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- Title
- A FOCUS GROUP OF ADOLESCENT HAITIAN IMMIGRANTS: FACTORS AFFECTING THEIR PERCEPTIONS OF ACADEMIC SUCCESS IN A FLORIDA PUBLIC HIGH SCHOOL.
- Creator
-
Pichard, Mercedes, Allen, Kay, University of Central Florida
- Abstract / Description
-
The goal of this ethnographic research was to examine the perceptions of academic success of adolescent Haitian immigrant students who have arrived in the United States within the last five years and attend a public high school in Florida. The Haitian students were asked to explain the tensions they perceive between Haitian societal and educational norms and beliefs and American ones, and explain their perceptions and concerns regarding success. The importance of their perceptions as...
Show moreThe goal of this ethnographic research was to examine the perceptions of academic success of adolescent Haitian immigrant students who have arrived in the United States within the last five years and attend a public high school in Florida. The Haitian students were asked to explain the tensions they perceive between Haitian societal and educational norms and beliefs and American ones, and explain their perceptions and concerns regarding success. The importance of their perceptions as influences on their behavior was related to Bandura's Social Cognitive Learning Theory. The relevance of certain questions concerning academic success for Haitian students was investigated through group interviews and focus group interviews textual data. The resulting qualitative exploratory study is meant to further our understandings of the Haitian students' perceived and real successes, as well as to further additive bicultural educational practice in public high school settings where Haitian students are found. The literature review and results of this study found that there were many factors, student characteristics and student perceptions that could be used to explain Haitian immigrant adolescent student achievement in Florida public high school course work. Thirteen themes of concern to the students were developed in the data analysis. The Haitian adolescent immigrant students are able to speak purposefully, cogently, powerfully and coherently (English-language skills permitting) on numerous questions surrounding their thoughts and perceptions about their own success, academically or in their future careers. We can see that these students are able to define and discuss issues, make plans and recommendations for their own success, and state what is available/helpful and what is lacking for them in their high school. Suggested uses for the study included making some suggestions for the reorganization and implementation of certain educational resources for these Haitian adolescent students, and also making recommendations for future research, including but not limited to a study examining, implementing and assessing a pilot program which increases the career-counseling and vocational-planning resources available for these older secondary LEP students.
Show less - Date Issued
- 2006
- Identifier
- CFE0000945, ucf:46737
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000945
- Title
- SECONDARY VICTIMIZATION OF YOUNG ADULT FEMALE SEXUAL ASSAULT VICTIMS.
- Creator
-
Hunter, Kristin M, Covelli, Maureen, Ricci, Susan, University of Central Florida
- Abstract / Description
-
The response of community members and public institutions to the crimes of rape and sexual assault have been, historically, disappointing. Victims have felt forced into silence, ashamed to speak out about their experiences. More recently, with the rise of social media use and the #me-too movement, attention and interest has been garnered for this unique class of crimes and victims. It has been discovered that victims of sexual assault who report their assault to community members, police...
Show moreThe response of community members and public institutions to the crimes of rape and sexual assault have been, historically, disappointing. Victims have felt forced into silence, ashamed to speak out about their experiences. More recently, with the rise of social media use and the #me-too movement, attention and interest has been garnered for this unique class of crimes and victims. It has been discovered that victims of sexual assault who report their assault to community members, police investigators, and health care workers are at risk of secondary victimization. This is a series of attitudes, behaviors, and practices that retraumatizes, shames, and blames victims of sexual assault. These behaviors contribute to increased levels of Post-Traumatic Stress Disorder (PTSD), depression, anxiety, shame, self-blame, lack of perpetrator prosecution, and more. The purpose of this thesis was to evaluate the causes and effects of secondary victimization, its extent and prevalence, specifically how young adult females were affected by this issue, and any potential programs or solutions that may reduce or limit secondary victimization. This aim was achieved by reviewing and synthesizing thirty-two research articles related to issues of women's health, secondary victimization, and sexual assault or rape. Several programs were found to show promise for reducing this phenomenon, including sexual assault nurse examiner programs, victim advocates, professional counseling, and improving the education of police investigators and others involved in interactions with sexual assault victims.
Show less - Date Issued
- 2019
- Identifier
- CFH2000473, ucf:45902
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000473
- Title
- AN INVESTIGATION OF THE EFFECTS OF USING HANDHELDS TO INCREASECOMPUTATIONAL SPEED BY ENHANCING WORKING MEMORY FORSECONDARY STUDENTS WITH LEARNING DISABILITIES.
- Creator
-
Kinney, Marcey, Hines, Rebecca, University of Central Florida
- Abstract / Description
-
Using a single subject research design, the effects of computer based brain training were examined to determine if computational fluency increased after completing the brain training activities. The study took place in a large public high school. Participants were students with learning disabilities who were also below level in mathematics. During the baseline phase, all participants completed a timed math probe daily for 1 week. Because the timed math probes were timed, the researcher was...
