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

Title: UNDERSTANDING THE ROLE OF SOCIAL CAPITAL IN EXPERTISE COORDINATION IN INFORMATION SYSTEMS DEVELOPMENT (ISD) TEAMS.
Creator: Hsu, Shih-Chieh, Jiang, James, University of Central Florida
Abstract / Description: Information system development (ISD) project is a knowledge-intensive teamwork process which requires members to coordinate their expertise to generate the final outcome. Breakdown or coordination and insufficient knowledge integration have been reported as critical factors which lead to ISD project failure. Most existing coordination literature focus on the effect of administrative coordination mechanisms toward project performance which hints that more efforts are needed to understand...
Show moreInformation system development (ISD) project is a knowledge-intensive teamwork process which requires members to coordinate their expertise to generate the final outcome. Breakdown or coordination and insufficient knowledge integration have been reported as critical factors which lead to ISD project failure. Most existing coordination literature focus on the effect of administrative coordination mechanisms toward project performance which hints that more efforts are needed to understand expertise coordination and explore ways to improve it. Addressing the above issues, two studies in this dissertation attempt to understand expertise coordination within the IS development team based on social capital perspective. The first study, based on intention-behavior literature, knowledge management research, and Gerwin's (2004) coordination model, investigates relationships among willingness, competence, and actual expertise coordination. The relationships between expertise coordination and teamwork outcomes are also examined. The second study incorporates social capital theory and examines (1) dependencies among three dimensions of social capital and (2) linkage between social capital and expertise coordination. Data collected from more than five hundred information systems project team members was used to test the proposed hypotheses. The analysis results confirmed most of the hypotheses. This dissertation contributes to coordination, project management, and team mental model research through many perspectives. In each study, directions for management practice and future research are discussed.
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Date Issued: 2008
Identifier: CFE0002347, ucf:47816
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002347

Title: The Relationship between Mentoring and Social Status at Work: A Social Network Status Study.
Creator: Flowers, Lakeesha, Jentsch, Kimberly, Fritzsche, Barbara, Wooten, William, Chepenik, Nancy, University of Central Florida
Abstract / Description: Mentoring is an important means of developing talent. Typically, mentoring involves two individuals (-) a mentor, who provides career development and psychosocial support to a less experienced counterpart (the prot(&)#233;g(&)#233;). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine...
Show moreMentoring is an important means of developing talent. Typically, mentoring involves two individuals (-) a mentor, who provides career development and psychosocial support to a less experienced counterpart (the prot(&)#233;g(&)#233;). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine potential but unconfirmed outcomes of mentoring such as social network status. This study examined the relationships between several individual characteristics, namely social intelligence and emotional intelligence, and mentoring relationships. In addition, this study examined the relationships between mentoring and social network status. In this non-experimental study, there were several unique relationships among these constructs. The results indicate a person's social intelligence is indicative of their status as a mentor (or not a mentor) but is not related to status as a prot(&)#233;g(&)#233; (or not a prot(&)#233;g(&)#233;). In addition, a mentor's perception of the costs and benefits of mentoring were explained by the prot(&)#233;g(&)#233;'s social intelligence and emotional intelligence. A mentor's social intelligence also explained the quality of the mentoring given. Finally, a mentor's social network status was related to the prot(&)#233;g(&)#233;'s social network status but this relationship was not due to the mentoring received. This study provides one of the first examinations of the relationship between mentoring and social network status and provides areas for future research and practical considerations.
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Date Issued: 2012
Identifier: CFE0004308, ucf:49478
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004308

