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Pages
- Title
- Student Engagement and Ethical Care in a Title I Middle School Program.
- Creator
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Anderson, Marguerite, Hopp, Carolyn, Vitale, Thomas, Kaplan, Jeffrey, Robinson, Edward, University of Central Florida
- Abstract / Description
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ABSTRACTThe purpose of this dissertation was to determine if the foundational constructs (student engagement and ethical care) were experienced by the 8th grade students that participated in a morning tutoring program: Future Problem Solvers. A mixed methods design was adopted for the purpose of this study including raw data, survey data, informal observations, and face-to-face interviews. The goal was to determine if the 28 participants (male and female) demonstrated academic success on the...
Show moreABSTRACTThe purpose of this dissertation was to determine if the foundational constructs (student engagement and ethical care) were experienced by the 8th grade students that participated in a morning tutoring program: Future Problem Solvers. A mixed methods design was adopted for the purpose of this study including raw data, survey data, informal observations, and face-to-face interviews. The goal was to determine if the 28 participants (male and female) demonstrated academic success on the Florida Comprehensive Achievement Test (Science). The study was also conducted in order to explore the level of student engagement and the development of reciprocating relationships based ethical care between the teacher and the students.The findings from the quantitative analysis using the Mann Whitney U indicated that the FSP participants did make academic gains on the FCAT (Science) test to a higher degree than non-participants: Non-Participants (Mean Rank = 182.37) and Participants (Mean Rank = 332.96). The significance was established where p = .00. The quantitative analysis using frequency data also revealed that the majority of the participants reported that they were engaged in learning and made strong efforts when doing and completing their schoolwork. They also participated in class, as well as school based activities. Furthermore, they reported that they felt a sense of belonging and were supported by the staff.The findings from the qualitative analysis indicated that the teacher did model care to the students. He engaged them in dialogue about caring relationships and confirmed and encouraged the best in them. The responses on the interviews completed by the teacher and the principal, as well as the students give evidence that strong relationships developed between the students and the teacher. Moreover, that these reciprocating relationships were built on trust and care.The discussion and interpretations emphasizes the need for professional development, and the need for policy that strives to support student engagement and ethical care above high stakes testing.
Show less - Date Issued
- 2014
- Identifier
- CFE0005456, ucf:50379
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005456
- Title
- Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
- Creator
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Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
- Abstract / Description
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The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student...
Show moreThe focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
Show less - Date Issued
- 2012
- Identifier
- CFE0004560, ucf:49255
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004560
- Title
- The Collector as Arbiter of Art: A Phenomenological Investigation of Collectors' Critical Judgment Development and Their Understanding of Art Toward a Theoretical Model for Appreciation and Criticism in Art Education.
- Creator
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Grey, Anne, Brewer, Thomas, Sivo, Stephen, Kaplan, Jeffrey, Price, Mark, Roberts, Sherron, University of Central Florida
- Abstract / Description
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The purpose of this study was to investigate art collectors' specific method of developing and making critical judgments in the context of their understanding of art. Phenomenological research methods were employed to obtain data through interviews with collectors of Contemporary African American art, Latin American art, and Minimalist and Conceptual art. Based on the findings, collectors' approaches to critical judgment can be categorized into three areas. First, critical skills are both...
Show moreThe purpose of this study was to investigate art collectors' specific method of developing and making critical judgments in the context of their understanding of art. Phenomenological research methods were employed to obtain data through interviews with collectors of Contemporary African American art, Latin American art, and Minimalist and Conceptual art. Based on the findings, collectors' approaches to critical judgment can be categorized into three areas. First, critical skills are both intuitive and developed over time, through a holistic and aesthetic process set in the art world. Collectors' edification requires commitment, and intense looking enabling them to see how works of art communicate. Second, key events that marked collectors' methodological approaches were connections with artists and art, notable purchases, and exhibitions of their collection. These events resulted from an integration of the collectors' identification with the art work, manifested over time in various forms. Finally, those objects that best reflected collectors' specific development of critical judgment and understanding of art were noted either by specific artists in their collection or the collection as a whole, functioning as vital aspects of the collectors' life and at the same time contributing to culture and society in its capacity to cause conversations. There is an opportunity to apply the information from collectors' processes as an educational model for teaching and learning about appreciation and criticism in art education by thinking about art collections more broadly, as another way to look at life and the art in life.
