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Title: THE ROLE OF COGNITIVE AND METACOGNITIVE READING COMPREHENSION STRATEGIES IN THE READING AND INTERPRETATION OF MATHEMATICAL WORD PROBLEM TEXTS: READING CLINICIANS' PERCEPTIONS OF DOMAIN RELEVANCE AND ELEMENTARY STUDENTS' COGNITIVE STRATEGY USE.
Creator: Clements, Taylar, Gill, Michele, University of Central Florida
Abstract / Description: The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of...
Show moreThe intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of cognition using think aloud protocol and clinical interview probes with purposively selected first through sixth-grade students. An experimental component of this study involved the random assignment of teachers to a professional development book study focused on either a) instructional methods supportive of integrated cognitive strategy instruction in reading and mathematics (treatment group) or b) a review of cognitive strategy instruction in reading (control group). The results of this study indicate that the elementary student participants did not recognize the cognitive comprehension strategies that they were using during the initial reading of the mathematical text as relevant to mathematics based text, which is why initial patterns of strategy use were not sustained or renegotiated, but were instead replaced or extinguished without replacement upon identification of the text as mathematical. This may be due to a lack of: 1) domain-general instruction, 2) varied text examples in their schooling, and/or 3) conditional knowledge instruction for strategy use, effects that may be caused by the students' teachers' own domain-specific perceptions of cognitive strategy use at the elementary level. The teachers in the treatment group demonstrated greater awareness of the relevance of cognitive reading comprehension strategies for mathematics text than the control group; however, there was no evidence that this new awareness impacted their instruction in this study. Implications for professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.
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Date Issued: 2011
Identifier: CFE0003687, ucf:48832
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003687

Title: DEVELOPING FOURTH GRADERS' PROFICIENCY IN BASIC MULTIPLICATION FACTS THROUGH STRATEGY INSTRUCTION.
Creator: Braddock, Stacey, Dixon, Juli, University of Central Florida
Abstract / Description: The purpose of this action research study was to evaluate my own practice of teaching basic multiplication facts to fourth graders. I wanted to see how focusing my instruction on strategies would help my students develop proficiency in basic multiplication facts. I chose this topic because Florida was in the process of shifting to new standards that encourage teaching for deeper meaning. I hoped this research would give my students the opportunity to make sense of multiplication on a deeper...
Show moreThe purpose of this action research study was to evaluate my own practice of teaching basic multiplication facts to fourth graders. I wanted to see how focusing my instruction on strategies would help my students develop proficiency in basic multiplication facts. I chose this topic because Florida was in the process of shifting to new standards that encourage teaching for deeper meaning. I hoped this research would give my students the opportunity to make sense of multiplication on a deeper level, while giving me insight into how students learn multiplication. Through this study, I learned that students initially find multiplication to be very difficult, but they can solve basic facts with ease when using strategies. Students did become more proficient with basic multiplication facts, and they were also able to apply basic fact strategies to extended facts and other multidigit multiplication problems. There is a limited amount of research on how students acquire basic multiplication fact proficiency; however, this study offers more insight to teachers and the research community.
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Date Issued: 2010
Identifier: CFE0003023, ucf:48370
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003023

Title: The Effects of Synchronous Online Cognitive Strategy Instruction in Writing for Students with Learning Disabilities.
Creator: Straub, Carrie, Vasquez, Eleazar, Wienke, Wilfred, Dieker, Lisa, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: This study investigates the effects of self-regulated strategy development (Harris, Graham, (&) Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction...
Show moreThis study investigates the effects of self-regulated strategy development (Harris, Graham, (&) Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction with collaborative writing software (e.g., Google Docs word processing). A multiple probe across participants design was used to demonstrate a functional relationship between instruction and number of essay elements (EE). Number of correct minus incorrect word sequences (CIWS) was used as a secondary dependent measure. A non-experimental pre-post design was used to compare the mean performance of holistic writing quality scores and standard scores from the TOWL-3. All four participants gained EE and CIWS from baseline to treatment and demonstrated standard score changes from pre to post-test on the TOWL-3. Implications for writing instruction for students with LD using online learning environments are discussed.
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Date Issued: 2012
Identifier: CFE0004606, ucf:49937
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004606

