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Pages
- Title
- Investigating Personal Fitness Trainers' Qualifications.
- Creator
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Akerson, Michael, Boote, David, Fisher, Thomas, Valdes, Anna, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
A threefold approach was utilized to analyze the problem of defining personal fitness trainers' qualifications. First, the problem was explored nationally, internationally and locally. Within the local context, the history of the exercise science program, stakeholders and culture at the University of Central Florida and in the central Florida marketplace was examined. Next, a systematic literature review examined possible causes within the knowledge context, learning/motivational context and...
Show moreA threefold approach was utilized to analyze the problem of defining personal fitness trainers' qualifications. First, the problem was explored nationally, internationally and locally. Within the local context, the history of the exercise science program, stakeholders and culture at the University of Central Florida and in the central Florida marketplace was examined. Next, a systematic literature review examined possible causes within the knowledge context, learning/motivational context and organizational/cultural context. Then, an original research study investigated the qualifications for Central Florida, Personal Fitness Trainers (PFTs) by examining the relationship(s) and/or differences between variables such as education, certification, years of experience and income as well as attitudes, opinions and beliefs (AOBs) regarding those variables. An online questionnaire was emailed to 196 PFTs in the central Florida area and utilized to assess qualifications as they relate to income. The 48 PFT participants were compared based on education (ED), certification (CE), and experience (EX) and their effect on income. There were no statistically significant differences in 2012 income based on (ED) level, F(4,26) = 2.283, p=.086. The National Strength and Conditioning Association (NSCA), American College of Sports Medicine (ACSM), and National Academy of Sports Medicine (NASM) were the preferred (CE) companies (ranked 1st or 2nd, 65% and 45% of the time respectively). From the 48 PFTs that answered the survey, 54% of PFTs agreed (A) or strongly agreed (SA) that a degree should be required in order to practice, 73% (A) or (SA) that (CE) is helpful in gaining employment, and 66% (A) or (SA) that a national board exam or license should be required to practice. The least number of (ED) courses was taken in biomechanics and business marketing. In conclusion, PFT level of education and certification type does not significantly affect income given the current system. PFTs agree that more stringent guidelines are needed to limit entrance into the profession to those who are more qualified. The author presents a new model for undergraduate curriculum and instruction requiring hands on coursework, certification and internship or service learning project.
Show less - Date Issued
- 2014
- Identifier
- CFE0005120, ucf:50684
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005120
- Title
- Learning Spaces are WAC: Investigating How Classroom Space Design Influences Student Disciplinary Identities.
- Creator
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Berry, Landon, Zemliansky, Pavel, Vie, Stephanie, Bowdon, Melody, Pigg, Stacey, University of Central Florida
- Abstract / Description
-
This dissertation used classroom observations, movement mapping, instructor interviews, and student focus groups to examine the ways in which both instructors and students navigated the classroom spaces they were assigned in upper-level, discipline-specific courses. By focusing on three diverse disciplines (writing and rhetoric, education, and chemistry), this dissertation makes arguments about how the design of classroom spaces (as well as the tools that are housed therein) support,...
Show moreThis dissertation used classroom observations, movement mapping, instructor interviews, and student focus groups to examine the ways in which both instructors and students navigated the classroom spaces they were assigned in upper-level, discipline-specific courses. By focusing on three diverse disciplines (writing and rhetoric, education, and chemistry), this dissertation makes arguments about how the design of classroom spaces (as well as the tools that are housed therein) support, facilitate, and detract from a student's ability to develop a disciplinary identity, which is defined here as the social and linguistic construction of a practitioner of a discipline that is shaped by the language, positions, and peer acknowledgement negotiated by that discipline. Moreover, this dissertation also makes arguments about how tools that are common across many disciplines (desktops, chairs, etc.) support or detract from student engagement. Ultimately, this dissertation argues that teachers across disciplines can be mindful of the spaces they are assigned (even if those spaces were perhaps not designed with disciplinary goals in mind) in an effort to help students begin to think of those spaces as extensions of their discipline so they can better imagine themselves as future professionals in those spaces.