Show less - Date Issued
- 2011
- Identifier
- CFE0004115, ucf:49103
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004115
- Title
- Practicing Teachers' Beliefs Regarding Racially, Culturally, Ethnically, And Linguistically Diverse (RCELD) Students In A Title I Secondary-School Environment.
- Creator
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Sabino, Lisa, Gill, Michele, Kaplan, Jeffrey, Boote, David, Lue, Martha, Oldham, Lucile, University of Central Florida
- Abstract / Description
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Based on school-level data that included disparities in discipline rates, Title I status, teacher attrition, and teachers' statements, I designed a dissertation in practice to understand practicing teachers' personal and professional diversity beliefs regarding racially, culturally, ethnically, and linguistically diverse (RCELD) students in a Title I, secondary-school setting. Four hypotheses concerning type of secondary degree, years of experience, subjects taught, and racial or ethnic...
Show moreBased on school-level data that included disparities in discipline rates, Title I status, teacher attrition, and teachers' statements, I designed a dissertation in practice to understand practicing teachers' personal and professional diversity beliefs regarding racially, culturally, ethnically, and linguistically diverse (RCELD) students in a Title I, secondary-school setting. Four hypotheses concerning type of secondary degree, years of experience, subjects taught, and racial or ethnic background were tested. Pohan and Aguilar's (2001a) Teachers' Belief Survey was administered to 59% of the GHS staff in order to measure the personal and professional beliefs of practicing teachers. I used descriptive and parametric tests to analyze the survey's data. Based on the parametric and non-parametric tests no statistically significant differences were found for the four hypotheses tested. Although no statistically significant differences were noted in the data, this dissertation in practice starts a conversation about diversity issues at GHS. The initial school-level data were indicative of a problem of practice at GHS, and practicing teachers did self-report high levels of diversity beliefs. I recommend that further research build upon this study and include a qualitative component. I conclude that further research is necessary in order to investigate why practicing teachers' self-report diversity beliefs were high, yet school-level data indicated discriminatory practices.
Show less - Date Issued
- 2016
- Identifier
- CFE0006174, ucf:51123
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006174
- Title
- (&)nbsp;Bridging the Gap between ESOL and Native English Speakers in a Digital Collaborative Classroom.
- Creator
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Samuels, Shalander, Hopp, Carolyn, Pratt Marrett, Caroline, Nutta, Joyce, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
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The purpose of this dissertation in practice was to explore how to bridge the gap between ESOL students and native English speaking students in a collaborative learning environment in a middle school in Tangerine Florida. The gap in performance was highlighted because ESOL students failed to meet the same levels of academic achievement (based on the Florida Standard Assessment Test) as their native English-speaking counter parts. The intent of the dissertation was to design a framework that...
Show moreThe purpose of this dissertation in practice was to explore how to bridge the gap between ESOL students and native English speaking students in a collaborative learning environment in a middle school in Tangerine Florida. The gap in performance was highlighted because ESOL students failed to meet the same levels of academic achievement (based on the Florida Standard Assessment Test) as their native English-speaking counter parts. The intent of the dissertation was to design a framework that would meet the pedagogical needs of ESOL students and teachers who teach them. A pilot study was completed that included teachers both ESOL-endorsed and those who were not to determine their needs in terms of professional development that would lead to increased achievement among ESOL students. The study focused on digital schools within one school district. A qualitative research approach was used because it was found to be rigorous, reliable and valid (Morse, Barrett, Mayan, Olson (&) Spiers (2002). Results of the pilot study were intended to inform teachers and school administrators about how to ultimately improve ESOL student performance. The data used in the pilot study were drawn from focus groups as well as information retrieved from reflective teacher and student tools. The conceptual framework that focused the pilot study included socio-cultural theory (Vygotsky, 1986; Mercer, 2007), self-efficacy theory (Bandura, 1997a; Pajares, 1997) culturally responsive teaching theory (Ladson-Billings, 2006; Freire 2000), situated learning theory (Davin (&) Heineke, 2016) and second language acquisition theories (Chomsky, 1965; Ellis, 1997).The findings from the teacher focus groups suggested ways to bridge the gap between the ESOL students and native English speakers. A proposed framework to counter the problem and bridge the gap was designed as a pedagogical intervention (professional development) that would provide the information teachers lack about how to teach ESOL students effectively. The framework also served as a platform to connect and collaborate with other ESOL instructors as a resource and support throughout the school year. Additionally, a teacher-proposed idea was a middle school technology transition (MST2) beginner course for students entering a digital school to give them practice and build their self-efficacy on how to use the necessary applications for each core (FSA tested) class. The results also support the idea that concurrent ongoing professional development and a student introductory technology course throughout the school year could produce more favorable achievement scores of ESOL students, and reduce gaps between ESOL students and native English speaking students.
