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Title: Economic development, planning, and international cooperation.
Creator: Lange, Oskar
Date Issued: 1963
Identifier: 361637, CFDT361637, ucf:5256
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/361637

Title: SOCIAL UNDERDEVELOPMENT IN SUB-SAHARAN AFRICA.
Creator: Wingo, Michelle L, Kinsey, Barbara, University of Central Florida
Abstract / Description: For the past thirty years Africa has produced a more noticeably inferior reserve of human capital than other developing regions. This is puzzling because at the inception of independence, the future of Africa looked promising. However, during the 1970s both the political and economic situation in Africa began to deteriorate, and since 1980, the aggregate per capita GDP in sub-Saharan Africa has declined at almost one percent per fiscal year. Thirty-two countries are poorer now than they were...
Show moreFor the past thirty years Africa has produced a more noticeably inferior reserve of human capital than other developing regions. This is puzzling because at the inception of independence, the future of Africa looked promising. However, during the 1970s both the political and economic situation in Africa began to deteriorate, and since 1980, the aggregate per capita GDP in sub-Saharan Africa has declined at almost one percent per fiscal year. Thirty-two countries are poorer now than they were twenty years ago, and sub-Saharan Africa is now the lowest-income region in the world despite the fact that during the last two decades Africa has attracted more aid per capita than other developing regions. I hypothesize that focusing primarily on economic growth as the primary means of development has undermined and deterred social development in sub-Saharan Africa. I believe that as foreign investment and debt increase, social development stagnates and even declines. I argue that because of the focus on economics and lack of focus on social and cultural considerations sustained economic growth has been devitalized in sub-Saharan Africa. For this research I employed time-series, cross-sectional regression analysis to test the relative importance of the economic development model on social development in sub-Saharan Africa. My analysis of the forty-eight countries over thirty years gives leverage to the critique of economic growth centered development policies.
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Date Issued: 2004
Identifier: CFE0000088, ucf:46100
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000088

Title: FACULTY DEVELOPMENT IN MEMBER INSTITUTIONS OF THE FLORIDA FACULTY DEVELOPMENT CONSORTIUM: STRATEGIC PLANS, EVALUATION MODELS, ORGANIZATION, AND FUNDING.
Creator: Ross, Laura, Taylor, Rosemarye, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study was to examine strategic plans and evaluation models in light of organizational structures and funding to determine if member institutions in the Florida Faculty Development Consortium were investing in faculty development based on strategic and measurable criteria. Data were gathered through a mixed method survey mailed electronically to the individuals responsible for faculty development at 31 member institutions of the Florida Faculty Development...
Show moreABSTRACT The purpose of this study was to examine strategic plans and evaluation models in light of organizational structures and funding to determine if member institutions in the Florida Faculty Development Consortium were investing in faculty development based on strategic and measurable criteria. Data were gathered through a mixed method survey mailed electronically to the individuals responsible for faculty development at 31 member institutions of the Florida Faculty Development Consortium. Even though the Consortium was comprised of public and private four-year institutions and public two-year institutions, faculty development programs in these institutions had similarities. Most programs had strategic plans, centralized faculty development units with dedicated staff, and institutional funding. In addition, most faculty development programs had evaluation models in which they collected reactionary responses, but little evidence existed that programs were measuring impact on faculty learning, faculty behavior change, or student success. It was concluded that member institutions in the Florida Faculty Development Consortium were investing in faculty development and providing faculty developers with dedicated time to attend to faculty development responsibilities. Member institutions were evaluating their efforts on strategic, goal-based criteria, but little evidence existed that they were evaluating based on measurable criteria.
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Date Issued: 2006
Identifier: CFE0001398, ucf:46956
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001398

Title: The capital development needs of the less developed countries: Report.
Creator: United Nations Secretary General
Date Issued: 1962
Identifier: 371189, CFDT371189, ucf:5520
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/371189

