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Title: A phenomenological study of Black fifth grade students' perceptions of social studies and a discussion with secondary students.
Creator: Walker, Irenea, Russell, William, Hewitt, Randall, Hopp, Carolyn, Huff-Corzine, Lin, University of Central Florida
Abstract / Description: The problem I address in this study is the lack of Black elementary students' knowledge and interest of the social studies content. Black students who lack a true identity of self, fail to develop into productive citizens. Although previous studies have examined Black students' experiences in secondary social studies classrooms, few have thoroughly examined Black students' experiences in the elementary classrooms. For this study, I analyze Black fifth grade students' perceptions of the social...
Show moreThe problem I address in this study is the lack of Black elementary students' knowledge and interest of the social studies content. Black students who lack a true identity of self, fail to develop into productive citizens. Although previous studies have examined Black students' experiences in secondary social studies classrooms, few have thoroughly examined Black students' experiences in the elementary classrooms. For this study, I analyze Black fifth grade students' perceptions of the social studies content. Identifying these perceptions is imperative so educators can adjust their pedagogical practices based on what they deem as important for educational growth, and the experiences of Black students. Allowing Black students to share their experiences and express their thoughts is conducive to their knowledge and awareness of the subject (Scott, 2017). To grasp an authentic analysis of student understanding educators must start in the primary grades. Previous research highlights that curriculum and instruction fails to align with what students, especially Black students need to be successful in the classroom. Identifying these areas in elementary school will create a smooth transition for students as they advance to the next level.
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Date Issued: 2018
Identifier: CFE0007591, ucf:52547
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007591

Title: Successful Urban Adolescent Writers: A Study of a Collaborative Model of Teaching Writing.
Creator: Mander, Erin, Hewitt, Randall, Hopp, Carolyn, Short, Edmund, Vitale, Thomas, University of Central Florida
Abstract / Description: The goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in...
Show moreThe goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in teaching writing? What is the relationship between engaging in a collaborative model of teaching writing and improvement of writing skill in middle level students?The study determined how and why the writing skill was developed at an urban, rural middle school in a Central Florida School District. The rationale for completing research at Horizon Middle School was to provide an exemplar in the teaching of writing skill, a phenomenon. Horizon Middle School presented a learning community that was entrenched in the same challenging demographics, but distinctly showed a high level of academic achievement in writing. Instead of teaching through a formulaic, test-generated approach, students learned through discovery, personal relationship, and engagement. Not only did 97% of 8th grade students passed the Florida Writes examination, but in the process of preparing for the standardized assessment was an embedded foundation laid for students and their future learning. The review of literature focused on: school culture, models of teaching at the middle level, models of teaching writing at the middle level and the standardization found within the FCAT Writes. Data collection was completed through classroom observations, one-on-one interviews and participation in faculty meetings. Data analysis was completed by addressing each research question through the conceptual framework. The study determined that this was a model for developing the writing skill for all middle level students, an exemplar within the field. Suggested uses for the study included the development of future studies focus on successful schools that were challenged by the same demographics and consideration of the partnership that Horizon had with the University of Central Florida as a model for other educational communities to consider.
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Date Issued: 2012
Identifier: CFE0004574, ucf:49202
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004574

Title: The Impact of Family Influence and Involvement on Career Development.
Creator: Joseph, Latashia, Daire, Andrew, Van Horn, Stacy, Hopp, Carolyn, Blank, William, University of Central Florida
Abstract / Description: Career decidedness at early stages produces positive effects on student performance, college completion, and professional development. Emerging adults are taking 5 to 10 years longer to make career decisions than non-emerging adults (Lehmann (&) Konstam, 2011). The purpose of this study will be to use quantitative and qualitative research methods to obtain a deeper understanding of parental involvement in college students' career decision-making and its influences on their career readiness...
Show moreCareer decidedness at early stages produces positive effects on student performance, college completion, and professional development. Emerging adults are taking 5 to 10 years longer to make career decisions than non-emerging adults (Lehmann (&) Konstam, 2011). The purpose of this study will be to use quantitative and qualitative research methods to obtain a deeper understanding of parental involvement in college students' career decision-making and its influences on their career readiness and development. College students will provide information on their parents' involvement and influence during their secondary education. Ultimately, this research will identify how family influences the career decision-making processes and will educate professionals about how to incorporate the family as a way to avoid delays in the desired career paths of emerging adults.This mixed methods study investigated the influence of family on the career decision- making process among emerging adults attending a metropolitan university in the southeastern United States. It also sought to identify the nature of parental involvement in activities, academic achievement, choosing a major, and career choice in college students. The first two questions formulated the basis for quantitative research methods, and qualitative methods aided in exploring the third question. The Career Involvement and Influence Questionnaire (CIIQ) and the Career Development Inventory (CDI) provide the source of data collection for this study. The study yielded no significant relationship or differences among caregivers' (mothers, fathers, and other caregivers) involvement in career decisions (CIIQ) or future influences and level of career decidedness (CDI). The qualitative results provided clarity as to some of the commonalities and differences that existed among responses of the participants. Implications of the findings refer to counselor education, clinical practice, and future research.
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Date Issued: 2012
Identifier: CFE0004391, ucf:49367
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004391

