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Title: A MEASUREMENT OF CAMPUS PRESENCE: THE COGNITIVE LINK BETWEEN CAMPUS ENGAGEMENT AND POSITIVE OUTCOMES IN COLLEGE STUDENTS.
Creator: Kleiman, Daniel M, McConnell, Daniel, University of Central Florida
Abstract / Description: Prior research has shown that positive psychological states and attitudes are known outcomes in students who are engaged on their college campus. Although many studies prove this to be evident, literature lacks examination between these two variables. The purpose of the current study was to find a cognitive link between student engagement and the measured outcomes of self-esteem, college self-efficacy, college affiliation, and levels of optimism/pessimism. The study proposed that there is a...
Show morePrior research has shown that positive psychological states and attitudes are known outcomes in students who are engaged on their college campus. Although many studies prove this to be evident, literature lacks examination between these two variables. The purpose of the current study was to find a cognitive link between student engagement and the measured outcomes of self-esteem, college self-efficacy, college affiliation, and levels of optimism/pessimism. The study proposed that there is a process of developing an internal sense of presence on campus, which occurs in those students that are actively engaged in activities outside of the classroom. Individual personality traits are additionally measured as a variable for tendencies of involvement. Measurements of presence level in students were analyzed by administering a Campus Presence Scale, modified from the Witmer & Singer Presence Scale. The study subscales that examine levels of student engagement and its outcomes were measured in an online questionnaire format via Qualtrics. A total of 371 students at the University of Central Florida participated in the study. This study hypothesized that students who spend more time on campus engaged in co-curricular activities would display higher levels of presence development. The study also sought a flow of development in these processes, hypothesizing that campus presence mediates the actions in which students engage and their psychological well-being and attitudes towards their institution. Analyses in SPSS were used to examine these relationships. Results indicated that presence is significantly correlated with higher student self-esteem, self-efficacy, college affiliation, and optimism. Results also showed that those involved with student organizations and those who regularly attend campus events are significantly more extroverted and have higher levels of presence, college affiliation and self-efficacy
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Date Issued: 2017
Identifier: CFH2000164, ucf:46047
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000164

Title: LEADERSHIP BEHAVIORS GAINED AS A RESULT OF INVOLVEMENT IN A COMMUNITY COLLEGE STUDENT LEADER PROGRAM.
Creator: Torres, Chanda, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: The purpose of this study was to assess whether participation in a community college student leader program had an effect on the leadership behaviors of students based on five (5) practices measured by a student leadership practices inventory. By assessing these leadership behaviors, the community college was able to determine the effectiveness of the program and ways to improve the program's curriculum. This study addressed the following: 1) whether students who participated in a student...
Show moreThe purpose of this study was to assess whether participation in a community college student leader program had an effect on the leadership behaviors of students based on five (5) practices measured by a student leadership practices inventory. By assessing these leadership behaviors, the community college was able to determine the effectiveness of the program and ways to improve the program's curriculum. This study addressed the following: 1) whether students who participated in a student leader program in a community college showed significant growth in leadership behaviors; 2) whether the growth in leadership behaviors of students who participated in a student leader program in a community college were significantly different from each other in regard to gender; 3) whether the growth in leadership behaviors of students who participated in a student leader program in a community college were significantly different from each other in regard to age. The student Leadership Practices Inventory (LPI) developed by Kouzes and Posner (2002) was used as the main instrument in this study. The student Leadership Practices Inventory (LPI) is a questionnaire with thirty (30) behavioral statements--six (6) for each of The Five Practices. The population of this study consisted of 62 student leaders who were participants in a student leader program at a community college. A pre LPI was given to 62 student leaders in the beginning of the school term. A post LPI was given to 62 student leaders at the end of the school term. Thirteen of the original student leaders dropped out of the program and were replaced by new student leaders. Thus, the total number of useable inventories for data input in this study was 49; this yielded a 79% return rate. This study supports the research that students who were involved in a leadership program gained leadership behaviors. In comparing the student leaders' pretest and posttest scores of the LPI, it showed that there was a significant difference in each leadership behavior. These leadership behaviors were: Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. The results of this study also showed no significant difference in the student leaders' scores in the LPI in relation to the student's age group. According to Astin (1993), the student's age at the time of college entry was not significantly associated with changes in Leadership scores. This evidence supports the argument that increases in leadership skills during undergraduate years is associated with the college experience rather than the student's maturation. There were no significant differences between the male and female student leaders in regard to the five leadership practices with the exception of the leadership practice Challenging the Process. In this study, the male student leaders scored higher, 24.79, than the female student leaders, 22.37, in Challenging the Process. The focus group in this study highlighted the leadership behaviors the student leaders gained as a result of their involvement in the student leader program. Not only did the students grow in the leadership behaviors measured by the LPI, they also gained other leadership skills. In regard to their growth as a student leader, the students felt that they grew in many different areas. The opportunity allowed them to network with students, faculty, administration and staff, and gain leadership skills. These leadership skills included: listening skills, communication skills, stress management, multitasking and customer service. The students also believed in the importance of taking initiative, practicing patience and developing others.
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Date Issued: 2008
Identifier: CFE0002049, ucf:47604
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002049