Title: EFFECTS OF ADVANCE ORGANIZERS ON LEARNING AND RETENTION FROM A FULLY WEB-BASED CLASS.
Creator: Chen, Baiyun, Hirumi, Atsusi, University of Central Florida
Abstract / Description: The purpose of this study is to investigate the short-term and long-term effects of two kinds of advance organizers (AOs), a visual concept map and a text outline. The AOs were administered in a fully Web-based course in health care ethics. The outcome measures are students' knowledge acquisition and application in two posttests. This study was conducted through a post-test only control group design with a random assignment. The population of the study involved 166 college students who...
Show moreThe purpose of this study is to investigate the short-term and long-term effects of two kinds of advance organizers (AOs), a visual concept map and a text outline. The AOs were administered in a fully Web-based course in health care ethics. The outcome measures are students' knowledge acquisition and application in two posttests. This study was conducted through a post-test only control group design with a random assignment. The population of the study involved 166 college students who participated in this online class in their junior or senior year. The voluntary research participants were randomly assigned into the two treatment groups and one control group. The treatment of AO was administered as an integral part of a one-week-long online module on the topic of patient-physician relationships. Students of the two treatment groups were presented with one of the two AOs, while the control group was instructed to proceed to textbook reading without an AO. Then, students were tested on the subject matter with two parallel posttests. Both posttests were composed of a multiple-choice question quiz and a set of scenario-based essay questions. The students took posttest I at the end of the instructional week, and posttest II four weeks after. A survey and interviews were also conducted to supplement the quantitative results with contextual information. The findings do not demonstrate a statistically significant AO effect among the treatment groups and the control group. However, in agreement with the previous research, this study shows a positive but inconclusive benefit of using AOs for students' short-term knowledge acquisition. The students using a concept map consistently obtained higher learning achievements than individuals using a text outline. More importantly, this study reiterated the proposition that students of lower-learning abilities benefit more from using an AO for online learning than those of higher-learning abilities. The current study extends our knowledge on the use of AOs in fully Web-based educational environments. The results indicated that although AOs more often than not have small facilitative effects for learners, they are not equally effective for all learners in all learning situations. The incorporation of the instructional strategies, such as AOs, in Web-based courses and programs might benefit online learners, especially those students of lower verbal and analytical abilities, or of lower prior knowledge of the material-to-be-learned.
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Date Issued: 2007
Identifier: CFE0001556, ucf:47137
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001556

Title: THE EFFECTS OF HANDS-ON INSTRUCTIONAL STRATEGIES ON FOURTH GRADE STUDENTS' ATTITUDES AND PERFORMANCE IN MATHEMATICS.
Creator: Hosack, Lindsey, Gresham, Gina, University of Central Florida
Abstract / Description: This study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments...
Show moreThis study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments and student interviews. Performance data was collected using evaluative assessments. Results of this study showed a positive change in students' attitude towards mathematics. Student performance gains were recorded and analyzed throughout the 12-week study. Twenty of the 26 students who participated in the study scored satisfactorily on all evaluative assessments. Data indicated little change was evident in student performance on assessments due to the high performing students who participated in the study.
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Date Issued: 2006
Identifier: CFE0001025, ucf:46815
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001025

