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Discussion on Makarenko in the Soviet Press
Title
Discussion on Makarenko in the Soviet Press.
Creator
Anonymous
Date Issued
c1952
Identifier
370383, CFDT370383, ucf:5496
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/370383
AN EXAMINATION OF SUPPLEMENTAL EDUCATIONAL SERVICES: EXPECTATIONS AND REALITIES IN A LARGE PUBLIC SCHOOL DISTRICT
Title
AN EXAMINATION OF SUPPLEMENTAL EDUCATIONAL SERVICES: EXPECTATIONS AND REALITIES IN A LARGE PUBLIC SCHOOL DISTRICT.
Creator
Blair, Kristin, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description
On January 8, 2002, President George W. Bush signed the No Child Left Behind (NCLB) Act. This sweeping legislation brought reform to every area of public education by establishing seven performance-based provisions. Supplemental Educational Services is a core aspect of NCLB, designed to meet two of the seven goals: improving academic performance of disadvantaged students and promoting innovative programs. SES tutoring is provided free of charge to parents for students who are eligible for...
Show moreOn January 8, 2002, President George W. Bush signed the No Child Left Behind (NCLB) Act. This sweeping legislation brought reform to every area of public education by establishing seven performance-based provisions. Supplemental Educational Services is a core aspect of NCLB, designed to meet two of the seven goals: improving academic performance of disadvantaged students and promoting innovative programs. SES tutoring is provided free of charge to parents for students who are eligible for free or reduced lunch and that attend a Title I school that has not made Adequate Yearly Progress, or AYP, for three or more years. The aim of this tutoring is to ensure that all students, regardless of socioeconomic status, have access to tutoring to help improve their academic scores. The purpose of this research was to examine the practices of SES providers in a large metropolitan school district to examine the pedagogical practices, the qualifications of SES providers, and the accountability measures in place to ensure maximum student academic gains. Through an anonymous online survey taken by SES providers, as well as interviewing the SES coordinator in the target district, I was able to gain a clearer understanding of the SES system. My findings are consistent with other key studies across the nation (Munoz, Potter, & Ross, 2008; Rickles & White, 2006); that is, that little accountability among SES providers to districts could result in questionable student academic gains. Because of research such as this, new federal legislation is currently being drafted to issue states waivers from the restrictions of mandatory NCLB Title I budgets, wherein 5 to 15% were allocated to SES tutoring (McNeil, 2011).
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Date Issued
2011
Identifier
CFH0004109, ucf:44884
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004109
THE ECONOMICS OF A YOUNG AUDIENCE
Title
THE ECONOMICS OF A YOUNG AUDIENCE.
Creator
Bosley, Cicely, Weaver, Earl, University of Central Florida
Abstract / Description
As a theatre for young audiencesÂÂ' (TYA) teacher, artist, and administrator, I seek to explore where and how TYA fits into business and economic models to open a dialogue between TYA practitioners and business administration professionals. Through this qualitative study, I endeavor to foster a new language for TYA practitioners to enhance fundraising and audience development. By its own definition, TYA is a hybrid field that strives for both artistic form and educative...
Show moreAs a theatre for young audiencesÂÂ' (TYA) teacher, artist, and administrator, I seek to explore where and how TYA fits into business and economic models to open a dialogue between TYA practitioners and business administration professionals. Through this qualitative study, I endeavor to foster a new language for TYA practitioners to enhance fundraising and audience development. By its own definition, TYA is a hybrid field that strives for both artistic form and educative function. With a dual focus of form and function, administrators struggle to advocate for TYA organizations within existing models. To move through this challenge, I look to analyze select extant models in an effort to address a new hybrid model that better suits a hybrid field. This project arises from the persistent challenges found within the TYA field of defining and valuing our work for and with young people, so I approach this research as a TYA practitioner seeking tools for advocacy. Through my work as a teacher and artist moving into a business office, I observed marketing and development directors from the non-TYA fields challenged by the nature of our work. Paralleling that challenge, I struggle to articulate the necessity of my work with young people as equal to the importance of artistic excellence. My research leads me to believe that TYA does not neatly affix to any business model, but an analysis and marriage of several models may create a working model which TYA practitioners can employ.
