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- Title
- Comparative Analysis Of Centers For Entrepreneurship At Two Central Florida Universities.
- Creator
-
Blencke, Carl, Boote, David, Sivo, Stephen, Katzenmeyer, Conrad, Ford, Cameron, University of Central Florida
- Abstract / Description
-
Studies have attempted to explain the linkage between achieving success in the field of entrepreneurship and the pedagogy instituted to teach the skills entrepreneurs need to achieve success in their chosen endeavors. It is widely known and well documented that people have experienced entrepreneurial success with limited, and sometimes no formal entrepreneurial training. The ever present question of (")can entrepreneurship be taught(") has been debated from many varying perspectives. The late...
Show moreStudies have attempted to explain the linkage between achieving success in the field of entrepreneurship and the pedagogy instituted to teach the skills entrepreneurs need to achieve success in their chosen endeavors. It is widely known and well documented that people have experienced entrepreneurial success with limited, and sometimes no formal entrepreneurial training. The ever present question of (")can entrepreneurship be taught(") has been debated from many varying perspectives. The late Peter Drucker pragmatically once said (")The entrepreneur mystique? It's not magic, it's not mysterious, and it has nothing to do with the genes. It's a discipline. And, like any discipline, it can be learned(") (Drucker, 1985).A study conducted by the Center for College Affordability and Productivity recently determined that almost half of Americans with college degrees are overqualified for their jobs. Many studies have also concluded that college graduates accumulate greater lifetime earnings than non-college graduates. Yet the escalating costs of attending college and the diminishing prospects of job security after attaining a college degree have brought the cost of education to the precipice of a potential (")education bubble("). Student loan debt exceeds One Trillion Dollars and the typical student loan needs to be repaid over ten years at nearly seven percent interest. Similar to the recently experienced (")housing bubble(") there is a genuine concern, as it relates to education, that today's populace is paying too much for something that yields limited value. Therefore, the question of (")can entrepreneurship be taught(") should be supplanted with (")can entrepreneurship be learned?(") (")Are graduates capable of applying their academic training to produce tangible results?(")If there are too many academic degrees being generated that are unable to be absorbed into a stagnant job market, it would stand to reason that a college degree, from a business school or any co-curricular discipline, without significant concentration in the study of entrepreneurship, serves only a limited purpose in a growing, capitalistic society that is predicated on job growth. Centers for entrepreneurship provide an excellent foundation for invigorating new college graduates from multiple academic disciplines with the motivation and desire to achieve success in business as entrepreneurs. This comparative analysis of two thriving and vibrant Centers for Entrepreneurship at major universities in the growing central Florida region examines their best practices and compares them to current national guidelines established by the Global Consortium of Entrepreneurship Centers, a 200 + member organization domiciled in the Kelley School of Business at Indiana University in Bloomington, Indiana that serves as the key junction for university-based entrepreneurship centers across the United States to collaborate, communicate and jointly advance excellence in entrepreneurship (www.globalentrepreneurshipconsortium.org).The evaluator and author of this dissertation implemented procedures similar to those used in accreditation reviews and applied professional judgment techniques to design a connoisseurship evaluation of entrepreneurship centers at two major universities --- The Center for Entrepreneurship at the University of South Florida in Tampa, FL and The Center for Entrepreneurial Leadership at the University of Central Florida in Orlando, FL.We have all heard the Horatio Alger (")rags to riches(") stories of entrepreneurs who (")bootstrapped(") their business ideas without benefit of any formal business or entrepreneurial education. But it is just as great a likelihood in the coming years that we will admire those who give the credit for their success to the concepts they mastered in an entrepreneurial studies program and how their alma maters provided mentors through their centers for entrepreneurship who saved them from committing an abundance of mistakes by trial and error as they transported their business ideas from conceptualization to realization.This research will assist centers of entrepreneurship as they strive to incorporate standards of excellence to benefit students who endeavor to become business and job creators in the future.
Show less - Date Issued
- 2013
- Identifier
- CFE0004819, ucf:49755
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004819
- Title
- National Collegiate Athletic Association Strength and Conditioning Coaches' Knowledge and Practices Regarding Prevention and Recognition of Exertional Heat Stroke.
- Creator
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Valdes, Anna, Hoffman, Jay, Boote, David, Fisher, Thomas, Mitchell, Debby, University of Central Florida
- Abstract / Description
-
The purpose of this study was to assess and determine the current level of knowledge that National Collegiate Athletic Association (NCAA) Strength and Conditioning Coaches (SCCs) possess regarding exertional heat stroke (EHS) prevention and recognition and to determine if SCC certification type had any effect. Major findings of this study support the view that SCCs need more preparation, education and training to increase their competency in preventing and recognizing EHS. Research found that...
