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Pages
- Title
- Methods for online feature selection for classification problems.
- Creator
-
Razmjoo, Alaleh, Zheng, Qipeng, Rabelo, Luis, Boginski, Vladimir, Xanthopoulos, Petros, University of Central Florida
- Abstract / Description
-
Online learning is a growing branch of machine learning which allows all traditional data miningtechniques to be applied on an online stream of data in real-time. In this dissertation, we presentthree efficient algorithms for feature ranking in online classification problems. Each of the methodsare tailored to work well with different types of classification tasks and have different advantages.The reason for this variety of algorithms is that like other machine learning solutions, there is...
Show moreOnline learning is a growing branch of machine learning which allows all traditional data miningtechniques to be applied on an online stream of data in real-time. In this dissertation, we presentthree efficient algorithms for feature ranking in online classification problems. Each of the methodsare tailored to work well with different types of classification tasks and have different advantages.The reason for this variety of algorithms is that like other machine learning solutions, there is usuallyno algorithm which works well for all types of tasks. The first method, is an online sensitivitybased feature ranking (SFR) which is updated incrementally, and is designed for classificationtasks with continuous features. We take advantage of the concept of global sensitivity and rankfeatures based on their impact on the outcome of the classification model. In the feature selectionpart, we use a two-stage filtering method in order to first eliminate highly correlated and redundantfeatures and then eliminate irrelevant features in the second stage. One important advantage of ouralgorithm is its generality, which means the method works for correlated feature spaces withoutpreprocessing. It can be implemented along with any single-pass online classification method withseparating hyperplane such as SVMs. In the second method, with help of probability theory wepropose an algorithm which measures the importance of the features by observing the changes inlabel prediction in case of feature substitution. A non-parametric version of the proposed methodis presented to eliminate the distribution type assumptions. These methods are application to alldata types including mixed feature spaces. At last, we present a class-based feature importanceranking method which evaluates the importance of each feature for each class, these sub-rankingsare further exploited to train an ensemble of classifiers. The proposed methods will be thoroughlytested using benchmark datasets and the results will be discussed in the last chapter.
Show less - Date Issued
- 2018
- Identifier
- CFE0007584, ucf:52567
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007584
- Title
- D-FENS: DNS Filtering (&) Extraction Network System for Malicious Domain Names.
- Creator
-
Spaulding, Jeffrey, Mohaisen, Aziz, Leavens, Gary, Bassiouni, Mostafa, Fu, Xinwen, Posey, Clay, University of Central Florida
- Abstract / Description
-
While the DNS (Domain Name System) has become a cornerstone for the operation of the Internet, it has also fostered creative cases of maliciousness, including phishing, typosquatting, and botnet communication among others. To address this problem, this dissertation focuses on identifying and mitigating such malicious domain names through prior knowledge and machine learning. In the first part of this dissertation, we explore a method of registering domain names with deliberate typographical...
Show moreWhile the DNS (Domain Name System) has become a cornerstone for the operation of the Internet, it has also fostered creative cases of maliciousness, including phishing, typosquatting, and botnet communication among others. To address this problem, this dissertation focuses on identifying and mitigating such malicious domain names through prior knowledge and machine learning. In the first part of this dissertation, we explore a method of registering domain names with deliberate typographical mistakes (i.e., typosquatting) to masquerade as popular and well-established domain names. To understand the effectiveness of typosquatting, we conducted a user study which helped shed light on which techniques were more (")successful(") than others in deceiving users. While certain techniques fared better than others, they failed to take the context of the user into account. Therefore, in the second part of this dissertation we look at the possibility of an advanced attack which takes context into account when generating domain names. The main idea is determining the possibility for an adversary to improve their (")success(") rate of deceiving users with specifically-targeted malicious domain names. While these malicious domains typically target users, other types of domain names are generated by botnets for command (&) control (C2) communication. Therefore, in the third part of this dissertation we investigate domain generation algorithms (DGA) used by botnets and propose a method to identify DGA-based domain names. By analyzing DNS traffic for certain patterns of NXDomain (non-existent domain) query responses, we can accurately predict DGA-based domain names before they are registered. Given all of these approaches to malicious domain names, we ultimately propose a system called D-FENS (DNS Filtering (&) Extraction Network System). D-FENS uses machine learning and prior knowledge to accurately predict unreported malicious domain names in real-time, thereby preventing Internet devices from unknowingly connecting to a potentially malicious domain name.
Show less - Date Issued
- 2018
- Identifier
- CFE0007587, ucf:52540
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007587
- Title
- A STUDY OF THE COMPARISON BETWEEN TEACHER PERCEPTIONS OF SCHOOL CLIMATE AND THE EXISTENCE OF PROFESSIONAL LEARNING COMMUNITY DIMENSIONS.