Title: Examination of an Online College Mathematics Course: Correlation between Learning Styles and Student Achievement.
Creator: Steele, Bridget, Dixon, Juli, Hynes, Michael, Haciomeroglu, Erhan, Hopp, Carolyn, Dziuban, Charles, University of Central Florida
Abstract / Description: The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face...
Show moreThe purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age groups.
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Date Issued: 2012
Identifier: CFE0004445, ucf:49320
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004445

Title: The Relationship Between Practicing School Counselors' Perceived Organizational Support And Their Service Delivery.
Creator: Geigel, Vincent, Lambie, Glenn, Van Horn, Stacy, Hopp, Carolyn, Blank, William, University of Central Florida
Abstract / Description: Role ambiguity in school counseling is common; therefore, school counselors deal with issues of role conflict, lack of advocacy, and the assignment of inappropriate duties. The American School Counselor Association (2012) National Model was developed to provide school counselors with a framework for the delivery of appropriate school counseling services to students; however, the National Model is not implemented in all school districts. School counselors' perceived organizational support (POS...
Show moreRole ambiguity in school counseling is common; therefore, school counselors deal with issues of role conflict, lack of advocacy, and the assignment of inappropriate duties. The American School Counselor Association (2012) National Model was developed to provide school counselors with a framework for the delivery of appropriate school counseling services to students; however, the National Model is not implemented in all school districts. School counselors' perceived organizational support (POS) was hypothesizes as possible variable mitigating the adoption of the ASCA National Model. This study examined the relationship between school counselors' in Central Florida perceived organizational support (as measured by the Survey of Perceived Organizational Support [SPOS]) and their school counseling service delivery (as measured by the School Counselor Activity Rating Scale [SCARS]). Descriptive statistics, multiple linear regression (MLR), and Pearson product-moment correlation (two-tailed) analysis were employed to investigate correlations. MLR analysis was applied to the outcome/dependent variable of POS (total mean SPOS score) and predictor/independent variables of school counseling services delivery (five mean SCARS subscale scores). Overall, the five mean SCARS subscale score predicted only 6.1% of the variance in the school counselors' mean SPOS scores. In addition, none of the five mean SCARS subscale scores had a statistically significant beta coefficient.Moreover, the results identified that school counselors at the elementary school level had higher POS, SCARS consultation, SCARS curriculum, and SCARS other scores than middle and high school counselors. Furthermore, the school counselors with more experience and not working at Title I schools had lower SCARS counseling scores. The school counselors reporting an older age and with a larger counselor-to-student ratio also had higher SCARS curriculum scores.
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Date Issued: 2013
Identifier: CFE0004999, ucf:49557
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004999