Show moreThe purpose of this study was to assess and determine the current level of knowledge that National Collegiate Athletic Association (NCAA) Strength and Conditioning Coaches (SCCs) possess regarding exertional heat stroke (EHS) prevention and recognition and to determine if SCC certification type had any effect. Major findings of this study support the view that SCCs need more preparation, education and training to increase their competency in preventing and recognizing EHS. Research found that there was no significant difference in scores on the EHS scale based on SCC certification (CSCS vs. SCCC) after accounting for experience, education or division but the CSCS certified professionals scored higher on all the factors as compared to SCCs without the CSCS.. The major key finding was that SCCs lacked essential knowledge to prevent or recognize EHS. Furthermore, the study defines relevant EHS prevention and recognition competencies that an undergraduate curriculum, graduate curriculum and professional certification providers, should include and emphasize in their preparation programs.
Show less - Date Issued
- 2013
- Identifier
- CFE0004766, ucf:49790
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004766
- Title
- An Investigation of the Information Practices of Education Doctoral Students.
- Creator
-
Bishop, Corinne, Gunter, Glenda, Boote, David, Vitale, Thomas, Robinson, Edward, University of Central Florida
- Abstract / Description
-
Academic libraries are increasingly re-envisioning their services to provide expanded outreach and segmented programming for specific user groups. Many academic libraries offer segmented services and programming for undergraduate groups such as first-year experience programs and general education programs. Currently, academic libraries are also identifying and expanding their services and programming to meet the unique needs of graduate groups. In conjunction with this focus, the roles of...
Show moreAcademic libraries are increasingly re-envisioning their services to provide expanded outreach and segmented programming for specific user groups. Many academic libraries offer segmented services and programming for undergraduate groups such as first-year experience programs and general education programs. Currently, academic libraries are also identifying and expanding their services and programming to meet the unique needs of graduate groups. In conjunction with this focus, the roles of academic librarians are also expanding in the area of outreach. In essence, academic librarians are becoming more directly involved in aligning library services and programming with academic programs and promoting change within their institutions. Faced with the challenges of outreach and promoting change it is essential that librarians gain deeper insights about the perspectives and needs of graduate programs and graduate groups to effectively plan and align library services.The purpose of this design research study was to explore the organizational factors that influence how library services and library instruction are utilized in two doctoral programs in education at the University of Central Florida (UCF). Using a sequential mixed methods approach, quantitative data was collected in an online survey and qualitative data was collected in audio recorded interviews conducted with students enrolled in two doctoral programs in education, as well as program faculty, and academic librarians. Findings from this study were then used to describe a conjecture for an asynchronous online learning resource that applies elements outlined in Sandoval's (2014) conjecture map model. Findings were also used to make recommendations about future planning for library outreach and the utilization of library services in the doctoral programs.
Show less - Date Issued
- 2015
- Identifier
- CFE0005580, ucf:50248
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005580
- Title
- Math Remediation for High School Freshmen.
- Creator
-
Borhon, Kambiz, Boote, David, Hynes, Mike, Gunter, Glenda, Miller, Margaret, University of Central Florida
- Abstract / Description
-
This study is an attempt to address the problem associated with a high percentage of freshman students, at a private Christian high school in Florida, who either fail Algebra 1 or pass with a low percentage rate. As a result, these students either retake Algebra 1 or continue on(-)being inadequately prepared to successfully pass Geometry and Algebra 2. This study concentrates on the student background knowledge of mathematics, which is among the causes associated with this problem, and...
Show moreThis study is an attempt to address the problem associated with a high percentage of freshman students, at a private Christian high school in Florida, who either fail Algebra 1 or pass with a low percentage rate. As a result, these students either retake Algebra 1 or continue on(-)being inadequately prepared to successfully pass Geometry and Algebra 2. This study concentrates on the student background knowledge of mathematics, which is among the causes associated with this problem, and proposes remediation. As such, a mathematics remediation course is designed and implemented for a select number of incoming freshmen. This study includes a correlational examination to determine a possible correlation between students' background knowledge of the middle school mathematics and predicts a possible failure or successful completion of Algebra I in high school. In addition, it purposes a two-stage evolution plan in order to determine the effectiveness of the design of the remedial course as well as its effectiveness. Undertaking the design evaluation, this study uses a mixed-modes design consisting of a qualitative (interview and observation) of a number of participants and a quantitative examination (survey) of a larger sample. The correlational study indicates that there is a positive and moderately strong correlation between students' background knowledge in (middles school) mathematics and their grades in Algebra 1. The evaluation concludes that students find the design of the MIP program helpful and aesthetically appealing; however, its usability did not meet the evaluation criteria. Furthermore, the MIP Program Manager and teacher are fully satisfied with its design, content, and components.
Show less - Date Issued
- 2015
- Identifier
- CFE0005581, ucf:50251
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005581
- Title
- SYSTEMS DESIGN: ACADEMIC ADVISING SYSTEM IMPLEMENTATION, A CASE STUDY OF USER CENTERED SYSTEM DESIGN AT THE UNIVERSITY OF CENTRAL FLORIDA.
