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- Title
- PERCEPTIONS OF THE EMOTIONAL/BEHAVIORAL DISABILITY LABEL ON EDUCATORS' REFERRAL AND PLACEMENT DECISIONS TO GIFTED AND TALENTED PROGRAMS.
- Creator
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Marrah, Charissa, Little, Mary, University of Central Florida
- Abstract / Description
-
Socio-culturally diverse students with disabilities are underrepresented in gifted and talented programs. This study investigated the differences in educators' referral and placement decisions based on a students' disability label, socio-economic status (SES), and ethnicity. Two hundred and eighty five educators' (classroom teachers, school counselors, school psychologists, and school social workers) across a Florida school district participated in the study. Educators' were...
Show moreSocio-culturally diverse students with disabilities are underrepresented in gifted and talented programs. This study investigated the differences in educators' referral and placement decisions based on a students' disability label, socio-economic status (SES), and ethnicity. Two hundred and eighty five educators' (classroom teachers, school counselors, school psychologists, and school social workers) across a Florida school district participated in the study. Educators' were randomly assigned to treatment and control case vignettes that described a student with emotional/behavioral disabled (EBD) and gifted characteristics. Treatment case vignettes explicitly stated the students' disability label, socio-economic status, and ethnicity. Control case vignettes described of the student examined and did not mention the disability label, ethnicity, or socio-economic status of the student. After reading the case vignette, participants responded to a two-item questionnaire that explained their referral and placement decisions of the student described in the vignette. Participants responses to the two item questionnaire were indicated by selecting one of six choices: strongly agree, slightly agree, agree, disagree, slightly disagree, and strongly disagree. Reponses were the dependent variables being measured. A three-way factorial Analysis of Variance (ANOVA) was used to measure the differences in educators' referral and placement decisions based on a student's disability label, socio-economic status, and ethnicity. Results indicate educators' awareness of a students' disability label, socio-economic status, and ethnicity influence referral decisions. Implications are discussed and recommendations for future research are made.
Show less - Date Issued
- 2007
- Identifier
- CFE0001777, ucf:47260
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001777
- Title
- MULTI-TIERED SYSTEM OF SUPPORTS IN FLORIDA: EXPLORING THE KNOWLEDGE OF PARENTS WITHIN THE MTSS PROCESS.
- Creator
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Troisi, Stephanie, Little, Mary, University of Central Florida
- Abstract / Description
-
In the American public school system, as of 2011, over 8% of students are placed in special education programs. To provide early intervention for struggling students before placement into special education services, three-tier model called Response to Intervention (RtI) was put into effect (FDOE, 2009). RtI (currently known as, Multi-Tiered System of Support-MTSS) is a multi-tiered system for struggling learners that provides increasingly intense levels of academic interventions and...
Show moreIn the American public school system, as of 2011, over 8% of students are placed in special education programs. To provide early intervention for struggling students before placement into special education services, three-tier model called Response to Intervention (RtI) was put into effect (FDOE, 2009). RtI (currently known as, Multi-Tiered System of Support-MTSS) is a multi-tiered system for struggling learners that provides increasingly intense levels of academic interventions and assessment (Bryd, 2011). Early intervention is a set of services for students who are at risk of, or who currently have, developmental delays or social emotional problems (Guralnick 2005). MTSS focuses on six core components: (1) evidence-based curriculum, instruction, intervention, and extension; (2) assessment and progress monitoring; (3) data-based decision making; (4) leadership; (5) family, school and community partnerships; and (6) cultural responsivity (Kashima, Schleich, & Spradlin, 2009). The goal of this research is to gain a clearer understanding of parents' perception of the MTSS process, their knowledge of the MTSS process, and their involvement in school-based reading interventions for their children who are receiving intensive interventions at the UCF Reading Clinic. I discovered that overall there was a dissatisfaction with both the communication between the parents and school, and the support that is provided for students. The majority of the parents surveyed recognized the term MTSS but they lacked a deep understanding of the process. Overall, there seemed to be a lack of understanding about how MTSS related to their student and what it meant for their child's education.
Show less - Date Issued
- 2014
- Identifier
- CFH0004699, ucf:45251
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004699
- Title
- TEACHER PERCEPTIONS OF THE ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES ON STATEWIDE ASSESSMENTS.