- Creator
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Kelton, Kathryn, McGee, Janet, University of Central Florida
- Abstract / Description
-
This research study was conducted to determine whether teachersÂÂ' perceptions of climate within a school had a significant influence on the dimensions that support a community of professional learners. Teachers from ten middle schools in one central Florida school district completed a combined survey design which included questions pertaining to both climate characteristics and Professional Learning Community (PLC) dimensions. Foundational theories regarding both...
Show moreThis research study was conducted to determine whether teachersÂÂ' perceptions of climate within a school had a significant influence on the dimensions that support a community of professional learners. Teachers from ten middle schools in one central Florida school district completed a combined survey design which included questions pertaining to both climate characteristics and Professional Learning Community (PLC) dimensions. Foundational theories regarding both learning organizations and organizational climate were explored. Recent research on the development of professional learning communities and school climate was also examined. Descriptive and inferential statistics were performed to investigate each research question; these statistics included Spearman rho correlations, multiple regressions, and chi-square analyses. Findings demonstrated that the null hypotheses were rejected or partially rejected for each research question. Significant relationships were found between teachersÂÂ' perceptions of school climate and the dimensions of a PLC. Of the demographic variables, only years of teaching experience was found to be not significantly related to the school climate dimensions. The implications of these results validate the importance of building a climate of supportive principal behavior and committed and collegial teacher behaviors, as demonstrated by the significant relationship of these characteristics to schools exhibiting higher degrees of the dimensions that constitute a PLC. Educational stakeholders wishing to develop schools into job-embedded communities of learners with evidence of the five dimensions (shared leadership, shared vision, collective creativity, peer review and supportive conditions) must attend to developing the climate behaviors necessary for that to occur. As demonstrated by the research results, establishing an appropriate school climate that promotes professional interaction, support, and teacher commitment to students is a strong place to begin.
Show less - Date Issued
- 2010
- Identifier
- CFE0003333, ucf:48460
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003333
- Title
- EFFECTS ON TEACHERS' MATHEMATICS CONTENT KNOWLEDGE OF A PROFESSIONAL LEARNING COMMUNITY.
- Creator
-
Price, Beverley, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
The purpose of this research was to study the implementation of a professional learning community comprised of one group of third-grade teachers in a Florida elementary school where the emphasis was on research-based practices in the teaching of mathematics. Investigated were the growth of teachers' content knowledge in mathematics, specifically in the areas of multiplication and division, and the effects of their professional learning within their classrooms. Specifically this study looked...
Show moreThe purpose of this research was to study the implementation of a professional learning community comprised of one group of third-grade teachers in a Florida elementary school where the emphasis was on research-based practices in the teaching of mathematics. Investigated were the growth of teachers' content knowledge in mathematics, specifically in the areas of multiplication and division, and the effects of their professional learning within their classrooms. Specifically this study looked at whether or not the participation of a group of third grade teachers in a professional learning community PLC improved the mathematical content knowledge of the participants of the study. This research design called for the research to be conducted in three phases. In Phase I, the researcher interviewed all participants using a researcher-designed interview guide. A researcher-adapted survey, based upon previously released items Ball (2008) was administered as a pre-test of mathematical content knowledge,. In Phase II of the study, the researcher documented the activities that occurred within a 10-week long professional learning community (PLC) of third-grade teachers. In Phase III of the research, a post-study interview was conducted with each of the participants by an independent observer to elicit participants' perceptions and observations based on their participation in the PLC. A post-test of content knowledge was also administered to the participants. Several themes were identified in the research study. These themes led to recommendations for practice and future research. Themes were related to the lack of mathematical understanding experienced by some teachers and the lack of professional development specifically related to mathematics, the value of the professional learning community, and the benefits of sharing current research and best practices. During this study, the participants were able to read and share examples of research-based best practices in mathematics, and participants then used this new information and additional mathematics content knowledge in their classrooms in teaching their students.
Show less - Date Issued
- 2011
- Identifier
- CFE0003619, ucf:48856
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003619
- Title
- AN INVESTIGATION IN JOURNAL WRITING AND COOPERATIVE LEARNING WITH 8TH GRADE GEOMETRY STUDENTS IN THE CONSTRUCTION OF PROOF.
- Creator
-
Wojcik, Paul, Haciomeroglu, Erhan, University of Central Florida
- Abstract / Description
-
This action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written responses to prompts in journals were analyzed over the course of twelve weeks. Case studies of four students were developed from the researchers' three geometry classes. All four students in the study participated in an academic program called Pre International Baccalaureate Preparation. Standardized test scores...
