View All Items

Title: The Latina/o Student's Experience in Social Studies: A Phenomenological Study of Eighth Grade Students.
Creator: Busey, Christopher, Russell, William, Cintron Delgado, Rosa, Owens, James, Hopp, Carolyn, University of Central Florida
Abstract / Description: The purpose of this research investigation was to explore the experiences of eighth-grade Latina/o students in a large, urban school in the Southeastern United States. Overall, the study uncovered the essence of the Latino/a student experience in social studies and furthermore revealed that social studies is not meeting the needs of Latino students. Using phenomenology as a method of research, two interviews were conducted with twelve research participants who were selected through purposive...
Show moreThe purpose of this research investigation was to explore the experiences of eighth-grade Latina/o students in a large, urban school in the Southeastern United States. Overall, the study uncovered the essence of the Latino/a student experience in social studies and furthermore revealed that social studies is not meeting the needs of Latino students. Using phenomenology as a method of research, two interviews were conducted with twelve research participants who were selected through purposive sampling. In addition to the interviews, students wrote narratives and drew images as a form of data triangulation. The goal was to give students various methods for relaying their experiences. Data were analyzed using suggested methods of analysis by Moustakas (1994) and Creswell (2007).Using Critical Race Theory and Latino Critical Race Theory as a framework, results revealed that students experienced middle school social studies through the lens of race. Students felt oppressed by the curriculum and textbook due to the fact that culturally responsive teaching practices were primarily absent, diversity was presented only through a Black-White dichotomy, and the social studies curriculum was dominated by notions of White supremacy. Latina/o students experienced a curriculum that was boring as a result of teachers who were boring. Students validated the use of Critical Race Theory and Latino Critical Race Theory as a framework for educational research at the middle school level.In all, this research investigation fills a void in social studies research. The voices and experiences of Latino learners in social studies have been absent in social studies research. Educators can use this research study to alter the approaches to the social studies curriculum for the betterment of our culturally diverse learners.
Show less
Date Issued: 2013
Identifier: CFE0004825, ucf:49738
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004825

Title: The effect of Curriculum Organization on the acquisition of Abstract Declarative Knowledge in Computer Based Instructions.
Creator: Al-Foraih, Saleh, Williams, Kent, Proctor, Michael, Rabelo, Luis, Ozkaptan, Halim, University of Central Florida
Abstract / Description: ABSTRACTThe United States of America has dropped behind many countries in terms of theScience and Engineering university degrees awarded since the beginning of the nineties.Multiple studies have been conducted to determine the cause of this decline in degreesawarded, and try to reverse the trend in US education. The goal of these studies was todetermine the proper instructional methods that facilitate the knowledge acquisitionprocess for the student. It has been determined that not one method...
Show moreABSTRACTThe United States of America has dropped behind many countries in terms of theScience and Engineering university degrees awarded since the beginning of the nineties.Multiple studies have been conducted to determine the cause of this decline in degreesawarded, and try to reverse the trend in US education. The goal of these studies was todetermine the proper instructional methods that facilitate the knowledge acquisitionprocess for the student. It has been determined that not one method works for all types ofcurriculum, for example methods that have been found to work effectively in curriculumthat teaches procedures and physical systems often fail in curriculum that teaches abstractand conceptual content. The purpose of this study is to design an instructional methodthat facilitates teaching of abstract knowledge, and to demonstrate its effectivenessthrough empirical research.An experiment including 72 undergraduate students was conducted to determinethe best method of acquiring abstract knowledge. All students were presented with thesame abstract knowledge but presented in different types of organization. Theseorganization types consisted of hierarchy referred as Bottom Up, Top Down, andUnorganized. Another factor that was also introduced is Graphing, which is a method thatis believe to improve the learning process. The experiment was completed in 8 weeks anddata was gathered and analyzed.The results strongly suggest that abstract knowledge acquisition is greatlyimproved when the knowledge is presented in a Bottom Up hierarchical fashion. On theother hand, neither Graphing nor the Top Down or Unorganized conditions affectlearning in these novice students.
Show less
Date Issued: 2013
Identifier: CFE0004644, ucf:49893
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004644

Title: Context-Aware Mobile Augmented Reality Visualization in Construction Engineering Education.
Creator: Shirazi, Arezoo, Behzadan, Amir, Oloufa, Amr, Tatari, Mehmet, University of Central Florida
Abstract / Description: Recent studies suggest that the number of students pursuing science, technology, engineering, and mathematics (STEM) degrees has been generally decreasing. An extensive body of research cites the lack of motivation and engagement in the learning process as a major underlying reason of this decline. It has been discussed that if properly implemented, instructional technology can enhance student engagement and the quality of learning. Therefore, the main goal of this research is to implement...
Show moreRecent studies suggest that the number of students pursuing science, technology, engineering, and mathematics (STEM) degrees has been generally decreasing. An extensive body of research cites the lack of motivation and engagement in the learning process as a major underlying reason of this decline. It has been discussed that if properly implemented, instructional technology can enhance student engagement and the quality of learning. Therefore, the main goal of this research is to implement and assess effectiveness of augmented reality (AR)-based pedagogical tools on student learning. For this purpose, two sets of experiments were designed and implemented in two different construction and civil engineering undergraduate level courses at the University of Central Florida (UCF). The first experiment was designed to systematically assess the effectiveness of a context-aware mobile AR tool (CAM-ART) in real classroom-scale environment. This tool was used to enhance traditional lecture-based instruction and information delivery by augmenting the contents of an ordinary textbook using computer-generated three-dimensional (3D) objects and other virtual multimedia (e.g. sound, video, graphs). The experiment conducted on two separate control and test groups and pre- and post- performance data as well as student perception of using CAM-ART was collected through several feedback questionnaires. In the second experiment, a building design and assembly task competition was designed and conducted using a mobile AR platform. The pedagogical value of mobile AR-based instruction and information delivery to student learning in a large-scale classroom setting was also assessed and investigated. Similar to the first experiment, students in this experiment were divided into two control and test groups. Students' performance data as well as their feedback, suggestions, and workload were systematically collected and analyzed. Data analysis showed that the mobile AR framework had a measurable and positive impact on students' learning. In particular, it was found that students in the test group (who used the AR tool) performed slightly better with respect to certain measures and spent more time on collaboration, communication, and exchanging ideas in both experiments. Overall, students ranked the effectiveness of the AR tool very high and stated that it has a good potential to reform traditional teaching methods.
Show less
Date Issued: 2014
Identifier: CFE0005257, ucf:50609
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005257