Show moreUsing a single subject research design, the effects of computer based brain training were examined to determine if computational fluency increased after completing the brain training activities. The study took place in a large public high school. Participants were students with learning disabilities who were also below level in mathematics. During the baseline phase, all participants completed a timed math probe daily for 1 week. Because the timed math probes were timed, the researcher was looking for an average gain for each student. During week two students completed the brain age activities daily, prior to completing the math probe. Average gains for each student continued to be recorded. During week three the Brain Age activities were withdrawn and students continued to complete the timed math probes. During week four, the Brain Age activities were reinstated and data collection continued as the students completed the timed math probes. The data was analyzed visually, and the split middle technique was applied to determine a predicted slope of the data, followed by a binomial test to determine if there was a significant difference from baseline to intervention. The results of the current research have demonstrated that while computerized brain training may be effective for some students, the results are varied. While significant gains in computational speed and accuracy were noted for all participants during at least two of the phases, significant differences were only observed for one participant across all four phases.
Show less - Date Issued
- 2008
- Identifier
- CFE0002317, ucf:47869
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002317
- Title
- High School Students Attending College: A Study of the Dual Enrollment Program and its Impact on the Postsecondary Institution of Brevard Community College.
- Creator
-
Hiesterman, Matthew, Rivera, Fernando, Gay, David, Grauerholz, Elizabeth, University of Central Florida
- Abstract / Description
-
This study looks at the dual enrollment program at Brevard Community College in the state of Florida. It uses new interview data to determine if the positive and negative aspects of the program established by the literature still pertain. Four main themes were identified by the study of dual enrollment students and the postsecondary institution: money, quality of students, quantity of students, and opportunities of students and the institution. A discussion of each side of the discourse are...
Show moreThis study looks at the dual enrollment program at Brevard Community College in the state of Florida. It uses new interview data to determine if the positive and negative aspects of the program established by the literature still pertain. Four main themes were identified by the study of dual enrollment students and the postsecondary institution: money, quality of students, quantity of students, and opportunities of students and the institution. A discussion of each side of the discourse are made in order to help the program retain its positive attributes. While quality, quantity, and money are all issues concerning the day to day problems that arise in the program, it would appear that the motivation and reason a student is in the dual enrollment program drastically affects all three of these themes as they have the ability to positively or negatively use the opportunity of being in the program. Recommendations are made which may allow the institution and those involved in the dual enrollment program, specifically the faculty, to run as smoothly, efficiently, and productively as possible.
Show less - Date Issued
- 2013
- Identifier
- CFE0004862, ucf:49685
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004862
- Title
- TEACHING STRATEGIES FOR STUDENTS WITH EXCEPTIONALITIES IN THE SECONDARY ART CLASSROOM WITH A FOCUS ON STUDENTS WITH AUTISM, DOWN SYNDROME, AND VISUAL IMPAIRMENT.
- Creator
-
Fannan, Cheyanne Maree, McGann, Debra, Killingsworth Roberts, Sherron & Hoffman, Elizabeth, University of Central Florida
- Abstract / Description
-
The intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of...
Show moreThe intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of their students needs. New teaching strategies need to be brought into the classroom to change the way students are learning. This thesis will include: the general facts, characteristics, accommodations, and modifications of Autism, Down syndrome, and Visual Impairment. An understanding of how students with Autism, Down syndrome, or Visual Impairment learn and what teaching strategies can be used in a secondary art classroom to provide the least restrictive learning environment to the students will be addressed. Suggested teaching strategies for students with Autism include the use of visualizations, change in pace, adaptive tools, and choosing materials wisely. For students with Down syndrome include simplification, repetition, breaking the lesson down into parts, and pacing. Students with Visual Impairment will need tactile materials, clear wording, descriptive visuals, and labeling, light, and intense color.
Show less - Date Issued
- 2017
- Identifier
- CFH2000248, ucf:46000
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000248
- Title
- A STUDY OF THE INFLUENCE VOCATIONAL EDUCATION HAS ON STUDENTS' ULTIMATE ACADEMIC SUCCESS.
- Creator
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Gunderson, Margaret Mary, Murray, Barbara, University of Central Florida
- Abstract / Description
-
ABSTRACT The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement--high school graduation. This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education. The cohort group started high school during the 1999-2000 school year, had earned a GPA of 2.5 or lower at the end of the freshman year (May 2000) and finished high school...
