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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: A SOFTWARE-BASED KNOWLEDGE MANAGEMENT SYSTEM USING NARRATIVE TEXTS.
Creator: McDaniel, Thomas Rudy, Dombrowski, Paul, University of Central Florida
Abstract / Description: Technical and professional communicators have in recent research been challenged to make significant contributions to the field of knowledge management, and to learn or create the new technologies allowing them to do so. The purpose of this dissertation is to make such a combined theoretical and applied contribution from the context of the emerging discipline of Texts and Technology. This dissertation explores the field of knowledge management (KM), particularly its relationship to the...
Show moreTechnical and professional communicators have in recent research been challenged to make significant contributions to the field of knowledge management, and to learn or create the new technologies allowing them to do so. The purpose of this dissertation is to make such a combined theoretical and applied contribution from the context of the emerging discipline of Texts and Technology. This dissertation explores the field of knowledge management (KM), particularly its relationship to the related study of artificial intelligence (AI), and then recommends a KM software application based on the principles of narratology and narrative information exchange. The focus of knowledge is shifted from the reductive approach of data and information to a holistic approach of meaning and the way people make sense of complex events as experiences expressed in stories. Such an analysis requires a discussion of the evolution of intelligent systems and narrative theory as well as an examination of existing computerized and non-computerized storytelling systems. After a thorough discussion of these issues, an original software program that is used to collect, analyze, and distribute thematic stories within any hierarchical organization is modeled, exemplified, and explained in detail.
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Date Issued: 2004
Identifier: CFE0000012, ucf:46117
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000012

Title: IMPROVING METACOMPREHENSION AND LEARNING THROUGH GRADUATED CONCEPT MODEL DEVELOPMENT.
Creator: Kring, Eleni, Salas, Eduardo, University of Central Florida
Abstract / Description: Mental model development, deeper levels of information processing, and elaboration are critical to learning. More so, individuals' metacomprehension accuracy is integral to making improvements to their knowledge base. In other words, without an accurate perception of their knowledge on a topic, learners may not know that knowledge gaps or misperceptions exist and, thus, would be less likely to correct them. Therefore, this study offered a dual-process approach that aimed at enhancing...
Show moreMental model development, deeper levels of information processing, and elaboration are critical to learning. More so, individuals' metacomprehension accuracy is integral to making improvements to their knowledge base. In other words, without an accurate perception of their knowledge on a topic, learners may not know that knowledge gaps or misperceptions exist and, thus, would be less likely to correct them. Therefore, this study offered a dual-process approach that aimed at enhancing metacomprehension. One path aimed at advancing knowledge structure development and, thus, mental model development. The other focused on promoting a deeper level of information processing through processes like elaboration. It was predicted that this iterative approach would culminate in improved metacomprehension and increased learning. Accordingly, using the Graduated Concept Model Development (GCMD) approach, the role of learner-generated concept model development in facilitating metacomprehension and knowledge acquisition was examined. Concept maps have had many roles in the learning process as mental model assessment tools and advanced organizers. However, this study examined the process of concept model building as an effective training tool. Whereas, concept maps functioning as advanced organizers are certainly beneficial, it would seem that the benefits of having a learner examine and amend the current state of their knowledge through concept model development would prove more effective for learning. In other words, learners looking at an advanced organizer of the training material may feel assured that they have a thorough understanding of it. Only when they are forced to create a representation of the material would the gaps and misperceptions in their knowledge base likely be revealed. In short, advanced organizers seem to rely on recognition, where concept model development likely requires recalling and understanding 'how' and 'why' the interrelationships between concepts exist. Therefore, the Graduated Concept Model Development (GCMD) technique offered in this study was based on the theory that knowledge acquisition improves when learners integrate new information into existing knowledge, assign elaborated meanings to concepts, correct misperceptions, close knowledge gaps, and strengthen accurate connections between concepts by posing targeted questions against their existing knowledge structures. This study placed an emphasis on meaningful learning and suggested a process by which newly introduced concepts would be manipulated for the purpose of improving metacomprehension by strengthening accurate knowledge structures and mental model development, and through deeper and elaborated information processing. Indeed, central to improving knowledge deficiencies and misunderstandings is metacomprehension, and the constructing of concepts maps was hypothesized to improve metacomprehension accuracy and, thus, learning. This study was a one-factor between-groups design with concept map type as the independent variable, manipulated at four levels: no concept map, concept map as advanced organizer, learner-built concept map with feedback, and learner-built concept map without feedback. The dependent variables included performance (percent correct) on a declarative and integrative knowledge assessment, mental model development, and metacomprehension accuracy. Participants were 68 (34 female, 34 male, ages 18-35, mean age = 21.43) undergraduate students from a major southeastern university. Participants were randomly assigned to one of the four experimental conditions, and analysis revealed no significant differences between the groups. Upon arrival, participants were randomly assigned to one of the four experimental conditions. Participants then progressed through the three stages of the experiment. In Stage I, participants completed forms regarding informed consent, general biographical information, and task self-efficacy. In Stage II, participants completed the self-paced tutorial based on the Distributed Dynamic Decision Making (DDD) model, a simulated military command and control environment aimed at creating events to encourage team coordination and performance (for a detailed description, see Kleinman & Serfaty, 1989). The manner by which participants worked through the tutorial was determined by their assigned concept map condition. Upon finishing each module of the tutorial, participants then completed a metacomprehension prediction question. In Stage III, participants completed the computer-based knowledge assessment test, covering both declarative and integrative knowledge, followed by the metacomprehension postdiction question. Participants then completed the card sort task, as the assessment of mental model development. Finally, participants completed a general study survey and were debriefed as to the purpose of the study. The entire experiment lasted approximately 2 to 3 hours. Results indicated that the GCMD condition showed a stronger indication of metacomprehension accuracy, via prediction measures, compared with the other three conditions (control, advanced organizer, and feedback), and, specifically, significantly higher correlations than the other three conditions in declarative knowledge. Self-efficacy measures also indicated that the higher metacomprehension accuracy correlation observed in the GCMD condition was likely the result of the intervention, and not due to differences in self-efficacy in that group of participants. Likewise, the feedback and GCMD conditions led to significantly high correlations for metacomprehension accuracy based on levels of understanding on the declarative knowledge tutorial module (Module 1). The feedback condition also showed similar responses for the integrative knowledge module (Module 2). The advanced organizer, feedback, and GCMD conditions were also found to have significantly high correlation of self-reported postdiction of performance on the knowledge assessment and the actual results of the knowledge assessment results. However, results also indicated that there were no significant findings between the four conditions in mental model assessment and knowledge assessment. Nevertheless, results support the relevance of accurate mental model development in knowledge assessment outcomes. Retrospectively, two opposing factors may have complicated efforts to detect additional differences between groups. From one side, the experimental measures may not have been rigorous enough to filter out the effect from the intervention itself. Conversely, software usability issues and the resulting limitations in experimental design may have worked negatively against the two concept mapping conditions and, inadvertently, suppressed effects of the intervention. Future research in the GCMD approach will likely review cognitive workload, concept mapping software design, and the sensitivity of the measures involved.
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Date Issued: 2004
Identifier: CFE0000312, ucf:46311
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000312