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

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

Title: IDENTITY DEVELOPMENT, SOCIAL SUPPORT, AND MOTHERHOOD.
Creator: Rosado, Dayanara, Berman, Steven L., University of Central Florida
Abstract / Description: Adolescent pregnancy creates challenges for this minority population in balancing their motherhood identity with continuing to develop their identity at the adolescent stage, which presents a social problem today. The intent of this thesis is to explore the relationship between identity, adjustment, and social support among college students who were adolescent mothers. The following surveys: Personal Network Matrix (PNM), The Identity Distress Scale (IDS), and The Dimension of Identity...
Show moreAdolescent pregnancy creates challenges for this minority population in balancing their motherhood identity with continuing to develop their identity at the adolescent stage, which presents a social problem today. The intent of this thesis is to explore the relationship between identity, adjustment, and social support among college students who were adolescent mothers. The following surveys: Personal Network Matrix (PNM), The Identity Distress Scale (IDS), and The Dimension of Identity Development Scale (DIDS), were administered through the UCF SONA system. Participants were divided into three groups: mothers who had their first child as a teenager (teen mothers; n = 6), mothers who had their first child at 20 years or older (older mothers; n = 12), and women who have never had children (non-mothers; n = 182). Overall, the results of the study indicated that non-mothers tended to ruminate more than older mothers and the more social support mothers received as an adolescent, the less likely they were to ruminate at the adolescent stage. Moreover, older mothers displayed less identity exploration in breadth than non-mothers and adolescent mothers. Future researchers is needed to further investigate the relationship between social support, adjustment, and identity distress, in order to start building intervention research in assisting adolescent mothers in their struggle with identity development, emotional support, and for the well-being of their offspring.
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Date Issued: 2016
Identifier: CFH2000096, ucf:45560
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000096

Title: How do after-school staff use social networks to support at-risk youth? A social capital analysis.
Creator: Philp, Katherine, Gill, Michele, Biraimah, Karen, Bai, Haiyan, Hewitt, Randall, University of Central Florida
Abstract / Description: Little is known about the social capital of adults in after-school settings or the ways in which they use social contacts to support youth success, particularly for at-risk youth. Their effectiveness as brokers for learning opportunities may depend on aspects of their social capital: both the quantity and quality of their social networks as well as their attitudes and beliefs related to seeking help from social contacts. This mixed-methods study surveyed 50 after-school program staff serving...
Show moreLittle is known about the social capital of adults in after-school settings or the ways in which they use social contacts to support youth success, particularly for at-risk youth. Their effectiveness as brokers for learning opportunities may depend on aspects of their social capital: both the quantity and quality of their social networks as well as their attitudes and beliefs related to seeking help from social contacts. This mixed-methods study surveyed 50 after-school program staff serving teens in high-poverty neighborhoods to examine the characteristics of adult social capital and to explore attitudes towards mobilizing social resources to support youth. Surveys measured social network size (total contacts), network social status (average prestige of known occupations), and network orientations, as well as social resource mobilization (brokering). The results of an initial logistic regression found that only total known contacts was a significant predictor of resource mobilization. Six participants were identified for follow-up interviews. Exposing youth to novel experiences emerged as a critical theme related to youth interest development and adult brokering action. Interviews also indicated that structural elements of youth programs might influence the need for staff to draw on personal connections, suggesting possible targets for intervention. This study provides novel insight into the characteristics of the social networks held by adults working in after-school programs, as well as into the attitudes and beliefs held by these individuals towards brokering learning opportunities for youth.
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Date Issued: 2019
Identifier: CFE0007707, ucf:52419
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007707

Title: Taxonomy of Affective Curriculum for Gifted Learners.
Creator: Cavilla, Derek, Eriksson, Gillian, Hynes, Mike, Hopp, Carolyn, Vitale, Thomas, University of Central Florida
Abstract / Description: Teaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic,...
Show moreTeaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning (CASEL) has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their full potential. The proposed Taxonomy of Affective Curriculum for Gifted Learners is intended to provide a framework to reduce the disparity in focus between cognitive and social-emotional development for a population that requires affective support in response to the effects of asynchronous development as well as an inherent proclivity for heightened capacity for emotional intelligence and moral development. Through the research-based definition and sequence of specific affective constructs, the taxonomy leads gifted learners toward their full potential through the eventual development of specific social-emotional abilities, such as harmonious passion (Vallerand et. al, 2003), acceptance of ambiguity (Urban, 2014), willingness to view failure as opportunity for growth (Dweck, 2006), and an increased ability to set and attain meaningful goals (Dweck, 1986). Qualitative data from both practitioners and experts as well as suggested implementation and evaluation of a pilot study further inform the framework's development with implications surrounding the stimulation of greater levels of internal locus of control as well as a clarification of the role of teacher versus counselor of the gifted.
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Date Issued: 2016
Identifier: CFE0006087, ucf:50946
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006087

