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- Title
- School Psychologist Perceptions Regarding Implementation of Response to Intervention with English Language Learners.
- Creator
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Puyana, Olivia, Sivo, Stephen, Edwards, Oliver, Hewitt, Randall, Thomson, Arlene, University of Central Florida
- Abstract / Description
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This research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has...
Show moreThis research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has been questioned by both supporters and detractors of the model (Linan-Thompson (&) Ortiz, 2009). The most fundamental tenets of RtI are predicated upon the use of empirically validated interventions and the application of culturally responsive educational practices that provide equitable learning opportunities for all students. Due to the critical role of school psychologists in the development and implementation of RtI models, a questionnaire was designed for use with this population to explore the three domains delineated above. The Intercultural Sensitivity Scale (ISS; Chen (&) Starosta, 2000) was used to document participants' degree of intercultural sensitivity. Additional questions addressing domains two and three strategically juxtaposed participants' experiences with and perceptions regarding RtI with native English speakers versus RtI with ELLs. Through a series of eight research questions and the associated analyses, the following conclusions were reached: (1) Statistically significantly higher mean scores on the ISS were present among those respondents who identified themselves as Hispanic/Latino/Spanish and/or fluent in more than one language; (2) Statistically significant differences were documented in participants' responses to items focused on perceptions of training for implementing RtI with native English speakers versus training for implementing RtI with ELLs; and (3) Statistically significant differences were found in participants' responses to items inquiring about perceptions of familiarity with empirically-based interventions for use within an RtI framework with native English speakers in comparison to ELLs. Taken together, and in conjunction with a qualitative analysis of two open-ended questions, these results suggest the presence of considerable delays in school psychologists' training and perceptions of preparedness to implement RtI with a linguistically diverse population as compared to native English speakers. This outcome is disconcerting, given the emphasis throughout the literature on the importance of unique considerations required to implement RtI equitably with ELLs. Recommendations for practice and future research are provided that emphasize the need for additional research and training in implementing RtI with a linguistically diverse population.
Show less - Date Issued
- 2012
- Identifier
- CFE0004225, ucf:49017
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004225
- Title
- Rhetoric of Imagery: Gendering Identity and Consumption Throughout Interwar American Advertisment.
- Creator
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Delgado, Natalie, Dandrow, Edward, Crepeau, Richard, French, Scot, University of Central Florida
- Abstract / Description
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Interwar American advertising rose alongside new levels of hygiene, personal appearance, and technology in order to sell their products to target audiences. Despite the abundance of scholarship on media and gender, few studies have examined the gendered techniques through which interwar advertisers communicated with consumers in response to changing social norms and economic stability. The question this thesis explores is how these changes and communication shifted in response to consumer...
Show moreInterwar American advertising rose alongside new levels of hygiene, personal appearance, and technology in order to sell their products to target audiences. Despite the abundance of scholarship on media and gender, few studies have examined the gendered techniques through which interwar advertisers communicated with consumers in response to changing social norms and economic stability. The question this thesis explores is how these changes and communication shifted in response to consumer culture and how advertisers utilized early market research and persuasion techniques to target their audiences. Building on the studies of gender, consumption, and identity, this thesis examines the relationship between American advertisers and their targeted male and female consumers between 1920 and 1940. By exploring how admen and women within Madison Avenue's top advertising agencies utilized psychology and consumer feedback to develop a two-way communication with middle-classed consumers, this thesis draws from social, cultural, and gendered studies to understand how advertisers communicated with and tried to appeal to their target audiences. Utilizing both copy and imagery as sources of communication, this study examines every issue of the top circulating American magazines between 1920 and 1940 to explain how advertisers rose with early consumer behavioral psychology and new standards of sanitation and hygiene, how a growing consumer culture and American notion of identity and gender affected the selling of selfhood and personal beauty products, and how gendered media representations and persuasion techniques helped advertisers sell modernity and individuality to readers. This analysis surveys specific advertising campaigns before, during, and after the Stock Market Crash to follow shifts in appeals to masculinity and femininity in response to changing social norms. By delving into this intersection of gender, media, and identity, this study finds various nuances through which advertisers and their audiences communicated in and alongside a growing consumer culture.
