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Title: LEARNING-CENTERED PROFESSIONAL STAFF DEVELOPMENT: EXAMINING INSTITUTIONAL AND LEARNER RESPONSIBILITIES.
Creator: Corderman, Julie, Witta, Eleanor, University of Central Florida
Abstract / Description: The goal of this research was to determine the balance of a collaborative learning relationship between an institution and its employees. A review of the literature examined learning-centered theory to determine the necessary tenets of a learning-centered professional staff development program. In addition, various staff development components were examined to ascertain their role in a learning-centered program. The literature findings guided this research to conduct a study to determine if...
Show moreThe goal of this research was to determine the balance of a collaborative learning relationship between an institution and its employees. A review of the literature examined learning-centered theory to determine the necessary tenets of a learning-centered professional staff development program. In addition, various staff development components were examined to ascertain their role in a learning-centered program. The literature findings guided this research to conduct a study to determine if relationships existed between employees' perception of climate and two variables: (a) employees' locus of control and (b) employees' job satisfaction. Additionally, the three factors were assessed together in a linear regression to determine what percentage of variance could be accounted for by each of the factors. The extent to which the institution had sufficiently set the stage for learning to take place was determined by assessing the institution's climate utilizing the PACE©. Locus of control and job satisfaction were two audience components utilized to determine appropriate program selection. Findings from the correlation procedures revealed a moderate relationship between both the employees' locus of control and their job satisfaction and their perception of the climate. A multiple regression revealed that 43% of an employee's climate perception could be accounted for by locus of control and job satisfaction. Results of this study indicated that locus of control and job satisfaction were two factors that an institution needs to consider with regards to their staff prior to embarking on a staff development program or in re-designing an existing program. In addition, the results indicated the necessity in establishing a baseline climate perception to ascertain if the environment was conducive to staff learning. Lastly, an institution needs to be willing to inquire of its staff as to their needs and preferred learning delivery methods. By examining itself objectively, and engaging workers in a collaborative learning process, an institution can begin to establish the foundation for a learning centered staff development program.
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Date Issued: 2008
Identifier: CFE0002021, ucf:47624
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002021

Title: Lexico-grammatical Complexity in EAP Student Writing: A Learner Corpus Analysis.
Creator: Goussakova, Ekaterina, Folse, Keith, Boote, David, Witta, Eleanor, Reppen, Randi, University of Central Florida
Abstract / Description: In this descriptive linguistic study, the lexico-grammatical complexity of placement and exit English for Academic Purposes (EAP) student writing samples was analyzed using corpus linguistic methods to explore language development as a result of student enrollment in the EAP program. Writing samples were typed, matched, and tagged. A concordance software was used to produce lexical realizations of grammatical features. A comparison was made of normed frequency counts for nine phrasal and...
Show moreIn this descriptive linguistic study, the lexico-grammatical complexity of placement and exit English for Academic Purposes (EAP) student writing samples was analyzed using corpus linguistic methods to explore language development as a result of student enrollment in the EAP program. Writing samples were typed, matched, and tagged. A concordance software was used to produce lexical realizations of grammatical features. A comparison was made of normed frequency counts for nine phrasal and clausal features as well as raw frequencies for type to token ratio (TTR), average word length, and word count. In addition, the contribution of variables such as advanced grammar and writing course grades, LOEP scores, and the number of semesters in the EAP program to the English Learner's (EL) lexico-grammatical complexity found in exit essays was also examined.Twelve paired parametric and non-parametric analyses of lexico-grammatical variables were performed. Dependent t test results showed that normed frequency counts for such features as pre-modifying nouns, attributive adjectives, adverbial conjunctions, coordinating conjunctions, TTR, average word length, and word count changed significantly, and students produced more of those features in their exit writing than in their placement essay. Non-parametric Wilcoxon test indicated that such a change was also observable with noun + that clauses. The frequencies of verb + that clauses and subordinating conjunction because, though non-significant, actually decreased. A split plot ANOVA allowed to see whether a change in above mentioned statistically significant lexico-grammatical features could be attributed to grammar instruction in EAP 1560. The results showed that there was no statistically significant difference between those who took EAP 1560 class and those who did not on pre-modifying nouns, coordinating conjunctions, TTR, average word length, and word count. On the other hand, those students who did not take EAP 1560 class had higher counts of attributive adjectives but lower of adverbial conjunctions, both statistically significant results, than those students who took the class. Lastly, five multiple linear regression analyses were conducted to predict frequencies of exit pre-modifying nouns, attributive adjectives, noun + that clauses, adverbial conjunctions, and TTR from EAP 1560 and EAP 1640 grades, LOEP scores, and the number of semesters students spent in the EAP program at SSC. The only significant regression analysis was with TTR, and 28% of its variance could be explained by the independent variables. LOEP Language Usage score was the only significant individual contributor to the model. Even though exit adverbial conjunctions were not predictable from the chosen IVs, LOEP Sentence Meaning score proved the only significant contributor to that model.The results indicate that compressed phrasal features are indicative of higher complexity and EL proficiency, while clausal features are acquired earlier and signal elaboration, as previously described in the literature.
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Date Issued: 2018
Identifier: CFE0007008, ucf:52037
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007008