Title: The Impact of Family Influence and Involvement on Career Development.
Creator: Joseph, Latashia, Daire, Andrew, Van Horn, Stacy, Hopp, Carolyn, Blank, William, University of Central Florida
Abstract / Description: Career decidedness at early stages produces positive effects on student performance, college completion, and professional development. Emerging adults are taking 5 to 10 years longer to make career decisions than non-emerging adults (Lehmann (&) Konstam, 2011). The purpose of this study will be to use quantitative and qualitative research methods to obtain a deeper understanding of parental involvement in college students' career decision-making and its influences on their career readiness...
Show moreCareer decidedness at early stages produces positive effects on student performance, college completion, and professional development. Emerging adults are taking 5 to 10 years longer to make career decisions than non-emerging adults (Lehmann (&) Konstam, 2011). The purpose of this study will be to use quantitative and qualitative research methods to obtain a deeper understanding of parental involvement in college students' career decision-making and its influences on their career readiness and development. College students will provide information on their parents' involvement and influence during their secondary education. Ultimately, this research will identify how family influences the career decision-making processes and will educate professionals about how to incorporate the family as a way to avoid delays in the desired career paths of emerging adults.This mixed methods study investigated the influence of family on the career decision- making process among emerging adults attending a metropolitan university in the southeastern United States. It also sought to identify the nature of parental involvement in activities, academic achievement, choosing a major, and career choice in college students. The first two questions formulated the basis for quantitative research methods, and qualitative methods aided in exploring the third question. The Career Involvement and Influence Questionnaire (CIIQ) and the Career Development Inventory (CDI) provide the source of data collection for this study. The study yielded no significant relationship or differences among caregivers' (mothers, fathers, and other caregivers) involvement in career decisions (CIIQ) or future influences and level of career decidedness (CDI). The qualitative results provided clarity as to some of the commonalities and differences that existed among responses of the participants. Implications of the findings refer to counselor education, clinical practice, and future research.
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Date Issued: 2012
Identifier: CFE0004391, ucf:49367
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004391

Title: The subjective gameplay experience: An examination of the revised game engagement model.
Creator: Procci, Katelyn, Bowers, Clint, Jentsch, Florian, Sims, Valerie, McDaniel, Rudy, University of Central Florida
Abstract / Description: The study of the subjective gameplay experience spans multiple disciplines, from teachers who want to harness the power of gameplay to enhance instruction to game developers hoping to create the next big hit. Despite decades of interest, little agreement has been found regarding the way constructs(-)such as immersion, involvement, presence, and flow(-)are used to describe the subjective gameplay experience. Without the consistent usage of well-defined constructs, it becomes impossible to...
Show moreThe study of the subjective gameplay experience spans multiple disciplines, from teachers who want to harness the power of gameplay to enhance instruction to game developers hoping to create the next big hit. Despite decades of interest, little agreement has been found regarding the way constructs(-)such as immersion, involvement, presence, and flow(-)are used to describe the subjective gameplay experience. Without the consistent usage of well-defined constructs, it becomes impossible to further scientific understanding of this domain. This dissertation examined the theoretical evolution of the key subjective gameplay experience constructs. From this, definitions for immersion, involvement, presence, and flow were extracted. Based on the prior work of Brockmyer et al. (2009), a revised game engagement model was created that incorporated these definitions. To test the proposed relationships within the revised game engagement model, experienced players of the computer game Minecraft were recruited for an experimental study. The participants played the game Minecraft, which was manipulated with respect to both level of difficulty and immersive aspects. This allowed for a range of potential game engagement states to be experienced by the participants. Several individual differences hypothesized to influence the different constructs of game engagement also were measured. The results of the study supported many proposed aspects of the revised game engagement model and revealed ways in which the model could be further refined. The theoretically-derived definitions and revised game engagement model resulting from this work, along with the suggested measures for these relevant constructs, provides a framework for future work in this area. This framework will improve the consistency of construct operationalization, benefiting the continued study of the subjective gameplay experience.
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Date Issued: 2015
Identifier: CFE0005691, ucf:50128
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005691

Title: THE EFFECTS OF INCREASING FAMILY INVOLVEMENT ON STUDENT ACHIEVEMENT IN SCIENTIFIC INQUIRY.
Creator: DeNoon, Patricia, Everett, Robert, University of Central Florida
Abstract / Description: Research has shown that there is a positive correlation with student performance when there are members of the family, primarily a parent, who are actively involved with the student and their education. The following action research plan was designed to determine how increasing parental involvement affected student performance in a scientific inquiry program. This was done by offering "parenting a middle school student" workshops, encouraging family run practices at home, and inviting parents...
Show moreResearch has shown that there is a positive correlation with student performance when there are members of the family, primarily a parent, who are actively involved with the student and their education. The following action research plan was designed to determine how increasing parental involvement affected student performance in a scientific inquiry program. This was done by offering "parenting a middle school student" workshops, encouraging family run practices at home, and inviting parents to attend a class with their student. This research was conducted in a large middle school in a central Florida school district with two 7th grade classrooms. One classroom served as the control group, while the second served as the experimental group. The teacher researcher was responsible for increasing communication with the parents in regards to student behavior and/or performance. Implementation of increased communications are associated with keeping parents informed, however they only work to increase student performance if the parent uses the increased communication and applies the information to use at home. Analysis of the data indicated that there was no difference between the two classes. The majority of the invited parents in the experimental group did not participate in the parent workshops. Students in the experimental groups showed little or no difference in grades on the post unit exam or in their overall grades. Additional research with smaller sampling sizes would be a recommendation of this researcher. When working with an average of one hundred and twenty students on a regular basis, working with twenty five sets of parents to increase communication was a daunting task. The researcher would recommend having an experimental group of no more than ten for future ii i studies. Although a small sample may be sufficient for a descriptive study, it's recognized that a small sample will likely not have sufficient power to detect statistically significant differences if they exist.
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Date Issued: 2007
Identifier: CFE0001689, ucf:47219
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001689