Title: THE ROLE OF WEB 2.0 AND SOCIAL MEDIA COMMUNITY IN EDUCATION AS A FORM OF TEACHER PERSONAL PROFESSIONAL DEVELOPMENT.
Creator: Smith, Brandi, Gunter, Glenda, University of Central Florida
Abstract / Description: Teachers are facing greater technological demands. They are expected to use and teach their students to use various forms of collaborative technology (Partnership for 21st Century Learning, 2010). Personal professional development is professional development that teachers seek on their own, strictly on a voluntary basis, so that they can meet the needs of their students or address issues that are unique to their classroom. This study used a survey to examine the relationship between how...
Show moreTeachers are facing greater technological demands. They are expected to use and teach their students to use various forms of collaborative technology (Partnership for 21st Century Learning, 2010). Personal professional development is professional development that teachers seek on their own, strictly on a voluntary basis, so that they can meet the needs of their students or address issues that are unique to their classroom. This study used a survey to examine the relationship between how teachers' reported using social media community in education for personal professional development and the criteria for effective professional development, teachers' integration practices, teachers' frequency of collaboration, and teachers' ability to communicate with colleagues. The results revealed a relationship between the criteria that a professional development be content specific and coherent and integrated with teachers' daily lives and whether or not teachers report using social media community in education as a form of professional development. There was also a statistically significant relationship between the frequency of technology integration, the reported level of technology integration, and the feeling of growth based on whether or not teachers used social media community in education to enhance professional practices. A statistically significant relationship was found between the frequency at which teachers report collaborating on technology integration projects with colleagues in social media communities in education and whether or not respondents use Social media community in education connect with other educational professionals. Finally, a statistically significant relationship was found between how comfortable participants are giving technology integration advice to colleagues in social media communities in education based on whether or not respondents use social media community in education to share materials and ideas. Based on the findings of the study, several implications can be made regarding the use of social networks for personal professional development. First, the use of social networks for personal professional development is best when there is content specificity and cohesion with teachers' personal and professional goals. Secondly the users of a social network for personal professional development must purposeful in their reasons for using the social network, users must perceive themselves as capable of learning and they must have the willingness to commit to learning. Another implication is that increased levels of ownership for the material in social media communities in education would result in greater frequency of collaboration. Finally, teachers' perceptions of their integration abilities will determine if teachers will use social networks to communicate professionally with colleagues.
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Date Issued: 2011
Identifier: CFE0004027, ucf:49179
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004027

Title: BUSINESS CASE STUDIES IN SUSTAINABILITY PRACTICES.
Creator: Lynch, Sheri L, Combs, James G., University of Central Florida
Abstract / Description: Protecting the environment for future generations is crucial. Although businesses are under strong pressure to support sustainability, many leaders find it challenging to meet the environmental needs of the present without negatively impacting their economic goals. This paper describes some methods that businesses have adopted to effectively manage environmental issues and offer an opportunity for competitive advantage. In particular, three case studies show ways that the companies have...
Show moreProtecting the environment for future generations is crucial. Although businesses are under strong pressure to support sustainability, many leaders find it challenging to meet the environmental needs of the present without negatively impacting their economic goals. This paper describes some methods that businesses have adopted to effectively manage environmental issues and offer an opportunity for competitive advantage. In particular, three case studies show ways that the companies have embraced and integrated sustainability into their strategic planning process, which helped them achieve growth and success in the context of social and environmental concerns. The paper shows how these businesses have chosen to embrace sustainability to minimize the negative impact in our environment, society, and economy. The case studies can help managers define and prioritize their sustainability goals, achieve social and economic value, and transform these environmental investments into sources of competitive advantage. This paper can be beneficial to other businesses who desire to move beyond compliance of the law and become proactive in helping our environment for future generations.
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Date Issued: 2016
Identifier: CFH2000100, ucf:45523
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000100