Title: DRAMA + MATH = DRAMATH.
Creator: Bryson, Lucy, Weaver, Earl, University of Central Florida
Abstract / Description: Arts-Across-the-Curriculum is gaining popularity in the field of education as arts programs are being cut from schools and teachers look for ways to incorporate art in their classroom. Most of these teachers have minimal formal arts training, but recognize the importance of introducing their students to various fine arts disciplines. These educators seek opportunities to learn new ways to bring arts to their students and may bring teaching artists into their classrooms to teach students or...
Show moreArts-Across-the-Curriculum is gaining popularity in the field of education as arts programs are being cut from schools and teachers look for ways to incorporate art in their classroom. Most of these teachers have minimal formal arts training, but recognize the importance of introducing their students to various fine arts disciplines. These educators seek opportunities to learn new ways to bring arts to their students and may bring teaching artists into their classrooms to teach students or teachers. The clear connection between drama and the core subjects of history and literature allow teaching artists to easily create units utilizing both curriculum areas. Mathematics does not present clear connections to drama and the prevalence of mathematics anxiety, especially in the arts, prevents connections from being made. As an educator, theatre artist and lover of mathematics, Arts-Across-the-Curriculum provides me a opportunity to meld these together as a way to help young people find excitement in their education. Partnering with a fourth grade teacher, I developed a unit of lesson plans using playwriting as a way to understand word problems that was user-friendly for a teacher with no arts training. The Dramath Unit was integrated into the class as part of regular curriculum taught by the participating classroom teacher. Based on feedback from the participating teacher, I revised the unit for future use.
Show less
Date Issued: 2011
Identifier: CFE0003618, ucf:48871
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003618

Title: ELEMENTARY PRE-SERVICE TEACHERS' PERCEPTIONS OF THEMATIC UNIT INSTRUCTION VERSUS SINGLE-SUBJECT INSTRUCTION.
Creator: Shea, Shana, Hoffman, Elizabeth, University of Central Florida
Abstract / Description: The focus of this research project was to determine whether thematic unit instruction or traditional, single-subject instruction was perceived to be the more effective and engaging way of teaching as decided by pre-service teachers. Research has shown that incorporating multiple subjects into one unit or topic of study helps to create more engagement and connections to which students can relate. In creating these connections, students can relate the content to their real life and in turn,...
Show moreThe focus of this research project was to determine whether thematic unit instruction or traditional, single-subject instruction was perceived to be the more effective and engaging way of teaching as decided by pre-service teachers. Research has shown that incorporating multiple subjects into one unit or topic of study helps to create more engagement and connections to which students can relate. In creating these connections, students can relate the content to their real life and in turn, better comprehend and retain the material. The pre-service teachers attend the University of Central Florida, College of Education and Human Performance. They voluntarily participated in completing a survey about their perceptions of single subject instruction versus thematic unit instruction. In the survey, the pre-service teachers seemed to be varied on what they believed was a better method of instruction for their future students. The pre-service teachers were split 50/50 as to whether they will teach traditionally, single-subject, or thematically. The pre-service teachers were unanimous in the idea that if they had the support of other teachers and administration as well as resources and research to guide them, that thematic instruction is a method of teaching that they would consider using. Nearly all of the teachers surveyed referred back to doing what is in the best interest of their students.
Show less
Date Issued: 2014
Identifier: CFH0004719, ucf:45376
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004719