- Creator
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Gromoll, Maryann, Little, Mary, University of Central Florida
- Abstract / Description
-
Each year as a growing number of students with learning disabilities are included in statewide assessments, teacher perceptions and beliefs toward student achievement are being identified and examined. The No Child Left Behind Act of 2001(NCLB) and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004) raise the achievement expectations of students with disabilities and require that teachers are knowledgeable about state academic content and achievement...
Show moreEach year as a growing number of students with learning disabilities are included in statewide assessments, teacher perceptions and beliefs toward student achievement are being identified and examined. The No Child Left Behind Act of 2001(NCLB) and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004) raise the achievement expectations of students with disabilities and require that teachers are knowledgeable about state academic content and achievement standards (Thompson, Lazarus, Clapper, & Thurlow, 2006). State departments of education are responsible to ensure that teacher competencies and expectations are specific to the achievement of grade level content standards (Thompson, et al., 2006). Educational reform, increased knowledge in the teacher-learning process, and greater access to the general education curriculum require changes in instructional practice. This study investigated special education teachers' perceptions, backgrounds and beliefs related to test performance of third grade students with learning disabilities who passed the reading portion of the state assessment in Florida, the Florida Comprehensive Assessment Test (FCAT). The comparative descriptive research design was used to identify these factors and their effects in the study (Creswell, 2002). Quantitative data collection was used. A survey instrument was developed to include information on teachers' background, beliefs, experience, and perceptions toward statewide assessments. The survey was sent to seventy six third grade teachers of students with learning disabilities. Teachers receiving the survey were categorized into two groups based on the outcome of the 2007 FCAT in reading. Significant differences between teacher responses were found in the areas of professional development for test accommodations, co-teaching, and working with professionals in the general curriculum. Response to survey items on service delivery models indicated that students who spend the majority of time in the general education classroom or in a resource room setting have increased student achievement on statewide assessments. Differences were also found between teachers on questions related to school location, percentage of minority students, students who are eligible for free and reduced lunch, and positions employees held in education by the teachers in the study. One of the most significant findings of this study concluded that increased time spent in the general education classroom and collaboration of special education teachers with general education staff proved to be most beneficial when addressing the needs of students with learning disabilities and statewide assessment. The concept of teacher knowledge base and continued awareness of perceptions andbeliefs addressed in this study allowed for further research investigations.
Show less - Date Issued
- 2008
- Identifier
- CFE0002299, ucf:47830
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002299
- Title
- COMPARING MIDDLE SCHOOL GENERAL AND SPECIAL EDUCATORS' USE OF RESEARCH-BASED INSTRUCTION IN MATHEMATICS FOR STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Robertson, Shelby, Little, Mary, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online...
Show moreThe purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online survey. The survey examined teacher self-reported classroom use of instructional practices specifically aligned with NCTM standards, direct instruction, graduated instruction, grouping practices, and self-monitoring. Additionally, educators responded to perceptions of their preparedness to use the aforementioned instructional practices. From the survey results, several strategies exhibited statistically significant differences between general and special educators. Special educators showed significantly greater use of two instructional strategies, as well as significantly greater perceptions of preparedness to use two instructional strategies. Overall, significantly more special educators reported using the research-based strategies aligned with all instructional practices. Additional results, limitations, implications for practice, and recommendations for future research are provided.
Show less - Date Issued
- 2008
- Identifier
- CFE0002256, ucf:47857
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002256
- Title
- The Efficacy of an Early Warning System and a Response to Intervention Decision-Making Model for Students Transitioning in Secondary Education.
- Creator
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Walsh, Andrea, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Little, Mary, University of Central Florida
- Abstract / Description
-
The primary goal of this study was to examine the use of an early warning system to aide in recognizing early school disengagement. Additionally, a goal of this study was to examine an intensive response to intervention decision-making process and the difference in student outcomes for those who were selected for the (RtI process. By combining the examination of an early warning system and an RtI decision-making process, this research furthered recommendations for more effective methods of...