Show moreABSTRACT The purpose of this study is to determine if vocational/business education has an influence on a student's ultimate academic achievement--high school graduation. This study consists of comparing students with no vocational/business education experiences to students with some degree of vocational/business education. The cohort group started high school during the 1999-2000 school year, had earned a GPA of 2.5 or lower at the end of the freshman year (May 2000) and finished high school prior to the start of the 2003-2004 school year. There were 322 students identified in the initial cohort group. In completing this study, the following procedures were implemented: related literature was reviewed to provide a background of the role vocational/business education plays and the effect vocational/business education has on a student's achievement, data were collected and a survey was taken. The data collected included grade point average, standardized test scores, attendance, discipline and whether or not the student withdrew prior to graduation. The data were analyzed using ANOVA to determine a significant difference. Significance was tested at the .05 level. Data related to withdraws were analyzed using the Chi-Square Test of Independence. The researcher developed and implemented a survey instrument. The survey was offered to all Lyman graduates in the class of 2003 over the age of 18 who had completed at least two courses in one vocational/business program. These students were asked to describe the significance and relevance of their vocational/business education training to their high school experience and career choice (which may include college education). The survey asked students to list advantages and disadvantages of their vocational/business education training and their participation in co-curricular organizations. Students were asked to state their perception of the effect that the vocational/business classes had upon their academic achievement. The following results were obtained from this research. There was not a statistically significant difference in grade point averages, standardized test scores, absences and out-of-school suspensions. There was a statistically significant difference in in-school suspensions and withdraws prior to graduation. There were 227 students who withdrew prior to graduation. Of the 227 students, 91 had no vocational/business education and 96 had taken some amount of vocational/business education training (one course in one or more vocational/business education programs). Of the 95 students who remained throughout the four years of high school, 84 of the students graduated. Of the 84 students who graduated, 56 of the students completed a vocational/business education program. All graduates who responded to the survey strongly agreed that vocational/business education had a positive effect on their academic achievement.
Show less - Date Issued
- 2004
- Identifier
- CFE0000007, ucf:46076
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000007
- Title
- CHARACTERIZATION OF PIGMENT CELL SPECIFIC GENES IN THE SEA URCHIN EMBRYO (STRONGYLOCENTROTUS PURPURATUS).
- Creator
-
Stephens, Tricia, Calestani, Cristina, University of Central Florida
- Abstract / Description
-
In sea urchin development, cell fate specification appears by the 60-cell stage embryo when several embryonic territories are recognized: the small micromeres, the large micromeres which will generate primary mesenchyme cells, the vegetal2 layer that will give rise to pigment cells, immunocytes, and muscle cells, the vegetal1 layer, as well as the oral and aboral ectoderm. A Delta-Notch signaling event is required for the differential specification of mesodermal cells that will give rise to...
Show moreIn sea urchin development, cell fate specification appears by the 60-cell stage embryo when several embryonic territories are recognized: the small micromeres, the large micromeres which will generate primary mesenchyme cells, the vegetal2 layer that will give rise to pigment cells, immunocytes, and muscle cells, the vegetal1 layer, as well as the oral and aboral ectoderm. A Delta-Notch signaling event is required for the differential specification of mesodermal cells that will give rise to secondary mesenchyme cells (SMCs). SMCs produce four cell types: pigment cells, blastocoelar cells, circumesophageal muscle cells, and coelomic pouch cells. Pigment cells are the first to be specified. During primary invagination at the gastrula stage, eight pigment cell progenitors delaminate from the archenteron into the blastocoel. By the pluteus stage, approximately 30 pigment cells are embedded in the ectoderm. Pigment cells produce echinochrome, a napthoquinone pigment. Previously, several genes in the sea urchin embryo were isolated that are expressed specifically in pigment cell precursors during the blastula stage. The goal of this research was to characterize a subset of these genes, which are highly similar to: the polyketide synthase gene (Pks), a sulfotransferase gene (Sult), three different members of the flavin-containing monooxygenase gene family (Fmo), and the transcription factor glial cells missing (Gcm). Polyketide synthases (PKSs) are a large family of multifunctional proteins mainly found in bacteria, fungi, and plants. They are responsible for the biosynthesis of a variety of polyketide compounds including antibiotics and mycotoxins. In the sea urchin, SpPks is required for echinochrome biosynthesis. Flavin-containing monooxygenases (FMOs) are NADPH-dependent flavoproteins mainly found in bacteria, plants, and higher metazoan. They are responsible for catalyzing the oxidation of several compounds including the detoxification of xenobiotics and activation of numerous metabolites. It is known that SpFmo1 is required for echinochrome biosynthesis. Sulfotransferases are found from bacteria through higher eukaryotes. These enzymes catalyze the sulfate conjugation of several substrates resulting in either compound detoxification or bioactivation.
Show less - Date Issued
- 2007
- Identifier
- CFE0001631, ucf:47183
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001631
- Title
- A PHENOMENOLOGICAL STUDY OF THE PERCEPTIONS AND EXPERIENCES OF SEVEN URBAN MIDDLE SCHOOL SCIENCE TEACHERS RELATED TO RETENTION.