Title: CURRICULUM CONTROL AND TEACHERS' PERCEPTIONS OF PROFESSIONAL DISCRETION AND SATISFACTION.
Creator: May, Donald, Pawlas, George, University of Central Florida
Abstract / Description: The goal of this research was to investigate teachers' perceptions of professional discretion and satisfaction related to internal and external factors of curriculum control. Results of the study were intended to provide data to policy makers and school district administrators that could be used in the development and implementation of the curriculum reform process. Middle and high school teachers in a large central Florida school district completed the survey. The survey's six...
Show moreThe goal of this research was to investigate teachers' perceptions of professional discretion and satisfaction related to internal and external factors of curriculum control. Results of the study were intended to provide data to policy makers and school district administrators that could be used in the development and implementation of the curriculum reform process. Middle and high school teachers in a large central Florida school district completed the survey. The survey's six constructs were 1. Influence of Teacher Beliefs 2. Perceptions of Success and Satisfaction 3. Influence of Tests and Curriculum Guides 4. Teacher Control of Pedagogy 5. Leadership 6. Maintaining High Standards The research questions focused on determining the difference in perspectives due to years of teaching experience, level of teaching (middle or high school), and curriculum control category (high, medium, or low). The results revealed there was not significant disagreement among teacher perceptions based on years of teaching experience. However, results indicated significant differences in perceptions based on level of teaching and curriculum control category in regard to the six survey constructs. The construct of leadership revealed significant differences between both levels of teaching and curriculum control categories. Overall, the results indicated a significant relationship among curriculum control policies and effects on teachers' perceptions of professional discretion and satisfaction. The literature on curriculum reform efforts since the 1980s, specifically in the areas of curriculum standards, textbook adoption policies, testing policies and leadership practices, framed the study. The literature review focused on existing research issues within the six constructs and the research questions. The information gained from this study may be used to inform policies, improve teachers' working conditions, and promote teacher and leadership effectiveness. Recommendations for practice were addressed in terms of what policy makers, school district administrators, and individual classroom teachers can and should do to implement and support meaningful curriculum reform. The researcher emphasized that recognizing the professional expertise and knowing the perspective of teachers are key to the development and implementation of an effective curriculum reform process.
Show less
Date Issued: 2010
Identifier: CFE0003210, ucf:48572
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003210

Title: An Analysis of a Large Urban School District's Eighth-Grade Summer Reading Camp Curriculum and Student Performance Knowledge Voids.
Creator: Sochocki, Eric, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Baldwin, Gordon, University of Central Florida
Abstract / Description: This study sought to determine if the 2012 Eighth Grade Summer Reading Campcurriculum was aligned with the students' needs. To determine if curriculum alignmentexisted, the researcher completed a qualitative and quantitative study. The qualitativestudy consisted of interviewing the school district program development team to ascertainhow the curriculum was designed. The quantitative segment involved runningdescriptive statistics for student performance on the Pre-program BenchmarkExamination....
Show moreThis study sought to determine if the 2012 Eighth Grade Summer Reading Campcurriculum was aligned with the students' needs. To determine if curriculum alignmentexisted, the researcher completed a qualitative and quantitative study. The qualitativestudy consisted of interviewing the school district program development team to ascertainhow the curriculum was designed. The quantitative segment involved runningdescriptive statistics for student performance on the Pre-program BenchmarkExamination. The determined student knowledge voids were compared to the amount ofinstructional time spent taught teaching those individual benchmarks to ascertain if thecurriculum was aligned with student need. The curriculum was determined to not bealigned with the performance deficiencies of the students.
Show less
Date Issued: 2013
Identifier: CFE0005264, ucf:50595
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005264

Title: AN EXPLORATION OF HOW PRE-SERVICE EARLY CHILDHOOD TEACHERS USE EDUCATIVE CURRICULUM MATERIALS TO SUPPORT THEIR SCIENCE TEACHING PRACTICES.
Creator: Englehart, Deirdre, Boote, David, University of Central Florida
Abstract / Description: Research indicates that a proportion of elementary teachers are not comfortable teaching science to young children. These teachers are unaware of the best methods of approaching science and don't have the science background knowledge to support teaching through inquiry methods. This case study explores the role educative curriculum materials play in supporting pre-service early childhood education teachers' knowledge with science content and teaching practices. Specifically, I examine...
Show moreResearch indicates that a proportion of elementary teachers are not comfortable teaching science to young children. These teachers are unaware of the best methods of approaching science and don't have the science background knowledge to support teaching through inquiry methods. This case study explores the role educative curriculum materials play in supporting pre-service early childhood education teachers' knowledge with science content and teaching practices. Specifically, I examine how educative materials impact pre-service teacher's content knowledge in science and their pedagogical content knowledge related to inquiry methods. Three pre-service early childhood teachers participated in this research. The teachers were initially interviewed about teaching science based upon three instruments: Views of Science Inquiry, Views of the Nature of Science and the Science Teachers Efficacy Beliefs Inventory. Each subject was observed teaching science in their internship site: the first lessons taught were guided or approved by their teachers and the next lessons were conducted using the support of educative curriculum materials. Finally, the initial instruments were once again administered along with an interview to obtain changes in teacher's knowledge, beliefs and understandings of science and science teaching. Results from this research indicate that educative curriculum was supportive of teachers in a variety of ways. Most importantly, this curriculum helped teachers to target more aspects of scientific inquiry during their science lessons than lessons without the use of educative curriculum. The important considerations regarding the effectiveness of the educative curriculum for these pre-service teachers were their underlying beliefs about how science should be taught, their uses of the curriculum materials and reflective practices regarding their own teaching. Results specifically related to early childhood educators include the level of inquiry implemented with young children and how children communicate their findings. Young children need support in their participation of inquiry learning. Successful implementation of guided inquiry practices occurred in this research. Also, the teachers in this research found insightful ways that directly supported young children in their communication of ideas. Implications for further research are also discussed. Educative materials could further support pre-service early childhood teachers if additional supports were used including accessible curricular rationales, support in classroom management and the specific use of guided inquiry.
Show less
Date Issued: 2008
Identifier: CFE0002142, ucf:47520
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002142