Title: An Analysis of Teacher Action Research Focused on Differentiated Instruction for Student Subgroups in One Florida School District in 2009-2010.
Creator: 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.
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Date Issued: 2011
Identifier: CFE0004131, ucf:49095
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004131

Title: Investigating gender differences in student preferences for and achievement with educational games.
Creator: Regan, Damon, Hirumi, Atsusi, Atkinson, Thomas, Robinson, Edward, Witta, Eleanor, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the choice behavior and achievement of male and female high school students who are given an option of taking a 36 week American History course in either a game-based format or a web-based format. It was hypothesized that (a) males would enroll more frequently in the game-based course than females, (b) there would be no significant difference in achievement between males and females in the game-based course or across course formats, and (c) there...
Show moreThe purpose of this study was to investigate the choice behavior and achievement of male and female high school students who are given an option of taking a 36 week American History course in either a game-based format or a web-based format. It was hypothesized that (a) males would enroll more frequently in the game-based course than females, (b) there would be no significant difference in achievement between males and females in the game-based course or across course formats, and (c) there would be no significant interaction between gender and the selection of course format.The study consisted of a sample of 7,962 11th grade students who enrolled in American History during the 2009/2010 school year at the Florida Virtual School (FLVS). Students planning to take 11th grade American History at FLVS were given the choice of enrolling in a game-based class format or a standard web-based online class format. A chi-square test of independence was used to analyze enrollment rates. An independent t test was used to analyze achievement based on gender in the game-based course. A two-way factorial analysis of variance (ANOVA) was used to analyze achievement data based on gender across course formats, enrollment, and the interaction of gender and enrollment.The chi-square results indicated that there is a relationship between gender and enrollment. Males chose to enroll in the game-based format of the course more frequently than females and females chose to enroll in the web-based format of the course more frequently than males. The independent t test results indicated that there is no significant difference in achievement based on gender in the game-based course. The ANOVA results indicated that there are significant differences in achievement based on gender as well as enrollment, but there are no significant differences in achievement based on the interaction of gender and enrollment. Implications for researchers, teachers, administrators, game developers, and funders are provided.
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Date Issued: 2012
Identifier: CFE0004235, ucf:49519
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004235

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.
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Date Issued: 2017
Identifier: CFE0006880, ucf:51708
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006880

Title: An Analysis of Undergraduate Elementary School Pre-Service Teachers' Ability to Contextualize Fraction Expressions and Decontextualize Fraction Word Problems.
Creator: Tapp, Laura, Ortiz, Enrique, Andreasen, Janet, Dixon, Juli, Witta, Eleanor, University of Central Florida
Abstract / Description: The focus of this research was to expand on existing literature by providing information on elementary school pre-service teachers' ability to contextualize fraction expressions and decontextualize fraction word problems. The elementary school pre-service teachers who participated in this study were enrolled in a mathematics for elementary school teachers content course in a college of education at a large university during the Spring 2016 semester. In this mixed-method study, the...
Show moreThe focus of this research was to expand on existing literature by providing information on elementary school pre-service teachers' ability to contextualize fraction expressions and decontextualize fraction word problems. The elementary school pre-service teachers who participated in this study were enrolled in a mathematics for elementary school teachers content course in a college of education at a large university during the Spring 2016 semester. In this mixed-method study, the participants were given the Contextualization and Decontextualization of Fractions Instrument (CDFI) which assessed elementary school pre-service teachers' ability to solve fraction word problems and identify decontextualized fraction word problems into expressions and contextualized fraction expressions into word problems. The elementary school pre-service teachers were given the CDFI before and after they completed a unit on fractions. Of the 52 participants who completed both the pre- and post- CDFI, 11 were selected to participant in think aloud interviews in which they decontextualized fraction expressions from word problems and solved and contextualized fraction word problems from expressions. Quantitative results showed an overall statistically significant difference in the elementary school pre-service teachers' pre- and post- test scores. With the exception of two questions, all questions on the CDFI showed a statistically significant difference between the pre- and the post- test scores. No statistical significance was found in the responses to the question that required the elementary school pre-service teachers to identify the expression that matched the given fraction subtraction word problem. A large number of participants correctly identified the correct subtraction expression on the pre-test, and only slightly more of them were able to identify the correct subtraction expression on the post-test. No statistical significance was found in the responses to the question that required the elementary school pre-service teachers to explain their selection of a contextualized fraction multiplication expression. Though there was an increase in the elementary school pre-service teachers' ability to explain their selection of the contextualized fraction multiplication expression, it was not statistically significant. The qualitative analysis of the think aloud interview data showed that some of the elementary school pre-service teachers struggled with contextualizing fraction expressions. Most of the elementary school pre-service teachers did not struggle with solving the fraction word problems, but did struggle with decontextualizing fraction multiplication word problems.
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Date Issued: 2016
Identifier: CFE0006506, ucf:51405
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006506