Show moreThis action research study summarizes the investigation of journal writing and cooperative grouping with 8th grade geometry students in the construction of proof. Students written responses to prompts in journals were analyzed over the course of twelve weeks. Case studies of four students were developed from the researchers' three geometry classes. All four students in the study participated in an academic program called Pre International Baccalaureate Preparation. Standardized test scores and an attitude scale categorized the four students. The ATMAT survey (Appendix A) measured each student's attitude toward mathematics. Writing prompts focused on the students' perceptions of the group process in constructing proofs and the development of geometric proof. The results suggested the students were engaged in learning within their cooperative groups but they also desired individual time before coming to a group setting. In addition, students' written responses to journal prompts may provide an informal assessment and help students convey their own understanding of proof before any formal assessments.
Show less - Date Issued
- 2011
- Identifier
- CFE0003625, ucf:48865
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003625
- Title
- The use of video game achievements to enhance player performance, self-efficacy, and motivation.
- Creator
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Blair, Lucas, Bowers, Clint, Cannon-Bowers, Janis, McDaniel, Rudy, Kincaid, John, University of Central Florida
- Abstract / Description
-
A taxonomy of achievement design features that exist currently in video game systems was created in order to evaluate the current the state of the art in achievement design. From the taxonomy of design features multiple mechanisms of action that influence player behavior were identified. These mechanisms lead to a predictive model that can guide the designs of achievements in order to improve performance, self-efficacy and motivation in players.Expected, unexpected, and incremental...
Show moreA taxonomy of achievement design features that exist currently in video game systems was created in order to evaluate the current the state of the art in achievement design. From the taxonomy of design features multiple mechanisms of action that influence player behavior were identified. These mechanisms lead to a predictive model that can guide the designs of achievements in order to improve performance, self-efficacy and motivation in players.Expected, unexpected, and incremental achievements were tested. Notifications occurring before and after earning an achievement were also tested. In addition to testing individual mechanisms of action a (")combined achievement(") was created with multiple mechanisms added that were hand-picked. For testing purposes the model was applied to achievements that were inserted into an instructional game. The results of the study revealed that individual mechanisms of action had little effect on players while multiple mechanisms in a combined achievement caused significant improvements in several categories. The limitations of the current study, as well as, plans for future study are also discussed.
Show less - Date Issued
- 2011
- Identifier
- CFE0004471, ucf:49297
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004471
- Title
- The Relationship Between Nonprofit Capacity Building, Organizational Learning and Organizational Effectiveness: A Case Study of Strengthening Communities Fund Program in Central Florida.
- Creator
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Broxton, Margaret, Kapucu, Naim, Bryer, Thomas, Feldheim, Mary, Rivera, Fernando, University of Central Florida
- Abstract / Description
-
Nonprofit capacity building programs and program activities positively influence perceived organizational effectiveness. Being able to link nonprofit capacity building to organizational effectiveness is a paramount concern for both nonprofits seeking capacity building programming and those entities, be it foundations or government that fund capacity building initiatives and programs. Therefore being able to link nonprofit capacity building to organizational effectiveness and higher...
Show moreNonprofit capacity building programs and program activities positively influence perceived organizational effectiveness. Being able to link nonprofit capacity building to organizational effectiveness is a paramount concern for both nonprofits seeking capacity building programming and those entities, be it foundations or government that fund capacity building initiatives and programs. Therefore being able to link nonprofit capacity building to organizational effectiveness and higher performance is crucial to ensure that both nonprofit organizations and funders continue to pursue and support capacity building programming. Through an examination of the developing hollow state and the resulting nonprofit capacity disparity this study demonstrates the purposeful need for the continuation of nonprofit capacity building programming and the support of such programming through outside private foundation and government funding. Using a conceptual model developed from the literature on organizational learning and change this study examines the impact of capacity building programming, programming activities, organizational learning theory and perceived organizational effectiveness. The influence of the type of capacity building programming, i.e. traditional workshop and traditional workshop plus technical and financial assistance is investigated through the use of quantitative and qualitative methods. Specifically the quantitative methods utilized were descriptive including bi-variate correlation analysis, paired and independent T-tests, ANOVA and multiple regression. The qualitative analysis including examining open-ended survey question responses from two pre-post capacity building intervention surveys and one post program survey and the analysis of comments made in 10 focus groups. The influence of capacity building programming activities, i.e. organizational development, organizational program development, organizational collaboration and organizational leadership is investigated through the use of multiple regression and qualitative analysis. This study uses pre-, post-test survey data from a total of 43 nonprofit organizations that participated in the Strengthening Communities Fund in Central Florida Program, managed by the Center for Public and Nonprofit Management at the University of Central Florida. The two year program was offered in two identical 10 month cycles. Pre- and post-test data were collected from 23 participant organizations in Cycle 1 and 20 in Cycle 2. This study sought to identify the nonprofit capacity building programming modality and programming activities that contributed most to perceived organizational effectiveness. According to the findings, nonprofit organizations seeking capacity building and funders looking to support capacity building programs should look to programs that offer activities that increase organizational leadership capacity and organizational program development. Increasing organizational leadership capacity and organizational program development contributes most to perceived organizational effectiveness. This study did not find support to recommend one particular capacity building training modality over another. Regardless of the method of capacity building program delivery, i.e. workshop and/or technical and financial assistance, programs which build organizational leadership capacity and organizational program development will greatly influence the perceived organizational effectiveness of the capacity building participant organizations.
