Current Search: Pratt Marrett, Caroline (x)
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- Title
- A VIEW FROM THE FIELD: URBAN SPECIAL EDUCATION DIRECTORS' PERCEPTIONS OF ESSENTIAL COMPETENCIES FOR NEWLY APPOINTED SPECIAL EDUCATION ADMINISTRATORS.
- Creator
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Pratt Marrett, Caroline, Martin, Suzanne, University of Central Florida
- Abstract / Description
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ABSTRACT The purpose of this exploratory study was to determine what competencies urban directors of special education perceived to be essential for newly appointed urban special education administrators. Two research questions and two null hypotheses were generated to investigate the underlying factors in competencies perceived by urban special education directors to be essential for newly appointed special education administrators and to investigate the relationship between years of...
Show moreABSTRACT The purpose of this exploratory study was to determine what competencies urban directors of special education perceived to be essential for newly appointed urban special education administrators. Two research questions and two null hypotheses were generated to investigate the underlying factors in competencies perceived by urban special education directors to be essential for newly appointed special education administrators and to investigate the relationship between years of experience as a director of special education and these underlying factors. A factor analysis revealed that there were three underlying factors reported to be essential for newly appointed special education administrators. A multiple regression analysis indicated that the relationship between the years of experience as a director of special education and the underlying factors (Management, Instruction and Change; Supervision of Faculty; and Team Building Skills) was not statistically significant. A post hoc test was conducted to further detect differences in years of experience as an urban director of special education and the underlying factors. The results were sufficient to reject the null hypotheses in both cases.
Show less - Date Issued
- 2008
- Identifier
- CFE0002120, ucf:47545
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002120
- Title
- A SURVEY OF PRESERVICE TEACHERS' ATTITUDES ON INTEGRATING STUDENTS WITH DISABILITIES IN INCLUSIVE EDUCATION CLASSROOMS.
- Creator
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McNamee, Kelsey K, Marrett, Caroline Pratt, University of Central Florida
- Abstract / Description
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There are more than 2.4 million American public school students identified with learning disabilities who are served under the Individuals with Disabilities Education Act (IDEA). General education preservice teachers are expected to effectively teach all students, including those with disabilities. However, most teacher preparation programs only require a single course in teaching students with disabilities. Research shows that that teachers� attitudes regarding inclusion are the greatest...
Show moreThere are more than 2.4 million American public school students identified with learning disabilities who are served under the Individuals with Disabilities Education Act (IDEA). General education preservice teachers are expected to effectively teach all students, including those with disabilities. However, most teacher preparation programs only require a single course in teaching students with disabilities. Research shows that that teachers� attitudes regarding inclusion are the greatest predictor of a successful inclusion classroom. This study explored the attitudes of preservice elementary and preservice secondary teachers regarding integrating students with disabilities into general education classrooms. A quantitative research design with a survey method was used in this study. The survey method included a questionnaire via Qualtrics, an online survey system used at the University of Central Florida. Findings of this study revealed that 40% of preservice teachers indicated that integrating students with disabilities in the general education class was a burden. However, due to information limitations the results for preservice elementary and preservice secondary teachers� attitudes regarding the integration of students with disabilities in the general education classroom and the number of hours of service learning completed was inconclusive.
Show less - Date Issued
- 2016
- Identifier
- CFH2000072, ucf:45507
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000072
- Title
- Perceptions of Secondary Education Teachers Working in an Inclusive Setting.
- Creator
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Pacha, Destiny, Hopp, Carolyn, Reyes, Maria, Vitale, Thomas, Pratt Marrett, Caroline, University of Central Florida
- Abstract / Description
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This dissertation in practice addresses the continuous underperformance of students with disabilities (SWD) on standardized assessments when compared to their non-disabled peers. This dissertation on the complex problem of practice investigates secondary education teachers' perceptions of students with disabilities and their ability to be included in the general education classroom. The purpose of this research is to develop a professional development framework to enhance inclusive practices....
Show moreThis dissertation in practice addresses the continuous underperformance of students with disabilities (SWD) on standardized assessments when compared to their non-disabled peers. This dissertation on the complex problem of practice investigates secondary education teachers' perceptions of students with disabilities and their ability to be included in the general education classroom. The purpose of this research is to develop a professional development framework to enhance inclusive practices. Students with disabilities nationwide are increasingly taught in the general education classroom in order to provide them access to their least restrictive environment and instruction of the general education curriculum. The beliefs held by teachers about students with disabilities and their inclusion in the general education classroom is one key variable to the successful inclusion as measured by student outcomes. To provide necessary support, it is imperative to understand teachers' attitude towards students with disabilities and their inclusion in the general education classroom. Based on the survey results and relevant research, the professional development framework to enhance inclusive practices was developed and will focus on three elements: (a) school culture and understanding of inclusion, (b) effective inclusive teaching strategies, and (c) collaboration models and techniques. The goal of the professional development framework is for administrators and other school leaders to provide appropriate learning opportunities for teachers to enhance their understanding of inclusion and to provide them strategies and techniques to improve student outcomes in an effort to close the achievement gap between students with and without disabilities.