Title: Volusia System For Empowering Teachers (VSET): Influence On Teacher Practice And Student Achievement.
Creator: Sileo-Robinson, Lesley, Hewitt, Randall, Hopp, Carolyn, Vitale, Thomas, Taylor, Rosemarye, University of Central Florida
Abstract / Description: This study provides an empirical analysis of the primary assumptions of a newly implemented teacher evaluation system, namely that the specific teaching practices evaluated are related to student achievement, and that teacher-directed professional growth plans effectively shape teacher practices in a particular domain. Results of the study are intended to inform the interpretation and the refinement of the Volusia System for Empowering Teachers (VSET), which aims to build capacity in the...
Show moreThis study provides an empirical analysis of the primary assumptions of a newly implemented teacher evaluation system, namely that the specific teaching practices evaluated are related to student achievement, and that teacher-directed professional growth plans effectively shape teacher practices in a particular domain. Results of the study are intended to inform the interpretation and the refinement of the Volusia System for Empowering Teachers (VSET), which aims to build capacity in the Volusia teacher work force and ultimately to improve student performance (School Board of Volusia County Team Volusia, Race to the Top application, 2011). This study focused on 14 pilot schools within one school district that implemented VSET as a new teacher evaluation system. The data used in this study were drawn from a multi-metric teacher assessment used in VSET and measures of student achievement. The VSET evaluation model consists of three metrics that are assigned according to the specific categories of a teacher. Two of the metrics, the professional growth plan rating and the educator observation rating are based on Charlotte Danielson's (")Framework for Teaching(") (Danielson, 2007). The third metric, the valued added score is a measure of the teacher's impact on student learning. The current study focused on determining if there was a correlation between teaching practice and student achievement and to what extent teaching practice was impacted by teacher self-selection of components for professional growth in the teacher evaluation model. The findings suggest that there is not a statistically significant and reliable relationship between the value added score and teacher practices across components, as assessed by VSET evaluators. Follow up analyses did, however, show that higher evaluator observation scores are associated with improved school grades, suggesting a relationship between teacher impact on student performance. The results support the assumption that the successful completion of the VSET professional development growth plan is associated with teacher's instructional practices in the identified component.
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Date Issued: 2013
Identifier: CFE0004938, ucf:49614
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004938

Title: Overcoming Beginning Teacher Attrition.
Creator: Adcock, Jill, Cox, Dr. Thomas, Hopp, Carolyn, Vitale, Thomas, Ellis, Amanda, University of Central Florida
Abstract / Description: The goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers....
Show moreThe goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers. Through the analysis of the qualitative results, several commonalities emerged. These themes included discrepancies regarding knowledge and completion of district induction requirements, as well as between the implementation of school-based induction programs. Based upon the themes of the research and the literature on supporting beginning teachers, a framework was developed to meet the needs of the beginning teachers in order to reduce attrition within the large urban school district. The framework entailed the refinement of the district induction program and the development of a school-based induction program. The amendment of the district induction program included accountability for all stakeholders, three years of induction support for beginning teachers, structures for tracking the completion of induction requirements by beginning teachers, and training for mentors, instructional coaches, and administrators regarding the district induction requirements. The school based induction framework contains support for a beginning teacher's first three years including specific support by mentors, instructional coaches, and administrators. The framework has been developed based upon the needs of the large urban school district in Central Florida but also has the potential to be applied to any large urban school district. The nature of the framework is that it provides the basic structure and can be customized to meet the needs of any district or school.
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Date Issued: 2016
Identifier: CFE0006242, ucf:51072
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006242

Title: Hispanic Teacher's Experiences with Stressors in Title I Elementary Schools: A Phenomenological Investigation Using a Self-Compassion Framework.
Creator: Solomon, Coralis, Lambie, Glenn, Joe, Richelle, Shillingford-Butler, Ann, Hopp, Carolyn, University of Central Florida
Abstract / Description: The purpose of this exploratory phenomenology investigation was to understand what were Hispanic teachers' experiences with their occupational stressors while working in Title I elementary schools. Specifically, this investigation used a self-compassion theoretical framework to explore the emotional stressors of the participants (N = 19) and how they cope to mitigate their feelings of burnout. Purposeful sampling was used to recruit Hispanic teachers from three Title I elementary schools...
Show moreThe purpose of this exploratory phenomenology investigation was to understand what were Hispanic teachers' experiences with their occupational stressors while working in Title I elementary schools. Specifically, this investigation used a self-compassion theoretical framework to explore the emotional stressors of the participants (N = 19) and how they cope to mitigate their feelings of burnout. Purposeful sampling was used to recruit Hispanic teachers from three Title I elementary schools within the same school district in Central Florida. The data were collected through individual interviews with the Hispanic teachers who volunteered to participate in the study. All data were recorded, transcribed, and analyzed for themes following Colaizzi's (1978) methods. Trustworthiness measures employed throughout the investigation included the use of (a) clear articulation of methods in order to protect the integrity of the data, (b) reflection on the researcher's positionality and pre-conceived notions about the participants' experiences by using bracketing, (c) analyst triangulation of the collected data with peer debriefers, (d) member checking, and (e) a thorough description of previous literature (Creswell, 2013; Marshall (&) Crossman, 2006; Moustakas, 1994; Patton, 2015).Five themes emerged from the data analyses: (a) general stressors, (b) emotional stressors, (c) cultural stressors, (d) coping skills, and (e) teachers' recommendations for administrators. The five themes aligned with previous research findings, offering significant implications for future research, teacher and counselor educators, and school personnel. Specifically, findings from this investigation contribute to the literature by providing an increased understanding of cultural and emotional stressors experienced by Hispanic teachers in Title I elementary schools.
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Date Issued: 2017
Identifier: CFE0006663, ucf:51223
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006663