- Creator
-
Jones, Tracy, Boote, David, Hayes, Grant, Little, Mary, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
This dissertation presents a case study in user-centered design completed at the University of Central Florida. Leadership in the College of Graduate Studies at UCF realized the need for an advisement tool to assist advisors in the academic colleges to track the success of their students.After an advisement product was selected, the user-centered design approach started to be implemented. End-users were shown the basic functionality and known benefits of the product. Then they were asked how...
Show moreThis dissertation presents a case study in user-centered design completed at the University of Central Florida. Leadership in the College of Graduate Studies at UCF realized the need for an advisement tool to assist advisors in the academic colleges to track the success of their students.After an advisement product was selected, the user-centered design approach started to be implemented. End-users were shown the basic functionality and known benefits of the product. Then they were asked how they could make it standardized across programs. The users selected the order in which information and degree requirements should display. The users asked for additional information to be shown on the new advising report called the Graduate Plan of Study (GPS). This information would assist them in advising students and certifying that the students' had met requirements to earn their degree.With the help of the end-users, a prototype was developed and delivered to computer services. End users assisted with the testing of current and additional functionality. After attending focus groups, the end-users had a better understanding of the need for testing. They assisted in providing ideas for training and a deployment plan to the university. The use of the user-centered design approach helped to keep our end-users engaged in the project. They were the central cause of the successful implementation of a new advisement module for graduate students at UCF.
Show less - Date Issued
- 2015
- Identifier
- CFE0005637, ucf:50230
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005637
- Title
- Ethical Decision-Making in Higher Education: A sociological examination of graduate students' understanding of appropriate academic sharing.
- Creator
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Parham, Jennifer, Boote, David, Biraimah, Karen, Vitale, Thomas, Owens, Tom, University of Central Florida
- Abstract / Description
-
Most prior research and scholarship views cheating as an individual failing rather than a sociological or organizational phenomenon. The purpose of this study was to identify the challenges students face in graduate education and the factors that affect ethical beliefs towards academic dishonesty. This study used a mixed method research approach including an online survey with approximately 1,250 responses from graduate students representing each of UCF's colleges and fifteen interviews with...
Show moreMost prior research and scholarship views cheating as an individual failing rather than a sociological or organizational phenomenon. The purpose of this study was to identify the challenges students face in graduate education and the factors that affect ethical beliefs towards academic dishonesty. This study used a mixed method research approach including an online survey with approximately 1,250 responses from graduate students representing each of UCF's colleges and fifteen interviews with students in fourteen different disciplines. Results of the online survey indicated no significant differences between international and domestic students. Survey and interview data indicate that graduate students' perceptions of the perceived norms and expectations related to academic honesty are impacted by the culture of the academic program. Analyzing these data through three sociological theories of deviance (-) anomie, labeling, and rational choice (-) shows that graduate students' understanding of appropriate academic behavior depends on their academic socialization. The data also reveal that graduate students struggle with subtleties of cheating, such as misrepresentation or (")fudging(") of data. Especially for the doctoral students in the sample, their views were highly influenced by viewing themselves as teachers and independent researchers. This sociological analysis emphasizes the role of culture in graduate programs and students' socialization into those cultures. This doctoral dissertation also provides a deeper understanding of the social and organizational factors affecting graduate students and re-frames students' perspectives on appropriate academic behavior.
Show less - Date Issued
- 2014
- Identifier
- CFE0005394, ucf:50452
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005394
- Title
- Organizational Factors that influence the Retention of Special Education Teachers in Osceola County.
- Creator
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Keenum, Carla, Boote, David, Little, Mary, Vitale, Thomas, Hayes, Grant, University of Central Florida
- Abstract / Description
-
The loss of special education teachers is a problem for all school districts. The effects of special education teacher attrition are felt in the classrooms and by all school district personnel. The impact on student achievement can be profound, especially if the teacher leaves in the middle of a school year. This study examines the organizational factors that influenced the attrition of special education teachers in one Central Florida school district.Participation in the anonymous survey was...
Show moreThe loss of special education teachers is a problem for all school districts. The effects of special education teacher attrition are felt in the classrooms and by all school district personnel. The impact on student achievement can be profound, especially if the teacher leaves in the middle of a school year. This study examines the organizational factors that influenced the attrition of special education teachers in one Central Florida school district.Participation in the anonymous survey was voluntary. Invitations to participate were sent directly to 385 special education instructional personnel and distributed to all district personnel using an e-mail forum. After removing participants who did not meet the inclusion criteria, 250 completed surveys were included in the analysis. In addition to quantitative items, the survey also included open(-)ended items at the end of the survey. While special education instructional personnel were the focus of the study, data from general education instructional personnel were also collected for comparison. The findings indicated that the major organizational causes of attrition among exceptional education teachers were in the areas of the human resources, political and structural frames. Human resource factors included the emotional, physical, and mental toll of daily classroom responsibilities and the perceived lack of district administration support. The main structural frame factor was the lack of compensation for the extra duties that special education teachers must perform. The main political factor was the lack of time needed by the special education staff to complete assigned duties during an average school day. In addition, the symbolic frame factors suggested a lack of perceived support from the general education staff; however, respondents did not indicate that this was major factor affecting in the attrition of special education teachers in this district. The school district has implemented strategies to support teachers to meet State certification requirements, Federal mandates of being highly qualified, and with monthly district level support visits. However, based on these data, the school district needs to recognize organizational factors affecting attrition. The district should pinpoint and alleviate the daily factors that cause undue stress on the special education staff. It should also reallocate resources and personnel to provide more frequent district and school level administrative support. Additional monetary or non-monetary compensation for the extra duties or reducing the workload on the special education teachers may also reduce attrition.