- Creator
-
Dunn, Lu, Boote, David, University of Central Florida
- Abstract / Description
-
Background: Job satisfaction is essential to retain teachers in classrooms. Increased challenges in today's classrooms discourage many teachers from reaching veteran status. Teachers with a perception that they are making a difference appear to have more resilience in the difficult times in their classrooms. Purpose: To investigate the experiences of middle school science teachers. This study explored the influence of perceptions, beliefs, and experiences on job attrition and teacher...
Show moreBackground: Job satisfaction is essential to retain teachers in classrooms. Increased challenges in today's classrooms discourage many teachers from reaching veteran status. Teachers with a perception that they are making a difference appear to have more resilience in the difficult times in their classrooms. Purpose: To investigate the experiences of middle school science teachers. This study explored the influence of perceptions, beliefs, and experiences on job attrition and teacher satisfaction; and helps explain the cumulative effects that contributed to teachers' dissatisfaction. This study analyzed the intensification of the teaching profession and the increased emotional stress this causes for teachers. Setting: Five public middle schools in a large urban school district in central Florida. A total of seven teachers participated in the study. Subjects: Seven middle school science teachers were selected based on their years of experience, method of teacher training, and ability to participate in the entire study. Research Design: Phenomenological. Data Collection and Analysis: The data were collected through focus groups, interviews, journals, and classroom observations. The audio-taped portions were transcribed then analyzed with NVivo/NUD*IST, Revision 1.2 to find common themes. The initial themes were subsequently reduced for manageability. The teachers stories were separated to provide support as the themes emerged. Findings: Teachers who were more experienced by years on the job or more extensive initial training appeared to have more resilience for the difficulties in their job. Satisfaction with their job seemed to be influenced by professional identity, teacher preparation, personal experiences, curriculum policy, and cultural diversity. Conclusions: Analyzing the perceptions and beliefs of teachers who are in classrooms can provide insights to improve conditions to encourage teachers to stay. The analysis strongly suggests that teachers who feel supported and valued are more likely to remain in the classroom in spite of the challenges they encounter.
Show less - Date Issued
- 2008
- Identifier
- CFE0002494, ucf:47687
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002494
- Title
- ADDRESSING SCIENTIFIC LITERACY THROUGH CONTENT AREA READING AND PROCESSES OF SCIENTIFIC INQUIRY: WHAT TEACHERS REPORT.
- Creator
-
Cooper, Susan, Boote, David, University of Central Florida
- Abstract / Description
-
The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem...
Show moreThe purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus groups and six individual interviews that included teachers from various Florida school districts. The constant comparative approach was used to analyze the data. Initial codes were collapsed into categories to determine the conceptual relationships among the data. From this, the five core categories were determined to be Influencers, Issues, Perceptions, Class Routines, and Future Needs. These relate to the central phenomenon, Instructional Modifications, because teachers often described pragmatic and philosophical changes in their teaching as they deliberated to meet state standards in both reading and science. Although Florida's secondary science teachers have been asked to incorporate content reading strategies into their science instruction for the past several years, there was limited evidence of using these strategies to further student understanding of scientific processes. Most teachers saw little connection between reading and inquiry, other than the fact that students must know how to read to follow directions in the lab. Scientific literacy, when it was addressed by teachers, was approached mainly through class discussions, not reading. Teachers realized that students cannot learn secondary science content unless they read science text with comprehension; therefore the focus of reading instruction was on learning science content, not scientific literacy or student inquiry. Most of the teachers were actively looking for reading materials and strategies to facilitate student understanding of science concepts, but they did not want to give up limited class time attempting methods that have not been proven to be successful in science classrooms.
Show less - Date Issued
- 2004
- Identifier
- CFE0000266, ucf:46218
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000266
- Title
- THE LITERACY EXPERIENCES OF NINTH-GRADERS AND THEIR TEACHER IN AN ENGLISH LANGUAGE ARTS WORKSHOP.
- Creator
-
Scanlon, Elizabeth, Ousley, Denise, University of Central Florida
- Abstract / Description
-
The question guiding this qualitative study was: What are the literacy experiences of ninth-grade students in an English language arts workshop classroom? This study is an autoethnography and it chronicles six months in my ninth grade English classroom where I played the role of observant participant. It examines the process of reading and writing and how my perspective as a reader and a writer shapes my curricular decisions and influences my students as readers and writers.
- Date Issued
- 2005
- Identifier
- CFE0000804, ucf:46682
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000804
- Title
- MIDDLE SCHOOL LITERACY COACHES IN FLORIDA: A STUDY OF THE RELATIONSHIPS AMONG EXPERIENCE, COACHING ACTIVITIES, AND OTHER FACTORS RELATED TO READING ACHIEVEMENT.