Title: ENHANCING THE KNOWLEDGE AND INVOLVEMENT OF HISPANIC FAMILIES OF CHILDREN WITH DISABILITIES THROUGH SPECIFICALLY DESIGNED FAMILY WORKSHOPS.
Creator: Camacho, Mayra, Platt, Jennifer, University of Central Florida
Abstract / Description: In 2005, the nation's minority groups totaled 98 million, or 33% of the country's total population. According to the U.S Census Bureau News (2007), Hispanics are the largest and fastest growing minority group in the country with 14.8% of the total population and 44% of the minority population. The same report indicated that the Hispanic population accounted for almost half (48%) of the national population growth between 2005 and 2006, yet, students from minority backgrounds, including...
Show moreIn 2005, the nation's minority groups totaled 98 million, or 33% of the country's total population. According to the U.S Census Bureau News (2007), Hispanics are the largest and fastest growing minority group in the country with 14.8% of the total population and 44% of the minority population. The same report indicated that the Hispanic population accounted for almost half (48%) of the national population growth between 2005 and 2006, yet, students from minority backgrounds, including ethnically diverse students for whom English is their second language, exhibit lower academic achievement when compared to the majority group (Lyon et al., 2001). Low academic achievement among students from minority backgrounds can influence their school placement. Approximately 37% of all students receiving special education services in 2002 were ethnically diverse (National Center of Educational Statistics, 2002). Concerned with the significant gap between the achievement of children from minority backgrounds and students from the majority group, Congress amended the Elementary and Secondary Education Act of 1965 (ESEA) as the No Child Left Behind (NCLB) Act in 2001. NCLB requires public schools to demonstrate acceptable progress for all students, including those who are culturally and linguistically diverse and those with disabilities. NCLB also promotes and supports greater parent involvement (Wright, Wright, & Heath, 2004) and requires schools to report on students' progress by subgroup (i.e., ethnicity, disability, English language learners, and low-income). Because the majority of students from diverse ethnic backgrounds are Hispanic (Capps, Fix, Murray, Ost, Passel, & Herwantoro, 2005), a high percentage of students with disabilities are from minority groups (Hosp & Reschly, 2004), about 77% of English language learners are from Hispanic descent (Klingner, Artiles, & Barletta, 2006), and approximately half of school-age children of immigrants are from low-income homes (Hernandez, 2004), it is important for schools to take a closer look at the specific needs of Hispanic families of children with disabilities in order to promote their participation in the education of their children. The purpose of this study was to research the influence of components incorporated into a series of workshops specifically designed for Hispanic families of children with disabilities and to study the effect that participating in the workshops would have on parents' knowledge about their children's Individualized Education Program (IEP) and on their level of involvement in their children's education. TENFEE: Talleres en Español para las Necesidades de Familias en Educacion Especial (Spanish Workshops for the Needs of Families in Special Education) delivered five workshops where a series of components were provided to counteract the most frequently identified barriers in the involvement of Culturally and Linguistically Diverse (CLD) parents in the education of their children with special needs: (a) complexity of disability, (b) language barriers, (c) cultural differences, and (d) socioeconomic status (Fix & Passel, 2003; Kalyanpur & Harry, 2004; Quezada, Diaz, & Sanchez, 2003). Thirty-seven parents or primary caregivers of students receiving special education services in three school districts in central Florida participated in the study. Before and after the workshops, participants completed a three-part survey in which they gave demographic information, responded to 50 multiple choice test questions related to the IEP process, and answered 10 open-ended questions related to their involvement in their children's education. Participants also completed an evaluation at each of the workshops indicating which of the workshop's components influenced their decision to participate. Finally, participants' children's teachers completed the Parent/Family Involvement Index (P/FII) before and after participating in the workshops. The P/FII is a measure of parent involvement in their children's special education services as perceived by their children's teachers. Following data collection, quantitative statistical analysis was completed using descriptive statistics to examine if TENFEE's components supported the participation of the targeted population to the workshops. A Paired Sample t-test was calculated to evaluate any differences in participants' IEP knowledge survey test scores before and after the workshops as well as differences in teachers' P/FII scores before and after the workshops. Multiple Regressions were conducted to determine if participants' demographic characteristics influenced IEP knowledge survey test scores and/or P/FII scores.
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Date Issued: 2007
Identifier: CFE0001789, ucf:47251
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001789

Title: PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES.
Creator: Shearer, Karen, Brown, Susan, University of Central Florida
Abstract / Description: Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental...
Show moreParents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.
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Date Issued: 2006
Identifier: CFE0001506, ucf:47127
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001506