Title: Investigating Simulation-Based Pattern Recognition Training For Behavior Cue Detection.
Creator: Maraj, Crystal, Lackey, Stephanie, Kincaid, John, Shumaker, Randall, Keebler, Joseph, University of Central Florida
Abstract / Description: The U.S. military uses pattern recognition training to observe anomalies in human behavior. An examination of the pattern recognition training literature for Warfighters reveals a gap in training to discern patterns of human behavior in live environments. Additionally, the current state of warfare is evolving and requires operations to change. As a result, pattern recognition training must accommodate new practices to improve performance. A technique used to improve memory for identifying...
Show moreThe U.S. military uses pattern recognition training to observe anomalies in human behavior. An examination of the pattern recognition training literature for Warfighters reveals a gap in training to discern patterns of human behavior in live environments. Additionally, the current state of warfare is evolving and requires operations to change. As a result, pattern recognition training must accommodate new practices to improve performance. A technique used to improve memory for identifying patterns in the environment is Kim's game. Kim's game establishes patterns to identify inanimate objects, of which information retains in memory for later recall. The paper discusses the fundamental principles of Kim's game applied to virtual Simulation-Based Training. The virtual version of Kim's game contains customized scenarios for training behavior cue analysis. Virtual agents display kinesic cues that exhibit aggressive (i.e., slap hands and clench fist) and nervous behaviors including wring hands and check six. This research takes a novel approach by animating the kinesics cues in the virtual version of Kim's game for pattern recognition training. Detection accuracy, response time, and false positive detection serve as the performance data for analysis. Additional survey data collected include engagement, flow, and simulator sickness. All collected data was compared to a control condition to examine its effectiveness of behavior cue detection. A series of one-way between subjects design ANOVA's were conducted to examine the differences between Kim's game and control on post-test performance. Although, the results from this experiment showed no significance in post-test performance, the percent change in post-test performance provide further insight into the results of the Kim's game and control strategies. Specifically, participants in the control condition performed better than the Kim's game group on detection accuracy and response time. However, the Kim's game group outperformed the control group on false positive detection. Further, this experiment explored the differences in Engagement, Flow, and Simulator Sickness after the practice scenario between Kim's game group and the control group. The results found no significant difference in Engagement, partial significance for Flow, and significant difference for Simulator Sickness between the Kim's game and control group after the practice scenario. Next, a series of Spearman's rank correlations were conducted to assess the relationships between Engagement, Flow, Simulator Sickness, and post-test performance, as well as examine the relationship between working memory and training performance; resulting in meaningful correlations to explain the relationships and identifying new concepts to explain unrelated variables. Finally, the role of Engagement, Flow, and Simulator Sickness as a predictor of post-test performance was examined using a series of multiple linear regressions. The results highlighted Simulator Sickness as a significant predictor of post-test performance. Overall, the results from this experiment proposes to expand the body of pattern recognition training literature by identifying strategies that enhance behavior cue detection training. Furthermore, it provides recommendations to training and education communities for improving behavior cue analysis. ?
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Date Issued: 2015
Identifier: CFE0005659, ucf:50166
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005659

Title: COMPARING MIDDLE SCHOOL GENERAL AND SPECIAL EDUCATORS' USE OF RESEARCH-BASED INSTRUCTION IN MATHEMATICS FOR STUDENTS WITH LEARNING DISABILITIES.
Creator: Robertson, Shelby, Little, Mary, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online...
Show moreThe purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online survey. The survey examined teacher self-reported classroom use of instructional practices specifically aligned with NCTM standards, direct instruction, graduated instruction, grouping practices, and self-monitoring. Additionally, educators responded to perceptions of their preparedness to use the aforementioned instructional practices. From the survey results, several strategies exhibited statistically significant differences between general and special educators. Special educators showed significantly greater use of two instructional strategies, as well as significantly greater perceptions of preparedness to use two instructional strategies. Overall, significantly more special educators reported using the research-based strategies aligned with all instructional practices. Additional results, limitations, implications for practice, and recommendations for future research are provided.
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Date Issued: 2008
Identifier: CFE0002256, ucf:47857
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002256

Title: The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement.
Creator: Sahin, Nesrin, Dixon, Juli, Haciomeroglu, Erhan, Ortiz, Enrique, Bai, Haiyan, Schoen, Robert, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group...
Show moreThe purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group attended CGI workshops whereas the teachers in the control group did not. Next, the study analyzed the differences in the mathematics achievement of students between different strategy groups. A student posttest, which was ITBS (Math Problems and Math Computation), was used to compare students' mathematics achievement. A student pretest was used as a covariate. The results of this study showed that there were statistically significant differences in the students' use of strategies between the treatment and control groups at the second grade level. A greater percentage of treatment students used derived facts / recall strategies (the most advanced strategy for single-digit addition and subtraction) than control students did. The results related to the effect of students' use of strategies on their mathematics achievement showed that the students who used derived facst/recall strategies for single-digit problems had significantly higher mathematics achievement than students who used counting or concrete modeling strategies. Furthermore, the students who used invented algorithms for multi-digit problems had significantly higher mathematics achievement than the students who used standard algorithms.
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Date Issued: 2015
Identifier: CFE0005704, ucf:50137
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005704

