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Title: THE EFFECT OF GENDER, CONFIRMATION BIAS, AND METACOGNITIVE SELF ASSESSMENT OVER VARYING LEVELS OF EXPERTISE IN A VISUOSPATIAL TASK.
Creator: Ballion, Tatiana, Sims, Valerie, University of Central Florida
Abstract / Description: It has been shown that there exists a relationship between levels of metacognitive ability and estimation of personal ability for largely verbally-based tasks, where those with lessened facility for the task tend toward overestimation of their aptitude relative to their peers (Kruger and Dunning, 1999). This study examines this effect for a task of mechanical ability for volunteer participants (n = 69), where participants were given an abbreviated form of the Bennett Mechanical Comprehension...
Show moreIt has been shown that there exists a relationship between levels of metacognitive ability and estimation of personal ability for largely verbally-based tasks, where those with lessened facility for the task tend toward overestimation of their aptitude relative to their peers (Kruger and Dunning, 1999). This study examines this effect for a task of mechanical ability for volunteer participants (n = 69), where participants were given an abbreviated form of the Bennett Mechanical Comprehension Test (BMCT) to establish a level of competency. Following the administration of the BMCT, the participants were then asked to speculate on the hypothetical grade for their performance, as well as the relationship between their hypothetical grade, and the grades of others. Participants then "tutored" a hypothetical student on the solution to one of the problems found on the BMCT, and their explanations were coded for degree of bias towards confirmation versus disconfirmation that was utilized in the problem solving. It was found that females' basic ability had a greater range than males', and females on the high and low ends of competency made greater use of confirming strategies in their problem solving. This is indicative of the overall observed interaction effect between Gender, Perceived Relative Competence, and Actual Competence observed in this study.
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Date Issued: 2005
Identifier: CFE0000547, ucf:46429
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000547

Title: DIFFERENCES IN ACADEMIC PERFORMANCE AND SELF-REGULATED LEARNING BASED ON LEVEL OF STUDENT PARTICIPATION IN SUPPLEMENTAL INSTRUCTION.
Creator: Mack, Ana, Pawlas, George, University of Central Florida
Abstract / Description: This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of...
Show moreThis study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less likely to withdraw from the course than occasional or non-SI participants. In biology, no relationship between SI participation, gender, and student ethnic background was found. In chemistry, female students were significantly more likely to attend SI regularly than males. Chemistry minority students had significantly higher representation among occasional SI participants. An important implication involved the use of pedagogical approaches that make lecture classrooms more interactive and encourage student motivation and engagement. This study could be replicated in other science and non-science courses that offer SI sessions. Additional factors in the success of SI programs and student motivation can be added, such as SI leaders' experience and major. Follow-up studies on students who completed the courses included in this study can be conducted to determine whether they reenrolled in other science courses, continued attending SI sessions, and gained self-regulated learning skills.
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Date Issued: 2006
Identifier: CFE0001516, ucf:47149
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001516

Title: STUDY ON TECHNOLOGY AND LEARNING.
Creator: Bramwell, Jeremy, McConnell, Daniel S., University of Central Florida
Abstract / Description: The purpose of this research thesis is to investigate technologies effects on learning. Specifically the researchers studied the usability of intelligent personal assistant-enabled devices for learning assistance. It is assumed that using technology in educational context helps both students and educators because there is a positive effect on engagement which increases learning curves. Although, this is not always the case. The present study yielded results that were not consistent with the...
Show moreThe purpose of this research thesis is to investigate technologies effects on learning. Specifically the researchers studied the usability of intelligent personal assistant-enabled devices for learning assistance. It is assumed that using technology in educational context helps both students and educators because there is a positive effect on engagement which increases learning curves. Although, this is not always the case. The present study yielded results that were not consistent with the assumption that using any type of technology as an aid for learning has a positive effect. Further research will seek to investigate other intelligent personal assistant devices for classroom use.
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Date Issued: 2019
Identifier: CFH2000526, ucf:45642
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000526