Title: The Influence of Economics Knowledge on Students' Attitudes Toward Financial Literacy.
Creator: Beckles, Lloyd, Russell, William, Hopp, Carolyn, Hewitt, Randall, Witta, Eleanor, University of Central Florida
Abstract / Description: Financial literacy has developed in importance resulting from the growing intricacy of financial markets and the increased responsibility placed on consumers for their own financial security. During last decade, the necessity of financial literacy has been heightened due to increasingly complex products and services. Managing personal finances is important and people must learn to engage in prudent financial decisions required when planning for retirement, education, and home purchases. The...
Show moreFinancial literacy has developed in importance resulting from the growing intricacy of financial markets and the increased responsibility placed on consumers for their own financial security. During last decade, the necessity of financial literacy has been heightened due to increasingly complex products and services. Managing personal finances is important and people must learn to engage in prudent financial decisions required when planning for retirement, education, and home purchases. The ability to understand and manage personal finances is a skill critical to long-term financial security, additionally, there are significant consequences to financial illiteracy that can last for a life-time and many of these consequences occur while young adults are in college where financial independence begins. As young people progress through life, they are inundated with financial decisions which should be made based on prudent financial knowledge, however, many consumers are faced with a myriad of significant financial decisions very early in life and imprudent financial mistakes made by young people can have negative effects for many years. Because many consumers lack adequate financial literacy skills, they often make poor financial decisions in an increasingly complex economic environment. This purpose of this dissertation is to study how economics knowledge influences students' attitudes in an effort to refine current of knowledge of financial literacy levels and attitudes of students
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Date Issued: 2017
Identifier: CFE0006564, ucf:51329
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006564

Title: Teachers' Utilization of Field Trips: A Comparative Study.
Creator: Kenna, Joshua, Russell, William, Hewitt, Randall, Kaplan, Jeffrey, Witta, Eleanor, University of Central Florida
Abstract / Description: Field trips are visits to an out-of-school setting designed for educational and academic purposes whereby as a result students gain firsthand knowledge and experiences. Historically, it was the potential for student learning that motivated teachers to utilize field trips. However, there is reasonable suspicion among scholars today that teachers are utilizing field trips less since the start of the new millennia; the common reasons being cited among others include a slumping economy, an...
Show moreField trips are visits to an out-of-school setting designed for educational and academic purposes whereby as a result students gain firsthand knowledge and experiences. Historically, it was the potential for student learning that motivated teachers to utilize field trips. However, there is reasonable suspicion among scholars today that teachers are utilizing field trips less since the start of the new millennia; the common reasons being cited among others include a slumping economy, an increase in accountability due to high-stakes testing, and rising fuel costs. Unfortunately, there is no empirical evidence that can confirm or deny this suspicion. Therefore, the purpose of this survey research study is twofold. The first goal is to investigate what proportion of Florida K-12 public school teachers, within the field of social studies, science, mathematics, and language arts utilized a field trip during the 2012-13 academic school year; along with investigating the total number and frequency in which they used those field trips. The second goal is to identify if there were any significant differences in the number of field trips that those teachers utilized based on four independent variables (a) the grade level at which the teachers teach, (b) teachers' years of teaching experience, (c) the content focus of the field trips, and (d) whether teachers graduated from a teacher preparation program or not. The study utilized a non-experimental causal-comparative research design to conclude that there were some significant differences in the number of field trips teachers utilized as a result of two of the independent variables.
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Date Issued: 2014
Identifier: CFE0005359, ucf:50488
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005359

Title: Community College Leadership: The Pathways, Competencies, and Preparation of Presidents and Chief Academic Officers.
Creator: Minton, Richard, King, Kathy (Kathleen), Cox, Thomas, Marshall, Nancy, Witta, Eleanor, University of Central Florida
Abstract / Description: At the beginning of the new millennium, concerns were raised that a leadership crisis was soon to develop due to a high percentage of community college presidents and chief academic officers (CAOs) approaching retirement within the decade. With concerns that there would not be a sufficient number of leaders ready to assume these roles, the American Association of Community Colleges (AACC) developed a list of six competencies essential to community college leadership (AACC, 2005). The purpose...
Show moreAt the beginning of the new millennium, concerns were raised that a leadership crisis was soon to develop due to a high percentage of community college presidents and chief academic officers (CAOs) approaching retirement within the decade. With concerns that there would not be a sufficient number of leaders ready to assume these roles, the American Association of Community Colleges (AACC) developed a list of six competencies essential to community college leadership (AACC, 2005). The purpose of this study was to examine the pathways, competencies, and preparation of community college presidents and CAOs. Leaders in those positions at two-year colleges in eight southeastern states were surveyed in August-September 2017. Demographic data was collected to determine common career pathways and it was found that an overwhelming majority of current respondents earned doctorate degrees and that many of them had focused their advanced degrees in the areas of education and/or leadership. Approximately 84% of the leaders who responded expected to retire within 10 years of the study. Also, at least 50% of the presidents who responded followed an academic pathway to the presidency. Respondents were asked to rate the extent to which they agreed that the AACC competencies were essential to their leadership roles and the extent to which they agreed that they had been prepared for each competency prior to assuming their current roles. The results indicated high levels of agreement that all six competencies were essential; however, tests did reveal statistically significant differences between the levels of agreement, namely that one competency -- community college advocacy (-) had a lower level of agreement than the other five competencies. Respondents also indicated that they had been adequately prepared for each competency prior to assuming their current roles, with on-the-job experiences being the most common method of preparation for the competencies. A correlation analysis revealed that there was a positive relationship between the extent to which leaders agreed that the competencies were essential and the extent to which they agreed that they were prepared for the competencies. There were also no statistical differences between presidents and CAOs on the preparation ratings for each competency and there was only a difference in the essential ratings for the competency of collaboration. Recommendations for future practice based on the leadership frameworks of Bolman and Deal (2013) and Nevarez, Wood, and Penrose (2013) are provided, along with recommendations for higher educational leadership doctoral programs and future research regarding pathways, competencies, and preparation.
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Date Issued: 2018
Identifier: CFE0007054, ucf:52014
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007054

