Current Search:   Ware, Scott (x)

View All Items

  • CSV Spreadsheet
(1 - 5 of 5)
Teacher Candidates' Civic Attitudes and Civic Knowledge: A Comparative Study
Title
Teacher Candidates' Civic Attitudes and Civic Knowledge: A Comparative Study.
Creator
Furgione, Brian, Russell, William, Waring, Scott, Hewitt, Randall, Jahani, Shiva, University of Central Florida
Abstract / Description
The foundations of a democratic society are the citizens who engage in its political processes and functions. The democratic skills and dispositions needed to be engaged citizens must be embedded within the school system of that society. In the United States, teachers serve as the delivery system of these skills and dispositions, and it is therefore imperative to understand who these teachers are as citizens. Leveraging survey research and various quantitative measures, the civic attitudes...
Show moreThe foundations of a democratic society are the citizens who engage in its political processes and functions. The democratic skills and dispositions needed to be engaged citizens must be embedded within the school system of that society. In the United States, teachers serve as the delivery system of these skills and dispositions, and it is therefore imperative to understand who these teachers are as citizens. Leveraging survey research and various quantitative measures, the civic attitudes and civic knowledge of teacher candidates in various fields were investigated. Using self-reported demographic information, teacher candidates were compared based on their academic program track, gender, race, and status as a college student (first generation or other). Initial findings indicate statistically significant differences in the mean civic attitudinal scores and civic knowledge based on program track and college student status. How the findings may influence the long-term outlook of civic education and the needs for preparing future teachers are discussed.
Show less
Date Issued
2019
Identifier
CFE0007633, ucf:52474
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007633
Selecting methods to teach controversial topics: A grounded theory study
Title
Selecting methods to teach controversial topics: A grounded theory study.
Creator
Loomis, Sean, Russell, William, Waring, Scott, Hewitt, Randall, Swan, Bonnie, University of Central Florida
Abstract / Description
This grounded theory study examined the perceptions of 14 high school social studies teachers from three school districts in the Central Florida area. They were interviewed to uncover the decision-making process that high school social studies teachers use to choose methodologies when teaching controversial public issues (CPIs). The result was a three-phase model, the CPI Decision-Making Model, in which teachers move through three conceptual phases to decide on a particular methodology. By...
Show moreThis grounded theory study examined the perceptions of 14 high school social studies teachers from three school districts in the Central Florida area. They were interviewed to uncover the decision-making process that high school social studies teachers use to choose methodologies when teaching controversial public issues (CPIs). The result was a three-phase model, the CPI Decision-Making Model, in which teachers move through three conceptual phases to decide on a particular methodology. By working through this process, teachers analyze the benefits and drawbacks of different methods for teaching controversial public issues. Significant results from this study included: (a) teachers were choosing to avoid teaching CPIs with standard-level students with student-centered methods, (b) teachers received little to no training in alternative methods and no training in how to deal with controversy in the classroom, (c) teachers possibly overestimated their ability to remain neutral in the classroom, and (d) teachers were learning their methodologies for teaching CPIs through unorthodox means.
Show less
Date Issued
2019
Identifier
CFE0007672, ucf:52492
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007672
Civic Engagement of Community College Students: A Qualitative Research Study On Community College Curriculum and Civic Engagement
Title
Civic Engagement of Community College Students: A Qualitative Research Study On Community College Curriculum and Civic Engagement.
Creator
Shephard, Landon, Russell, William, Hewitt, Randall, Waring, Scott, Jewett, Aubrey, University of Central Florida
Abstract / Description
Social scientists claim young United States (U.S.) citizens have become disengaged in civic life which jeopardizes democracy (White et al., 2007; CIRCLE (&) Carnegie, 2003, p.8). As a nation, the U.S. has failed to teach students the skills, knowledge, and abilities necessary for democratic life (White et l., 2007). Social scientists claim young U.S. citizens have become disengaged in civic life since the 1980s (Colby, 2007; CIRCLE (&) Carnegie, 2003, p.4). Compared to past generations, young...
Show moreSocial scientists claim young United States (U.S.) citizens have become disengaged in civic life which jeopardizes democracy (White et al., 2007; CIRCLE (&) Carnegie, 2003, p.8). As a nation, the U.S. has failed to teach students the skills, knowledge, and abilities necessary for democratic life (White et l., 2007). Social scientists claim young U.S. citizens have become disengaged in civic life since the 1980s (Colby, 2007; CIRCLE (&) Carnegie, 2003, p.4). Compared to past generations, young citizens in the United States are less engaged in political life and lack an understanding of what it means to be an active and engaged citizen (Colby, 2007; White et al., 2007; CIRCLE (&) Carnegie, 2003, p.4). The idea of engaged citizenship has become narrowly defined as the simple act of voting, limiting the possibilities of citizens in improving society through community involvement (White et al., 2007). However, social scientists and social science educators have witnessed an increase in volunteerism of young U.S. citizens since about 2000. Along with this increase in volunteerism, other empirical evidence has painted a more positive picture of young Americans' civic engagement (Zukin et al., 2006). While researchers admit that young U.S. citizens are less politically engaged, young citizens demonstrate an interest in civic engagement (e.g., volunteering and participating in social campaigns) (Zukin et al., 2006). Historically, kindergarten through twelfth-grade (K-12) social-studies education has responded, through a civic-focused curriculum, to the needs of the United States. The nation's colleges and universities have also traditionally focused on the education of the country's future civic leaders, paying particular attention to teaching citizenship for the common good while promoting civic duty and responsibility. In comparison, little attention has been focused on the civic education of the community college student. The primary focus of community colleges has been to stimulate local economies and provide training for workforce development. In addition to workforce development, community colleges have provided access to under-prepared students who are interested in completing a four-year degree at a university, where civic leadership has been integrated into the curriculum. This research study followed a qualitative phenomenological approach that investigated the attitudes and perceptions of community college students and their civic and political engagement. The researcher collected data pertaining to civic engagement from three sources: open-ended qualitative questionnaires, student focus-groups, and a drawing activity completed by students. This research study was conducted in a large urban community college located in the southeastern region of the United States. Wilson Community College is a pseudonym used to conceal the identity of the college that was used in this research study.