Title: 'I AM A CRITICAL THINKER': EXPLORING THE RELATIONSHIP BETWEEN SELF-CONCEPT AND CRITICAL THINKING ABILITY.
Creator: Antler, Melissa, Whitten, Shannon, University of Central Florida
Abstract / Description: Critical thinking is an academically coveted skill important to all areas of education (Halpern, 1998). The ability to think critically requires an individual to question and possibly reject accepted ideals and authorities. A strong self-concept may play an important role in this process. The present study hypothesized a positive relationship between total self-concept and critical thinking ability. An additional purpose of this study was to explore whether self-concept accounted for more of...
Show moreCritical thinking is an academically coveted skill important to all areas of education (Halpern, 1998). The ability to think critically requires an individual to question and possibly reject accepted ideals and authorities. A strong self-concept may play an important role in this process. The present study hypothesized a positive relationship between total self-concept and critical thinking ability. An additional purpose of this study was to explore whether self-concept accounted for more of the variance in critical thinking than other correlates of the ability, such as metacognition (Halpern, 1998; Magno, 2010) and openness to experience (Clifford, Boufal, & Kurtz, 2004). The hypothesis was supported; total self-concept significantly and positively correlated with the total score of critical thinking. Regression analyses revealed self-concept was a better predictor of critical thinking, accounting for 19.2% more variance in critical thinking than metacognition and openness to experience. Overall, the results suggest that nourishing students' self-concept may support their ability to think critically.
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Date Issued: 2013
Identifier: CFH0004378, ucf:45027
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004378

Title: An Event-Related Potential Investigation of Error Monitoring in Adults with a History of Psychosis.
Creator: Chan, Chi, Bedwell, Jeffrey, Cassisi, Jeffrey, Sims, Valerie, University of Central Florida
Abstract / Description: Metacognition, which involves monitoring and controlling of one's thoughts and actions, is essential for guiding behavior and organization of information. Deficits in self-monitoring have been suggested to lead to psychosis and poor functional outcome. Abnormalities in event-related potentials originating from the anterior cingulate cortex (ACC), a brain region associated with error detection, have been consistently reported in individuals with schizophrenia during error monitoring tasks....
Show moreMetacognition, which involves monitoring and controlling of one's thoughts and actions, is essential for guiding behavior and organization of information. Deficits in self-monitoring have been suggested to lead to psychosis and poor functional outcome. Abnormalities in event-related potentials originating from the anterior cingulate cortex (ACC), a brain region associated with error detection, have been consistently reported in individuals with schizophrenia during error monitoring tasks. This study sought to examine whether these abnormalities are present in individuals with a history of psychosis across diagnostic categories and whether they are associated with subjective appraisal of self-performance and personality traits related to psychosis. The error-related negativity (ERN), the correct response negativity (CRN), and the error positivity (Pe) were recorded in 15 individuals with a history of psychosis (PSY) and 12 individuals without a history of psychosis (CTR) during performance on a flanker task. Participants also continuously rated their performance on the task and completed the Schizotypal Personality Questionnaire (-) Brief Revised (SPQ-BR). Compared with the CTR group, the PSY group exhibited reduced ERN and Pe amplitudes during error trials, but normal CRN and Pe amplitudes during correct trials. The PSY group also was less accurate at identifying their errors than the CTR group but just as accurate at identifying correct responses. Across all participants, smaller ERN amplitudes were associated with greater scores on the Disorganized factor of the SPQ-BR and smaller Pe amplitudes were associated with greater scores on the Cognitive Perceptual factor of the SPQ-BR. Individuals with a history of psychosis regardless of diagnosis demonstrated abnormal neural activity during error monitoring. Error monitoring deficits may be associated with vulnerability for psychosis across disorders.
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Date Issued: 2013
Identifier: CFE0005312, ucf:50506
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005312

Title: The Effect of Question-Answer Relationships on Ninth-Grade Students' Ability to Accurately Answer Comprehension Questions.
Creator: Stafford, Tammy, Zygouris-Coe, Vassiliki, Xu, Lihua, Boote, David, Wilson, Nance, University of Central Florida
Abstract / Description: This experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction...
Show moreThis experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction followed by three weeks of maintenance activities. Results indicated that the strategy had a negative effect on students' question-answering ability and raised questions regarding comprehension instruction, length of interventions, and the role of scaffolded support for a target population of adolescent readers. Discussion of the results revolves around interventions, QAR instruction, reading ability, and motivation of the participants.
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Date Issued: 2012
Identifier: CFE0004605, ucf:49921
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004605

