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Title: Analyzing Faculty Attitudes and Actions Surrounding Distance Education Accommodations and Inclusiveness Based On UDL Principles.
Creator: Cash, Catherine, Cox, Thomas, Vitale, Thomas, Preston, Michael, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards upholding inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory (ITSI), which...
Show moreAs distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards upholding inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory (ITSI), which was adapted into the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) to focus on faculty teaching fully online courses. The ITSI-DE measured the following seven constructs: (a) Accommodations, (b) Accessible Course Materials, (c) Course Modifications, (d) Inclusive Lecture Strategies, (e) Inclusive Classroom, (f) Inclusive Assessment, and (g) Disability Law and Concepts (Lombardi et al., 2015). Exploratory factor analyses (EFA) affirmed a five-factor structure for action subscales, and seven-factor structure for attitudinal subscales for the ITSI-DE. The internal consistency calculated for the ITSI-DE was consistent with prior values reported for the ITSI, which ranged from .70 to .85 (Lombardi et al., 2013). A Pearson product moment correlation was performed, which confirmed a statistically significant correlation between faculty attitudes and actions. Next, a multivariate analyses of variance (MANOVA) was performed to examine if significant differences existed between faculty attitudes and actions based on instructional rank, college, age, or gender. Results affirmed statistically significant differences between faculty attitudes and actions based on gender. Lastly, no significant findings were associated with the three chi square test of association that were performed to identify if college, age, or gender influenced preferred methods of training on inclusive teaching practices. Descriptive statistics indicated the largest percentage of faculty preferred to receive information and training on inclusive teaching practices via online methods (46.8%) versus face-to-face methods (34.3%) and hard copy print methods (18.9%).
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Date Issued: 2018
Identifier: CFE0007747, ucf:52399
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007747

Title: Understanding and Mitigating Sources of Teacher Dissatisfaction.
Creator: Howard, Carl, Boote, David, Hopp, Carolyn, Vitale, Thomas, Hayes, Grant, University of Central Florida
Abstract / Description: This dissertation in practice focuses on a review of literature to answer the guiding question, what can teachers and other educational stakeholders do to help address their sources of dissatisfaction in order to build a positive school climate? The author used a modified frame analysis from Bolman and Deal, other published literature, and personal experience to identify seven different, but sometimes related, domains that affect teachers and school climate. These seven domains include...
Show moreThis dissertation in practice focuses on a review of literature to answer the guiding question, what can teachers and other educational stakeholders do to help address their sources of dissatisfaction in order to build a positive school climate? The author used a modified frame analysis from Bolman and Deal, other published literature, and personal experience to identify seven different, but sometimes related, domains that affect teachers and school climate. These seven domains include operations/management, contract application, professional development, classroom management, interpersonal, financial, and unanticipated events. The modified frame analysis was used to help empower teachers to solve problems that affect their performance and motivation, to prevent burnout, attrition, as well as help build and maintain a positive school climate. This dissertation promotes the notion that school climate is composed of and constructed from these seven domains as constituent parts that combine to create the school climate. The author-created tool, Tools for Teachers to Address Domains of Dissatisfaction, enables teachers to quickly reference potential solutions to problems faced. The tool is a prototype, created based on professional literature sources focusing on research-based strategies to identify problems and methods a teacher can use to solve a problem, thus preventing a negative school environment for the students, staff as well as other stakeholders. The domains of dissatisfaction were tested against real-life issues submitted to a Faculty Advisory Committee in order to provide veracity and justification of the domains.
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Date Issued: 2015
Identifier: CFE0005956, ucf:50796
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005956

Title: A Qualitative Inquiry Investigating the Inclusive Practices of Teachers within Catholic Schools.
Creator: Bell, Alicia, Little, Mary, Vitale, Thomas, Gresham, Gina, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description: This phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by...
Show moreThis phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by administrators and faculty members provided initial knowledge and perspectives of inclusive practices for instruction of students with disabilities (SWDs) within inclusive settings. Structured interviews and classroom observation were then completed with participants at the school to investigate the inclusive practices used within their classrooms and school for SWDs. All data were collected and analyzed from the observations of students with disabilities and educators in inclusive classrooms at the Elementary School site of this study, along with the data from surveys and interviews with the administrators and key faculty members at the school. The analyses across data sources resulted in five key themes attributed to inclusive practices within the school setting. The five themes that emerged were: (a) Catholic educators' belief to educate all students; (b) support provided of inclusive education; (c) planning for inclusive education; (d) differentiated instruction; and (e) consistency of vision and goals for inclusive education across the grade levels and throughout the school. This study exposed the key factors and practices that educators in a Catholic school attributed to successful inclusive practices for students with moderate to severe disabilities. This research provides initial research and data about inclusive practices in Catholic schools.
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Date Issued: 2017
Identifier: CFE0006720, ucf:51895
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006720