Title: DEVELOPMENTAL CHALLENGES AND OPPORTUNITIES OF BRAZIL IN THE 21ST CENTURY.
Creator: Ribeiro, Henrique, Sadri, Houman, University of Central Florida
Abstract / Description: As Brazil develops into the first South American world power many changes in its society, economy and political system are necessary for a successful transformation. Nevertheless this is no easy task as the country battles corruption, vast inequality and a severe problem with freedom of information within the media. For decades the Brazilian mainstream media has been controlled by elite political forces together with elite families influencing and controlling many factors that are responsible...
Show moreAs Brazil develops into the first South American world power many changes in its society, economy and political system are necessary for a successful transformation. Nevertheless this is no easy task as the country battles corruption, vast inequality and a severe problem with freedom of information within the media. For decades the Brazilian mainstream media has been controlled by elite political forces together with elite families influencing and controlling many factors that are responsible for social, economic and political development. As new developments and implementations in the last fifteen years have been ongoing within Brazil, such as welfare programs, social reforms, hosting of international sporting events and the emergence and popularity of social networking technology, millions within the Brazilian Nation have been able to ascend out of poverty and into a new era of diversity of information, political participation and greater awareness of the problems within their own society. The time has finally come of when the Brazilian people have the ability to react and mobilize against the forces and factors that for decades have perpetuated several unfavorable conditions within Brazil.
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Date Issued: 2015
Identifier: CFH0004897, ucf:45411
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004897

Title: THE EFFECT OF SOCIAL PRESENCE ON TEACHER TECHNOLOGY ACCEPTANCE, CONTINUANCE INTENTION, AND PERFORMANCE IN AN ONLINE TEACHER PROFESSIONAL DEVELOPMENT COURSE.
Creator: Smith, Jo, Sivo, Stephen, University of Central Florida
Abstract / Description: The purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to...
Show moreThe purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to provide classroom teachers with the latest knowledge of research-based instructional reading strategies. The course was offered over a 10-14 week period during the Spring 2006 semester through a public state university. Structural equation modeling was used to create a path analytic model extending the TAM to include two additional constructs: sociability and social presence. In addition, gains in instructional reading strategies knowledge (performance) were examined. Using this expanded version of the TAM, the study examined the causal relationships between sociability, social presence, perceived usefulness, perceived ease of use, continuance intention, and gains. Online distance education research has indicated that social presence can influence post-secondary students' attitude and persistence within a web-based course. However a paucity of research exists on how technology acceptance and social presence impacts teachers within an online teacher professional development setting. Path analysis, univariate analysis of variance, and independent t-tests in SPSS v12.0 for Windows were used to analyze the data. The results suggest that the hypothesized extended model was a good fit. The model did indicate that both perceived ease of use and perceived usefulness were determinants of teachers' intent to continue using oTPD for future professional development needs.
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Date Issued: 2006
Identifier: CFE0001455, ucf:47064
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001455

Title: Building Educator Capacity in Support of Student Achievement on Florida's United States History End-of-Course Assessment.
Creator: Skinner, Stacy, Hopp, Carolyn, Robinson, Edward, Vitale, Thomas, Hayes, Grant, University of Central Florida
Abstract / Description: Florida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the...
Show moreFlorida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the use of the U.S. History EOC Assessment Professional Learning Series to build educator capacity in support of student achievement on the Assessment. Implementation of professional learning could address the disparity between the legislated Assessment and its potential impacts. Tyler's (1949) curriculum development rationale and Shulman's (1986) notion of pedagogical content knowledge provided a conceptual framework for the proposed professional learning. Professional learning experiences were designed to include (1) an assessment simulation, (2) a correlation of simulated assessment items to item specifications, (3) a test item writing practicum, and (4) model lessons. The series was designed to support pedagogical content knowledge growth in planning, teaching, and assessing United States History; and improve instructional and professional efficacy. The ultimate purpose of the series is to improve teaching and learning to support student achievement on U.S. History EOC Assessment.
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Date Issued: 2014
Identifier: CFE0005417, ucf:50419
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005417