Show less - Date Issued
- 2018
- Identifier
- CFE0006977, ucf:51651
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006977
- Title
- INVESTIGATION OF THE IMPACT OF VIDEO-BASED ANCHORED INSTRUCTION ON THE IMPLEMENTATION OF INCLUSIVE PRACTICES BY STUDENTS WITH LEARNING DISABILITIES.
- Creator
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O'Brien, Christopher, Dieker, Lisa, University of Central Florida
- Abstract / Description
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For several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning...
Show moreFor several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning strategies, and content-enhancements (Ehren, Lenz, & Deshler, 2005; King-Sears, 1997). As inclusive placements become an increasingly common standard of practice, particularly for students with learning disabilities, the need to assist general educators in establishing inclusive classrooms becomes a major priority. It is logical then to prioritize the propagation of inclusive practices in general education classrooms--practices that would take into account the natural diversity of student populations likely to be present in American classrooms. Cooperative learning, in the form of Literature Circles, is offered in this study as a highly effective method for laying the groundwork for inclusion. This study, rooted in the theory of anchored instruction, attempted to address the need for incorporating inclusive practices by investigating the potential for students with learning disabilities to implement Literature Circles by viewing video models. This research evaluated the impact of video models on three levels--the extent to which the video models improve the ability for students with learning disabilities to a) learn the foundational information and rationale of a strategy, b) implement the strategy effectively, and c) improve academic outcomes by implementing the strategy. Finally, an attempt was made to further probe student perception of learning a strategy from a video model through focus group interviews. Data was collected using a quasi-experimental design. Forty-nine classrooms were randomly assigned to video-based and traditional treatments. Students attempted to implement Literature Circles in their middle school social studies classes. Following data collection, quantitative statistical analysis was completed using Multivariate Analysis of Variance (MANOVA) to examine group differences in knowledge of the essential elements of the strategy, implementation of the strategy, and content achievement. Qualitative analysis of student focus group responses was completed by scrutinizing transcripts for general themes (Erickson, 1986). This study made a connection between lines of research on video-based anchored instruction for students with learning disabilities and video-anchors in teacher preparation. The full sample of 196 students, including 43 students with learning disabilities, demonstrated significantly more effective implementation of Literature Circles. Students in the video model focus group indicated that they benefited from the explicit, positive peer models demonstrated in the video. The continued proliferation of visual images in the form of video-based models represents a positive step toward increasing available resources to students and teachers and ultimately improving outcomes for students with learning disabilities.
Show less - Date Issued
- 2006
- Identifier
- CFE0001215, ucf:46947
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001215
- Title
- Transitioning from a Monolingual to a Dual Language Program: A Case Study of an Elementary School.
- Creator
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Davies, Alex, Nutta, Joyce, Regalla, Michele, Mihai, Florin, Johnson, Jerry, Biraimah, Karen, University of Central Florida
- Abstract / Description
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This qualitative study investigated the lived experiences of administrators, teachers, and parents from an elementary school that was in its first year of dual language transition. The majority of past studies conducted on dual language education focused on students' linguistic and academic outcomes (Lindholm-Leary, 2012). Studies investigating dual language schools' planning, policies, and classroom implementation are significantly less, and those that have, were at schools that were already...
Show moreThis qualitative study investigated the lived experiences of administrators, teachers, and parents from an elementary school that was in its first year of dual language transition. The majority of past studies conducted on dual language education focused on students' linguistic and academic outcomes (Lindholm-Leary, 2012). Studies investigating dual language schools' planning, policies, and classroom implementation are significantly less, and those that have, were at schools that were already functioning as dual language with the intent to examine what made the school successful (Alan(&)#237;s (&) Rodr(&)#237;guez, 2008; Freeman, 1996; Hunt, 2011). Through a phenomenological and case study approach, the current study examined the overall effect that transitioning from a monolingual to a dual language school had on the school culture with foci placed on the curricular and policy planning at the macro-level and its implementation at the micro-level. The study collected data from a variety of sources, including classroom observations, documents, photographs, and interviews with the school's principal, dual language teachers, and parents of the dual language program. Qualitative coding cycles concluded the following four themes, listed alphabetically: (a) classroom language use and second language differentiation, (b) dual language support, (c) language policy and curriculum development, and (d) teachers' dispositions on dual language teaching. This study highlighted the importance of inclusive leadership when planning a new dual language program. Additionally, the study shed light on the implementation process of the planned dual language program in which teachers need flexibility to adjust the language and curricular policies that were established at the macro-level. ?