Title: A SURVEY OF SCHOOL PRINCIPALS AND TEACHERS REGARDING TEACHERS' PROFESSIONAL DEVELOPMENT PARTICIPATION.
Creator: Inge, Richard, Bozeman, William, University of Central Florida
Abstract / Description: The purpose of this study was twofold: First, to gather perspectives of randomly selected administrators and teachers in two central Florida school districts concerning the participation of teachers in professional development (PD), and secondly, to determine if there was a significant differences in the amount of participation of teachers from different academic departments in these activities. Results indicated that a teacher's assignment to a particular academic department has a...
Show moreThe purpose of this study was twofold: First, to gather perspectives of randomly selected administrators and teachers in two central Florida school districts concerning the participation of teachers in professional development (PD), and secondly, to determine if there was a significant differences in the amount of participation of teachers from different academic departments in these activities. Results indicated that a teacher's assignment to a particular academic department has a relationship to the amount of PD involvement. Results also suggested that building principals' perceptions concerning teacher support of and participation in these activities were moderately accurate. Data were collected using two survey instruments developed by the researcher. The Professional Development Questionnaire for Teachers contained 22 items developed to gather teachers' perceptions concerning: (a) their participation in PD, (b) the relevance of the PD activities they had been involved in, (c) the process used to select these activities, (d) the monitoring efforts of their administrators concerning teacher involvement in these activities, and (e) information about the number of hours they were involved in PD between July 1, 2002 and June 30, 2004. The Professional Development Questionnaire for Building Principals collected data from administrators at the same schools as those of the teachers surveyed. Building principals were asked their perceptions concerning: (a) teacher participation in PD, (b) the effectiveness of PD, (c) the selection of activities, and (d) the fund sources used to provide PD for their teachers. A total of 433 teachers and 38 building administrators comprised the sample population. Descriptive statistics, independent samples t-tests, and a One-way Analysis of Variance (ANOVA) were used to analyze the data collected. In addition, information was collected from respondents using comments they included in the surveys. The implications for policy and procedure drawn from this study were: (a) school administrators' need to develop a plan to more closely monitor the participation of their teachers in PD and (b) the availability of PD opportunities should be equitable for all teachers regardless of their academic department assignment. Suggestions for future research and educational practices were also provided.
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Date Issued: 2005
Identifier: CFE0000407, ucf:46413
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000407

Title: GLOBALIZATION AND IDENTITY: A CROSS-NATIONAL STUDY AMONG CHINESE, INDIAN, COLOMBIAN, AND AMERICAN COLLEGE STUDENTS.
Creator: Cheng, Min, Berman, Steven, University of Central Florida
Abstract / Description: Arnett (2002) has suggested the development of a typology similar to one that has become popular in the ethnic identity literature (Berry, 1993; Phinney, 1990) whereby people are surveyed in terms of strength of identification with both the dominant national culture and their particular sub-group minority culture. Based on this typology, we have developed a paper and pencil measure, the Global Identity Survey (GIS), which asks participants about the degree to which they identify with either...
Show moreArnett (2002) has suggested the development of a typology similar to one that has become popular in the ethnic identity literature (Berry, 1993; Phinney, 1990) whereby people are surveyed in terms of strength of identification with both the dominant national culture and their particular sub-group minority culture. Based on this typology, we have developed a paper and pencil measure, the Global Identity Survey (GIS), which asks participants about the degree to which they identify with either the local or global culture. A new typology is proposed, with behaviors and attitudes falling into one of the four following categories: "locally encapsulated" (high in local identification, low in global identification), "globally assimilated" (low in local identification, high in global identification), "alienated" (low in both local and global identification), or "bicultural" (high in both local and global identification). The Global Identity Survey (GIS) was administered to a sample of 713 undergraduate students (mean age = 20.33, sd = 5.67) from a Chinese university (n= 102), two Indian universities (n=231), a Colombian university (n=103), a U.S. university in Florida (n=75), and a U.S. university in Tennessee (n=202). Our first hypothesis was partly confirmed that the urban USA sample would be significantly higher in exposure to global factors, identity exploration, and openness than the other samples. Also, they would have higher percentages of bi-cultural, and globally assimilated, while the other samples would have higher percentages of locally encapsulated. Our second hypothesis was also confirmed by our study, which revealed that the bicultural group as a whole had the lowest level of identity distress and the least amount of psychological symptoms. Further analyses will be discussed.
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Date Issued: 2009
Identifier: CFE0002808, ucf:48120
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002808