Title: Training for Decision Making in Complex Environments: Instructional Methods and Individual Differences.
Creator: Ray, Jessica, Mouloua, Mustapha, Sims, Valerie, Hancock, Peter, Spain, Randall, Durlach, Paula, University of Central Florida
Abstract / Description: Increased technology reliance along with today's global fast paced society has produced increasingly complex, dynamic operating environments in disciplines as diverse as the military, healthcare, and transportation. These complex human machine systems often place additional cognitive and metacognitive demands on the operator. Thus, there is a crucial need to develop training tools for all levels of operators in these dynamic systems. The current study was designed to empirically test the...
Show moreIncreased technology reliance along with today's global fast paced society has produced increasingly complex, dynamic operating environments in disciplines as diverse as the military, healthcare, and transportation. These complex human machine systems often place additional cognitive and metacognitive demands on the operator. Thus, there is a crucial need to develop training tools for all levels of operators in these dynamic systems. The current study was designed to empirically test the effects of four training methods on performance and mental model accuracy in a microworld simulation game. It was hypothesized that process-focused guidance targeting metacognitive level processes as well as combined process and problem focused guidance would result in better performance and mental model accuracy than problem- focused guidance alone or unguided training approaches. Additionally, it was expected that individual differences in prior decision making ability, metacognitive awareness, working memory span, and fluid intelligence would moderate the relationship between the type of instructional guidance and outcomes. Results supported the development of decision-making skills through process-focused instructional guidance, particularly for initially low performing or more novice individuals. Results highlight the importance of individual learner experience prior to training. Similarly, this research aims to expand the literature by providing support for process-focused training as a method to support non-expert decision making skills. While further research needs are outlined, the current research represents an important step forward in both the theoretical literature providing support for instruction designed to support domain general decision making skills in non-experts. Practical implications regarding improved guidance for future instructional and training systems design, personnel selection, operator and system performance evaluation, and safety are also discussed.
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Date Issued: 2013
Identifier: CFE0004738, ucf:49836
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004738

Title: LEARNING AFRICAN-AMERICAN HISTORY IN A SYNTHETIC LEARNING ENVIRONMENT.
Creator: Greenwood-Ericksen, Adams, Hancock, Peter, University of Central Florida
Abstract / Description: Synthetic Learning Environments (SLEs) represent a hybrid of simulations and games, and in addition to their pedagogical content, rely on elements of story and interactivity to drive engagement with the learning material. The present work examined the differential impact of varying levels of story and interactivity on learning. The 2x2 between subjects design tested learning and retention among 4 different groups of participants, each receiving one of the 4 possible combinations of low and...
Show moreSynthetic Learning Environments (SLEs) represent a hybrid of simulations and games, and in addition to their pedagogical content, rely on elements of story and interactivity to drive engagement with the learning material. The present work examined the differential impact of varying levels of story and interactivity on learning. The 2x2 between subjects design tested learning and retention among 4 different groups of participants, each receiving one of the 4 possible combinations of low and high levels of story and interactivity. Objective assessments of participant performance yielded the unexpected finding that learners using the SLE performed more poorly than any other learning group, including the gold-standard baseline. This result is made even more surprising by the finding that participants rated their enjoyment of and performance in that condition highest among the four conditions in the experiment. This apparent example of metacognitive bias has important implications for understanding how affect, narrative structure, and interactivity impact learning tasks, particularly in synthetic learning environments.
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Date Issued: 2008
Identifier: CFE0002087, ucf:47580
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002087