Title: PUBLIC PARTICIPATION IN TRANSPORTATION: AN EMPERICAL TEST FOR AUTHENTIC PARTICIPATION.
Creator: Figueredo, Jorge, Wang, Xiaohu, University of Central Florida
Abstract / Description: This dissertation examines the public participation activities of State Departments of Transportation (SDOTs) in the United States. A review of existing literature and legal frameworks suggests that an "authentic" public participation results when dimensions of representativeness, use of public inputs, interactiveness, and quality of citizen inputs have been achieved. The study sought to identify conditions that serve as measurements that must presumably be satisfied for authenticity to exist...
Show moreThis dissertation examines the public participation activities of State Departments of Transportation (SDOTs) in the United States. A review of existing literature and legal frameworks suggests that an "authentic" public participation results when dimensions of representativeness, use of public inputs, interactiveness, and quality of citizen inputs have been achieved. The study sought to identify conditions that serve as measurements that must presumably be satisfied for authenticity to exist in public participation. The result was a Model of Authentic Public Participation that served as the basis for creation of a new four-tiered methodology to assess the performance of these districts relative to authenticity requirements. This study also sought to identify the key determinants that lead districts to achieve Authentic Public Participation in District public involvement programs. A Predictor Model for Authentic Public Participation was created to test whether the key internal and external determinants are responsible for districts achieving authenticity in their public participation programs. The data for this study came from a mail-back survey that was administered to senior district administrators in 380 State Departments of Transportation districts in the United States. A total of 233 surveys were returned for a response rate of 61.3 percent. The results of the study suggest that most SDOT districts struggle to implement public participation programs that achieve high levels of authenticity. The increased use of public participation tools, specifically those active tools that allow for increased interaction between district staff and the public, can assist districts in achieving higher levels of authenticity in their programs. Of key importance to achievement of authenticity is the willingness of district staff to adopt new ideas and innovation learned from dealings with the public. District public participation programs benefit from training that increases the individual's acceptance of public participation as a valid mechanism for serving the public. Recommendations were made for SDOTs to work toward: • The creation of increased opportunities for the occurrence of Authentic Public Participation • The creation of individual ownership of authenticity in public participation • The creation of community partnerships to foster authenticity in public participation
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Date Issued: 2005
Identifier: CFE0000585, ucf:46479
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000585

Title: Interdisciplinary Studies Students' Academic and Social Engagement: A Quantitative Study.
Creator: Simmons, Jessica, Boyd, Tammy, Cintron Delgado, Rosa, Beverly, Monifa, Hampton, Michael, University of Central Florida
Abstract / Description: This study explored interdisciplinary studies students' academic and social engagement. As the review of literature demonstrated, student engagement and satisfaction are important to retention and institutions can adopt policies and practices to foster student engagement. Because interdisciplinary studies programs often struggle to maintain relevance, fostering student engagement is one way to ensure maximum student satisfaction and retention. This study identified factors of student...
Show moreThis study explored interdisciplinary studies students' academic and social engagement. As the review of literature demonstrated, student engagement and satisfaction are important to retention and institutions can adopt policies and practices to foster student engagement. Because interdisciplinary studies programs often struggle to maintain relevance, fostering student engagement is one way to ensure maximum student satisfaction and retention. This study identified factors of student engagement that were positively related to satisfaction and confirmed that requiring core interdisciplinary studies courses had a positive impact on engagement.A quantitative instrument, the Interdisciplinary Studies Student Engagement Survey, was adapted from the National Survey of Student Engagement questionnaire to collect self-reported responses. The following eight factors of student engagement were found to be relevant: (a) diversity-related activities, (b) shared understanding and experiences, (c) interaction with peers, (d) interaction with faculty members, (e) active and collaborative learning, (f) integrated learning, (g) out-of-class experiences, and (h) academic challenge. Respondents reported the most frequent participation in integrated learning and the least frequent participation in out-of-class experiences. It was determined that students with nontraditional characteristics tended to participate more frequently in academic engagement, whereas students with traditional characteristics tended to participate more in social engagement. In addition, enrollment in mandatory interdisciplinary core courses was found to positively influence engagement in seven of the eight identified factors. Enrollment in core courses was also positively related to satisfaction. Finally, all eight engagement factors positively correlated with satisfaction to some degree.
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Date Issued: 2011
Identifier: CFE0004168, ucf:49072
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004168

Title: A MIDDLE SCHOOL MATHEMATICS TEACHER'S EXPLORATION OF THE RELATIONSHIP BETWEEN PARENT-TEACHER COMMUNICATION AND STUDENT ACHIEVEMENT.
Creator: Pierre Gilles, Viana, Dieker, Lisa, University of Central Florida
Abstract / Description: The purpose of this research study was to increase the overall achievement gains of my students who are currently receiving overall grades below a 69% in my middle school mathematics class by promoting parental involvement. The purpose of my action-research study was to answer the following three research questions: 1. What changes occur in students' test scores and overall grades when a variety of parental contacts are made over a six-week period? 2. How can I promote parental involvement? 3...
Show moreThe purpose of this research study was to increase the overall achievement gains of my students who are currently receiving overall grades below a 69% in my middle school mathematics class by promoting parental involvement. The purpose of my action-research study was to answer the following three research questions: 1. What changes occur in students' test scores and overall grades when a variety of parental contacts are made over a six-week period? 2. How can I promote parental involvement? 3. What can I do to educate parents on how to become more effectively involved in their child's education? To answer these questions I selected ten parents, whose children were currently receiving grades below a 69% in 7th grade mathematics and who have not contacted me after the first nine weeks of the semester. I used three different methods to contact the parents, phones call, emails, and notes in students' planners. All three methods showed a lack of parental feedback and involvement. Nevertheless, five students showed an increase in the second marking period, four showed a decrease, and one stayed the same.
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Date Issued: 2011
Identifier: CFE0003613, ucf:48872
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003613