- Creator
-
Bowman, Patricia, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The focus of this research was to investigate and clarify the work lives of middle school literacy coaches in central Florida by studying their backgrounds and experiences before assuming the role of literacy coach. Additionally, the beliefs of literacy coaches on what factors influence reading achievement were examined. The responses of 44 participating middle school literacy coaches were used to investigate (a) the academic and professional experiences of each coach, (b) the percentage of...
Show moreThe focus of this research was to investigate and clarify the work lives of middle school literacy coaches in central Florida by studying their backgrounds and experiences before assuming the role of literacy coach. Additionally, the beliefs of literacy coaches on what factors influence reading achievement were examined. The responses of 44 participating middle school literacy coaches were used to investigate (a) the academic and professional experiences of each coach, (b) the percentage of time spent in 13 literacy coaching activities, and (c) the working factors related to student reading achievement as evidenced on the Florida Comprehensive Assessment Test. Data from a web-based survey and personal interviews were used to collect pertinent data to create an awareness and understanding of the work lives of middle school literacy coaches. Descriptive statistics were used to present demographic information regarding the coaches. Exploratory regression analyses were performed using time devoted to coaching activities and school performance data to determine existing relationships. Qualitative analyses were used to determine emergent literacy coach themes from survey responses. All data were triangulated to develop case studies for a group of 10 literacy coaches. Narrative descriptions of all coaching and individual school data were presented in the context of schools' percentage of student subgroups that attained Adequate Yearly Progress in 2010. The results of the study indicated that, although literacy coaches believed that modeling lessons was the most influential activity in positively affecting reading proficiency, very little of their time was spent in that activity. Recommendations included professional development for administrators on the use of a literacy coach and for literacy coaches on their usage of time.
Show less - Date Issued
- 2011
- Identifier
- CFE0003973, ucf:48680
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003973
- Title
- Deconstructing Disability, Assistive Technology: Secondary Orality, The Path to Universal Access.
- Creator
-
Tripathi, Tara Prakash, Grajeda, Anthony, Campbell, James, Mauer, Barry, Metcalf, David, University of Central Florida
- Abstract / Description
-
When Thomas Edison applied for a patent for his phonograph, he listed the talking books for the blind as one of the benefits of his invention. Edison was correct in his claim about talking books or audio books. Audio books have immensely helped the blind to achieve their academic and professional goals. Blind and visually impaired people have also been using audio books for pleasure reading. But several studies have demonstrated the benefits of audio books for people who are not defined as...
Show moreWhen Thomas Edison applied for a patent for his phonograph, he listed the talking books for the blind as one of the benefits of his invention. Edison was correct in his claim about talking books or audio books. Audio books have immensely helped the blind to achieve their academic and professional goals. Blind and visually impaired people have also been using audio books for pleasure reading. But several studies have demonstrated the benefits of audio books for people who are not defined as disabled. Many nondisabled people listen to audio books and take advantage of speech based technology, such as text-to-speech programs, in their daily activities.Speech-based technology, however, has remained on the margins of the academic environments, where hegemony of the sense of vision is palpable. Dominance of the sense of sight can be seen in school curricula, class rooms, libraries, academic conferences, books and journals, and virtually everywhere else. This dissertation analyzes the reason behind such an apathy towards technology based on speech.Jacques Derrida's concept of 'metaphysics of presence' helps us understand the arbitrary privileging of one side of a binary at the expense of the other side. I demonstrate in this dissertation that both, the 'disabled' and technology used by them, are on the less privileged side of the binary formation they are part of. I use Derrida's method of 'deconstruction' to deconstruct the binaries of 'assistive' and 'main stream technology' on one hand, and that of the 'disabled' and 'nondisabled' on the other. Donna Haraway and Katherine Hayles present an alternative reading of body to conceive of a post-gendered posthuman identity, I borrow from their work on cyborgism and posthumanism to conceive of a technology driven post-disabled world. Cyberspace is a good and tested example of an identity without body and a space without disability.The opposition between mainstream and speech-based assistive technology can be deconstructed with the example of what Walter Ong calls 'secondary orality.' Both disabled and non-disabled use the speech-based technology in their daily activities. Sighted people are increasingly listening to audio books and podcasts. Secondary Orality is also manifest on their GPS devices. Thus, Secondary Orality is a common element in assistive and mainstream technologies, hitherto segregated by designers. The way Derrida uses the concept of 'incest' to deconstruct binary opposition between Nature and Culture, I employ 'secondary orality' as a deconstructing tool in the context of mainstream and assistive technology. Mainstream electronic devices, smart phones, mp3 players, computers, for instance, can now be controlled with speech and they also can read the screen aloud. With Siri assistant, the new application on iPhone that allows the device to be controlled with speech, we seem to be very close to (")the age of talking computers(") that William Crossman foretells. As a result of such a progress in speech technology, I argue, we don't need the concept of speech based assistive technology any more.