Title: TRANSFORMING LEARNING INTO A CONSTRUCTIVE COGNITIVE AND METACOGNITIVE ACTIVITY:USE OF A GUIDED LEARNER-GENERATED INSTRUCTIONAL STRATEGY WITHIN COMPUTER-BASED TRAINING.
Creator: Cuevas, Haydee, Bowers, Clint, University of Central Florida
Abstract / Description: This study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). The queries were presented as "stop and think" exercises in an open-ended question format that asked learners to generate either simple (low-level elaboration) or complex (high-level...
Show moreThis study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). The queries were presented as "stop and think" exercises in an open-ended question format that asked learners to generate either simple (low-level elaboration) or complex (high-level elaboration) sentences from a list of key training concepts. Results consistently highlighted the benefit of presenting participants with low-level elaboration queries, as compared to the no-query or high-level elaboration queries. In terms of post-training cognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly more accurate knowledge organization (indicated by similarity to an expert model), better acquisition of perceptual knowledge, and superior performance on integrative knowledge assessment involving the integration and application of task-relevant concepts. Consistent with previous studies, no significant differences in performance were found on basic factual knowledge assessment. Presentation of the low-level elaboration queries also significantly improved the training program's instructional efficiency, that is, greater performance was achieved with less perceived cognitive effort. In terms of post-training metacognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly greater metacomprehension accuracy and more effective metacognitive self-regulation during training. Contrary to predictions, incorporating the high-level elaboration queries into the training consistently failed, with only a few exceptions, to produce significantly better post-training outcomes than the no-query or the low-level elaboration query training conditions. The results of this study are discussed in terms of the theoretical implications for garnering a better understanding of the cognitive and metacognitive factors underlying the learning process. Practical implications for training design are presented within the context of cognitive load theory. Specifically, the increased cognitive processing of the training material associated with the high-level elaboration queries may have imposed too great a cognitive load on participants during training, minimizing the cognitive resources available for achieving a deeper, integrative understanding of the training concepts and hindering successful performance on the cognitive measures. The discussion also highlights the need for a multi-faceted approach to training evaluation.
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Date Issued: 2004
Identifier: CFE0000265, ucf:46221
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000265

Title: AN ETHNOGRAPHIC CASE STUDY IN A BRITISH PRIMARY (ELEMENTARY) SCHOOL CLASSROOM OF ACADEMIC SELF-EFFICACY.
Creator: Iliff, Kelly, Eriksson, Gillian, University of Central Florida
Abstract / Description: An ethnographic case study of a Year 6 (5th grade) classroom in Southwest England was conducted in order to explore factors that contribute to academic self-efficacy in British education, specifically in this classroom. Data was collected through qualitative observations, a teacher interview, and student questionnaires to determine the level of academic self-efficacy in the classroom. The class consisted of 14 female students and 9 male students, ranging from ten to eleven years old. Of the...
Show moreAn ethnographic case study of a Year 6 (5th grade) classroom in Southwest England was conducted in order to explore factors that contribute to academic self-efficacy in British education, specifically in this classroom. Data was collected through qualitative observations, a teacher interview, and student questionnaires to determine the level of academic self-efficacy in the classroom. The class consisted of 14 female students and 9 male students, ranging from ten to eleven years old. Of the total number of students, parental consent was received to allow 9 boys and 7 girls to complete questionnaires. Data was analyzed by examining critical issues and comparing anecdotal records to a teacher interview and student questionnaires. Recurrent themes that materialized were: bullying, uniforms, discipline, competition, assessment, and exceptional students. Results showed that these core issues contributed to positive academic self-efficacy among students in this classroom in the context of the British educational system.
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Date Issued: 2011
Identifier: CFH0003860, ucf:44691
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003860

Title: Visual Scanpath Training for Facial Affect Recognition in a Psychiatric Sample.
Creator: Chan, Chi, Bedwell, Jeffrey, Cassisi, Jeffrey, Sims, Valerie, University of Central Florida
Abstract / Description: Social cognition is essential for functional outcome and quality of life in psychiatric patients. Facial affect recognition (FAR), a domain of social cognition, is impaired in many patients with schizophrenia and bipolar disorder. There is evidence that abnormal visual scanpath patterns may underlie FAR deficits, and metacognitive factors may impact task performance. The present study aimed to develop a brief, individually-administered, computerized training program to normalize scanpath...
Show moreSocial cognition is essential for functional outcome and quality of life in psychiatric patients. Facial affect recognition (FAR), a domain of social cognition, is impaired in many patients with schizophrenia and bipolar disorder. There is evidence that abnormal visual scanpath patterns may underlie FAR deficits, and metacognitive factors may impact task performance. The present study aimed to develop a brief, individually-administered, computerized training program to normalize scanpath patterns in order to improve FAR in patient with a psychosis history or bipolar I disorder. The program was developed using scanpath data from 19 nonpsychiatric controls (NC) while they completed a FAR tasks that involved identification of mild or extreme intensity happy, sad, angry, and fearful faces, and a neutral expression. Patients were randomized to a waitlist (WG; n = 16) or training group (TG; n = 18). Both patient groups completed a baseline FAR task (T0), the training (or a repeated FAR task as a control for WG; T1), and a post-training FAR task (T2). Patients evaluated their own performance and eyetracking data were recorded. Results indicated that the patient groups did not differ from NC on FAR performance, metacognitive accuracy, or scanpath patterns at T0. TG was compliant with the training program and showed changes in scanpath patterns during T1, but returned to baseline scanpath patterns at T2. WG and TG did not differ at T2 on FAR performance, metacognitive accuracy, or scanpath patterns. Across both patient groups, FAR performance for mild intensity emotions were more sensitive to the effect of time than for extreme intensity emotions. Exploratory analysis showed that at baseline, greater severity of negative symptoms was associated with poorer metacognitive accuracy (i.e., accuracy in their evaluation of their performance). Limitations to the study and future directions are discussed.
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Date Issued: 2016
Identifier: CFE0006280, ucf:51613
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006280