Show less - Date Issued
- 2015
- Identifier
- CFE0005816, ucf:50035
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005816
- Title
- Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study.
- Creator
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Joseph, Julie, Martin, Suzanne, Little, Mary, Boote, David, Thomson, Arlene, University of Central Florida
- Abstract / Description
-
The passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of...
Show moreThe passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of students, there have not been sufficient studies that have studied this topic in school psychology. The purpose of this study was to discover, understand, and describe in rich detail the lived experience of school psychologists exercising leadership. The researcher interviewed school psychologists within a mid-size school district in Central Florida who were nominated by district administrators that supervise of them. Additionally, this study sought to identify the contexts, domains of practice, universal structures, and opportunities utilized in their experiences. School psychologists demonstrated leadership through collaboration and consultation, professional expertise, student-oriented needs, expert-problem solvers, and communication skills. The contexts of their leadership experiences varied due to the diverse roles taken on by the individual, however they were all demonstrated at the district level, school level, and with their peers. The leadership experiences identified by the study participants correspond to most of the National Association of School Psychologists (NASP) domains of practice and also correspond to transformational leadership. The results are particularly salient to school psychologist, as the information comes from the perspective of school psychologists who were noted to be (")effective(") and displays (")leadership(") and are now exercising leadership. Future research is encourage to examine leadership experiences across multiple school districts to identify experiences of other leaders across various settings.
Show less - Date Issued
- 2015
- Identifier
- CFE0005814, ucf:50033
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005814
- Title
- An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class.
- Creator
-
Rath, Victoria, Gunter, Glenda, Boote, David, Holt, Larry, Hornik, Steven, University of Central Florida
- Abstract / Description
-
The purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep...
Show moreThe purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep students engaged and motivated when enrolled in very large classes. This study used the Community of Inquiry framework (Garrison, Anderson (&) Archer, 2000) to examine the effect of specific Web 2.0 tools (asynchronous discussion, streaming lectures, multimedia lecture demonstrations, Twitter, and the Second Life virtual world) on teaching, social, and cognitive presence and motivation. The sample population for this study (n = 567) consisted of undergraduate students enrolled in a very large hybrid accounting course in the fall of 2010 at the University of Central Florida. The total enrollment for the course was 943 students. Students could attend face-to-face (f2f) class sessions in a large lecture room that seated 285 students or they could view a streaming video capture of the lectures online. Students were not required to attend the f2f class sessions and could complete the course entirely online.Data were analyzed using one-way analysis of variances (ANOVA), and results of the statistical analyses indicated that students who frequently used the Web 2.0 tools had statistically significant higher mean motivation scores than students who did not use the tools as frequently. Additionally, students who frequently attended the f2f sessions had statistically significant higher mean social presence scores compared to students who attended sometimes or not at all. Attending the f2f sessions, however, did not result in higher mean scores of teaching or cognitive presence.When examined for the impact of the specific Web 2.0 tools, analysis of the ANOVA results indicated that students who used the discussion, streaming lectures, multimedia lecture demonstrations, and Twitter all of the time had significantly higher mean scores of teaching, social, and cognitive presence compared to those students who used the tools less frequently. Further research should be conducted on large hybrid and online courses in different content areas and on those that use different types of learning approaches.
Show less - Date Issued
- 2012
- Identifier
- CFE0004638, ucf:49890
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004638
- Title
- "Build Your Own Adventure" ACT Prep Manual: Beating the Odds of High-Stakes Standardized Assessments.
- Creator
-
Holter, Natalie, Boote, David, Hayes, Grant, Taylor, Rosemarye, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
Today's focus on high-stakes standardized tests has had a massive impact on education throughout America, and standardized test preparation is one of the ugly, open secrets of education. Ever since 2001 when President Bush signed into law No Child Left Behind (NCLB), a bipartisan reauthorization of Johnson's landmark Elementary and Secondary Education Act of 1965, students have been bombarded with standardized tests from the earliest grades. Politicians believe these measures are the only way...