Title: Aging Well: How Subjective Age, Playfulness, and Depression Influence Quality of Life Among Older Adults.
Creator: Saliba El-Habre, Yvette, Barden, Sejal, Taylor, Dalena, Lambie, Glenn, Robinson, Edward, Witta, Eleanor, University of Central Florida
Abstract / Description: Given the growing population of aging adults, there is a need for research examining factors that enhance quality of life for older adults (QoL; Colby (&) Ortman, 2014). Changes in health, relationships, support systems, and social identity are inevitable throughout the lifespan. Therefore, research focused on lessening the negative effects of changes due to aging while also improving QoL is warranted. As such, the aim of the current research study was to examine the extent to which...
Show moreGiven the growing population of aging adults, there is a need for research examining factors that enhance quality of life for older adults (QoL; Colby (&) Ortman, 2014). Changes in health, relationships, support systems, and social identity are inevitable throughout the lifespan. Therefore, research focused on lessening the negative effects of changes due to aging while also improving QoL is warranted. As such, the aim of the current research study was to examine the extent to which subjective age (SA; how old or young an individual feels), playfulness (PF; (")the ability to frame or reframe everyday situations to experience them as entertaining, intellectually stimulating, and/or personally interesting(") [Proyer, 2015, p. 93-94]), and depression (an emotional state ranging from mild discouragement to feelings of extreme despair [CDC, 2017; Corsini, 2002]) predict QoL ((")a person's sense of well-being that stems from satisfaction or dissatisfaction with the areas of life that are important to him or her(") [Ferrans, 1985, p. 15]) among adults over the age of 55. Using convenience sampling with eligibility requirements, adults (N = 1,315) 55 and older and who spoke and read English were surveyed both face-to-face (F2F) and online (e.g., Amazon Mechanical Turk and a senior educational program). Standard multiple regression was utilized, and results identified a statistically significant model with the variable of depression predicting the largest unique contribution to the model, while PF predicted a small, statistically significant contribution. Subjective age did not statistically contribute to the prediction. Implications from the findings that relate to counselors, counselor educators, and researchers are provided. In addition, the findings provide guidance and a new perspective on variables associated with QoL and aging adults.
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Date Issued: 2018
Identifier: CFE0007090, ucf:51959
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007090

Title: Assessing the effectiveness of online focus groups versus in-person focus groups.
Creator: Richard, Brendan, Sivo, Stephen, Boote, David, Witta, Eleanor, Ford, Robert, Murphy, Jamie, University of Central Florida
Abstract / Description: Increasingly researchers are turning to online focus groups as a qualitative research method, yet rigorous methodological studies regarding the quantity, quality and diversity of the data generated relative to traditional in-person focus groups are limited. This study experimentally tests the idea generation capabilities of online text-based focus groups versus traditional in-person focus groups using sustainability in the hospitality industry as the idea generation topic. Participants were...
Show moreIncreasingly researchers are turning to online focus groups as a qualitative research method, yet rigorous methodological studies regarding the quantity, quality and diversity of the data generated relative to traditional in-person focus groups are limited. This study experimentally tests the idea generation capabilities of online text-based focus groups versus traditional in-person focus groups using sustainability in the hospitality industry as the idea generation topic. Participants were purposively sampled from the hospitality program at a large Southeastern university and randomly assigned into one of two treatment groups: online text-based or traditional in-person focus groups. The in-person focus groups resulted in a larger word count, and a higher number of ideas generated, although both in-person and online generated an equivalent number of unique ideas. The online focus group generated a comparable average quality of ideas and number of good ideas. There was a high degree of overlap in themes generated by both groups. The results show that online focus groups are capable of generating a comparable level of idea quantity, quality and diversity relative to in-person focus groups.
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Date Issued: 2018
Identifier: CFE0007086, ucf:51945
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007086