Title: The Influences of Roles and Support Systems on the Baccalaureate Degree Attainment of Nontraditional Learners.
Creator: Roberts, Shirdricka, Cox, Dr. Thomas, Vitale, Thomas, Hopp, Carolyn, Campbell, Laurie, University of Central Florida
Abstract / Description: The purpose of the research study was to examine the influences of roles and support systems on the baccalaureate attainment of nontraditional learners. A qualitative bounded case study was conducted that include ten face-to-face interviews with nontraditional learners attending the same University during the same time period. The study provided a brief overview on the challenges, support systems, and motivations of these nontraditional learners. Theories used to frame the study's conceptual...
Show moreThe purpose of the research study was to examine the influences of roles and support systems on the baccalaureate attainment of nontraditional learners. A qualitative bounded case study was conducted that include ten face-to-face interviews with nontraditional learners attending the same University during the same time period. The study provided a brief overview on the challenges, support systems, and motivations of these nontraditional learners. Theories used to frame the study's conceptual framework and address its research questions included Biddle's (1979) Role Theory, McClusky's Theory of Margin, Load and Power (1971) and Tinto's (1975, 1993, 2012) and Bean and Metzner's (1985) Theory of Persistence.The results of the study indicated: 1) The role management that adult learners employed while being a full-time or part-time student. 2) The challenges that adult learners had to address as it relates to their multiple roles and degree attainment. 3) The support systems that adult learners used to assist them in their efforts to role manage and persist towards graduation. 4) The motivations behind an adult learner's pursuit of an undergraduate degree.iii
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Date Issued: 2017
Identifier: CFE0006648, ucf:51220
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006648

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

Title: Perspectives on Creativity: Theoria, Praxis, and Poiesis.
Creator: Bryan-Bethea, Kathryn, Roberts, Sherron, Eriksson, Gillian, Hopp, Carolyn, Sivo, Stephen, Heller, Ena, University of Central Florida
Abstract / Description: Theoretical perspectives on creativity encompass ideas such as risk, inquiry, resistance to conformity, and attraction to complexity. In response to these philosophical tenets I have organized my dissertation into three distinct but related manuscripts that explore creativity through theoria (knowing), praxis (doing), and poiesis (making). These manuscripts present an integrated approach to creative pedagogy. 1.The first manuscript is a review of literature with the aim to: provide a brief...
Show moreTheoretical perspectives on creativity encompass ideas such as risk, inquiry, resistance to conformity, and attraction to complexity. In response to these philosophical tenets I have organized my dissertation into three distinct but related manuscripts that explore creativity through theoria (knowing), praxis (doing), and poiesis (making). These manuscripts present an integrated approach to creative pedagogy. 1.The first manuscript is a review of literature with the aim to: provide a brief overview of creativity theories; consider an imbricated definition of creativity; and evaluate current empirical research. Research in creativity should provide a spectrum of methods that reflect the complex nature of the phenomenon. 2.Illustrated through the combination of text and authentic photographs, the second manuscript explores how preservice elementary teachers conceptualize their professional identity. This manuscript includes preservice teachers' photographic submissions related to professional identity. Implications include considering how these perceptions affect teacher recruitment, retention, and professional regard within our society and school systems.3.Understanding the interaction between ritual and creativity can elucidate essential qualities of creativity. The third paper will consider the lived experiences of ritual in the creative process of ten Pro-c individuals. As a result of interview analysis, a definition of ritual that is unique to the creative process is revealed. Ritual in the creative process is delineated into three hierarchical categories: (1) Ritual construct, an element of the ritual; (2) Ritual quality, a distinguishing characteristic of the ritual; (3) Ritual purpose, the value the ritual provides in the creative process.
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Date Issued: 2016
Identifier: CFE0006079, ucf:50939
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006079

