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Title: A Binary Approach for Selective Recognition of Nucleic Acids and Proteins.
Creator: Cornett, Evan, Kolpashchikov, Dmitry, Self, William, Ye, Jingdong, University of Central Florida
Abstract / Description: The design of probes for the selective recognition of biopolymers (nucleic acids and proteins) is a fundamental task for studying, diagnosing, and treating diseases. Traditional methods utilize a single component (small molecule or oligonucleotide) that binds directly to the target biopolymer. However, many biopolymers are unable to be targeted with this approach. The overarching goal of this dissertation is to explore a new, binary approach for designing probes. The binary approach requires...
Show moreThe design of probes for the selective recognition of biopolymers (nucleic acids and proteins) is a fundamental task for studying, diagnosing, and treating diseases. Traditional methods utilize a single component (small molecule or oligonucleotide) that binds directly to the target biopolymer. However, many biopolymers are unable to be targeted with this approach. The overarching goal of this dissertation is to explore a new, binary approach for designing probes. The binary approach requires two components that cooperatively bind to the target, triggering a recognition event. The requisite binding of two-components allows the probes to have excellent selectivity and modularity.The binary approach was applied to design a new sensor, called operating cooperatively (OC) sensor, for recognition of nucleic acids, including selectively differentiating between single nucleotide polymorphisms (SNPs). An OC sensor contains two oligonucleotide probe strands, called O and C, each with two domains. The first domain contains a target recognition sequence, whereas the second domain is complementary to a molecular beacon (MB) probe. Binding of both probe strands to the fully matched analyte generates a full MB probe recognition site, allowing a MB to bind and report the presence of the target analyte. Importantly, we show that the OC sensor selectively discriminates between single nucleotide polymorphisms (SNPs) in DNA and RNA targets at room temperature, including those with stable secondary structures. Furthermore, the combinatorial use of OC sensors to create a DNA logic gate capable of analyzing DNA sequences of Mycobacterium tuberculosis is described.The binary approach was also applied to design covalent inhibitors for HIV-1 reverse transcriptase (RT). In this application, two separate pre-reactive groups were attached to a natural RT ligand, deoxythymidine triphosphate (dTTP). Upon binding of both dTTP analogs in the RT active site, the pre-reactive groups are brought into the proper proximity and react with each other forming an intermediate that subsequently reacts with an amino acid side chain from the RT. This leads to covalent modification of RT, and inhibition of its DNA polymerase activity. This concept was tested in vitro using dTTP analogs containing pre-reactive groups derived from ?-lactamase inhibitors clavulanic acid (CA) and sulbactam (SB). Importantly, our in vitro assays show that CA based inhibitors are more potent than zidovudine (AZT), a representative of the dominant class of RT inhibitors currently used in anti-HIV therapy. Furthermore, molecular dynamics simulations predict that complexes of RT with these analogs are stable, and point to possible reaction mechanisms. The inhibitors described in this work may serve as the basis for the development of the first covalent inhibitors for RT. Moreover, the pre-reactive groups used in this study can be used to design covalent inhibitors for other targets by attaching them to different ligands. Overall, the work presented herein establishes the binary approach as a straightforward way to develop new probes to selectively recognize nucleic acids and proteins.
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Date Issued: 2015
Identifier: CFE0006031, ucf:51010
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006031

Title: A bioarchaeological study of osteoarthritis of agro-pastoralists from Mistihalj, Bosnia and Herzegovina: a lifestyle set in time.
Creator: Manoni, Zorina, Toyne, J. Marla, Dupras, Tosha, Schultz, John, University of Central Florida
Abstract / Description: Activity stresses are an important factor in the development, patterning, and severity of osteoarthritis. This bioarchaeological thesis explores the prevalence and patterning of osteoarthritis between individuals buried at a Late Medieval Necropolis and a church Crypt built in the 19th century at the Mistihalj site in Bosnia and Herzegovina to understand the physiological effects of their peasant agro-pastoralist lifestyle. Composite scores of osteoarthritis were generated for visual...
Show moreActivity stresses are an important factor in the development, patterning, and severity of osteoarthritis. This bioarchaeological thesis explores the prevalence and patterning of osteoarthritis between individuals buried at a Late Medieval Necropolis and a church Crypt built in the 19th century at the Mistihalj site in Bosnia and Herzegovina to understand the physiological effects of their peasant agro-pastoralist lifestyle. Composite scores of osteoarthritis were generated for visual observations of upper limb joints (shoulder, elbow, and wrist) and lower limb joints (hip, knee, and ankle) of 37 female and 39 male adult (between 20 and 50 or more years of age) skeletons. These were analyzed and compared by limb, age, sex, and time period. Low ranking peasant status for individuals was inferred by the location and type of burial. Odds ratio analyses show a positive correlation between the prevalence of osteoarthritis and age among Necropolis individuals. Correlation by age is expected, as the prevalence of osteoarthritis increases due to senescence and longer exposure to activities. A positive correlation between the severity of osteoarthritis and burial location between male skeletons overall and among older adults suggests that distinctive factors, perhaps differential workloads, played a role in the effects of this condition among these individuals. The reasons for the lack of any other significant differences in the osteoarthritic effects within and between the individuals from the two burial locations are discussed, including systemic factors that might lead to generalized osteoarthritis. However, overall these data suggest that the individuals within and between these time periods were generally involved in similar activities reflecting long term traditional lifestyles that continued over centuries. This thesis adds to the nascent bioarchaeological knowledge about past populations from Bosnia and Herzegovina and contributes to an anthropological understanding of lifestyles and their effect on physiological health.
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Date Issued: 2018
Identifier: CFE0007222, ucf:52213
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007222