Title: An analysis of student achievement outcomes of teachers who have earned the Reading Endorsement offered through Brevard Public Schools compared to those who earned the Reading Endorsement through other means, and those who have not earned a Reading Endorsement.
Creator: Chancellor, Carrie, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Spadaccini, Becky, University of Central Florida
Abstract / Description: This study sought to determine relationships between the independent variables of teaching years of experience and participation in Reading Endorsement professional development offered through Brevard Public Schools and the dependent variables of student outcome measures, as determined through teacher aggregated reading Value Added Model (VAM) scores. The significance of the study was that it will add to the literature by being the first study of its kind for the Brevard Public School...
Show moreThis study sought to determine relationships between the independent variables of teaching years of experience and participation in Reading Endorsement professional development offered through Brevard Public Schools and the dependent variables of student outcome measures, as determined through teacher aggregated reading Value Added Model (VAM) scores. The significance of the study was that it will add to the literature by being the first study of its kind for the Brevard Public School District. This study will also provide information as to the reading instruction preparation effectiveness examined through student performance outcomes. This study used multiple statistical procedures to analyze the data in order to answer four research questions. A bivariate correlation, an analysis of variance, an independent samples T-Test, and a factorial analysis of variance were used. The study's findings demonstrated that there was not a correlation between the years of teaching experience and the teachers' VAM scores of the targeted population, yet when categorically grouped teachers with six or greater years of teaching experience had statistically significant greater VAM scores than those with less years of experience. There was not a statistically significant difference among teachers of varying Reading Endorsements.
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Date Issued: 2013
Identifier: CFE0004827, ucf:49756
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004827

Title: INITIAL TESTING OF THE CONTINUOUS EMPLOYEE DEVELOPMENT MODEL: OUTCOME EXPECTATIONS AND WORK-RELATED IMPLICIT THEORY.
Creator: Garofano, Christina, Salas, Eduardo, University of Central Florida
Abstract / Description: Understanding and promoting lifelong learning in employees is important for employees' future marketability (Robinson & Rousseau, 1994) and for creating learning organizations (Senge, 1990). To further this understanding, components of a model of the motivation to engage in continuous employee development (Garofano & Salas, 2005) were tested. New scales were created for work-related implicit theory and outcome expectations and the validity of these scales and these variables in the model...
Show moreUnderstanding and promoting lifelong learning in employees is important for employees' future marketability (Robinson & Rousseau, 1994) and for creating learning organizations (Senge, 1990). To further this understanding, components of a model of the motivation to engage in continuous employee development (Garofano & Salas, 2005) were tested. New scales were created for work-related implicit theory and outcome expectations and the validity of these scales and these variables in the model were investigated. Alternate models were also contrasted with the Garofano and Salas model (2005). The study used self-report surveys administered to staff and faculty recruited from training classes in higher learning institutions in a three month longitudinal investigation. The results suggest that work-related implicit theory is a valid contributor in this model but that modifications to the model may be beneficial, including a more complex central motivational component. Implications of these results for organizational practice are discussed along with study limitations and future research implications
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Date Issued: 2006
Identifier: CFE0001224, ucf:46902
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001224

Title: ASSESSING MALE BODY IMAGE: DEVELOPMENT AND VALIDATION OF THE APPEARANCE INVENTORY FOR MEN (AIM).
Creator: Agliata, Daniel, Dunn, Stacey, University of Central Florida
Abstract / Description: Despite evidence suggesting that appearance dissatisfaction among men is on the rise, a void in appropriate forms of body image assessment for males remains. The current study reviews the literature on male body image, identifying the shortcomings and limitations of prior research, and introduces a psychometrically sound, male-specific body image assessment. An initial item-generation study was used to poll 253 males to inquire about their concerns, emotions, behaviors, and related body image...
Show moreDespite evidence suggesting that appearance dissatisfaction among men is on the rise, a void in appropriate forms of body image assessment for males remains. The current study reviews the literature on male body image, identifying the shortcomings and limitations of prior research, and introduces a psychometrically sound, male-specific body image assessment. An initial item-generation study was used to poll 253 males to inquire about their concerns, emotions, behaviors, and related body image topics to be sorted and synthesized into items for scale inclusion. The newly developed Appearance Inventory for Men (AIM) was then administered to 330 males and submitted to exploratory factor analyses, revealing a relatively stable three-factor structure. Weight-Focus (WF), Muscle Focus (MF), and Appearance Motivation (AM) factors emerged, all with good internal consistency and convergent, discriminant, and construct validity. Two additional psychometrically sound subscales were included in the final AIM that assess body area satisfaction for men (Key Attributes of Muscularity; KAM) and the common Strategies for Appearance Management (SAM). Future research and clinical implications are discussed, as are the directions for continued validation of this unique, yet much needed male-specific body image assessment tool.
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Date Issued: 2005
Identifier: CFE0000564, ucf:46430
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000564