Show moreThe primary goal of this study was to examine the use of an early warning system to aide in recognizing early school disengagement. Additionally, a goal of this study was to examine an intensive response to intervention decision-making process and the difference in student outcomes for those who were selected for the (RtI process. By combining the examination of an early warning system and an RtI decision-making process, this research furthered recommendations for more effective methods of identifying students who are academically disengaged, and gain insight on intervention processes in secondary schools. Therefore the research questions tested the validity of an early warning system as a means for identifying students at-risk of academic disengagement and student outcome gains when participating in a Response to Intervention (RtI) decision-making process compared to those who did not participate. Populations of concern included students in transitional periods, moving from elementary to middle school and middle school to high school.The study identified several statistically significant and educationally meaningful difference between the use of a risk score indicator and academic achievement. Findings were consistent with other research that have shown statistically significant relationships between student achievement outcomes and early warning systems. While additional research is needed to develop specific recommendations to educational leaders, researchers, and policy makers, this study validates the notion that an early warning identification risk score can be used to predict academic achievement. An early warning system can aid in student identification, but as noted in the last research question of this study, there is still a great need to reach the ultimate goal: mitigating risk factors for students who are academically disengaged. Specifically, as students transition to larger schools, achievement gaps are susceptible to expanding for students; therefore, there is a great need to ensure intervention processes that address the needs of students who are prone to disengagement.Implications of these findings will apply to educational leaders, researchers, and policy-makers with interest in identification of students who are academically disengaged and in need of intervention supports.
Show less - Date Issued
- 2016
- Identifier
- CFE0006703, ucf:51918
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006703
- 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
-
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
- Title
- An Analysis of Teacher Action Research Focused on Differentiated Instruction for Student Subgroups in One Florida School District in 2009-2010.
- Creator
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Madden, Michelle, Taylor, Rosemarye, Pawlas, George, Witta, Eleanor, Little, Mary, University of Central Florida
- Abstract / Description
-
This study examined the action research reports written by teachers in one Florida school district after they had received professional development on differentiated instruction and the action research process in the 2009-2010 school year. The 69 reports that were completed by the teachers were assessed using the Action Research Rubric that was developed for this study. This rubric evaluated whether the reports contained the elements of action research along with the characteristics that the...
Show moreThis study examined the action research reports written by teachers in one Florida school district after they had received professional development on differentiated instruction and the action research process in the 2009-2010 school year. The 69 reports that were completed by the teachers were assessed using the Action Research Rubric that was developed for this study. This rubric evaluated whether the reports contained the elements of action research along with the characteristics that the district emphasized as part of the professional development such as differentiation, student subgroups, and collaboration.The Action Research Rubric contained seven subscales: Purpose of the Study, Plan, Professional Collaboration and Resources, Data and Evidence, Results, Instructional Decisions and Professional Reflection, and Sharing Results. Descriptive statistics were found for the aggregate group of reports as well as subgroups depending upon the school level (elementary, middle, or high school), the types of teachers within the elementary category, or the FCAT subject area of focus for the report. Overall, the action research reports met the district's standard as measured by the Action Research Rubric. As an aggregate group, the reports also met the standard on the Purpose of the Study, Professional Collaboration and Resource, and Data and Evidence Subscales. They did not perform as well on the Plan and Sharing Results Subscales.
Show less - Date Issued
- 2011
- Identifier
- CFE0004131, ucf:49095
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004131
- Title
- Examining the Effects of Self-Regulated Strategy Development in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities.
- Creator
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Miller, Katie, Little, Mary, Dieker, Lisa, Pearl, Cynthia, Roberts, Sherron, University of Central Florida
- Abstract / Description
-
This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing,...
Show moreThis research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels.
Show less - Date Issued
- 2013
- Identifier
- CFE0004893, ucf:49674
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004893
- Title
- PHENOMENOLOGICAL STUDY OF URBAN ELEMENTARY PRINCIPALS: READING-PROFICIENT STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Theis, Elizabeth, Martin, Suzanne, Little, Mary, Lue, Martha, Vazquez, Maria, University of Central Florida
- Abstract / Description
-
Changes in the demands on educational leaders have necessitated shifts in the roles andresponsibilities of school principals. Meeting the needs of students with disabilities is among thecritical challenges that administrators face today. The purpose of this study was to examine thelived experiences of elementary school principals where students with Specific LearningDisabilities (SLD) demonstrate reading proficiency. Phenomenological research was conductedto identify the themes associated...
