View All Items

Title: THE EFFECT OF INQUIRY-BASED INSTRUCTION ON STUDENTS' PARTICIPATION AND ATTITUDES IN A THIRD GRADE SCIENCE CLASSROOM.
Creator: Arthur, Debbie, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The National Science Education Standards (1996) support inquiry-based instruction. According to the National Science Education Standards. When children or scientists inquire into the natural world they: ask questions, plan investigations and collect relevant data, and organize and analyze collected data. The purpose of this study was to investigate the effects of inquiry-based instruction on third-grade students' attitudes and participation in an elementary science classroom. Students were...
Show moreThe National Science Education Standards (1996) support inquiry-based instruction. According to the National Science Education Standards. When children or scientists inquire into the natural world they: ask questions, plan investigations and collect relevant data, and organize and analyze collected data. The purpose of this study was to investigate the effects of inquiry-based instruction on third-grade students' attitudes and participation in an elementary science classroom. Students were encouraged to ask and answer their own questions. In this study, analysis of data gathered form: pre and post survey, student journals, teacher field notes, and student interviews were triangulated to provide the support for findings reported in this study. Findins showed that inquiry-based science experiences positively affected students' attitudes in science and their participation. In addition, student worked collaboratively, made connections to other experiences, and demonstrated confidence in their ability to ask and answer their own questions through inquiry-based experiences.
Show less
Date Issued: 2005
Identifier: CFE0000530, ucf:46463
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000530

Title: HEALTHCARE INFORMATION SYSTEMS:DESIGN THEORY, PRINCIPLES AND APPLICATION.
Creator: Richardson, Sandra, Courtney, James, University of Central Florida
Abstract / Description: Healthcare information systems (HISs), as a class of systems, are not currently addressed in the MIS literature. This is in spite of a sharp increase in use over the past few years, and the uniquely qualified role that MIS has in the development of, impact and general understanding of HISs. In this project the design science paradigm frames the development of a set of design principles derived from the synthesis of the design literature, ethics literature, and professional guidelines, from...
Show moreHealthcare information systems (HISs), as a class of systems, are not currently addressed in the MIS literature. This is in spite of a sharp increase in use over the past few years, and the uniquely qualified role that MIS has in the development of, impact and general understanding of HISs. In this project the design science paradigm frames the development of a set of design principles derived from the synthesis of the design literature, ethics literature, and professional guidelines, from both the medical and computing professions. The resulting principles are offered to address the design of healthcare information systems. Action research, a widely accepted methodology for testing design principles derived from the design science paradigm, is employed to test the HIS principles and to implement change in a healthcare organization through the use of an HIS. The action research project was a collaborative effort between a Central Florida hospice and the researcher, the result of which was an advanced directives decision support system. The system was design to meet a number of organizational goals that ranged from tracking compliance with federal regulations to increasing the autonomy of the patients that used the system. The result is a set of tested design principles and lessons learned from both anticipated and unanticipated consequences of the action research project.
Show less
Date Issued: 2006
Identifier: CFE0001339, ucf:46960
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001339

Title: EFFECTS OF A MATHEMATICS CURRICULUM RICH IN SPATIAL REASONING ACTIVITIES ON FIFTH GRADE STUDENTS' ABILITIES TO SPATIALLY REASON: AN ACTION RESEARCH PROJECT.
Creator: Varn, Theresa, Dixon, Juli, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study is to describe the effect of a curriculum rich in spatial reasoning activities and experiences on the ability of my fifth grade students to spatially reason. The study was conducted to examine 1) the effects of my practice of incorporating spatial reasoning lessons and activities in my fifth-grade mathematics classroom on the students' ability to spatially reason and 2) the effects of my practice of incorporating spatial reasoning lessons and activities on...
Show moreABSTRACT The purpose of this study is to describe the effect of a curriculum rich in spatial reasoning activities and experiences on the ability of my fifth grade students to spatially reason. The study was conducted to examine 1) the effects of my practice of incorporating spatial reasoning lessons and activities in my fifth-grade mathematics classroom on the students' ability to spatially reason and 2) the effects of my practice of incorporating spatial reasoning lessons and activities on my students' ability to problem solve. Data were collected over a ten-week period through the use of student interviews, anecdotal records, photos of student work, student journals, pre- and posttests and a post-study survey. In this study, students demonstrated a statistically significant increase on all pre- and posttests. The student interviews, anecdotal records, photos of student work, and student journals all revealed spatial reasoning was used in mathematics problem solving. The study suggests that spatial reasoning can be taught and spatial reasoning skills can be used in problem solving.
Show less
Date Issued: 2005
Identifier: CFE0000351, ucf:46295
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000351