Show less - Date Issued
- 2017
- Identifier
- CFE0006870, ucf:51740
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006870
- Title
- Inclusion: A Question of Practice, Stance, Values and Culture.
- Creator
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Sellers, June, Martin, Suzanne, Little, Mary, Hewitt, Randall, Bernier, Christopher, University of Central Florida
- Abstract / Description
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Exclusionary practices based on a deficit perspective of disability are not supported by law and are inconsistent with the rigorous standards for teaching, learning, and accountability in our public schools. Moreover, consequences of failed change will continue to have significant negative effects on the performance of educational organizations. The purpose of this mixed-methods phenomenological research (MMPR) study was to explore the lived experience of teachers who identify as champions of...
Show moreExclusionary practices based on a deficit perspective of disability are not supported by law and are inconsistent with the rigorous standards for teaching, learning, and accountability in our public schools. Moreover, consequences of failed change will continue to have significant negative effects on the performance of educational organizations. The purpose of this mixed-methods phenomenological research (MMPR) study was to explore the lived experience of teachers who identify as champions of inclusion, including their views, perceptions and appraisal of the status of inclusion in a large urban school system. The research questions were designed to generate insight and recommendations for establishing norms, values, practices and policies that might mitigate teacher resistance to inclusion, support and reinforce inclusive culture, and position the organization (school district) itself as a facilitator of implementation and agent of change in cultivating positive attitudes and beliefs about inclusion as a social justice imperative in the public schools. The lived experiences of teachers who have this distinct perspective and insight into the phenomenon of inclusion were explored through focus group sessions and individual interviews. The results of the study suggest that (1) organizations can build and strengthen a culture of inclusion by identifying individuals who demonstrate a commitment and competency for supporting inclusion, by supporting them as they promote change through coaching, educating, networking and mentoring efforts and embed and reinforce inclusive values throughout the system; and (2) educational organizations must be responsive to norms, values, practices and policies that both support and work against inclusive organizational culture. The findings suggest that this type of research may be of value to organizations in identifying contextual factors which either facilitate or inhibit inclusive education and therefore either advance or diminish educational outcomes for students with disabilities.
Show less - Date Issued
- 2016
- Identifier
- CFE0006180, ucf:51339
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006180
- Title
- EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS.
- Creator
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Doran, James, Allen, Kay, University of Central Florida
- Abstract / Description
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The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8...
Show moreThe purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.
Show less - Date Issued
- 2004
- Identifier
- CFE0000245, ucf:46244
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000245
- Title
- EXPLORING TRANSIENT IDENTITIES: DECONSTRUCTING DEPICTIONS OF GENDER AND IMPERIAL IDEOLOGY IN THE ORIENTAL TRAVEL NARRATIVES OF ENGLISHWOMEN, 1831-1915.
- Creator
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DeLoach, CarrieAnne, Stockdale, Nancy, University of Central Florida
- Abstract / Description
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Englishwomen who traveled to the "Orient" in the Victorian era constructed an identity that was British in its bravery, middle-class in its refinement, feminine in appearance and speech and Christian in its intolerance of Oriental heathenism. Studying Victorian female travel narratives that described journeys to the Orient provides an excellent opportunity to reexamine the diaphanous nature of the boundaries of the public/private sphere dichotomy; the relationship between travel, overt...