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Date Issued
2010
Identifier
CFE0003003, ucf:48372
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003003
TEACHING AS A MORAL ACT: SIMONE WEIL'S LIMINALITY AS AN ADDITION TO THE MORAL CONVERSATION IN EDUCATION
Title
TEACHING AS A MORAL ACT: SIMONE WEIL'S LIMINALITY AS AN ADDITION TO THE MORAL CONVERSATION IN EDUCATION.
Creator
Bowden, MaryZoe, Kaplan, Jeffrey, University of Central Florida
Abstract / Description
We are facing a crisis in education: there is a vacuum where there once was an exhortation in terms of how teachers serve as moral models for their students. This reality becomes even more complex when the particular educator facing the dilemma has a specific religious perspective herself. The problem confronted in this philosophical study is how does today's educator, working in the public sector and having a particular religious background, best serve her students in her role as a moral...
Show moreWe are facing a crisis in education: there is a vacuum where there once was an exhortation in terms of how teachers serve as moral models for their students. This reality becomes even more complex when the particular educator facing the dilemma has a specific religious perspective herself. The problem confronted in this philosophical study is how does today's educator, working in the public sector and having a particular religious background, best serve her students in her role as a moral agent, given an environment that is either vacuous of or even hostile toward the moral vector implicit in education. The following questions are considered: 1) Does education today have a moral end? 2) What should that moral end be? 3) What should the educator's role be in said education? 4) Has education historically served as a moral endeavor? 5) And finally, how much should a teacher with a specific religious basis for her morals allow that to affect her role as moral agent in a secular setting? In order to respond to these questions, an historical review of how teachers were traditionally expected to serve as moral agents was undertaken, as were a review of contemporary research on moral education and a consideration of numerous philosophers' perspectives. Simone Weil, a French philosopher and teacher, is looked to as an example of a woman who lived her life with a core set of beliefs that led her to both push boundaries and yet remain in a liminal space that allowed her to remain open to others' values and needs. Weil's liminal approach to life is explored in combination with MacIntyre's call to found a morality on virtues based on a teleological view of man. Ultimately it is suggested that the educator with a deep sense of faith must both strive to function in the liminality Weil represented, and to root herself deeply in her own faith, from which she will gain the strength to live within the necessary tension evoked by teaching in a secular institution.
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Date Issued
2009
Identifier
CFE0002898, ucf:48044
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002898
AN EXPLORATION OF TEACHER PERSPECTIVES OF MATHEMATICS ANXIETY AND GENDER STEREOTYPING
Title
AN EXPLORATION OF TEACHER PERSPECTIVES OF MATHEMATICS ANXIETY AND GENDER STEREOTYPING.
Creator
Browning, Jessica, Gresham, Regina, University of Central Florida
Abstract / Description
The purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I...
Show moreThe purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I believe that from these findings it is important to conduct further research on in-service teachers to see in depth what they think. This is important because their beliefs about the subject can have a lasting impact on their students and their feelings towards mathematics.
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Date Issued
2015
Identifier
CFH0004756, ucf:45347
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004756
AN EXAMINATION OF TECHNOLOGY AND ITS INFLUENCE ON READING IN STRUGGLING STUDENTS AND AN AUTOETHNOGRAPHY OF A PRESERVICE TEACHER
Title
AN EXAMINATION OF TECHNOLOGY AND ITS INFLUENCE ON READING IN STRUGGLING STUDENTS AND AN AUTOETHNOGRAPHY OF A PRESERVICE TEACHER.
Creator
Campanile, Megan, Wegmann, Susan, University of Central Florida
Abstract / Description
Educators have never had the possibility of incorporating technology into the classroom like they do today. Although technology can have its difficulties, it can truly help the development of reading for struggling students. Reading research is providing more and more clarity about how to use technology effectively within our school communities to support and enhance the academic performance of today's students (i.e. Gallagher, 2009; Isazadeh, 2004; Rice, 2011). A review of studies conducted...