Title: RECREATIONAL TECHNOLOGY AND ITS IMPACT ON THE LEARNING DEVELOPMENT OF CHILDREN AGES 4-8: A META-ANALYSIS FOR THE 21ST CENTURY CLASSROOM.
Creator: Templeton, Joey, Dombrowski, Paul, University of Central Florida
Abstract / Description: This research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive...
Show moreThis research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive review of current educational theory and practice. By examining current curriculum goals and cross-referencing them to research conducted in fields other than education (i.e. technology, child development, media literacy, etc.) I hope to demonstrate a need for change; and, at the end of my research, be able to make recommendations for curriculum adaptations that will work within the current educational structure. These recommendations will be made with respect to budget and time constraints.
Show less
Date Issued: 2007
Identifier: CFE0001970, ucf:47458
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001970

Title: THE IMPACT OF A MEDIA LITERACY EDUCATION PLAN ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) READING SCORES OF 9TH AND 10TH GRADE STUDENTS.
Creator: Sheehy, Colleen, Stephen Sivo, Jeffrey Kaplan, University of Central Florida
Abstract / Description: This study investigated the impact of a media literacy education plan on the reading test scores of the Florida Comprehensive Assessment Test (FCAT) at an urban high school in Central Florida. A team of 9th and 10th grade teachers created a professional learning community and developed a treatment to enhance language arts instruction with various forms of media. This media literacy education plan included four lessons utilizing media such as television commercials, magazine photographs and...
Show moreThis study investigated the impact of a media literacy education plan on the reading test scores of the Florida Comprehensive Assessment Test (FCAT) at an urban high school in Central Florida. A team of 9th and 10th grade teachers created a professional learning community and developed a treatment to enhance language arts instruction with various forms of media. This media literacy education plan included four lessons utilizing media such as television commercials, magazine photographs and the Internet; the lessons were taught during the four months leading to the administration of the 2007 FCAT. Data were gathered from the 2006 and 2007 FCAT scores of students in a control and treatment group. Using these pre test and post test data, statistical analysis comprised two independent t-tests and one repeated measures ANOVA. The data revealed statistical significance at the 9th and 10th grade level, but did not show statistical significance at any particular reading level (Levels 1-5). Implications from this study included strong professional learning communities produce effective teachers and that student achievement increases when a media literacy education plan is included in English Language Arts instruction. Furthermore, this study illustrates the need to embrace modern media as viable classroom instructional tools. Recommendations were made for further research utilizing different materials, different forms of media, different student populations. This study also concluded that further qualitative research be conducted. Ultimately, this study makes a strong argument for the inclusion of media and media literacy education in the secondary English Language Arts classroom.
Show less
Date Issued: 2007
Identifier: CFE0001897, ucf:47416
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001897

Title: TEXT COMPLEXITY AND CLOSE READING: TEACHERS' PERCEPTIONS OF THE LANGUAGE ARTS FLORIDA STANDARDS AND CURRICULUM IMPLEMENTATION.
Creator: Diaz-Davila, Clare, Wenzel, Taylar, University of Central Florida
Abstract / Description: The Florida Department of Education revised the Common Core State Standards into what are now known as the Florida Standards in February 2014, approving 99 revisions to the original standards that were accepted in 2010 (Dunkelberger, 2014). The purpose of this research was to identify current teachers' attitudes towards the new Language Arts Florida Standards (LAFS), specifically regarding teachers' perceptions of text complexity and close reading as enacted in the reading curriculum....
Show moreThe Florida Department of Education revised the Common Core State Standards into what are now known as the Florida Standards in February 2014, approving 99 revisions to the original standards that were accepted in 2010 (Dunkelberger, 2014). The purpose of this research was to identify current teachers' attitudes towards the new Language Arts Florida Standards (LAFS), specifically regarding teachers' perceptions of text complexity and close reading as enacted in the reading curriculum. Additionally, this study will attempt to identify how teachers' attitudes impact their implementation of the new standards. This research used a self-administered survey to collect the teacher perceptions of the LAFS in six different categories. The sample entailed the participation of 21 practicing teachers from the Central Florida area. The survey revealed that, although teachers don't necessarily dislike the construction of the standards, they feel that they are not knowledgeable in some integral areas of the LAFS, such as text complexity and close reading. The implications of the results are discussed, and some improvements for the future of the LAFS are given.
Show less
Date Issued: 2014
Identifier: CFH0004682, ucf:45281
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004682