Title: A Process Evaluation of a Family Involvement Program at a Title I Elementary School.
Creator: Moody, Maria, Lue, Martha, Lambie, Glenn, Little, Mary, Swan, Bonnie, University of Central Florida
Abstract / Description: Parental or family involvement in student academics has been an on-going topic for researchers. There is a need for studies to be conducted on parental involvement program implementation in order to determine if there is an impact on student academics when school, family, and community partnership programs are in place. For this study, a process evaluation was conducted on a parental or family involvement program newly developed and implemented at a Title I elementary school in an urban...
Show moreParental or family involvement in student academics has been an on-going topic for researchers. There is a need for studies to be conducted on parental involvement program implementation in order to determine if there is an impact on student academics when school, family, and community partnership programs are in place. For this study, a process evaluation was conducted on a parental or family involvement program newly developed and implemented at a Title I elementary school in an urban setting. The purpose of this mixed-methods process evaluation was to (a) document how the program was implemented, (b) examine the progress toward meeting its intended outcomes, and (c) use findings to make recommendations to drive improvement. The program's logic model was used to examine the program's intended short-term outcomes; including increasing parental involvement and knowledge in regard to the school's reading, mathematics, and science curricula as well as increasing the knowledge of home strategies for student academic support. Student achievement impacts were also examined. Quantitative data collection included program participant survey data and participants' student achievement data for reading and mathematics. Document analysis of the program's artifacts allowed for a qualitative analysis for the evaluation. Findings indicated the program was making progress in increasing parents' knowledge about the reading curriculum, but not for mathematics and science. There was also an increase in parents' knowledge of home strategies and improvement in parental program attendance rates.
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Date Issued: 2017
Identifier: CFE0006768, ucf:51857
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006768

Title: SEVERITY ANALYSIS OF DRIVER CRASH INVOLVEMENTS ON MULTILANE HIGH SPEED ARTERIAL CORRIDORS.
Creator: Nevarez-Pagan, Alexis, Abdel-Aty, Mohamed, University of Central Florida
Abstract / Description: Arterial roads constitute the majority of the centerline miles of the Florida State Highway System. Severe injury involvements on these roads account for a quarter of the total severe injuries reported statewide. This research focuses on driver injury severity analysis of statewide multilane high speed arterials using crash data for the years 2002 to 2004. The first goal is to test different ways of analyzing crash data (by road entity and crash types) and find the best method of driver...
Show moreArterial roads constitute the majority of the centerline miles of the Florida State Highway System. Severe injury involvements on these roads account for a quarter of the total severe injuries reported statewide. This research focuses on driver injury severity analysis of statewide multilane high speed arterials using crash data for the years 2002 to 2004. The first goal is to test different ways of analyzing crash data (by road entity and crash types) and find the best method of driver injury severity analysis. A second goal is to find driver, vehicle, road and environment related factors that contribute to severe involvements on multilane arterials. Exploratory analysis using one year of crash data (2004) using binary logit regression was used to measure the risk of driver severe injury given that a crash occurs. A preliminary list of significant factors was obtained. A massive data preparation effort was undertaken and a random sample of multivehicle crashes was selected for final analysis. The final injury severity analysis consisted of six road entity models and twenty crash type models. The data preparation and sampling was successful in allowing a robust dataset. The overall model was a good candidate for the analysis of driver injury severity on multilane high speed roads. Driver injury severity resulting from angle and left turn crashes were best modeled by separate non-signalized intersection crash analysis. Injury severity from rear end and fixed object crashes was best modeled by combined analysis of pure segment and non-signalized intersection crashes. The most important contributing factors found in the overall analysis included driver related variables such as age, gender, seat belt use, at-fault driver, physical defects and speeding. Crash and vehicle related contributing factors included driver ejection, collision type (harmful event), contributing cause, type of vehicle and off roadway crash. Multivehicle crashes and interactions with intersection and off road crashes were also significant. The most significant roadway related variables included speed limit, ADT per lane, access class, lane width, roadway curve, sidewalk width, non-high mast lighting density, type of friction course and skid resistance. The overall model had a very good fit but some misspecification symptoms appeared due to major differences in road entities and crash types by land use. Two additional models of crashes for urban and rural areas were successfully developed. The land use models' goodness of fit was substantially better than any other combination by road entity or the overall model. Their coefficients were substantially robust and their values agreed with scientific or empirical principles. Additional research is needed to prove these results for crash type models found most reliable by this investigation. A framework for injury severity analysis and safety improvement guidelines based on the results is presented. Additional integration of road characteristics (especially intersection) data is recommended for future research. Also, the use of statistical methods that account for correlation among crashes and locations are suggested for use in future research.
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Date Issued: 2008
Identifier: CFE0002080, ucf:47591
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002080

Title: THE INFLUENCE OF FAMILY COMMUNICATION STYLES ON CAMPUS EXPERIENCE IN COLLEGE-AGED CHILDREN.
Creator: Kjosa, Madison, Weger, Harry, University of Central Florida
Abstract / Description: As an environment, the modern university setting is diverse and subject students to numerous challenges and opportunities that prepare them to enter careers, build families, and grow as an individual. Yet what a student experiences in college differs greatly and is shaped by internal and external factors in their environment, including campus participation, college self-efficacy, depression and stress. Prior research indicates the impact of family on how a student expresses each of these...
Show moreAs an environment, the modern university setting is diverse and subject students to numerous challenges and opportunities that prepare them to enter careers, build families, and grow as an individual. Yet what a student experiences in college differs greatly and is shaped by internal and external factors in their environment, including campus participation, college self-efficacy, depression and stress. Prior research indicates the impact of family on how a student expresses each of these variables (Schmidtgall, King, Zarski and Cooper, 2000; Bradbury and Mather, 2009; Hannum and Dvorak, 2004; Kenny and Donaldson, 1991; Lopez et al, 2001; Shaver and Mikulincer, 2006). However, there is one area of the family that has been scarcely studied in terms of campus experience influence: family communication patterns (FCPs). The present study sought to investigate this connection. Utilizing a survey-based design, 253 student participants were asked questions to identify the amount of conversation and conformity orientation present in their family unit, as well as levels of campus participation, college self-efficacy, depression and stress. Results indicated that conversation and conformity orientation in families were positively correlated with campus participation. Conversation orientation led to higher feelings of college self-efficacy and lower feelings of stress and depression. Conformity orientation had no correlation with experiencing stress or depression. The current study suggests that family communication does indeed influence multiple areas of a student's college experience, though conversation-oriented communication has a greater positive influence. Having a positive and communicative family environment allows students to get involved, lowers their risk of experiencing mental issues, and equips them to feel confident in their environment. However, the obedience and uniformity found in conformity orientation families instills structure in a student, which may help them avoid distractions and stay focused on schoolwork (Koerner and Fitzpatrick, 1997).
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Date Issued: 2018
Identifier: CFH2000423, ucf:45885
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000423