Title: DEVELOPMENT OF A KNOWLEDGE MANAGEMENT MODEL IN LARGE-SCALE INTERNATIONAL SPACE SCIENCE PROJECTS.
Creator: Nunez, Jose, Kotnour, Timothy, University of Central Florida
Abstract / Description: Large-scale international science projects (LISPs) are those projects where two or more countries formally agree to cooperate toward the achievement of a scientific, research and development, or engineering goal. In general, only projects exceeding $1 billion U.S. are considered LISPs, so sheer size commands attention, and because they are so costly and visible, failure can lead to significant scientific, financial and political consequences. This researched focused on how 7 different...
Show moreLarge-scale international science projects (LISPs) are those projects where two or more countries formally agree to cooperate toward the achievement of a scientific, research and development, or engineering goal. In general, only projects exceeding $1 billion U.S. are considered LISPs, so sheer size commands attention, and because they are so costly and visible, failure can lead to significant scientific, financial and political consequences. This researched focused on how 7 different critical success factors impacted the level of technical interface knowledge shared among international partners involved in a large-scale international space science project (LISSP) – the International Space Station (ISS), which is currently under assembly and testing at the Kennedy Space Center, Florida. The research methodology employed documentation review, individual interviews and surveys of experienced engineers and managers from three different countries associated with the ISS. The research methodology was applied to three different cases (retrospectively) involving the processing of flight hardware from the three different international partners. The analysis showed that only 5 out of the 7-factor model played a significant role in the level of knowledge sharing between partners. The developed model provides future international partnerships with critical success factors that they can apply to their specific project / mission teams in order to improve the level of knowledge shared between them.
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Date Issued: 2005
Identifier: CFE0000656, ucf:46501
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000656

Title: ATHLETIC TRAINERS KNOWLEDGE AND PERCEPTIONS OF TESTICULAR CANCER AND TESTICULAR CANCER PREVENTION PRACTICES.
Creator: Mings, Christopher, Schellhase, Kristen, University of Central Florida
Abstract / Description: Context: Collegiate male athletes have a higher risk of testicular cancer due to their age group, an increased risk of testicular contusions, and a lack of secondary prevention education. As the athletic training profession increases emphasis on evidence-based practice, it is important for athletic trainers to understand testicular cancer and testicular-self examination as it is outlined within their scope of practice. A general understanding of testicular cancer and the prevention techniques...
Show moreContext: Collegiate male athletes have a higher risk of testicular cancer due to their age group, an increased risk of testicular contusions, and a lack of secondary prevention education. As the athletic training profession increases emphasis on evidence-based practice, it is important for athletic trainers to understand testicular cancer and testicular-self examination as it is outlined within their scope of practice. A general understanding of testicular cancer and the prevention techniques will be important for athletic trainers to promote awareness and health behavior practices. Objective: To examine the athletic trainers actual knowledge, concern, perceived responsibility, training, feeling of embarrassment, and professional/personal practices. Design: Cross sectional survey. Participants: 249 randomly selected athletic trainers employed in collegiate settings. 65.6% of the respondents reported being between the ages of 21 and 35 years old. Intervention: Actual knowledge, concerned, perceived responsibility, trained, embarrassed, and personal and professional practice behavior scores served as dependent variables. Main Outcome Measures: A Pearson correlation coefficient was calculated between participants actual knowledge, perceived responsibility, and concerned scores. Two one-way MANOVAs were conducted to determine if there was a difference in actual knowledge, perceived responsibility, and concerned scores that was dependent upon participants age and gender. Results: Athletic trainers in collegiate settings had a fairly high actual knowledge of testicular cancer (X=7.62 [plus or minus] 1.42 out of 10). Athletic trainers reported that they should be concerned about testicular cancer in male athletes (X=7.26 [plus or minus] .167 out of 10). Athletic trainers had a low feeling of responsibility suggested by their reported score (X=3.93[plus or minus] 0.18 out of 10). A weak correlation (r(169)=.199, P [less than] .009) was found between the actual knowledge and perceived responsibility scores, and between the actual knowledge and concerned scores (r(169)=.285, P [less than] .001). A medium to strong correlation (r(169)=.486, [less than] .001) was found between the concerned and perceived responsibility scores. Athletic trainers reported a decreased feeling of training about testicular cancer and testicular self-examination (X=2.28 [plus or minus] 2.10 out of 10). Also, athletic trainers reported (X=2.71 [plus or minus] 2.42 out of 10) that they were not embarrassed to discuss testicular cancer. Athletic trainers reported performing either a testicular self-exam or breast-self examination on themselves (X=76%). Conclusions: College athletic trainers have a low feeling of embarrassment, adequate knowledge, and a high feeling of concern regarding testicular cancer, but report a low feeling of perceived responsibility and training
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Date Issued: 2014
Identifier: CFH0004564, ucf:45190
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004564