Title: A BIOCULTURAL ANALYSIS OF NUBIAN FETAL POT BURIALS FROM ASKUT, SUDAN.
Creator: Britton, Lauren, Dupras, Tosha, University of Central Florida
Abstract / Description: The skeletal remains in this study were excavated from the Nubian archaeological island fortress site of Askut (ca. 1850 BC - 1070 BC, New Kingdom/Third Intermediate period), located at the 2nd Cataract of the Nile river in Sudan. These remains were recovered as part of an archaeological expedition from 1962-1964, which was an effort to learn as much as possible about this site before the building of the High Dam in Aswan. Seven fetal skeletons (dated ca. 1260-770 BC) were examined for their...
Show moreThe skeletal remains in this study were excavated from the Nubian archaeological island fortress site of Askut (ca. 1850 BC - 1070 BC, New Kingdom/Third Intermediate period), located at the 2nd Cataract of the Nile river in Sudan. These remains were recovered as part of an archaeological expedition from 1962-1964, which was an effort to learn as much as possible about this site before the building of the High Dam in Aswan. Seven fetal skeletons (dated ca. 1260-770 BC) were examined for their biocultural significance. Biological analysis of these individuals indicates a range in developmental age from 36 to 40 weeks gestation. Three of the seven individuals show signs of pathology, including vertebral lesions, a deformed sphenoid, and cranial infectious bone reaction. These individuals, all interred in ceramic pots, were excavated from the pomoerium (the religious/sacred boundary or symbolic wall) of Askut's fortress. The interment style and burial location indicate that these individuals were treated differently in comparison to the children and adults of Askut, who were most likely buried in the cemeteries along the banks of the Nile. As Nubia was an Egyptian colony at this point in history, Egyptian influences and ideology would have had a large impact on Nubian culture, and this is reflected in the burial treatment of these individuals. Biocultural analyses of these individuals are used to interpret the particular burial patterns of these individuals.
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Date Issued: 2009
Identifier: CFE0002920, ucf:47993
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002920

Title: A Blue Flower: The Development of a Personal Documentary.
Creator: Taranger, Nils, Mills, Lisa, Stoeckl, Ula, Sandler, Barry, University of Central Florida
Abstract / Description: A Blue Flower is a feature-length documentary film by Nils Taranger, made as part of the requirements for earning a Master of Fine Arts in Entrepreneurial Digital Cinema from the University of Central Florida. The film focuses on the director's journey to find healing, both physically and emotionally.Following the guidelines of UCF's program, Nils produced the film on a microbudget (under $50,000) level. The majority of filming took place in Florida with only a one or two person crew. This...
Show moreA Blue Flower is a feature-length documentary film by Nils Taranger, made as part of the requirements for earning a Master of Fine Arts in Entrepreneurial Digital Cinema from the University of Central Florida. The film focuses on the director's journey to find healing, both physically and emotionally.Following the guidelines of UCF's program, Nils produced the film on a microbudget (under $50,000) level. The majority of filming took place in Florida with only a one or two person crew. This thesis is a record of the film's progression from development to picture lock, in preparation for distribution.
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Date Issued: 2012
Identifier: CFE0004607, ucf:49915
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004607

Title: A BLUEPRINT FOR PLANNING AND DESIGNING STAGED-AUTHENTIC HERITAGE ATTRACTIONS IN SMALL ISLAND NATIONS.
Creator: Lasten, Earney, Pizam, Abraham, University of Central Florida
Abstract / Description: The purpose of this largely qualitative study was to develop a blueprint for planning and designing a staged-authentic heritage tourist attraction for small island nations. Data were gathered and analyzed in three phases. In Phase I, existing and potential supply, demand, and external variables associated with staged-authentic heritage attractions were identified, and a preliminary planning model and conceptual framework was developed. In Phase II, the model was refined. A blueprint...
Show moreThe purpose of this largely qualitative study was to develop a blueprint for planning and designing a staged-authentic heritage tourist attraction for small island nations. Data were gathered and analyzed in three phases. In Phase I, existing and potential supply, demand, and external variables associated with staged-authentic heritage attractions were identified, and a preliminary planning model and conceptual framework was developed. In Phase II, the model was refined. A blueprint containing seven major questions and 26 sequential steps was developed. In Phase III, the blueprint was tested using focus groups and an online tourist survey in the Caribbean region (Aruba) in order to determine the extent to which it could be useful to those responsible for the development of staged-authentic heritage tourist attractions. It was concluded that (a) the devised blueprint is appropriate and effective for planning and designing a staged-authentic heritage attraction for small island nations, (b) the seven questions and 26 steps developed to support the methodological flowchart ensure attention to essential activities and events in the planning and designing of a staged-authentic heritage attraction, and (c) continuous collaboration among all stakeholders is required in planning and designing staged-authentic heritage attractions so as to ensure commitment of those who would be contributors, supporters, and developers of the project. Implications for the use of the blueprint and for staged-authentic heritage attractions were offered. Also presented were recommendations for future research.
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Date Issued: 2010
Identifier: CFE0003450, ucf:48406
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003450

