number of immigrant students in the public school system. Although the population of immigrant students steadily increases annually, American society still pressures immigrants into acculturation to fulfill the United States ideals of academic achievement despite the United States claim of multiculturalism (Malcolm (&) Lowery, 2011). This research focuses on 1st- and 2nd generation immigrant...
Show moreFor decades, the United States has been known as the nation of immigrants due to the increasing number of immigrant students in the public school system. Although the population of immigrant students steadily increases annually, American society still pressures immigrants into acculturation to fulfill the United States ideals of academic achievement despite the United States claim of multiculturalism (Malcolm (&) Lowery, 2011). This research focuses on 1st- and 2nd generation immigrant students' strife of acceptance in U.S. culture, while sill preserving their own native culture, and the influence it has on academic achievement.The researcher interviewed eight (8) adult participants who are either 1st- or 2nd generation immigrant college students. This qualitative case study research aims to determine if forced acculturation or assimilation using stereotypes and perceptions of similarity effects how immigrant students develop their cultural identity, and the influence it has on academic achievement. Four major themes emerged from the participants' responses: parental approval, peer pressure, environmental influence, and feelings about their ethnic group. Basic findings supported that immigrant students' cultural identity is threatened by stereotypes and perceptions of similarity.
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Date Issued: 2013
Identifier: CFE0004996, ucf:49554
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004996

Title: THE IMPACT OF GRADE CONFIGURATION ONSIXTH GRADE ACADEMIC ACHIEVEMENT IN FLORIDA PUBLIC SCHOOLS.
Creator: Schafer, Karen, Murray, Barbara, University of Central Florida
Abstract / Description: This study examined the impact of grade span configuration on the academic achievement of sixth grade students in Florida public schools. Grade configuration (PK-6, PK-8, and 6-8) was the independent variable. Academic achievement, the dependent variable, was measured using 2009 Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics mean scale scores and the percentage of students making annual learning gains from 2008 to 2009. School socioeconomic status (SES) was used as a...
Show moreThis study examined the impact of grade span configuration on the academic achievement of sixth grade students in Florida public schools. Grade configuration (PK-6, PK-8, and 6-8) was the independent variable. Academic achievement, the dependent variable, was measured using 2009 Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics mean scale scores and the percentage of students making annual learning gains from 2008 to 2009. School socioeconomic status (SES) was used as a covariate to equalize the effect of poverty on achievement. Random samples of schools were drawn from the population of all Florida public schools with sixth grades in 2009, and from FloridaÃ‚Â's 2009 Academically High Performing School Districts. Findings showed that there was a statistically significant difference in achievement based on grade level configuration in reading and mathematics for all schools and for schools in Academically High Performing Districts. In all cases, the PK-6 configuration was statistically significantly higher than 6-8, with varied significance between PK-6 and PK-8, and PK-8 and 6-8. The strongest practical significance for all schools was found for learning gains in mathematics, with 26% of the variance in mean learning gain percentages accounted for by grade configuration when controlling for SES. Recommendations were made that future studies address differentiating grade configurations by instructional models and other factors that could impact achievement. The degree and the fidelity to which the middle school concept is implemented in 6-8 schools should be accounted for before making conclusions about the impact of configuration on academic achievement of students in that configuration.
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Date Issued: 2010
Identifier: CFE0003030, ucf:48357
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003030

Title: Student Community Detection and Recommendation of Customized Paths to Reinforce Academic Success.
Creator: Shao, Yuan, Jha, Sumit Kumar, Zhang, Wei, Zhang, Shaojie, University of Central Florida
Abstract / Description: Educational Data Mining (EDM) is a research area that analyzes educational data and extracts interesting and unique information to address education issues. EDM implements computational methods to explore data for the purpose of studying questions related to educational achievements. A common task in an educational environment is the grouping of students and the identification of communities that have common features. Then, these communities of students may be studied by a course developer to...
Show moreEducational Data Mining (EDM) is a research area that analyzes educational data and extracts interesting and unique information to address education issues. EDM implements computational methods to explore data for the purpose of studying questions related to educational achievements. A common task in an educational environment is the grouping of students and the identification of communities that have common features. Then, these communities of students may be studied by a course developer to build a personalized learning system, promote effective group learning, provide adaptive contents, etc. The objective of this thesis is to find an approach to detect student communities and analyze students who do well academically with particular sequences of classes in each community. Then, we compute one or more sequences of courses that a student in a community may pursue to higher their chances of obtaining good academic performance.
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Date Issued: 2019
Identifier: CFE0007529, ucf:52623
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007529