Show less - Date Issued
- 2012
- Identifier
- CFE0004361, ucf:49417
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004361
- Title
- Nursing Students and Tuckman's Theory: Building Community Using Cohort Development.
- Creator
-
Austin, George, Cintron Delgado, Rosa, Owens, James, Boyd, Tammy, Cox, Thomas, Allred, Kelly, University of Central Florida
- Abstract / Description
-
This study explored the phenomenon of first year students who lived in a nursing living learning community and their experiences during their first year. The researcher utilized a qualitative research methodology to investigate the social and academic aspects that influenced these students as they worked to prepare to apply to the nursing program on their way to becoming nurses. Of the 68 students who lived in the community in the first two years, 12 were interviewed in a face-to-face setting...
Show moreThis study explored the phenomenon of first year students who lived in a nursing living learning community and their experiences during their first year. The researcher utilized a qualitative research methodology to investigate the social and academic aspects that influenced these students as they worked to prepare to apply to the nursing program on their way to becoming nurses. Of the 68 students who lived in the community in the first two years, 12 were interviewed in a face-to-face setting. The researcher used Tuckman's Stages of Group Development as the framework for this study, recognizing that groups go through several stages depending on the length of time that the group is together. The participants' experiences were examined on a group and individual level, in order to fully understand their experiences in the community, including their persistence through applying to and enrolling in the nursing program. This study brought voice to the experiences of the students, helping to understand why they came together, how the community developed, and what lessons the students took away from living in this community. It was made clear during the interviews that the students chose to live in the community where they would be surrounded by students with the same goals. They also felt very strongly about academics taking a priority over social events, and believed that the community should have a second semester common course to keep the students working together throughout the duration of the first year.
Show less - Date Issued
- 2013
- Identifier
- CFE0004972, ucf:49576
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004972
- Title
- EXAMINING FACTORS THAT AFFECT KNOWLEDGE SHARING AND STUDENTS' ATTITUDE TOWARD THEIR LEARNING EXPERIENCE WITHIN VIRTUAL TEAMS.
- Creator
-
He, Jinxia, Gunter, Glenda, University of Central Florida
- Abstract / Description
-
This study examined factors that might impact student knowledge sharing within virtual teams through online discussion boards. These factors included: trust, mutual influence, conflict, leadership, and cohesion. A path model was developed to determine whether relationships exist among knowledge sharing from asynchronous group discussion and the above five factors. In addition, this study examined if there are any relationships between quality and quantity of knowledge sharing and students'...
Show moreThis study examined factors that might impact student knowledge sharing within virtual teams through online discussion boards. These factors included: trust, mutual influence, conflict, leadership, and cohesion. A path model was developed to determine whether relationships exist among knowledge sharing from asynchronous group discussion and the above five factors. In addition, this study examined if there are any relationships between quality and quantity of knowledge sharing and students' grades. A correlation design was conducted to discover if there are any relationships among these five factors and knowledge sharing within virtual teams. Participants in this study were 148 undergraduate students from two classes in the Health Services Administration program in the College of Health and Public Affairs. The two classes were asynchronous online courses and both instructors used virtual teaming in their online courses. Online interaction occurred via online discussion boards, email, and online chat rooms. The results indicate that mutual influence and team cohesion are two major factors that directly affect knowledge sharing within virtual teams. Conflict mediates the relationship between trust and knowledge sharing. Leadership was also found to have a strong relationship with team cohesion, which then had a relationship with knowledge sharing. As far as the relationship between quality and quantity of knowledge sharing and the student's grade, it was found that there is relationship between the quantity of knowledge sharing and students' grades, however, no significant relationship exists between quality of knowledge sharing and students' grades. The implications of this research for use of virtual teams in online distance education are also discussed.