Title: PROBLEM-BASED LEARNING: MEETING THE COMMON CORE STATE STANDARDS FOR GRADE 9/10 ENGLISH LANGUAGE ARTS.
Creator: Millard, Michelle, Kaplan, Dr. Jeffery, University of Central Florida
Abstract / Description: The purpose of this project design Problem- Based Learning (PBL) Units that would meet the Common Core State Standards (CCSS) for a 9/10 grade English Language Arts (ELA) classroom. The CCSS, newly adopted into Florida public schools, were created to provide students with the skills necessary to be successful in both higher education and ultimately, the global economy. PBL has been practiced in some of the country's leading medical schools for decades, and recently, has begun to play a...
Show moreThe purpose of this project design Problem- Based Learning (PBL) Units that would meet the Common Core State Standards (CCSS) for a 9/10 grade English Language Arts (ELA) classroom. The CCSS, newly adopted into Florida public schools, were created to provide students with the skills necessary to be successful in both higher education and ultimately, the global economy. PBL has been practiced in some of the country's leading medical schools for decades, and recently, has begun to play a leading role in designing math and science curricula. Until now, few attempts have been made incorporating the structures of Problem- Based Learning into the secondary English Language Arts classroom. My intention in tapping PBL was to utilize a tool that would foster critical thinking skills and create real world relevance in the curriculum for my future ELA students. With the ever increasing shift into a more inquiry- based teaching approach in today's schools, these units will not only meet the CCSS, but they will provide real world application in both research and collaborative learning. PBL utilizes an "ill-structured scenario" that provides the student with a role that gives them ownership into solving a problem (Lambros, 2004). In order to create these scenarios, I examined the 9/10 Grade exemplars offered throughout the CCSS. I then used the CCSS to identify which standards would be met by each unit. I also evaluated the Brevard County District calendar to identify the constraints on time that a teacher might typically encounter in the classroom. The result is four PBL units that meet the CCSS for Grade 9/10 English Language Arts. I developed these units with the idea that they would be the main methods of instruction in an ELA classroom and therefore provided time frames for each unit to be completed. The time frames account for research, project completion and presentation. Each of these four units use the exemplar texts outlined by CCSS and highlight four different genres in Literature: Fiction, Nonfiction, Poetry, and Drama.
Show less
Date Issued: 2013
Identifier: CFH0004397, ucf:45004
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004397

Title: A STUDY OF DIGITAL COMMUNICATION TOOLS USED IN ONLINE HIGH SCHOOL COURSES.
Creator: Putney, Nathan, Gunter, Glenda, University of Central Florida
Abstract / Description: The purpose of this study was to determine the degree to which selected communication tools used by teachers who teach online are positively perceived by their students in improving feelings of self-efficacy and motivation, and which tools may be perceived to be significantly more effective than the others. Students from the Florida Virtual School, a leader in online course delivery for grades 6-12, were surveyed to find their perceptions about how their teachers' use of email, Instant...
Show moreThe purpose of this study was to determine the degree to which selected communication tools used by teachers who teach online are positively perceived by their students in improving feelings of self-efficacy and motivation, and which tools may be perceived to be significantly more effective than the others. Students from the Florida Virtual School, a leader in online course delivery for grades 6-12, were surveyed to find their perceptions about how their teachers' use of email, Instant Messaging, chat, the telephone, discussion area, whiteboard, and assignment feedback affected their motivation and success in an online high school course. Correlations were done to discover if there were any significant relationships between variables that relate to teacher interaction and motivation. In addition, distributions of student responses to survey questions about digital communication tools and demographics were examined. It was found that there is a high degree of correlation between frequency of teachers' use of digital communication tools and student's perception of their level of motivation. It was also found that the digital communication tools most frequently used by teachers in communicating with their students were email, the telephone, and assignment feedback, and that the students found these same tools the most helpful in their learning. In addition, no significant demographic differences were found in students' perception of teacher's use of tools to enhance learning and motivation in their courses except in the number of previous online courses taken. These findings can help direct online high school teachers in their selection of digital tools used to communicate with their students.
Show less
Date Issued: 2008
Identifier: CFE0002333, ucf:47784
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002333

Title: Internet Reading and Learning in a Guided Reading Context.
Creator: Van Allen, Jennifer, Zygouris-Coe, Vassiliki, Boote, David, Damico, Nicole, Vitale, Thomas, Butler, Lorrie, University of Central Florida
Abstract / Description: Many employers are calling for high school graduates who are equipped with skills to research, manage, and process information from multiple sources and communicate effectively to others through a variety of sources. Yet, students are not being appropriately prepared with online research and comprehension skills in schools today. A major factor impacting this problem is that teachers do not possess the knowledge and skills to effectively address online research and comprehension skills in the...
Show moreMany employers are calling for high school graduates who are equipped with skills to research, manage, and process information from multiple sources and communicate effectively to others through a variety of sources. Yet, students are not being appropriately prepared with online research and comprehension skills in schools today. A major factor impacting this problem is that teachers do not possess the knowledge and skills to effectively address online research and comprehension skills in the intermediate grades. This dissertation in practice proposes a solution to this problem of practice through the design of an educative curriculum that introduces online research and comprehension skills to upper elementary students. It also provides teachers with necessary knowledge to aid their pedagogical design capacity throughout the curriculum. Prior to the development of the curriculum, a case study was conducted to determine how a fourth-grade teacher integrates digital tools during guided reading lessons to support students' development of online research and comprehension skills. The results showed that the implementation was challenging and resulted in role changes for both the teacher and students. These findings supported the design choices of the base curriculum for students, set within the guided reading framework, and educative features to support teachers.
Show less
Date Issued: 2016
Identifier: CFE0006702, ucf:51909
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006702