Show moreToday's focus on high-stakes standardized tests has had a massive impact on education throughout America, and standardized test preparation is one of the ugly, open secrets of education. Ever since 2001 when President Bush signed into law No Child Left Behind (NCLB), a bipartisan reauthorization of Johnson's landmark Elementary and Secondary Education Act of 1965, students have been bombarded with standardized tests from the earliest grades. Politicians believe these measures are the only way to remedy the perceived weaknesses in the education system because (")stringent accountability mandates… [provide] vital levers of change, inclusiveness, and transparency of results(") (Education Week, 2011, para. 15). Yet as time progresses, the quantity and importance of the exams increase to such proportions that, by the time students are in high school, their performance dictates whether they will graduate or attend college. While proponents of such exams say that they only test the skills that students ought to be learning anyway, the reality tends to be that teachers start to focus only on the specific questions the test will cover, and thereby lose the ability to provide full, comprehensive education. "Teaching to the test" is the much-maligned experience of most high schools. In order to combat the pressure students feel to perform and teachers feel to shortchange the learning experience, a (")Build Your Own Adventure(") manual designed around research-based principles demonstrated to improve student learning gains will allow students to focus on the key areas needed to improve test performance, demystify the test itself, and thus help students obtain score improvement. In so doing, students will not only perform better on standardized assessments, but ultimately be able to attend more elite colleges.
Show less - Date Issued
- 2015
- Identifier
- CFE0005806, ucf:50031
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005806
- Title
- A Systematic Review of Research on Successful African American Students in Mathematics: Implications for Seminole High School.
- Creator
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Vong, Trung, Boote, David, Vitale, Thomas, Robinson, Edward, Hayes, Grant, University of Central Florida
- Abstract / Description
-
The purpose of this study was to synthesize the counter-narratives of mathematically successful African American students. The gap in educational achievement between African American and White students is well documented in the United States, especially in mathematics education. Although Florida Comprehensive Assessment Test scores have increased for both groups at Seminole High School, the gap has remained over 30% for nearly a decade. Most research on this topic has focused on the reasons...
Show moreThe purpose of this study was to synthesize the counter-narratives of mathematically successful African American students. The gap in educational achievement between African American and White students is well documented in the United States, especially in mathematics education. Although Florida Comprehensive Assessment Test scores have increased for both groups at Seminole High School, the gap has remained over 30% for nearly a decade. Most research on this topic has focused on the reasons why African American students fail to achieve. Various individual, social, and organizational factors have been suggested. However, a growing body of research has highlighted the stories of mathematically successful African American students.Using best evidence review methods, an exhaustive review of the literature identified 22 research articles published between 2004 and 2013. All studies collected interview data with mathematically successful African American middle school, high school, and higher education students in the United States. Meta-synthesis was used to synthesize findings across studies. Among the 151 participants across 22 studies, six common experiences were identified as contributing to students' mathematical success: supportive teachers, supportive family, supportive peers, a strong mathematics identity, ability to deal with racial stereotype, and supportive organizations. Most importantly, this meta-synthesis highlights the tendency of prior research to focus on de-contextualized factors rather than understanding students holistically within their broader social and community environment. Insights from this study lead to several recommendations for improving mathematics education for African American students at Seminole High School and for suggested future research on this topic.
Show less - Date Issued
- 2014
- Identifier
- CFE0005438, ucf:50387
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005438
- Title
- Differential impacts of doctoral education on Ed.D. and Ph.D. students: Examining student motivation and subjective well-being during the first two years of doctoral study.
- Creator
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McAfee, Morgan, Boote, David, Hayes, Burnice, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
Background: Doctoral attrition has been the subject of significant research over the past several years (Bair (&) Haworth, 2004; Cohen (&) Greenberg, 2011; Gardner, 2008; Lovitts, 2001). Prior research on doctoral students has focused on substantive differences in the Ed.D. and Ph.D. in education degree programs, rather than on potential differences among the students themselves. Purpose: To assess whether there are baseline differences in motivation and subjective well-being among the three...
Show moreBackground: Doctoral attrition has been the subject of significant research over the past several years (Bair (&) Haworth, 2004; Cohen (&) Greenberg, 2011; Gardner, 2008; Lovitts, 2001). Prior research on doctoral students has focused on substantive differences in the Ed.D. and Ph.D. in education degree programs, rather than on potential differences among the students themselves. Purpose: To assess whether there are baseline differences in motivation and subjective well-being among the three groups of doctoral students in education: Ed.D. and Ph.D. students, part-time enrolled and full-time enrolled students, and first-year and second-year students. Setting: University of Central Florida, College of EducationSubjects: First-year and second-year students drawn from all three doctoral programs offered in the College, including Education, Ed.D., Education, Ph.D., and Educational Leadership, Ed.D. Data Collection and Analysis: A 131-item electronic survey to assess student motivation and subjective well-being was distributed to all 142 enrolled first-year and second-year doctoral students, of which 28.2% responded (n = 40). Cumulative motivation and separate subjective well-being scores were calculated for each participant, and Mann-Whitney tests were performed to compare the distribution of student scores within each group (Ed.D. and Ph.D., part-time enrolled and full-time, and first-year and second-year). Findings: No statistically significant differences were found in motivation and subjective well-being among the three groups of students. However, some findings on measures of motivation did approach statistical significance between Ed.D. and Ph.D. students.Conclusions: These findings may demonstrate that relative well-being and similar levels of intrinsic motivation exist among several groups of doctoral students. Recommendations for future research include an increase in the sample size by expanding the study to multiple institutions offering doctoral programs in education, as well as a modification of the instruments from ordinal scales to Likert-type instruments.
Show less - Date Issued
- 2013
- Identifier
- CFE0004714, ucf:49840
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004714
- Title
- Failing the Failed: A Treatise on the Need for a Research Based Pedagogical Approach to Credit Recovery.
- Creator
-
Scott, Kelly, Boote, David, Robinson, Edward, Vitale, Thomas, Hayes, Burnice, University of Central Florida
- Abstract / Description
-
The purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery...
Show moreThe purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery Instructional Treatment), a research-based approach to curriculum design for credit recovery. CRIT is a standards based curriculum relying on criterion based assessments. This approach was then applied in the creation of specific curriculum for English 4 credit recovery and as a general approach for all subjects. A step by step evaluation plan for current and proposed approaches for credit recovery was then defined. Additionally, we provide a detailed implementation strategy specific to our organization but easily retrofitted for other organizations. We focus on the organization of Florida Virtual School (FLVS), a state run K-12 virtual school run as a special school district in Florida because it is a familiar organization; however, the model and results may be generalizable for online or traditional education.
Show less - Date Issued
- 2014
- Identifier
- CFE0005289, ucf:50565
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005289
- Title
- Failing the Failed: A treatise on the need for a research based pedagogical approach to credit recovery.
- Creator
-
Smith, Elise, Boote, David, Robinson, Edward, Vitale, Thomas, Hayes, Burnice, University of Central Florida
- Abstract / Description
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The purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery...
Show moreThe purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery Instructional Treatment) a research-based approach to curriculum design for credit recovery. CRIT is a standards based curriculum relying on criterion based assessments. This approach was then applied in the creation of specific curriculum for English 4 credit recovery and as a general approach for all subjects. A step by step evaluation plan for current and proposed approaches for credit recovery was then defined. Additionally we provide a detailed implementation strategy specific to our organization but easily retrofitted for other organizations. We focus on the organization of Florida Virtual School (FLVS), a state run k-12 virtual school run as a special school district in Florida because it is a familiar organization. However, the model and results may be generalizable for online or traditional education.
Show less - Date Issued
- 2014
- Identifier
- CFE0005290, ucf:50568
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005290
- Title
- Assessing the effectiveness of online focus groups versus in-person focus groups.
- Creator
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Richard, Brendan, Sivo, Stephen, Boote, David, Witta, Eleanor, Ford, Robert, Murphy, Jamie, University of Central Florida
- Abstract / Description
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Increasingly researchers are turning to online focus groups as a qualitative research method, yet rigorous methodological studies regarding the quantity, quality and diversity of the data generated relative to traditional in-person focus groups are limited. This study experimentally tests the idea generation capabilities of online text-based focus groups versus traditional in-person focus groups using sustainability in the hospitality industry as the idea generation topic. Participants were...
Show moreIncreasingly researchers are turning to online focus groups as a qualitative research method, yet rigorous methodological studies regarding the quantity, quality and diversity of the data generated relative to traditional in-person focus groups are limited. This study experimentally tests the idea generation capabilities of online text-based focus groups versus traditional in-person focus groups using sustainability in the hospitality industry as the idea generation topic. Participants were purposively sampled from the hospitality program at a large Southeastern university and randomly assigned into one of two treatment groups: online text-based or traditional in-person focus groups. The in-person focus groups resulted in a larger word count, and a higher number of ideas generated, although both in-person and online generated an equivalent number of unique ideas. The online focus group generated a comparable average quality of ideas and number of good ideas. There was a high degree of overlap in themes generated by both groups. The results show that online focus groups are capable of generating a comparable level of idea quantity, quality and diversity relative to in-person focus groups.
Show less - Date Issued
- 2018
- Identifier
- CFE0007086, ucf:51945
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007086
- Title
- Analyses and comparisons of three lexical features in native and nonnative academic English writing.
- Creator
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Yu, Xiaoli, Folse, Keith, Fernandez-Rubiera, Francisco, Young, Beth, Boote, David, University of Central Florida
- Abstract / Description
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Built upon the Contrastive Interlanguage Analysis (CIA) framework, this corpus-based research analyzes three lexical features (lexical diversity, lexical sophistication, and cohesion) in native and nonnative English writers' academic writing and examines the potential differences in lexical performance 1) between native and nonnative English writers and 2) across all writers from various language backgrounds. The differences in lexical performance in academic writing between native and...
Show moreBuilt upon the Contrastive Interlanguage Analysis (CIA) framework, this corpus-based research analyzes three lexical features (lexical diversity, lexical sophistication, and cohesion) in native and nonnative English writers' academic writing and examines the potential differences in lexical performance 1) between native and nonnative English writers and 2) across all writers from various language backgrounds. The differences in lexical performance in academic writing between native and nonnative English writers and the unique characteristics of writers from different language backgrounds suggest the necessity of targeted academic writing instruction based upon learner needs. Using text length as the covariate, two Multivariate Analysis of Covariate (MANCOVA) were conducted with language background as the Independent Variable and the three lexical features as the Dependent Variables. The results revealed that nonnative English writers demonstrated significantly lower performance in lexical sophistication than did native English writers. In terms of the comparison between writers from different language backgrounds, the results suggested statistically significant differences in all three aspects of lexical features. Pedagogical implications for vocabulary instruction in academic writing for nonnative English writers include emphasizing the mastery of academic, low-frequency, and discipline-specific vocabulary. In addition, improving nonnative writers' vocabulary size and lexical diversity can offer these learners more options to build cohesion in academic writing at a deeper level. Moreover, the results of this study highlight the wide but often under-considered variability within any language group as individual learner differences come into play, thereby downplaying the idea that writers of any given language tend to perform homogenously. Instructors should acknowledge the unique writing characteristics of different nonnative writers and their varied learner needs. Thus, targeted instruction is essential to provide effective enhancement to nonnative English writers' lexical performance in academic writing.
Show less - Date Issued
- 2018
- Identifier
- CFE0007269, ucf:52206
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007269
- Title
- A Comparative Study of Two Models of Presenting Phrasal Verbs.
- Creator
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Majeed, Nagham, Mihai, Florin, Folse, Keith, Purmensky, Kerry, Boote, David, University of Central Florida
- Abstract / Description
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Learning phrasal verbs (PVs) is of vital importance in both written and spokenEnglish, especially for those English learners who must use English as a second language (ESL) in their daily interactions with proficient speakers. This study focused on two particles (out and in) in exploring a more effective model for presenting PVs in an ESL context. PVs are the focus of this empirical study because they are an essential component of English vocabulary but are typically regarded as very...
Show moreLearning phrasal verbs (PVs) is of vital importance in both written and spokenEnglish, especially for those English learners who must use English as a second language (ESL) in their daily interactions with proficient speakers. This study focused on two particles (out and in) in exploring a more effective model for presenting PVs in an ESL context. PVs are the focus of this empirical study because they are an essential component of English vocabulary but are typically regarded as very difficult for ESL students to master.This study used a quasi-experimental design to compare the effect of instruction through image-schematic container illustrations of 16 PVs (supported by the container metaphor model) and a definition-only illustration of the same 16 PVs (supported by the traditional model of PV instruction). The participants in this experiment consisted of 28 intermediate-level students enrolled in intensive English program (IEP) courses at a metropolitan college in the southeastern United States during the summer of 2019; the students were divided into a control group and an experimental group. Four types of instruments, including one pretest and three posttests, were used in this experiment to examine the effectiveness of the container metaphor model compared with the traditional model. The findings of this study challenge the traditional view regarding the difficulty of teaching the meanings of these 16 PVs and suggest that the container metaphor model is more conducive to PV learning and retention. However, the findings of this study showed little evidence that the container metaphor model can assist in guessing the meaning of previously unknown PVs. The practical implications demonstrated from these results can be used by ESL teachers and educational stakeholders to validate English-teaching practices. Therefore, this model was recommended to be considered as one model of presenting PVs. The current study demonstrated that researchers should include infrequent PVs in their research in addition to the frequent ones. Finally, limitations of the current study are identified and recommendations for organizing future studies on this topic are proposed.
Show less - Date Issued
- 2019
- Identifier
- CFE0007834, ucf:52829
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007834
- Title
- Countering the Narrative: Exploring the Relationships among Wellness, Resilience, and Empowerment within Black Men Who Have Sex With Men Living With HIV (BMSM+).
- Creator
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Heard, Nevin, Shillingford-Butler, Ann, Joe, Richelle, Boote, David, Dollarhide, Collette, University of Central Florida
- Abstract / Description
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The HIV epidemic continues to disproportionately impact marginalized populations, where one in two Black men who have sex with men (BMSM) will be diagnosed with HIV in their lifetime. The lack of research regarding the wellness of Black men who have sex with men living with HIV (BMSM+) inhibits understanding, which could hinder professions missioned with bettering the wellness of BMSM+. Consequently, the purpose of this study was to investigate if resilience and empowerment predict BMSM+'s...