Show moreEducators have never had the possibility of incorporating technology into the classroom like they do today. Although technology can have its difficulties, it can truly help the development of reading for struggling students. Reading research is providing more and more clarity about how to use technology effectively within our school communities to support and enhance the academic performance of today's students (i.e. Gallagher, 2009; Isazadeh, 2004; Rice, 2011). A review of studies conducted by the CEO Forum (2001)emphasizes: "technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives." This meaning that with the help of technology and all of the resources it provides, if used within the curriculum correctly teachers can reach their learning goals better. Technology can aid the growth of reading development in students with, or without, a learning disability. The beginning chapter will define students who are struggling readers and outline the effects technology will have on these students. Following, will be a present case study of a student who struggles with reading in order to frame the research in a contemporary setting. There will also be a personal experience with technology,focusing primarily on the IPAD, and a self-reflected journey within each chapter in a quest in becoming a technology savvy teacher. The next chapter will present the use IPADs within the classroom. It will then describe ways teachers can spark their students' interests in reading with alternative practices. With the help of a local, technology savvy teacher, there will be a real-life circumstances that have aided struggling readers at any specific grade level.
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Date Issued
2012
Identifier
CFH0004280, ucf:44924
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004280
WHY EVIDENCE MATTERS: EXAMINING THE KNOWLEDGE AND PERCEPTION OF PRE-SERVICE TEACHERS
Title
WHY EVIDENCE MATTERS: EXAMINING THE KNOWLEDGE AND PERCEPTION OF PRE-SERVICE TEACHERS.
Creator
Campbell, Stefanie, Storey, Valerie, University of Central Florida
Abstract / Description
Evidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been...
Show moreEvidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been studied in scientific experiments to determine their effectiveness. The general public, as well as practicing teachers, holds an assumption that educators have knowledge as to what is evidence-based education. However, this is not always the case. The objective of this these include: to document how pre-service teachers access research findings and what types of findings they use in their practice, to identify the purposes of its utilization, to identify the factors that influence research utilization, and to ensure the accessibility of the findings of this study. The population for this study will be pre-service teachers at a large public higher education institution and one state college. In order to meet these objectives I conducted a survey, a pre-service teacher focus group, and an interview with faculty. Research findings will impact pre-service teacher preparation programs and increase our understanding of the link between the researchers and educators
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Date Issued
2014
Identifier
CFH0004707, ucf:45406
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004707
Examining Relationships Among Income, Individual and Relationship Distress, and Outcomes in Marriage and Relationship Education for Low-to-Moderate Income Married Couples
Title
Examining Relationships Among Income, Individual and Relationship Distress, and Outcomes in Marriage and Relationship Education for Low-to-Moderate Income Married Couples.
Creator
Carlson, Ryan, Daire, Andrew, Jones, Karyn, Young, Mark, Weger, Harry, University of Central Florida
Abstract / Description
The current study utilized data from a federally-funded healthy marriage grant to examine pre, post, and three-to-six month follow-up changes in relationship satisfaction (as measured by the Dyadic Adjustment Scale total scores) and individual distress (as measured by the Outcomes Questionnaire 45.2). Additionally, the study evaluated income and dosage as predictors of relationship satisfaction and individual distress change at post-assessment and three-to-six month follow-up. Participants...
Show moreThe current study utilized data from a federally-funded healthy marriage grant to examine pre, post, and three-to-six month follow-up changes in relationship satisfaction (as measured by the Dyadic Adjustment Scale total scores) and individual distress (as measured by the Outcomes Questionnaire 45.2). Additionally, the study evaluated income and dosage as predictors of relationship satisfaction and individual distress change at post-assessment and three-to-six month follow-up. Participants included 220 married individuals with children who completed PREP 7.0 (Prevention Relationship Enhancement Program). A repeated measures, split plot, MANOVA indicated statistically significant improvements in relationship satisfaction and individual distress for participants at post-assessment and three-to-six month follow-up. No significant differences existed in relationship satisfaction and individual distress changes between men and women. Hierarchical multiple regression indicated combined monthly income and dosage (as measured by number of lessons attended) did not predict changes in relationship satisfaction and individual distress at post-assessment and three-to-six month follow-up. However, partner scores accounted for the largest percent of variance in relationship satisfaction change. Discussion of results, implications for research and practice, and study limitations are provided.
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Date Issued
2012
Identifier
CFE0004205, ucf:49035
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004205
A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University
Title
A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University.