Title: A BURKEAN METHOD FOR ANALYZING ENVIRONMENTAL RHETORIC.
Creator: Stewart, John, Dombrowski, Paul, University of Central Florida
Abstract / Description: The work of Kenneth Burke provides a method of rhetorical analysis that is useful in terms of bringing features of texts to the surface that are not readily apparent, such as how they produce identification in their audiences, and in revealing rhetorical factors related to but outside the text, for example the authors' motives. Burke's work is wide-ranging and open to many interpretations, so it can be difficult to apply. This study condenses some of his more important concepts into a...
Show moreThe work of Kenneth Burke provides a method of rhetorical analysis that is useful in terms of bringing features of texts to the surface that are not readily apparent, such as how they produce identification in their audiences, and in revealing rhetorical factors related to but outside the text, for example the authors' motives. Burke's work is wide-ranging and open to many interpretations, so it can be difficult to apply. This study condenses some of his more important concepts into a simplified method which has several practical applications; it focuses on how Burke's theories can be applied to analyzing environmental texts, and helps reveal how those texts are rhetorically effective. This method is also shown to be useful for rhetoricians and other students of language in analyzing the motives and meanings behind complicated texts. An example analysis is developed in detail to demonstrate the utility of this approach for analyzing environmental rhetoric and help clarify how to apply it to other texts. A publication by the Center for Ecoliteracy (CEL), a nonprofit organization engaged in environmental education, provides the basis for a concrete example of applying this method to a current work of environmental rhetoric. The CEL serves as an example of current environmental organizations and their rhetoric, and a Burkean analysis of its publications begins by revealing some of the principles operating in the texts that make them rhetorically effective. This analysis also goes beyond basic dialectics to question how the texts function as "symbolic action" and how they fit into Burke's hierarchic system of language. The method developed in this study not only determines how the text produces identification in an audience, but also the motives behind producing the text. The CEL's publications are good representative examples of current environmental writing, so the conclusions drawn from an analysis of the CEL's texts can be applied to other environmental rhetoric.
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Date Issued: 2009
Identifier: CFE0002594, ucf:48248
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002594

Title: A Case Study Evaluation of Quality Standards and Online Faculty Development.
Creator: O'Brien, Erin, Gunter, Glenda, Hartshorne, Richard, Thompson, Kelvin, Vitale, Thomas, Haggerty, Dorothy, University of Central Florida
Abstract / Description: This dissertation in practice was designed to provide an evaluation case study of two institutions, one college and one university, in the field of online learning and quality assurance. The writer evaluated these two institutions of higher learning to discover what online teaching criteria are required and what quality assurance processes are being used to assess the quality of the institutions' online courses. An analysis of the data revealed that both institutions were at the appropriate...
Show moreThis dissertation in practice was designed to provide an evaluation case study of two institutions, one college and one university, in the field of online learning and quality assurance. The writer evaluated these two institutions of higher learning to discover what online teaching criteria are required and what quality assurance processes are being used to assess the quality of the institutions' online courses. An analysis of the data revealed that both institutions were at the appropriate stage of development, support, training and quality assurance measures for their sizes, online populations and for the length of time they have been involved in online learning. Findings revealed that both institutions had a quality assurance process in place that is appropriate to their location, population and faculty. There is much to be learned by examining the two different credentialing and quality assurance approaches to online teaching and learning that these two different institutions employ for anyone interested in improving their institutions' processes.
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Date Issued: 2015
Identifier: CFE0005855, ucf:50919
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005855

Title: A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards.
Creator: Howse, Tashana, Dixon, Juli, Haciomeroglu, Erhan, Andreasen, Janet, Adams, Thomasenia, University of Central Florida
Abstract / Description: This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support...
Show moreThis collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers' depth and breadth of their knowledge of CRT and SMP3.
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Date Issued: 2013
Identifier: CFE0005005, ucf:50009
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005005