Show moreChanges in the demands on educational leaders have necessitated shifts in the roles andresponsibilities of school principals. Meeting the needs of students with disabilities is among thecritical challenges that administrators face today. The purpose of this study was to examine thelived experiences of elementary school principals where students with Specific LearningDisabilities (SLD) demonstrate reading proficiency. Phenomenological research was conductedto identify the themes associated with effective school leadership, related to this specificpopulation, students with SLD. Informal, non evaluative observations were conducted inconjunction with analysis of leadership summaries that were submitted by teachers who werenominated by the participants, to determine theme congruence.These results indicated that the lived experiences of elementary school principals are acomplex blend of characteristics and practices. Seven specific themes were identified in thequalitative interviews: 1) Embedded personal and/or professional experiences; 2) Adaptability;3) Relationship orientation and commitment to collaboration; 4) Focused responsibility andaccountability; 5) Hiring and supporting teachers while maintaining a culture of highexpectations; 6) Resource allocation; 7) Reflection that informs decision making. This researchprovided preliminary evidence to demonstrate the lived experiences of elementary schoolprincipals, with a particular focus on students with SLD, and can be used to inform and adaptcurrent practices to address anticipated challenges in the future.
Show less - Date Issued
- 2015
- Identifier
- CFE0006013, ucf:50998
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006013
- Title
- An Exploration of Postsecondary Education Programs for Students with Intellectual Disabilities in Public Universities and Colleges in Florida.
- Creator
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Jester, Lisa, Taylor, Rosemarye, Baldwin, Lee, Murray, Barbara, Little, Mary, University of Central Florida
- Abstract / Description
-
Through The Higher Education Opportunity Act of 2008 and The Workforce Innovative Opportunity Act of 2014, legislators have created opportunities for students with intellectual disabilities to participate in postsecondary education with their typically developing peers. This study utilized the results of web-based survey data from public universities and colleges in the state of Florida to explore the varying options available for students with intellectual disabilities. This study applied a...
Show moreThrough The Higher Education Opportunity Act of 2008 and The Workforce Innovative Opportunity Act of 2014, legislators have created opportunities for students with intellectual disabilities to participate in postsecondary education with their typically developing peers. This study utilized the results of web-based survey data from public universities and colleges in the state of Florida to explore the varying options available for students with intellectual disabilities. This study applied a quantitative approach to the survey of 12 state university system (SUS) and 28 college system (CS) institutions in Florida to explore current program options and services afforded students with intellectual disabilities desiring postsecondary education in Florida. The web based survey yielded a 48% response rate. Findings indicate in 2016 there are 10 postsecondary education programs for students with intellectual disabilities within the public university and college system of Florida. Implications of the findings and recommendations for the future are discussed. Notably, future research should consider exploring national postsecondary programs and explore outcomes for students with intellectual disabilities.
Show less - Date Issued
- 2016
- Identifier
- CFE0006333, ucf:51550
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006333
- Title
- The Experiences of School Leaders who Promote Achievement Among Students with Disabilities.
- Creator
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Wells, Eric, Martin, Suzanne, Boote, David, Little, Mary, Steinke, Kimberly, University of Central Florida
- Abstract / Description
-
Stagnant outcomes for students with disabilities has resulted in an era where results-driven accountability is emerging as the driving force for special education leadership. Students who receive special education services significantly lag behind their non-disabled peers in their performance on required statewide, standardized assessments. The achievement gap between students with disabilities and their non-disabled peers is significant and pervasive. School leadership is central to school...
Show moreStagnant outcomes for students with disabilities has resulted in an era where results-driven accountability is emerging as the driving force for special education leadership. Students who receive special education services significantly lag behind their non-disabled peers in their performance on required statewide, standardized assessments. The achievement gap between students with disabilities and their non-disabled peers is significant and pervasive. School leadership is central to school performance (Waters, Marzano, (&) McNulty, 2003). Very few researchers have investigated that experience as it relates to high achievement for students with disabilities. Yet, policy in the field has shifted to emphasize outcomes for students with disabilities (Hehir, 2014). As such, it has become critical to examine the experience of those who have successfully helped their schools produce high levels of achievement among students with disabilities. The purpose of the study was to document the lived experiences of school leaders who were helping their population of students with disabilities achieve high outcomes on state required testing. The researcher interviewed principals who had led their schools to achieve exemplary results with students with disabilities according to the AMO data maintained by the FLDOE. Results and discussion are included for each of the research questions along with implications of the findings, recommendations, and suggestions for future research.
