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A MIXED METHOD STUDY ON THE ROLE OF THE IMAGINATION IN THE READING COMPREHENSION OF LOW-PROGRESS ADOLESCENTS
Title
A MIXED METHOD STUDY ON THE ROLE OF THE IMAGINATION IN THE READING COMPREHENSION OF LOW-PROGRESS ADOLESCENTS.
Creator
Puig, Enrique, Robinson, Sandra L., University of Central Florida
Abstract / Description
Founded on the importance of the imagination according to Greene (1995) and set by the Executive Summary of the 911 Commission Report, the mixed methods grounded theory study looks at a correlation between a set of instruction practices recognized by Egan (2008) for nourishing and developing the imagination and low-progress adolescent students' comprehension. Descriptive data are provided on the school, students, teachers, and district where the study was conducted to illustrate the...
Show moreFounded on the importance of the imagination according to Greene (1995) and set by the Executive Summary of the 911 Commission Report, the mixed methods grounded theory study looks at a correlation between a set of instruction practices recognized by Egan (2008) for nourishing and developing the imagination and low-progress adolescent students' comprehension. Descriptive data are provided on the school, students, teachers, and district where the study was conducted to illustrate the limitation and delimitations of the study. The study is limited to low-progress adolescent students as identified by the Florida Comprehensive Assessment Test and uses pre and post Florida Assessments for Instruction in Reading (FAIR) mandated and administered by Orange County to establish comprehension and determine statistical significance. Participant and non-participant observations are used to triangulate and co-triangulate data to determine the correlation between the frequency of select instructional practices and students' comprehending as evidence by their FAIR reading and Maze scores. Observation of student performance suggests that attention to the implementation of the instruction practices of using poetry, text sets, and sensory stimulation has potential in nurturing low progress adolescent students' imagination and strengthening their cognitive feed-forward mechanism. The data adds to the existing body of work on the interactive nature of reading (Rumelhart, 1994) by elaborating on low progress adolescent students' ability to predict and anticipate; concluding that convergent and divergent thinking, making inter-textual connections, and creating mental models are necessary sub-factors to nourish the imagination and need to be taken into account in instruction to assist low-progress adolescent students in comprehending and developing a defensible interpretation.
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Date Issued
2011
Identifier
CFE0003606, ucf:48850
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003606
The Coping Assessment for Bereavement and Loss Experiences (CABLE): Development and Validation
Title
The Coping Assessment for Bereavement and Loss Experiences (CABLE): Development and Validation.
Creator
Crunk, Anne, Robinson, Edward, Bai, Haiyan, Robinson, Sandra, Burke, Laurie, University of Central Florida
Abstract / Description
The loss of a loved one through death is a virtually inescapable part of the human experience and one that can elicit marked psychological and physical distress on the part of the survivor. However, not all individuals who lose a loved one cope with their grief in the same way. Variation in the duration and intensity of grief reactions among mourners is well supported, with 10-15% of the bereaved population experiencing a protracted, debilitating, and sometimes life-threatening grief response...
Show moreThe loss of a loved one through death is a virtually inescapable part of the human experience and one that can elicit marked psychological and physical distress on the part of the survivor. However, not all individuals who lose a loved one cope with their grief in the same way. Variation in the duration and intensity of grief reactions among mourners is well supported, with 10-15% of the bereaved population experiencing a protracted, debilitating, and sometimes life-threatening grief response known as complicated grief (CG). However, most grievers respond to loss with relative resilience, demonstrating an ability to sustain reasonably stable and adaptive levels of functioning while grieving the loss of their loved one. One factor that might distinguish resilient and CG reactions is differences in the cognitive, behavioral, emotional, social, and spiritual strategies they use to cope with their distressing grief symptoms. However, prior to this study, an instrument designed to assess potential constructive strategies for coping with bereavement had yet to be developed, limiting helping professionals and researchers to the use of nonspecific measures that assess coping with life stressors in general, rather than with bereavement, in particular. Therefore, the aim of this study was to construct and validate the Coping Assessment for Bereavement and Loss Experiences, or CABLE, an instrument designed to identify which strategies bereaved individuals currently use to cope with grief following the death of a loved one. The present study followed a mixed-methods approach to instrument development, incorporating both qualitative (i.e., Phase 1) and quantitative (i.e., Phase 2) approaches with two diverse samples of bereaved adults (N = 12 for Phase 1 and N = 918 for Phase 2, respectively). Exploratory factor analysis (EFA) with the initial item pool (n = 89 items) yielded a six-factor, 30-item structure, which was cross-validated for item selection using confirmatory factor analysis (CFA). CFA generated a final six-factor, 28-item model of grief coping. The CABLE demonstrated good internal consistency reliability and provided initial evidence for convergent and discriminant validity with the present sample. Finally, findings from hierarchical multiple regression analyses and one-way analysis of variances (ANOVA) tests shed light on participant demographic and background variables that accounted for small but significant variance in CABLE scores. Limitations of the present study, recommendations for future research, and implications for helping professionals and researchers are discussed.