Title: The Client Assessment of Multicultural Competent Behavior (CAMCB): Development and Validation.
Creator: Oh, Seungbin, Shillingford-Butler, Ann, Lambie, Glenn, Taylor, Dalena, Witta, Eleanor, University of Central Florida
Abstract / Description: The significance of multicultural counseling competence (MCC) has been increasingly recognized in the literature on mental health. Cultural diversification in the United States has prompted greater research in specialized mental health needs among diverse populations. However, despite the specialized mental health needs, diverse cultural groups have faced challenges in finding multiculturally competent mental health services. Accordingly, mental health professions have placed a greater...
Show moreThe significance of multicultural counseling competence (MCC) has been increasingly recognized in the literature on mental health. Cultural diversification in the United States has prompted greater research in specialized mental health needs among diverse populations. However, despite the specialized mental health needs, diverse cultural groups have faced challenges in finding multiculturally competent mental health services. Accordingly, mental health professions have placed a greater emphasis on the development of therapists' MCC through the training and education, but also made ongoing efforts to integrate MCC into evidenced-based treatment. However, the mental health professions have faced difficulty in exploring evidence for the validity of MCC in therapy, due to a measurement concern regarding MCC. Specifically, such measurement concern in the MCC literature is involved with the fact that there has not existed a client-rated instrument designed to measure therapists' actual MCC performance (i.e., multicultural competent behaviors) in therapeutic process. Therefore, the present study aimed to develop the Client Assessment of Multicultural Competent Behavior (CAMCB) and examine its psychometric properties with a sample of clients.With a correlational research design, the present study involved two phases (Phase I and II) with a sample of diverse clients to inform the development and validation investigation of the CAMCB. Exploratory factor analysis (EFA; n = 280) with the initial pool of 30 items resulted in a three-factor, 23-item CAMCB model. Subsequently, confirmatory factor analysis (CFA; n = 282) was performed to cross-verify the three-factor, 23-item structure of the CAMCB (as identified from EFA) and accumulate evidence of its psychometric properties. CFA resulted in a final three-factor, 19-item CAMCB model with an acceptable model fit. The final CAMCB was found to have good internal consistency reliability and initial evidence for convergent validity with the current data. Lastly, results from a multivariate analysis of variance (MANOVA) and one-way analysis of variance (ANOVA) indicated small but significant difference in the CAMCB total or subscale scores by some subgroups (e.g., race, gender, religion). Discussion of results, limitations of the present study, recommendations for future research, and implications for mental health professionals, researchers, and educators are provided.
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Date Issued: 2018
Identifier: CFE0007582, ucf:52566
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007582

Title: Modeling Autocorrelation and Sample Weights in Panel Data: A Monte Carlo Simulation Study.
Creator: Acharya, Parul, Sivo, Stephen, Hahs-Vaughn, Debbie, Witta, Eleanor, Butler, Malcolm, University of Central Florida
Abstract / Description: This dissertation investigates the interactive or joint influence of autocorrelative processes (autoregressive-AR, moving average-MA, and autoregressive moving average-ARMA) and sample weights present in a longitudinal panel data set. Specifically, to what extent are the sample estimates influenced when autocorrelation (which is usually present in a panel data having correlated observations and errors) and sample weights (complex sample design feature used in longitudinal data having multi...
Show moreThis dissertation investigates the interactive or joint influence of autocorrelative processes (autoregressive-AR, moving average-MA, and autoregressive moving average-ARMA) and sample weights present in a longitudinal panel data set. Specifically, to what extent are the sample estimates influenced when autocorrelation (which is usually present in a panel data having correlated observations and errors) and sample weights (complex sample design feature used in longitudinal data having multi-stage sampling design) are modeled versus when they are not modeled or either one of them is taken into account. The current study utilized a Monte Carlo simulation design to vary the type and magnitude of autocorrelative processes and sample weights as factors incorporated in growth or latent curve models to evaluate the effect on sample latent curve estimates (mean intercept, mean slope, intercept variance, slope variance, and intercept slope correlation). Various latent curve models with weights or without weights were specified with an autocorrelative process and then fitted to data sets having either the AR, MA or ARMA process. The relevance and practical importance of the simulation results were ascertained by testing the joint influence of autocorrelation and weights on the Early Childhood Longitudinal Study for Kindergartens (ECLS-K) data set which is a panel data set having complex sample design features. The results indicate that autocorrelative processes and weights interact with each other as sources of error to a statistically significant degree. Accounting for just the autocorrelative process without weights or utilizing weights while ignoring the autocorrelative process may lead to bias in the sample estimates particularly in large-scale datasets in which these two sources of error are inherently embedded. The mean intercept and mean slope of latent curve models without weights was consistently underestimated when fitted to data sets having AR, MA or ARMA process. On the other hand, the intercept variance, intercept slope, and intercept slope correlation were overestimated for latent curve models with weights. However, these three estimates were not accurate as the standard errors associated with them were high. In addition, fit indices, AR and MA estimates, parsimony of the model, behavior of sample latent curve estimates, and interaction effects between autocorrelative processes and sample weights should be assessed for all the models before a particular model is deemed as most appropriate. If the AR estimate is high and MA estimate is low for a LCAR model than the other models that are fitted to a data set having sample weights and the fit indices are in the acceptable cut-off range, then the data set has a higher likelihood of having an AR process between the observations. If the MA estimate is high and AR estimate is low for a LCMA model than the other models that are fitted to a data set having sample weights and the fit indices are in the acceptable cut-off range, then the data set has a higher likelihood of having an MA process between the observations. If both AR and MA estimates are high for a LCARMA model than the other models that are fitted to a data set having sample weights and the fit indices are in the acceptable cut-off range, then the data set has a higher likelihood of having an ARMA process between the observations. The results from the current study recommends that biases from both autocorrelation and sample weights needs to be simultaneously modeled to obtain accurate estimates. The type of autocorrelation (AR, MA or ARMA), magnitude of autocorrelation, and sample weights influences the behavior of estimates and all the three facets should be carefully considered to correctly interpret the estimates especially in the context of measuring growth or change in the variable(s) of interest over time in large-scale longitudinal panel data sets.
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Date Issued: 2015
Identifier: CFE0005914, ucf:50850
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005914