Show less - Date Issued
- 2009
- Identifier
- CFE0002960, ucf:47980
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002960
- Title
- Adversarial Attacks On Vision Algorithms Using Deep Learning Features.
- Creator
-
Michel, Andy, Jha, Sumit Kumar, Leavens, Gary, Valliyil Thankachan, Sharma, University of Central Florida
- Abstract / Description
-
Computer vision algorithms, such as those implementing object detection, are known to be sus-ceptible to adversarial attacks. Small barely perceptible perturbations to the input can cause visionalgorithms to incorrectly classify inputs that they would have otherwise classified correctly. Anumber of approaches have been recently investigated to generate such adversarial examples fordeep neural networks. Many of these approaches either require grey-box access to the deep neuralnet being...
Show moreComputer vision algorithms, such as those implementing object detection, are known to be sus-ceptible to adversarial attacks. Small barely perceptible perturbations to the input can cause visionalgorithms to incorrectly classify inputs that they would have otherwise classified correctly. Anumber of approaches have been recently investigated to generate such adversarial examples fordeep neural networks. Many of these approaches either require grey-box access to the deep neuralnet being attacked or rely on adversarial transfer and grey-box access to a surrogate neural network.In this thesis, we present an approach to the synthesis of adversarial examples for computer vi-sion algorithms that only requires black-box access to the algorithm being attacked. Our attackapproach employs fuzzing with features derived from the layers of a convolutional neural networktrained on adversarial examples from an unrelated dataset. Based on our experimental results,we believe that our validation approach will enable designers of cyber-physical systems and otherhigh-assurance use-cases of vision algorithms to stress test their implementations.
Show less - Date Issued
- 2017
- Identifier
- CFE0006898, ucf:51714
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006898
- Title
- Improving Instructional Strategies in Higher Education for Students with a Learning Disability in a General Education Science Course.
- Creator
-
Ogle, Brian, Cox, Dr. Thomas, Vitale, Thomas, Campbell, Laurie, Chandler, Shelly, University of Central Florida
- Abstract / Description
-
This Dissertation in Practice employed a mixed-methods design to identify preferred instructional methods in a college level science course as well as the self-reported challenges to learning science in college by students with a learning disability. In addition, the relationships between preferred instructional strategies and learner characteristics such as declared major, and learning disability were examined. Qualitative and quantitative data was collected from a sample of 48 participants...
Show moreThis Dissertation in Practice employed a mixed-methods design to identify preferred instructional methods in a college level science course as well as the self-reported challenges to learning science in college by students with a learning disability. In addition, the relationships between preferred instructional strategies and learner characteristics such as declared major, and learning disability were examined. Qualitative and quantitative data was collected from a sample of 48 participants using an electronic survey. Additionally, eight participants participated in focus groups to collect in-depth qualitative data. All participants are current students enrolled full-time at Beacon College. Each participant completed a science college course and has a diagnosed learning disability. Analysis of the data demonstrated hands-on instruction guided by the instructor is the preferred method of learning and the use of traditional lecture and cooperative learning are self-reported as being least helpful to this student population to learn science. Findings from this study were provided to Beacon College to shape instruction in science courses as well as to shape recommendations for future research activities. Intentional design of instruction following the recommendations found in this study should assist in increasing student performance in college science courses as well as increase engagement to science as a process and field of study.
Show less - Date Issued
- 2017
- Identifier
- CFE0006772, ucf:51836
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006772
- Title
- A Single Case Analysis of the Impact of Caregiver-Student Collaborative Learning on an Urban Community.
- Creator
-
Edmundson, Heather, Hopp, Carolyn, Lue, Martha, Vitale, Thomas, Olan, Elsie, University of Central Florida
- Abstract / Description
-
The purpose of this study was to measure the impact of caregiver-student collaborative learning classes on an urban community. The study examined whether the self-efficacy of the caregivers increased with helping their children with school work due to the caregiver-student classes. The study also examined whether providing access to a resource not normally provided within this particular community led to increased self-efficacy within caregivers. The research questions that guided the study...