Title: Effects of Metacognitive Monitoring on Academic Achievement in an Ill-Structured Problem-Solving Environment.
Creator: Malone, Naomi, Hirumi, Atsusi, Thompson, Brenda, Bai, Haiyan, Vogel-Walcutt, Jennifer, Sadri, Houman, University of Central Florida
Abstract / Description: Higher education courses are increasingly moving online while educational approaches are concurrently shifting their focus toward student-centered approaches to learning. These approaches promote critical thinking by asking students to solve a range of ill-structured problems that exist in the real world. Researchers have found that student-centered online learning environments require students to have self-regulated learning skills, including metacognitive skills to regulate their own...
Show moreHigher education courses are increasingly moving online while educational approaches are concurrently shifting their focus toward student-centered approaches to learning. These approaches promote critical thinking by asking students to solve a range of ill-structured problems that exist in the real world. Researchers have found that student-centered online learning environments require students to have self-regulated learning skills, including metacognitive skills to regulate their own learning processes. Much of the research suggests that externally supporting students while they are learning online, either directly or indirectly, helps them to succeed academically. However, few empirical studies have investigated what levels of support are most effective for promoting students' self-regulated learning behaviors. Additionally, these studies reported conflicting results (-) some found maximum support to be most effective while others found no significant difference.The purpose of this study was to investigate the effectiveness of different levels of support for self-regulated learning during a complex learning activity to solve an ill-structured problem-solving situation in an online learning environment. In addition, the role of students' self-efficacy on their academic achievement was examined. A total of 101 undergraduate students from three international studies courses offered at a large urban Southeastern public university in the United States participated in the study. The students were randomly assigned to treatment (minimum support, maximum support) and control groups. Students' academic achievement scores were measured using a conceptual knowledge test created by the professor teaching the courses. O'Neil's (1997) Trait Self-Regulation Questionnaire measured students' self-efficacy. Analysis of Co-Variance (ANCOVA) was conducted to analyze the data. The ANCOVA results indicated significant improvement of the academic achievement of the minimum support group versus both the maximum support and control groups. Additionally, self-efficacy as a co-variable did not significantly impact students' achievement scores in any of the groups.The overall results indicated that it is important to consider the level of self-regulated learning support when designing online learning environments promoting students' critical thinking skills. Promoting students' self-regulated learning skills is vital when designing online higher education courses.
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Date Issued: 2017
Identifier: CFE0006762, ucf:51833
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006762

Title: Eighth-Grade Students Reading Nonfiction Literature on the iPad: An Exploratory Case Study.
Creator: Cardullo, Victoria, Zygouris-Coe, Vassiliki, Wegmann, Susan, Hoffman, Bobby, Wilson, Nance, University of Central Florida
Abstract / Description: The intent of this qualitative research study was to investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. Analysis of the Common Core State Standards (CCSS) calls for close reading requiring readers to interact with the text to create meaning (Fisher, n.d.). With this in mind, the researcher investigated reading strategies students used to support their reading as well as what role the iPad features played in the reading process....
Show moreThe intent of this qualitative research study was to investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. Analysis of the Common Core State Standards (CCSS) calls for close reading requiring readers to interact with the text to create meaning (Fisher, n.d.). With this in mind, the researcher investigated reading strategies students used to support their reading as well as what role the iPad features played in the reading process. Several theoretical perspectives informed the framework for this study: (a) New Literacies theory, (b) transactional theory, (c) constructivist theory, and (d) metacognition theory. These perspectives focused on the reading comprehension strategies students used to facilitate reading comprehension while reading nonfiction text on an e-reader, specifically on an iPad. Data sources for this study included the following: (a) retrospective think alouds; (b) student questionnaire about iPad knowledge and experiences; (c) pre-study student interview; (d) post-study student interview; (e) Metacognitive Awareness of Reading Strategies Inventory (MARSI); (f) student observations; and (g) teacher interview. Pre-selection data for the collective case study participants were used to identify proficient readers who displayed confidence, competency, and control over text. The criteria used for participant selection included (a) reading skills using Lexile Levels, (b) MARSI survey, and (c) iPad use survey to determine prior knowledge of iPad. Three themes emerged in the collective case study that were directly related to the analysis. Students used a combination of (a) reading comprehension strategies, (b) nonfiction features, and (c) iPad features to support their reading of nonfiction on the iPad. Analysis of the data revealed three distinct groups for which recommendations were made: (a) classroom teachers, (b) publishers, and (c) researchers.
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Date Issued: 2013
Identifier: CFE0004662, ucf:49884
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004662