Title: The Design Plan for a Comprehensive Financial Literacy Program.
Creator: Manselle, Karemah, Hopp, Carolyn, Owens, J. Thomas, Ortiz, Enrique, Vitale, Thomas, University of Central Florida
Abstract / Description: The need for financial literacy among Americans has become a national topic of interest. Economists, financial professionals, educators, and government officials recognize there is an overall deficit of financial knowledge. More specifically, higher education administrators have become increasingly concerned with ensuring that financial literacy tools are available to college students. Students of today face higher tuition and education-related costs, are less likely to receive grant funding...
Show moreThe need for financial literacy among Americans has become a national topic of interest. Economists, financial professionals, educators, and government officials recognize there is an overall deficit of financial knowledge. More specifically, higher education administrators have become increasingly concerned with ensuring that financial literacy tools are available to college students. Students of today face higher tuition and education-related costs, are less likely to receive grant funding to assist with their educational expenses, and are more likely to be in debt, carrying higher student debt loads than previous generations. Further, students lack the financial knowledge needed to make sound financial decisions. Hence, there is a need for effective financial literacy programs at post-secondary institutions. The purpose of this dissertation in practice (DIP) is to design a comprehensive financial literacy program model for students attending large diverse higher education institutions similar to the University of Central Florida.
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Date Issued: 2015
Identifier: CFE0005837, ucf:50921
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005837

Title: The Impact of Job Experience Training on Executive Functioning Skills for Students with Language Impairments.
Creator: Elliott, Christopher, Martin, Suzanne, Boote, David, Hopp, Carolyn, Whiteman, JoAnn, Cerasale, Mark, University of Central Florida
Abstract / Description: The collaborative efforts of families, educators, and policy makers have mergedvocational training with special education services for students with disabilities. The Individuals with Disabilities Education Act of 2004 introduced mandates for schools to provide transition services for students with disabilities based on three areas of need: a) education, b) employment,and independent living. This legislation has led to more work-based learning programs that meet the postsecondary needs for...
Show moreThe collaborative efforts of families, educators, and policy makers have mergedvocational training with special education services for students with disabilities. The Individuals with Disabilities Education Act of 2004 introduced mandates for schools to provide transition services for students with disabilities based on three areas of need: a) education, b) employment,and independent living. This legislation has led to more work-based learning programs that meet the postsecondary needs for students with disabilities. Despite this increase in work-based learning programs many students with disabilities are still unable to make successful transitions into postsecondary outcomes. Using a mixed method design, this study examined the impact of a Job Experience Training (JET) program on the executive functioning skills of seven young men (15 to 18 years of age) over the course of seven weeks at an assisted living facility. Resultsof the teacher evaluations showed the students were capable of completing tasks, making individual goals, and increasing executive functioning skills while participating in the JET program. Conversely, the results from the parent and student assessments showed little to no change in executive functioning skills once the participants were outside the context of theassisted living facility. Future research is encouraged to examine a longitudinal study across multiple job sites that evaluates and measures the students' ability to transfer executive functioning skills to other contexts and further investigate mentoring as the core teaching strategy of a JET program.
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Date Issued: 2014
Identifier: CFE0005161, ucf:50714
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005161

Title: Access and Student Success: An Examination of the Perceptions and Experiences of First-Year Seminar Professionals at Florida Historically Black Colleges and Universities.
Creator: Wilkerson, Amanda, King, Kathy (Kathleen), Cox, Dr. Thomas, Owens, J. Thomas, Hopp, Carolyn, University of Central Florida
Abstract / Description: The focus of this research was to understand the lived experiences and working perceptions of Florida HBCU first-year seminar professionals. Much empirical work has been done to examine the experiences of students transitioning into the college environment. In contrast, there is little work that specifically looks at the professionals that service first-year students within a minority serving context, specifically Historically Black Colleges and Universities. As a result, the findings of this...
Show moreThe focus of this research was to understand the lived experiences and working perceptions of Florida HBCU first-year seminar professionals. Much empirical work has been done to examine the experiences of students transitioning into the college environment. In contrast, there is little work that specifically looks at the professionals that service first-year students within a minority serving context, specifically Historically Black Colleges and Universities. As a result, the findings of this study suggest that Florida HBCU first-year seminar professionals are active partners in the scholastic success of its freshman students.
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Date Issued: 2016
Identifier: CFE0006420, ucf:51478
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006420