Title: A Case Study of a Solar Augmented Heating System Versus A Solar Assisted Heat Pump.
Creator: Braleski, Louis P., Klee, Harold, Engineering
Abstract / Description: Florida Technological University College of Engineering Thesis; The usage and applications of solar energy are numerous; however, it's still in its infancy. The subject matter discusses two applications of solar energy, a "Solar Augmented Heated System" and a "Solar Assisted Heat Pump." The solar augmented system and the solar assisted system have the same components; however, the way they are used is of primary concern. A solar system in parallel with a heat pump is called "Solar Augmented...
Show moreFlorida Technological University College of Engineering Thesis; The usage and applications of solar energy are numerous; however, it's still in its infancy. The subject matter discusses two applications of solar energy, a "Solar Augmented Heated System" and a "Solar Assisted Heat Pump." The solar augmented system and the solar assisted system have the same components; however, the way they are used is of primary concern. A solar system in parallel with a heat pump is called "Solar Augmented Heating System" or in series with a heat pump is a "Solar Assisted Heat Pump" A 2000 ft2 house was utilized as the basis of the design. The heating load was calculated from the construction materials. With this information the collector area, tank volume and heat pump sizes were determined. Once the system size and design was completed, TRNSYS, a "Transient Simulation Program" was used to simulate the two systems. A comparison was made of the two systems for a 21 day period to determine which of the two systems is more advantageous to use.
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Date Issued: 1978
Identifier: CFR0008158, ucf:53079
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008158

Title: A CASE STUDY OF FOUR YEARS DOCUMENTING THE CHANGES IN THE PROCESS OF SELF-REPORTING ACADEMIC PROGRAM PLANS ALONGSIDE THE PERCEPTIONS OF PROGRAM COORDINATORS.
Creator: Kulkarni, Kedar, Martin, Suzanne, University of Central Florida
Abstract / Description: Major Advisors: Suzanne Martin, Ph.D., Laura Blasi, Ph.D. Universities in the United States of America are faced with numerous challenges concerning quality assurance such as the quest for Continuous Quality Improvement. Implementation of technology has been a priority of many developing institutions of higher education. A large metropolitan institution of higher education has put into practice a technology based, on-line program quality assessment system, for its academic and administrative...
Show moreMajor Advisors: Suzanne Martin, Ph.D., Laura Blasi, Ph.D. Universities in the United States of America are faced with numerous challenges concerning quality assurance such as the quest for Continuous Quality Improvement. Implementation of technology has been a priority of many developing institutions of higher education. A large metropolitan institution of higher education has put into practice a technology based, on-line program quality assessment system, for its academic and administrative programs. This dissertation was a study of the changes reported over four years, 2001-2005, within ten initial teacher preparation undergraduate programs at the College of Education at this institution. Using a mixed method approach, this study addressed the following primary questions: 1. Since the system was introduced; a. Has the process of monitoring quality in the academic units changed? b. If changes have occurred in the program plans, how have they been documented and implemented? 2. What are the limitations/benefits of the system, as perceived by its users? This study is a case for its readers to understand the process of quality improvement as practiced in a college of education within a metropolitan university.
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Date Issued: 2006
Identifier: CFE0001042, ucf:46805
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001042

Title: A Case Study of High School Administrators' Self-Perceived Readiness to be Digital Instructional Leaders.
Creator: Sanchez Corona, Brian, Taylor, Rosemarye, Baldwin, Lee, Ceballos, Marjorie, Shepherd, Andrew, University of Central Florida
Abstract / Description: The purpose of this study was to determine the readiness of an administrative team (N = 7) to provide digital instructional leadership, in the context of one high school, as well as examine possible outcomes related to student achievement, as measured by Florida Standards Assessment English Language Arts scale scores (FSA, 2018). This instrumental case study design (Fraenkel, Wallen, (&) Hyun, 2015) incorporated mixed-methods data collection and qualitative analysis. Data were collected from...
Show moreThe purpose of this study was to determine the readiness of an administrative team (N = 7) to provide digital instructional leadership, in the context of one high school, as well as examine possible outcomes related to student achievement, as measured by Florida Standards Assessment English Language Arts scale scores (FSA, 2018). This instrumental case study design (Fraenkel, Wallen, (&) Hyun, 2015) incorporated mixed-methods data collection and qualitative analysis. Data were collected from three distinct sources for triangulation: qualitative semi-structured interviews, Digital Instructional Leadership Readiness Instrument [DILRI(&)copy;] (Taylor (&) Shepherd, 2016) knowledge and confidence construct participant item selections, and Grade 9 and Grade 10 Florida Standards Assessment (FSA) English Language Arts 2018 student scale scores (FSA, 2018). Administrator perceptions of teachers' integration of technology in instruction were examined via constructs of (a) characteristics of learning and (b) levels of technology integration contained within the Technology Integration Matrix [TIM(&)copy;] (FCIT, 2018) framework. Findings support administrators' ability to recognize emergent levels of teachers' integration of technology in instruction. Findings also inform professional learning experiences for administrators supporting teachers in one-to-one digital school environments. Implications for practice include a need for sustained ongoing professional learning for administrators on the selected technology integration framework. School district administrators may seek to ensure that the selected technology integration framework, the TIM(&)copy; (FCIT, 2018) in this instrumental case study (Fraenkel et al., 2015), is presented as a sustained shared vision (Richardson (&) Sterrett) for both instructional and administrative personnel within the organization. Recommendations for future research include collecting similar data from multiple schools within a school district and from numerous school districts. Replication of this study is suggested in various regions of the United States. Also, a longitudinal follow-up study is suggested to examine change in administrator digital instructional leadership over time.
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Date Issued: 2019
Identifier: CFE0007722, ucf:52454
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007722