Title: A Quasi-Experimental Study on the Impact of Explicit Instruction of Science Text Structures on Eighth-Grade English Learners' and Non-English Learners' Content Learning and Reading Comprehension in Three Inclusive Science Classrooms.
Creator: Rivera, Jelitza, Zygouris-Coe, Vassiliki, Nutta, Joyce, Witta, Eleanor, Ehren, Barbara, University of Central Florida
Abstract / Description: The focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading...
Show moreThe focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading comprehension, or science content learning, the treatment group increased and maintained their science content learning scores over time, while the scores of the comparison group declined from post-test to delayed post-test. In addition, the researcher sought to determine whether sentence combination scores were a predictor of reading comprehension scores. The results showed that sentence combination scores were good predictors for reading comprehension.
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Date Issued: 2015
Identifier: CFE0005875, ucf:50864
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005875

Title: Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System.
Creator: Peker, Hilal, Hoffman, Bobby, Regalla, Michele, Nutta, Joyce, Witta, Eleanor, Vitanova-Haralampiev, Gergana, University of Central Florida
Abstract / Description: Factors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first...
Show moreFactors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first study investigating the relationship between bullying victimization, L2 Motivational Self System, and L2 identity.The data were derived from 1022 ELs through a self-report survey that was adapted and tested for measurement model validity and reliability. Partial least square structural equation modeling (PLS-SEM) results indicated that there was a strong relationship between bullying victimization, including traditional bullying and cyberbullying, L2 Motivational Self System, and L2 identity. Traditional bullying victimization and cyberbullying victimization affect ELs' feared L2 selves. This suggests that the feared L2 self may be added as a component to D(&)#246;rnyei's L2 Motivational Self System, especially when bullying victimization becomes a factor in language learning process. In addition, cyberbullying victimization positively correlated with ELs' oriented identity, which may indicate that ELs as agents were more motivated to learn English to overcome the negative effects of bullying victimization and to orient to the target culture. Based on the results, potential implications were provided for teachers and curriculum developers to help ELs cope with bullying in class and outside the classroom environment.
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Date Issued: 2016
Identifier: CFE0006373, ucf:51537
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006373

Title: The Influence of Instruction in Base 8 on Prospective Teachers' Mathematical Knowledge for Teaching.
Creator: Harshman, Katie, Haciomeroglu, Erhan, Andreasen, Janet, Witta, Eleanor, Safi, Farshid, Lewis, Nancy, University of Central Florida
Abstract / Description: The focus of this research project was to extend existing research literature by providing insight to how prospective teachers with differing levels of mathematical knowledge developed their conceptual understanding of whole number concepts and operations. Prospective teachers of interest were enrolled in an Elementary School Mathematics Course for Teachers (in the College of Education) with a whole number concepts and operations unit set entirely in base 8. In this mixed-mode study,...
Show moreThe focus of this research project was to extend existing research literature by providing insight to how prospective teachers with differing levels of mathematical knowledge developed their conceptual understanding of whole number concepts and operations. Prospective teachers of interest were enrolled in an Elementary School Mathematics Course for Teachers (in the College of Education) with a whole number concepts and operations unit set entirely in base 8. In this mixed-mode study, participants were given the MKT, a measure designed to measure teacher mathematical knowledge for teaching, before and after taking the base 8 unit. The researcher focused on two specific constructs: Common Content Knowledge (CCK) and Specialized Content Knowledge (SCK). The qualitative portion of the study involved carefully constructed student interviews which allowed the researcher to deeply explore how prospective teacher conceptual understanding changed as a result of taking the unit in base 8. Four participants with varying levels of knowledge were selected to be interviewed based upon initial scores on the MKT: 1) low CCK and low SCK, 2) low CCK and high SCK, 3) high CCK and low SCK, 4) high CCK and high SCK. Results of the interviews were used to help explain results from the MKT. Quantitative and qualitative results showed that participants did not significantly increase their CCK, but did experience an increase in their conceptual understanding (SCK) as a result of taking the unit in base 8. Most prospective teachers entering the Elementary School Mathematics Course already had high procedural knowledge of the algorithms associated with elementary mathematics, which could account for the non-significant increase in CCK. Prospective teachers all showed deeper conceptual understanding of whole number concepts and operations at varying levels by the end of the base 8 unit. Prospective teachers showed their increased understanding by way of explanations, justifications, and alternate solution strategies.
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Date Issued: 2016
Identifier: CFE0006321, ucf:51552
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006321