Title: Defining and Building Excellence: A Model for Professional Development at Arete Charter School.
Creator: Kerness, Shloe, Hopp, Carolyn, Vitale, Thomas, Hayes, Grant, Robinson, Edward, Knight, Monica, University of Central Florida
Abstract / Description: In the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their students (Sanders (&) Rivers, 1996). Consequently, there is an unprecedented interest in improving instruction, a job that is normally assumed by the schools and school districts where teachers are employed. However, long-established professional development options provided by school districts usually fail to have any significant positive impact on teachers...
Show moreIn the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their students (Sanders (&) Rivers, 1996). Consequently, there is an unprecedented interest in improving instruction, a job that is normally assumed by the schools and school districts where teachers are employed. However, long-established professional development options provided by school districts usually fail to have any significant positive impact on teachers' instructional practices and often have the unintended consequence of making teachers feel more like workers on an assembly line than professionals doing emotionally complicated work (Borko (&) Putnam, Cohen (&) Hill, 1995; Darling-Hammond, 2009. Aret(&)#233; Charter School, a rapidly growing charter school franchise, does not currently have a clearly defined model of professional development that supports its unique instructional model. Results of the Standards Assessment Inventory 2 and higher than average teacher attrition due to both voluntary and involuntary leavers indicate that a change initiative is needed. With little time and limited resources available for professional development, it is of particular importance to develop an unambiguous model for teacher learning at Aret(&)#233; that leads to program choices with a high probability of increasing teacher capacity as well as improving student learning. The purpose of this dissertation in practice is to advance/promote a viable model for professional development at Aret(&)#233; Charter School that will (")alter the professional practices, beliefs, and understanding of school persons toward an articulated end(") (Griffin, 1983, p. 2). A model for professional development utilizing the Partnership Approach (Knight, 2007, 2011) and aligned to Learning Forward's Standards for Professional Development with the goal of humanizing the profession and offering a clearly articulated philosophy and set of actions is presented. Core elements of the model include the principal as a designer, instructional coaching, workshops that make an impact, intensive learning teams, and partnership communication that, when used together, results in humanizing professional learning that is both focused and leveraged to not only sustain school success but propel it forward. This model has implications for other schools struggling with teacher professional learning including how to maximize professional development to enhance teacher repertoires while simultaneously utilizing it to humanize the profession.
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Date Issued: 2014
Identifier: CFE0005360, ucf:50500
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005360

Title: LEARNING-CENTERED PROFESSIONAL STAFF DEVELOPMENT: EXAMINING INSTITUTIONAL AND LEARNER RESPONSIBILITIES.
Creator: Corderman, Julie, Witta, Eleanor, University of Central Florida
Abstract / Description: The goal of this research was to determine the balance of a collaborative learning relationship between an institution and its employees. A review of the literature examined learning-centered theory to determine the necessary tenets of a learning-centered professional staff development program. In addition, various staff development components were examined to ascertain their role in a learning-centered program. The literature findings guided this research to conduct a study to determine if...
Show moreThe goal of this research was to determine the balance of a collaborative learning relationship between an institution and its employees. A review of the literature examined learning-centered theory to determine the necessary tenets of a learning-centered professional staff development program. In addition, various staff development components were examined to ascertain their role in a learning-centered program. The literature findings guided this research to conduct a study to determine if relationships existed between employees' perception of climate and two variables: (a) employees' locus of control and (b) employees' job satisfaction. Additionally, the three factors were assessed together in a linear regression to determine what percentage of variance could be accounted for by each of the factors. The extent to which the institution had sufficiently set the stage for learning to take place was determined by assessing the institution's climate utilizing the PACE©. Locus of control and job satisfaction were two audience components utilized to determine appropriate program selection. Findings from the correlation procedures revealed a moderate relationship between both the employees' locus of control and their job satisfaction and their perception of the climate. A multiple regression revealed that 43% of an employee's climate perception could be accounted for by locus of control and job satisfaction. Results of this study indicated that locus of control and job satisfaction were two factors that an institution needs to consider with regards to their staff prior to embarking on a staff development program or in re-designing an existing program. In addition, the results indicated the necessity in establishing a baseline climate perception to ascertain if the environment was conducive to staff learning. Lastly, an institution needs to be willing to inquire of its staff as to their needs and preferred learning delivery methods. By examining itself objectively, and engaging workers in a collaborative learning process, an institution can begin to establish the foundation for a learning centered staff development program.
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Date Issued: 2008
Identifier: CFE0002021, ucf:47624
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002021