Title: A Case Study of High School Teacher Induction Programs in One Urban Florida School District.
Creator: Bray, Tayler, Taylor, Rosemarye, Ceballos, Marjorie, Baldwin, Lee, Swan, Bonnie, University of Central Florida
Abstract / Description: The purpose of this mixed-method study was to investigate high school teacher induction programs in one large urban Florida school district according to criteria identified in the literature, referred to as constructs in the study. In addition, this study sought to determine the relationship, if any, between school-based teacher induction programs and retention rates of first-year high school teachers. Using a triangulation approach, qualitative data were collected through a document analysis...
Show moreThe purpose of this mixed-method study was to investigate high school teacher induction programs in one large urban Florida school district according to criteria identified in the literature, referred to as constructs in the study. In addition, this study sought to determine the relationship, if any, between school-based teacher induction programs and retention rates of first-year high school teachers. Using a triangulation approach, qualitative data were collected through a document analysis of individual high school faculty handbooks and online platforms, and by conducting interviews with the high school induction program designees. Grounded theory and the constant comparative method were utilized to code and further analyze data. Evidence of induction program constructs was recorded and scored using the High School Teacher Induction Matrix. Analysis of quantitative data utilized Pearson's r Correlation and an independent samples t-test. Findings, generated from seven high school induction program designees (N = 7) demonstrated varied implementation of induction program practices across the participant schools. The presence of research-based induction program constructs in high school induction programs did not exceed the 60% threshold. Additionally, qualitative findings demonstrated high school induction coordinators establish program practices and guidelines differently across the high schools. While the majority of high school induction program coordinators in this study received support from their school or the school district, other induction coordinators were left on their own. Statistical analysis revealed no statistical significance between participation in high school teacher induction programs and first-year high school teacher retention. Furthermore, inferential statistics discovered no statistically significant difference in the relationship of first-year high school teacher retention and certification type. However, due to a small n, the results of the study were limited to this context and not generalizable. The conclusions and recommendations of this study can support school district leaders and high school administrators in determining the practices, guidelines, and implementation related to teacher induction programs that are consistent with retaining first-year teachers.
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Date Issued: 2019
Identifier: CFE0007605, ucf:52553
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007605

Title: A CASE STUDY OF THE EFFECTS OF INQUIRY BASED PROFESSIONAL DEVELOPMENT THROUGH THE USE OF A MENTOR ON AN ALTERNATIVELY CERTIFIED ELEMENTARY TEACHER'S SCIENCE TEACHING SELF-EFFICACY.
Creator: Thrift, Michelle, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: One alternatively certified elementary teacher was the subject of this sixteen week research study on science teaching self-efficacy. The researcher taught inquiry based student level science lessons to the fourth grade teacher. The teacher participant, in turn, taught those same lessons to her class while the researcher observed and took field notes. The participant responded to specific open ended questions in a journal after each science experience and also completed three interviews with...
Show moreOne alternatively certified elementary teacher was the subject of this sixteen week research study on science teaching self-efficacy. The researcher taught inquiry based student level science lessons to the fourth grade teacher. The teacher participant, in turn, taught those same lessons to her class while the researcher observed and took field notes. The participant responded to specific open ended questions in a journal after each science experience and also completed three interviews with the researcher. Each sequential lesson from the researcher was then modified based on participant needs. The participant completed the STEBI (Science Teaching Efficacy Belief Instrument) as a pre and post test to measure the effects of the above mentioned activities. The collected data from the STEBI was reported quantitatively. The collected data from the reflective journal entries and interviews were reported qualitatively. After careful analysis of the data gathered for this case study, the researcher came to the conclusion that inquiry based professional development through the use of a mentor affected the alternatively certified elementary teacher's science teaching self-efficacy. The subject maintained a positive attitude about the use of a mentor for the duration of the study and her Personal Science Teaching Efficacy increased or stayed the same on all of the STEBI questions. Limitations of the study as well as recommendations for further research were also discussed.
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Date Issued: 2007
Identifier: CFE0001618, ucf:47189
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001618