Show moreThe purpose of this study was to measure the impact of caregiver-student collaborative learning classes on an urban community. The study examined whether the self-efficacy of the caregivers increased with helping their children with school work due to the caregiver-student classes. The study also examined whether providing access to a resource not normally provided within this particular community led to increased self-efficacy within caregivers. The research questions that guided the study were as follows: How do collaborative caregiver-student classes that focus on collaborative strategies impact the self-efficacy of the caregivers in helping their children with school work? How does increasing access to educational services impact the self-efficacy of the caregivers who participate in collaborative caregiver-student classes? The researcher collected data through classroom observations, reflections from participants, and an initial focus group and closing individual interview. Classes were taught by a co-teacher selected by the researcher with the input of the principal. Four total sessions were held, three of which included the teaching of collaborative learning strategies, and the last of which was an individual interview.Overall, data indicated increased self-efficacy within caregivers. The caregiver roles within the neighborhood proved not to always be between an adult and child, but rather cousins and siblings who may have been close in age. Families within the neighborhood exchanged care in different ways according to their culture, work demands, and family dynamic. This program led to strengthened relationships between home and school, as well as enhanced self-efficacy and stronger relationships between caregivers and students.
Show less - Date Issued
- 2014
- Identifier
- CFE0005327, ucf:50534
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005327
- Title
- Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences.
- Creator
-
Ehrli, Hannah, Martin, Suzanne, Lue, Martha, Marino, Matthew, Diaz, Anna, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to their high school learning experiences, their transition to higher education, and their continued academic and social support in higher education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth...
Show moreThe purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to their high school learning experiences, their transition to higher education, and their continued academic and social support in higher education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth interviews. The data were reviewed in order to achieve a holistic picture of what the students' perceptions illustrate and to understand thematic commonalities from their lived experiences. The researcher hoped to shape possible effective instructional strategies and supports for students with learning disabilities in secondary and post-secondary educational experiences.
Show less - Date Issued
- 2015
- Identifier
- CFE0005791, ucf:50050
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005791
- Title
- An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness.
- Creator
-
Thompson, Daniel, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Ellis, Amanda, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness. Secondary STEM graduates who come into education need a model of collaborative reflective practice for continuous improvement. Lesson study is one possible model of professional learning that is both reflective and collaborative (Sims (&) Walsh, 2009, p. 731). The cyclical nature of lesson study makes it a natural fit for continuous improvement...
Show moreThe purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness. Secondary STEM graduates who come into education need a model of collaborative reflective practice for continuous improvement. Lesson study is one possible model of professional learning that is both reflective and collaborative (Sims (&) Walsh, 2009, p. 731). The cyclical nature of lesson study makes it a natural fit for continuous improvement. Yet, little research into the effectiveness of lesson study as a tool for new teacher preparation or for middle and high school teachers exists. As part of the University of Central Florida's RTP3 program, resident teachers from three school districts participated in lesson study. Their reflections on participating in lesson study were analyzed and interviews with designees from each school district were conducted. The resident teachers' reflections and the interviews with partner school district designees were analyzed using the constant comparison method (Parry, 2004). The reflections were closely examined for trends and patterns, and as commonalities emerged, they led to the findings of this study. After review of the school district lesson study models, they were confirmed and explored during the interviews with school district designees. Analysis showed lesson study was perceived to be beneficial by the resident teachers and two of the three school district designees described positive effects gained from participating in lesson study through RTP3. The literature review and the results of this study demonstrate that lesson study is a valuable tool for professional learning in both novice and veteran teachers. Themes frequently observed in lesson study reflections included increased focus on students, the value found in collaboration, and a desire to participate on future lesson study teams. Teachers, teacher preparation programs, and school administrators should consider the benefits of participating in lesson study and attempt to develop a plan to include this method of professional learning in their school or teacher preparation program.
Show less - Date Issued
- 2015
- Identifier
- CFE0005724, ucf:50130
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005724
- Title
- How high school size configuration affects student achievement in the State of Florida.
- Creator
-
Morrison, Donald, Murray, Kenneth, Bai, Haiyan, Doherty, Walter, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
The study was conducted to determine if there were any statistically significant differences in student achievement as measured by the 10th-grade Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) at the school level between the configurations of high schools, controlling for the percentage of minority population and SES. A total of 259 large public high schools within Florida were used in the study; 149 traditional schools and 110 large schools using small learning...
Show moreThe study was conducted to determine if there were any statistically significant differences in student achievement as measured by the 10th-grade Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) at the school level between the configurations of high schools, controlling for the percentage of minority population and SES. A total of 259 large public high schools within Florida were used in the study; 149 traditional schools and 110 large schools using small learning communities. Because prior researchers have indicated that the number of low SES students and the percentage of minority students can have an effect on student achievement, these covariates were controlled for in this study. There was a significant difference in the FCAT Mathematics scores of students based on school configuration. Those students who attended traditional high schools scored higher than those in the smaller learning communities. There was a similar finding in the FCAT Reading scores, but it was only marginally significant. The interaction between the percentage of the minority population and low SES population was also evaluated, but no significant interaction was found. A qualitative survey was also sent to administrators at schools who were involved in the study. In direct contradiction to the quantitative study results, the vast majority of respondents thought that the use of a small learning community would increase student achievement. With the advent of Common Core in Mathematics and Language Arts, this research lends itself to be expanded on a national level to determine if a larger sample size would yield the same or differing results.