Show less - Date Issued
- 2018
- Identifier
- CFE0007167, ucf:52252
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007167
- Title
- Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
- Creator
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Clark, Paola, Boote, David, Vitale, Thomas, Hopp, Carolyn, Swan, Bonnie, University of Central Florida
- Abstract / Description
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This design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly...
Show moreThis design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly practitioners. In order to fulfill its purpose, this study addressed three main goals: clarifying the Ed.D. in Curriculum and Instruction program goals, objectives, and research continuum learning outcomes; developing research course sequence curriculum maps; and redesigning sample curriculum units for individual research courses.The curriculum mapping and redesign process was supported by research-based design choices in alignment with the practice-oriented nature of the program. These design choices included the Carnegie Project on the Education Doctorate Working Principles and Design Concepts, in particular the use of Inquiry as Practice as the main redesign framework in combination with improvement science principles. These frameworks were first used as foundations to clarify the Ed.D. in Curriculum and Instruction program goal and overall objectives. Later, user-centered design principles were applied to create faculty and student personas in order to inform the redefinition of individual research course learning outcomes. In addition, the frameworks were used to create alignment matrices and demonstrate where they supported each of the program objectives. This iterative process was carried out simultaneously with the course curriculum map redesign for each of the research continuum courses using backward design principles, the spiral curriculum model, and taking into consideration the most suitable instructional modality for learning outcomes, including the best suited education technology choices. Further, some proposed sample course units were developed in greater detail utilizing Universal Design for Learning principles and the prioritization of learning outcomes. Course contents were selected based on cognitive and reasoning learning theories pertaining to mixed method courses for professional practitioners.The developed prototypes support the continuous Ed.D. in Curriculum and Instruction curriculum redesign efforts of the program and College of Education and Human Performance at the University of Central Florida and clearly distinguish the Ed.D. in Curriculum and Instruction program from traditional, research-based doctorates. Similarly, at the national level, this study also sought to benefit other CPED-influenced professional practice programs, as they also consider the careful redesign of their research or inquiry sequences to define their programs as ones that fully address the needs of advanced professional educators. Acknowledging the limitations of this study, further studies should identifying the motivational, cognitive, and organizational causes affecting student learning outcomes. Implementing and evaluating the prototypes developed to ensure their effectiveness in preparing scholarly practitioners to act as agents of change in their professional practices.
Show less - Date Issued
- 2016
- Identifier
- CFE0006285, ucf:51585
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006285
- Title
- A COMPARATIVE REVIEW OF THE WORKS OF FELDMAN, STERNBERG, GARDNER AND EISNER AND THE RESULTING PRACTICAL APPLICATION FOR THE SECONDARY ART CLASSROOM.
- Creator
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Denmark, Heather, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
Some fields come and go, but there will always be a need for older generations to teach the younger generations. For this reason, teachers will always be needed. The material that they choose to teach can sometimes determine the outcome of a nation. Take a look into German and Roman histories; they are littered with teachers convincing students that their way is right. I think that it is imperative that we research the full potential of what we are teaching our students. For that reason, my...