Show less - Date Issued
- 2017
- Identifier
- CFE0006789, ucf:51808
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006789
- Title
- The Effect of Feedback Medium on Accuracy with English Articles.
- Creator
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Giltner, Elizabeth, Nutta, Joyce, Purmensky, Kerry, Clark, M. H., Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
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Developing and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES's ability to understand, speak, read, and write English. Although the number of students...
Show moreDeveloping and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES's ability to understand, speak, read, and write English. Although the number of students who have attained those minimum scores is large, there is a large population of adult NNESs enrolled in intensive English programs (IEPs) that are designed to help them improve their proficiency in English and again admission into mainstream university courses. Given that many university instructors require the submission of written work that demonstrates students' understanding of course content, perhaps the most important academic skill developed in IEPs is writing. Furthermore, the lack of attention given to addressing grammatical errors at the tertiary level highlights IEP instructors' need for effective and efficient methods of addressing grammatical errors in NNES writing.The present quantitative study used two experimental designs, a pretest-posttest design and a posttest-only design with proxy pretest (Campbell (&) Stanley, 1963), to investigate the efficacy of two types of indirect corrective feedback (CF) for improving adult, IEP-enrolled, intermediate level NNES writers' (participants) grammatical accuracy in academic papers. Grammatical accuracy for this study was measured by counting the number of errors participants committed when using English definite and indefinite articles in academic papers. The independent variable for this study was the type of CF participants were randomly selected to receive (-) either screencast corrective feedback (SCF) or written corrective feedback (WCF). The dependent variable, which measured the effect of the CF given, was the number of errors participants made with English definite and indefinite articles on three compositions completed to satisfy the requirements of their IEP writing class. The results of the current research demonstrated that participants made similar gains in grammatical accuracy when using CF to revise descriptive compositions. These results are in keeping with the results of previous studies that showed the usefulness of CF for improving grammatical accuracy on revised compositions (Bitchener, 2008, Bitchener (&) Knoch, 2008, 2009a, 2009b, 2010a). However, the improvement observed on the revised descriptive compositions did not transfer to new classification essays, regardless of the type of CF participants received. Participants' lack of grammatical accuracy on new compositions of a different genre effectively illustrated the difficulty English articles pose for NNESs when writing and the need for multiple exposures to CF and writing practice to develop NNESs' ability to consistently use English articles accurately.The main implication of the present study lies in the recommendation of the provision of CF to NNES students and systematic instruction about how to use CF received in order to allow NNESs to become more self-sufficient learners and writers of English.
Show less - Date Issued
- 2016
- Identifier
- CFE0006106, ucf:51187
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006106
- Title
- The Relationship between Service-learning and Civic Engagement in the 2-Year College.
- Creator
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Koopmann, Shari, Hewitt, Randall, Allen, Kay, Kaplan, Jeffrey, Morrison, Elizabeth, Miller, Margaret, University of Central Florida
- Abstract / Description
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This study examined the relationship between service-learning and civic engagement in the 2-year college and also investigated specific differences between service experiences to determine whether those differences moderated the relationship between service participation and civic engagement outcomes. The study yielded 110 matching pre- and post-Student Civic Engagement surveys from service-learners in five different course subject areas at a large southeastern community college. The findings...
