Current Search: Reyes, Maria (x)
View All Items
(1 - 7 of 7)
- Title
- FINDING THE DOMINANT CHARACTERISTICS THAT CONTRIBUTE TO EFFECTIVELY IMPLEMENTING BEST PRACTICES IN PRIMARY INCLUSION CLASSROOMS USING THE INCLUSIVE CLASSROOM PROFILE (ICP).
- Creator
-
Romero, Marilyn, Reyes-Macpherson, Maria, University of Central Florida
- Abstract / Description
-
In 1997, the Individuals with Disabilities Education Act (IDEA) was amended to emphasize the need for students with disabilities to have access to the general curriculum. Along with IDEA, No Child Left Behind (NCLB), emphasized that all children must have a fair, equal, and significant opportunity to obtain a high-quality education (Sec. 1001, Part A, Title 1 of ESEA; 20U.S.C. 6301) increasing the need for effective inclusion classrooms in schools around the country. This study evaluated six...
Show moreIn 1997, the Individuals with Disabilities Education Act (IDEA) was amended to emphasize the need for students with disabilities to have access to the general curriculum. Along with IDEA, No Child Left Behind (NCLB), emphasized that all children must have a fair, equal, and significant opportunity to obtain a high-quality education (Sec. 1001, Part A, Title 1 of ESEA; 20U.S.C. 6301) increasing the need for effective inclusion classrooms in schools around the country. This study evaluated six inclusive classrooms (three partial and three full) from a large metropolitan school district in Florida. The classrooms' best practices were assessed using the Inclusive Classroom Profile (ICP). The ICP is a 7-point rating scale conducted through an observation procedure that is designed to assess the quality of daily classroom practices of children with disabilities (Soukakou, 2007). Teacher characteristics, student characteristics, and classroom characteristics were gathered from all classrooms and analyzed through correlation tests with the ICP scores. Although statistical results did not demonstrate statistically significant data in regards to the strength of relationships between these characteristics and ICP scores, the direction of the relationship on the following characteristics: related experience, severity of disabilities, and level of support, revealed a possible impact on ICP scores.
Show less - Date Issued
- 2012
- Identifier
- CFH0004181, ucf:44848
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004181
- Title
- Examining Practices of Elementary School Principals: Selection of Co-teaching Teams.
- Creator
-
Tejeda, Jeannette, Martin, Suzanne, Reyes, Maria, Dieker, Lisa, Uhle, Karen, University of Central Florida
- Abstract / Description
-
The purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select...
Show moreThe purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select teachers not co-teaching at each of the three schools. The interview data were examined using Hycner's guidelines for phenomenological analysis. The Likert-type surveys administered to co-teachers and teachers not co-teaching served as sources of information for triangulation. The findings of the study led to the emergence of 13 themes addressing the three research questions. The resulting themes were (a) open communication with staff, (b) team approach to decision-making, (c) teacher leadership, (d) parental involvement encouraged, (e) positive relationship with staff, (f) professional growth encouraged, (g) volunteers selected for co-teaching, (h) co-teachers select partners, (i) co-teaching option presented to entire teaching staff, (j) personal involvement in co-teaching selection process, (k) multifaceted selection criteria, (l) principals involved teachers in the pairing procedure, and (m) recruitment procedures were aligned with best practices. This study has contributed additional evidence supportive of best practices in co-teaching and leadership and suggests a link between effective leadership practices and the facilitation of co-teaching teams and co-teacher selection processes. Recommendations for future research address the areas of (a) principal experience, (b) length of co-teaching model, (c) principal personal involvement, (d) study participant size, (e) study subjects, and (f) link between leadership practices and co-teaching selection procedures.
Show less - Date Issued
- 2015
- Identifier
- CFE0006012, ucf:51005
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006012
- Title
- K-12 Transition Framework for Students with Disabilties.
- Creator
-
Delaney, Clydia, Hopp, Carolyn, Reyes, Maria, Little, Mary, Robertson, Shelby, University of Central Florida
- Abstract / Description
-
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
- Perceptions of Secondary Education Teachers Working in an Inclusive Setting.
- Creator
-
Pacha, Destiny, Hopp, Carolyn, Reyes, Maria, Vitale, Thomas, Pratt Marrett, Caroline, University of Central Florida
- Abstract / Description
-
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
- An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass.
- Creator
-
Duff, Christine, Hines, Rebecca, Dieker, Lisa, Reyes, Maria, Butler, S. Kent, University of Central Florida
- Abstract / Description
-
The goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a mirror-based intervention for first grade students from inclusive classrooms. The study investigated the extent that a two-way mirror display helped eight students increase their level of awareness when expressing emotions and identifying the emotions of others. Traditional assessment measures for assessing empathy and accuracy in perception...