Title: ELIMINATING THE GLASS CEILING: HOW MICRO-FINANCING EMPOWERS WOMEN AND ALLEVIATES THE EFFECTS OF POVERTY IN DEVELOPING COUNTRIES.
Creator: Graziani, Meldin, Morales, Waltraud, University of Central Florida
Abstract / Description: ABSTRACT It is widely accepted as fact that the creation of a stable financial system is the catalyst which facilitates economic development and prosperity. However, developing countries which embark on a path of change often forget the cardinal rule: addressing the needs of those who suffer from poverty, inequality, and political strife. In other words, change starts from the ground up; not the other way around. First among the challenges facing these countries, is the need to change the...
Show moreABSTRACT It is widely accepted as fact that the creation of a stable financial system is the catalyst which facilitates economic development and prosperity. However, developing countries which embark on a path of change often forget the cardinal rule: addressing the needs of those who suffer from poverty, inequality, and political strife. In other words, change starts from the ground up; not the other way around. First among the challenges facing these countries, is the need to change the lending rules followed by traditional financial institutions- banks and other private lenders- who are unwilling to provide their services to individuals with little income and few if any assets that can be used as collateral. Second, global organizations like the United Nations, World Bank, and the International Monetary Fund have failed to provide aid in a way that forces the creation of positive and sustainable change for fragile and destabilized societies. For this reason, many developing countries which receive financial aid are no better off than they were before the interventions occurred, and in some cases worse. Finally, other aid programs and even well-intentioned government efforts to reduce poverty fail simply because they are misguided. Too much attention and financial resources are devoted to grand schemes of long-term duration and not enough is given to impacting human lives in the present. In 1973, visionary economist Muhammud Yunus witnessed his beloved country of Bangladesh sinking into the deepest realms of poverty; much of its population in despair and left without hope of extricating itself from a bleak existence. The problem was compounded by the fact that its government was preoccupied with matters of State iii rather than those of its people; its financial institutions were oblivious to the pain and hunger which surrounded them, and international donors were simply giving away money without any form of control or direct involvement. Out of this scenario, Yunus started with an idea that would alter not only his life, but the lives of people in Bangladesh and the world over: micro-finance. To this day, nearly every text written on the subject calls micro-finance a weapon in the fight against global poverty, but only a mere few recognize just how much of the gains made in this "fight" are attributable to the direct involvement of women in micro-financing. This thesis posits that while Muhammud Yunus created an idea for the benefit of "the global poor", it actually became a medium for the empowerment of women around the world. In fact, much of the praise awarded to micro-finance as success omit recognition of what should be obvious: the driving force behind the success of micro-lending is (poor) women. This statement does not seek to diminish the merits of an idea which has put a significant mark on the global economy, or to ignore the accomplishments of millions of men who through hard work have overcome poverty. However, what began as a genderless effort to help the poor of Bangladesh soon changed to one that overwhelmingly favored women. To this day, lending primarily to women has become the modus operandi of the microfinance industry for one reason above all: because women have proven they are a good business risk. The first part of this thesis will analyze the birth and development of the micro-financing system with special emphasis on its creator, Muhammed Yunus and the financial institution he founded for the purpose of implementing his idea, Grameen Bank. The second part will review the growth of micro-financing across the world with iv focus on Kiva, a web-based organization which represents the melding of micro-finance with 21st century technology. Finally, the thesis will look at Pro Mujer, a micro-financing organization which has successfully operated in Latin America for the last 20 years and developed a niche that expands the horizons of empowerment.
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Date Issued: 2011
Identifier: CFE0003735, ucf:48780
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003735