Title: EFFECTS OF INTEGRATING WRITING ACTIVITIES ON STUDENTS' ATTITUDES AND ACHIEVEMENT IN PROBLEM SOLVING: AN ACTION RESEARCH STUDY.
Creator: Culbert, Kelly, Ortiz, Enrique, University of Central Florida
Abstract / Description: This action research study investigated my practice of using writing activities in the mathematics classroom. The study was conducted to determine the effect of integrating writing with mathematics on students' achievement in, and attitudes towards problem solving, and the relationship between students' attitudes and their achievement in problem solving. The study was conducted over a six-week period. Students participated in daily problem solving activities. Data were collected using a...
Show moreThis action research study investigated my practice of using writing activities in the mathematics classroom. The study was conducted to determine the effect of integrating writing with mathematics on students' achievement in, and attitudes towards problem solving, and the relationship between students' attitudes and their achievement in problem solving. The study was conducted over a six-week period. Students participated in daily problem solving activities. Data were collected using a problem solving themed writing rubric for evaluating student journal responses, anecdotal records, and using a pre- and posttest problem solving attitude inventory. In this study, students demonstrated overall increased mathematical knowledge, strategic knowledge, and abilities to explain their procedures. In addition, all three data-collection instruments demonstrated students' positive attitudes toward problem solving. Moreover, evaluation of the data sources illustrated a relationship between students' performance and attitudes. The study suggested that writing about mathematics is beneficial to students' achievement and attitudes toward problem solving.
Show less
Date Issued: 2005
Identifier: CFE0000435, ucf:46392
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000435

Title: WHAT TEACHERS WANT TO KNOW: A SYSTEMATIC REVIEW OF ACTION RESEARCH THESES RELATED TO K-8 MATHEMATICS AND SCIENCE.
Creator: Steele, Bridget, Hynes, Michael, University of Central Florida
Abstract / Description: The research conducted was a systemic review of 88 action research masters theses from a teacher enhancement program for K-8 mathematics and science at the University of Central Florida and the teachers that performed the studies. The purpose of this study is to synthesize existing research results of a collection of master's theses from a teacher enhancement program for K-8 mathematics and science teachers in order to arrive at meaningful conclusions regarding teachers' research...
Show moreThe research conducted was a systemic review of 88 action research masters theses from a teacher enhancement program for K-8 mathematics and science at the University of Central Florida and the teachers that performed the studies. The purpose of this study is to synthesize existing research results of a collection of master's theses from a teacher enhancement program for K-8 mathematics and science teachers in order to arrive at meaningful conclusions regarding teachers' research interests and classroom practices. Also, the study will help teacher educators who deliver the teacher enhancement program to improve the effectiveness of the program. A summary sheet was filled out for each thesis and teacher, and then entered into a spreadsheet that was later analyzed for reoccurring themes in the data. The results showed themes in topics of action research studies, questions in action research studies, and results of action research studies. There were no trends in characteristics of teachers performing the action research studies.
Show less
Date Issued: 2006
Identifier: CFE0001199, ucf:46860
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001199

Title: NAEP-Related Visual Arts Assessment in Classroom Applications.
Creator: McGann, Debra, Brewer, Thomas, Xu, Lihua, Kaplan, Jeffrey, Olan, Elsie, University of Central Florida
Abstract / Description: This action research study investigates classroom visual art assessments and their potential to improve teacher instruction and student learning. In order to examine this topic more thoroughly, a National Assessment of Educational Progress (NAEP)-related classroom assessment was designed and administered to the researcher's Drawing and AP Art History classes. Students were also asked to fill out a questionnaire that asked about their past art experiences and motivation to participate in art...
Show moreThis action research study investigates classroom visual art assessments and their potential to improve teacher instruction and student learning. In order to examine this topic more thoroughly, a National Assessment of Educational Progress (NAEP)-related classroom assessment was designed and administered to the researcher's Drawing and AP Art History classes. Students were also asked to fill out a questionnaire that asked about their past art experiences and motivation to participate in art activities such as creating art work outside of the school setting or attending an art museum. Students observed, described, and analyzed contemporary artwork, and they created and wrote about their own original works of art. The use of contemporary art exemplars led to some of the most interesting findings; namely, that students felt free to create their artwork in a contemporary style that was less about technical elements and more about the meaning they wished to convey. In general, the AP Art History students' written contemporary art criticism scores were significantly higher than the scores of both of the studio drawing classes. Artwork scores of AP Art History, Drawing I, and Drawing II students showed no significant difference. Interestingly, all three groups indicated they were highly motivated to look at works of art, create art in school, and make artwork outside of the school setting. Also noteworthy was the relatively high number of students who indicated that the contemporary artwork they analyzed influenced the mother and child artwork they created. It could be surmised by this study that a NAEP-related assessment is a beneficial method for improving teacher instruction and student learning in visual arts education.
Show less
Date Issued: 2013
Identifier: CFE0005032, ucf:50008
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005032