Show less - Date Issued
- 2016
- Identifier
- CFE0006417, ucf:51475
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006417
- Title
- The Effects Of The Vocabulary Scenario Technique- English Learner Peer Protocol on Ninth Grade English Learners Who Struggle with Literacy.
- Creator
-
Harrell, Kimmerly, Puig, Enrique, Little, Mary, Witta, Eleanor, Davis, Karen, University of Central Florida
- Abstract / Description
-
Recent data have shown that only 34% of eighth graders and 37% of 12th graders were reading at or above proficiency (NAEP, 2015). A total of 21% of Hispanic eighth graders were reading at or above proficiency, and only 25% of Hispanic 12th graders were reading at or above proficiency. Of African-American students, 16% of eighth graders and 17% of 12th graders were reading at or above proficiency. In order for adolescents to become successful and productive adults, they need to acquire...
Show moreRecent data have shown that only 34% of eighth graders and 37% of 12th graders were reading at or above proficiency (NAEP, 2015). A total of 21% of Hispanic eighth graders were reading at or above proficiency, and only 25% of Hispanic 12th graders were reading at or above proficiency. Of African-American students, 16% of eighth graders and 17% of 12th graders were reading at or above proficiency. In order for adolescents to become successful and productive adults, they need to acquire advanced literacy skills. Many of these demands require an education beyond high school (Rothman, 2012). Concern for English learners (EL) is even more warranted due to the fact that they represent the fastest growing school-age population in the United States and tend to exhibit lower academic achievement than their non-EL peers (Matthews (&) Ewen, 2006; National Clearinghouse for English Language Acquisition [NCELA], 2006; Padolsky, 2005; Thomas (&) Collier, 2001; Klingner, Artiles, (&) Barletta, 2006). To address this issue, the present study was conducted to examine the effects of a Vocabulary Scenario Technique English Learner Peer Protocol (VST-ELP) with ninth-grade English learners (ELs) who were struggling with literacy. The technique's purpose was to increase students' vocabulary in order to improve their listening, speaking, reading, and writing skills. The study employed an experimental design, specifically a pre-test/post-test comparison group design with a total of 34 participating students and one classroom teacher. The study was conducted over four weeks with six hours of intervention. An analysis of variance revealed that there was an increase in mean scores from pre to post in the experimental group on both the synonym and sentence tests. Findings suggest that the Vocabulary Scenario Technique English Learner Peer Protocol (VST-ELP) was effective with ninth-grade EL students who were struggling with literacy. Clinical implications and future research directions were discussed.
Show less - Date Issued
- 2017
- Identifier
- CFE0006880, ucf:51708
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006880
- Title
- Inclusion: A Question of Practice, Stance, Values and Culture.
- Creator
-
Sellers, June, Martin, Suzanne, Little, Mary, Hewitt, Randall, Bernier, Christopher, University of Central Florida
- Abstract / Description
-
Exclusionary practices based on a deficit perspective of disability are not supported by law and are inconsistent with the rigorous standards for teaching, learning, and accountability in our public schools. Moreover, consequences of failed change will continue to have significant negative effects on the performance of educational organizations. The purpose of this mixed-methods phenomenological research (MMPR) study was to explore the lived experience of teachers who identify as champions of...
Show moreExclusionary practices based on a deficit perspective of disability are not supported by law and are inconsistent with the rigorous standards for teaching, learning, and accountability in our public schools. Moreover, consequences of failed change will continue to have significant negative effects on the performance of educational organizations. The purpose of this mixed-methods phenomenological research (MMPR) study was to explore the lived experience of teachers who identify as champions of inclusion, including their views, perceptions and appraisal of the status of inclusion in a large urban school system. The research questions were designed to generate insight and recommendations for establishing norms, values, practices and policies that might mitigate teacher resistance to inclusion, support and reinforce inclusive culture, and position the organization (school district) itself as a facilitator of implementation and agent of change in cultivating positive attitudes and beliefs about inclusion as a social justice imperative in the public schools. The lived experiences of teachers who have this distinct perspective and insight into the phenomenon of inclusion were explored through focus group sessions and individual interviews. The results of the study suggest that (1) organizations can build and strengthen a culture of inclusion by identifying individuals who demonstrate a commitment and competency for supporting inclusion, by supporting them as they promote change through coaching, educating, networking and mentoring efforts and embed and reinforce inclusive values throughout the system; and (2) educational organizations must be responsive to norms, values, practices and policies that both support and work against inclusive organizational culture. The findings suggest that this type of research may be of value to organizations in identifying contextual factors which either facilitate or inhibit inclusive education and therefore either advance or diminish educational outcomes for students with disabilities.