Title: Predicting Undergraduate Retention in STEM Majors Based on Demographics, Math Ability, and Career Development Factors.
Creator: Belser, Christopher, Shillingford-Butler, Ann, Van Horn, Stacy, Taylor, Dalena, Daire, Andrew, Witta, Eleanor, University of Central Florida
Abstract / Description: Science, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of...
Show moreScience, technology, engineering, and math (STEM) fields are currently facing a crisis with respect to filling jobs with qualified workers (NSF, 2013; NAS, 2011). While advancements in these industries have translated into job growth, post-secondary declaration and retention rates within STEM majors lag behind industry needs (Carnevale et al., 2011; Chen, 2013; Koenig et al., 2012). Although researchers previously investigated demographic variables and math-related variables in the context of STEM retention (Beasley (&) Fischer, 2012; CollegeBoard, 2012; Cundiff et al., 2013; Gayles (&) Ampaw, 2014; Le et al., 2014; Nosek (&) Smyth, 2011; Riegle-Crumb (&) King, 2010), the need exists for additional research examining the impact of career-related variables (Belser et al., 2017; Folsom et al., 2004; Parks et al., 2012; Reardon et al., 2015). Additionally, prior STEM retention research primarily focused on students with declared STEM majors, as opposed to undeclared students considering STEM majors. In the present study, the researcher sought to determine the degree to which demographic variables (gender and ethnicity), math ability variables (SAT Math scores and Math Placement Test--Algebra scores), and career development related variables (initial major, STEM course participation, and Career Thoughts Inventory [CTI] change scores) could predict undergraduate retention in STEM for participants in a STEM recruitment and retention program. Using binary logistic regression, the researcher found that initially having a declared STEM major was the best predictor of STEM retention. Higher scores on math variables consistently predicted higher odds of STEM success, and the data revealed higher odds of STEM retention for ethnic minority students. Gender only showed to be a significant predictor of STEM attrition with the undecided students with first-to-third year retention. Finally, larger decreases in CTI scores predicted increased odds of STEM retention. Implications from the findings relate to a variety of professionals from higher education, counseling, and research. The findings provide guidance and new perspectives on variables associated with better rates of STEM retention, and as such, inform STEM initiatives targeting undergraduate STEM recruitment and retention.
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Date Issued: 2017
Identifier: CFE0006565, ucf:51326
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006565

Title: The contribution of educators' levels of inspiration and compassion for others to their degree of burnout.
Creator: Bierbrauer, Samuel, Lambie, Glenn, Barden, Sejal, Hundley, Gulnora, Taylor, Dalena, Witta, Eleanor, University of Central Florida
Abstract / Description: This study investigated the directional relationship between educators' levels of inspiration and compassion for others to their degree of burnout. Specifically, the investigation tested the hypothesized directional relationship that educators' who report higher levels of inspiration (as measured by the Educator Inspire Scale, EIS; Lambie, Barden, (&) Bierbrauer, 2016) and compassion for others (as measured by the Compassion for Others Scale; COS; Pommier, 2010) would score at lower levels of...
Show moreThis study investigated the directional relationship between educators' levels of inspiration and compassion for others to their degree of burnout. Specifically, the investigation tested the hypothesized directional relationship that educators' who report higher levels of inspiration (as measured by the Educator Inspire Scale, EIS; Lambie, Barden, (&) Bierbrauer, 2016) and compassion for others (as measured by the Compassion for Others Scale; COS; Pommier, 2010) would score at lower levels of burnout (as measured by the three components of burnout [emotional exhaustion, depersonalization, personal accomplishment] on the Maslach Burnout Inventory (-) Educator Survey; MBI-ES; Maslach, et al., 1996). In addition, the investigation examined the relationship between educators' levels of inspiration, compassion for others, and burnout and their reported demographic information (e.g., age, years of experience, type of school, etc.). A review of the literature along with empirical support for the tested theoretical model of the three constructs of interest (educator inspiration, compassion for others, and burnout) is presented. A correlational research design was used to investigate the hypothesized structural model and exploratory research questions (Tabachnick (&) Fidell, 2012). Structural equation modeling (SEM) was used to test the hypothesized structural model. The results found an acceptable model fit with these data. Specifically, the results yielded statistically significant relationship between educator inspiration and burnout, with educator inspiration accounting for approximately 17%, 15%, and 33% of variance in emotional exhaustion, depersonalization, and personal accomplishment, respectively. Study limitations and implications of this study are discussed.
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Date Issued: 2017
Identifier: CFE0006721, ucf:51886
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006721

Title: Examining Facebook as a Digitally Immersive Language Environment for French Language Learners.
Creator: Wyatt, Shelly, Gunter, Glenda, Witta, Eleanor, Boyd, Tammy, Crevecoeur, Edwidge, Metcalf, David, University of Central Florida
Abstract / Description: This quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando,...
Show moreThis quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando, Florida. Participants in this study were recruited from two sections of FRE 1120, Elementary French Language and Civilization I. Native French language Facebook posts were (")pushed(") to participants' personal Facebook News Feeds over the course of four weeks, with posts pushed on weekdays only and Facebook polls asking for participant feedback on Fridays. Two instruments were used in this study to obtain participants' demographic information and to measure willingness to communicate as well attitudes towards the target language and culture. In addition, the researcher gathered observational data directly from Facebook.Data were analyzed using a Split-plot ANOVA and descriptive statistics. A total of 26 participants completed the study, with 14 participants in the control group and 12 participants in the treatment group. Both sections of FRE 1120 were conducted in a traditional, face-to-face format and were taught by the same instructor. Results indicated that participants' willingness to communicate in French and their attitudes towards the target language and culture were not significantly impacted by interaction with native French language Facebook posts. The level of Facebook-facilitated interactions in all areas, including (")Liking,(") Sharing,(") and (")Commenting(") was low. Self-reported interactions, including reading, viewing and translating of French language Facebook posts; Reading and viewing posts (such as simply viewing a photo) was the most frequently reported interaction, with (")Commenting(") and (")Sharing(") was the least common interaction. Opportunities for future research are numerous and include increasing the size of the sample, increasing the length of the study, and selected participants' who are more advanced in their mastery of the target language. The potential of social network sites to serve as digitally immersive environments for foreign language learners should be explored in more depth and across various languages.
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Date Issued: 2013
Identifier: CFE0005076, ucf:49957
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005076