Title: A Study of Approaches to Improve Advanced Placement Social Studies Examination Student Performance in One Urban Florida High School.
Creator: Laser, Sabine, Taylor, Rosemarye, Ceballos, Marjorie, Baldwin, Lee, Fritz, Ronald, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional...
Show moreThe purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional approaches to improving student examination performance were effective. Because the instructional approaches were implemented in one school within the school district of study, a purposive sample was used. Data collected included practice examination participation data, beyond-school-day tutoring attendance data, and AP U.S. History and AP World History examination scores for students enrolled in AP U.S. History and AP World History at the school of study (FHS) and the matched high school (MHS).
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Date Issued: 2019
Identifier: CFE0007669, ucf:52479
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007669

Title: HELPING AT-RISK STUDENTS SOLVE MATHEMATICAL WORD PROBLEMS THROUGH THE USE OF DIRECT INSTRUCTION AND PROBLEM SOLVING STRATEGIES.
Creator: Lopez, Lurdes, JeanPierre, Bobby, University of Central Florida
Abstract / Description: This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The...
Show moreThis action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected. Students' took a pre and post test designed to measure and give students practice on mathematical skills. Students worked individually on practice problems, answered questions daily in their problem solving notebook and mathematics journals. Results showed the effectiveness of the use of direct instruction and problem-solving strategies on at-risk students.
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Date Issued: 2008
Identifier: CFE0002095, ucf:47551
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002095

Title: Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District.
Creator: Williams, Mary, Taylor, Rosemarye, Doherty, Walter, Murray, Barbara, Baldwin, Gordon, Zugelder, Bryan, University of Central Florida
Abstract / Description: Despite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in...
Show moreDespite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in practice will inform future decisions related to staffing, scheduling, and professional learning. This study sought to identify the underlying professional and instructional differences between the most effective and least effective teachers of tenth grade intensive reading courses through teacher and principal/assistant principal surveys along with teacher evaluation data. This study revealed with regards to a teacher's preparation to teach reading (research question one), that years of experience in the classroom and years of experience as a high school reading teacher were the only significant factors that influenced a teacher's effectiveness. For research questions two and three; which had to do with the beliefs and professional practices of the teacher, the educationally relevant belief that the more effective teachers were more confident about their abilities than their less effective peers was noted. Research question four provided the data with regards to the general classroom teaching strategies and the adolescent reading strategies the effective teachers employed. This data revealed that the more effective teachers implemented posting and communicating daily and long term learning goals more frequently than their less effective peers. In addition, the general classroom teaching practices of efficient use of learning time, establishing and maintaining classroom routines, and checking for understanding proved to be educationally relevant. Additionally, the adolescent reading strategies of sustained silent reading, paired/partner readings, and students reading one-on-one with teacher, were educationally relevant as well. Finally, in regards to research question five, it was of statistical significance that administrators valued the use of the general classroom teaching strategy of posting and communicating daily and long term learning goals and were able to recognize the use of this strategy when observing and evaluating the teachers.?
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Date Issued: 2013
Identifier: CFE0004960, ucf:49573
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004960