Show less - Date Issued
- 2014
- Identifier
- CFE0005215, ucf:50631
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005215
- Title
- LEARNING AFRICAN-AMERICAN HISTORY IN A SYNTHETIC LEARNING ENVIRONMENT.
- Creator
-
Greenwood-Ericksen, Adams, Hancock, Peter, University of Central Florida
- Abstract / Description
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Synthetic Learning Environments (SLEs) represent a hybrid of simulations and games, and in addition to their pedagogical content, rely on elements of story and interactivity to drive engagement with the learning material. The present work examined the differential impact of varying levels of story and interactivity on learning. The 2x2 between subjects design tested learning and retention among 4 different groups of participants, each receiving one of the 4 possible combinations of low and...
Show moreSynthetic Learning Environments (SLEs) represent a hybrid of simulations and games, and in addition to their pedagogical content, rely on elements of story and interactivity to drive engagement with the learning material. The present work examined the differential impact of varying levels of story and interactivity on learning. The 2x2 between subjects design tested learning and retention among 4 different groups of participants, each receiving one of the 4 possible combinations of low and high levels of story and interactivity. Objective assessments of participant performance yielded the unexpected finding that learners using the SLE performed more poorly than any other learning group, including the gold-standard baseline. This result is made even more surprising by the finding that participants rated their enjoyment of and performance in that condition highest among the four conditions in the experiment. This apparent example of metacognitive bias has important implications for understanding how affect, narrative structure, and interactivity impact learning tasks, particularly in synthetic learning environments.
Show less - Date Issued
- 2008
- Identifier
- CFE0002087, ucf:47580
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002087
- Title
- INTEGRATING KEY ELEMENTS IN AN E-LEARNING CURRICULUM FOR AN OPTIMUM EDUCATIONAL AND INTERACTIVE USER EXPERIENCE.
- Creator
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Stearns, Heather, Jones, Dan, University of Central Florida
- Abstract / Description
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This study determines the particular components that are considered the best practices to use when implementing an e-Learning curriculum. Technical communicators and instructional designers have numerous development options to choose from. However, practices that work in academe do not always integrate well in a corporate setting, and what works for one corporation may not work for another. There is no singular methodology for developers to apply that enables e-Learning to fit every...
Show moreThis study determines the particular components that are considered the best practices to use when implementing an e-Learning curriculum. Technical communicators and instructional designers have numerous development options to choose from. However, practices that work in academe do not always integrate well in a corporate setting, and what works for one corporation may not work for another. There is no singular methodology for developers to apply that enables e-Learning to fit every organization's needs. Research shows that to ensure a successful online learning implementation, a sound project management team must be in place at the beginning of the project planning. This team must be prepared to collaborate with managers and users across an organization and carefully incorporate their suggestions into the curriculum design. Additionally, this team must be experienced not only in making sure that the project is launched on time and within the defined budget, but also in asking pertinent questions about the users, content structure, and design. Implementing an e-Learning site involves more than putting a Web page online for users to view. Developers must know about adult learning styles, must know how to incorporate interactive activities (like games and simulations), and must know how to write content so that it is engaging yet understandable.
Show less - Date Issued
- 2008
- Identifier
- CFE0002099, ucf:47547
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002099
- Title
- GAME ON: THE IMPACT OF GAME FEATURES IN COMPUTER-BASED TRAINING.
- Creator
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DeRouin-Jessen, Renee, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
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The term "serious games" became popularized in 2002 as a result of an initiative to promote the use of games for education, training, and other purposes. Today, many companies are using games for training and development, often with hefty price tags. For example, the development budget for the U.S. Army recruiting game, "America's Army" was estimated at $7 million. Given their increasing use and high costs, it is important to understand whether game-based learning systems perform as...
Show moreThe term "serious games" became popularized in 2002 as a result of an initiative to promote the use of games for education, training, and other purposes. Today, many companies are using games for training and development, often with hefty price tags. For example, the development budget for the U.S. Army recruiting game, "America's Army" was estimated at $7 million. Given their increasing use and high costs, it is important to understand whether game-based learning systems perform as billed. Research suggests that games do not always increase learning outcomes over conventional instruction. However, certain game features (e.g., rules/goals, fantasy, challenge) might be more beneficial for increasing learner motivation and learning outcomes than other game features. This study manipulated two specific game features: multimedia-based fantasy (vs. text-based fantasy) and reward (vs. no reward) in a computer-based training program on employment law. Participants (N=169) were randomly assigned to one of the four experimental conditions or to a traditional computer-based training condition. Contrary to hypotheses, the traditional PowerPoint-like version was found to lead to better declarative knowledge outcomes on the learning test than the most game-like version, although no differences were found between conditions on any of the other dependent variables. Participants in all conditions were equally motivated to learn, were equally satisfied with the learning experience, completed an equal number of practice exercises, performed equally well on the declarative knowledge and skill-based practice, and performed equally well on the skill-based learning test. This suggests that adding the "bells and whistles" of game features to a training program won't necessarily improve learner motivation and training outcomes.