Title: An Analysis of Teacher Action Research Focused on Differentiated Instruction for Student Subgroups in One Florida School District in 2009-2010.
Creator: Madden, Michelle, Taylor, Rosemarye, Pawlas, George, Witta, Eleanor, Little, Mary, University of Central Florida
Abstract / Description: This study examined the action research reports written by teachers in one Florida school district after they had received professional development on differentiated instruction and the action research process in the 2009-2010 school year. The 69 reports that were completed by the teachers were assessed using the Action Research Rubric that was developed for this study. This rubric evaluated whether the reports contained the elements of action research along with the characteristics that the...
Show moreThis study examined the action research reports written by teachers in one Florida school district after they had received professional development on differentiated instruction and the action research process in the 2009-2010 school year. The 69 reports that were completed by the teachers were assessed using the Action Research Rubric that was developed for this study. This rubric evaluated whether the reports contained the elements of action research along with the characteristics that the district emphasized as part of the professional development such as differentiation, student subgroups, and collaboration.The Action Research Rubric contained seven subscales: Purpose of the Study, Plan, Professional Collaboration and Resources, Data and Evidence, Results, Instructional Decisions and Professional Reflection, and Sharing Results. Descriptive statistics were found for the aggregate group of reports as well as subgroups depending upon the school level (elementary, middle, or high school), the types of teachers within the elementary category, or the FCAT subject area of focus for the report. Overall, the action research reports met the district's standard as measured by the Action Research Rubric. As an aggregate group, the reports also met the standard on the Purpose of the Study, Professional Collaboration and Resource, and Data and Evidence Subscales. They did not perform as well on the Plan and Sharing Results Subscales.
Show less
Date Issued: 2011
Identifier: CFE0004131, ucf:49095
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004131

Title: A FRAMEWORK TO ALIGN STRATEGY, IMPROVEMENT PERFORMANCE, AND CUSTOMER SATISFACTION USING AN INTEGRATION OF SIX SIGMA AND BALANCED SCORECARD.
Creator: Rodriguez, Adriana, Malone, Linda, University of Central Florida
Abstract / Description: This dissertation investigated the development, implementation, and evaluation of a management methodology founded on the alignment among the strategy, performance, and customer to bring value to any organization. A case study/action research in a service organization, called Institution "Z," provided the opportunity to assess the effects of the proposed Six Sigma Scorecard (SSS) methodology in the productivity indicators (measured by cycle time, line capacity, and number of errors). The Case...
Show moreThis dissertation investigated the development, implementation, and evaluation of a management methodology founded on the alignment among the strategy, performance, and customer to bring value to any organization. A case study/action research in a service organization, called Institution "Z," provided the opportunity to assess the effects of the proposed Six Sigma Scorecard (SSS) methodology in the productivity indicators (measured by cycle time, line capacity, and number of errors). The Case study/action research was conducted in three phases: Model and Concepts Design, Data Collection, and Findings. During the research, validity was pursued by using triangulation and theory to help maintain the case under research control. The observation of the SSS methodology in a real organization allowed the researcher to describe the merging process between Balanced Scorecard and Six Sigma methodology and their relationships to each other. The SSS methodology allowed identification of improvement projects that contribute to organizational strategy, implementation of strategies and provide feedback to the top level of management establishing alignment at three organizational levels – corporate, business, and functional. The results of the implementation of the SSS methodology in Institution Z showed a 40% improvement of the cycle time of the auto credit process, a 500% increase in the capacity of the process, and 65% decrease in the number of non-added value activities. During the same period of time, the BSC indicators showed a positive impact, specifically one financial indicator known as Level of Intermediation or GIC grew from 30% to 42% as it was expected by the end of the SSS implementation. The demonstration of the SSS framework in a Case study justifies the need for a combined methodology that aligns strategy, performance improvement and organizational outputs in a feedback loop. More research in this area is needed, especially investigations that include assessment studies where different management approaches are used alone and combined with strategic tools, and investigations that measure the relationship between level of coherence in the three merging points of the SSS and the results reached at the performance of the organization.
Show less
Date Issued: 2008
Identifier: CFE0002191, ucf:47903
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002191