Title: The Impact of a Group Counseling Intervention on Lesbian, Gay, Bisexual, Transgender, and Queer Older Adolescents' Levels of Hope, Coping, and Suicidality.
Creator: Lamb, Catherine, Lambie, Glenn, Barden, Sejal, Conley, Abigail, Witta, Eleanor, University of Central Florida
Abstract / Description: This investigation examined the impact of an eight-week group counseling intervention on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) older adolescents' (aged 18-20) levels of hopefulness, coping skills, and suicidality. An experimental, randomized-controlled-trial research design was employed to identify differences between the intervention group and waitlist control group participants' hopefulness, coping skills, and suicidality scores. In addition, the relationship between the...
Show moreThis investigation examined the impact of an eight-week group counseling intervention on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) older adolescents' (aged 18-20) levels of hopefulness, coping skills, and suicidality. An experimental, randomized-controlled-trial research design was employed to identify differences between the intervention group and waitlist control group participants' hopefulness, coping skills, and suicidality scores. In addition, the relationship between the LGBTQ+ participants' outcome variables (hopefulness, coping skills, and suicidality) scores was examined. Furthermore, the impact of group therapeutic factors experienced by the LGBTQ+ participants in intervention group for the variables of hopefulness, coping skills, and suicidality was examined.Key findings included a significant interaction between time and group placement, indicating that the intervention group participants experienced significant improvements on measures of hopefulness, coping behaviors, and suicidality when compared to participants in the waitlist control group. In addition, hope was demonstrated to be a strong and significant predictor of suicidality. Furthermore, it was found that group therapeutic factors had a positive effect on intervention group participants' Adaptive Coping scores, but did not have an effect on Hopefulness, Maladaptive Coping, or Suicidality as hypothesized. Lastly, there was no significant differences between the demographic variables perceptions of parental/guardian support, perceptions of peer support, gender identity, or ethnicity on their hopefulness, coping behaviors, or suicidality. There was, however, a significant difference between bisexual's and lesbian's post-test scores on Suicidality, with bisexuals scoring significantly lower. No other significant differences were observed between sexual orientation and the other key constructs.
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Date Issued: 2014
Identifier: CFE0005194, ucf:50633
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005194

ESL (2)	+ -
ESOL (2)	+ -
Academic Persistence (1)	+ -
Aging (1)	+ -
Attitudes Towards Culture and Language (1)	+ -

Attitudes toward L2 Community (1)	+ -
Autocorrelation (1)	+ -
Autoregressive (1)	+ -
Bullying (1)	+ -
Bullying Victimization (1)	+ -
Career Development (1)	+ -
Client Assessment (1)	+ -
Client-Rated Instrument (1)	+ -
Contextualization (1)	+ -
Cultural Interest (1)	+ -
Cyberbullying (1)	+ -
Decontextualization (1)	+ -
Depression (1)	+ -
English Anxiety (1)	+ -
English Learners (1)	+ -
English Learning Experience (1)	+ -
Ethnocentrism (1)	+ -
Expressions (1)	+ -
FCAT (1)	+ -
Facebook (1)	+ -
Fear of Assimilation (1)	+ -
Feared L2 Self (1)	+ -
Field trip (1)	+ -
Financial Knowledge (1)	+ -
Financial Literacy (1)	+ -

University of Central Florida (20)	+ -
Witta, Eleanor (20)	+ -
Lambie, Glenn (4)	+ -
Taylor, Dalena (4)	+ -
Barden, Sejal (3)	+ -

Andreasen, Janet (2)	+ -
Boote, David (2)	+ -
Hewitt, Randall (2)	+ -
Little, Mary (2)	+ -
Nutta, Joyce (2)	+ -
Robinson, Edward (2)	+ -
Russell, William (2)	+ -
Shillingford-Butler, Ann (2)	+ -
Sivo, Stephen (2)	+ -
Acharya, Parul (1)	+ -
Atkinson, Thomas (1)	+ -
Beckles, Lloyd (1)	+ -
Belser, Christopher (1)	+ -
Bierbrauer, Samuel (1)	+ -
Boyd, Tammy (1)	+ -
Butler, Malcolm (1)	+ -
Conley, Abigail (1)	+ -
Corderman, Julie (1)	+ -
Cox, Thomas (1)	+ -
Crevecoeur, Edwidge (1)	+ -
Daire, Andrew (1)	+ -
Davis, Karen (1)	+ -
Dixon, Juli (1)	+ -
Ehren, Barbara (1)	+ -
Folse, Keith (1)	+ -

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