Title: The impact of ongoing science professional development on standardized assessments of student achievement.
Creator: Torres, Leah, Murray, Kenneth, Storey, Valerie A., Doherty, Walter, Everett, Robert, University of Central Florida
Abstract / Description: The purpose of this study was to identify how ongoing science professional development impact students' achievement on standardized assessments. The students' end-of-year assessment and State Science Assessment data were collected from a Central Florida school district. The student data were divided into categories based on teachers' participation in on-going professional development opportunities. The teachers were categorized by the number of types of professional development opportunities...
Show moreThe purpose of this study was to identify how ongoing science professional development impact students' achievement on standardized assessments. The students' end-of-year assessment and State Science Assessment data were collected from a Central Florida school district. The student data were divided into categories based on teachers' participation in on-going professional development opportunities. The teachers were categorized by the number of types of professional development opportunities they attended. The mean assessment scores of students whose all teachers did or did not participate were calculated, and t-tests were run to find the significance between the means. There was no significance in the difference between the means student scores of the participants and the non-participants in the science professional development opportunities. Two sub group data, 8th-grade free and reduced lunch students whose teacher attended one professional development, and 7th-grade students who scored a Level 3 on FSA mean scores on the science assessments scores were higher with significance in the 2015-16 school year, and were not higher the on the science assessments with significance in the 2014-15 school year.
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Date Issued: 2017
Identifier: CFE0006810, ucf:51800
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006810

Title: QUANTITATIVE ASSESSMENT OF SOFTWARE DEVELOPMENT PROJECT MANAGEMENT ISSUES USING PROCESS SIMULATION WITH SYSTEM DYNAMICS ELEMENTS.
Creator: Mizell, Carolyn, Malone, Linda, University of Central Florida
Abstract / Description: The complexity of software development projects makes estimation and management very difficult. There is a need for improved cost estimation methods and new models of lifecycle processes other than the common waterfall process. This work has developed a new simulation model of the spiral development lifecycle as well as an approach for using simulation for cost and schedule estimation. The goal is to provide a tool that can analyze the effects of a spiral development process as well as a tool...
Show moreThe complexity of software development projects makes estimation and management very difficult. There is a need for improved cost estimation methods and new models of lifecycle processes other than the common waterfall process. This work has developed a new simulation model of the spiral development lifecycle as well as an approach for using simulation for cost and schedule estimation. The goal is to provide a tool that can analyze the effects of a spiral development process as well as a tool that illustrates the difficulties management faces in forecasting budgets at the beginning of a project which may encourage more realistic approaches to budgetary planning. A new discrete event process model of the incremental spiral development lifecycle approach was developed in order to analyze the effects this development approach has on the estimation process as well as cost and schedule for a project. The input data for the key variables of size, productivity, and defect injection rates in the model was based on analysis of Software Engineering Laboratory data and provided for analysis of the effects of uncertainty in early project estimates. The benefits of combining a separate system dynamics model with a discrete event process models was demonstrated as was the effects of turnover on the cost and schedule for a project. This work includes a major case study of a cancelled NASA software development project that experienced cost and schedule problems throughout its history. Analysis was performed using stochastic simulation with derived probability distributions for key software development factors. A system dynamics model of human resource issues was also combined with the process model to more thoroughly analyze the effects of turnover on a project. This research has demonstrated the benefits of using a simulation model when estimating to allow for more realistic budget and schedule determination including an interval estimate to help focus on the uncertainty of early estimates.
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Date Issued: 2006
Identifier: CFE0001209, ucf:46939
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001209

