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- Title
- THE IMPACT OF UNIVERSAL DESIGN FOR LEARNING-REPRESENTATION PRACTICES ON CONCEPT MAPS AND THE DEVELOPMENT OF QUALITY SCIENTIFIC EXPLANATIONS.
- Creator
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Finnegan, Lisa, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
ABSTRACT The purpose of this action research project was to determine how my practice of implementing Universal Design for Learning-Representation (UDL-R) principles influenced my studentsÃÂ' understanding of content and enhanced their ability to organize their knowledge using concept maps. A secondary purpose of this action research project was to determine if student created concept maps served as a useful tool to enrich studentsÃÂ' written...
Show moreABSTRACT The purpose of this action research project was to determine how my practice of implementing Universal Design for Learning-Representation (UDL-R) principles influenced my studentsÃÂ' understanding of content and enhanced their ability to organize their knowledge using concept maps. A secondary purpose of this action research project was to determine if student created concept maps served as a useful tool to enrich studentsÃÂ' written scientific explanations. Students in this study completed concept maps and wrote explanations about adaptations before and after participating in lessons enriched with UDL-R principles that included the use of multi-media sources, website searches, and trade books. The processes used to collect data for this action research project were concept maps, written explanations, student notes, and videotaped accounts of learning from UDL-R principles. The themes that emerged were deeper content understanding for students and greater engagement in learning through UDL-R practices as evidenced through student notes, student discussions and videotaped accounts. The students in this study showed minimal change in the total average scores on concept maps with mixed results for males versus female studentsÃÂ' scores. Although studentsÃÂ' concept maps and written explanations indicated minimal improvement or change, their notes listing thirty to over one hundred facts and their comments indicated their interest and engagement in the learning process supported by UDL-R practices.
Show less - Date Issued
- 2010
- Identifier
- CFE0003045, ucf:48358
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003045
- Title
- IMPROVING PARENT INVOLVEMENT FOR CULTURALLY AND LINGUSTICALLY DIVERSE PARENTS OF MIDDLE SCHOOL STUDENTS WITH DISABILITIES FROM URBAN SETTINGS IN SUBURBAN SCHOOLS.
- Creator
-
Urquhart, Michelle, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
This study was designed to address the need for improved collaborative experiences for culturally and linguistically diverse (CLD) parents of students with disabilities. Historically, these individuals have had limited interactions with special education services and professionals, particularly at the middle school level. To improve the collaborative relationship between CLD families and schools, the study offered collaborative training sessions designed to provide opportunities for parents...
Show moreThis study was designed to address the need for improved collaborative experiences for culturally and linguistically diverse (CLD) parents of students with disabilities. Historically, these individuals have had limited interactions with special education services and professionals, particularly at the middle school level. To improve the collaborative relationship between CLD families and schools, the study offered collaborative training sessions designed to provide opportunities for parents to build on their current knowledge base and skills for effective partnerships with school personnel. The goal of the training was to increase the types and frequency of school involvement by CLD parents. The participants for this study consisted of teachers and parents of culturally diverse groups of middle grade students in special education transitioning from an urban elementary school into a suburban middle school. Hence, the researcher evaluated parent perceptions of the collaborative experience to determine the effects it had on future efforts to collaborate. Student perceptions of both the collaborative process and the teacher's ability to provide services that embrace cultural differences and reflect high expectations were also assessed. Overall evaluation of Parent Collaborative Training (PCT) demonstrated a direct influence on the behaviors of parents as well as students and teachers, who were indirectly affected by the parenting behaviors. The training influenced parents' knowledge and skills, opinions of students regarding their parents and teachers, and showed higher ratings for students across three domains: student behaviors, student capabilities, and teacher expectations.
Show less - Date Issued
- 2006
- Identifier
- CFE0001310, ucf:47016
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001310
- Title
- INVESTIGATION OF THE IMPACT OF VIDEO-BASED ANCHORED INSTRUCTION ON THE IMPLEMENTATION OF INCLUSIVE PRACTICES BY STUDENTS WITH LEARNING DISABILITIES.
- Creator
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O'Brien, Christopher, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
For several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning...
Show moreFor several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning strategies, and content-enhancements (Ehren, Lenz, & Deshler, 2005; King-Sears, 1997). As inclusive placements become an increasingly common standard of practice, particularly for students with learning disabilities, the need to assist general educators in establishing inclusive classrooms becomes a major priority. It is logical then to prioritize the propagation of inclusive practices in general education classrooms--practices that would take into account the natural diversity of student populations likely to be present in American classrooms. Cooperative learning, in the form of Literature Circles, is offered in this study as a highly effective method for laying the groundwork for inclusion. This study, rooted in the theory of anchored instruction, attempted to address the need for incorporating inclusive practices by investigating the potential for students with learning disabilities to implement Literature Circles by viewing video models. This research evaluated the impact of video models on three levels--the extent to which the video models improve the ability for students with learning disabilities to a) learn the foundational information and rationale of a strategy, b) implement the strategy effectively, and c) improve academic outcomes by implementing the strategy. Finally, an attempt was made to further probe student perception of learning a strategy from a video model through focus group interviews. Data was collected using a quasi-experimental design. Forty-nine classrooms were randomly assigned to video-based and traditional treatments. Students attempted to implement Literature Circles in their middle school social studies classes. Following data collection, quantitative statistical analysis was completed using Multivariate Analysis of Variance (MANOVA) to examine group differences in knowledge of the essential elements of the strategy, implementation of the strategy, and content achievement. Qualitative analysis of student focus group responses was completed by scrutinizing transcripts for general themes (Erickson, 1986). This study made a connection between lines of research on video-based anchored instruction for students with learning disabilities and video-anchors in teacher preparation. The full sample of 196 students, including 43 students with learning disabilities, demonstrated significantly more effective implementation of Literature Circles. Students in the video model focus group indicated that they benefited from the explicit, positive peer models demonstrated in the video. The continued proliferation of visual images in the form of video-based models represents a positive step toward increasing available resources to students and teachers and ultimately improving outcomes for students with learning disabilities.
Show less - Date Issued
- 2006
- Identifier
- CFE0001215, ucf:46947
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001215
- Title
- DEVELOPMENT OF SEVENTH GRADE PRE-ALGEBRA STUDENTS' MATHEMATICAL PROBLEM SOLVING THROUGH WRITTEN EXPLANATIONS AND JUSTIFICATIONS.
- Creator
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Jones, Rebecca, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
In this action research, the interactions of seventh grade pre-algebra students in a mathematics classroom shared their explanation and justification processes through group work. Prior to the start of the study students were given a written pre-test to determine current conceptual thinking in mathematics. Over the next nine weeks, the teacher engaged the students in problem solving activities that included reasoning skills, communication and making connections through discussion with their...
Show moreIn this action research, the interactions of seventh grade pre-algebra students in a mathematics classroom shared their explanation and justification processes through group work. Prior to the start of the study students were given a written pre-test to determine current conceptual thinking in mathematics. Over the next nine weeks, the teacher engaged the students in problem solving activities that included reasoning skills, communication and making connections through discussion with their peers. Following nine weeks of written and verbal discourse, students were provided a post-test to determine changes in their conceptual thinking. Overall students' grades, journal writings and test scores showed positive gains with the greatest changes occurring in written explanations of their conceptual thinking in mathematics.
Show less - Date Issued
- 2008
- Identifier
- CFE0002180, ucf:47510
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002180
- Title
- THE IMPACT OF CO-TEACHING ON STUDENT LEARNING OUTCOMES IN SECONDARY SOCIAL STUDIES CLASSROOMS IMPLEMENTING CONTENT ENHANCEMENT ROUTINES.
- Creator
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Zgonc, Kimberly, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine if differences exist in student learning outcomes between students who are instructed in a co-taught or non co-taught environment in secondary social studies classrooms implementing Content Enhancement Routines (CER). This study examined student and teacher data from seventeen matched pairs of co-taught and non co-taught middle and high school general education social studies teachers who participated in professional development in CER and professional...
Show moreThe purpose of this study was to examine if differences exist in student learning outcomes between students who are instructed in a co-taught or non co-taught environment in secondary social studies classrooms implementing Content Enhancement Routines (CER). This study examined student and teacher data from seventeen matched pairs of co-taught and non co-taught middle and high school general education social studies teachers who participated in professional development in CER and professional development in co-teaching if applicable. Of the 34 participating teachers, 23 were visited by school district personnel to verify implementation of CER. Five co-teaching teams, each consisting of a general and special educator, completed a Coteaching Rating Scale (CtRS) (n=10) to analyze the level of co-teaching occurring in the classroom (beginning, compromising or collaborating stage). A systematic sample of students (n = 907) completed a CER Student Perception Survey to examine perceived differences of the use of CER in co-taught and non co-taught social studies classrooms. Student state assessment scores (n = 318) in co-taught and non co-taught classrooms were analyzed to distinguish differences in student learning gains. Specifically this study investigated if differences in student performance occur when a special educator is present in the classroom. Results indicate that although there was no statistically significant difference in student learning outcomes between the two settings, the impact of teacher preparation, professional development and the implementation of CER in the secondary social studies classroom may be determining factors in student success.
Show less - Date Issued
- 2007
- Identifier
- CFE0001645, ucf:47226
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001645
- Title
- THE IMPACT OF VIDEO MODELING AND PEER MENTORING OF SOCIAL SKILLS FOR MIDDLE SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS IN INCLUSIVE SETTINGS.
- Creator
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Ogilvie, Christine, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
Given the behavioral expectations of students by teachers and peers in middle school inclusive classrooms and characteristics inherent to students with ASD, the purpose of this study was to explore the impact of video modeling and peer mentoring of five critical social skills for inclusion on middle school students with ASD. Specifically, the extent to which the combination of video modeling and peer mentoring of five critical social skills would increase the level of demonstration of these...
Show moreGiven the behavioral expectations of students by teachers and peers in middle school inclusive classrooms and characteristics inherent to students with ASD, the purpose of this study was to explore the impact of video modeling and peer mentoring of five critical social skills for inclusion on middle school students with ASD. Specifically, the extent to which the combination of video modeling and peer mentoring of five critical social skills would increase the level of demonstration of these skills in the general education inclusion setting was investigated. Because individuals with ASD exhibit limited social communication skills, those skills necessary especially at the middle school level to understand the "hidden curriculum", social skills instruction has been deemed important (APA, 2004; Smith-Myles & Simpson). The current multiple baseline across subjects study was grounded in the research on video modeling (Bellini & Akullian, 2007) and peer mentoring (Fuchs & Fuchs, 2005; Maheady, Harper, & Mallette, 2001) as methods of providing social skills instruction for middle school students with ASD (Goldstein & McGinnis, 1997; Smith-Myles & Simpson, 2001). The impact of the video models and peer mentors was measured using the level of demonstration of five critical social skills on three middle school aged students with ASD. All three students with ASD were included in at least one general education classroom. The results of this investigation indicated that the combination of video modeling and peer mentoring of critical social skills positively impacted the levels of demonstration of the skills of students with ASD. While results varied, all three students with ASD increased their levels of demonstration of the targeted critical social skills.
Show less - Date Issued
- 2008
- Identifier
- CFE0002306, ucf:47845
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002306
- Title
- CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS.
- Creator
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Davis, Kimberly, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
ABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co...
Show moreABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co-assessing) and the findings were similar to past co-teaching research indicating mixed results. Overall, concerns that emerged from the study were a lack of heterogeneous classrooms, clarity for the role of the special educator, inquiry-based based instruction, and individualization for behavioral and instructional needs. Encouraging findings were that teachers were willing to communicate to create richer content, instruction and assessment. In addition, one team showed overall growth and promise related to effective practices. From triangulation of the data teams were growing in the areas of communicating with each other, clarifying roles, building teacher relationships, and discussing student achievement. The hope for effective co-teaching lies in teams being given time to plan, dual preparation, and co-professional development to more effectively meet the needs of low achieving students and students with disabilities in mathematics classrooms. The findings from this study implicate that for co-teaching to be successful teachers need heterogeneous classrooms with both teachers having strong content knowledge, yet with clarity that the special educator's role is to provide individualized strategies for behavior and instruction while the general educator's role is to lead the content instruction. When this level of co-teaching emerges, perhaps further research will not be necessary.
Show less - Date Issued
- 2008
- Identifier
- CFE0002294, ucf:47863
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002294
- Title
- LISTENING TO STUDENT VOICES: WEB-BASED MENTORING FOR BLACK MALE STUDENTS WITH EMOTIONAL DISORDERS.
- Creator
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Grant, David, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
The voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement....
Show moreThe voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement. Mentoring as an intervention granted Black males with ED a platform to share their thoughts. Technology was used as an educational resource to academically engage students with ED. Mentoring and technology were combined in a Web-based mentoring model designed to simulate traditional mentoring. Individual mentoring was simulated using live video conferencing. Role modeling was simulated by featuring video clips of the mentor in authentic capacities and group mentoring discussions were simulated by featuring a participant blog on the web site. To determine the implication and emergent themes of Web-based mentoring, two Black males with ED in high school participated in the study. Results of the study revealed that the participant's behavior and achievement were impacted by negative school and home environments. For Student One, negative school environments, specifically poor peer relations, resulted in aggressive behaviors that interfered with his academic progress. He stated, "I thought it would be different in high school, but it is the same as middle school. Student Two expressed disappointment with his home environment stating, "With all I got going on, it is hard to focus on school." Implications of the model on attendance, achievement, and behavior did not demonstrate an appreciable impact. However, both student participants expressed satisfaction with the model and the opportunity to share their thoughts openly.
Show less - Date Issued
- 2008
- Identifier
- CFE0002316, ucf:47828
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002316
- Title
- THE EFFECTS OF A RATIO-BASED TEACHING SEQUENCE ON PERFORMANCE IN FRACTION EQUIVALENCY FOR STUDENTS WITH MATHEMATICS DISABILITIES.
- Creator
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Hunt, Jessica, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
This study examined the effects of a ratio-based supplemental teaching sequence on third grade students' equivalent fraction performance as measured by a curriculum-based measure and a standardized test. Participants included students identified as being learning disabled in mathematics (MLD), struggling (SS), or typically achieving (TA). Nineteen students were assigned to the experimental group and 19 additional students formed the control group. The difference between the two groups was...
Show moreThis study examined the effects of a ratio-based supplemental teaching sequence on third grade students' equivalent fraction performance as measured by a curriculum-based measure and a standardized test. Participants included students identified as being learning disabled in mathematics (MLD), struggling (SS), or typically achieving (TA). Nineteen students were assigned to the experimental group and 19 additional students formed the control group. The difference between the two groups was that the experimental group received the ratio-based teaching sequence. Both groups continued to receive textbook based instruction in fraction equivalency concepts in their regular mathematics classroom. Qualitative interviews were employed to further investigate the thinking of each of the three types of students in the study. Analysis of the data indicated that students in the experimental group outperformed the control group on both the curriculum-based measure and the standardized measure of fraction equivalency All students who participated in ratio-based instruction had a higher performance in fraction equivalency than those who did not. Performance on the CBM and the standardized measure of fraction equivalency improved significantly from pre to post test for students who struggled; their performance also transferred to standardized measures. Qualitative analysis revealed that a focal student with MLD, while improving his ability to think multiplicatively, had misconceptions about fractions as ratios that persisted even after the intervention was completed. Implications for instruction, teacher preparation, and future research are provided.
Show less - Date Issued
- 2011
- Identifier
- CFE0004003, ucf:49170
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004003
- Title
- A MIDDLE SCHOOL MATHEMATICS TEACHER'S EXPLORATION OF THE RELATIONSHIP BETWEEN PARENT-TEACHER COMMUNICATION AND STUDENT ACHIEVEMENT.
- Creator
-
Pierre Gilles, Viana, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
The purpose of this research study was to increase the overall achievement gains of my students who are currently receiving overall grades below a 69% in my middle school mathematics class by promoting parental involvement. The purpose of my action-research study was to answer the following three research questions: 1. What changes occur in students' test scores and overall grades when a variety of parental contacts are made over a six-week period? 2. How can I promote parental involvement? 3...
Show moreThe purpose of this research study was to increase the overall achievement gains of my students who are currently receiving overall grades below a 69% in my middle school mathematics class by promoting parental involvement. The purpose of my action-research study was to answer the following three research questions: 1. What changes occur in students' test scores and overall grades when a variety of parental contacts are made over a six-week period? 2. How can I promote parental involvement? 3. What can I do to educate parents on how to become more effectively involved in their child's education? To answer these questions I selected ten parents, whose children were currently receiving grades below a 69% in 7th grade mathematics and who have not contacted me after the first nine weeks of the semester. I used three different methods to contact the parents, phones call, emails, and notes in students' planners. All three methods showed a lack of parental feedback and involvement. Nevertheless, five students showed an increase in the second marking period, four showed a decrease, and one stayed the same.
Show less - Date Issued
- 2011
- Identifier
- CFE0003613, ucf:48872
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003613
- Title
- INTEGRATING UNIVERSAL DESIGN FOR LEARNING THROUGH CONTENT VIDEO WITH PRESERVICE TEACHERS.
- Creator
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Aronin, Sara, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
Given current legislation to ensure education for students with disabilities and that institutions of higher education are required to use universal design for learning (UDL) principles, the purpose of this study was to explore the impact of video modeling on preservice teachers' knowledge, understanding and application of the three principles of UDL. Preservice teachers were randomly assigned to control or experimental groups to determine if video embedded with UDL principles impacted...
Show moreGiven current legislation to ensure education for students with disabilities and that institutions of higher education are required to use universal design for learning (UDL) principles, the purpose of this study was to explore the impact of video modeling on preservice teachers' knowledge, understanding and application of the three principles of UDL. Preservice teachers were randomly assigned to control or experimental groups to determine if video embedded with UDL principles impacted their thinking. Specifically, pre and posttest information of knowledge and understanding as well as self-perceived ability to teach students with disabilities using UDL was analyzed. In addition preservice teacher created lesson plans were analyzed for application of UDL principles after viewing the video intervention. Quantitative analyses were conducted to compare pre and posttest scores of the control group (n = 41) and experimental group (n =45). The quantitative analyses of knowledge, understanding and self-perceived ability to use UDL were mixed. The results of this investigation were consistent with current research that teacher application of a skill requires more than a one-shot intervention.
Show less - Date Issued
- 2009
- Identifier
- CFE0002816, ucf:48115
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002816
- Title
- ROLES AND INTERACTIONS OF GENERAL AND SPECIAL EDUCATION TEACHERS IN SECONDARY CO-TAUGHT TEAMS.
- Creator
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Moorehead, Tanya, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
This study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachersÃÂ' roles in solo-taught and co-taught classrooms and special educatorsÃ&...
Show moreThis study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachersÃÂ' roles in solo-taught and co-taught classrooms and special educatorsÃÂ' roles in co-taught classrooms. Instrumentation included the use of the Teacher Roles Observation Schedule (TROS), the Colorado Assessment of Co-Teaching (CO-ACT), interview questions, and field notes. The quantitative portion of the study consisted of event recordings of teacher interactions (TROS), co-teacher perception rating scale scores (CO-ACT), and class seating charts to monitor the occurrence of one-on-one interactions with students in both settings. The qualitative portion of the research study consisted of the researcher gathering ongoing field notes and teacher interviews. The researcher sought to identify the interaction behaviors of secondary co-teaching teams. The most and least successful co-teaching teams were identified based on the findings. The findings indicate teacher preparation programs need to prepare all teachers to first consider the diverse learning needs of all students and second, to effectively collaborate in inclusive settings. Special education preparation programs need to include more secondary content teaching courses. Likewise, general education preparation programs need to prepare future secondary general educators to differentiate instruction to meet the needs of students with disabilities. In addition to improvements in teacher preparation programs, school leaders need to provide ongoing support for co-teachers via planning time and professional development, so they can maximize the collaborative potential embedded within the co-teaching model.
Show less - Date Issued
- 2010
- Identifier
- CFE0003318, ucf:48496
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003318
- Title
- AN INVESTIGATION OF THE EFFECTS OF USING DIGITAL FLASH CARDS TO INCREASE BIOLOGY VOCABULARY KNOWLEDGE IN HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Grillo, Kelly, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
The field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to...
Show moreThe field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to failure due not to a lack of understanding biology but the vocabulary associated with the content. In an attempt to impact high school students with learning disabilities'success in biology, a vocabulary intervention was investigated. Research suggests as more and more content is compressed into science courses, teachers are looking toward technology to assist with vocabulary mastery. The current research study examined the effects of a digital flash card intervention, Study Stack, versus a paper flash card intervention in biology for students with LD by measuring students'word knowledge and overall biology course achievement. Findings from repeated measures ANOVA showed a statistically significant increase on both the vocabulary assessment as well as the course grades in biology over time. However, the test of between effects considering card type yielded no differential change on vocabulary assessment and course grades in biology. Based on qualitative data, students interviewed liked the tool and found it to be helpful in learning biology terminology.
Show less - Date Issued
- 2011
- Identifier
- CFE0003972, ucf:48662
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003972
- Title
- Examining the Effect of the Universal Design for Learning Expression Principle on Students with learning Disabilities in Science.
- Creator
-
Finnegan, Lisa, Dieker, Lisa, Wienke, Wilfred, Hines, Rebecca, Everett, Robert, University of Central Florida
- Abstract / Description
-
ABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which...
Show moreABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which included four case study participants with a learning disability. The researcher also evaluated student content knowledge through the implementation of Universal Design for Learning-Expression (UDL-E) through a non-replicated control group design. Data were collected through a variety of sources including: researcher observations, review of student academic records, interviews, surveys, UDL-E products, and pre-test and posttest scores. Researcher observations spanned over a 10 week period and were coded and analyzed quantitatively. Findings from a Repeated ANOVA demonstrated no statistical significance, however based on interviews with students; findings show that the students did enjoy exploring the opportunity to express their knowledge using the Expression principle of Universal Design for Learning. Student time-on-task did remain equally as high during UDL-E and students' inattentive behaviors decreased.
Show less - Date Issued
- 2013
- Identifier
- CFE0004840, ucf:49709
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004840
- Title
- Applied Software Tools for Supporting Children with Intellectual Disabilities.
- Creator
-
Abualsamid, Ahmad, Hughes, Charles, Dieker, Lisa, Sims, Valerie, Wiegand, Rudolf, University of Central Florida
- Abstract / Description
-
We explored the level of technology utilization in supporting children with cognitive disabilities at schools, speech clinics, and with assistive communication at home. Anecdotal evidence, literature research, and our own survey of special needs educators in Central Florida reveal that use of technology is minimal in classrooms for students with special needs even when scientific research has shown the effectiveness of video modeling in teaching children with special needs new skills and...
Show moreWe explored the level of technology utilization in supporting children with cognitive disabilities at schools, speech clinics, and with assistive communication at home. Anecdotal evidence, literature research, and our own survey of special needs educators in Central Florida reveal that use of technology is minimal in classrooms for students with special needs even when scientific research has shown the effectiveness of video modeling in teaching children with special needs new skills and behaviors. Research also shows that speech and language therapists utilize a manual approach to elicit and analyze language samples from children with special needs. While technology is utilized in augmentative and alternative communication, many caregivers utilize paper-based picture exchange systems, storyboards, and daily schedules when assisting their children with their communication needs. We developed and validated three software frameworks to aid language therapists, teachers, and caregivers in supporting children with cognitive disabilities and related special needs. The Analysis of Social Discourse Framework proposes that language therapists use social media discourse instead of direct elicitation of language samples. The framework presents an easy-to-use approach to analyzing language samples based on natural language processing. We validated the framework by analyzing public social discourse from three unrelated sources. The Applied Interventions for eXceptional-needs (AIX) framework allows classroom teachers to implement and track interventions using easy-to-use smartphone applications. We validated the framework by conducting a sixteen-week pilot case study in a school for students with special needs in Central Florida. The Language Enhancements for eXceptioanl Youth (LEXY) framework allows for the development of a new class of augmentative and alternative communication tools that are based on conversational chatbots that assist children with special needs while utilizing a model of the world curated by their caregivers. We validated the framework by simulating an interaction between a prototype chatbot that we developed, a child with special needs, and the child's caregiver.
Show less - Date Issued
- 2018
- Identifier
- CFE0006964, ucf:52908
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006964
- Title
- Exploring Stress for Novice Teachers' in Low Socio-Economic Elementary Schools Through Breathing Biofeedback.
- Creator
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Fulchini, Angelica, Dieker, Lisa, Hines, Rebecca, Lue, Martha, Hynes, Mike, University of Central Florida
- Abstract / Description
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Teachers who serve children of color in schools that support students from low socio-economic status have turnover rates reported to be as high as 70% (SES; Carver-Thomas (&) Darling-Hammond, 2017). Numerous approaches to teacher retention in low SES settings have been discussed in the literature (Chester (&) Beaudin, 1996; Donaldson, 2009; Ingersoll (&) Kralik, 2004; Jacob, 2007; McKinney, Haberman, Stafford-Johnson, (&) Robinson, 2008; McLaurin, Smith, (&) Smillie, 2009; Siwatu, Frazier,...
Show moreTeachers who serve children of color in schools that support students from low socio-economic status have turnover rates reported to be as high as 70% (SES; Carver-Thomas (&) Darling-Hammond, 2017). Numerous approaches to teacher retention in low SES settings have been discussed in the literature (Chester (&) Beaudin, 1996; Donaldson, 2009; Ingersoll (&) Kralik, 2004; Jacob, 2007; McKinney, Haberman, Stafford-Johnson, (&) Robinson, 2008; McLaurin, Smith, (&) Smillie, 2009; Siwatu, Frazier, Osaghae, (&) Starker, 2011; Sutcher, Darling-Hammond, (&) Carver-Thomas, 2016; Taylor (&) Frankenberg, 2009), but the use of emerging biofeedback technology is an unexplored territory. This type of technology could help novice teachers understand basic changes in stress levels through awareness of the body and mind while teaching. Hence, the potential use of biofeedback strategies to reduce stress levels in teachers, in inclusive settings, that serve students with low SES is explored. To help potentially reduce novice teachers' stress levels (Friedman, 2000; Day (&) Hong, 2016; Isenbarger (&) Zembylas, 2006), the researcher explored the effectiveness of biofeedback on breathing rates of teachers in inclusive classrooms serving more than 50% of students from low SES backgrounds. The researcher found, by tracking the rate of stressed breathing of 9 teachers during the instructional day, that teachers reported they were more mindful of their breathing. The researcher found meetings, paperwork, and student behaviors increased their stress and suggested better mentorship as a way to help reduce stress. The paper concludes with implications for practice, and recommendations for future research for teachers is provided.
Show less - Date Issued
- 2018
- Identifier
- CFE0007179, ucf:52266
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007179
- Title
- Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder.
- Creator
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Best, Jaime, Vasquez, Trey, Marino, Matthew, Dieker, Lisa, Rose, Chad, University of Central Florida
- Abstract / Description
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Due to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number of individuals with ASD being served in general education classrooms, teachers are at the front line of defense for this vulnerable population. Many teachers and preservice teachers lack experience and self-confidence when dealing with situations related to individuals with ASD in their inclusive classrooms. While...
Show moreDue to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number of individuals with ASD being served in general education classrooms, teachers are at the front line of defense for this vulnerable population. Many teachers and preservice teachers lack experience and self-confidence when dealing with situations related to individuals with ASD in their inclusive classrooms. While research on educating preservice teachers to deal with bullying behaviors is limited, the importance of providing high-quality teacher preparation programs for upcoming teachers remains at the upmost importance. The purpose of this study was to examine the effects of three online modules on preservice teachers' ability to identify and respond appropriately to situations of bullying involving individuals with ASD in their classroom. This study utilized an experimental group design to determine the impact of the modules for participants in the treatment group compared to participants in the control group who received a prerecorded lecture on the topic of bullying in schools. The researcher found this intervention to have a positive change between the pre-test and the post-test for participants receiving the modules; however, the results were not statistically significant.
Show less - Date Issued
- 2019
- Identifier
- CFE0007786, ucf:52365
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007786
- Title
- THE LIFE EXPERIENCES OF WOMEN WITH AN INTELLECTUAL DISABILITY WHO WERE SEXUALLY ASSAULTED.
- Creator
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Schreffler, Jillian, Dieker, Lisa, Hines, Rebecca, Vasquez, Trey, Wolfe, Pamela, University of Central Florida
- Abstract / Description
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The views of those with an intellectual disability (ID) on sexuality is not a topic many are willing to broach. Many challenges exist for those identified with ID when it comes to sexual education, including a lack of appropriate curricula; a lack of trained school personnel; the inability of school, state, and national stakeholders to agree on policy or curriculum content; and the generalizability of the content. These challenges are heightened by an increase in sexual assault of women with...
Show moreThe views of those with an intellectual disability (ID) on sexuality is not a topic many are willing to broach. Many challenges exist for those identified with ID when it comes to sexual education, including a lack of appropriate curricula; a lack of trained school personnel; the inability of school, state, and national stakeholders to agree on policy or curriculum content; and the generalizability of the content. These challenges are heightened by an increase in sexual assault of women with ID. To improve sexual assault prevention skills, the researcher conducted a phenomenological study to identify the current status of sexual assault and sexual education, specifically for women with ID. Semi-structured interviews occurred with seven women with ID who were sexually assaulted. The outcome of this dissertation research provides information, derived from these women, as ways to better educate females with ID in relation to sexual education and sexual assault prevention.
Show less - Date Issued
- 2019
- Identifier
- CFE0007724, ucf:52445
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007724
- Title
- Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study.
- Creator
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Hopkins, Rebecca, Vasquez, Eleazar, Marino, Matthew, Dieker, Lisa, Rosenberg, Michael, University of Central Florida
- Abstract / Description
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A rise in the prevalence of students with ASD points to the need for more qualified and effective teachers to meet the needs of this population. Existing research delineates evidence-based practices and teaching standards positively improve educational outcomes for students with ASD. Teacher evaluation systems have the potential to highlight strengths and areas for improvement in special education teaching practices. Research on observation instruments to evaluate the unique skills and...
Show moreA rise in the prevalence of students with ASD points to the need for more qualified and effective teachers to meet the needs of this population. Existing research delineates evidence-based practices and teaching standards positively improve educational outcomes for students with ASD. Teacher evaluation systems have the potential to highlight strengths and areas for improvement in special education teaching practices. Research on observation instruments to evaluate the unique skills and knowledge of special education teachers of students with ASD is limited. A need exists for high quality observation instruments to measure teacher performance in special education classrooms serving students with ASD. The purpose of this study was to examine the internal consistency reliability and the construct validity of the Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder (QIASD) scores. The researcher used a confirmatory factor analysis framework to determine if the QIASD quality indicators load onto the seven factors as hypothesized in the measurement model. The researcher found promising results but was not able to identify an acceptable model with this sample.
Show less - Date Issued
- 2018
- Identifier
- CFE0007193, ucf:52246
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007193
- Title
- Enriching Students With Developmental Delays in an Early Childhood Classroom Using iPads With Mathematics Applications.
- Creator
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Powell, Selma, Dieker, Lisa, Little, Mary, Cross, Lee, Culp, Anne, University of Central Florida
- Abstract / Description
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Laws and legislation related to early childhood and special education have shaped the field and impacted the need for early intervention services, but the outcomes of those services both academically and socially at the forefront. Children with developmental delays today are eligible for school services beginning at birth across the country, the new challenging is determining the impact of services on the social and academic outcomes. Many children with developmental delays are served in...
Show moreLaws and legislation related to early childhood and special education have shaped the field and impacted the need for early intervention services, but the outcomes of those services both academically and socially at the forefront. Children with developmental delays today are eligible for school services beginning at birth across the country, the new challenging is determining the impact of services on the social and academic outcomes. Many children with developmental delays are served in inclusive early intervention classrooms. A need for developmentally appropriate quality mathematics instruction exists to prepare students to meet the demands of a global economy; students must demonstrate mastery of core subjects, such as mathematics, along with skills in information and communication technology (Partnership for 21st Century Skills, 2009). To promote mathematics achievement technology should be infused in instruction. Data were collected through a variety of sources including: student records review, TEMA-3 test scores, researcher's observation field notes, transcripts from student exit interviews, teacher interviews pre and post data collection, and parent questionnaires. The data were analyzed using Atlas-ti and was triangulated from the various data sources. Inter-observer agreement was obtained for all the results. Researcher observations occurred for 19 days in a pre-kindergarten inclusive classroom. The data were analyzed to identify themes for the four individual cases as well as two overarching themes as it related to the investigation of utilizing handheld technology for mathematics instruction in an early childhood education setting.
Show less - Date Issued
- 2012
- Identifier
- CFE0004584, ucf:49197
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004584