Show less - Date Issued
- 2012
- Identifier
- CFE0004259, ucf:49521
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004259
- Title
- THE IMPACTS OF CO-TEACHING ON THE GENERAL EDUCATION STUDENT.
- Creator
-
Parker, Alicia, Bozeman, William, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion model. General education students who received instruction during their 10th-grade year in a co-taught language arts or mathematics class were compared with other 10th-grade students receiving instruction from the same teacher but without the additional co-teacher. Achievement data from the Florida Comprehensive...
Show moreThe purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion model. General education students who received instruction during their 10th-grade year in a co-taught language arts or mathematics class were compared with other 10th-grade students receiving instruction from the same teacher but without the additional co-teacher. Achievement data from the Florida Comprehensive Achievement Test (FCAT) were gathered on these students. The state of Florida calculates and reports developmental scale scores (DSS) for students taking the FCAT. These scores are calculated to track student progress over time in relationship to the FCAT at each grade level. This study compared the difference in DSS from 9th-grade to 10th-grade of general education students in co-taught classes. It was determined in this study that there was no statistically significant difference for general education students in co-taught language arts classes but there was a significant difference for those in mathematics classes as compared to their peers not in co-taught classes. When below proficient general education students were compared there was a significant difference for students in mathematics co-taught classes compared to those not in co-taught classes, but not for those in language arts classes. Additional analyses were conducted to determine if co-teaching was a factor in the overall learning gain calculation used by the state of Florida. It was determined that there was no significant difference in learning gains of general education co-taught students as compared to peers not in co-taught classes. Information for school and district leaders was provided to guide decision making regarding the use of co-teaching as an inclusion model. Further research is necessary to fully understand the implications of co-teaching on general education students.
Show less - Date Issued
- 2010
- Identifier
- CFE0003005, ucf:48355
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003005
- Title
- USING CELL PHONE TECHNOLOGY FOR SELF-MONITORING PROCEDURES IN INCLUSIVE SETTINGS.
- Creator
-
Bedesem, Pena, Cross, Lee, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine the effects and social validity of an innovative method for middle school students with high incidence disabilities to self-monitor their behavior in inclusive settings. Traditional self-monitoring procedures were updated by incorporating cell phone technology. The updated self-monitoring procedure, called CellF-Monitoring, used a cell phone to replace traditional cueing and recording procedures. The study took place in an inclusive middle school...
Show moreThe purpose of this study was to determine the effects and social validity of an innovative method for middle school students with high incidence disabilities to self-monitor their behavior in inclusive settings. Traditional self-monitoring procedures were updated by incorporating cell phone technology. The updated self-monitoring procedure, called CellF-Monitoring, used a cell phone to replace traditional cueing and recording procedures. The study took place in an inclusive middle school classroom in central Florida with two students with high incidence disabilities. A multiple-baseline-across-participants single subject design was employed. Results indicate that the CellF-Monitoring procedure is an effective and socially valid intervention. Although results of the study demonstrated the effectiveness of the CellF-Monitoring procedure, there are several limitations that should be discussed, including the number of replications, the sample size, teacher implementation, and use of personal cell phones. The limitations of the study provide several opportunities for future research.
Show less - Date Issued
- 2010
- Identifier
- CFE0003317, ucf:48504
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003317
- Title
- K-12 Transition Framework for Students with Disabilties.
- Creator
-
Delaney, Clydia, Hopp, Carolyn, Reyes, Maria, Little, Mary, Robertson, Shelby, University of Central Florida
- Abstract / Description
-
The problem of practice that this dissertation addressed was the post-secondary transition of students with disabilities, which has garnered national and international attention for decades. This dissertation was completed to inform the educational community regarding the potential for improvement in the post-secondary transition process of students with disabilities. Multiple factors were examined related to helping students with disabilities develop appropriate skills to transition through...
Show moreThe problem of practice that this dissertation addressed was the post-secondary transition of students with disabilities, which has garnered national and international attention for decades. This dissertation was completed to inform the educational community regarding the potential for improvement in the post-secondary transition process of students with disabilities. Multiple factors were examined related to helping students with disabilities develop appropriate skills to transition through school into personally successful, post-secondary activities and environments.A pilot study was conducted to inform a potential transition framework. Invitations to participate in an anonymous survey were sent to 741 teachers in the district via email. The survey, conducted in a small North Florida School District, had 289 nine participants, but not all participants were targeted to respond to every question. In addition to the quantitative items, the survey included several open response questions, which were coded and themed to inform the framework and specific concerns of the Director of Exceptional Student Services.The data from the pilot study were used to develop the K (-) 12 Transition Framework, which included levels of knowledge development from kindergarten through high school. Introducing students with disabilities to post-secondary transition concepts in the elementary grades supports the construction of a prior knowledge base at the elementary grade level. The prior knowledge base will be enhanced potential knowledge growth regarding opportunities, education and careers. This will translate into the successful transition of students with disabilities into personally successful, post-secondary activities and environments.