Show moreThis study examined the relationship between service-learning and civic engagement in the 2-year college and also investigated specific differences between service experiences to determine whether those differences moderated the relationship between service participation and civic engagement outcomes. The study yielded 110 matching pre- and post-Student Civic Engagement surveys from service-learners in five different course subject areas at a large southeastern community college. The findings of the paired-samples t tests suggest that students experienced significant gains in four of the seven dimensions of civic engagement after participating in service. Students in comparable courses in subject matter but without service-components were also surveyed, yielding 117 matching pre- and post-surveys. A comparison of the mean differences between pre- and post-responses of the non-service-learners and service-learners suggests that the service-learners had a higher tendency than the non-service-learners to participate in the majority of assessed civic engagement activities. The data were sorted by subject area to allow for an analysis of the service-learners and the non-service-learners in comparable courses. Those results, however, were inconclusive, and no clear trends emerged. ANOVAs and independent-samples t tests were used to determine the relationship between gains in civic outcomes and select variables. The findings suggest that the type of service-learning activity, the duration of the service experience, the participant-perceived quality of the service experience, the amount of required student reflection, and the teacher's frequency of use of active and passive instructional strategies significantly moderate the relationship between service participation and a number of measures of civic engagement.
Show less - Date Issued
- 2013
- Identifier
- CFE0004706, ucf:49807
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004706
- Title
- NAEP-Related Visual Arts Assessment in Classroom Applications.
- Creator
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McGann, Debra, Brewer, Thomas, Xu, Lihua, Kaplan, Jeffrey, Olan, Elsie, University of Central Florida
- Abstract / Description
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This action research study investigates classroom visual art assessments and their potential to improve teacher instruction and student learning. In order to examine this topic more thoroughly, a National Assessment of Educational Progress (NAEP)-related classroom assessment was designed and administered to the researcher's Drawing and AP Art History classes. Students were also asked to fill out a questionnaire that asked about their past art experiences and motivation to participate in art...
Show moreThis action research study investigates classroom visual art assessments and their potential to improve teacher instruction and student learning. In order to examine this topic more thoroughly, a National Assessment of Educational Progress (NAEP)-related classroom assessment was designed and administered to the researcher's Drawing and AP Art History classes. Students were also asked to fill out a questionnaire that asked about their past art experiences and motivation to participate in art activities such as creating art work outside of the school setting or attending an art museum. Students observed, described, and analyzed contemporary artwork, and they created and wrote about their own original works of art. The use of contemporary art exemplars led to some of the most interesting findings; namely, that students felt free to create their artwork in a contemporary style that was less about technical elements and more about the meaning they wished to convey. In general, the AP Art History students' written contemporary art criticism scores were significantly higher than the scores of both of the studio drawing classes. Artwork scores of AP Art History, Drawing I, and Drawing II students showed no significant difference. Interestingly, all three groups indicated they were highly motivated to look at works of art, create art in school, and make artwork outside of the school setting. Also noteworthy was the relatively high number of students who indicated that the contemporary artwork they analyzed influenced the mother and child artwork they created. It could be surmised by this study that a NAEP-related assessment is a beneficial method for improving teacher instruction and student learning in visual arts education.
Show less - Date Issued
- 2013
- Identifier
- CFE0005032, ucf:50008
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005032
- Title
- A Grounded Theory Study of the Experiences of Gender and Sexually Diverse High School Students: Balancing School Ethos.
- Creator
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Huff, Frankie, Olan, Elsie, Kaplan, Jeffrey, Hopp, Carolyn, Brenckle, Martha, Daniels, Terri, University of Central Florida
- Abstract / Description
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Anti-bullying campaigns and legislation are on the rise, and school districts are fighting in favor of and against various forms of support for gay and sexually diverse (GSD) students, creating very distinct experienced ethoses in their prospective schools. At times, these ethoses stand in direct opposition of the aspirational ethoses of those same schools. The purpose of this grounded theory study is to understand how schools interact with the educational policies in place to create a...