Title: Instructional Strategies for Scenario-Based Training of Human Behavior Cue Analysis with Robot-Aided Intelligence, Surveillance, Reconnaissance.
Creator: Salcedo, Julie, Lackey, Stephanie, Reinerman, Lauren, Barber, Daniel, Kincaid, John, Matthews, Gerald, University of Central Florida
Abstract / Description: The U.S. Army desires to improve safety during Intelligence, Surveillance, Reconnaissance (ISR) operations by removing Warfighters from direct line-of-fire by enhancing ISR operational capabilities with unmanned systems, also known as Robot-Aided ISR (RAISR) (DOD, 2013). Additionally, RAISR presents an opportunity to fulfill ISR capability requirements of modern combat environments including: detection of High-Value Individuals (HVI) from safer distances, identification of baseline behavior,...
Show moreThe U.S. Army desires to improve safety during Intelligence, Surveillance, Reconnaissance (ISR) operations by removing Warfighters from direct line-of-fire by enhancing ISR operational capabilities with unmanned systems, also known as Robot-Aided ISR (RAISR) (DOD, 2013). Additionally, RAISR presents an opportunity to fulfill ISR capability requirements of modern combat environments including: detection of High-Value Individuals (HVI) from safer distances, identification of baseline behavior, and interpretation of adversarial intent (U.S. Army, 2008). Along with the demand and projected acquisition of RAISR technology, there is the added need to design training requirements for system operation and task execution instruction. While documentation identifying specific training standards and objectives for ISR tasks utilizing unmanned systems is limited (DOD, 2013), simulation-based training has been identified as a critical training medium for RAISR (U.S. Army, 2008). ISR analysts will primarily conduct RAISR tasks via Indirect Vision Displays (IVD) which transition well into multimodal simulations (Salcedo, Lackey, (&) Maraj, 2014). However, simulation alone may not fulfill the complex training needs of RAISR tasks, therefore, incorporating instructional support may improve the effectiveness of training (Oser, Gualtieri, Cannon-Bowers, (&) Salas, 1999). One method to accomplish this is to utilize a Scenario-Based Training (SBT) framework enhanced with instructional strategies to target specific training objectives.The purpose for the present experiment was to assess the effectiveness of SBT enhanced with selected instructional strategies for a PC-based RAISR training simulation. The specific task type was the identification of HVIs within a group through behavior cue analysis. The instructional strategies assessed in this experiment, Highlighting and Massed Exposure, have shown to improve attentional weighting, visual search, and pattern recognition skills, which are critical for successful behavior cue analysis. Training effectiveness was evaluated by analyzing the impact of the instructional strategies on performance outcomes, including detection accuracy, classification accuracy, and median response time, and perceptions of the level of engagement, immersion, and presence during training exercises. Performance results revealed that the Massed Exposure strategy produced significantly faster response times for one subtle and one familiar target behavior cue. Perception results indicated that Highlighting was the least challenging instructional strategy and the Control offered the preferred level of challenge. The relationships between performance and perception measures revealed that higher levels of engagement, immersion, and presence were associated with better performance in the Control, but this trend did not always hold for Massed Exposure and Highlighting. Furthermore, presence emerged as the primary predictor of performance for select target behavior cues in the Control and Massed Exposure conditions, while immersion and engagement predicted performance of select cues in the Highlighting condition. The findings of the present experiment point to the potential benefit of SBT instructional strategies to improve effectiveness of simulation-based training for behavior cue analysis during RAISR operations. Specifically, the findings suggest that the Massed Exposure strategy has the potential to improve response time when detecting both familiar and novel targets. The results also highlight directions for future research to investigate methods to alter instructional strategy design and delivery in order to improve trainee perceptions of the instruction.
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Date Issued: 2014
Identifier: CFE0005705, ucf:50151
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005705

Title: Examining the Effects of Self-Regulated Strategy Development in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities.
Creator: Miller, Katie, Little, Mary, Dieker, Lisa, Pearl, Cynthia, Roberts, Sherron, University of Central Florida
Abstract / Description: This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing,...
Show moreThis research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels.
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Date Issued: 2013
Identifier: CFE0004893, ucf:49674
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004893

Title: Effects of a Reading Strategy with Digital Social Studies Texts for Eighth Grade Students.
Creator: Doan, Melissa, Ehren, Barbara, Little, Mary, Kent-Walsh, Jennifer, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: Recent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little...
Show moreRecent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little research has been conducted to evaluate instructional methods and reading comprehension strategies with digital texts.To address this critical issue, the present study examined the effects of a metacognitive reading comprehension instructional protocol (STRUCTURE Your Reading [SYR]; Ehren, 2008) with eighth grade students using digital texts in a standard social studies classroom in an urban American school setting. The focus of the protocol was on teaching strategies and self-questioning prompts before, during, and after reading. The study employed a randomized controlled design and consisted of three conditions with a total of 4 participating teachers and 124 participating students. The study was conducted over 25 instructional days and two instructional units with 13.83 treatment hours within the standard, social studies classes. Hierarchical ANCOVA analyses revealed that when controlling for pre-test measurements, the comparison and experimental groups performed significantly better than the control group with instructional unit test scores (Unit 2), reading strategy use in all stages of reading (before, during, and after), and self-questioning prompts during reading. Comparison and experimental groups did not significantly differ in these gains, indicating that this instructional protocol is effective with both paper and digital text. These findings suggest that the SYR instructional protocol is effective with secondary students in content area classrooms when using digital text. Furthermore, they suggest that metacognition and reading comprehension strategy instruction are able to be successfully embedded within a content area class and result in academic and metacognitive gains. Clinical implications and future research directions and are discussed.
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Date Issued: 2012
Identifier: CFE0004244, ucf:49537
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004244