Title: Streamlining the Acquisition Process: Systems Analysis for Improving Army Acquisition Corps Officer Management.
Creator: Chu-Quinn, Shawn, Kincaid, John, Wiegand, Rudolf, Mohammad, Syed, University of Central Florida
Abstract / Description: The Army Acquisition Officer lacks proficient experience needed to fill key leadership positions within the Acquisition Corps. The active duty Army officer is considered for the Acquisition Corps functional area between their 5th and 9th years of service as an officer (-) after completing initial career milestones. The new Acquisition Corps officer is the rank of senior Captain or Major when he arrives to his first acquisition assignment with a proficiency level of novice (in acquisition)....
Show moreThe Army Acquisition Officer lacks proficient experience needed to fill key leadership positions within the Acquisition Corps. The active duty Army officer is considered for the Acquisition Corps functional area between their 5th and 9th years of service as an officer (-) after completing initial career milestones. The new Acquisition Corps officer is the rank of senior Captain or Major when he arrives to his first acquisition assignment with a proficiency level of novice (in acquisition). The Army officer may be advanced in his primary career branch, but his level decreases when he is assigned into the Acquisition Corps functional area. The civilian grade equivalent to the officer is a GS-12 or GS-13 whose proficiency level is advanced in his career field. The purpose of this study is to use a systems analysis approach to decompose the current acquisition officer professional development system, in order to study how well the current active duty officer flow works and how well it interacts or influences an acquisition officer's professional development; and to propose a potential solution to assist in the management of Army acquisition officers, so they gain proficiency through not only education and training, but also the hands-on experience that is needed to fill key leadership positions in the Army Acquisition Corps. An increased proficiency and proven successful track record in the acquisition workforce is the basis to positively affect acquisition streamlining processes within the Department of Defense by making good decisions through quality experience.
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Date Issued: 2015
Identifier: CFE0005590, ucf:50254
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005590

Title: A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools.
Creator: Haddock, Lucy, Murray, Barbara, Baldwin, Lee, Murray, Kenneth, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill...
Show moreThe goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.
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Date Issued: 2014
Identifier: CFE0005342, ucf:50493
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005342

Title: THE RELATIONSHIP OF 10TH-GRADE DISTRICT PROGRESS MONITORING ASSESSMENT SCORES TO FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES IN READING AND MATHEMATICS FOR 2008-2009.
Creator: Underwood, Marilyn, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to...
Show moreThe focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of studentsÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚ÂƒÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.
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Date Issued: 2010
Identifier: CFE0003214, ucf:48573
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003214

Title: Principals' Perceptions and Self-efficacy in Relation to School Security.
Creator: Jones, Julian, Taylor, Rosemarye, Doherty, Walter, Kennedy, Mary, Wolf, Ross, University of Central Florida
Abstract / Description: Principals in the nation's schools have been tasked with managing crisis incidents that may occur with students and others on their campuses on a daily basis. The purposes of this study were to determine the differences, if any, that existed in Central Florida public school principals' perceptions regarding school security, their perceived confidence to address critical crisis incidents on their campuses, their perceptions of the likelihood critical incidents would occur, their perceptions of...
Show morePrincipals in the nation's schools have been tasked with managing crisis incidents that may occur with students and others on their campuses on a daily basis. The purposes of this study were to determine the differences, if any, that existed in Central Florida public school principals' perceptions regarding school security, their perceived confidence to address critical crisis incidents on their campuses, their perceptions of the likelihood critical incidents would occur, their perceptions of interaction with law enforcement, the critical incidents they fear the most, and their perceptions of factors impacting the incidents they fear the most. Principal subgroup mean responses to the Principal Safety and Security Perceptions Survey in the three areas of Bandura's (1997) triadic reciprocal causation were examined in the context of principals' gender, longevity, student enrollment, grade configuration, free and reduced lunch rate, presence of a law enforcement officer, and presence of a security plan. Findings revealed significant differences between categorical groups of principals in multiple areas. It was determined that significant differences in principals' perceptions warrant further study. Recommendations for practice include security policy development and practical application of noted trends.
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Date Issued: 2015
Identifier: CFE0005636, ucf:50217
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005636