Title: KNOWLEDGE, CONFIDENCE, INTENTION, AND MOTIVATION: HEGEMONIC MASCULINITY'S INFLUENCE UPON NUTRITIONAL HABITS OF MALES.
Creator: Chizmar, Sara, Rovito, Michael J., University of Central Florida
Abstract / Description: With the increasing incidence of chronic diseases such as Type 2 Diabetes Mellitus and cardiovascular disease and the growing obesity epidemic, the need to increase nutritional literacy amongst the general public is paramount. Men tend to lack a strong base of nutritional knowledge. Masculinity is one of the factors preventing many men from making good nutritional choices. The aim of this study was to investigate hegemonic masculinity in relation to current level of nutritional knowledge as...
Show moreWith the increasing incidence of chronic diseases such as Type 2 Diabetes Mellitus and cardiovascular disease and the growing obesity epidemic, the need to increase nutritional literacy amongst the general public is paramount. Men tend to lack a strong base of nutritional knowledge. Masculinity is one of the factors preventing many men from making good nutritional choices. The aim of this study was to investigate hegemonic masculinity in relation to current level of nutritional knowledge as well as perceptions and attitudes regarding dietary behaviors and intention to eat a healthy diet among a sample of males. A convenience sample of males 18+ (n=87) was categorized according to hegemonic masculinity level by the Masculine Role Inventory. An amended survey gathered information regarding nutritional knowledge level. An original survey gathered information on confidence in one�s nutritional knowledge, intention to eat healthier, and motivation to expand nutritional knowledge. Analyses examined the association between hegemonic masculinity and nutritional knowledge, confidence in nutritional knowledge, intention to change dietary behavior and motivation to learn new nutritional knowledge. No significant association was found between hegemonic masculinity level and nutritional knowledge, confidence, intention, or motivation. The null results can be attributed to the low hegemonic status of the majority of participants. Analyses also examined the relationship between actual nutritional knowledge and confidence in nutritional knowledge. A positive association between higher confidence level and greater nutrition knowledge was found to be significant, p < 0.006. A positive association between higher confidence level and higher levels of motivation to learn new nutritional information was also found to be significant, p < 0.000. The results of this study suggest that an increased level of confidence in nutritional knowledge may be necessary to encourage accumulation of new nutritional knowledge.
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Date Issued: 2016
Identifier: CFH2000050, ucf:45533
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000050

Title: ART IN THE LIGHT OF KNOWING: A COGNITIVE APPROACH TO THE CREATIVE PROCESS.
Creator: Knoe, Victor, Francis, Madison, University of Central Florida
Abstract / Description: Art can be an elusive concept. Neither an outsider nor a professional artist is immune to abstractions in the attempt to describe it. Every individual must necessarily come from their own, unique perspective. The obstacles that we experience in defining the essence of art can be better understood if we see them as a gauge for our historical period. Given the limits of our contemporary conditions, it seems impossible that we may ever overcome the vast chasms that imprison us. We are...
Show moreArt can be an elusive concept. Neither an outsider nor a professional artist is immune to abstractions in the attempt to describe it. Every individual must necessarily come from their own, unique perspective. The obstacles that we experience in defining the essence of art can be better understood if we see them as a gauge for our historical period. Given the limits of our contemporary conditions, it seems impossible that we may ever overcome the vast chasms that imprison us. We are discouraged to build bridges, at almost every turn, by the suggestive hopelessness of the abysmal distances between us. The series of work that I have developed for this thesis is a reflection on limitations. Whether we find them in the creative process or within the simple contemplations of our life experiences, thinking on our limits can lead us to a heightened cognition where we may find a lofty expression of human freedom. If art is to have a proper role in human culture, human individuals must begin to solve the problems of our limitations through the freedom that cognition affords us. We can begin by thinking imaginatively. Although difficult, it is quite possible to imagine reality. Beyond the mere production of beautiful objects, art is the very current that warms human beings to the reality that surrounds us. Artists can become involved by attempting to immerse their life in a new light of knowledge. With this sentiment, inspiration can begin offering us flight towards unreachable heights. The path that leads us, then, to an authentic concept of art will also take us into the world of another just as elusive: spirit.
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Date Issued: 2011
Identifier: CFH0003799, ucf:44760
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003799

Title: ASSESSMENT OF PERINATAL NURSES' KNOWLEDGE OF ANTIPHOSPHOLIPID SYNDROME AND NURSING MANAGEMENT OF PREGNANT WOMEN WITH ANTIPHOSPHOLIPID SYNDROME.
Creator: Dennen, Gabrielle, Waldrop, Julee, University of Central Florida
Abstract / Description: Background: Antiphospholipid syndrome (APS), a complex autoimmune disorder, is associated with thromboembolic events and 7%-25% of unexplained fetal losses. No research exists on perinatal nurses' knowledge of APS or its nursing management. Purpose: To assess perinatal nurses' knowledge and nursing management of pregnant women with APS. This pilot study also may justify a study with a larger sample size and more recruitment sites, as well as determine the need for an educational program on...
Show moreBackground: Antiphospholipid syndrome (APS), a complex autoimmune disorder, is associated with thromboembolic events and 7%-25% of unexplained fetal losses. No research exists on perinatal nurses' knowledge of APS or its nursing management. Purpose: To assess perinatal nurses' knowledge and nursing management of pregnant women with APS. This pilot study also may justify a study with a larger sample size and more recruitment sites, as well as determine the need for an educational program on APS for perinatal nurses. Methodology: This is a descriptive cross-sectional pilot study. Ninety-two registered nurses working in perinatal areas from a metropolitan medical center in the Southeastern United States completed a 20-item survey on demographics and knowledge about APS and nursing management of patients with APS. Analyses: Descriptive statistics were conducted to characterize the sample. ANOVA, t tests, Pearson's correlation, and logistic regression were used to determine factors associated with knowledge of APS and its nursing management. Conclusion: The average score of participants on the 8 knowledge items of the survey was 1.4. Only current work area was associated with knowledge scores, however, previous familiarity with APS was associated with higher scores.
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Date Issued: 2013
Identifier: CFH0004336, ucf:45039
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004336