Show moreEnglishwomen who traveled to the "Orient" in the Victorian era constructed an identity that was British in its bravery, middle-class in its refinement, feminine in appearance and speech and Christian in its intolerance of Oriental heathenism. Studying Victorian female travel narratives that described journeys to the Orient provides an excellent opportunity to reexamine the diaphanous nature of the boundaries of the public/private sphere dichotomy; the relationship between travel, overt nationalism, and gendered constructions of identity, the link between geographic location and self-definition; the power dynamics inherent in information gathering, organization and production. Englishwomen projected gendered identities in their writings, which were both "imperially" masculine and "domestically" feminine, depending on the needs of a particular location and space. The travel narrative itself was also a gendered product that served as both a medium of cultural expression for Victorian women and a tool of restraint, encouraging them to conform to societal expectations to gain limited authority and recognition for their travels even while they embraced the freedom of movement. The terms "imperial masculinity" and "domestic femininity" are employed throughout this analysis to categorize the transient manipulation of character traits associated in Victorian society with middle- and upper-class men abroad in the empire and middle- and upper-class women who remained within their homes in Great Britain. Also stressed is the decision by female travelers to co-assert feminine identities that legitimated their imperial freedom by alluding to equally important components of their transported domestic constructions of self. Contrary to scholarship solely viewing Victorian projections of the feminine ideal as negative, the powers underlining social determinants of gender norms will be treated as "both regulatory and productive." Englishwomen chose to amplify elements of their domestic femininity or newly obtained imperial masculinity depending on the situation encountered during their travels or the message they wished to communicate in their travel narratives. The travel narrative is a valuable tool not only for deconstructing transient constructions of gender, but also for discovering the foundations of race and class ideologies in which the Oriental and the Orient are subjugated to enhance Englishwomen's Orientalist imperial status and position. This thesis is modeled on the structure of the traveling experience. In reviewing first the intellectual expectations preceding travel, the events of travel and finally the emotional reaction to the first two, a metaphoric attempt to better understand meaning through mimicry has been made. Over twenty travel narratives published by Englishwomen of varying social backgrounds, economic classes and motivations for travel between 1830 and World War I were analyzed in conjunction with letters, diaries, fictional works, newspaper articles, advice manuals, travel guides and religious texts in an effort to study the uniquely gendered nature of the Preface in female travel narratives; definitions of "travelers" and "traveling;" the manner in which "new" forms of metaphysical identification formulated what Victorian lady travelers "pre-knew" the "East" to be; the gendered nature in which female travelers portrayed their encounters with the "realities" of travel; and the concept of "disconnect," or the "distance" between a female traveler's expectation and the portrayed "reality" of what she experienced in the Orient.
Show less - Date Issued
- 2006
- Identifier
- CFE0001487, ucf:47101
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001487
- Title
- THE RELATIONSHIP OF 10TH-GRADE DISTRICT PROGRESS MONITORING ASSESSMENT SCORES TO FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES IN READING AND MATHEMATICS FOR 2008-2009.
- Creator
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Underwood, Marilyn, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to...
Show moreThe focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of studentsÂÂÂÂÂÂ' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.
Show less - Date Issued
- 2010
- Identifier
- CFE0003214, ucf:48573
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003214
- Title
- Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System.
- Creator
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Peker, Hilal, Hoffman, Bobby, Regalla, Michele, Nutta, Joyce, Witta, Eleanor, Vitanova-Haralampiev, Gergana, University of Central Florida
- Abstract / Description
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Factors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first...
Show moreFactors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first study investigating the relationship between bullying victimization, L2 Motivational Self System, and L2 identity.The data were derived from 1022 ELs through a self-report survey that was adapted and tested for measurement model validity and reliability. Partial least square structural equation modeling (PLS-SEM) results indicated that there was a strong relationship between bullying victimization, including traditional bullying and cyberbullying, L2 Motivational Self System, and L2 identity. Traditional bullying victimization and cyberbullying victimization affect ELs' feared L2 selves. This suggests that the feared L2 self may be added as a component to D(&)#246;rnyei's L2 Motivational Self System, especially when bullying victimization becomes a factor in language learning process. In addition, cyberbullying victimization positively correlated with ELs' oriented identity, which may indicate that ELs as agents were more motivated to learn English to overcome the negative effects of bullying victimization and to orient to the target culture. Based on the results, potential implications were provided for teachers and curriculum developers to help ELs cope with bullying in class and outside the classroom environment.
Show less - Date Issued
- 2016
- Identifier
- CFE0006373, ucf:51537
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006373
- Title
- An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.
- Creator
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Shepherd, Andrew, Taylor, Rosemarye, Doherty, Walter, Johnson, Jerry, Border, Harold, University of Central Florida
- Abstract / Description
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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