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Date Issued
2017
Identifier
CFE0006938, ucf:51675
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006938
Institutionalizing Service-Learning as a Best Practice of Community Engagement in Higher Education: Intra- and Inter-Institutional Comparisons of the Carnegie Community Engagement Elective Classification Framework
Title
Institutionalizing Service-Learning as a Best Practice of Community Engagement in Higher Education: Intra- and Inter-Institutional Comparisons of the Carnegie Community Engagement Elective Classification Framework.
Creator
Plante, Jarrad, Cox, Dr. Thomas, Robinson, Sandra, Bryer, Thomas, Bowdon, Melody, University of Central Florida
Abstract / Description
Service-learning, with a longstanding history in American higher education (Burkhardt (&) Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system (-) Carnegie Community Engagement Classification (-) for institutions of higher education to demonstrate the breadth and depth of...
Show moreService-learning, with a longstanding history in American higher education (Burkhardt (&) Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system (-) Carnegie Community Engagement Classification (-) for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton (&) Crosby, 2011; Hurtado (&) DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, (&) Korn, 2007). Community engagement (")is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening (-) rhetoric versus reality(") (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types (-) a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.
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Date Issued
2015
Identifier
CFE0005864, ucf:50852
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005864
The Relationship Between Student Engagement and Recent Alumni Donors at Carnegie Baccalaureate Colleges Located in the Southeastern United States
Title
The Relationship Between Student Engagement and Recent Alumni Donors at Carnegie Baccalaureate Colleges Located in the Southeastern United States.
Creator
Truitt, Joshua, Robinson, Sandra, Cintron Delgado, Rosa, Lambie, Glenn, Cox, Thomas, Marshall, Nancy, University of Central Florida
Abstract / Description
In 2011, over 30 billion dollars were given to colleges and universities across the United States; donors included individuals, corporations, foundations, and religious organizations. Of the 30 billion dollars, 43% of this financial support came directly from individual and alumni donors (Council for Aid to Education, 2011). Leslie and Ramey (1988) stated that (")voluntary support is becoming the only source of real discretionary money [that a college or university has](") (p. 115). The...
Show moreIn 2011, over 30 billion dollars were given to colleges and universities across the United States; donors included individuals, corporations, foundations, and religious organizations. Of the 30 billion dollars, 43% of this financial support came directly from individual and alumni donors (Council for Aid to Education, 2011). Leslie and Ramey (1988) stated that (")voluntary support is becoming the only source of real discretionary money [that a college or university has](") (p. 115). The primary purpose of this study was to investigate the ability of responses from senior class students on the 2006 National Survey of Student Engagement to be used as predictors of alumni donor participation in liberal arts colleges. The sample of this study was 10 Carnegie Baccalaureate Colleges from the southeastern United States. The institutions that participated provided alumni donor participation data for members of the undergraduate class of 2006 for a five-year post-graduation period. Logistical regression models were developed to represent the multivariate impacts of NSSE benchmark scores and student demographics independent variables on the bivariate alumni donor participation rate dependent variable.The results indicated that two NSSE benchmarks, measured by the 2006 NSSE, (Level of Academic Challenge and Student-Faculty Interaction) and three demographic variables (parental level of education, Greek Life membership, and receipt of an institutional scholarship) had a positive relationship with increased alumni donor participation.
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Date Issued
2013
Identifier
CFE0005065, ucf:49946
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005065