Title: The Influence of Components of Positive Psychology on Student Development.
Creator: Ha, Yo-Sang, Robinson, Edward, Van Horn, Stacy, Young, Mark, Lee, Ji-Eun, University of Central Florida
Abstract / Description: Considering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike...
Show moreConsidering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike this psychological trend, positive psychology has paid attention to prevent school violence and delinquency. Further, Positive psychologists have discovered not only to prevent problems but also to facilitate human strengths and virtues to live successful and happy life. Therefore, the purpose of this study was to investigate the causal relationship between components of positive psychology and student development. More specifically this research examined the influence of hope, optimism, and self-regulation on student's academic achievement, career development, and social development. This quantitative study included 507 6th grade elementary school students and their parents living in Seoul, South Korea. Four conceptual models were developed to investigate the best fit model to examine the causal relationship between hope, optimism, and self-regulation and student's academic achievement, career development, and social development. Structural Equation Modeling (SEM) was employed to analyze the data. Confirmatory Factor Analysis (CFA) was used to explore measurement model and Path Analysis was engaged in to discover structure model. The results of SEM analysis provided major findings. There was a causal relationship between hope and student's academic achievement, career development, and social development. However, it was not confirmed the causal relationship between optimism and student's academic achievement, career development, and social development and between self-regulation and student's academic achievement, career development, and social development. Further, a structural model on the causal relationship between hope, optimism, self-regulation and student's academic achievement, career development, and social development was not statistically significant. Implications and suggestions for future research are discussed.
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Date Issued: 2012
Identifier: CFE0004380, ucf:49381
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004380

Title: Counselor education students' ethnic identity and social-cognitive development: Effects of a multicultural self-awareness group experience.
Creator: Johnson, Jennifer, Lambie, Glenn, Daire, Andrew, Young, Mark, Hopp, Carolyn, University of Central Florida
Abstract / Description: The present study investigated the impact of a multicultural self-awareness personal growth group on counselor education students (n = 94) and group leaders (n = 10) and their ethnic identity development scores, social-cognitive maturity levels, and presence of group therapeutic factors. Findings from the study identified no statistically significant differences in ethnic identity development and social-cognitive maturity scores between treatment group and comparison group participants, or as...
Show moreThe present study investigated the impact of a multicultural self-awareness personal growth group on counselor education students (n = 94) and group leaders (n = 10) and their ethnic identity development scores, social-cognitive maturity levels, and presence of group therapeutic factors. Findings from the study identified no statistically significant differences in ethnic identity development and social-cognitive maturity scores between treatment group and comparison group participants, or as a result of multiple measurements throughout the semester. However, a statistically significant effect was identified for time (pre-test, M = 91.94, SD = 5.33; mid-semester, M = 90.32, SD = 6.43; post-test, M = 91.18, SD = 6.36) on social-cognitive maturity TPR scores for treatment group participants, Wilk's Lambda = .90, F (2, 63) = 3.39, p = .04, ?(&)#178; = .10. In addition, positive correlations were identified between ethnic identity development scores and group therapeutic factors in students participating in the multicultural personal growth groups: (a) Instillation of Hope, n = 63, r = .43, p = .00 (18.5% of the variance explained); (b) Secure Emotional Expression, n = 63, r = .39, p = .00 (15.2% of the variance explained); (c) Awareness of Relational Impact, n = 63, r = .47, p = .00 (22.1% of the variance explained); and (d) Social Learning, n = 63, r = .46, p = .00 (21.2% of the variance explained. Furthermore, a discussion of implications for counselor education and the scholarship of teaching and learning (SoTL) with graduate students are included.
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Date Issued: 2012
Identifier: CFE0004257, ucf:49528
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004257

Title: Children and the threat of nuclear war.
Creator: Escalona, Sibylle Korsch, Child Study Association of America
Date Issued: 1962
Identifier: 369650, CFDT369650, ucf:5463
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/369650