Creator
Childs, Kristopher, Dixon, Juli, Hynes, Mike, Haciomeroglu, Erhan, Swan, Bonnie, University of Central Florida
Abstract / Description
The focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and...
Show moreThe focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and subscale scores of self-confidence, value, enjoyment, and motivation were explored to determine if there was a relationship between the mathematics attitudes of students enrolled at a private historically black university and their parents'. Analysis was conducted to determine if there was a relationship between the students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their mathematics attitude. Additional analysis was conducted to determine if there was a relationship between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude. The researcher found a statistically significant relationship between mathematics attitudes of students and their mothers as measured by the ATMI total score and subscales: self-confidence, value, enjoyment, and motivation. The researcher found a statistically significant relationship between mathematics attitudes of students and their fathers as measured by the ATMI motivation subscale. No statistically significant relationship was found between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude total score or the subscale scores. A statistically significant relationship between students' academic achievement and their attitudes towards mathematics total score and subscale scores: self-confidence, value, enjoyment, and motivation was found in this research. The findings of this study provide a line of research to further explore mathematics attitudes and its relationship to African American student achievement.
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Date Issued
2013
Identifier
CFE0005316, ucf:50514
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005316
EMPOWERMENT UNIT PLAN FOR HAITIAN RESTAVEK CHILDREN
Title
EMPOWERMENT UNIT PLAN FOR HAITIAN RESTAVEK CHILDREN.
Creator
Craig, Ashley, Trimble-Spalding, Lee-Anne, University of Central Florida
Abstract / Description
Restavek, French for "one who stays with", is a word used to describe child slaves in Haiti. These children are given away by their parents at a young age because of financial hardships or for hopes of life in the urban areas to be better than life in the rural areas. The Restaveks, far from their family and anyone they know, end up as slaves without access to education, healthcare, and sometimes food. As a result, many of these children suffer from malnutrition, abuse, and illnesses. The...
Show moreRestavek, French for "one who stays with", is a word used to describe child slaves in Haiti. These children are given away by their parents at a young age because of financial hardships or for hopes of life in the urban areas to be better than life in the rural areas. The Restaveks, far from their family and anyone they know, end up as slaves without access to education, healthcare, and sometimes food. As a result, many of these children suffer from malnutrition, abuse, and illnesses. The majority of Restaveks are young girls. In the communities, they are shunned and seen as the outcasts or burdens on society. This paper presents Restaveks, an empowerment education curriculum, and the Haitian education system as a whole in order to create a week-long unit plan to empower and encourage these children. The goal of this curriculum is to empower 8-12 year old Restavek girls to assist them in creating a positive self-image and to allow them to work toward a better life. By providing education and empowerment to these girls, the system of slavery could be ended, and all people would be seen as equals.
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Date Issued
2015
Identifier
CFH0004893, ucf:45425
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004893
AN EVALUATION OF TRACHEOSTOMY CARE ANXIETY RELIEF THROUGH EDUCATION AND SUPPORT (T-CARES): A PILOT STUDY
Title
AN EVALUATION OF TRACHEOSTOMY CARE ANXIETY RELIEF THROUGH EDUCATION AND SUPPORT (T-CARES): A PILOT STUDY.
Creator
Crosby, William, Sole, Mary Lou, University of Central Florida
Abstract / Description
Background: Home care of a patient with a tracheostomy after surgery for head and neck cancer requires the caregiver to be proficient with new equipment and required skills. The responsibility of managing an artificial airway, may lead to an increase in caregiver anxiety. Education of caregivers varies; it is often a 1:1 impromptu instruction provided by the patient's nurse and/or respiratory therapist. The purpose of this study was to evaluate the effect of the T-CARES course on caregiver...
Show moreBackground: Home care of a patient with a tracheostomy after surgery for head and neck cancer requires the caregiver to be proficient with new equipment and required skills. The responsibility of managing an artificial airway, may lead to an increase in caregiver anxiety. Education of caregivers varies; it is often a 1:1 impromptu instruction provided by the patient's nurse and/or respiratory therapist. The purpose of this study was to evaluate the effect of the T-CARES course on caregiver anxiety and tracheostomy suctioning competency. Method: A quasi-experimental non-randomized control group design was used. The independent variable was method of instruction (T-CARES versus standard). Dependent variables were caregiver anxiety and tracheostomy suction competence. Caregivers (n=12) self selected into groups based on availability to attend T-CARES course. The control group was to receive the unit-based standard of education. The experimental group participated in the T-CARES course. Only one person chose to be in the control group; therefore, data were analyzed for the experimental group only (N=11). The T-CARES course, created by the researcher, was standardized and instructor-led; it incorporated media and simulated practice. Caregiver anxiety for both groups was obtained before (State/Trait Anxiety) and after (State Anxiety) tracheostomy care instruction was provided. Tracheostomy suctioning competence was assessed using a standardized checklist for participants in the T-CARES study group only. Demographic data were summarized with frequencies and descriptive statistics. Given the small sample size, non-parametric statistics were used for data analysis. Results: Data were analyzed from the experimental group only (n=11). The majority of caregivers were women (n=7), white/caucasian (n=10), married (n=8), employed full time (n=7), and were high school graduates or higher (n=10). The mean age of participants was 50.8 years. Seven of the participants reported previous caregiver experience. Mean score of caregiver trait anxiety was 36.8. Mean caregiver state anxiety score was 50.5 before, and 34.3 after the T-CARES intervention. A Related-Samples Wilcoxon Signed Rank Test was performed on the pre and post T-CARES intervention state anxiety scores. The T-CARES intervention significantly reduced anxiety (p=.008). Tracheostomy suctioning competency for 9 of the participants was evaluated upon completion of T-CARES. Mean score was10.8 skills performed correctly out of a possible 14. Caregivers' responses regarding their biggest fear/concern about tracheostomy care included "not doing it right," "trach coming out or being blocked," "hurting the patient," and "not being able to help in an emergency." Participants' suggestions for future improvements were creation of a Spanish language course and the addition of supplementary training to include CPR, First Aid, and the management of feeding tubes. Discussion: Research supported the hypothesis that the T-CARES course would be successful in reducing state anxiety. The T-CARES course also had a positive impact on tracheostomy suctioning competency, though without a control group it is difficult to quantify the effect. The continued development and dissemination of T-CARES to all tracheostomy patients and their caregivers may ease their transition home. The views expressed are those of the author and do not reflect the official policy or position of the US Air Force, Department of Defense or the US Government.
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Date Issued
2012
Identifier
CFH0004138, ucf:44824
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004138
The Effect of Allocated Assessment Time and Allocated Instructional Time on Student Achievement in Small, Medium, and Large School Districts in Florida
Title
The Effect of Allocated Assessment Time and Allocated Instructional Time on Student Achievement in Small, Medium, and Large School Districts in Florida.
Creator
Crupi, Samuel, Jeanpierre, Bobby, Gresham, Gina, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description
To date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, (&) Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on...
Show moreTo date, there is little current research which explores the effect of allocated assessment time and allocated instructional time as related to student achievement (Spanjers, Burns, (&) Wagner, 2008). Current educational reform has placed accountability and assessment at the forefront of public education (Hirsh, 2007; Jennings, 2012; Kallemeyn, 2009; NCLB, 2001; Supovitz, 2009). Research of time on task has demonstrated that there may be a positive correlation between the amount of time on task in learning activities and student achievement (Fredricks, McColskey, Meli, Mordica, Montrosse, (&) Mooney, (2011). There is current legislation to increase the time demands of assessment and the resulting decrease of allocated instructional time may result in lower levels of student achievement (Butler, 1926; 1936; Brophy, Rohrkemper, Rashid, (&) Goldwater, 1982; Carroll, 1963; Doppelt, Mehalik, Schunn, Silk, (&) Krysinski, 2008; Spanjers, Burns, (&) Wagner, 2008; Wyss, Dolenc, Kong, (&) Tai, 2013). The purpose of this study was to compare allocated assessment time to allocated instructional time in small, medium, and large school districts in Florida. A sample of 12 school districts was selected representing small, medium, and large school districts based on student enrollment from Florida Education Finance Plan (FEFP) data. Data related to State and school district mandated assessments were collected for each school district using school district testing calendars and State assessment calendars. These data were examined and the number of minutes spent on each assessment was calculated. The calculation was used to determine the amount of time spent on State and school district mandated assessment. Allocated instructional time was calculated using the difference in allocated time and allocated assessment time. In addition, data were analyzed to determine what, if any, relationship existed between allocated assessment time and school district size as well as student achievement. Time lost to assessment preparation was also included in the determination of allocated assessment time.
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Date Issued
2015
Identifier
CFE0005777, ucf:50056
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005777
Schools and the crisis
Title
Schools and the crisis.
Creator
David, Rex
Date Issued
1934
Identifier
368032, CFDT368032, ucf:5376
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/368032
A Study on the Influence of Perceptual Distortion in the Scoring of Musical Performances by Florida Bandmasters Association Adjudicators
Title
A Study on the Influence of Perceptual Distortion in the Scoring of Musical Performances by Florida Bandmasters Association Adjudicators.
Creator
Donato, Raymond, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Everett, Robert, University of Central Florida
Abstract / Description
This study explored adjudicator reliability in scores assessed at the Florida Bandmasters Association (FBA) Music Performance Assessment. It investigated how adjudicators under conflicting sets of circumstances interpreted the criteria and rated musical performances. A sample of five concert band audio recordings from the FBA resource library were chosen and a sample of participants were selected to score the recordings using the criteria currently in use by the Florida Bandmasters...
Show moreThis study explored adjudicator reliability in scores assessed at the Florida Bandmasters Association (FBA) Music Performance Assessment. It investigated how adjudicators under conflicting sets of circumstances interpreted the criteria and rated musical performances. A sample of five concert band audio recordings from the FBA resource library were chosen and a sample of participants were selected to score the recordings using the criteria currently in use by the Florida Bandmasters Association. These participants were chosen from Certified FBA concert band adjudicators, FBA members who are not certified concert band adjudicators and out of state judges who are certified though other judges association. Differences between groups were examined. In addition, data were collected on the participants' ranking of the musical criteria from the FBA concert band assessment instrument.From analysis of the data, it was reasonable to conclude that there is a significant difference in scoring of musical performances between face-to-face adjudicators who evaluated a live performance, and blind adjudicators who evaluated the same performance via a recorded audio only presentation. This study may provide valuable information that could lead to better development of a fair and balanced rating system.
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Date Issued
2016
Identifier
CFE0006099, ucf:51208
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006099
EVALUATION OF JUVENILE JUSTICE EDUCATION PROGRAMS: WHAT THE NUMBERS SAY ABOUT JUVENILE RECIDIVISM
Title
EVALUATION OF JUVENILE JUSTICE EDUCATION PROGRAMS: WHAT THE NUMBERS SAY ABOUT JUVENILE RECIDIVISM.
Creator
Egan, Kevin, Murray, Kenneth, University of Central Florida
Abstract / Description
Each year more than 100,000 juveniles are incarcerated in residential rehabilitative facilities. As part of their course of treatment, educational services are mandated for these incarcerated youth. Programs serving these individuals must provide adequate and appropriate educational programs for these juveniles. With a growing public concern over juvenile delinquency and recidivism, programs are being held accountable for the effectiveness and quality of the programming they offer. In Florida...
Show moreEach year more than 100,000 juveniles are incarcerated in residential rehabilitative facilities. As part of their course of treatment, educational services are mandated for these incarcerated youth. Programs serving these individuals must provide adequate and appropriate educational programs for these juveniles. With a growing public concern over juvenile delinquency and recidivism, programs are being held accountable for the effectiveness and quality of the programming they offer. In Florida, juvenile justice programs offering educational services are monitored annually by the Juvenile Justice Education Enhancement Program. These programs receive a Quality Assurance (QA) rating as determined by a review team that spends several days in the program reviewing documentation and interviewing youth and program staff. This study proposes to examine any potential relationship between the rating a program receives and how successful youth are in returning to mainstream society and subsequently school. Linear regression analysis is the main statistical method to answer four research questions designed to examine these potential relationship. A total of 177 Moderate and High Risk programs were included in the study and the QA scores they received over a three year were analyzed. Surprisingly, the research and subsequent analysis shows little relationship between educational program quality and success rates for juveniles exiting incarceration. This result may warrant further study as to the additional factors contributing to a youth's re-involvement in the juvenile justice system.