Show moreAnti-bullying campaigns and legislation are on the rise, and school districts are fighting in favor of and against various forms of support for gay and sexually diverse (GSD) students, creating very distinct experienced ethoses in their prospective schools. At times, these ethoses stand in direct opposition of the aspirational ethoses of those same schools. The purpose of this grounded theory study is to understand how schools interact with the educational policies in place to create a balanced ethos. This study uses Charmaz's (2014) constructivist approach to grounded theory methods to answer the following questions: How, if at all, does the aspirational ethos balance with the experienced ethos in high schools for GSD students, and, how, if at all, are schools creating positive high school ethoses for GSD students? Two themes emerged from this study. The first theme, don't ask, don't tell, showed that GSD students are often expected to be silent about themselves and their issues. The second theme, policy is just a beginning, revealed that inclusive policy alone is not enough, administration must interact with these policies and GSD students. The findings of this study indicate that for schools to provide a balanced aspirational and experienced ethos for GSD students, these students must be included in the policies, actions, and interactions of the high school. Schools create a positive ethos for GSD students when the balance is achieved. This study has practical and theoretical implications for anti-oppressive educational practices and discourse regarding GSD students. ?
Show less - Date Issued
- 2015
- Identifier
- CFE0005809, ucf:50023
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005809
- Title
- Post-traumatic stress disorder: The effect of age and military status on the military population's awareness of community mental health resources.
- Creator
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Stapp, Susan, Kaplan, Jeffrey, Cornell, Richard, Moskal, Patsy, Brophy-Ellison, James, University of Central Florida
- Abstract / Description
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This study sought to explore the existence of a relationship between age and/or military affiliation (active, veteran, or family member) and awareness of local community mental health programs available for the treatment of post-traumatic stress disorder. The study separated age from military affiliation to better distinguish between influences on awareness level. Considerations that remain critical regarding post-traumatic stress disorder were described and used to guide a comprehensive...
Show moreThis study sought to explore the existence of a relationship between age and/or military affiliation (active, veteran, or family member) and awareness of local community mental health programs available for the treatment of post-traumatic stress disorder. The study separated age from military affiliation to better distinguish between influences on awareness level. Considerations that remain critical regarding post-traumatic stress disorder were described and used to guide a comprehensive review of the literature to find directions to fulfill the goal of this study. A survey was conducted and 586 active military, veterans, and their family members responded to an instrument that contained 40 items. This study was constrained to three items from the survey; age, military affiliation, self-rated awareness of treatment for PTSD. Multiple analysis techniques found no significant (p (<) .05) correlation between either age and awareness or military affiliation and awareness. Further analysis found a significant (p = .003) correlation between veterans and awareness, as well as between family members of veterans (p = .017) and awareness. Veterans and their family members indicated a greater awareness of local community mental health programs available for the treatment of post-traumatic stress disorder than did active troops and/or their family members. The significance of this finding presents new opportunities to study and improve both the marketing and the delivery of mental health treatment for PTSD to the active military population. Multiple opportunities for future research are discussed.
Show less - Date Issued
- 2014
- Identifier
- CFE0005266, ucf:50586
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005266
- Title
- How high school size configuration affects student achievement in the State of Florida.
- Creator
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Morrison, Donald, Murray, Kenneth, Bai, Haiyan, Doherty, Walter, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
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The study was conducted to determine if there were any statistically significant differences in student achievement as measured by the 10th-grade Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) at the school level between the configurations of high schools, controlling for the percentage of minority population and SES. A total of 259 large public high schools within Florida were used in the study; 149 traditional schools and 110 large schools using small learning...
Show moreThe study was conducted to determine if there were any statistically significant differences in student achievement as measured by the 10th-grade Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) at the school level between the configurations of high schools, controlling for the percentage of minority population and SES. A total of 259 large public high schools within Florida were used in the study; 149 traditional schools and 110 large schools using small learning communities. Because prior researchers have indicated that the number of low SES students and the percentage of minority students can have an effect on student achievement, these covariates were controlled for in this study. There was a significant difference in the FCAT Mathematics scores of students based on school configuration. Those students who attended traditional high schools scored higher than those in the smaller learning communities. There was a similar finding in the FCAT Reading scores, but it was only marginally significant. The interaction between the percentage of the minority population and low SES population was also evaluated, but no significant interaction was found. A qualitative survey was also sent to administrators at schools who were involved in the study. In direct contradiction to the quantitative study results, the vast majority of respondents thought that the use of a small learning community would increase student achievement. With the advent of Common Core in Mathematics and Language Arts, this research lends itself to be expanded on a national level to determine if a larger sample size would yield the same or differing results.
Show less - Date Issued
- 2014
- Identifier
- CFE0005215, ucf:50631
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005215