Title: Undergraduate Prescription Stimulant Misuse: The Impact of Academic Strain, Social Norms, and Gender.
Creator: Norman, Lauren, Ford, Jason, Reckdenwald, Amy, Anthony, Amanda, Potter, Roberto, University of Central Florida
Abstract / Description: This study investigates the misuse of prescription stimulants among undergraduates for a variety of different purposes, including: academic, other instrumental, and recreational. This research is important as existing literature as well as national level surveillance data indicates a substantial increase in this type of prescription drug misuse, especially among young adults aged 18-25. Drawing from several theoretical frameworks, this research focuses on how academic strain, social norms,...
Show moreThis study investigates the misuse of prescription stimulants among undergraduates for a variety of different purposes, including: academic, other instrumental, and recreational. This research is important as existing literature as well as national level surveillance data indicates a substantial increase in this type of prescription drug misuse, especially among young adults aged 18-25. Drawing from several theoretical frameworks, this research focuses on how academic strain, social norms, and gender influence prescription stimulant misuse among undergraduates. Roughly 900 quantitative surveys were collected that specifically address undergraduate prescription stimulant misuse. The results indicate that college students are at an increased likelihood of misusing prescription stimulants if they experienced academic impediments and/or grade strain during the past academic year. Additionally, the findings show that undergraduates who have accepting attitudes of prescription stimulant misuse and who have peers that misuse prescription stimulants are also at an increased likelihood of misusing prescription stimulants. Furthermore, males were at an increased likelihood of prescription stimulant misuse for academic purposes if they had experienced grade strain during the past academic year in comparison to their female counterparts. Female undergraduates, on the other hand, were four times more likely than male undergraduates to obtain prescription stimulants from their close friends for free.
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Date Issued: 2015
Identifier: CFE0005854, ucf:50908
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005854

Title: Project iCAN: A STEM Learning and Persistence Model for Postsecondary Students with Disabilities.
Creator: Koch, Aaron, Vasquez, Eleazar, Dieker, Lisa, Marino, Matthew, Raij, Andrew, University of Central Florida
Abstract / Description: Education and work in Science, Technology, Engineering, (&) Math (STEM) are of utmost importance in a post-modern society. Yet American performance in the STEM disciplines has waned over recent years. In order to recapture a global advantage in STEM, efforts are being made by educators and policy makers to compile and implement instructional supports. Of particular interest to this study are post-secondary students with disabilities (SWDs) who persist and learn in STEM degree paths. This...
Show moreEducation and work in Science, Technology, Engineering, (&) Math (STEM) are of utmost importance in a post-modern society. Yet American performance in the STEM disciplines has waned over recent years. In order to recapture a global advantage in STEM, efforts are being made by educators and policy makers to compile and implement instructional supports. Of particular interest to this study are post-secondary students with disabilities (SWDs) who persist and learn in STEM degree paths. This population is an (")untapped resource(") with limitless potential for contribution to the collective fields of STEM (Leddy, 2010, p. 3; Alston, Hampton, Bell, (&) Strauss, 1998, p. 5). The National Science Foundation (NSF) has funded Project Interdisciplinary Coaching as a Nexus for Transforming How Institutions Support Undergraduates in STEM (Project iCAN) at Landmark College as a model to develop a successful STEM support model. Post hoc interview data from students and staff at Landmark revealed themes pertaining to educational and vocational-training supports that may generalize to larger, urban institutions of higher education for further development of STEM persistence and learning models.
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Date Issued: 2016
Identifier: CFE0006340, ucf:51564
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006340

Title: Predicting Undergraduate Retention in STEM Majors Based on Demographics, Math Ability, and Career Development Factors.
Creator: Belser, Christopher, Shillingford-Butler, Ann, Van Horn, Stacy, Taylor, Dalena, Daire, Andrew, Witta, Eleanor, University of Central Florida
Abstract / Description: Science, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of...
Show moreScience, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of STEM retention (Beasley (&) Fischer, 2012; CollegeBoard, 2012; Cundiff et al., 2013; Gayles (&) Ampaw, 2014; Le et al., 2014; Nosek (&) Smyth, 2011; Riegle-Crumb (&) King, 2010), the need exists for additional research examining the impact of career-related variables (Belser et al., 2017; Folsom et al., 2004; Parks et al., 2012; Reardon et al., 2015). Additionally, prior STEM retention research primarily focused on students with declared STEM majors, as opposed to undeclared students considering STEM majors. In the present study, the researcher sought to determine the degree to which demographic variables (gender and ethnicity), math ability variables (SAT Math scores and Math Placement Test--Algebra scores), and career development related variables (initial major, STEM course participation, and Career Thoughts Inventory [CTI] change scores) could predict undergraduate retention in STEM for participants in a STEM recruitment and retention program. Using binary logistic regression, the researcher found that initially having a declared STEM major was the best predictor of STEM retention. Higher scores on math variables consistently predicted higher odds of STEM success, and the data revealed higher odds of STEM retention for ethnic minority students. Gender only showed to be a significant predictor of STEM attrition with the undecided students with first-to-third year retention. Finally, larger decreases in CTI scores predicted increased odds of STEM retention. Implications from the findings relate to a variety of professionals from higher education, counseling, and research. The findings provide guidance and new perspectives on variables associated with better rates of STEM retention, and as such, inform STEM initiatives targeting undergraduate STEM recruitment and retention.
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Date Issued: 2017
Identifier: CFE0006565, ucf:51326
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006565

Title: Ready or not, here comes college: A comparative correlation study of college readiness in Black and Hispanic students who take advanced level classes.
Creator: Pillay, Nigel, Lue, Martha, Hutchinson, Cynthia, Little, Mary, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this study was to investigate how participation in advanced level courses impacts college readiness in students of color, specifically Black and Hispanic students. High school students have a variety of advanced level classes to choose from, including but not limited to: Advanced Placement (AP), International Baccalaureate (IB), Dual Enrollment (DE), Advanced International Certificate of Education (AICE) and Advancement via Individual Determination (AVID) classes. These types...
Show moreThe purpose of this study was to investigate how participation in advanced level courses impacts college readiness in students of color, specifically Black and Hispanic students. High school students have a variety of advanced level classes to choose from, including but not limited to: Advanced Placement (AP), International Baccalaureate (IB), Dual Enrollment (DE), Advanced International Certificate of Education (AICE) and Advancement via Individual Determination (AVID) classes. These types of advanced classes not only prepare students for college but also allow them to earn college credit through participation in courses of college level rigor while still in high school. However, the number of students of color enrolled in advanced level classes has historically been substantially lower than that of their White counterparts (Kerr, 2014). Special incentives, grants, and funding have been put in place both at the state and federal levels to increase the number of students of color participating in these advanced classes. AVID is specifically designed to help increase college readiness for the most underrepresented student groups. In the past, the federal government, state policymakers, and companies such as College Board have started programs geared toward increasing AP and IB offerings for disadvantaged students and the number of students who take these courses (Iatarola, Conger, (&) Long, 2011). As a result of this effort, there has been a rise in participation in AP programs across the country with respect to Black and Hispanic students. This study was conducted to investigate how these advanced level courses impacted the level of college readiness among students of color in the fastest growing school district in Northeast Florida. The researcher aimed to determine if there was a difference in college readiness between students of color who take advanced level classes as opposed to those who do not. The principle purpose of this study was to examine the relationship between Black and Hispanic high school student participation in advanced academics and their college readiness.
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Date Issued: 2016
Identifier: CFE0006487, ucf:51396
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006487

Title: The Effect of a Self-Monitoring Treatment Intervention Package on the Academic Productivity Behavior of Three High School Students with Autism Spectrum Disorder.
Creator: Craanen, Patrick, Hoffman, Bobby, Vasquez, Eleazar, Spence, Kimberly, Harvey, Charlotte, University of Central Florida
Abstract / Description: This study employed a multiple baseline across participants design to investigate the effect of a self-monitoring treatment intervention package (independent variable) consisting of a wristwatch that delivers timed vibrating and digital text prompts, a self-recording form, and a performance graphing worksheet, on the ability of three high school students with Autism Spectrum Disorder to self-monitor the academic productivity component behaviors (dependent variable) of homework assignment...
Show moreThis study employed a multiple baseline across participants design to investigate the effect of a self-monitoring treatment intervention package (independent variable) consisting of a wristwatch that delivers timed vibrating and digital text prompts, a self-recording form, and a performance graphing worksheet, on the ability of three high school students with Autism Spectrum Disorder to self-monitor the academic productivity component behaviors (dependent variable) of homework assignment completion and submission rates, classroom-based work completion and submission rates, and accuracy and rate of documentation of academic tasks in their student planners. Students earned academic productivity composite scores reflecting the percentage of academic productivity behavior they demonstrated in their target classroom each day. All participants achieved marked improvements in their academic productivity composite scores from baseline to intervention to the maintenance phase. A detailed analysis of the study results, implications for clinical practice, limitations of the current investigation and recommendations for future research completes this investigation.
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Date Issued: 2013
Identifier: CFE0004831, ucf:49717
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004831

Title: The Relationship Between Participation in an Academic Intervention Program and Performance in Coursework for At Risk Eighth-Grade Middle School Students.
Creator: Hyatt, Victoria, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The focus of the research was to examine the academic intervention program implemented to address academic concerns in the middle grades in one large urban school district in central Florida. Educational leaders at all levels are concerned with the choice of one in four students who make the decision to not complete high school coursework, leaving before earning a high school diploma. The researcher examined to what extent, if any, participation in the middle grades academic intervention...
Show moreThe focus of the research was to examine the academic intervention program implemented to address academic concerns in the middle grades in one large urban school district in central Florida. Educational leaders at all levels are concerned with the choice of one in four students who make the decision to not complete high school coursework, leaving before earning a high school diploma. The researcher examined to what extent, if any, participation in the middle grades academic intervention program affected academic success in coursework and what difference, if any, there were between academic coursework grade point averages and at-risk eligibility factors, for levels of student participation in the academic intervention program. The at-risk eligibility factors for placement into this middle grades intervention program included prior year retention, prior year course failure(s), and prior year grade point average of 2.0 or below on a 4.0 scale. The school district of study provided each middle grades school with one teaching allocation to support the academic intervention program. Data from six of the 12 middle schools that tracked students in the academic intervention program for the 2013-2014 school year were retrieved from the school district central office. Interviews were conducted with all 12 academic intervention program supervising administrators to determine the delivery method provided for the program at each school. The study provides information on the effectiveness of the academic intervention program, implications for practice, and recommendations for future research.
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Date Issued: 2015
Identifier: CFE0005810, ucf:50030
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005810

Title: Admission Criteria for Schools of Business: Common Prerequisites and Academic Performance in Upper-level Business Coursework.
Creator: Becker, Helen, Owens, J. Thomas, Cintron Delgado, Rosa, Cox, Thomas, Nutta, Joyce, Moskal, Patrick, University of Central Florida
Abstract / Description: Schools of business within the Florida State University system have state-mandated common prerequisites that students are required to complete prior to formal admission into baccalaureate business programs. As such, the common prerequisites serve as minimum admission requirements for schools of business in the state of Florida. This study sought to determine the ability of these discipline specific admission criteria to predict academic performance in upper-level business coursework. This...
Show moreSchools of business within the Florida State University system have state-mandated common prerequisites that students are required to complete prior to formal admission into baccalaureate business programs. As such, the common prerequisites serve as minimum admission requirements for schools of business in the state of Florida. This study sought to determine the ability of these discipline specific admission criteria to predict academic performance in upper-level business coursework. This study looked at existing data for 860 students in the College of Business Administration at the University of Central Florida. Findings of the study demonstrate that there is a positive and moderate to strong correlation between the final grade earned in each individual course within the common prerequisites and the cumulative academic performance in upper-level business coursework. The strength of the correlation varied among the individual prerequisites, however, each individual prerequisite was positively correlated. Regression findings also demonstrate that the common prerequisites may, with certain student populations such as native students and students pursuing quantitative business majors, be a rather effective predictor of program performance. Most problematic of the findings was that the predictive ability was not equivalent across different student populations. This suggests that as admission criteria or screening mechanisms designed to select students most likely to be successful in the program, the state-mandated common prerequisites were not effective for all student populations. Findings of this study have implications for schools of business, as well as other disciplines, as they evaluate the common prerequisites required by their institution or consid
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Date Issued: 2014
Identifier: CFE0005462, ucf:50400
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005462

Title: Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses.
Creator: Monroe, Laura, Nutta, Joyce, Jahani, Shiva, Mihai, Florin, Bowdon, Melody, University of Central Florida
Abstract / Description: As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect...
Show moreAs more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students' academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations' writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty's native language, years, taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism, and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject.
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Date Issued: 2018
Identifier: CFE0007057, ucf:51972
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007057

Title: Holding off on the fun stuff: Academic media multitasking and binge watching among college students.
Creator: Merrill, Kelly, Rubenking, Bridget, Kinnally, William, Sellnow, Deanna, University of Central Florida
Abstract / Description: College students are often faced with the temptation of engaging in academic media multitasking and binge watching or completing their academic coursework in a timely and effective manner. A quantitative survey (N = 651) explored trait individual differences in self-control and academic delay of gratification and situational individual differences in enjoyment, reward, procrastination, regret, and guilt as predictors of academic media multitasking frequency, binge watching frequency, and...
Show moreCollege students are often faced with the temptation of engaging in academic media multitasking and binge watching or completing their academic coursework in a timely and effective manner. A quantitative survey (N = 651) explored trait individual differences in self-control and academic delay of gratification and situational individual differences in enjoyment, reward, procrastination, regret, and guilt as predictors of academic media multitasking frequency, binge watching frequency, and binge watching duration. Stepwise regressions reveal that self-control is not a predictor of these media behaviors, while age and greater enjoyment were the only predictors of academic media multitasking and gender and greater enjoyment were the only predictors of binge watching duration. On the other hand, the other five variables provided insight on what predicted binge watching frequency: academic delay of gratification, reward, procrastination, regret, and guilt. Greater self-control also led to greater academic delay of gratification. Lastly, there were small positive correlations between all of the media behaviors except for academic media multitasking and binge watching frequency. Practical and theoretical implications are discussed.
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Date Issued: 2018
Identifier: CFE0007053, ucf:51989
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007053

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