Title: Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017.
Creator: Moore, Kenneth, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Gao, Su, University of Central Florida
Abstract / Description: As with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated,...
Show moreAs with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated, spiraled, interdisciplinary, multidisciplinary, thematic, or general science courses. There was a lack of research showing if either type of science course improved student achievement on standardized science assessments. Controlling for school district student population, low socio-economic status (SES) student percentage, and English learner (EL) percentage, this study compared the 2013(-)2017 8th grade FCAT 2.0 Science/SSA school district mean scale scores of two groups of school districts: those that offered comprehensive science courses and those that offered subject-specific science courses. Scores for three student groups were analyzed: all students, low SES students, and ELs. No statistically significant differences were found in school district mean scale scores or pass rates between the two school district groups. The comprehensive group mean scale scores were numerically higher, while the subject-specific group mean pass rates were numerically higher. The subject-specific group had statistically significantly higher raw scores for life science and physical science. The comprehensive group had wider dispersions of mean scale scores and pass rates, suggesting inconsistencies in implementation of comprehensive science courses. The primary implication of this study is that educational leaders should not expect to improve student science achievement simply by changing the type of science course offering. Changes should be made with consideration to student needs, school district demographics, teacher professional development and support, course structure and coherence with standards, and the need for flexibility in teacher assignments.
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Date Issued: 2018
Identifier: CFE0007410, ucf:52710
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007410

Title: EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS.
Creator: Doran, James, Allen, Kay, University of Central Florida
Abstract / Description: The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8...
Show moreThe purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.
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Date Issued: 2004
Identifier: CFE0000245, ucf:46244
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000245

professional development (24)	+ -
Professional Development (11)	+ -
framework (3)	+ -
self-efficacy (3)	+ -
student achievement (3)	+ -

Education (2)	+ -
FCAT (2)	+ -
Professional development (2)	+ -
Reading (2)	+ -
Reading Endorsement (2)	+ -
blended learning (2)	+ -
hybrid (2)	+ -
hybrid learning (2)	+ -
inclusion (2)	+ -
low socio-economic status (2)	+ -
mathematics (2)	+ -
perceptions (2)	+ -
professional development design (2)	+ -
professional learning (2)	+ -
special education (2)	+ -
students with disabilities (2)	+ -
subgroups (2)	+ -
teacher (2)	+ -
8th grade science (1)	+ -
AOS schools (1)	+ -
AOS sponsored schools (1)	+ -
ASOS (1)	+ -
Acquisition (1)	+ -
Army (1)	+ -
Army Acquisition Corps (1)	+ -

ETD Collection (48)	+ -
Honors Collection (1)	+ -

University of Central Florida (49)	+ -
Vitale, Thomas (14)	+ -
Hopp, Carolyn (11)	+ -
Taylor, Rosemarye (10)	+ -
Boote, David (5)	+ -

Hayes, Grant (5)	+ -
Baldwin, Lee (4)	+ -
Hines, Rebecca (4)	+ -
Doherty, Walter (3)	+ -
Flanigan, Jacquelyn (3)	+ -
Gill, Michele (3)	+ -
Gunter, Glenda (3)	+ -
Murray, Kenneth (3)	+ -
Robinson, Edward (3)	+ -
Allen, Kay (2)	+ -
Dixon, Juli (2)	+ -
Hahs-Vaughn, Debbie (2)	+ -
Hewitt, Randall (2)	+ -
Hutchinson, Cynthia (2)	+ -
Jeanpierre, Bobby (2)	+ -
Lambie, Glenn (2)	+ -
Little, Mary (2)	+ -
Murray, Barbara (2)	+ -
Ortiz, Enrique (2)	+ -
Phelps, Julie (2)	+ -
Storey, Valerie A. (2)	+ -
Swan, Bonnie (2)	+ -
Anderson, Kathryn (1)	+ -
Andreasen, Janet (1)	+ -
Bai, Haiyan (1)	+ -

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