Show moreSome fields come and go, but there will always be a need for older generations to teach the younger generations. For this reason, teachers will always be needed. The material that they choose to teach can sometimes determine the outcome of a nation. Take a look into German and Roman histories; they are littered with teachers convincing students that their way is right. I think that it is imperative that we research the full potential of what we are teaching our students. For that reason, my thesis will consist of analyzing and synthesizing the research of Feldman, Sternberg, Gardner and Eisner, gathering information on their works and applying them to art education. I will apply my findings to the modern day secondary art classroom; whether it is classroom design or visual handouts, I will use the knowledge gathered to better equip the room to the advancement of multiple intelligences in hopes of inspiring my future students to be creative and lifetime learners.
Show less - Date Issued
- 2011
- Identifier
- CFH0003803, ucf:44741
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003803
- Title
- The AfterMath: A Culturally Responsive Mathematical Intervention to Aid Students Affected by Natural Disasters.
- Creator
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Kurtz, Brianna, Haciomeroglu, Erhan, Bush, Sarah, Safi, Farshid, Biraimah, Karen, University of Central Florida
- Abstract / Description
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On September 20, 2017, Hurricane Maria struck the island of Puerto Rico. The damage was extensive, and many people found themselves to be natural disaster refugees. As a result, schools in Central Florida saw an influx of new students who had their educations interrupted by the disaster and now were resuming school in a new language of instruction. These students not only faced linguistic challenges but also academic differences due to the high prevalence of poverty and the effects of...
Show moreOn September 20, 2017, Hurricane Maria struck the island of Puerto Rico. The damage was extensive, and many people found themselves to be natural disaster refugees. As a result, schools in Central Florida saw an influx of new students who had their educations interrupted by the disaster and now were resuming school in a new language of instruction. These students not only faced linguistic challenges but also academic differences due to the high prevalence of poverty and the effects of neocolonialism in their previous schooling. This mixed methods study implemented an intensive intervention in probability to aid students in developing mathematical understanding and forming meaningful connections. Student participants, who had been affected by Hurricane Maria, were now attending a public high school and were paired one-on-one with a bilingual, mathematically high performing student mentor to complete culturally responsive, bilingual probability tasks. Data collection occurred over the course of six weeks in fall 2019. Both mentor and mentee students participated in focus group interviews, and the mentees completed a probability pre-test and post-test. Student participants were found to have statistically significant increases in the understanding of probability concepts when comparing pre-intervention and post-intervention results, with the understanding and usage of the multiplication rule showing the most significant improvement. Both mentors and mentees reported feeling a stronger sense of unity and belonging post-intervention as well as improvement in bilingual academic vocabulary. With the impact of natural disasters on the rise, implications of this study include its adaption to respond to future displaced students as they resume schooling post-interruption in Central Florida and beyond.
Show less - Date Issued
- 2019
- Identifier
- CFE0007828, ucf:52820
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007828
- Title
- TRAINING PROFESSIONAL SCHOOL COUNSELING STUDENTS TO FACILITATE A CLASSROOM GUIDANCE LESSON AND STRENGTHEN CLASSROOM MANAGEMENT SKILLS USING A MIXED REALITY ENVIRONMENT.
- Creator
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Gonzalez, Tiphanie, Robinson, Edward, University of Central Florida
- Abstract / Description
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According to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found...
Show moreAccording to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found that of the 189 school counseling programs surveyed only 3% offered a guidance curriculum course and 13.2% offered a foundations in education course. Inferring that many of programs surveyed did not have a course specific to classroom guidance and/or classroom management. A classroom guidance curriculum is a developmental, systematic method by which students receive structured lessons that address academic, career, and personal/social competencies (ASCA, 2005). Classroom guidance lessons provide a forum for school counselors to address such student needs as educational resources, postsecondary opportunities, school transitions, bullying, violence prevention, social-emotional development, and academic competence in a classroom environment (Akos & Levitt, 2002; Akos, Cockman & Strickland, 2007; Gerler & Anderson, 1986). Through classroom guidance, school counselors can interact with many of the students that they would normally not see on a day-to-day basis while providing information, building awareness and having discussions on topics that affect these student populations every day. The present study seeks to explore the use of an innovative method for training PSCs in classroom guidance and classroom management. This method involves the use of a mixed reality simulation that allows PSC students to learn and practice classroom guidance skills in a simulated environment.