Title: Overcoming Beginning Teacher Attrition.
Creator: Husko, Neva, Cox, Dr. Thomas, Hopp, Carolyn, Vitale, Thomas, Ellis, Amanda, University of Central Florida
Abstract / Description: The goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers....
Show moreThe goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers. Through the analysis of the qualitative results, several commonalities emerged. These themes included discrepancies regarding knowledge and completion of district induction requirements, as well as between the implementation of school-based induction programs.Based upon the themes of the research and the literature on supporting beginning teachers, a framework was developed to meet the needs of the beginning teachers in order to reduce attrition within the large urban school district. The framework entailed the refinement of the district induction program and the development of a school-based induction program. The amendment of the district induction program included accountability for all stakeholders, three years of induction support for beginning teachers, structures for tracking the completion of induction requirements by beginning teachers, and training for mentors, instructional coaches, and administrators regarding the district induction requirements. The school based induction framework contains support for a beginning teacher's first three years including specific support by mentors, instructional coaches, and administrators.The framework has been developed based upon the needs of the large urban school district in Central Florida but also has the potential to be applied to any large urban school district. The nature of the framework is that it provides the basic structure and can be customized to meet the needs of any district or school.
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Date Issued: 2016
Identifier: CFE0006330, ucf:51553
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006330

Title: The Source and Impact of Student Engagement for Black Students in an Urban High School.
Creator: Sims, Deshawn, Hopp, Carolyn, Butler, S. Kent, Puig, Enrique, Butler, Malcolm, Waddell, Jennifer, University of Central Florida
Abstract / Description: The achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation,...
Show moreThe achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation, and in classrooms today. The examination of popular theories concerning the education of Black people in the early 1900's and narratives of individuals who attended segregated schools, provided a historical description of the state of Black education. In addition, the connection between student engagement and teacher dispositions was recognized. A review of relevant literature informed this study by providing a conceptual understanding and operational definition of student engagement, teacher dispositions, and discourse. Last, a case study was conducted to bring a local, practical focus to the research. The purpose of this case study was to examine the impact of student engagement on student learning in an urban school with a majority Black student population, as evidenced by student actions and discourse. Data were collected through meetings and classroom observations using the Student Action Coding Sheet. This research found student engagement to be highest in classrooms that balanced certain teacher dispositions and discourse.
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Date Issued: 2016
Identifier: CFE0006396, ucf:51518
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006396

Title: Perceptions of Secondary Education Teachers Working in an Inclusive Setting.
Creator: Pacha, Destiny, Hopp, Carolyn, Reyes, Maria, Vitale, Thomas, Pratt Marrett, Caroline, University of Central Florida
Abstract / Description: This dissertation in practice addresses the continuous underperformance of students with disabilities (SWD) on standardized assessments when compared to their non-disabled peers. This dissertation on the complex problem of practice investigates secondary education teachers' perceptions of students with disabilities and their ability to be included in the general education classroom. The purpose of this research is to develop a professional development framework to enhance inclusive practices....
Show moreThis dissertation in practice addresses the continuous underperformance of students with disabilities (SWD) on standardized assessments when compared to their non-disabled peers. This dissertation on the complex problem of practice investigates secondary education teachers' perceptions of students with disabilities and their ability to be included in the general education classroom. The purpose of this research is to develop a professional development framework to enhance inclusive practices. Students with disabilities nationwide are increasingly taught in the general education classroom in order to provide them access to their least restrictive environment and instruction of the general education curriculum. The beliefs held by teachers about students with disabilities and their inclusion in the general education classroom is one key variable to the successful inclusion as measured by student outcomes. To provide necessary support, it is imperative to understand teachers' attitude towards students with disabilities and their inclusion in the general education classroom. Based on the survey results and relevant research, the professional development framework to enhance inclusive practices was developed and will focus on three elements: (a) school culture and understanding of inclusion, (b) effective inclusive teaching strategies, and (c) collaboration models and techniques. The goal of the professional development framework is for administrators and other school leaders to provide appropriate learning opportunities for teachers to enhance their understanding of inclusion and to provide them strategies and techniques to improve student outcomes in an effort to close the achievement gap between students with and without disabilities.
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Date Issued: 2015
Identifier: CFE0006368, ucf:51495
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006368