Title: Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom.
Creator: Brooks, Lisa, Dixon, Juli, Andreasen, Janet, Ortiz, Enrique, University of Central Florida
Abstract / Description: This qualitative study documents the establishment of new social and sociomathematical norms in a second grade classroom. The teacher allowed students to speak directly to one another without having to raise their hands first during whole group mathematics instruction. Reform efforts in mathematics and the standards for mathematical practice contained in the Common Core State Standards call for students to discuss their reasoning with each other. Data were collected through interviews with...
Show moreThis qualitative study documents the establishment of new social and sociomathematical norms in a second grade classroom. The teacher allowed students to speak directly to one another without having to raise their hands first during whole group mathematics instruction. Reform efforts in mathematics and the standards for mathematical practice contained in the Common Core State Standards call for students to discuss their reasoning with each other. Data were collected through interviews with the teacher and students, field notes, and video-recorded lessons over the course of 23 days. An online survey tool was utilized to share selected video of the teacher's instruction. Initial professional development topics were chosen from research in mathematics education related to the social construction of understanding. Ongoing professional development was responsive to what occurred during instruction. The literature suggests that teachers often utilize traditional teaching methods and struggle to deviate from established patterns regardless of their desire to implement change. The teacher in this study learned that allowing students to talk openly provided him with insight into their mathematical conceptions and misconceptions. The students initially viewed mathematics as a set of rules to follow and exhibited the role of passive recipients of information. This changed as students were provided opportunities to participate in discussions and in doing so developed a new understanding of their role during mathematics lessons. Mathematical errors became a catalyst for communication and were viewed by students as opportunities for assisting their peers.
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Date Issued: 2014
Identifier: CFE0005308, ucf:50517
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005308

Title: RELATIONSHIP BETWEEN ADOLESCENT BEHAVIOR AND CIVIC ENGAGEMENT.
Creator: Ernst, Michael, Murray, Barbara, University of Central Florida
Abstract / Description: Citizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic...
Show moreCitizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.
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Date Issued: 2005
Identifier: CFE0000764, ucf:46585
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000764

Title: A Design and Implementation Plan for Professional Development and Curriculum Modules of Historical Literacy in the Social Studies Classroom.
Creator: Cowgill, Daniel, Hopp, Carolyn, Vitale, Thomas, Fine, Terri, Scheiner, Cicely, University of Central Florida
Abstract / Description: The goal of this dissertation in practice was to create professional development and curriculum modules focused on historical literacy in order to help teachers fully engage students in learning historical literacy skills. Historical literacy is the ability to understand the importance of the source of a document, being able to close read a text, to place a source within its proper context, and to corroborate the information from one source to another. The implementation of a program of this...
Show moreThe goal of this dissertation in practice was to create professional development and curriculum modules focused on historical literacy in order to help teachers fully engage students in learning historical literacy skills. Historical literacy is the ability to understand the importance of the source of a document, being able to close read a text, to place a source within its proper context, and to corroborate the information from one source to another. The implementation of a program of this nature is designed to help teachers and students develop these skills with the hope that it positively impacts not only student learning in the social studies classroom, but will also have a positive impact on student test scores, student college experiences, students' future careers, and students' role within our civic society.Included within this dissertation in practice is a model for how to facilitate an effective professional development program that helps increase teacher efficacy, teacher skill level, and teacher use of historical literacy. This model pays special attention to ensuring that teachers also see how the demands of various standards and teacher evaluation systems can be addressed through the use of historical literacy. Suggested use for this dissertation in practice is the creation of professional development programs that help schools implement best practices throughout the learning organization.
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Date Issued: 2015
Identifier: CFE0005775, ucf:50057
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005775