Show less - Date Issued
- 2016
- Identifier
- CFE0006292, ucf:51582
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006292
- Title
- An Examination of Inclusive Practices for Junior Secondary Students with Learning Disabilities in Gaborone, Botswana.
- Creator
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Mrstik, Samantha, Dieker, Lisa, Lue, Martha, Pearl, Cynthia, Biraimah, Karen, University of Central Florida
- Abstract / Description
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The country of Botswana has passed laws to support the human rights of their citizens. In accordance with the UN's guidelines, Botswana's human rights initiatives, and the international movement towards inclusive education, inclusive educational reform is taking place. In this ethnographic study, the researcher has examined the inclusive practices currently in place to support junior secondary students with learning disabilities (LD) in Gaborone, Botswana over a four-month period....
Show moreThe country of Botswana has passed laws to support the human rights of their citizens. In accordance with the UN's guidelines, Botswana's human rights initiatives, and the international movement towards inclusive education, inclusive educational reform is taking place. In this ethnographic study, the researcher has examined the inclusive practices currently in place to support junior secondary students with learning disabilities (LD) in Gaborone, Botswana over a four-month period. Participants included administrators, general and special education teachers, and students with LD. The themes of routine, academic activities, classroom life, and accommodations for students with LD emerged upon analysis and are discussed in detail. In addition, the themes of school culture, policy implementation, and dissemination emerged from interviews and observations of teachers and administrators and are discussed in detail. Implications for practice and recommendations are provided, based upon the current status in this one school observed, for consideration of further supports for junior secondary students with LD in Botswana.
Show less - Date Issued
- 2017
- Identifier
- CFE0006770, ucf:51841
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006770
- Title
- The effects of an online coaching model on secondary co-teaching teams in algebra.
- Creator
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Holbrook, Jennifer, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Murawski, Wendy, University of Central Florida
- Abstract / Description
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Students with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not...
Show moreStudents with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not always provided with the professional development (PD) necessary to effectively facilitate the co-teaching partnership. In this study, the researcher conducted a quasi-experimental study to examine the effects of a 10-minute online coaching PD intervention on student achievement, co-teachers' use of different models of co-teaching, and opportunities to respond in secondary math classes. The researcher observed 30 minutes of instruction in co-taught and solo-taught classes at the beginning and the end of the intervention. The results indicated a change from pre- to post-observation of students being more engaged, student talk increasing, and teachers using multiple models of co-teaching. Additionally, the researcher collected student growth scores for both solo and co-taught classes. The results of the analysis indicated students' scores improved significantly in the co-taught compared to the solo-taught classes after the coaching intervention. The researcher discusses the findings, implications, and best practices for use with secondary co-teaching teams.
Show less - Date Issued
- 2017
- Identifier
- CFE0006745, ucf:51869
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006745
- Title
- Computational Methods for Comparative Non-coding RNA Analysis: from Secondary Structures to Tertiary Structures.
- Creator
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Ge, Ping, Zhang, Shaojie, Guha, Ratan, Stanley, Kenneth, Jha, Sumit, Song, Hojun, University of Central Florida
- Abstract / Description
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Unlike message RNAs (mRNAs) whose information is encoded in the primary sequences, the cellular roles of non-coding RNAs (ncRNAs) originate from the structures. Therefore studying the structural conservation in ncRNAs is important to yield an in-depth understanding of their functionalities. In the past years, many computational methods have been proposed to analyze the common structural patterns in ncRNAs using comparative methods. However, the RNA structural comparison is not a trivial task,...