Title: Fostering paths of enrollment from an urban high school to a large, public university.
Creator: Wyenberg, Colin, Cox, Dr. Thomas, Vitale, Thomas, Hopp, Carolyn, Williams, Falecia, University of Central Florida
Abstract / Description: This qualitative study sought to address the problem of lower enrollment of students from Jones High School in Orlando, Florida than is desired by the University of Central Florida (UCF). The university has new developments in the community near Jones High School and this dissertation in practice seeks to develop recruitment practices to increase enrollment of this population. Alumni from Jones High School who currently attend UCF were selected for a qualitative study including a survey and...
Show moreThis qualitative study sought to address the problem of lower enrollment of students from Jones High School in Orlando, Florida than is desired by the University of Central Florida (UCF). The university has new developments in the community near Jones High School and this dissertation in practice seeks to develop recruitment practices to increase enrollment of this population. Alumni from Jones High School who currently attend UCF were selected for a qualitative study including a survey and interview to examine the phenomenological experiences regarding their decision to enroll and the path of enrollment they selected. Multiple paths of enrollment exist for this population which includes entering directly from high school, transferring from other institutions, as well as a guaranteed admission program from local state colleges called Direct Connect. This qualitative study revealed that the Direct Connect program is the most common path of entry for participants followed by those enrolling from high school. Experiences that influenced decisions to enroll at UCF included convenience factors such as location, the ease of enrolling through the Direct Connect program, and the financial savings associated with a public university and the state colleges. It was also revealed that deficiencies existed in UCF's current recruitment presence on the campus of Jones High School as compared to other institutions of higher education making a more lasting impact. Implications for future practice were offered to encourage existing paths of enrollment and increased UCF recruitment presence on the Jones campus.
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Date Issued: 2016
Identifier: CFE0006423, ucf:51472
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006423

Title: Supporting Prekindergarten Teachers Through Appropriate Professional Development Practices.
Creator: Twyman, Catherine, Hopp, Carolyn, Vitale, Thomas, Boote, David, Culp, Anne, Englehart, Deirdre, University of Central Florida
Abstract / Description: The problem of practice that this dissertation in practice addresses is the creation of a professional development model designed to assist voluntary prekindergarten (VPK) teachers and directors with the implementation of the 2011 Early Learning and Developmental Standards for Four-Year-Olds; specifically the mathematical thinking benchmark. Because the standards serve as a planning guide to assist teachers and directors of VPK children in the attainment of skills required by the end of their...
Show moreThe problem of practice that this dissertation in practice addresses is the creation of a professional development model designed to assist voluntary prekindergarten (VPK) teachers and directors with the implementation of the 2011 Early Learning and Developmental Standards for Four-Year-Olds; specifically the mathematical thinking benchmark. Because the standards serve as a planning guide to assist teachers and directors of VPK children in the attainment of skills required by the end of their prekindergarten school year, it is important that those utilizing the Standards have a concrete understanding of their components and how to use them as the foundation for all lesson planning. The pilot study included informal interviews with both VPK teachers and directors concerning their understanding of the 2011 Early Learning and Developmental Standards for Four-Year-Olds and the assistance they received with the implementation of the standards into their daily lesson plans. An additional survey was administered electronically to a target group of VPK teachers and directors concerning their personal beliefs about preschoolers and mathematics, their confidence in helping preschoolers learn mathematical concepts, and their confidence in their personal mathematics abilities.This dissertation in practice provides a professional development framework, that demonstrates how to facilitate a comprehensive professional development program that addresses all of the essential components including pre-assessment, the use of appropriate practices when working with adult learners, providing coaching and technical assistance to the practitioners, and using communities of practice (CoP) to provide ongoing support for teachers and directors of VPK children. Utilizing a combination of these strategies can help to ensure that those working with this targeted group have an inclusive understanding of the standards as well as a support system to effectively provide VPK students with a developmentally appropriate education.
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Date Issued: 2016
Identifier: CFE0006407, ucf:51463
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006407