Show less - Date Issued
- 2008
- Identifier
- CFE0002439, ucf:47714
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002439
- Title
- A REINFORCEMENT LEARNING TECHNIQUE FOR ENHANCING HUMAN BEHAVIOR MODELS IN A CONTEXT-BASED ARCHITECTURE.
- Creator
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Aihe, David, Gonzalez, Avelino, University of Central Florida
- Abstract / Description
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A reinforcement-learning technique for enhancing human behavior models in a context-based learning architecture is presented. Prior to the introduction of this technique, human models built and developed in a Context-Based reasoning framework lacked learning capabilities. As such, their performance and quality of behavior was always limited by what the subject matter expert whose knowledge is modeled was able to articulate or demonstrate. Results from experiments performed show that subject...
Show moreA reinforcement-learning technique for enhancing human behavior models in a context-based learning architecture is presented. Prior to the introduction of this technique, human models built and developed in a Context-Based reasoning framework lacked learning capabilities. As such, their performance and quality of behavior was always limited by what the subject matter expert whose knowledge is modeled was able to articulate or demonstrate. Results from experiments performed show that subject matter experts are prone to making errors and at times they lack information on situations that are inherently necessary for the human models to behave appropriately and optimally in those situations. The benefits of the technique presented is two fold; 1) It shows how human models built in a context-based framework can be modified to correctly reflect the knowledge learnt in a simulator; and 2) It presents a way for subject matter experts to verify and validate the knowledge they share. The results obtained from this research show that behavior models built in a context-based framework can be enhanced by learning and reflecting the constraints in the environment. From the results obtained, it was shown that after the models are enhanced, the agents performed better based on the metrics evaluated. Furthermore, after learning, the agent was shown to recognize unknown situations and behave appropriately in previously unknown situations. The overall performance and quality of behavior of the agent improved significantly.
Show less - Date Issued
- 2008
- Identifier
- CFE0002466, ucf:47715
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002466
- Title
- CONCEPT LEARNING BY EXAMPLE DECOMPOSITION.
- Creator
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Joshi, Sameer, Hughes, Charles, University of Central Florida
- Abstract / Description
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For efficient understanding and prediction in natural systems, even in artificially closed ones, we usually need to consider a number of factors that may combine in simple or complex ways. Additionally, many modern scientific disciplines face increasingly large datasets from which to extract knowledge (for example, genomics). Thus to learn all but the most trivial regularities in the natural world, we rely on different ways of simplifying the learning problem. One simplifying technique that...
Show moreFor efficient understanding and prediction in natural systems, even in artificially closed ones, we usually need to consider a number of factors that may combine in simple or complex ways. Additionally, many modern scientific disciplines face increasingly large datasets from which to extract knowledge (for example, genomics). Thus to learn all but the most trivial regularities in the natural world, we rely on different ways of simplifying the learning problem. One simplifying technique that is highly pervasive in nature is to break down a large learning problem into smaller ones; to learn the smaller, more manageable problems; and then to recombine them to obtain the larger picture. It is widely accepted in machine learning that it is easier to learn several smaller decomposed concepts than a single large one. Though many machine learning methods exploit it, the process of decomposition of a learning problem has not been studied adequately from a theoretical perspective. Typically such decomposition of concepts is achieved in highly constrained environments, or aided by human experts. In this work, we investigate concept learning by example decomposition in a general probably approximately correct (PAC) setting for Boolean learning. We develop sample complexity bounds for the different steps involved in the process. We formally show that if the cost of example partitioning is kept low then it is highly advantageous to learn by example decomposition. To demonstrate the efficacy of this framework, we interpret the theory in the context of feature extraction. We discover that many vague concepts in feature extraction, starting with what exactly a feature is, can be formalized unambiguously by this new theory of feature extraction. We analyze some existing feature learning algorithms in light of this theory, and finally demonstrate its constructive nature by generating a new learning algorithm from theoretical results.
Show less - Date Issued
- 2009
- Identifier
- CFE0002504, ucf:47694
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002504