Show less - Date Issued
- 2016
- Identifier
- CFE0006180, ucf:51339
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006180
- Title
- Ready or not, here comes college: A comparative correlation study of college readiness in Black and Hispanic students who take advanced level classes.
- Creator
-
Pillay, Nigel, Lue, Martha, Hutchinson, Cynthia, Little, Mary, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate how participation in advanced level courses impacts college readiness in students of color, specifically Black and Hispanic students. High school students have a variety of advanced level classes to choose from, including but not limited to: Advanced Placement (AP), International Baccalaureate (IB), Dual Enrollment (DE), Advanced International Certificate of Education (AICE) and Advancement via Individual Determination (AVID) classes. These types...
Show moreThe purpose of this study was to investigate how participation in advanced level courses impacts college readiness in students of color, specifically Black and Hispanic students. High school students have a variety of advanced level classes to choose from, including but not limited to: Advanced Placement (AP), International Baccalaureate (IB), Dual Enrollment (DE), Advanced International Certificate of Education (AICE) and Advancement via Individual Determination (AVID) classes. These types of advanced classes not only prepare students for college but also allow them to earn college credit through participation in courses of college level rigor while still in high school. However, the number of students of color enrolled in advanced level classes has historically been substantially lower than that of their White counterparts (Kerr, 2014). Special incentives, grants, and funding have been put in place both at the state and federal levels to increase the number of students of color participating in these advanced classes. AVID is specifically designed to help increase college readiness for the most underrepresented student groups. In the past, the federal government, state policymakers, and companies such as College Board have started programs geared toward increasing AP and IB offerings for disadvantaged students and the number of students who take these courses (Iatarola, Conger, (&) Long, 2011). As a result of this effort, there has been a rise in participation in AP programs across the country with respect to Black and Hispanic students. This study was conducted to investigate how these advanced level courses impacted the level of college readiness among students of color in the fastest growing school district in Northeast Florida. The researcher aimed to determine if there was a difference in college readiness between students of color who take advanced level classes as opposed to those who do not. The principle purpose of this study was to examine the relationship between Black and Hispanic high school student participation in advanced academics and their college readiness.
Show less - Date Issued
- 2016
- Identifier
- CFE0006487, ucf:51396
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006487
- Title
- A Multiple Case Study Examining How Third-Grade Students Who Struggle in Mathematics Make Sense of Fraction Concepts.
- Creator
-
Gault, Rebecca, Ortiz, Enrique, Dixon, Juli, Nickels, Megan, Little, Mary, University of Central Florida
- Abstract / Description
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A qualitative multiple case study was conducted to reveal the sense-making processes third-grade students who struggle in mathematics used to build an understanding of fraction concepts. Purposive sampling identified three participants who were struggling in a local school's third grade mathematics classes. This research describes how these participants made sense of fraction concepts through their strengths and struggles while engaged in 15 small-group intervention sessions. Vygotsky's (1934...
Show moreA qualitative multiple case study was conducted to reveal the sense-making processes third-grade students who struggle in mathematics used to build an understanding of fraction concepts. Purposive sampling identified three participants who were struggling in a local school's third grade mathematics classes. This research describes how these participants made sense of fraction concepts through their strengths and struggles while engaged in 15 small-group intervention sessions. Vygotsky's (1934/1986/2012) theory that children's optimal learning is supported by teacher-student interactions was used as an interpretive framework. Tasks were developed over the course of the intervention sessions with consideration of a model developed by Lesh, Post, and Behr (1987) for connecting mathematical representations and the Common Core State Standards for Mathematics (National Governors Association Center for Best Practices (&) Council of Chief State School Officers, 2010). Data, including transcripts, tapes, and artifacts, were analyzed using two frameworks. These were Geary's (2003) classification of three subtypes of learning disabilities in mathematics and Anghileri's (2006) descriptions of social-constructivist scaffolding techniques. The first analysis resulted in a description of each participant's strengths and struggles, including alignment with Geary's subtypes, and how these strengths and struggles interacted with participant's construction of knowledge about fractions. The second analysis described episodes of learning that were supported by social-constructivist scaffolding techniques and revealed how participants made sense of fractions through their interactions with each other, the researcher, and intervention tasks. The researcher found that each participant's learning process, including struggles, was unique, with each interacting in different ways with tasks, manipulatives, pictorial representations, and questioning. For each participant, however, scaffolding techniques oriented around prompting and probing questions, participant verbalizations, and interactions with connected fraction representations were critical in their learning process.