Title: MULTI-TIERED SYSTEM OF SUPPORTS IN FLORIDA: EXPLORING THE KNOWLEDGE OF PARENTS WITHIN THE MTSS PROCESS.
Creator: Troisi, Stephanie, Little, Mary, University of Central Florida
Abstract / Description: In the American public school system, as of 2011, over 8% of students are placed in special education programs. To provide early intervention for struggling students before placement into special education services, three-tier model called Response to Intervention (RtI) was put into effect (FDOE, 2009). RtI (currently known as, Multi-Tiered System of Support-MTSS) is a multi-tiered system for struggling learners that provides increasingly intense levels of academic interventions and...
Show moreIn the American public school system, as of 2011, over 8% of students are placed in special education programs. To provide early intervention for struggling students before placement into special education services, three-tier model called Response to Intervention (RtI) was put into effect (FDOE, 2009). RtI (currently known as, Multi-Tiered System of Support-MTSS) is a multi-tiered system for struggling learners that provides increasingly intense levels of academic interventions and assessment (Bryd, 2011). Early intervention is a set of services for students who are at risk of, or who currently have, developmental delays or social emotional problems (Guralnick 2005). MTSS focuses on six core components: (1) evidence-based curriculum, instruction, intervention, and extension; (2) assessment and progress monitoring; (3) data-based decision making; (4) leadership; (5) family, school and community partnerships; and (6) cultural responsivity (Kashima, Schleich, & Spradlin, 2009). The goal of this research is to gain a clearer understanding of parents' perception of the MTSS process, their knowledge of the MTSS process, and their involvement in school-based reading interventions for their children who are receiving intensive interventions at the UCF Reading Clinic. I discovered that overall there was a dissatisfaction with both the communication between the parents and school, and the support that is provided for students. The majority of the parents surveyed recognized the term MTSS but they lacked a deep understanding of the process. Overall, there seemed to be a lack of understanding about how MTSS related to their student and what it meant for their child's education.
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Date Issued: 2014
Identifier: CFH0004699, ucf:45251
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004699

Title: THE ACQUISITION OF STUDENT NURSES' KNOWLEDGE OF GENETICS AND GENOMICS AND ATTITUDES TOWARD THE APPLICATION OF THEIR KNOWLEDGE IN CLINICAL PRACTICE.
Creator: Munroe, Theresa, Loerzel, Victoria, University of Central Florida
Abstract / Description: BACKGROUND: Nurses have the opportunity to bring a unique perspective to genetic and genomic healthcare through their emphasis of health promotion, prevention, screening, caring, and patient, family, and community relationships. Nurses are expected to have genetic and genomic knowledge that can be integrated into clinical practice. However, researchers today are finding nursing students are not competent or comfortable in the clinical applications of genetics and genomics, even though these...
Show moreBACKGROUND: Nurses have the opportunity to bring a unique perspective to genetic and genomic healthcare through their emphasis of health promotion, prevention, screening, caring, and patient, family, and community relationships. Nurses are expected to have genetic and genomic knowledge that can be integrated into clinical practice. However, researchers today are finding nursing students are not competent or comfortable in the clinical applications of genetics and genomics, even though these students will soon be working in healthcare as it advances in these fields. The purpose of this research was to evaluate the genetic and genomic knowledge of nursing undergraduate students and explore their attitudes about using this knowledge in practice. METHOD: A pre- and posttest design was used. Student knowledge was measured online using the Genomic Nursing Concept Inventory (GNCI) in both tests. Demographic questions were included in the pretest and questions regarding attitudes toward comfort and readiness to apply that knowledge were included in the posttest. The pretest was administered at the beginning of the Spring 2014 semester. The posttest was administered at the end of the same semester, after the nursing students received the majority of genetic and genomic instruction from their program's curriculum. Descriptive statistics were used to examine all data. Total and subscale knowledge scores on the GNCI were computed for each test. A paired t-test was used to compare pre- and post-GNCI total and subscale scores. Correlations were calculated at both time points. A Spearman correlation was used to examine the relationship between prior experience with genetic education or exposure to people with a genetic condition and total pre-score knowledge on the pretest. For the posttest, a total attitude score was calculated to examine the relationship between attitude and post total knowledge scores using a Pearson's r correlation. FINDINGS: 109 undergraduate junior nursing students participated. Gains in total and subscale knowledge between the pre- and posttest were statistically significant (p [less than] 0.05), except for the Mutations subscale. For the pretest GNCI, the average mean score was 45%, which improved to 50% at the time of the posttest. Lowest scoring items were in the Genome Basics subscale, whereas highest scoring items were found within the Inheritance subscale for the posttest. Mean total attitude scores were 28.33 (SD = 5.17) indicating students had a relatively positive attitude towards using their knowledge base in practice. The majority of students (87.1%) agreed that it is important for the nurse to incorporate genetic and genomic knowledge into clinical practice although only 34.9% felt ready to do so. DISCUSSION: Genetics and genomic knowledge and preparedness were low among nursing students. This demonstrates a need for more integration of genetic and genomic content within nursing curriculum, including a review of basic concepts. Nurses are expected to perform comprehensive health assessments by incorporating knowledge of genetic, environmental, and genomic influences and risk factors. Lack of a basic understanding could lead to patient consequences related to inadequate risk assessment, referrals for genetic counseling, and patient education.
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Date Issued: 2014
Identifier: CFH0004648, ucf:45290
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004648

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.
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Date Issued: 2019
Identifier: CFE0007633, ucf:52474
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007633

Title: Effective Task Transfer Through Indirect Encoding.
Creator: Verbancsics, Phillip, Stanley, Kenneth, Sukthankar, Gita, Georgiopoulos, Michael, Garibay, Ivan, University of Central Florida
Abstract / Description: An important goal for machine learning is to transfer knowledge between tasks. For example, learning to play RoboCup Keepaway should contribute to learning the full game of RoboCup soccer. Often approaches to task transfer focus on transforming the original representation to fit the new task. Such representational transformations are necessary because the target task often requires new state information that was not included in the original representation. In RoboCup Keepaway, changing from...
Show moreAn important goal for machine learning is to transfer knowledge between tasks. For example, learning to play RoboCup Keepaway should contribute to learning the full game of RoboCup soccer. Often approaches to task transfer focus on transforming the original representation to fit the new task. Such representational transformations are necessary because the target task often requires new state information that was not included in the original representation. In RoboCup Keepaway, changing from the 3 vs. 2 variant of the task to 4 vs. 3 adds state information for each of the new players. In contrast, this dissertation explores the idea that transfer is most effective if the representation is designed to be the same even across different tasks. To this end, (1) the bird's eye view (BEV) representation is introduced, which can represent different tasks on the same two-dimensional map. Because the BEV represents state information associated with positions instead of objects, it can be scaled to more objects without manipulation. In this way, both the 3 vs. 2 and 4 vs. 3 Keepaway tasks can be represented on the same BEV, which is (2) demonstrated in this dissertation.Yet a challenge for such representation is that a raw two-dimensional map is high-dimensional and unstructured. This dissertation demonstrates how this problem is addressed naturally by the Hypercube-based NeuroEvolution of Augmenting Topologies (HyperNEAT) approach. HyperNEAT evolves an indirect encoding, which compresses the representation by exploiting its geometry. The dissertation then explores further exploiting the power of such encoding, beginning by (3) enhancing the configuration of the BEV with a focus on modularity. The need for further nonlinearity is then (4) investigated through the addition of hidden nodes. Furthermore, (5) the size of the BEV can be manipulated because it is indirectly encoded. Thus the resolution of the BEV, which is dictated by its size, is increased in precision and culminates in a HyperNEAT extension that is expressed at effectively infinite resolution. Additionally, scaling to higher resolutions through gradually increasing the size of the BEV is explored. Finally, (6) the ambitious problem of scaling from the Keepaway task to the Half-field Offense task is investigated with the BEV. Overall, this dissertation demonstrates that advanced representations in conjunction with indirect encoding can contribute to scaling learning techniques to more challenging tasks, such as the Half-field Offense RoboCup soccer domain.
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Date Issued: 2011
Identifier: CFE0004174, ucf:49071
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004174

Title: KNOWLEDGE MANAGEMENT DETERMINANTS OF CONTINUANCE BEHAVIOR: EVALUATING THE AIR FORCE KNOWLEDGE NOW KNOWLEDGE MANAGEMENT SYSTEM.
Creator: Tucker, Eric, Kotnour, Timothy, University of Central Florida
Abstract / Description: Knowledge management (KM) encompasses the set of capabilities, processes, tools, and techniques for the most effective use of knowledge by an organization. The goal of KM is to improve the organizationÃ‚Â's ability to create, transfer, retain, and apply knowledge. Knowledge management is a goal that many organizations seek to achieve. Organizations apply their strategies, plans, and implementation to achieve KM. Organizations use technology to implement their KM strategy...
Show moreKnowledge management (KM) encompasses the set of capabilities, processes, tools, and techniques for the most effective use of knowledge by an organization. The goal of KM is to improve the organizationÃ‚Â's ability to create, transfer, retain, and apply knowledge. Knowledge management is a goal that many organizations seek to achieve. Organizations apply their strategies, plans, and implementation to achieve KM. Organizations use technology to implement their KM strategy. For some, this approach has worked well; however, for others, the results have fallen short. KM shortcomings revolve around employeesÃ‚Â' infrequent use of the technology. This research seeks to understand what influences a userÃ‚Â's behavior to use a KM system and why a user becomes a routine user. This research provides a model of KM continuance behavior and post-acceptance usage behavior. Post-acceptance usage behavior is how an individual decides to use a system after its initial acceptance. The KM continuance model incorporates technology, community, individual, and organizational elements that influence a userÃ‚Â's intentions and actual use of a KM system. The specific context of this research is a KM system known as the Air Force Knowledge Now (AFKN) system. AFKN emphasizes KM through expertise-sharing activities in Communities of Practice (CoPs). The AFKN KM system facilitates and enhances the relationships in the community. The data for this study were obtained by using an online questionnaire. The results are analyzed using Partial Least Squares structural equation modeling with a two-step data analysis approach. The first step assessed the properties of the measurement model. The second step assessed the path model. Path coefficients and t-values are generated to evaluate the 14 proposed hypotheses. The results of the investigation show that community and technology KM both positively influence a userÃ‚Â's evaluation of the KM environment. The results produced a coefficient of determination of 60% for KM continued-use intention and 31% for KM continued-use behavior. The outcome of this research is a model that allows organizations to tailor their KM systems efforts to the organizational environment in order to maximize their resources. This investigation serves as a foundation for further research and development in areas of KM, KM systems, and post-acceptance usage.
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Date Issued: 2010
Identifier: CFE0003328, ucf:48484
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003328

Title: COLLABORATIVE PROBLEM SOLVING: THE ROLE OF TEAM KNOWLEDGE BUILDING PROCESSES AND EXTERNAL REPRESENTATIONS.
Creator: Rosen, Michael, Salas, Eduardo, University of Central Florida
Abstract / Description: This dissertation evaluates the relationship between five team knowledge building processes (i.e., information exchange, knowledge sharing, option generation, evaluation of alternatives, and regulation), the external representations constructed by a team during a performance episode, and performance outcomes in a problem solving task. In a broad range of domains such as the military, and healthcare, team-based work structures used to solve complex problems; however, the bulk of research on...
Show moreThis dissertation evaluates the relationship between five team knowledge building processes (i.e., information exchange, knowledge sharing, option generation, evaluation of alternatives, and regulation), the external representations constructed by a team during a performance episode, and performance outcomes in a problem solving task. In a broad range of domains such as the military, and healthcare, team-based work structures used to solve complex problems; however, the bulk of research on teamwork to date has dealt with behavioral coordination in routine tasks. This leaves a gap in the theory available for developing interventions to support collaborative problem solving, or knowledge-based performance, in teams. Sixty nine three person teams participated in a strategic planning simulation using a collaborative map. Content analysis was applied to team communications and the external representations team members created using the collaborative tool. Regression and multi-way frequency analyses were used to test hypotheses about the relationship between the amount and sequence of team process behaviors respectively and team performance outcomes. Additionally, the moderating effects of external representation quality were evaluated. All five team knowledge building processes were significantly related to outcomes, but only one (i.e., knowledge sharing) in the simple, positive, and linear way hypothesized. Information exchange was negatively related to outcomes after controlling for the amount of acknowledgements team members made. Option generation and evaluation interacted to predict outcomes such that higher levels of evaluation were more beneficial to teams with higher levels of option generation. Regulation processes exhibited a negative curvilinear relationship with outcomes such that high and low performing teams engaged in less regulation than did moderately performing teams. External representation quality moderated a composite team knowledge building process variable such that better external representations were more beneficial for teams with poorer quality processes than for teams with high quality process. Additionally, there were significant differences in the sequence of team knowledge building processes between high and low performing teams as well as between groups based on high and low levels of external representation quality. The team knowledge building process framework is useful for understanding complex collaborative problem solving. However, these processes predict performance outcomes in complex and inter-related ways. Further implications for theories of team performance and applications for training, designing performance support tools, and team performance measurement are discussed.
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Date Issued: 2010
Identifier: CFE0003109, ucf:48627
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003109

Title: An investigation of master's level counselor education admissions criteria: The predictive validity of undergraduate achievement and aptitude on the attainment of counseling competence.
Creator: Kendrick, Emma, Hagedorn, William, Hundley, Gulnora, Lambie, Glenn, Robinson, Edward, Ieva, Kara, University of Central Florida
Abstract / Description: The goal of this research was to examine the relationship between the Graduate Record Examination (GRE) and undergraduate grade point average (UGPA) admissions criteria and the prediction of future counseling competencies in four domain areas; knowledge, counseling skills, professional dispositions, and professional behaviors. The Counselor Preparation Comprehensive Examination (CPCE) provided the measure for knowledge, paired with the Counseling Competencies Scale (CCS), measuring counseling...
Show moreThe goal of this research was to examine the relationship between the Graduate Record Examination (GRE) and undergraduate grade point average (UGPA) admissions criteria and the prediction of future counseling competencies in four domain areas; knowledge, counseling skills, professional dispositions, and professional behaviors. The Counselor Preparation Comprehensive Examination (CPCE) provided the measure for knowledge, paired with the Counseling Competencies Scale (CCS), measuring counseling skills, professional dispositions, and professional behaviors. Three types of correlational analyses (Multiple-linear Regression, Pearson Product Moment, and Canonical) were used to test the relationships between the variables and subscales. Overall, significant models were produced in areas consistent with past research: GRE and UGPA scores show a relationship to CPCE scores but not the CCS skills assessment. The author concluded that counselor educators should review their admissions criteria and ensure that the value that they place on the GRE and UGPA criteria is backed by research. Recommendations for future research should focus on the use of alternate admissions criteria which assess applicants for personal characteristics and other qualities considered necessary for a counselor to be successful.
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Date Issued: 2012
Identifier: CFE0004395, ucf:49364
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004395

Title: FLORIDA TEACHER PERCEPTIONS CONCERNING INTERNET DANGERS FOR STUDENTS.
Creator: Baker, Kathleen, McGee, Janet, University of Central Florida
Abstract / Description: This research study was conducted to determine if there were significant differences or relationships between teachersÃ‚Â' perceptions of knowledge of Internet dangers to students and factors such as demographics, self-reported comfort levels with Internet use, and with knowledge of policies and laws regarding Internet safety. Three hundred seventy-two teachers from three central Florida school districts were surveyed using an adapted survey developed by authors Patchin...
Show moreThis research study was conducted to determine if there were significant differences or relationships between teachersÃ‚Â' perceptions of knowledge of Internet dangers to students and factors such as demographics, self-reported comfort levels with Internet use, and with knowledge of policies and laws regarding Internet safety. Three hundred seventy-two teachers from three central Florida school districts were surveyed using an adapted survey developed by authors Patchin and Hinduja (2006) and Willard (2006, 2009). The world of the Internet is constantly changing, and students will encounter harassment and dangers while pursuing their interests on line. Recent research on the types of Internet dangers involving youth (Hinduja & Patchin, 2009; Juvonen & Gross, 2008, Leichtling, 2008; Lenhart, Madden & Hitlin, 2005; Li, 2007; Willard, 2009), and evidence supporting limited adult knowledge of Internet dangers to youth (Finkelhor, Mitchell & Wolak, 2000; Hinduja & Patchin, 2009; Patchin & Hinduja, 2006; Willard, 2006,2009) provided the conceptual framework for this study. Descriptive and inferential statistics were performed to investigate each research question. These statistics included one-way ANOVA, Scheffe post-hoc analysis, chi-square tests of independence, independent T-tests, and Kruskal-Wallis tests. These findings demonstrated that the null hypotheses were rejected for each research question. Significant differences were found between teachersÃ‚Â' knowledge of Internet dangers and age, years of experience, level of school taught, and personal comfort with the Internet. Other significant relationships were found between personal Internet comfort and knowledge of laws and policies, specifically the Jeffrey Johnston Stand Up for All Students Act, and between male teachers and knowledge of victim behaviors. Gender was the only demographic variable found to be not significantly related to a teachersÃ‚Â' knowledge of Internet dangers to students. The implications of these results validate the importance of more teacher training to increase knowledge of Internet dangers, policies and programs, as well as increase teachersÃ‚Â' ability to identify victims and provide them with assistance. As technology expands, Internet dangers for children online expand and are a growing concern for parents, teachers, and administrators. Since technology will continue to grow, adults play a major role in educating children concerning the dangers of being online. However, adults struggle to play catch-up to the young digital natives, and are not really present to intervene when needed. We cannot cross the digital divide and help our students if we are not seeking out the information ourselves (Willard, 2009).
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Date Issued: 2010
Identifier: CFE0003307, ucf:48500
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003307

Title: Knowledge and Attitudes Regarding the Recent Zika Outbreak Among a Sample of South Florida Residents.
Creator: Elakkari, Mohamed, Naser, Saleh, Parks, Griffith, Samsam, Mohtashem, University of Central Florida
Abstract / Description: South Florida has had the largest number of U.S. Zika infection cases during the recent outbreak. This study aimed at assessing South Floridians' basic knowledge, perceptions of the seriousness and susceptibility to Zika infection, their information sources and needs, as well as their attitudes towards the protective measures proposed by the CDC. We also wanted to assess whether any of those factors have affected the frequency of participants' undertaking of the protective behaviors. To this...
Show moreSouth Florida has had the largest number of U.S. Zika infection cases during the recent outbreak. This study aimed at assessing South Floridians' basic knowledge, perceptions of the seriousness and susceptibility to Zika infection, their information sources and needs, as well as their attitudes towards the protective measures proposed by the CDC. We also wanted to assess whether any of those factors have affected the frequency of participants' undertaking of the protective behaviors. To this end, we designed an online questionnaire and surveyed the responses of five hundred South Floridians (Age=18-78 years). We found significant gaps in participants' knowledge about the risk groups, routes of transmission, treatment, and complications of Zika infection. Older age and college education were associated with significantly higher knowledge scores, while the presence of pregnant women in the household was associated with lower scores. About half of the participants perceived Zika to be a profoundly severe health problem, but less than one-third believed that their susceptibility to the infection is high.Most participants agreed that undertaking the measures that limit exposure to mosquito bites would be effective in preventing infections and that they would be able to carry-out these measures if recommended by the CDC, but a significantly lower proportion had similar responses to the items regarding protection against sexual transmission.There was a significant association between the frequency of protective behavior undertaking and respondents' beliefs about the seriousness and personal susceptibility to the infection, as well as their beliefs regarding the efficacy of the protective behaviors.Finally, most participants reported media platforms as their sources of information about Zika, while a minority of them received their information directly from healthcare professionals.These findings suggest that more targeted risk communication efforts are needed to increase South Floridians' awareness about Zika's public health threat.
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Date Issued: 2018
Identifier: CFE0006998, ucf:51622
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006998

Title: The Hermeneutics of the Hard Drive: Using Narratology, Natural Language Processing, and Knowledge Management to Improve the Effectiveness of the Digital Forensic Process.
Creator: Pollitt, Mark, Applen, John, Bowdon, Melody, Dombrowski, Paul, Craiger, John, University of Central Florida
Abstract / Description: In order to protect the safety of our citizens and to ensure a civil society, we ask our law enforcement, judiciary and intelligence agencies, under the rule of law, to seek probative information which can be acted upon for the common good. This information may be used in court to prosecute criminals or it can be used to conduct offensive or defensive operations to protect our national security. As the citizens of the world store more and more information in digital form, and as they live an...
Show moreIn order to protect the safety of our citizens and to ensure a civil society, we ask our law enforcement, judiciary and intelligence agencies, under the rule of law, to seek probative information which can be acted upon for the common good. This information may be used in court to prosecute criminals or it can be used to conduct offensive or defensive operations to protect our national security. As the citizens of the world store more and more information in digital form, and as they live an ever-greater portion of their lives online, law enforcement, the judiciary and the Intelligence Community will continue to struggle with finding, extracting and understanding the data stored on computers. But this trend affords greater opportunity for law enforcement. This dissertation describes how several disparate approaches: knowledge management, content analysis, narratology, and natural language processing, can be combined in an interdisciplinary way to positively impact the growing difficulty of developing useful, actionable intelligence from the ever-increasing corpus of digital evidence. After exploring how these techniques might apply to the digital forensic process, I will suggest two new theoretical constructs, the Hermeneutic Theory of Digital Forensics and the Narrative Theory of Digital Forensics, linking existing theories of forensic science, knowledge management, content analysis, narratology, and natural language processing together in order to identify and extract narratives from digital evidence. An experimental approach will be described and prototyped. The results of these experiments demonstrate the potential of natural language processing techniques to digital forensics.
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Date Issued: 2013
Identifier: CFE0005112, ucf:50749
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005112

Title: The effect of Curriculum Organization on the acquisition of Abstract Declarative Knowledge in Computer Based Instructions.
Creator: Al-Foraih, Saleh, Williams, Kent, Proctor, Michael, Rabelo, Luis, Ozkaptan, Halim, University of Central Florida
Abstract / Description: ABSTRACTThe United States of America has dropped behind many countries in terms of theScience and Engineering university degrees awarded since the beginning of the nineties.Multiple studies have been conducted to determine the cause of this decline in degreesawarded, and try to reverse the trend in US education. The goal of these studies was todetermine the proper instructional methods that facilitate the knowledge acquisitionprocess for the student. It has been determined that not one method...
Show moreABSTRACTThe United States of America has dropped behind many countries in terms of theScience and Engineering university degrees awarded since the beginning of the nineties.Multiple studies have been conducted to determine the cause of this decline in degreesawarded, and try to reverse the trend in US education. The goal of these studies was todetermine the proper instructional methods that facilitate the knowledge acquisitionprocess for the student. It has been determined that not one method works for all types ofcurriculum, for example methods that have been found to work effectively in curriculumthat teaches procedures and physical systems often fail in curriculum that teaches abstractand conceptual content. The purpose of this study is to design an instructional methodthat facilitates teaching of abstract knowledge, and to demonstrate its effectivenessthrough empirical research.An experiment including 72 undergraduate students was conducted to determinethe best method of acquiring abstract knowledge. All students were presented with thesame abstract knowledge but presented in different types of organization. Theseorganization types consisted of hierarchy referred as Bottom Up, Top Down, andUnorganized. Another factor that was also introduced is Graphing, which is a method thatis believe to improve the learning process. The experiment was completed in 8 weeks anddata was gathered and analyzed.The results strongly suggest that abstract knowledge acquisition is greatlyimproved when the knowledge is presented in a Bottom Up hierarchical fashion. On theother hand, neither Graphing nor the Top Down or Unorganized conditions affectlearning in these novice students.
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Date Issued: 2013
Identifier: CFE0004644, ucf:49893
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004644

Title: The Profession of Modeling and Simulations: Unifying the Organization.
Creator: Lord, John, Caulkins, Bruce, Truman, Barbara, Maraj, Crystal, Bockelman, Patricia, University of Central Florida
Abstract / Description: The organization of Modeling and Simulation (M(&)S) as a profession started in the early twenty-first century spurred by the advent of computers and the vast networking capabilities of contemporary computing. M(&)S is still in its infancy when compared to other disciplines, such as engineering, computer science and mathematics. However, the profession has experienced significant growth in part due to the varied use of M(&)S techniques and tools within almost every discipline.Professional...
Show moreThe organization of Modeling and Simulation (M(&)S) as a profession started in the early twenty-first century spurred by the advent of computers and the vast networking capabilities of contemporary computing. M(&)S is still in its infancy when compared to other disciplines, such as engineering, computer science and mathematics. However, the profession has experienced significant growth in part due to the varied use of M(&)S techniques and tools within almost every discipline.Professional organizations and academic programs supporting M(&)S across the country have started to materialize. In a short timeframe, the growth of these supporting organizations has outpaced their ability to stay unified as a discipline, aligned with standardized Knowledge, Skills, and Abilities (KSAs) and with growing stakeholder needs.Consequently, there appear to be gaps in the M(&)S professional organization. Such as a lack of synchronization between the three primary stakeholder groups of the M(&)S profession: academia, government, and industry. The discipline's professional organization fails to recognize a single body of knowledge as an authoritative reference for M(&)S KSAs. Academic institutions do not have unanimity regarding targeted KSAs. Industry lacks the confidence to hire M(&)S professionals who have a core understanding of KSAs directly associated with the version of M(&)S used by each separate industry.This research study attempts to take a coordinated step forward in unifying the M(&)S discipline by assessing and prioritizing the current competencies and standards required of M(&)S professionals and identifying the needs and competencies valued by primary stakeholders. A survey instrument was developed in conjunction with Rebecca Leis' doctorate research. The instrument was distributed to M(&)S stakeholders to ascertain the breadth of the needed, valued, and required KSAs within the domain. The survey was evaluated by cross-referencing questions and tabulating responses. Results from this research suggest ways in which stakeholders can coordinate efforts in advancing the M(&)S professional organization and support a uniformed set of KSAs needed in academia, government, and industry now and in the future.
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Date Issued: 2019
Identifier: CFE0007489, ucf:52876
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007489

Knowledge (7)	+ -
knowledge (6)	+ -
Knowledge Management (5)	+ -
attitudes (4)	+ -
Expertise (3)	+ -

content knowledge (3)	+ -
knowledge acquisition (3)	+ -
knowledge management (3)	+ -
natural language processing (3)	+ -
Confidence (2)	+ -
High School (2)	+ -
Immigration (2)	+ -
Knowledge Representation (2)	+ -
Knowledge Structures (2)	+ -
Machine Learning (2)	+ -
Simulation (2)	+ -
beliefs (2)	+ -
civic knowledge (2)	+ -
discourse (2)	+ -
knowledge structures (2)	+ -
knowledge voids (2)	+ -
narrative (2)	+ -
narratology (2)	+ -
pedagogical content knowledge (2)	+ -
preservice teachers (2)	+ -
problem solving (2)	+ -
21st Century School (1)	+ -
ALEKS (1)	+ -
Abilities (1)	+ -
Abstract Declarative Knowledge (1)	+ -

ETD Collection (67)	+ -
Honors Collection (13)	+ -

University of Central Florida (80)	+ -
Dixon, Juli (4)	+ -
Murray, Barbara (4)	+ -
Boote, David (3)	+ -
Dombrowski, Paul (3)	+ -

Gomez, Fernando (3)	+ -
Hewitt, Randall (3)	+ -
Hopp, Carolyn (3)	+ -
Kotnour, Timothy (3)	+ -
Rabelo, Luis (3)	+ -
Williams, Kent (3)	+ -
Andreasen, Janet (2)	+ -
Dixon, Juli K. (2)	+ -
Doherty, Walter (2)	+ -
Elshennawy, Ahmad (2)	+ -
Gunter, Glenda (2)	+ -
Hahs-Vaughn, Debbie (2)	+ -
Hartshorne, Richard (2)	+ -
Jahani, Shiva (2)	+ -
Jentsch, Florian (2)	+ -
Karwowski, Waldemar (2)	+ -
Kelley, Michelle (2)	+ -
Knuckey, Jonathan (2)	+ -
Murray, Kenneth (2)	+ -
Ortiz, Enrique (2)	+ -
Russell, William (2)	+ -
Safi, Farshid (2)	+ -
Salas, Eduardo (2)	+ -
Sims, Valerie (2)	+ -
Sukthankar, Gita (2)	+ -

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