Title: A CASE STUDY OF THE LIBRARIES IN THE VANGUARD LEARNING COLLEGES.
Creator: Swaine, Linda G, Magann, Doug, University of Central Florida
Abstract / Description: This study was conducted to determine the characteristics of a learning-centered library from the perspective of the libraries in the 12 Vanguard Learning Colleges which were participants in the Learning College Project sponsored by the League for Innovation in the Community College. The 12 Vanguard Learning Colleges were: Cascadia Community College (WA), Community College of Baltimore County (MD), Community College of Denver (CO), Humber College, (Ontario), Kirkwood Community College (IA),...
Show moreThis study was conducted to determine the characteristics of a learning-centered library from the perspective of the libraries in the 12 Vanguard Learning Colleges which were participants in the Learning College Project sponsored by the League for Innovation in the Community College. The 12 Vanguard Learning Colleges were: Cascadia Community College (WA), Community College of Baltimore County (MD), Community College of Denver (CO), Humber College, (Ontario), Kirkwood Community College (IA), Lane Community College, OR), Madison Area Technical College (WI), Moraine Valley Community College (IL), Palomar College (CA), Richland College (TX), Sinclair Community College (OH), and Valencia Community College (FL).Furthermore, the researcher was interested in discovering the extent to which the learning-centered concept had been implemented in these libraries as it related to the objectives of the Learning College Project and to chronicle the journeys of the libraries to become more learning-centered. The case study methodology was selected as the most appropriate method for collecting data from the libraries. The researcher interviewed the library administrators or their designees using a semi-structured telephone interview format. The interview questions were open-ended in nature and were developed based on the objectives of the Learning College Project under the guidance of a panel of experts from the fields of information studies and qualitative research. An analysis of the data derived from the telephone interviews and archival documents was analyzed using qualitative analysis strategies. The researcher sought to identify recurring patterns. Findings indicated that a learning-centered library: (a) supports the teaching and learning processes of the college, (b) empowers library staff to be facilitators of learning, (c) conducts strategic planning and assessment, (d) markets its services and resources to its learning community, (e) has facilities that are welcoming and conducive to the learning needs of its users, and (f) uses benchmarking with peer libraries and other organizations to improve its resources and services. When the library administrators or their designees rated the level of learning-centeredness attained by their libraries on a scale of one to ten with one being lowest and ten being highest, the most frequently reported level was 7 and the mean was 6.75. Findings on the implementation of the objectives of the Learning College Project suggested that while the libraries had made tremendous strides in this endeavor, their journeys were not yet completed.
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Date Issued: 2004
Identifier: CFE0000045, ucf:46123
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000045

Title: A CASE STUDY OF THE LIBRARIES IN THE VANGUARD LEARNING COLLEGES.
Creator: Swaine, Linda G, Magann, Doug, University of Central Florida
Abstract / Description: This study was conducted to determine the characteristics of a learning-centered library from the perspective of the libraries in the 12 Vanguard Learning Colleges which were participants in the Learning College Project sponsored by the League for Innovation in the Community College. The 12 Vanguard Learning Colleges were: Cascadia Community College (WA), Community College of Baltimore County (MD), Community College of Denver (CO), Humber College, (Ontario), Kirkwood Community College (IA),...
Show moreThis study was conducted to determine the characteristics of a learning-centered library from the perspective of the libraries in the 12 Vanguard Learning Colleges which were participants in the Learning College Project sponsored by the League for Innovation in the Community College. The 12 Vanguard Learning Colleges were: Cascadia Community College (WA), Community College of Baltimore County (MD), Community College of Denver (CO), Humber College, (Ontario), Kirkwood Community College (IA), Lane Community College, OR), Madison Area Technical College (WI), Moraine Valley Community College (IL), Palomar College (CA), Richland College (TX), Sinclair Community College (OH), and Valencia Community College (FL).Furthermore, the researcher was interested in discovering the extent to which the learning-centered concept had been implemented in these libraries as it related to the objectives of the Learning College Project and to chronicle the journeys of the libraries to become more learning-centered. The case study methodology was selected as the most appropriate method for collecting data from the libraries. The researcher interviewed the library administrators or their designees using a semi-structured telephone interview format. The interview questions were open-ended in nature and were developed based on the objectives of the Learning College Project under the guidance of a panel of experts from the fields of information studies and qualitative research. An analysis of the data derived from the telephone interviews and archival documents was analyzed using qualitative analysis strategies. The researcher sought to identify recurring patterns. Findings indicated that a learning-centered library: (a) supports the teaching and learning processes of the college, (b) empowers library staff to be facilitators of learning, (c) conducts strategic planning and assessment, (d) markets its services and resources to its learning community, (e) has facilities that are welcoming and conducive to the learning needs of its users, and (f) uses benchmarking with peer libraries and other organizations to improve its resources and services. When the library administrators or their designees rated the level of learning-centeredness attained by their libraries on a scale of one to ten with one being lowest and ten being highest, the most frequently reported level was 7 and the mean was 6.75. Findings on the implementation of the objectives of the Learning College Project suggested that while the libraries had made tremendous strides in this endeavor, their journeys were not yet completed.
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Date Issued: 2004
Identifier: CFE0000141, ucf:46165
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000141