Title: When Social Allergies Flare Up in Close Relationships: A Relational Turbulence Model Explanation.
Creator: Hochstadt, Naomi, Weger, Harry, Hastings, Sally, Miller, Ann, University of Central Florida
Abstract / Description: Romantic relationships commonly endure rough patches. The relational turbulence model and the social allergy phenomenon may account for such rough transitions. A social allergy is an idiosyncratic social behavior that involuntarily stirs up irritation in an individual, either with or without the intention of the transgressor. As the behavior is repeated, tolerance for the bothersome allergen dwindles. This paper investigates the connections between relational turbulence and social allergies....
Show moreRomantic relationships commonly endure rough patches. The relational turbulence model and the social allergy phenomenon may account for such rough transitions. A social allergy is an idiosyncratic social behavior that involuntarily stirs up irritation in an individual, either with or without the intention of the transgressor. As the behavior is repeated, tolerance for the bothersome allergen dwindles. This paper investigates the connections between relational turbulence and social allergies. The relational turbulence model describes individuals' severe reactions to various turning points in an interpersonal relationship, and combines the effects of increased intimacy, relational uncertainty, and partner interference. Based on the turbulence model, the author predicted curvilinear relationships between intimacy and social allergen occurrence as well as between intimacy and negative emotional impact of social allergens. Based on the social allergen literature, the author predicted social allergen occurrence and repeated arguments about social allergens would both associate positively with relationship turbulence. Partial support was found for each prediction.
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Date Issued: 2013
Identifier: CFE0004863, ucf:49691
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004863

Title: DEVELOPING THE INDIVIDUAL TO STRENGTHEN THE WHOLE: THE APPLICATION OF VIEWPOINTS TRAINING TO IMPACT THE SOCIAL COGNITIVE DEVELOPMENT OF ACTORS IN A HIGH SCHOOL ENSEMBLE.
Creator: Horn, Elizabeth, Listengarten, Julia, University of Central Florida
Abstract / Description: This research explores the application of Viewpoints and Composition training with a cast of high school students to measure changes in the social cognitive development (SCD) of individuals and the collective group. The research centers on the writing of Michael F. Mascolo and Deborah Margolis, which takes a coactive approach to the relationship between oneÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â's social cognitive development...
Show moreThis research explores the application of Viewpoints and Composition training with a cast of high school students to measure changes in the social cognitive development (SCD) of individuals and the collective group. The research centers on the writing of Michael F. Mascolo and Deborah Margolis, which takes a coactive approach to the relationship between oneÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â's social cognitive development and how it is manifested in his or her actions within a social group. Using this framework, the researcher assesses the personality types within the cast and analyzes how utilizing Viewpoints training creates shifts within these personalities. The researcher approaches this study from both a theoretical standpoint as a student during a two-week intensive training course for adults with SITI Company, and a practical standpoint in the direction of a fully mounted production with high school actors. The objective of the research is to propose a method to implement advanced Viewpoints training within a high school ensemble in order to cultivate ensemble and ultimately aid the social cognitive development of the individual actors.
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Date Issued: 2010
Identifier: CFE0002996, ucf:47936
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002996