Show less
Date Issued
2012
Identifier
CFE0004440, ucf:49337
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004440
Transforming a University? A Qualitative Analysis of the Grantee-Grantor Relationship Between Florida Institute of Technology and the F. W. Olin Foundation
Title
Transforming a University? A Qualitative Analysis of the Grantee-Grantor Relationship Between Florida Institute of Technology and the F. W. Olin Foundation.
Creator
Ruane, Matthew, Owens, J. Thomas, Cintron Delgado, Rosa, Boyd, Tammy, Waring, Scott, Perdigao, Lisa, University of Central Florida
Abstract / Description
The purpose of this research is to discuss and examine the nature of the grantor-grantee relationship between the F. W. Olin Foundation and Florida Institute of Technology in the larger context of grants by foundations and philanthropies to higher education. At the center of the research is a $50-million-dollar grant that (")transformed(") Florida Institute of Technology in ways that were perhaps unforeseen by either the grant-issuing foundation or the higher-education institution itself....
Show moreThe purpose of this research is to discuss and examine the nature of the grantor-grantee relationship between the F. W. Olin Foundation and Florida Institute of Technology in the larger context of grants by foundations and philanthropies to higher education. At the center of the research is a $50-million-dollar grant that (")transformed(") Florida Institute of Technology in ways that were perhaps unforeseen by either the grant-issuing foundation or the higher-education institution itself. This research will include a brief history of the two institutions involved and the circumstances that led to this grant proposal and its eventual implementation by the university, interviews with the main actors, and an examination of the challenges and opportunities presented to Florida Institute of Technology in accepting a grant from the F. W. Olin Foundation. Finally, an analysis of the outcomes brought about by accepting what the F. W. Olin Foundation marketed as a (")transformational(") grant ties this research into the larger question of the roles of foundations and philanthropies in higher education.
Show less
Date Issued
2014
Identifier
CFE0005545, ucf:50294
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005545
HFS Plus File System Exposition and Forensics
Title
HFS Plus File System Exposition and Forensics.
Creator
Ware, Scott, Lang, Sheau-Dong, Guha, Ratan, Zou, Changchun, University of Central Florida
Abstract / Description
The Macintosh Hierarchical File System Plus, HFS+, or as it is commonly referred to as the Mac Operating System, OS, Extended, was introduced in 1998 with Mac OS X 8.1. HFS+ is an update to HFS, Mac OS Standard format that offers more efficient use of disk space, implements international friendly file names, future support for named forks, and facilitates booting on non-Mac OS operating systems through different partition schemes. The HFS+ file system is efficient, yet, complex. It makes use...
Show moreThe Macintosh Hierarchical File System Plus, HFS+, or as it is commonly referred to as the Mac Operating System, OS, Extended, was introduced in 1998 with Mac OS X 8.1. HFS+ is an update to HFS, Mac OS Standard format that offers more efficient use of disk space, implements international friendly file names, future support for named forks, and facilitates booting on non-Mac OS operating systems through different partition schemes. The HFS+ file system is efficient, yet, complex. It makes use of B-trees to implement key data structures for maintaining meta-data about folders, files, and data. The implementation of what happens within HFS+ at volume format, or when folders, files, and data are created, moved, or deleted is largely a mystery to those who are not programmers. The vast majority of information on this subject is relegated to documentation in books, papers, and online content that direct the reader to C code, libraries, and include files. If one can't interpret the complex C or Perl code implementations the opportunity to understand the workflow within HFS+ is less than adequate to develop a basic understanding of the internals and how they work. The basic concepts learned from this research will facilitate a better understanding of the HFS+ file system and journal as changes resulting from the adding and deleting files or folders are applied in a controlled, easy to follow, process.The primary tool used to examine the file system changes is a proprietary command line interface, CLI, tool called fileXray. This tool is actually a custom implementation of the HFS+ file system that has the ability to examine file system, meta-data, and data level information that isn't available in other tools. We will also use Apple's command line interface tool, Terminal, the WinHex graphical user interface, GUI, editor, The Sleuth Kit command line tools and DiffFork 1.1.9 help to document and illustrate the file system changes. The processes used to document the pristine and changed versions of the file system, with each experiment, are very similar such that the output files are identical with the exception of the actual change. Keeping the processes the same enables baseline comparisons using a diff tool like DiffFork. Side by side and line by line comparisons of the allocation, extents overflow, catalog, and attributes files will help identify where the changes occurred. The target device in this experiment is a two-gigabyte Universal Serial Bus, USB, thumb drive formatted with Global Unit Identifier, GUID, and Partition Table. Where practical, HFS+ special files and data structures will be manually parsed; documented, and illustrated.
Show less
Date Issued
2012
Identifier
CFE0004341, ucf:49440
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004341