Title: WHY EVIDENCE MATTERS: EXAMINING THE KNOWLEDGE AND PERCEPTION OF PRE-SERVICE TEACHERS.
Creator: Campbell, Stefanie, Storey, Valerie, University of Central Florida
Abstract / Description: Evidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been...
Show moreEvidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been studied in scientific experiments to determine their effectiveness. The general public, as well as practicing teachers, holds an assumption that educators have knowledge as to what is evidence-based education. However, this is not always the case. The objective of this these include: to document how pre-service teachers access research findings and what types of findings they use in their practice, to identify the purposes of its utilization, to identify the factors that influence research utilization, and to ensure the accessibility of the findings of this study. The population for this study will be pre-service teachers at a large public higher education institution and one state college. In order to meet these objectives I conducted a survey, a pre-service teacher focus group, and an interview with faculty. Research findings will impact pre-service teacher preparation programs and increase our understanding of the link between the researchers and educators
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Date Issued: 2014
Identifier: CFH0004707, ucf:45406
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004707

Title: ANALYSIS OF THE RELATIONSHIP BETWEEN THE LEVEL OF EDUCATIONAL COMPUTER GAME USE AND MILKEN EXEMPLAR TEACHER INSTRUCTIONAL STRATEGIES.
Creator: Dahan Marks, Yaela, Proctor, Michael, University of Central Florida
Abstract / Description: This research examines the nature and level of educational computer-based game techniques adoption by Milken Educator Award winning teachers in achieving success in their classrooms. The focus of the research is on their level of acceptance of educational computer-based games and the nature of game usage to increase student performance in the classroom. With Davis' (1985) Technology Acceptance Model (Davis, 1985) as the conceptual framework, the research also examines how teachers'...
Show moreThis research examines the nature and level of educational computer-based game techniques adoption by Milken Educator Award winning teachers in achieving success in their classrooms. The focus of the research is on their level of acceptance of educational computer-based games and the nature of game usage to increase student performance in the classroom. With Davis' (1985) Technology Acceptance Model (Davis, 1985) as the conceptual framework, the research also examines how teachers' perceptions of educational computer-based games influence their willingness to incorporate these teaching methods in their classroom. The approach utilizes a descriptive survey to develop and evaluate responses from exemplar teachers about the level and nature of their use (or lack thereof) of educational computer-based games and implementation in the classroom. Further, this research seeks to identify successful and unsuccessful techniques in the use of educational computer-based games in the classroom. In addition, data collection and analysis will seek to identify the strength of relationships between content-specific educational computer-based games and subject; educational computer-based games and gender; educational computer-based games and age; etc. A teacher who is exemplary as defined by Milken Educator Awards possesses, "exceptional educational talent as evidenced by effective instructional practices and student learning results in the classroom and school". Survey findings are placed within the Technology Acceptance Model framework developed by Davis.
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Date Issued: 2011
Identifier: CFE0003682, ucf:48811
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003682