Show less - Date Issued
- 2016
- Identifier
- CFE0006307, ucf:51587
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006307
- Title
- K-12 Transition Framework for Students with Disabilties.
- Creator
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Delaney, Clydia, Hopp, Carolyn, Reyes, Maria, Little, Mary, Robertson, Shelby, University of Central Florida
- Abstract / Description
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The problem of practice that this dissertation addressed was the post-secondary transition of students with disabilities, which has garnered national and international attention for decades. This dissertation was completed to inform the educational community regarding the potential for improvement in the post-secondary transition process of students with disabilities. Multiple factors were examined related to helping students with disabilities develop appropriate skills to transition through...
Show moreThe problem of practice that this dissertation addressed was the post-secondary transition of students with disabilities, which has garnered national and international attention for decades. This dissertation was completed to inform the educational community regarding the potential for improvement in the post-secondary transition process of students with disabilities. Multiple factors were examined related to helping students with disabilities develop appropriate skills to transition through school into personally successful, post-secondary activities and environments.A pilot study was conducted to inform a potential transition framework. Invitations to participate in an anonymous survey were sent to 741 teachers in the district via email. The survey, conducted in a small North Florida School District, had 289 nine participants, but not all participants were targeted to respond to every question. In addition to the quantitative items, the survey included several open response questions, which were coded and themed to inform the framework and specific concerns of the Director of Exceptional Student Services.The data from the pilot study were used to develop the K (-) 12 Transition Framework, which included levels of knowledge development from kindergarten through high school. Introducing students with disabilities to post-secondary transition concepts in the elementary grades supports the construction of a prior knowledge base at the elementary grade level. The prior knowledge base will be enhanced potential knowledge growth regarding opportunities, education and careers. This will translate into the successful transition of students with disabilities into personally successful, post-secondary activities and environments.
Show less - Date Issued
- 2016
- Identifier
- CFE0006292, ucf:51582
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006292
- Title
- Establishing and Clarifying the Roles and Responsibilities of K-12 Mathematics Coaches in a Rural Urban School District in Central Florida.
- Creator
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Davis, Beth, Hopp, Carolyn, Zugelder, Bryan, Little, Mary, Behrens, Cherie, University of Central Florida
- Abstract / Description
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This dissertation in practice establishes roles and responsibilities for K-12 mathematics coaches in a rural, urban school district in central Florida. To do this, coach roles and responsibilities from existing coaching approaches were examined. The roles and responsibilities were closely examined for alignment with the objectives of the work of the coach (-) improving instruction and increasing student achievement. The result was proposed roles and responsibilities for K-12 mathematics...
Show moreThis dissertation in practice establishes roles and responsibilities for K-12 mathematics coaches in a rural, urban school district in central Florida. To do this, coach roles and responsibilities from existing coaching approaches were examined. The roles and responsibilities were closely examined for alignment with the objectives of the work of the coach (-) improving instruction and increasing student achievement. The result was proposed roles and responsibilities for K-12 mathematics coaches in a targeted district in central Florida. Review of the literature found that clearly delineated and communicated roles and responsibilities are vital to the success of mathematics coaches. Poorly defined and/or communicated roles and responsibilities result in barriers that prevent the coach from meeting the objectives of his/her job: improving instruction and student achievement. Clearly established and communicated job responsibilities for mathematics coaches positively impact the effectiveness of the coach, resulting in support for teachers and students and, in turn, a positive impact on student achievement. Research suggests that in addition to instructional practices, teachers also need support in content knowledge, curriculum, assessment, and data analysis.
Show less - Date Issued
- 2015
- Identifier
- CFE0006214, ucf:51102
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006214
- Title
- Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings.