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

Title: Tracing Literacy Practices of Multilingual Writing Tutors.
Creator: Nieves, Somaily, Rounsaville, Angela, Hall, Mark, Pinkert, Laurie, University of Central Florida
Abstract / Description: Research in writing studies has focused on multilingual writers and the rhetorical affinity they gain from shuttling between multiple languages (Lorimer Leonard, 2014; Guerra, 2004) Writing center studies have focused on multilingual writing tutors and have argued the need to use more tutors who are literate in more than one language because they possess skills that can be useful in writing centers (Lape, 2013; Thonus, 2014). However, not much research has been conducted to better understand...
Show moreResearch in writing studies has focused on multilingual writers and the rhetorical affinity they gain from shuttling between multiple languages (Lorimer Leonard, 2014; Guerra, 2004) Writing center studies have focused on multilingual writing tutors and have argued the need to use more tutors who are literate in more than one language because they possess skills that can be useful in writing centers (Lape, 2013; Thonus, 2014). However, not much research has been conducted to better understand what literacy practices these multilingual writing tutors develop that make them better equipped in writing center tutoring sessions. This thesis focuses on a case study of a multilingual writing tutor and traces her literacy practices through the collection of a literacy history interview, three video-recordings of tutoring sessions, and a stimulated recall interview in which segments from the sessions are the focus of the interview. The thesis employs New Literacy Studies (Barton and Hamilton, 1998; Heath, 2001) and Canagarajah's (2013) translingualism as a lens to identify literacy practices that stem from a multilingual upbringing and the ways they manifest in tutoring sessions. The findings of this study reveal two main literacy practices that are prevalent in the tutor's tutoring strategies, empathy and rhetorical attunement. More importantly, the study reveals the complexities of tracing literacy practices across time. Through data analysis, I claim that the participant's rhetorical attunement may have derived from her multilingual upbringing as many researchers suggest (Lorimer Leonard, 2014; Guerra, 2004). Ultimately, my research also argues that these practices were amplified by other factors in her life that helped foster her rhetorical learning and led to a metacognitive practice. I assert that through her exposure to rhetorical education in the tutor training course, the Writing and Rhetoric major, and the continual training and practice of tutoring, her rhetorical affinity is developed into a metacognitive practice in which she thinks critically about the moves she is making in her tutoring session, rather than simply reacting to changes in the session; she thinks of the various effects her decisions may have on the learning occurring in the session. The results of this study demonstrate the complexities of tracing literacy practices over time and argue for a less linear approach to tracing literacy practices. By understanding the ways informal and formal education affect the development of those practices, we can better trace those practices from its origin through its progression in order to understand how those practices are enhanced through various domains. Although this study begins to address the literacy practices that are distinct to multilingual writing tutors, it is limited due to the number of participants that took part in this study. More research needs to be conducted to study the literacy practices of multilingual writing tutors.
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Date Issued: 2017
Identifier: CFE0006631, ucf:51285
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006631