Title: A CASE STUDY OF THE PERCEPTIONS OF PRINCIPALS OF VOUCHER ELIGIBLE HIGH SCHOOLS IN FLORIDA.
Creator: Bolen, Robert, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The publication of A Nation at Risk in 1983 has prompted a series of attempts to revise the educational system's outcomes. Legislative and executive reform bills have resulted in Educational Vouchers being a prime source of reform. A case study of the perceptions of public high school principals in Florida that are at Voucher Eligible high schools to those perceptions of principals at schools graded 'A' as of the 2002-03 academic school year was the focus of this study. Four...
Show moreThe publication of A Nation at Risk in 1983 has prompted a series of attempts to revise the educational system's outcomes. Legislative and executive reform bills have resulted in Educational Vouchers being a prime source of reform. A case study of the perceptions of public high school principals in Florida that are at Voucher Eligible high schools to those perceptions of principals at schools graded 'A' as of the 2002-03 academic school year was the focus of this study. Four public high school principals from two Florida districts were used in this study. Two schools were identified as Voucher Eligible and graded "F" and two were examples of best practices or graded "A" or "B". Analyzed data identified recurring patterns between the four schools.Both advocates and detractors view of vouchers would be given a full historical review. Included in the research were the four major educational criteria of educational vouchers that were used in voucher development policy. The three major components of Florida's Voucher Programs, along with the No Child Left Behind Act were examined along with accountability measures and parent/student rights. The data revealed that there was a positive relationship between the minority rate of a school and the school's grade. Data also revealed that it would be beneficial for all schools and communities to work together to address the reading level issue as these programs have shown a positive relationship between the overall reading level and the school's grade.
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Date Issued: 2007
Identifier: CFE0001565, ucf:47152
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001565

Title: A Case Study of the Percieved Effectiveness of the Two-Semester, Job-Embedded Internship.
Creator: Osmond, Stephanie, Taylor, Rosemarye, Baldwin, Lee, Kennedy, Mary, Zugelder, Bryan, University of Central Florida
Abstract / Description: The purpose of the study was to examine the perceived effectiveness of the two-semester, job-embedded internship for the development of effective Science, Technology, Engineering, and Mathematics (STEM) teachers. Students who were enrolled in the Resident Teacher Professional Preparation Program (RTP3) were able to earn a Master's in the Art of Teaching (MAT), which included a two-semester, job-embedded internship. This study was designed to analyze the perceived effectiveness of the two...
Show moreThe purpose of the study was to examine the perceived effectiveness of the two-semester, job-embedded internship for the development of effective Science, Technology, Engineering, and Mathematics (STEM) teachers. Students who were enrolled in the Resident Teacher Professional Preparation Program (RTP3) were able to earn a Master's in the Art of Teaching (MAT), which included a two-semester, job-embedded internship. This study was designed to analyze the perceived effectiveness of the two-semester, job-embedded internship model at one urban high school from not only the resident teachers', but also designees and stakeholders of the RTP3. Resident teachers participated in the two-semester, job-embedded internship with the support of school site based mentors, school district and school site coaches, and university intern coordinators. The resident teachers participated in all aspect of the teaching process, and were evaluated using the school site evaluation instrument. As part of their internship, the resident teachers were evaluated using the Internship Assessment Summary Sheet. The resident teachers were also asked to participate in Lesson Study. Data were gathered through both qualitative and quantitative sources. To collect qualitative data, interviews were conducted with the resident teachers, school site designees, school district designees and university designees. Each respondent was asked 10 questions developed by the researcher and vetted by experts in the field. The questions were designed to gather perceptions of effectiveness in preparation of the resident teachers, as well as strengths and weaknesses of the model. Recommendations for future use of the two-semester, job-embedded internship model were also gathered. Quantitative data were collected and analyzed using the Internship Assessment Summary Sheet to assess the perception of the intern coordinators.The findings were that the two-semester, job-embedded internship was overall perceived as an effective model in preparing STEM teachers. The model allowed resident teachers to be engaged in the teaching process from the beginning of the school year. The support that was given throughout the internship was beneficial in helping resident teachers with teaching practice. It was recommended that using frequent and actionable feedback should be continued. The one weakness of the model was the need for more pedagogical preparation, especially in the area of classroom management.
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Date Issued: 2015
Identifier: CFE0005860, ucf:50935
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005860