Show moreThe HIV epidemic continues to disproportionately impact marginalized populations, where one in two Black men who have sex with men (BMSM) will be diagnosed with HIV in their lifetime. The lack of research regarding the wellness of Black men who have sex with men living with HIV (BMSM+) inhibits understanding, which could hinder professions missioned with bettering the wellness of BMSM+. Consequently, the purpose of this study was to investigate if resilience and empowerment predict BMSM+'s wellness. However, a lack of internal consistency among the empowerment measurement required the researcher to remove the scale and adjust the scope of the study. A simple linear regression determined that resilience predicted wellness with statistical significance F(1, 247) = 726.012,(&)nbsp;R2 = .745, p =.000, f2 = 2.92. Descriptive statistics revealed that there were no significant differences in overall wellness when comparing BMSM+ ((N = 249) to norming samples representative of the U.S. population, t(248) = 1.575, p = .12 and African-Americans, t(248) = -1.444, p = .150; though BMSM+ had higher overall wellness when compared to men, t(248) = 9.926, p = .000. Most of the BMSM+ in this study had a resilience score that was somewhat low to very low (M = 123. 39), which was significantly lower than norming samples of the U.S. population, t(248) = -8.345, p = .000 and men, p = .000; males: t(248) = -7.938, p = .000. Additionally, the researcher ran two post hoc analyses that used multi-factor ANOVAs that revealed significant differences in resilience and wellness between groups when examining participants' HIV viral load detectability, CD4 count, mode of HIV contraction, level of religiosity/spirituality, education, and relationship status. Overall, the findings of the current study challenge the assumption that BMSM+ are unwell and has implications for counseling practitioners, counselor educators, researchers, and community-based organizations.
Show less - Date Issued
- 2018
- Identifier
- CFE0007191, ucf:52258
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007191
- Title
- Warrior Women: A Phenomenological Study of Female Veterans Transitioning Into and Through College.
- Creator
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Sorensen, Alma, Hirumi, Atsusi, Hartshorne, Richard, Boote, David, Brophy-Ellison, James, University of Central Florida
- Abstract / Description
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Current research and theory primarily focuses on identifying holistic challenges of the veteran student demographic and does not focus on challenges specific to female veterans when transitioning into and through college. Additionally, current research and theory does not focus on positive and negative experiences of female veterans within four key areas of academia: courseware, faculty, staff/administration, and student services. As a result, current research and theory do not adequately...
Show moreCurrent research and theory primarily focuses on identifying holistic challenges of the veteran student demographic and does not focus on challenges specific to female veterans when transitioning into and through college. Additionally, current research and theory does not focus on positive and negative experiences of female veterans within four key areas of academia: courseware, faculty, staff/administration, and student services. As a result, current research and theory do not adequately explain why female veterans may or may not successfully transition into and through college, resulting in a lack of resources available for female veterans, and Higher Education Institutes (HEIs). This phenomenological study investigated lived experiences of female veterans transitioning into and through college by identifying shared experiences within the Adult Transition Theory's Moving In, Moving Through, and Moving Out phases specific to participants' interactions with courseware, faculty, staff/administration, and student services. Nine female veterans participated. Data was collected via pre-interview questionnaires and audio-recorded one-on-one interviews and analyzed using Colaizzi's 7-Step method, yielding 6 emergent themes and 30 cluster themes. Results indicated female veterans utilize strategies such as time management, connecting with their instructors, and support of family to succeed in college. Additional factors important to female veterans when transitioning include options in delivery methods and how well a college understands veteran benefits.
Show less - Date Issued
- 2018
- Identifier
- CFE0007246, ucf:52235
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007246
- Title
- Boots on the Ground: A Participant-Oriented Approach to Program Evaluation.
- Creator
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Djak, Nikki, Vitale, Thomas, Cox, Thomas, Boote, David, Swan, Bonnie, Goodman, Constance, University of Central Florida
- Abstract / Description
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Despite best efforts to fully prepare pre-service teachers (PSTs) with the knowledge and skills they will need as educators, many universities nationwide fall short of doing so. Poor or unrelated pre-service preparation of education majors prior to graduation creates disconnects between college coursework requirements and real-world expectations of educators, which decreases the value of these education programs. It also leaves many PSTs entering internship and subsequent first-year...
Show moreDespite best efforts to fully prepare pre-service teachers (PSTs) with the knowledge and skills they will need as educators, many universities nationwide fall short of doing so. Poor or unrelated pre-service preparation of education majors prior to graduation creates disconnects between college coursework requirements and real-world expectations of educators, which decreases the value of these education programs. It also leaves many PSTs entering internship and subsequent first-year employment ill-prepared to handle all of the classroom responsibilities expected of them, which contributes to another nationwide problem: low retention of novice teachers. To address comprehensive preparation of PSTs, professors at one large metropolitan university in the southeastern United States initiated the Boots on the Ground (BotG) program, which exposes PSTs to direct instructional opportunities with K-12 students concurrently with early coursework. Multiple studies have found that closely integrating field experience with coursework is highly influential in increasing both the preparedness of PSTs and their self-efficacy as educators. This study is a mixed methods, participant-oriented program evaluation of the BotG program, meant to explore stakeholders' perspectives on the program's influence and inform improvement. It looks at the affect the BotG program has on perceived preparedness and self-efficacy of PSTs as well as its impact on different stakeholder groups. Study findings indicate that the early exposure to the profession and experience working with K-12 students provided to pre-service teachers who participated in the Boots on the Ground program may provide them with a means to increase perceptions of preparedness and self-efficacy for teaching. Findings also detail the program's influence on other stakeholders, including provision of extra support for the academic and behavioral support of K-12 students. The researcher also suggests implications for education and recommendations for further research.
Show less - Date Issued
- 2018
- Identifier
- CFE0007171, ucf:52287
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007171