Title: Academic Performance among Homeless Students: Exploring Relationships of Socio-Economic and Demographic Variables.
Creator: Moore, Miriam, Bryer, Thomas, Zhang, Ning, Steen, Julie, Bai, Haiyan, University of Central Florida
Abstract / Description: This study examines homeless student academic performance, types of temporary housing used among the homeless, degree of stability or instability for families with school-aged children, child needs for academic success, the importance of parental involvement in a child's academic growth, and other known factors in relations to child student academic performance, with a focus on grade level and racial differences. A multiple linear regression model is used to test the hypotheses while...
Show moreThis study examines homeless student academic performance, types of temporary housing used among the homeless, degree of stability or instability for families with school-aged children, child needs for academic success, the importance of parental involvement in a child's academic growth, and other known factors in relations to child student academic performance, with a focus on grade level and racial differences. A multiple linear regression model is used to test the hypotheses while controlling confounding variables. Statistically significant relationships are reported between race and academic performance, and grade level and academic performance. Practical and policy implications are discussed, as well as limitations of the study and need for future research.
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Date Issued: 2015
Identifier: CFE0005848, ucf:50910
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005848

Title: From Skeptical Disinterest to Ideological Crusade: The Road to American Participation in the Greek Civil War, 1943-1949.
Creator: Villiotis, Stephen, Solonari, Vladimir, Zhang, Hong, Beiler, Rosalind, University of Central Florida
Abstract / Description: This thesis examines the way in which the United States formulated its policy toward Greece during the Greek civil war (1943-1949). It asserts that U.S. intervention in Greece was based on circumstantial evidence and the assumption of Soviet global intentions, rather than on dispatches from the field which consistently reported from 1943-1946 that the Soviets were not involved in that country's affairs. It also maintains that the post-Truman Doctrine American policy in Greece was in essence,...
Show moreThis thesis examines the way in which the United States formulated its policy toward Greece during the Greek civil war (1943-1949). It asserts that U.S. intervention in Greece was based on circumstantial evidence and the assumption of Soviet global intentions, rather than on dispatches from the field which consistently reported from 1943-1946 that the Soviets were not involved in that country's affairs. It also maintains that the post-Truman Doctrine American policy in Greece was in essence, a continuation of British policy there from 1943-1946, which meant to impose an unpopular government on the people of Greece, and tolerated unlawful violence of the extreme Greek right-wing.
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Date Issued: 2013
Identifier: CFE0005068, ucf:49959
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005068

Title: THE INFLUENCE OF SOCIAL CAPITAL FACTORS ON AFRICAN-AMERICAN AND HISPANIC HIGH SCHOOL STUDENT ACHIEVEMENT.
Creator: DAVIS, JACQUELINE, Dr. Cynthia J. Hutchinson, Dr. E. Lea Witta and, University of Central Florida
Abstract / Description: The underachievement of African American and Hispanic students has been an ongoing problem for schools in the United States. The purpose of this investigation was to add to the existing body of knowledge concerning social capital of African American and Hispanic high school students' academic achievement. Using a nationally representative sample from the Educational Longitudinal Study of 2002 (ELS: 2002), base year through the first follow-up year database, 551 high school students, the...
Show moreThe underachievement of African American and Hispanic students has been an ongoing problem for schools in the United States. The purpose of this investigation was to add to the existing body of knowledge concerning social capital of African American and Hispanic high school students' academic achievement. Using a nationally representative sample from the Educational Longitudinal Study of 2002 (ELS: 2002), base year through the first follow-up year database, 551 high school students, the researcher assessed indicators (school-sponsored activities, out-of-school activities, and parental involvement) within the construct of social capital, to see whether social capital could serve as a predictor of academic achievement among African American and Hispanic high school students. Data were analyzed through Repeated Measures analysis and Multiple Regression analysis controlling for gender, race, and socioeconomic status. The main effects revealed a statistically significant difference between the social capital factors in school-sponsored activities, out-of- school activities, and parent involvement. The results showed an increase in the first follow-up year. Socio-economic status, race and gender were statistically significant social capital factors. Females and African Americans were found to have higher levels of social capital in school-sponsored activities. Out-of- school activities revealed males had higher levels of social capital. Parent involvement indicators showed that female and Hispanic students were affected by social capital. Differences in math scores revealed an increase in the first follow-up year, showing males outscored females. Also, Hispanic students' scores were higher than African American students. Finally, the strongest predictors for academic achievement were gender, race, and participation in school sponsored activity in the base year and first follow-up year. In addition, parent involvement was also found to be a strong predictor of achievement in the follow-up year.
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Date Issued: 2009
Identifier: CFE0002673, ucf:48215
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002673