Title: Momentum, Moment, Epiphany: The Psychological Intersection of Motion Picture, the Still Frame, and Three-Dimensional Form.
Creator: Gerstein, Mark, Poindexter, Carla, Buyssens, Ryan, Adams, JoAnne, University of Central Florida
Abstract / Description: My journey from Hollywood Film production to a Fine Arts practice has been shaped by theory from Philosophy of Mind, Cognitive Psychology, Film, and Art, leading me to a new visual vocabulary at the intersection of motion picture, the still image, and three-dimensional form.I create large mixed media collages by projecting video onto photographs and sculptural forms, breaking the boundaries of the conventional film frame and exceeding the dynamic range of typical visual experience. My work...
Show moreMy journey from Hollywood Film production to a Fine Arts practice has been shaped by theory from Philosophy of Mind, Cognitive Psychology, Film, and Art, leading me to a new visual vocabulary at the intersection of motion picture, the still image, and three-dimensional form.I create large mixed media collages by projecting video onto photographs and sculptural forms, breaking the boundaries of the conventional film frame and exceeding the dynamic range of typical visual experience. My work explores emotional connections and fissures within family, and hidden meanings of haunting memories and familiar places.I am searching for an elusive type of perceptual experience characterized by an instantaneous shift in perspective(-)an (")aha(") moment of epiphany when suddenly I have the overpowering feeling that I am both seeing and aware that I am seeing.
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Date Issued: 2018
Identifier: CFE0007003, ucf:52035
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007003

Title: THE IMPACT OF MEDITATION AND MINDFULNESS IN THE ELEMENTARY CLASSROOM: A REVIEW OF RESEARCH LITERATURE ACROSS FIVE DISCIPLINES.
Creator: Routhier-Martin, Kayli, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: Mindfulness meditation programs, benefits, and outcomes were examined through research previously conducted and published by professionals within five differing disciplines: health and wellness, psychology, elementary education, exceptional education, and medicine. The goal was to find common themes within the differing disciplines in order to gather information about the effectiveness of a mindfulness meditation program to be used in an elementary classroom. In this thesis, the chapter of...
Show moreMindfulness meditation programs, benefits, and outcomes were examined through research previously conducted and published by professionals within five differing disciplines: health and wellness, psychology, elementary education, exceptional education, and medicine. The goal was to find common themes within the differing disciplines in order to gather information about the effectiveness of a mindfulness meditation program to be used in an elementary classroom. In this thesis, the chapter of Health and Wellness is a review of literature that tells the benefits found within meditators, which are not found within non-meditators. The chapter of Psychology explains the social-emotional needs of students, the causes of stress and anxieties amongst students, and the benefits that meditation provides in order to counter the negative effects of stress, anxiety, poverty, etc. The chapter of Elementary Education reviews research literature on the existing mindfulness meditation programs within the United States. This chapter also describes the implementation of such a program in an elementary school, as well as the documented data of the outcomes of the programs. The chapter of Exceptional Education is a review of the research literature on the benefits mindfulness meditation has on students with exceptionalities, such as specific learning disabilities, attention deficit hyperactivity disorder, and autism spectrum disorder. The chapter of Medicine is a retelling of previously published scholarly articles that list the neurological benefits of meditation, and also references the negative side effects to the currently prescribed medications that are being used in the treatment of ADHD.
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Date Issued: 2015
Identifier: CFH0004877, ucf:45424
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004877

Title: Metaphoric Competence as a Means to Meta-Cognitive Awareness in First-Year Composition.
Creator: Dadurka, David, Scott, John, Marinara, Martha, Wallace, David, University of Central Florida
Abstract / Description: A growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for...
Show moreA growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for scholars to trace students' as well as their instructors' assumptions and beliefs about writing. In this study, I contend that metaphor is a pathway to meta-cognitive awareness, mindfulness, and reflection. This multi-method descriptive study applies metaphor analysis to a corpus of more than a dozen first-year composition students' end-of-semester writing portfolios; the study also employs an auto-ethnographic approach to examining this author's texts composed as a graduate student and novice teacher. In several cases writing students in this study appeared to reconfigure their metaphors for writing and subsequently reconsider their assumptions about writing. My literature review and analysis suggests that metaphor remains an underutilized inventive and reflective strategy in composition pedagogy. Based on these results, I suggest that instructors consider how metaphoric competence might offer writers and writing instructors an alternate means for operationalizing key habits of mind such as meta-cognitive awareness, reflection, openness to learning, and creativity as recommended in the Framework for Success in Post-Secondary Writing. Ultimately, I argue that writers and teachers might benefit from adopting a more flexible attitude towards metaphor. As a rhetorical trope, metaphors are contextual and, thus, writers need to learn to mix, discard, create, and obscure metaphors as required by the situation.
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Date Issued: 2012
Identifier: CFE0004303, ucf:49475
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004303

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