Title: Exploring the Experiences Contributing to the Success of High-Achieving Black Female Undergraduate Students at a Predominantly White Institution.
Creator: Watkins, Whitney, King, Kathy (Kathleen), Cintron Delgado, Rosa, Malaret, Stacey, Hopp, Carolyn, University of Central Florida
Abstract / Description: Much of the literature regarding Black students at predominantly White institutions (PWI) focuses on these students' academic difficulty, while there is far less attention paid to the performance of higher achieving Black students (Fries-Britt, 1998; Fries-Britt (&) Griffin, 2007). Therefore, this study explored the lived experiences of high-achieving Black female students, focusing particularly on the experiences which contribute to their success at a PWI. The qualitative phenomenological...
Show moreMuch of the literature regarding Black students at predominantly White institutions (PWI) focuses on these students' academic difficulty, while there is far less attention paid to the performance of higher achieving Black students (Fries-Britt, 1998; Fries-Britt (&) Griffin, 2007). Therefore, this study explored the lived experiences of high-achieving Black female students, focusing particularly on the experiences which contribute to their success at a PWI. The qualitative phenomenological research design was used to highlight emergent themes revealed during the study. Eight purposely selected students participated in one-on-one semi structured interviews and a Sister Circle group process.The participants' stories were highlighted both independently and collectively, reflecting a wide range of sentiments. During the data analysis process, there were six themes that emerged from the data which highlighted the experiences which contributed to the students' success at a PWI. Those themes included: 1) Support, 2) Processing Situations, 3) Defining Success, 4) Involvement, 5) Motivation, and 6) Background. The emergent themes provided strategies and recommendations for Black female students, higher education practitioners, and institutions. These recommendations included areas regarding programming, retention and recruitment strategies, resource creation, and relationship building. Additionally, implications were made for future research initiatives. The data, coupled with the researcher's reflections served as the basis for the implications and recommendations for this study.
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Date Issued: 2017
Identifier: CFE0006821, ucf:51788
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006821

professional development (7)	+ -
Professional Development (4)	+ -
students with disabilities (4)	+ -
Higher Education (3)	+ -
education (3)	+ -

framework (3)	+ -
higher education (3)	+ -
student engagement (3)	+ -
21st century skills (2)	+ -
African American students (2)	+ -
Case Study (2)	+ -
Curriculum (2)	+ -
Financial Literacy (2)	+ -
Social Studies (2)	+ -
Video Games (2)	+ -
achievement gap (2)	+ -
attrition (2)	+ -
blended learning (2)	+ -
classroom management (2)	+ -
elementary (2)	+ -
equity and access to excellence (2)	+ -
exceptional education (2)	+ -
hybrid (2)	+ -
hybrid learning (2)	+ -
induction (2)	+ -
innovation (2)	+ -
instructional coaching (2)	+ -
middle school (2)	+ -
non-cognitive factors (2)	+ -
perceptions (2)	+ -

ETD Collection (76)	+ -
Honors Collection (2)	+ -

University of Central Florida (78)	+ -
Hopp, Carolyn (77)	+ -
Vitale, Thomas (33)	+ -
Boote, David (8)	+ -
Cox, Dr. Thomas (8)	+ -

Hewitt, Randall (7)	+ -
Robinson, Edward (7)	+ -
Hayes, Grant (6)	+ -
Doherty, Walter (5)	+ -
King, Kathy (Kathleen) (5)	+ -
Van Horn, Stacy (5)	+ -
Little, Mary (4)	+ -
Russell, William (4)	+ -
Beverly, Monifa (3)	+ -
Blank, William (3)	+ -
Cox, Thomas (3)	+ -
Gunter, Glenda (3)	+ -
Hagedorn, W. Bryce (3)	+ -
Hines, Rebecca (3)	+ -
Kaplan, Jeffrey (3)	+ -
Lambie, Glenn (3)	+ -
Murray, Kenneth (3)	+ -
Olan, Elsie (3)	+ -
Puig, Enrique (3)	+ -
Taylor, Rosemarye (3)	+ -
Border, Harold (2)	+ -
Brenckle, Martha (2)	+ -
Butler, Malcolm (2)	+ -
Butler, S. Kent (2)	+ -
Campbell, Laurie (2)	+ -

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