Title: The Feminine Margin: The Re-Imagining of One Professor's Rhetorical Pedagogy--A Curriculum Project.
Creator: Alvarez, Camila, Brenckle, Martha, Bowdon, Melody, Mauer, Barry, Weishampel, John, University of Central Florida
Abstract / Description: Writing pedagogy uses techniques that institutionalize dichotomous thinking rather than work against it. Cartesian duality has helped to create the marginalization of people, environments, and animals inherent in Western thought. Writing pedagogy based in current-traditional rhetoric uses a writing process that reinforces the hierarchical structure of Self/Other, Author/Reader, and Teacher/Student. This structure, in conjunction with capitalism, prioritizes the self and financial gain while...
Show moreWriting pedagogy uses techniques that institutionalize dichotomous thinking rather than work against it. Cartesian duality has helped to create the marginalization of people, environments, and animals inherent in Western thought. Writing pedagogy based in current-traditional rhetoric uses a writing process that reinforces the hierarchical structure of Self/Other, Author/Reader, and Teacher/Student. This structure, in conjunction with capitalism, prioritizes the self and financial gain while diminishing and objectifying the other. The thought process behind the objectification and monetization of the other created the unsustainable business and life practices behind global warming, racism, sexism, and environmental destruction. A reframing of pedagogical writing practices can fight dichotomous thinking by re-imagining student writers as counter-capitalism content creators. Changing student perceptions from isolation to a transmodern, humanitarian, and feminist ethics of care model uses a self-reflexive ethnography to form a pedagogy of writing that challenges dichotomous thought(-)by focusing on transparency in my teaching practice, the utilization of liminality through images, the use of technology to publish student work, and both instructor and student self-reflection as a part of the writing and communication process. This practice has led me to a theory of resistance and influence that I have titled The Resistance Hurricane, a definition of digital rhetoric that includes humanitarian and feminist objectives that I have titled Electric Rhetoric, and a definition for the digitally mediated product of that rhetoric that I call Electric Blooms or electracy after Gregory Ulmer's term for digital media.
Show less
Date Issued: 2019
Identifier: CFE0007777, ucf:52371
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007777

Title: Moving Towards a Dialogic Pedagogy: Using Video Feedback as a Teaching Tool to Respond to Writing across Disciplines.
Creator: Martin, Paul, Vie, Stephanie, Brenckle, Martha, Roozen, Kevin, Kitalong, Karla, University of Central Florida
Abstract / Description: This study examined the impact of video feedback (VF) as a teaching tool for responding to writing activities and assignments across disciplines and whether or not VF can help instructors facilitate dialogic exchanges between students and teachers. I conducted three case studies with three different instructors from three different disciplines: psychology, history, and nanoscience. To determine the potential of video feedback to facilitate dialogic pedagogies, this dissertation examined the...
Show moreThis study examined the impact of video feedback (VF) as a teaching tool for responding to writing activities and assignments across disciplines and whether or not VF can help instructors facilitate dialogic exchanges between students and teachers. I conducted three case studies with three different instructors from three different disciplines: psychology, history, and nanoscience. To determine the potential of video feedback to facilitate dialogic pedagogies, this dissertation examined the presence of transformational leadership theory (Parkin, 2017), the voices of teaching and learning (Collison et al., 2001), and gesture theory (Bavelas et al., 2014; Pera?kyla? (&) Ruusuvuori, 2008) for the paralinguistic activity in the VF content to determine if the presence of these theories position students as what Buber (1965) referred to as a (")Thou(") and dismantle the authoritative discourses (Bakhtin, 1994) in higher education that hinder learning. This dissertation found that teachers experienced meta-reflection and self-dialogue from making videos, which is dialogic. This study also found that instructors can facilitate dialogic exchanges that undermine authoritative discourses if they can utilize their paralinguistic activity that video affords them. This study also revealed that using VF requires overcoming a significant learning curve, and that Writing Across the Curriculum (WAC) can help teachers improve how they negotiate feedback variables like the assignment, discipline, pedagogy, and learning outcome that can lead to dialogic feedback.
Show less
Date Issued: 2019
Identifier: CFE0007497, ucf:52650
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007497

Title: PRACTICES OF HIGH SCHOOL PRINCIPALS REGARDING OPEN ENROLLMENT IN ADVANCED PLACEMENT COURSES AND STUDENT PERFORMANCE RESULTS IN 2009.
Creator: Bradshaw, Leigh, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The goal of this research was to determine whether or not there was a relationship between principalsÃ‚Â' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from...
Show moreThe goal of this research was to determine whether or not there was a relationship between principalsÃ‚Â' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from this study may provide important information to Florida school leaders. Because of school accountability and educational reform initiatives, the study is also important to educational leaders on a national level. Relationships between open enrollment practices shaped by high school principalsÃ‚Â' decisions and beliefs and the increased enrollment and student performance on AP exams were examined to allow school districts to make curricular decisions regarding rigorous curricular opportunities based on the importance of designing high school AP programs that provide equity and access for all students. The population for this study included all public high schools and their principals (N=56) in five central Florida school districts that administered AP exams in May 2009 and received a Florida Department of Education assigned school grade during the 2008-2009 school year. A multiple linear regression analysis was conducted to examine the relationships between the percentage of students from a school who took or passed the AP examination (dependent variable) and three independent variables describing principalÃ‚Â's attitudes toward the schoolÃ‚Â's AP program: (a) access and equity practices, (b) open enrollment practices, and (c) a rating of importance of the AP program. The goal was to determine if the AP examination passing percentage or enrollment percentage could be predicted by these three principal attitudinal variables. The schoolsÃ‚Â' percentages of students scoring a 3, 4, 5, on AP examinations or taking AP examinations were gathered from the Florida Department of Education website. PrincipalsÃ‚Â' reports of practices were obtained from self-report on the AP Course Enrollment Survey. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and overall student achievement results on AP examinations in five central Florida counties, there were significant predictors based upon the regression model. In predicting the schoolÃ‚Â's percentage of white, Hispanic, and Asian populations passing the AP examinations, only the principalÃ‚Â's perception of access and equity was a statistically significant factor. There were no statistically significant predictors of a schoolÃ‚Â's percentage of African American students passing the AP examinations. Neither principalÃ‚Â's perception of open enrollment nor importance contributed to the model results regarding open enrollment in AP courses and overall student achievement results on AP examinations. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and the percentage of students enrolled in AP courses in five central Florida counties, there were significant predictors based upon the regression model. In predicting the schoolÃ‚Â's percentage of students taking AP examinations, only the principalÃ‚Â's perception of importance was significant for overall and for all student populations. Open enrollment was significant for the overall populations as well as white and Asian subpopulations. Access/Equity was only significant for white students. Thus, importance was the main cause of the model significance regarding open enrollment in AP courses and the percentage of students enrolled in AP courses. This investigation revealed that as schools increased the access and equity in AP programs that successful student performance percentages increased as did AP course enrollment percentages. Also when the variable of importance by principals was placed on AP programs, it typically had a positive impact on student performance percentages yet sometimes caused a decrease in AP course enrollment. The investigation also revealed and was supported by research that the open enrollment practices of a school may cause a decrease in successful student performance percentages. However, open enrollment practices increase student enrollment in AP courses and student success over time. Educational leaders have the natural responsibility to increase student achievement in schools. There must be appropriate practices and procedures put in place and monitored by principals to meet accountability standards and to increase equity in and access to a rigorous curriculum for all students. Based of educational reform and school accountability demands, balancing the benefits of open enrollment for AP programs, cost effectiveness of AP programs, the allocation of scarce resources, and maintaining course validity and rigor are important issues for educational leaders to consider (College Board, 2004).
Show less
Date Issued: 2010
Identifier: CFE0003245, ucf:48563
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003245