Title: A CASE STUDY OF THE RELATIONSHIP BETWEEN PROFESSIONAL LEARNING COMMUNITY IMPLEMENTATION AND ADEQUATE YEARLY PROGRESS OF CENTRAL FLORIDA URBAN SCHOOLS.
Creator: Ellis, Amanda, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The focus of this research was to examine the professional learning of school instructional and administrative staff as they focused on the elements of becoming a professional learning community. Existing research examined the components and behaviors collectively or independently. This research describes the relational data between the critical elements of focus, the leader, teams, and individual teacher as related to student achievement. It was determined through the literature review and...
Show moreThe focus of this research was to examine the professional learning of school instructional and administrative staff as they focused on the elements of becoming a professional learning community. Existing research examined the components and behaviors collectively or independently. This research describes the relational data between the critical elements of focus, the leader, teams, and individual teacher as related to student achievement. It was determined through the literature review and results of this study that there were constructs of professional learning communities that were related to student achievement. In particular, a statistically significant relationship between proficiency in reading and teacher reflection was found. Additional behaviors of teachers and leaders were discussed in relation to increased student achievement. Suggested uses for the study included the consideration of practices by leaders in creating professional learning communities that support student achievement. An additional suggestion was the utilization of reflective practice and action research as means for increased student achievement.
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Date Issued: 2010
Identifier: CFE0003179, ucf:48619
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003179

Title: A Case Study of the Self-efficacy of High School Aged Underrepresented Minority Women Entering the Medical Pipeline.
Creator: Dames, Jennifer, Jeanpierre, Bobby, Butler, Malcolm, Hopp, Carolyn, Beverly, Monifa, University of Central Florida
Abstract / Description: This study focused on the self-efficacy and experiences described by a purposively sampled case (n = 8) of high school-aged underrepresented minority women (URMW) as they entered the medical career pipeline through their participation in a formal medical pipeline program. The study was framed by three theories: intersectionality, positionality, and self-efficacy. Research questions were analyzed qualitatively, using case study methods, and quantitatively, using a paired sample t-test. Study...
Show moreThis study focused on the self-efficacy and experiences described by a purposively sampled case (n = 8) of high school-aged underrepresented minority women (URMW) as they entered the medical career pipeline through their participation in a formal medical pipeline program. The study was framed by three theories: intersectionality, positionality, and self-efficacy. Research questions were analyzed qualitatively, using case study methods, and quantitatively, using a paired sample t-test. Study data revealed that participants came into the program with high levels of self-efficacy in several self-efficacy factors. Yet, participants in the pipeline program made significant improvements in their self-assertive efficacy.Analysis of other data revealed that students remained motivated and persisted in the pursuit of their aspirations in spite of challenges they encountered because of their ethnicities and gender. Also, students described a lack of engagement with science courses, indicated poor relationships with science instructors, and revealed inadequate understanding of important high science content that, along with ethnic and gendered factors, caused them to negatively position themselves in science. This study provides valuable information to K-12 science educators, medical education institutions, and policy makers concerned with extending science education and healthcare-related career opportunities to minority women.
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Date Issued: 2014
Identifier: CFE0005321, ucf:50522
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005321

Title: A CASE STUDY OF THE STUDENT ACADEMIC SUPPORT SYSTEM: STATE UNIVERSITY SYSTEM OF FLORIDA.
Creator: Hill, Helen, Magann, Douglas, University of Central Florida
Abstract / Description: ABSTRACT In 1985, the Florida Legislature mandated the development of a computer assisted academic advisement program for the State University System. This study of the Student Academic Support System (SASS) explored the administrator and advisor viewpoints, rather than traditional student perception assessments, in order to add to the understanding of computer assisted advising as it now stands in the State of Florida. The goal of this research was to determine the best practices of computer...
Show moreABSTRACT In 1985, the Florida Legislature mandated the development of a computer assisted academic advisement program for the State University System. This study of the Student Academic Support System (SASS) explored the administrator and advisor viewpoints, rather than traditional student perception assessments, in order to add to the understanding of computer assisted advising as it now stands in the State of Florida. The goal of this research was to determine the best practices of computer assisted advising throughout the State University System. Individuals who use or have responsibility for the advising system were identified in each institution in the State University System. An instrument was developed to identify the use of key components of the Student Academic Support System and interviews were scheduled. A review of the literature and results of this study found that there were many factors that influenced the success or failure of a computer assisted advising system. Factors such as funding, administrative sponsorship from the highest levels of the institution, institutional culture, advisor computer proficiency, and the existence of alternate computer advising technologies played significant roles in the development and implementation of the mandated state computer advising system. The qualitative interviews utilized in this case study highlighted the complexities of computer assisted advising. This research studied the perceptions and practices of administrators and advisors in the 11 State Universities in Florida. This research study documents the history of the development and implementation of computer assisted advising within the Florida State University System. As such, this research provides insight for administrators, technology professionals, and policy makers in the field of student advisement. Implications of this study, for the Florida State University System, show that strong administrative support and acceptance of the value of the system by advisors are necessary for successful implementation of a computer assisted advising system. Continued assessment, modification, and funding must be a priority for any institution that utilizes computer assisted advising systems. A properly implemented advising tool, such as the Student Academic Support System, results in a better informed student and a more effective sharing of information between students, advisors, and the university. Properly advised students will reach their educational goals in a timely and efficient fashion. The use of computer assisted advising was found to result in a satisfying academic experience for the advisor and to increase a student's level of satisfaction with the advising encounter.
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Date Issued: 2004
Identifier: CFE0000228, ucf:46246
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000228

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