Show moreThe goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a mirror-based intervention for first grade students from inclusive classrooms. The study investigated the extent that a two-way mirror display helped eight students increase their level of awareness when expressing emotions and identifying the emotions of others. Traditional assessment measures for assessing empathy and accuracy in perception of emotions of others have relied on binary, forced choice responses that have not addressed a student's level of awareness, or increased awareness in identifying the emotions of others. Further, binary tests of theory of mind (ToM) and empathy that provide 'either/or' assessment do not account for an individual's level of ToM or empathy in identifying emotions of others, when 100% accuracy is not achieved 100% of the time. A two-way mirror served to provide a real time, real world opportunity for students to examine their own expression of a given emotion, while the student on the non-reflected side simultaneously evaluated the accuracy of that emotion. The accuracy of the projected emotion was evaluated and results indicated an increase in accuracy of expressing emotions. This research study introduced a three choice assessment measure, 'The Emotion Word Assessment (EWA) that provided students choices in identifying their peers' emotion, and was used to assess accuracy and increases in correct choices, with concomitant changes in student own awareness of their emotion expression and the awareness of others' emotions. Constructs of ToM, empathy, cognitive empathy and affective empathy, cognitive processing, compassion, and sympathy were examined and recommendations for future empathy and emotional assessment provided.
Show less - Date Issued
- 2017
- Identifier
- CFE0006737, ucf:51867
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006737
- Title
- La influencia de la medicina: Relaci(&)#243;n entre literatura y cultura en la temprana edad moderna espa(&)#241;ola.
- Creator
-
Cruz, Nicole, Garcia, Martha, Santana, Maria, Reyes-Foster, Beatriz, Villegas, Alvaro, University of Central Florida
- Abstract / Description
-
The sciences, in particular the field of medicine, have had an important role in society since its significance has been recorded in historical texts. Due to this fact, the future of medicine depends on, to a certain extent, the knowledge that has been collected in the past from the previously catalogued records. In addition to these records, literature from a specific time period could be useful to study and analyze how opinions have been formulated throughout history, how scientific...
Show moreThe sciences, in particular the field of medicine, have had an important role in society since its significance has been recorded in historical texts. Due to this fact, the future of medicine depends on, to a certain extent, the knowledge that has been collected in the past from the previously catalogued records. In addition to these records, literature from a specific time period could be useful to study and analyze how opinions have been formulated throughout history, how scientific accomplishments were shared, and what influences impacted society. This study will first explore panoramically the historical context of medicine in Spain from the Medieval through the Golden Age, which is otherwise known as the Early Modern era. Once this foundation has been well-established, this study will evaluate how the authors of each of these specific literary periods used scientific and medical aspects in their literature to reflect the influence and importance of the sciences on the beliefs, opinions, and culture of the individuals and their communities at that time. To accomplish this objective, two relevant literary texts were selected, El conde Lucanor by Don Juan Manuel and Don Quijote de la Mancha by Miguel de Cervantes y Saavedra, so that their characters, plot, and discourse can be analyzed to provide essential information about the role and relationship between medicine, religion, and society in early modern Spanish peninsular literature.
Show less - Date Issued
- 2016
- Identifier
- CFE0006091, ucf:51193
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006091
- Title
- An Examination of the Impact of Student Characteristics and Teacher Experience and Preparation Program Attended on Student Achievement in a Small School District.
- Creator
-
Oneal, Michael, Hines, Rebecca, Hahs-Vaughn, Debbie, Cross, Lee, Reyes-Macpherson, Maria, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
-
Demonstrating a direct link between teacher education programs and student growth is, to say the least, complex. Yet, using value-added systems as a means of holding teacher preparation programs accountable for the effectiveness of their graduates is a growing trend. However, few quantitative studies linking TPPs with the effectiveness of their graduates exist. The availability of student test scores linked to specific teachers in administrative databases makes it possible to use value-added...
Show moreDemonstrating a direct link between teacher education programs and student growth is, to say the least, complex. Yet, using value-added systems as a means of holding teacher preparation programs accountable for the effectiveness of their graduates is a growing trend. However, few quantitative studies linking TPPs with the effectiveness of their graduates exist. The availability of student test scores linked to specific teachers in administrative databases makes it possible to use value-added modeling to obtain estimates of teacher effects. Only recently have researchers tapped into this expanding volume of data in an attempt to examine Teacher Preparation Programs as variables of student achievement. This study uses methodologies developed in the early stages of the Value-Added Teacher Preparation Program Assessment Model developed in Louisiana in 2006 as a guide. Using the HLM 7.0 software package, a statistical model was developed to determine if it were feasible to conduct an analysis using data from a single small school district and whether the results of such an analysis showed an impact of student characteristics and teacher experience and preparation program on student outcomes in mathematics.
Show less - Date Issued
- 2013
- Identifier
- CFE0004904, ucf:49678
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004904