Show less - Date Issued
- 2011
- Identifier
- CFE0003624, ucf:48873
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003624
- Title
- School Has a Bad Storyline: Gamification in Educational Environments.
- Creator
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Pynn, Irene, Brenckle, Martha, Janz, Bruce, Underberg-Goode, Natalie, Hopp, Carolyn, University of Central Florida
- Abstract / Description
-
School often has low engagement and frustrating or absent options for the kind of agency the Federal Government's 2016 National Education Technology Plan now recommends educators include in their curriculum. Video games offer opportunities for people to participate in critical problem solving through creative projects. From balancing character statistics, to collaborating with other players, to making ethical and tactical decisions that can change the outcome of the story, successful games...
Show moreSchool often has low engagement and frustrating or absent options for the kind of agency the Federal Government's 2016 National Education Technology Plan now recommends educators include in their curriculum. Video games offer opportunities for people to participate in critical problem solving through creative projects. From balancing character statistics, to collaborating with other players, to making ethical and tactical decisions that can change the outcome of the story, successful games draw on the player's interest in learning and analyzing numbers, locations, visual clues, narrative elements, people, and more. One useful example may be found in visual novels (VNs), a medium that pulls from narrative structures found in Choose Your Own Adventure Novels. These interactive narratives are a largely untapped resource (for educational uses) of guided critical thinking. My ongoing research explores the efficacy of implementing VNs into digital pedagogies to encourage the development of (")creatigational skills.(") This term is a response to the problematic wording already in use for skills such as creative thinking and collaborative abilities, skills encouraged by and developed through interactive activities, such as gaming and many of the arts. Current terminology labels them (")soft(") or (")non-cognitive(") skills, which are clear misnomers that passively diminish the importance of creative thought. This research explores how gaming, specifically so-called (")narrative(") gaming, of which VNs are one example, might contribute to the development of creatigational skills in students. Through the creation of VNs for this study, I examine both the ability of this genre to engage and encourage imaginative thought, as well as the practicality of designing and developing VNs for classroom use.
Show less - Date Issued
- 2017
- Identifier
- CFE0006906, ucf:51728
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006906
- Title
- INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM.
- Creator
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Klug, Amelia, Bryer, Thomas, University of Central Florida
- Abstract / Description
-
Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational...
Show moreRegardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungary, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top-educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.
Show less - Date Issued
- 2014
- Identifier
- CFH0004691, ucf:45247
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004691
- Title
- Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017.
- Creator
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Moore, Kenneth, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Gao, Su, University of Central Florida
- Abstract / Description
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As with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated,...
Show moreAs with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated, spiraled, interdisciplinary, multidisciplinary, thematic, or general science courses. There was a lack of research showing if either type of science course improved student achievement on standardized science assessments. Controlling for school district student population, low socio-economic status (SES) student percentage, and English learner (EL) percentage, this study compared the 2013(-)2017 8th grade FCAT 2.0 Science/SSA school district mean scale scores of two groups of school districts: those that offered comprehensive science courses and those that offered subject-specific science courses. Scores for three student groups were analyzed: all students, low SES students, and ELs. No statistically significant differences were found in school district mean scale scores or pass rates between the two school district groups. The comprehensive group mean scale scores were numerically higher, while the subject-specific group mean pass rates were numerically higher. The subject-specific group had statistically significantly higher raw scores for life science and physical science. The comprehensive group had wider dispersions of mean scale scores and pass rates, suggesting inconsistencies in implementation of comprehensive science courses. The primary implication of this study is that educational leaders should not expect to improve student science achievement simply by changing the type of science course offering. Changes should be made with consideration to student needs, school district demographics, teacher professional development and support, course structure and coherence with standards, and the need for flexibility in teacher assignments.
Show less - Date Issued
- 2018
- Identifier
- CFE0007410, ucf:52710
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007410