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Date Issued
2009
Identifier
CFE0002854, ucf:48086
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002854
Pioneers in peace
Title
Pioneers in peace.
Creator
Fletcher, Wanda M.
Date Issued
1953
Identifier
2669171, CFDT2669171, ucf:5005
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/2669171
EDUCATION POLICY IN FLORIDA: EXPLAINING COUNTY-LEVEL APPROVAL OF THE 2002 CONSTITUTIONAL AMENDMENTS
Title
EDUCATION POLICY IN FLORIDA: EXPLAINING COUNTY-LEVEL APPROVAL OF THE 2002 CONSTITUTIONAL AMENDMENTS.
Creator
Friant, Rachel M., Jewett, Aubrey, University of Central Florida
Abstract / Description
This research analyzes county-level support for the 2002 Constitutional Amendments for Voluntary Universal Prekindergarten Education (VPK) and Florida's Amendment to Reduce Class Size (CSA). Three regression models are constructed for each dependent variable (support for VPK and support for CSA): a bivariate model with political party, a full model with all theoretically identified variables, and a best model with just the independent variables that have the most explanatory power. A variety...
Show moreThis research analyzes county-level support for the 2002 Constitutional Amendments for Voluntary Universal Prekindergarten Education (VPK) and Florida's Amendment to Reduce Class Size (CSA). Three regression models are constructed for each dependent variable (support for VPK and support for CSA): a bivariate model with political party, a full model with all theoretically identified variables, and a best model with just the independent variables that have the most explanatory power. A variety of socioeconomic, demographic and political independent variables are tested. Four independent variables had a statistically significant positive relationship with support for both VPK and CSA: Democratic registration, Hispanic population, higher education, and population density.
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Date Issued
2017
Identifier
CFH2000217, ucf:46060
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000217
EVALUATION OF COMPUTER-BASED SIMULATION FOR PAIN MANAGEMENT EDUCATION
Title
EVALUATION OF COMPUTER-BASED SIMULATION FOR PAIN MANAGEMENT EDUCATION.
Creator
Gerardi, Nicole, Allred, Kelly, University of Central Florida
Abstract / Description
Effective pain management is an elusive concept in the acute care setting. Improving nurses' knowledge about optimal pain management is one way to improve the patient's pain experience. A computer-simulation game was developed as an alternative method of teaching the subject of pain management to nursing students. In the game, two patient scenarios are presented, one male and one female. Both patients present with acute pain and request help from the nurse. The player progresses through a...
Show moreEffective pain management is an elusive concept in the acute care setting. Improving nurses' knowledge about optimal pain management is one way to improve the patient's pain experience. A computer-simulation game was developed as an alternative method of teaching the subject of pain management to nursing students. In the game, two patient scenarios are presented, one male and one female. Both patients present with acute pain and request help from the nurse. The player progresses through a series of nine questions as the scenarios unfold, each with one best or correct answer. The purpose of this study was to evaluate the game's potential as a teaching method compared to traditional methods of teaching, such as a lecture. A total of 30 nursing students participated in the study. After playing through the game, each student was asked to complete a post-game survey consisting of 10 standard 5-point Likert scale items and five open-ended questions. The survey was used to evaluate the students' enjoyment of the game, educational benefits, preference compared to traditional teaching methods, and perceived potential to change nursing practice. Results of the survey show that the majority of nursing students enjoyed playing the game and found it captured their attention more than traditional teaching methods. Nine out of the ten Likert scale items received universal high scores. Nursing students were receptive to the computer-simulation game as a teaching method and found it preferable to traditional methods.
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Date Issued
2013
Identifier
CFH0004347, ucf:44981
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004347
JUSTICE: THE USE OF FOOD, EDUCATION, AND THE LAW TO COMBAT HUMAN TRAFFICKING IN SUB-SAHARAN AFRICA
Title
JUSTICE: THE USE OF FOOD, EDUCATION, AND THE LAW TO COMBAT HUMAN TRAFFICKING IN SUB-SAHARAN AFRICA.
Creator
Grandchamps, Nicholas, Naccarato-Fromang, Gina, University of Central Florida
Abstract / Description
Human trafficking is an ever-growing crime in this century. It is estimated that there are 29.8 million slaves around the world today�16.36% of which are located in sub-Saharan Africa. The sub-Saharan region is a region in which human trafficking is combatted ineffectively due to a lack of food, lack of access to education, lack of post-education opportunities and lack of proper legislation. This thesis explores the environment in which human trafficking is taking place in sub-Saharan...