Title: The Many Pedagogies of Memoir: A Study of the Promise of Teaching Memoir in College Composition.
Creator: Lee, Melissa, Wallace, David, Bartkevicius, Jocelyn, Marinara, Martha, University of Central Florida
Abstract / Description: This thesis examines the promise and problems of memoir in the pedagogy and practices of teaching memoir in college composition. I interviewed three University of Central Florida instructors who value memoir in composition, and who at the time of this study, were mandated to teach memoir in their composition courses. The interviews focus on three main points of interest: (1) the instructors' motivations behind their teaching of memoir, (2) how these instructors see memoir functioning in their...
Show moreThis thesis examines the promise and problems of memoir in the pedagogy and practices of teaching memoir in college composition. I interviewed three University of Central Florida instructors who value memoir in composition, and who at the time of this study, were mandated to teach memoir in their composition courses. The interviews focus on three main points of interest: (1) the instructors' motivations behind their teaching of memoir, (2) how these instructors see memoir functioning in their classes, and (3) what these instructors hope their students will gain in the process of writing the memoir essay. By analyzing these interviews, I was better able to understand the three instructors' pedagogical choices and rationales for teaching memoir in their classes. I have also collected data and research from scholarly journal articles, books, and from my experiences teaching memoir in the composition classroom. This thesis challenges the widely accepted notion that memoir and the personal in composition scholarship, pedagogy, and teaching practices are (")'touchy-feely,' 'soft,' 'unrigorous,' 'mystical,' 'therapeutic,' and 'Mickey Mouse'(") ways of meaning-making and teaching writing (Tompkins 214). My findings show that memoir in the classroom is richer and far more complex than it might appear at first, and that the teaching of memoir in composition can, in fact, be greater than the memoir essay itself. Even though each instructor I interviewed values the personal and believes memoir belongs in composition curriculum, it turns out that none of these instructors' core reasons for teaching memoir was so his or her students could master writing the memoir essay, although this was important; rather the memoir essay ultimately served in the instructors' classrooms as a conduit through which they ultimately could teach more diverse writing skills and techniques as well as intellectual concepts that truly inspired them. Since the teaching of memoir seems to be even more dynamic and versatile in process and pedagogy than many of the other essay genres traditionally taught in college composition, this thesis makes recommendations for how memoir needs to be viewed, written about, and taught in order to harness the promise of this essay genre more consistently in the discussion of composition pedagogy and in the teaching of memoir to our students in the composition classroom.Thompkins, Jane. A Life in School: What the Teacher Learned. Reading: Addison-Wesley. 1996. Print.
Show less
Date Issued: 2012
Identifier: CFE0004293, ucf:49469
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004293