Show less - Date Issued
- 2015
- Identifier
- CFE0006368, ucf:51495
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006368
- Title
- (&)nbsp;Bridging the Gap between ESOL and Native English Speakers in a Digital Collaborative Classroom.
- Creator
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Samuels, Shalander, Hopp, Carolyn, Pratt Marrett, Caroline, Nutta, Joyce, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
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The purpose of this dissertation in practice was to explore how to bridge the gap between ESOL students and native English speaking students in a collaborative learning environment in a middle school in Tangerine Florida. The gap in performance was highlighted because ESOL students failed to meet the same levels of academic achievement (based on the Florida Standard Assessment Test) as their native English-speaking counter parts. The intent of the dissertation was to design a framework that...
Show moreThe purpose of this dissertation in practice was to explore how to bridge the gap between ESOL students and native English speaking students in a collaborative learning environment in a middle school in Tangerine Florida. The gap in performance was highlighted because ESOL students failed to meet the same levels of academic achievement (based on the Florida Standard Assessment Test) as their native English-speaking counter parts. The intent of the dissertation was to design a framework that would meet the pedagogical needs of ESOL students and teachers who teach them. A pilot study was completed that included teachers both ESOL-endorsed and those who were not to determine their needs in terms of professional development that would lead to increased achievement among ESOL students. The study focused on digital schools within one school district. A qualitative research approach was used because it was found to be rigorous, reliable and valid (Morse, Barrett, Mayan, Olson (&) Spiers (2002). Results of the pilot study were intended to inform teachers and school administrators about how to ultimately improve ESOL student performance. The data used in the pilot study were drawn from focus groups as well as information retrieved from reflective teacher and student tools. The conceptual framework that focused the pilot study included socio-cultural theory (Vygotsky, 1986; Mercer, 2007), self-efficacy theory (Bandura, 1997a; Pajares, 1997) culturally responsive teaching theory (Ladson-Billings, 2006; Freire 2000), situated learning theory (Davin (&) Heineke, 2016) and second language acquisition theories (Chomsky, 1965; Ellis, 1997).The findings from the teacher focus groups suggested ways to bridge the gap between the ESOL students and native English speakers. A proposed framework to counter the problem and bridge the gap was designed as a pedagogical intervention (professional development) that would provide the information teachers lack about how to teach ESOL students effectively. The framework also served as a platform to connect and collaborate with other ESOL instructors as a resource and support throughout the school year. Additionally, a teacher-proposed idea was a middle school technology transition (MST2) beginner course for students entering a digital school to give them practice and build their self-efficacy on how to use the necessary applications for each core (FSA tested) class. The results also support the idea that concurrent ongoing professional development and a student introductory technology course throughout the school year could produce more favorable achievement scores of ESOL students, and reduce gaps between ESOL students and native English speaking students.
Show less - Date Issued
- 2017
- Identifier
- CFE0006789, ucf:51808
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006789
- Title
- Discovering self, leaving struggle behind, and setting examples: Perspectives from first-generation, minority community college women on the value of higher education.
- Creator
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Sheel, Antonia, Cintron Delgado, Rosa, Owens, James, Pratt Marrett, Caroline, Culp, Rex, Penfold Navarro, Catherine, University of Central Florida
- Abstract / Description
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This study explored how first-generation, minority community college women who participated in a Student Success course understood their higher education experiences. The researcher used a basic interpretive qualitative methodology to uncover how the value of higher education was constructed within those discussions. Five purposively selected students participated in one-on-one semi structured interviews. The participant's understandings were highlighted independently, reflecting a wide range...
Show moreThis study explored how first-generation, minority community college women who participated in a Student Success course understood their higher education experiences. The researcher used a basic interpretive qualitative methodology to uncover how the value of higher education was constructed within those discussions. Five purposively selected students participated in one-on-one semi structured interviews. The participant's understandings were highlighted independently, reflecting a wide range of sentiments that were largely self-directed in essence, at times ambiguous and yet, complex in nature as the women made sense of their experiences. Through the use of thematic analysis, three dominant discourses about the value of higher education were identified as opportunity and defined as: 1) Personal Fulfillment and Intrinsic Motivation, 2) Financial Stability and College as Insurance against Poverty, and 3) Social Obligations: Breaking Stereotypes and Setting Examples. The data coupled with researcher reflections serve as the basis for implications for Student Success faculty and administrators in the areas of pedagogical strategy, marketing, resource creation, and program restructuring. Lastly, recommendations were made for future research studies.
Show less - Date Issued
- 2014
- Identifier
- CFE0005255, ucf:50588
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005255