Show moreUnlike message RNAs (mRNAs) whose information is encoded in the primary sequences, the cellular roles of non-coding RNAs (ncRNAs) originate from the structures. Therefore studying the structural conservation in ncRNAs is important to yield an in-depth understanding of their functionalities. In the past years, many computational methods have been proposed to analyze the common structural patterns in ncRNAs using comparative methods. However, the RNA structural comparison is not a trivial task, and the existing approaches still have numerous issues in efficiency and accuracy. In this dissertation, we will introduce a suite ofnovel computational tools that extend the classic models for ncRNA secondary and tertiary structure comparisons.For RNA secondary structure analysis, we first developed a computational tool, named PhyloRNAalifold, to integrate the phylogenetic information into the consensus structural folding. The underlying idea of this algorithm is that the importance of a co-varying mutation should be determined by its position on the phylogenetic tree. By assigning high scores to the critical covariances, the prediction of RNA secondary structure can be more accurate. Besides structure prediction, we also developed a computational tool, named ProbeAlign, to improvethe efficiency of genome-wide ncRNA screening by using high-throughput RNA structural probing data. It treats the chemical reactivities embedded in the probing information as pairing attributes of the searching targets. This approach can avoid the time-consuming base pair matching in the secondary structure alignment. The application of ProbeAlign to the FragSeq datasets shows its capability of genome-wide ncRNAs analysis.For RNA tertiary structure analysis, we first developed a computational tool, named STAR3D, to find the global conservation in RNA 3D structures. STAR3D aims at finding the consensus of stacks by using 2D topology and 3D geometry together. Then, the loop regions can be ordered and aligned according to their relative positions in the consensus. This stack-guided alignment method adopts the divide-and-conquer strategy into RNA 3D structural alignment, which has improved its efficiency dramatically. Furthermore, we also have clustered all loop regions in non-redundant RNA 3D structures to de novo detect plausible RNA structural motifs. The computational pipeline, named RNAMSC, was extended to handle large-scale PDB datasets, and solid downstream analysis was performed to ensure the clustering results are valid and easily to be applied to further research. The final results contain many interesting variations of known motifs, such as GNAA tetraloop, kink-turn, sarcin-ricin and t-loops. We also discovered novel functional motifs that conserved in a wide range of ncRNAs, including ribosomal RNA, sgRNA, SRP RNA, GlmS riboswitch and twister ribozyme.
Show less - Date Issued
- 2016
- Identifier
- CFE0006104, ucf:51212
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006104
- Title
- The effects of the Vocabulary Think Chart strategy on seventh-grade students' scientific vocabulary knowledge: A mixed-method study.
- Creator
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Ferreira, Paloma, Zygouris-Coe, Vassiliki, Xu, Lihua, Boote, David, Wilson, Nancy, University of Central Florida
- Abstract / Description
-
This mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students' understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers' wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the...
Show moreThis mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students' understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers' wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the Vocabulary Think Chart, followed by five weeks of using the strategy independently. Results of the study did not show a significant change on students' scientific vocabulary understanding and raised questions about vocabulary instruction in science classes. Discussion of the results revolves around the Treatment Teacher's influence in the study, time of intervention, and number of participants.
Show less - Date Issued
- 2013
- Identifier
- CFE0004839, ucf:49701
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004839
- Title
- THE EFFECT OF PREWRITING STRATEGY INSTRUCTION ON THE WRITTEN PRODUCTS OF HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Sundeen, Todd, Wienke, Wilfred, University of Central Florida
- Abstract / Description
-
ABSTRACT We know that many students with learning disabilities struggle throughout their school years with the writing process. High school is no exception. Writing is a life skill that can directly impact the quality of life for older students preparing to graduate and progress to college, a career, or simply the world of work. A need in society exists to improve the writing of all students including those who are on the threshold of high school graduation. Students with learning...
Show moreABSTRACT We know that many students with learning disabilities struggle throughout their school years with the writing process. High school is no exception. Writing is a life skill that can directly impact the quality of life for older students preparing to graduate and progress to college, a career, or simply the world of work. A need in society exists to improve the writing of all students including those who are on the threshold of high school graduation. Students with learning disabilities enter their ninth year of school with a performance gap of 4 to 5 years placing their equivalent learning in the late elementary years. Few studies however have investigated the impact of explicit written expression strategy instruction for students with mild disabilities in high school. Thus, expanding the knowledge base for this group of students becomes especially critical. The present study examines the effects of explicitly teaching a writing strategy to high school students with learning disabilities. A multiple baseline design across subjects was used to observe changes in student writing. A total of 11 students in three subject groups participated in the study. Eleventh grade students in three learning strategies classes were pretested to determine the level of their organizational skills for written products. Scoring criteria were described to students using a written expression rubric to provide them with the specific expectations for their daily writing. Mind-mapping, an organizational strategy for writing, was explicitly taught to each of three classes during their daily learning strategy period. Data were collected relative to the students' rubric scores and visually inspected for changes in writing performance before, during, and following the strategy instruction. Pre- and post-tests were administered to the student groups. Following data collection and the post-test, interviews were conducted with the teacher and each of the participants. Findings indicate that the mind-mapping intervention had limited success in improving students' written products when measured by the multiple baseline across subjects design. Pre- and post-test data, however, show that writing quality certainly did improve. The participants' teacher specifically noted during her interview that, in her perception, improvements in student writing as a result of using the mind-mapping strategy did occur. The teacher also felt strongly enough about the efficacy of the mind-mapping intervention that she plans to teach the strategy to her future students. Most of the students reported during their interviews that they felt that learning mind-mapping helped them to become better writers. The vast majority of students also stated that they planned to use the strategy for tests and writing assignments.
Show less - Date Issued
- 2007
- Identifier
- CFE0001788, ucf:47263
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001788