Title: Effects of a Mathematics Graphic Organizer and Virtual Video Modeling on the Word Problem Solving Abilities of Students with Disabilities.
Creator: Delisio, Lauren, Dieker, Lisa, Vasquez, Eleazar, Hines, Rebecca, Dixon, Juli, University of Central Florida
Abstract / Description: Over the last decade, the inclusion of students with disabilities (SWD) in the general education classroom has increased. Currently, 60% of SWD spend 80% or more of their school day in the general education classroom (U.S. Department of Education, 2013). This includes students with autism spectrum disorders (ASD), a developmental disability characterized by impairments in behavior, language, and social skills (American Psychological Association, 2013). Many of these SWD struggle with...
Show moreOver the last decade, the inclusion of students with disabilities (SWD) in the general education classroom has increased. Currently, 60% of SWD spend 80% or more of their school day in the general education classroom (U.S. Department of Education, 2013). This includes students with autism spectrum disorders (ASD), a developmental disability characterized by impairments in behavior, language, and social skills (American Psychological Association, 2013). Many of these SWD struggle with mathematics in the elementary grades; fewer than 20% of SWD are proficient in mathematics when they begin middle school, compared to 45% of their peers without disabilities. Furthermore, 83% of SWD are performing at the basic or below basic level in mathematics in the fourth grade (U.S. Department of Education, 2013). As the rate of ASD continues to increase (Centers for Disease Control, 2013), the number of students with this disability who are included in the general education classroom also continues to rise. These SWD and students with ASD are expected to meet the same rigorous mathematics standards as their peers without disabilities. This study was an attempt to address the unique needs of SWD and students with ASD by combining practices rooted in the literature, strategy instruction and video modeling.The purpose of this study was to determine the effects of an intervention on the ability of students with and without disabilities in inclusive fourth and fifth grade classrooms to solve word problems in mathematics. The intervention package was comprised of a graphic organizer, the K-N-W-S, video models of the researcher teaching the strategy to a student avatar from a virtual simulated classroom, TeachLivE, and daily word problems for students to practice the strategy. The researcher used a quasi-experimental group design with a treatment and a control group to determine the impact of the intervention. Students were assessed on their performance via a pretest and posttest. Analyses of data were conducted on individual test items to assess patterns in performance by mathematical word problem type.The effects of the intervention on SWD, students with ASD, and students without disabilities varied widely between groups as well as amongst individual students, indicating a need for further studies on the effects of mathematics strategy instruction on students with varying needs and abilities.
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Date Issued: 2015
Identifier: CFE0005782, ucf:50065
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005782

Title: Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
Creator: Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
Abstract / Description: Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
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Date Issued: 2012
Identifier: CFE0004516, ucf:49273
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004516

Instructional Strategies (5)	+ -
learning disabilities (3)	+ -
mathematics (3)	+ -
Education (2)	+ -
Mathematics (2)	+ -

Simulation-Based Training (2)	+ -
instructional strategies (2)	+ -
self-regulated strategy development (2)	+ -
video modeling (2)	+ -
writing instruction (2)	+ -
ADDIE (1)	+ -
AP Examination Performance (1)	+ -
AP Social Studies Examination Performance (1)	+ -
Access (1)	+ -
Advanced Placement (1)	+ -
At-risk Students (1)	+ -
Bilingual (1)	+ -
CGI (1)	+ -
Classroom (1)	+ -
Cognitively guided instruction (1)	+ -
College (1)	+ -
Direct Instruction (1)	+ -
Distance education (1)	+ -
Educators (1)	+ -
Elementary (1)	+ -
Elementary Grades (1)	+ -
Elementary mathematics (1)	+ -
English Language Learners (ELL) (1)	+ -
Evidence-based (1)	+ -
Experiments (1)	+ -

ETD Collection (17)	+ -
Honors Collection (1)	+ -

University of Central Florida (18)	+ -
Dieker, Lisa (3)	+ -
Dixon, Juli (3)	+ -
Little, Mary (3)	+ -
Hines, Rebecca (2)	+ -

Kincaid, John (2)	+ -
Lackey, Stephanie (2)	+ -
Taylor, Rosemarye (2)	+ -
Vasquez, Eleazar (2)	+ -
Bai, Haiyan (1)	+ -
Baldwin, Gordon (1)	+ -
Baldwin, Lee (1)	+ -
Barber, Daniel (1)	+ -
Becker, Theresa (1)	+ -
Beverly, Monifa (1)	+ -
Braddock, Stacey (1)	+ -
Campbell, Stefanie (1)	+ -
Ceballos, Marjorie (1)	+ -
Chen, Baiyun (1)	+ -
Clements, Taylar (1)	+ -
Dahan Marks, Yaela (1)	+ -
Delisio, Lauren (1)	+ -
Doan, Melissa (1)	+ -
Doherty, Walter (1)	+ -
Ehren, Barbara (1)	+ -
Fritz, Ronald (1)	+ -
Gill, Michele (1)	+ -
Gresham, Gina (1)	+ -
Haciomeroglu, Erhan (1)	+ -
Hahs-Vaughn, Debbie (1)	+ -

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