Title: GENERAL EDUCATION REFORM AT A COMMUNITY COLLEGE: A GROUNDED THEORY STUDY.
Creator: Dutkofski, Daniel, Sivo, Stephen, University of Central Florida
Abstract / Description: The attempts to reform general education programs in higher education have been applied and studied throughout the history of higher education in the United States, but with even greater frequency and urgency over the past fifty years. Countless studies show the high percentage of institutions participating in these efforts and further studies lament the state of general education both as a reason to initiate reforms and as a result of the reforms. This effort is difficult enough for...
Show moreThe attempts to reform general education programs in higher education have been applied and studied throughout the history of higher education in the United States, but with even greater frequency and urgency over the past fifty years. Countless studies show the high percentage of institutions participating in these efforts and further studies lament the state of general education both as a reason to initiate reforms and as a result of the reforms. This effort is difficult enough for universities, but is further complicated when the curriculum for general education is part of a community college degree program. A grounded theory study was conducted to identify the underlying understanding of general education at one community college as well as the process for implementing and reforming the curriculum, especially the general education curriculum. Members of the curriculum committee as well as other administrators and faculty at the college who have a voice in the curriculum were interviewed and their responses were coded following classic grounded theory methodology. The resulting theory showed a divergence of understanding of general education when speaking about it abstractly and when speaking about the process to change the collegeÃ‚Â's existing general education program. The abstract understanding of general education is very consistent with the stated purposes of general education and the educational goals of the college. The practical understanding, however, indicates that the work of curriculum reform is compliance with guidelines from legislation and accreditation requirements. Thus, any efforts to establish a model of general education that would be more consistent with the understood purpose of general education that would require modifying the existing structure would meet great resistance because of the perceived need to comply with the existing model. Further studies concerning the same issue at other community colleges within the state, as well as the understanding of general education within the university system would contribute to a better understanding of the role of general education at the college and throughout the state system of higher education. The use of grounded theory as a methodology to achieve this reform provides a way to engage everyone involved more openly and to permit the efforts to be far more intentional.
Show less
Date Issued: 2010
Identifier: CFE0003439, ucf:48387
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003439

Title: Investigating Place in the Writing Classroom: Designing a Place-Based Course with a Local Service-Learning Component.
Creator: Pompos, Melissa, Bowdon, Melody, Pigg, Stacey, Rios, Gabriela, University of Central Florida
Abstract / Description: Drawing on literature about place-based education and service-learning, as well as three groups' perspectives about their service-learning experiences, this research describes how place (understood simultaneously as a material agent, a setting for human activity, and a factor in an individual's situatedness) and identity (understood in terms of one's social position) are socially- constructed concepts that impact students' writing and learning experiences. More specifically, this project...
Show moreDrawing on literature about place-based education and service-learning, as well as three groups' perspectives about their service-learning experiences, this research describes how place (understood simultaneously as a material agent, a setting for human activity, and a factor in an individual's situatedness) and identity (understood in terms of one's social position) are socially- constructed concepts that impact students' writing and learning experiences. More specifically, this project presents place-based education as a teaching method that can focus and reinvigorate service-learning in a writing course.Including place-based content and service-learning projects in a writing course requires careful design and reflection. However, course design should not be an activity limited to just teachers. In alignment with feminist research methods and standpoint theory, this research values and privileges the perspectives of stakeholders who are not normally included in the course design process: students and community partners. To present a rich account of these stakeholders' experiences designing, implementing, and participating in a place-based service- learning project, a combination of qualitative data methods (interviews, classroom observations, and textual analyses) is used. This information serves as the basis for the design of a place-based writing course with a local service-learning component. The proposed course asks students to work with community partners to identify a place-based need that can be addressed(-)at least in part(-)by writing-related service. By collaborating with community partners, creating writing products that address community needs, and reflecting on how their identities and learning experiences have been impacted by the places they've worked and the communities they've worked with, students can apply their knowledge in meaningful contexts, write for real audiences, and develop more thorough understandings of the places where they study, work, and live.
Show less
Date Issued: 2015
Identifier: CFE0005865, ucf:50853
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005865

Curriculum (9)	+ -
curriculum (9)	+ -
Education (3)	+ -
education (3)	+ -
Curriculum Alignment (2)	+ -

Curriculum and Instruction (2)	+ -
Mathematics (2)	+ -
Mathematics Education (2)	+ -
Middle School (2)	+ -
Pedagogy (2)	+ -
Social Studies (2)	+ -
Story (2)	+ -
curriculum and instruction (2)	+ -
curriculum design (2)	+ -
educative curriculum (2)	+ -
learning (2)	+ -
mathematics curriculum (2)	+ -
pedagogy (2)	+ -
science (2)	+ -
teacher (2)	+ -
testing (2)	+ -
8th grade science (1)	+ -
Abstract Declarative Knowledge (1)	+ -
Access (1)	+ -
Accountability (1)	+ -
Advanced Placement (1)	+ -
Advertising curriculum (1)	+ -
Algebra (1)	+ -
Alignment (1)	+ -
Anchored Instruction (1)	+ -

ETD Collection (40)	+ -
Honors Collection (11)	+ -

University of Central Florida (51)	+ -
Boote, David (6)	+ -
Hopp, Carolyn (5)	+ -
Taylor, Rosemarye (4)	+ -
Vitale, Thomas (4)	+ -

Bowdon, Melody (3)	+ -
Brenckle, Martha (3)	+ -
Dixon, Juli (3)	+ -
Murray, Barbara (3)	+ -
Murray, Kenneth (3)	+ -
Sivo, Stephen (3)	+ -
Bai, Haiyan (2)	+ -
Baldwin, Gordon (2)	+ -
Baldwin, Lee (2)	+ -
Biraimah, Karen (2)	+ -
Doherty, Walter (2)	+ -
Hoffman, Elizabeth (2)	+ -
Pawlas, George (2)	+ -
Pigg, Stacey (2)	+ -
Vie, Stephanie (2)	+ -
Zygouris-Coe, Vassiliki (2)	+ -
Akerson, Michael (1)	+ -
Al-Foraih, Saleh (1)	+ -
Alam, Sarah (1)	+ -
Albert, Angela R. (1)	+ -
Alchin, Danielle (1)	+ -
Alvarez, Camila (1)	+ -
Bartkevicius, Jocelyn (1)	+ -
Behzadan, Amir (1)	+ -
Berry, Landon (1)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner