Current Search: Education (x)
Pages
-
-
Title
-
Towards a Theory of Autism Spectrum Disorder Program Implementation.
-
Creator
-
Gesundheit, Ian, Martin, Suzanne, Vasquez, Eleazar, Boote, David, Edwards, John, University of Central Florida
-
Abstract / Description
-
With the increased prevalence of students qualifying for services within Autism Spectrum Disorder (ASD) programs (Odom, Cox and Brock, 2013), it is imperative that the field comes to better understand how successful programs can be replicated at scale. The implementation of effective instructional programs for students with ASD across school systems on a large scale is a difficult task. School systems have tried to replicate successful programs for diverse learners but have been largely...
Show moreWith the increased prevalence of students qualifying for services within Autism Spectrum Disorder (ASD) programs (Odom, Cox and Brock, 2013), it is imperative that the field comes to better understand how successful programs can be replicated at scale. The implementation of effective instructional programs for students with ASD across school systems on a large scale is a difficult task. School systems have tried to replicate successful programs for diverse learners but have been largely unable to do so. For students with disabilities, who perform poorly compared to their peers without disabilities (Odom et al., 2013), the need to replicate successful programs is even more pressing. This need is most pressing for students in programs for ASD whose educational outcomes lag behind those of students in programs designed for all other exceptionality categories (Cook (&) Cook, 2013). The quality with which a program is designed matters little if the fidelity with which that program is implemented is lacking. For students with disabilities who perform poorly compared to their peers without disabilities (Odom et al., 2013), the need to replicate successful programs is even more pressing. The school leader plays an important role in the development, implementation, and maintenance of effective programs for students with ASD.The purpose of this study was to document the lived experiences of school leaders who have developed and/or managed successful programs for students with ASD within their school sites. It is clear that leadership matters in school and, therefore, influences program quality (Darling-Hammond, 2010; Reeves, 2006; Waters, Marzano, (&) McNulty, 2003). School and system change is difficult work, prone to being unsuccessful(-)but improvement is possible and sustainable (Fullan, 2007).The research questions for this study were:1.What are the characteristics of a school administrator who oversees effective self-contained classroom(s) for students with ASD?2.What are the lived experiences of principals who have led teachers to implement effective classrooms for students with ASD across their school setting?3.What rewards and challenges are associated with being a school administrator with an effective exceptional education program for students with ASD?In sum, these principal participants showed an intense interest in improving support services for students with ASD. They emphasized their vision that, if given the proper support and environment, all students can succeed. The principals were diligent in supporting that vision themselves and in making connections that could help reinforce that vision. A tremendous part of supporting that vision was ensuring that staff has the appropriate skills to work effectively with students with ASD. Once success was realized in these programs, it was reinforced by the success of the students and the emotional compensation received from parents. However, leading such programs is not without its challenges. Overall, though, all of these principals were clear about setting forth a path where the schools they were leading would do what is necessary to help their students with ASD be successful.
Show less
-
Date Issued
-
2016
-
Identifier
-
CFE0006309, ucf:51586
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0006309
-
-
Title
-
Hmong Americans in Higher Education: Exploring their Sense of Belongingness and the Concept of the American Dream.
-
Creator
-
Daugherty, Janet, Cintron Delgado, Rosa, Owens, J. Thomas, Cox, Thomas, Molina, Olga, University of Central Florida
-
Abstract / Description
-
I conducted this study to examine Hmong American college students' perspectives on sense of belongingness and their idea on the American Dream. The college experience can serve as a precursor to improving the social and economic situation of the Hmong students when aligned with the personal desire to gain upward mobility and motivation to circumvent social and academic inconsistencies.The methodology of the study was designed for one-on-one phenomenological informal interviews with Hmong...
Show moreI conducted this study to examine Hmong American college students' perspectives on sense of belongingness and their idea on the American Dream. The college experience can serve as a precursor to improving the social and economic situation of the Hmong students when aligned with the personal desire to gain upward mobility and motivation to circumvent social and academic inconsistencies.The methodology of the study was designed for one-on-one phenomenological informal interviews with Hmong American college upper-classmen using a two-part interview protocol to elicit demographic and experiential information. Moustakas' approach to the analysis of data provided guidelines to review individual transcripts and to group, remove, cluster, and thematize lived experiences.The findings of this study indicated that Hmong college students: (a) enrolled out of obedience to the parents, especially their fathers, regardless of the educational level of the parents and (b) thrived when authority figures on campus reached out to help their humble situation. . . it not only made them belong to the campus family but it strengthened their self-esteem.
Show less
-
Date Issued
-
2015
-
Identifier
-
CFE0005596, ucf:50250
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0005596
-
-
Title
-
BULLYING: OUT OF THE SCHOOL HALLS AND INTO THE WORKPLACE.
-
Creator
-
Cooney, Lucretia, Huff-Corzine, Lin, University of Central Florida
-
Abstract / Description
-
The primary purpose of this study is to identify those people at most risk of being bullied at work. While much research is being conducted on school bullying, little has been conducted on workplace bullying. Using data gathered from a 2004 study conducted by the National Opinion Research Center for the General Social Survey, which included a Quality of Work Life (QWL) module for the National Institute for Occupational Safety and Health (NIOSH), linear regressions indicated significant...
Show moreThe primary purpose of this study is to identify those people at most risk of being bullied at work. While much research is being conducted on school bullying, little has been conducted on workplace bullying. Using data gathered from a 2004 study conducted by the National Opinion Research Center for the General Social Survey, which included a Quality of Work Life (QWL) module for the National Institute for Occupational Safety and Health (NIOSH), linear regressions indicated significant findings. As predicted, workers in lower level occupations, as ranked by prestige scoring developed at National Opinion Research, are more likely to be victimized. Data also suggest that being young, Black, and relatively uneducated may contribute to being bullied in certain situations. Future research is needed to examine influences of socio-economic, legal, and other demographic factors that may predict the chance of being bullied.
Show less
-
Date Issued
-
2010
-
Identifier
-
CFE0003235, ucf:48512
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0003235
-
-
Title
-
Institutionalizing Service-Learning as a Best Practice of Community Engagement in Higher Education: Intra- and Inter-Institutional Comparisons of the Carnegie Community Engagement Elective Classification Framework.
-
Creator
-
Plante, Jarrad, Cox, Dr. Thomas, Robinson, Sandra, Bryer, Thomas, Bowdon, Melody, University of Central Florida
-
Abstract / Description
-
Service-learning, with a longstanding history in American higher education (Burkhardt (&) Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system (-) Carnegie Community Engagement Classification (-) for institutions of higher education to demonstrate the breadth and depth of...
Show moreService-learning, with a longstanding history in American higher education (Burkhardt (&) Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system (-) Carnegie Community Engagement Classification (-) for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton (&) Crosby, 2011; Hurtado (&) DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, (&) Korn, 2007). Community engagement (")is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening (-) rhetoric versus reality(") (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types (-) a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.
Show less
-
Date Issued
-
2015
-
Identifier
-
CFE0005864, ucf:50852
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0005864
-
-
Title
-
Master plan: new state university in East Central Florida.
-
Creator
-
Rogers, James Gamble, Murphy, Robert M., Kelley, Forrest M., Jr., Associated University Architects, University of Central Florida, Lovelock and Fritz, Lemon and Megginson, Owles...
Show moreRogers, James Gamble, Murphy, Robert M., Kelley, Forrest M., Jr., Associated University Architects, University of Central Florida, Lovelock and Fritz, Lemon and Megginson, Owles and Heasley, PALMM (Project)
Show less
-
Abstract / Description
-
The preliminary master plan for what would become the University of Central Florida. It consists of drawings and overlays for building placement, pedestrian and vehicle traffic, and the locations of the various colleges.
-
Date Issued
-
1965
-
Identifier
-
AAB9115QF00008/02/200511/14/200611510BfamIa D0QF, FIPS12095, FHP C UCF 2005-08-03, FCLA url 20060223xOCLC, 75964057, CF00001714, 2583919, ucf:19450
-
Format
-
E-book
-
PURL
-
http://purl.flvc.org/fcla/tc/fhp/CF00001714.jpg
-
-
Title
-
THE IMPACT OF MEDITATION AND MINDFULNESS IN THE ELEMENTARY CLASSROOM: A REVIEW OF RESEARCH LITERATURE ACROSS FIVE DISCIPLINES.
-
Creator
-
Routhier-Martin, Kayli, Killingsworth Roberts, Sherron, University of Central Florida
-
Abstract / Description
-
Mindfulness meditation programs, benefits, and outcomes were examined through research previously conducted and published by professionals within five differing disciplines: health and wellness, psychology, elementary education, exceptional education, and medicine. The goal was to find common themes within the differing disciplines in order to gather information about the effectiveness of a mindfulness meditation program to be used in an elementary classroom. In this thesis, the chapter of...
Show moreMindfulness meditation programs, benefits, and outcomes were examined through research previously conducted and published by professionals within five differing disciplines: health and wellness, psychology, elementary education, exceptional education, and medicine. The goal was to find common themes within the differing disciplines in order to gather information about the effectiveness of a mindfulness meditation program to be used in an elementary classroom. In this thesis, the chapter of Health and Wellness is a review of literature that tells the benefits found within meditators, which are not found within non-meditators. The chapter of Psychology explains the social-emotional needs of students, the causes of stress and anxieties amongst students, and the benefits that meditation provides in order to counter the negative effects of stress, anxiety, poverty, etc. The chapter of Elementary Education reviews research literature on the existing mindfulness meditation programs within the United States. This chapter also describes the implementation of such a program in an elementary school, as well as the documented data of the outcomes of the programs. The chapter of Exceptional Education is a review of the research literature on the benefits mindfulness meditation has on students with exceptionalities, such as specific learning disabilities, attention deficit hyperactivity disorder, and autism spectrum disorder. The chapter of Medicine is a retelling of previously published scholarly articles that list the neurological benefits of meditation, and also references the negative side effects to the currently prescribed medications that are being used in the treatment of ADHD.
Show less
-
Date Issued
-
2015
-
Identifier
-
CFH0004877, ucf:45424
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFH0004877
-
-
Title
-
Youth Labor Market Conditions and the NEET Population in the EU: Do Poor Labor Market Opportunities Discourage Youth?.
-
Creator
-
Hudson, Jennifer, Hamann, Kerstin, Kinsey, Barbara, Powell, Jonathan, University of Central Florida
-
Abstract / Description
-
This study examines how poor labor market opportunities discourage youth between the ages of 15 and 24 and 15 to 29 from participating in the labor market in the European Union between 2005 and 2013. A critical portion of inactive NEETs (youth not in employment, education, or training) reports to be discouraged due to a recognized (")lack of opportunities in the labor market.(") Despite indications from descriptive analyses that the conditions that drive the distinct subsets of the NEET...
Show moreThis study examines how poor labor market opportunities discourage youth between the ages of 15 and 24 and 15 to 29 from participating in the labor market in the European Union between 2005 and 2013. A critical portion of inactive NEETs (youth not in employment, education, or training) reports to be discouraged due to a recognized (")lack of opportunities in the labor market.(") Despite indications from descriptive analyses that the conditions that drive the distinct subsets of the NEET population vary, empirical examinations of the effects of these conditions on the rates of different NEET groups across countries and over time are lacking. The policies prescribed for the NEET group as a whole tend to ignore the special needs of discouraged, inactive NEETs. Beyond the fundamental problem of engaging these individuals in the labor market, neglecting this group has a variety of implications, ranging from social exclusion, to poverty, and even radicalism. A central goal of this project is to determine what a recognized (")lack of opportunities(") means. What is known concretely is that fellow youth are increasingly vulnerable to a range of labor market outcomes and conditions beyond unemployment, including difficulty transitioning into the labor market (school-to-work transitions), in-work poverty risk, non-standard employment opportunities (involuntary and voluntary), limited ability to transition into secure employment (i.e. upward mobility), lower wage levels, atypical employment, limited job security and support, and long-term unemployment. Utilizing aggregated survey data from the EU Labor Force Survey and EU Survey on Income and Living Conditions, I examine how a range of labor market outcomes and conditions for youth, representative of the poor labor market opportunities, affect the frequency of discouraged NEETs across 24 EU countries between 2005 and 2013. Findings suggest that the incidence of involuntary non-standard work, in-work poverty risk, and atypical employment among fellow youth and the incidence of decreased work security among the adult working age population are associated with an increase in discouraged, inactive NEETs. This suggests that engaging this hard to reach subgroup of the NEET population requires a greater emphasis on creating improved labor market opportunities.
Show less
-
Date Issued
-
2017
-
Identifier
-
CFE0006605, ucf:51292
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0006605
-
-
Title
-
An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools.
-
Creator
-
Doaks, Synthia, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Thedy, Elizabeth, University of Central Florida
-
Abstract / Description
-
The focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive...
Show moreThe focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) reading and their participation in high school advanced academic courses. The advanced academic choice programs selected for this study consisted of the four Florida articulated accelerated college credit seeking programs: Advanced Placement (AP), Dual-Enrollment (DE), International Baccalaureate(&)#174; (IB) Diploma Programme, and the Cambridge Advanced International Certificate of Education (AICE). The proportion comparison consisted of student membership data and eighth-grade FCAT scores from 2007-2008 and the student membership data and high school course load data from the 2008-2009, 2009-2010, 2010-2011, and 2011-2012 academic school years. Chi-square goodness-of-fit tests were run to analyze the proportions by race and gender of the sample groups and student membership populations. For each respective year involved in this study, there was a statistically significant difference in the race and gender proportions of the samples and the student membership populations.
Show less
-
Date Issued
-
2014
-
Identifier
-
CFE0005325, ucf:50509
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0005325
-
-
Title
-
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
-
Creator
-
Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
-
Abstract / Description
-
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Show less
-
Date Issued
-
2012
-
Identifier
-
CFE0004516, ucf:49273
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0004516
-
-
Title
-
An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.
-
Creator
-
Shepherd, Andrew, Taylor, Rosemarye, Doherty, Walter, Johnson, Jerry, Border, Harold, University of Central Florida
-
Abstract / Description
-
The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to...
Show moreThe purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI(&)copy; at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study's six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI(&)copy;. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI(&)copy; administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.
Show less
-
Date Issued
-
2017
-
Identifier
-
CFE0007295, ucf:52173
-
Format
-
Document (PDF)
-
PURL
-
http://purl.flvc.org/ucf/fd/CFE0007295
Pages