Title: Exploring the Experiences Contributing to the Success of High-Achieving Black Female Undergraduate Students at a Predominantly White Institution.
Creator: Watkins, Whitney, King, Kathy (Kathleen), Cintron Delgado, Rosa, Malaret, Stacey, Hopp, Carolyn, University of Central Florida
Abstract / Description: Much of the literature regarding Black students at predominantly White institutions (PWI) focuses on these students' academic difficulty, while there is far less attention paid to the performance of higher achieving Black students (Fries-Britt, 1998; Fries-Britt (&) Griffin, 2007). Therefore, this study explored the lived experiences of high-achieving Black female students, focusing particularly on the experiences which contribute to their success at a PWI. The qualitative phenomenological...
Show moreMuch of the literature regarding Black students at predominantly White institutions (PWI) focuses on these students' academic difficulty, while there is far less attention paid to the performance of higher achieving Black students (Fries-Britt, 1998; Fries-Britt (&) Griffin, 2007). Therefore, this study explored the lived experiences of high-achieving Black female students, focusing particularly on the experiences which contribute to their success at a PWI. The qualitative phenomenological research design was used to highlight emergent themes revealed during the study. Eight purposely selected students participated in one-on-one semi structured interviews and a Sister Circle group process.The participants' stories were highlighted both independently and collectively, reflecting a wide range of sentiments. During the data analysis process, there were six themes that emerged from the data which highlighted the experiences which contributed to the students' success at a PWI. Those themes included: 1) Support, 2) Processing Situations, 3) Defining Success, 4) Involvement, 5) Motivation, and 6) Background. The emergent themes provided strategies and recommendations for Black female students, higher education practitioners, and institutions. These recommendations included areas regarding programming, retention and recruitment strategies, resource creation, and relationship building. Additionally, implications were made for future research initiatives. The data, coupled with the researcher's reflections served as the basis for the implications and recommendations for this study.
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Date Issued: 2017
Identifier: CFE0006821, ucf:51788
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006821

Title: The Impact of the Community Partnership Schools Model Community School on Graduation and Attendance Rates in One Florida High School.
Creator: Ellis, Amy, Johnson, Jerry, Doherty, Walter, Williams-Fjeldhe, Karri, Castor Dentel, Karen, University of Central Florida
Abstract / Description: The purpose of this quantitative study was to identify and describe the nature and extent of the relationships, if any, that existed between a Community Partnership Schools(TM) (CPS) model community school and the outcomes of graduation and attendance rates at one public high school in Florida. An evaluation study utilizing an interrupted time series (ITS) design addressed this problem by identifying and describing the relationship between the CPS model and the key outcome measures using...
Show moreThe purpose of this quantitative study was to identify and describe the nature and extent of the relationships, if any, that existed between a Community Partnership Schools(TM) (CPS) model community school and the outcomes of graduation and attendance rates at one public high school in Florida. An evaluation study utilizing an interrupted time series (ITS) design addressed this problem by identifying and describing the relationship between the CPS model and the key outcome measures using visual analysis and descriptive statistics. Graduation and attendance rates for seven years before the CPS model was introduced (2003-2010) and seven years after the CPS model was introduced (2010-2017) at the CPS school were compared to the graduation and attendance rates for the same time frames of five other matched comparison high schools that had not implemented a CPS model community school. Findings of this study, though mixed, suggest the Community Partnership Schools(TM) model may have provided a positive environment for improvement in key measures at the targeted CPS high school. Though no definitive conclusions were reached, this study alongside other evaluations of the Community Partnership Schools(TM) model may be helpful in informing decision makers regarding the potential positive influence of the CPS model on such measures as graduation and attendance rates.
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Date Issued: 2019
Identifier: CFE0007452, ucf:52698
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007452

Title: Social Disorganization and Florida Public High School Academic Performance.
Creator: Kanaan, David, Wan, Thomas, Wolf, Ross, Stevenson, Robyne, Mitchell, David, University of Central Florida
Abstract / Description: Failing public high schools are a perpetual limitation to community sustainability. Conversely, economically disadvantaged communities more often produce schools with reduced academic performance. Unfortunately, comprehensive community-based remedies are generally outside the scope of a school district's control. Social disorganization theory attributes variations in crime and delinquency to a breakdown in communal structure and relationships. Applied in a similar manner, social...
Show moreFailing public high schools are a perpetual limitation to community sustainability. Conversely, economically disadvantaged communities more often produce schools with reduced academic performance. Unfortunately, comprehensive community-based remedies are generally outside the scope of a school district's control. Social disorganization theory attributes variations in crime and delinquency to a breakdown in communal structure and relationships. Applied in a similar manner, social disorganization has also been associated with lower student achievement.This research examined how social disorganization is associated with Florida public high school academic performance in a two phase analysis at the community and school district levels. In addition, the research tested a potential moderating effect of receiving the Five Star School Award, recognizing family and community involvement, and Florida public high school academic performance with social disorganization factors simultaneously considered. In the first phase, the study used a cross-sectional, non-experimental design analyzing secondary data by structural equation modeling (SEM) at the community-level. For the second phase, the study used a cross-sectional, non-experimental design analyzing aggregated secondary data in multiple linear regressions assessing statistically significant associations between social disorganization predictors and school academic performance variables at the school district-level. SEM analysis found a statistically significant and large negative association between the social disorganization factors residential mobility, single-parent households, socio-economic status and percentage of divorced or separated persons, and Florida public high school academic performance at the community-level. Also at the community-level, results showed that receiving the Five Star School award for satisfying family and community involvement criteria had a statistically significant but small positive association with Florida public high school performance when social disorganization factors were simultaneously considered. At the district or county level, multiple regression analyses found relevant negative associations between social disorganization predictors low median income and ethnic heterogeneity and school district average FCAT scores and Adequate Yearly Progress (AYP) percentages. The study results reinforce existing neighborhood deprivation and social disorganization literature and articulate the need for a community-based approach to improve high school academic performance. Finally, the research suggests prominent education policy reforms may exacerbate social disorganization in communities and proposes alternative policy implementations.
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Date Issued: 2016
Identifier: CFE0006335, ucf:51548
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006335