- Creator
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Slanda, Dena, Little, Mary, Martin, Suzanne, Pearl, Cynthia, Boote, David, University of Central Florida
- Abstract / Description
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This phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive settings to rethink their roles (McLeskey, Landers, Hoppey, (&) Williamson, 2011) and restructure their approach to providing specially-designed services. Further, these roles are dependent on those who interpret and implement policy and access to finite resources. This study used a phenomenological research method to examine the roles and responsibilities of special education teachers. Semi-structured interviews were conducted with seven participants (N = 7). A thematic analysis resulted in five overarching themes. The five themes included: (a) supporting students with disabilities within a support facilitation model; (b) role ambiguity of the special education teacher; (c) the lack of roles and responsibilities of the special education teacher within the MTSS framework; (d) the changing role of collaboration and communication; and (e) the challenges impacting the inclusion of students with disabilities in the general education setting. This study exposed the multiple facets of school and district policies that directly affected special educators' roles and responsibilities, as well as the emergence of a new role as a support facilitator.
Show less - Date Issued
- 2017
- Identifier
- CFE0006796, ucf:51821
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006796
- Title
- A Process Evaluation of a Family Involvement Program at a Title I Elementary School.
- Creator
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Moody, Maria, Lue, Martha, Lambie, Glenn, Little, Mary, Swan, Bonnie, University of Central Florida
- Abstract / Description
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Parental or family involvement in student academics has been an on-going topic for researchers. There is a need for studies to be conducted on parental involvement program implementation in order to determine if there is an impact on student academics when school, family, and community partnership programs are in place. For this study, a process evaluation was conducted on a parental or family involvement program newly developed and implemented at a Title I elementary school in an urban...
Show moreParental or family involvement in student academics has been an on-going topic for researchers. There is a need for studies to be conducted on parental involvement program implementation in order to determine if there is an impact on student academics when school, family, and community partnership programs are in place. For this study, a process evaluation was conducted on a parental or family involvement program newly developed and implemented at a Title I elementary school in an urban setting. The purpose of this mixed-methods process evaluation was to (a) document how the program was implemented, (b) examine the progress toward meeting its intended outcomes, and (c) use findings to make recommendations to drive improvement. The program's logic model was used to examine the program's intended short-term outcomes; including increasing parental involvement and knowledge in regard to the school's reading, mathematics, and science curricula as well as increasing the knowledge of home strategies for student academic support. Student achievement impacts were also examined. Quantitative data collection included program participant survey data and participants' student achievement data for reading and mathematics. Document analysis of the program's artifacts allowed for a qualitative analysis for the evaluation. Findings indicated the program was making progress in increasing parents' knowledge about the reading curriculum, but not for mathematics and science. There was also an increase in parents' knowledge of home strategies and improvement in parental program attendance rates.
Show less - Date Issued
- 2017
- Identifier
- CFE0006768, ucf:51857
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006768
- Title
- A Qualitative Inquiry Investigating the Inclusive Practices of Teachers within Catholic Schools.
- Creator
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Bell, Alicia, Little, Mary, Vitale, Thomas, Gresham, Gina, Flanigan, Jacquelyn, University of Central Florida
- Abstract / Description
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This phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by...
Show moreThis phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by administrators and faculty members provided initial knowledge and perspectives of inclusive practices for instruction of students with disabilities (SWDs) within inclusive settings. Structured interviews and classroom observation were then completed with participants at the school to investigate the inclusive practices used within their classrooms and school for SWDs. All data were collected and analyzed from the observations of students with disabilities and educators in inclusive classrooms at the Elementary School site of this study, along with the data from surveys and interviews with the administrators and key faculty members at the school. The analyses across data sources resulted in five key themes attributed to inclusive practices within the school setting. The five themes that emerged were: (a) Catholic educators' belief to educate all students; (b) support provided of inclusive education; (c) planning for inclusive education; (d) differentiated instruction; and (e) consistency of vision and goals for inclusive education across the grade levels and throughout the school. This study exposed the key factors and practices that educators in a Catholic school attributed to successful inclusive practices for students with moderate to severe disabilities. This research provides initial research and data about inclusive practices in Catholic schools.
Show less - Date Issued
- 2017
- Identifier
- CFE0006720, ucf:51895
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006720