Title: The Source and Impact of Student Engagement for Black Students in an Urban High School.
Creator: Sims, Deshawn, Hopp, Carolyn, Butler, S. Kent, Puig, Enrique, Butler, Malcolm, Waddell, Jennifer, University of Central Florida
Abstract / Description: The achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation,...
Show moreThe achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation, and in classrooms today. The examination of popular theories concerning the education of Black people in the early 1900's and narratives of individuals who attended segregated schools, provided a historical description of the state of Black education. In addition, the connection between student engagement and teacher dispositions was recognized. A review of relevant literature informed this study by providing a conceptual understanding and operational definition of student engagement, teacher dispositions, and discourse. Last, a case study was conducted to bring a local, practical focus to the research. The purpose of this case study was to examine the impact of student engagement on student learning in an urban school with a majority Black student population, as evidenced by student actions and discourse. Data were collected through meetings and classroom observations using the Student Action Coding Sheet. This research found student engagement to be highest in classrooms that balanced certain teacher dispositions and discourse.
Show less
Date Issued: 2016
Identifier: CFE0006396, ucf:51518
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006396

Title: AN ACTION RESEARCH STUDY INVOLVING FIFTH-GRADE STUDENTS LEARNING FRACTIONS THROUGH A SITUATIVE PERSPECTIVE WITH STORY PROBLEMS.
Creator: Allen, Colleen, Dixon, Juli, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this action research study was to investigate the affects of teaching through a situative perspective with story problems on students' understanding of fraction concepts and operations in my fifth-grade mathematics classroom. Students participated in twelve weeks of instruction. Data was collected in the form of pre and post tests, audiotaped and videotaped recordings of instructional sessions, and student work samples. Data analysis revealed that my students...
Show moreABSTRACT The purpose of this action research study was to investigate the affects of teaching through a situative perspective with story problems on students' understanding of fraction concepts and operations in my fifth-grade mathematics classroom. Students participated in twelve weeks of instruction. Data was collected in the form of pre and post tests, audiotaped and videotaped recordings of instructional sessions, and student work samples. Data analysis revealed that my students constructed their own knowledge about various fraction concepts and operations because students engaged in discussions, after solving story problems, that developed, extended and restructured their knowledge. One example of this occurred after students had solved an equal-sharing problem. Two students came up with different answers and another student explained why both answers were equivalent. Student work samples and post test results indicated that the one student's explanation was understood, adopted and extended by all the students in my class. The data also revealed that students' pictures typically represented the context and action of the story problems. For example, subtraction problems dealing with length were usually represented by number lines or horizontal rectangles with crossed-out markings to show the subtraction operation. Throughout this research study, I discovered that my students were capable of learning from each other and solving problems for which they have no preconceived algorithm. I also learned that analyzing students' work and listening to their discussions in ways that focused on their thinking, not their answers, provided me with information about what my students were grasping and not grasping.
Show less
Date Issued: 2005
Identifier: CFE0000538, ucf:46423
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000538

action research (8)	+ -
science (2)	+ -
Action Research (1)	+ -
African American students (1)	+ -
BSC (1)	+ -

Case Study/Action Research (1)	+ -
FCAT (1)	+ -
Healthcare Information Systems (1)	+ -
Inquiry (1)	+ -
NAEP (1)	+ -
Problem solving (1)	+ -
Six Sigma (1)	+ -
Strategy (1)	+ -
Systems Design (1)	+ -
achievement (1)	+ -
alignment theory (1)	+ -
attitudes (1)	+ -
classroom discourse (1)	+ -
collaboration (1)	+ -
communication (1)	+ -
conceptual understanding (1)	+ -
constructivism (1)	+ -
contemporary art (1)	+ -
content knowledge (1)	+ -
customer satisfaction (1)	+ -
differentiated instruction (1)	+ -
discourse (1)	+ -
education (1)	+ -
equal-sharing (1)	+ -
fifth-grade (1)	+ -

University of Central Florida (10)	+ -
Dixon, Juli (2)	+ -
Allen, Colleen (1)	+ -
Arthur, Debbie (1)	+ -
Brewer, Thomas (1)	+ -

Butler, Malcolm (1)	+ -
Butler, S. Kent (1)	+ -
Courtney, James (1)	+ -
Culbert, Kelly (1)	+ -
Hopp, Carolyn (1)	+ -
Hynes, Michael (1)	+ -
Jeanpierre, Bobby (1)	+ -
Kaplan, Jeffrey (1)	+ -
Little, Mary (1)	+ -
Madden, Michelle (1)	+ -
Malone, Linda (1)	+ -
McGann, Debra (1)	+ -
Olan, Elsie (1)	+ -
Ortiz, Enrique (1)	+ -
Pawlas, George (1)	+ -
Puig, Enrique (1)	+ -
Richardson, Sandra (1)	+ -
Rodriguez, Adriana (1)	+ -
Sims, Deshawn (1)	+ -
Steele, Bridget (1)	+ -
Taylor, Rosemarye (1)	+ -
Varn, Theresa (1)	+ -
Waddell, Jennifer (1)	+ -
Witta, Eleanor (1)	+ -
Xu, Lihua (1)	+ -

Search In

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner