Current Search:   Jackson, Rebecca (x)

View All Items

  • CSV Spreadsheet
(1 - 3 of 3)
CONCEPTIONS ABOUT TERRORISM: HOW FEARFUL ARE WE AND HOW DOES THAT AFFECT US?
Title
CONCEPTIONS ABOUT TERRORISM: HOW FEARFUL ARE WE AND HOW DOES THAT AFFECT US?.
Creator
Jackson, Rebecca, Donley, Amy, University of Central Florida
Abstract / Description
Since the crusades, terrorism has been a form of violence used to promote some kind of agenda, whether political, social, religious or ideological (Martin 2018). With many different definitions of what constitutes terrorism, it is somewhat difficult to measure what exact impact terrorism has had globally. Attacks such as those on 9/11 in the United States and the Manchester bombings have been accepted worldwide as examples of acts of international terrorism. International terrorist attacks...
Show moreSince the crusades, terrorism has been a form of violence used to promote some kind of agenda, whether political, social, religious or ideological (Martin 2018). With many different definitions of what constitutes terrorism, it is somewhat difficult to measure what exact impact terrorism has had globally. Attacks such as those on 9/11 in the United States and the Manchester bombings have been accepted worldwide as examples of acts of international terrorism. International terrorist attacks have lasting effects on both those directly affected as well as the larger community and beyond. Studies have shown that Americans are overly afraid of terrorism given their risk and want to put a complete and 'final' end to terrorism (Friedman 2011; Mueller 2005). Additionally, media outlets and politicians speak of threats and demand action which spreads fear and perceived risk (Bloch-Elkon 2011; Nellis and Savage 2012). This study seeks to contribute to the previous literature on people's fears regarding terrorism and how their emotions affect the desires to have action done regarding terrorist attacks. The current research uses a sample of 302 people to compare the levels of fear and the likelihood to want more action taken towards terrorism. The results from the statistical analysis show that fears and desire to seek action are shaped by many different variables. Gender was found to be the biggest predictor of higher levels of fear and political affiliation was determined to be the strongest predictor for desire to seek action.
Show less
Date Issued
2019
Identifier
CFH2000496, ucf:45628
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000496
Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional and Behavioral Disorder and Comorbid Disabilities
Title
Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional and Behavioral Disorder and Comorbid Disabilities.
Creator
Wills-Jackson, Celestial, Hines, Rebecca, Dieker, Lisa, Lue, Martha, Wilkins, Ilene, University of Central Florida
Abstract / Description
This study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, across-participants design was used....
Show moreThis study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, across-participants design was used. Participants included adolescents (n = 6) with comorbid disabilities, predominantly ASD and EBD, their board-certified behavior analysts (BCBA), and six behavior technicians. The researcher established and maintained face-to-face reciprocal peer social engagements (communication) and direct eye gaze (contact) with participants in dyad groups. Each session included a 60-minute video of peer social interactions. Direct observations, differential reinforcement of other behaviors (DRO), and pre- and post-Social Skills Improvement System-Rating Scales (SSIS-RS) were examined. Evidence of SEL intervention effectiveness was measured by percentage of nonoverlapping data points (PND). Social validity was measured using the multiple-rater SSIS-RS and intervention fidelity checklists evaluating the Sanford Harmony intervention. Results from data and visual analysis revealed all participants significantly increased their direct eye contact, verbal reciprocity, and social engagements after implementing the Harmony program. In addition, a PND value of 100% was calculated for each dependent variable indicating the Harmony program was a highly effective intervention increasing eye contact, verbal reciprocity, and social engagements for students with EBD and comorbid disabilities.
Show less
Date Issued
2018
Identifier
CFE0007266, ucf:52196
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007266
Quasi-Experimental Study: The Effects of Virtual Covert Audio Coaching on Teachers' Transfer of Knowledge from Professional Development to Classroom Practice
Title
Quasi-Experimental Study: The Effects of Virtual Covert Audio Coaching on Teachers' Transfer of Knowledge from Professional Development to Classroom Practice.
Creator
Jackson-Lee, Marilyn, Hines, Rebecca, Gunter, Glenda, Boote, David, Boulware, Donald, Sena, Leslie, University of Central Florida
Abstract / Description
ABSTRACTA quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with...
Show moreABSTRACTA quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with approximately 750 students. Twelve teachers were randomly selected from teachers who volunteered to attend professional development. Six teachers (one from each grade level K-5) in the treatment group received virtual covert audio coaching. Six teachers (one from each grade level K-5) in the control group received face-to-face coaching.Professional development was on RallyCoach(TM), a Kagan cooperative learning structure, which allows students to interact and practice procedural learning such as calculating math algorithms, defending a point of view, or editing writing. This structure was chosen to provide teachers with an instructional tool to teach and provide students practice for the speaking and listening strand of the Common Core State Standards. RallyCoach(TM) was also chosen to increase student engagement.Data analysis included descriptive statistics and visual analysis methods. Both the control and treatment groups increased the mean (level) percentages of RallyCoachTM components implemented across time from baseline to intervention and from intervention to maintenance. There was an increasing trend line for implementation of RallyCoachTM components across phases for both study groups. The decreasing standard deviation across phases represented a decreasing variability of data and can be considered to show a treatment affect for both types of coaching. Teachers who received both types of coaching continued increased implementation into the maintenance phase when the coaching intervention was removed. Data analysis revealed an increasing percentage of student pairs providing positive student-to-student interaction with an increasing trend line and a decreasing standard deviation (reduced variability) across time over phases. Face-to-face and virtual coaching had a positive impact on student-to-student positive interaction.
Show less
Date Issued
2013
Identifier
CFE0004867, ucf:49675
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004867