Title: AN ANALYSIS OF FLORIDA PUBLIC COMMUNITY COLLEGE FOUNDATIONS' PERFORMANCE MEASURES FROM 2002-2004.
Creator: Sanders, Karen, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: The focus of this research was to examine the performance of Florida public community college foundations from 2002-2004 using performance ratios. The findings from this study may assist community college foundation leaders to better understand the performance of their own organizations, compare this performance to other similar organizations, establish relative performance standards, and influence the strategic initiatives to improve an existing foundation. This study was designed to...
Show moreThe focus of this research was to examine the performance of Florida public community college foundations from 2002-2004 using performance ratios. The findings from this study may assist community college foundation leaders to better understand the performance of their own organizations, compare this performance to other similar organizations, establish relative performance standards, and influence the strategic initiatives to improve an existing foundation. This study was designed to research the financial performance measurement ratios for the 28 public community college foundations in Florida. Ex post facto data that were publicly available were utilized to acquire the information needed for the statistical analyses; therefore, the population was comprised of all 28 Florida community college foundations. Data were collected from each institution's Form 990. A total of 27 ratios were calculated by year for 2002, 2003, and 2004 and were categorized into 6 areas: (a) measures of fiscal performance, (b) measures of fundraising efficiency, (c) measures of public support, (d) measures of adequacy of resources to support mission, (e) measures of use of resources to support mission, and (f) measures of investment performance and concentration. The study included benchmarking data in the form of descriptive statistics for these ratios and comprehensive analysis. In addition, three repeated measures analysis of variance models were computed to determine if the contributions and grants, fundraising expense, and program service expense ratios varied over time. There were no mean differences over time during the three-year period from 2002 to 2004.
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Date Issued: 2008
Identifier: CFE0002408, ucf:47751
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002408

Title: DEVELOPMENT AND VALIDATION OF THE BEILE TEST OF INFORMATION LITERACY FOR EDUCATION (B-TILED).
Creator: Beile O'Neil, Penny, Boote, David, University of Central Florida
Abstract / Description: Few constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments...
Show moreFew constituencies exist where it is more important to produce information literate individuals than teacher candidates, yet rarely is it suggested that practitioners entering the field are adequately prepared to teach and model information literacy to their students. As a result, information literacy has been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Corollary to this initiative is the effort to develop valid instruments that assess information literacy skills. Yet, at the time of this dissertation, no rigorously reviewed instruments were uncovered that measure the information literacy skills levels of teacher candidates. The study describes the development and validation of the Beile Test of Information Literacy for Education (B-TILED). Funded in part by the Institute for Library and Information Literacy Education and the Institute of Museum and Library Services, the study is part of a national initiative spear-headed by the Project for the Standardized Assessment of Information Literacy Skills (SAILS). Test content is based on nationally recognized standards from the International Society for Technology in Education and the Association of College and Research Libraries. Procedures designed to enhance the scale's validity were woven throughout its development. 172 teacher education students at a large, metropolitan university completed a protocol consisting of 22 test items and 13 demographic and self-percept items. This instrument can be used to inform curricular and instructional decisions and to provide evidence of institutional effectiveness for program reviews.
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Date Issued: 2005
Identifier: CFE0000749, ucf:46591
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000749

Title: ADDRESSING THE IMPACT THAT WORKSHOP SITE COORDINATORS AND ADMINISTRATORS HAVE ON THE TEACHING OF SCIENCE IN THE CLASSROOM.
Creator: McKenna, Valerie, Boote, David, University of Central Florida
Abstract / Description: This dissertation studied the beliefs and practices of principals, workshop site coordinators, and science support personnel in two Central Florida school districts and compared those beliefs and practices to the literature on effective science in-service education. It is important to understand these beliefs and practices because they directly affect the content and pedagogical knowledge of classroom teachers, yet this aspect of instructional practices has been ignored in the science...
Show moreThis dissertation studied the beliefs and practices of principals, workshop site coordinators, and science support personnel in two Central Florida school districts and compared those beliefs and practices to the literature on effective science in-service education. It is important to understand these beliefs and practices because they directly affect the content and pedagogical knowledge of classroom teachers, yet this aspect of instructional practices has been ignored in the science education literature. This study used a grounded theory methodology using open-ended individual interviews, participants observation, and documented analysis. Constant comparisons were built through analyzing the data. The research shows that in-service providers' and administrators' beliefs are aligned with the effective science education in-service literature. The conditions and context are ripe for changes because principals and workshop site coordinators' beliefs are aligned with the literature and changes are already beginning to take place. The intervening conditions may lead to improved teacher knowledge, teaching, and learning because standardized testing is expanding to incoporate the content area of science. Also workshop site coordinators are trying to set up a variety of opportunities to attend workshops on the same topic throughout the school year. Budgets are being restructured at the school level and district level to incorporate more science content professional development. However, it is too early to show how much improvement there will be in standardized test scores or whether teachers' have a deeper understanding of science content knowledge or effective science instruction.
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Date Issued: 2005
Identifier: CFE0000715, ucf:46620
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000715

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