Title: Towards a Theory of Autism Spectrum Disorder Program Implementation.
Creator: Gesundheit, Ian, Martin, Suzanne, Vasquez, Eleazar, Boote, David, Edwards, John, University of Central Florida
Abstract / Description: With the increased prevalence of students qualifying for services within Autism Spectrum Disorder (ASD) programs (Odom, Cox and Brock, 2013), it is imperative that the field comes to better understand how successful programs can be replicated at scale. The implementation of effective instructional programs for students with ASD across school systems on a large scale is a difficult task. School systems have tried to replicate successful programs for diverse learners but have been largely...
Show moreWith the increased prevalence of students qualifying for services within Autism Spectrum Disorder (ASD) programs (Odom, Cox and Brock, 2013), it is imperative that the field comes to better understand how successful programs can be replicated at scale. The implementation of effective instructional programs for students with ASD across school systems on a large scale is a difficult task. School systems have tried to replicate successful programs for diverse learners but have been largely unable to do so. For students with disabilities, who perform poorly compared to their peers without disabilities (Odom et al., 2013), the need to replicate successful programs is even more pressing. This need is most pressing for students in programs for ASD whose educational outcomes lag behind those of students in programs designed for all other exceptionality categories (Cook (&) Cook, 2013). The quality with which a program is designed matters little if the fidelity with which that program is implemented is lacking. For students with disabilities who perform poorly compared to their peers without disabilities (Odom et al., 2013), the need to replicate successful programs is even more pressing. The school leader plays an important role in the development, implementation, and maintenance of effective programs for students with ASD.The purpose of this study was to document the lived experiences of school leaders who have developed and/or managed successful programs for students with ASD within their school sites. It is clear that leadership matters in school and, therefore, influences program quality (Darling-Hammond, 2010; Reeves, 2006; Waters, Marzano, (&) McNulty, 2003). School and system change is difficult work, prone to being unsuccessful(-)but improvement is possible and sustainable (Fullan, 2007).The research questions for this study were:1.What are the characteristics of a school administrator who oversees effective self-contained classroom(s) for students with ASD?2.What are the lived experiences of principals who have led teachers to implement effective classrooms for students with ASD across their school setting?3.What rewards and challenges are associated with being a school administrator with an effective exceptional education program for students with ASD?In sum, these principal participants showed an intense interest in improving support services for students with ASD. They emphasized their vision that, if given the proper support and environment, all students can succeed. The principals were diligent in supporting that vision themselves and in making connections that could help reinforce that vision. A tremendous part of supporting that vision was ensuring that staff has the appropriate skills to work effectively with students with ASD. Once success was realized in these programs, it was reinforced by the success of the students and the emotional compensation received from parents. However, leading such programs is not without its challenges. Overall, though, all of these principals were clear about setting forth a path where the schools they were leading would do what is necessary to help their students with ASD be successful.
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Date Issued: 2016
Identifier: CFE0006309, ucf:51586
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006309

involvement (4)	+ -
parental involvement (4)	+ -
Family Involvement (3)	+ -
parent involvement (3)	+ -
Involvement (2)	+ -

achievement (2)	+ -
cultural diversity (2)	+ -
presence (2)	+ -
AOS schools (1)	+ -
AOS sponsored schools (1)	+ -
ARTERIAL CORRIDORS (1)	+ -
ASD program implementation (1)	+ -
ASOS (1)	+ -
African- American (1)	+ -
American involvement (1)	+ -
Autism Spectrum Disorder (1)	+ -
Black (1)	+ -
Campus Involvement (1)	+ -
Career Development (1)	+ -
College (1)	+ -
College Students (1)	+ -
Communication Orientations (1)	+ -
Community College (1)	+ -
Community Partnership Schools (1)	+ -
Community schools (1)	+ -
Conformity Orientation (1)	+ -
Conversation Orientation (1)	+ -
Core Courses (1)	+ -
DRIVER INJURY (1)	+ -
Educational Leadership (1)	+ -

ETD Collection (19)	+ -
Honors Collection (2)	+ -

University of Central Florida (21)	+ -
Cintron Delgado, Rosa (2)	+ -
Hopp, Carolyn (2)	+ -
Abdel-Aty, Mohamed (1)	+ -
Allen, Kay (1)	+ -

Bai, Haiyan (1)	+ -
Beiler, Rosalind (1)	+ -
Beverly, Monifa (1)	+ -
Blank, William (1)	+ -
Boote, David (1)	+ -
Bowers, Clint (1)	+ -
Boyd, Tammy (1)	+ -
Brown, Susan (1)	+ -
Bryer, Thomas (1)	+ -
Camacho, Mayra (1)	+ -
Castor Dentel, Karen (1)	+ -
DAVIS, JACQUELINE (1)	+ -
Daire, Andrew (1)	+ -
DeNoon, Patricia (1)	+ -
Dieker, Lisa (1)	+ -
Doherty, Walter (1)	+ -
Doran, James (1)	+ -
Dr. Cynthia J. Hutchinson, Dr. E. Lea Witta and (1)	+ -
Edwards, John (1)	+ -
Ellis, Amy (1)	+ -
Everett, Robert (1)	+ -
Figueredo, Jorge (1)	+ -
Gesundheit, Ian (1)	+ -
Hampton, Michael (1)	+ -
Jentsch, Florian (1)	+ -

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