Title: Audience Engagement in Theatre for Young Audiences: Teaching Artistry to Cultivate Tomorrow's Theatre-Goers.
Creator: Woods-Robinson, Julie, Horn, Elizabeth, Wood, Vandy, Boyd, Belinda, University of Central Florida
Abstract / Description: As a teaching artist and theatre educator, I believe an important part of the theatre-going experience is when an audience engages with the play before and after the performance: learning about context, analyzing the production, and identifying themes relevant to the play. Theatre is a powerful teaching tool with regards to empathy and political and social awareness, but also, for young audiences, theatre can help students understand content in other subject areas like language arts, history,...
Show moreAs a teaching artist and theatre educator, I believe an important part of the theatre-going experience is when an audience engages with the play before and after the performance: learning about context, analyzing the production, and identifying themes relevant to the play. Theatre is a powerful teaching tool with regards to empathy and political and social awareness, but also, for young audiences, theatre can help students understand content in other subject areas like language arts, history, and even health. This thesis develops best practices for creating effective audience engagement with young people in theatre(&)nbsp;in the form of Field Trip Plus at Orlando Repertory Theatre, an enrichment program linking professional season productions to pre- and post-show workshops. It explores(&)nbsp;the following questions: What is audience engagement, and what are the benefits of audience engagement practices on retention and meaning-making? What is the history of audience engagement in Theatre for Young Audiences, and what are some examples of TYA companies intentionally engaging young people before and after performances? It(&)nbsp;focuses specifically on the development of Theatre-In-Education in the United Kingdom as an example of integrated drama and education practice which is supported by the pedagogy of Lev Vygotsky, Dorothy Heathcote, and Augusto Boal. It considers how the work of these theorists can also be applied to Field Trip Plus. This thesis is the personal exploration of a teaching artist(&)nbsp;practicing engagement strategies within Orlando Repertory Theatre, an established Theatre for Young Audiences,(&)nbsp;that will help young people make connections between state education standards and the play, cultivate their curiosity for learning through the arts, and become life-long active audience members.
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Date Issued: 2018
Identifier: CFE0007115, ucf:51949
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007115

Title: The Design and Evaluation of a Video Game to Help Train Perspective-Taking and Empathy in Children with Autism Spectrum Disorder.
Creator: Hughes, Darin, Vasquez, Eleazar, Kincaid, John, Marino, Matthew, Lindgren, Robb, University of Central Florida
Abstract / Description: This paper discusses the design, implementation, and evaluation of a serious game intended to reinforce applied behavior analysis (ABA) techniques used with children with autism spectrum disorder (ASD) by providing a low cost and easily accessible supplement to traditional methods. Past and recent research strongly supports the use of computer assisted instruction in the education of individuals with ASD (Moore (&) Calvert, 2000; Noor, Shahbodin, (&) Pee, 2012). Computer games have been shown...
Show moreThis paper discusses the design, implementation, and evaluation of a serious game intended to reinforce applied behavior analysis (ABA) techniques used with children with autism spectrum disorder (ASD) by providing a low cost and easily accessible supplement to traditional methods. Past and recent research strongly supports the use of computer assisted instruction in the education of individuals with ASD (Moore (&) Calvert, 2000; Noor, Shahbodin, (&) Pee, 2012). Computer games have been shown to boost confidence and provide calming mechanisms (Griffiths, 2003) while being a safe environment for social exploration and learning (Moore, Cheng, McGrath, (&) Powell, 2005). Games increase children's motivation and thus increase the rate of learning in computer mediated environments (Moore (&) Calvert, 2000). Furthermore, children with ASD are able to understand basic emotions and facial expressions in avatars more easily than in real-world interactions (Moore, Cheng, McGrath, (&) Powell, 2005).Perspective-taking (also known as role-taking) has been shown to be a crucial component and antecedent to empathy (Gomez-Becerra, Martin, Chavez-Brown, (&) Greer, 2007; Peng, Lee, (&) Heeter, 2010). Though symptoms vary across children with ASD, perspective-taking and empathy are abilities that have been shown to be limited across a wide spectrum of individuals with ASD and Asperger's disorder (Gomez-Becerra, Martin, Chavez-Brown, (&) Greer, 2007). A game called WUBeeS was developed to aid young children with ASD in perspective taking and empathy by placing the player in the role of a caregiver to a virtual avatar. It is hypothesized that through the playing of this game over a series of trials, children with ASD will show an increase in the ability to discriminate emotions, provide appropriate responses to basic needs (e.g. feeding the avatar when it is hungry), and be able to communicate more clearly about emotions.
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Date Issued: 2014
Identifier: CFE0005184, ucf:50654
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005184

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