Show moreHuman trafficking is an ever-growing crime in this century. It is estimated that there are 29.8 million slaves around the world today�16.36% of which are located in sub-Saharan Africa. The sub-Saharan region is a region in which human trafficking is combatted ineffectively due to a lack of food, lack of access to education, lack of post-education opportunities and lack of proper legislation. This thesis explores the environment in which human trafficking is taking place in sub-Saharan Africa, and proposes potential changes that will theoretically disallow human trafficking to take place in the region. The only way in which an environment conducive to trafficking in persons will ever change is through establishing partnerships amongst governments, non-governmental organizations (NGOs), and other international organizations. Through the analysis of case law from the United Nations Human Trafficking Case Law Database, data from the World Bank, the United States State Department Trafficking in Persons Reports, the United Nations Global Reports on Human Trafficking, and various reports from NGOs, this thesis evaluates the approaches taken by various governments in sub-Saharan Africa to change the environment in which human trafficking thrives. Through raising awareness of the environment of sub-Saharan Africa, and by describing three ways in which human trafficking can be combatted effectively, such as the use of food, education, and the law, this thesis contributes not only to the legal discipline, but also to helping combat trafficking in persons effectively throughout the world.
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Date Issued
2014
Identifier
CFH0004584, ucf:45203
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004584
A Review and Selective Analysis of 3D Display Technologies for Anatomical Education
Title
A Review and Selective Analysis of 3D Display Technologies for Anatomical Education.
Creator
Hackett, Matthew, Proctor, Michael, Allen, Christine, Wiegand, Rudolf, Sims, Valerie, University of Central Florida
Abstract / Description
The study of anatomy is complex and difficult for students in both graduate and undergraduate education. Researchers have attempted to improve anatomical education with the inclusion of three-dimensional visualization, with the prevailing finding that 3D is beneficial to students. However, there is limited research on the relative efficacy of different 3D modalities, including monoscopic, stereoscopic, and autostereoscopic displays. This study analyzes educational performance, confidence,...
Show moreThe study of anatomy is complex and difficult for students in both graduate and undergraduate education. Researchers have attempted to improve anatomical education with the inclusion of three-dimensional visualization, with the prevailing finding that 3D is beneficial to students. However, there is limited research on the relative efficacy of different 3D modalities, including monoscopic, stereoscopic, and autostereoscopic displays. This study analyzes educational performance, confidence, cognitive load, visual-spatial ability, and technology acceptance in participants using autostereoscopic 3D visualization (holograms), monoscopic 3D visualization (3DPDFs), and a control visualization (2D printed images). Participants were randomized into three treatment groups: holograms (n=60), 3DPDFs (n=60), and printed images (n=59). Participants completed a pre-test followed by a self-study period using the treatment visualization. Immediately following the study period, participants completed the NASA TLX cognitive load instrument, a technology acceptance instrument, visual-spatial ability instruments, a confidence instrument, and a post-test. Post-test results showed the hologram treatment group (Mdn=80.0) performed significantly better than both 3DPDF (Mdn=66.7, p=.008) and printed images (Mdn=66.7, p=.007). Participants in the hologram and 3DPDF treatment groups reported lower cognitive load compared to the printed image treatment (p (<) .01). Participants also responded more positively towards the holograms than printed images (p (<) .001). Overall, the holograms demonstrated significant learning improvement over printed images and monoscopic 3DPDF models. This finding suggests additional depth cues from holographic visualization, notably head-motion parallax and stereopsis, provide substantial benefit towards understanding spatial anatomy. The reduction in cognitive load suggests monoscopic and autostereoscopic 3D may utilize the visual system more efficiently than printed images, thereby reducing mental effort during the learning process. Finally, participants reported positive perceptions of holograms suggesting implementation of holographic displays would be met with enthusiasm from student populations. These findings highlight the need for additional studies regarding the effect of novel 3D technologies on learning performance.
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Date Issued
2018
Identifier
CFE0007569, ucf:52571
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007569

Pages