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Title: Is there a difference in learning styles of honors versus non-honors students as assessed by the GEFT?.
Creator: Hollister, Debra Lee, Kubala, Thomas, Education
Abstract / Description: University of Central Florida College of Education Thesis; The goal of this research was to find if there was a discernible difference in the preferred learning style of an honors student versus a non-honors student based on the Group Embedded Figures Test. Although many instructors use the lecture method to teach, it many not be the most productive tool for students to learn. The information from this study could be of help when an instructor is preparing to instruct a group of students in...
Show moreUniversity of Central Florida College of Education Thesis; The goal of this research was to find if there was a discernible difference in the preferred learning style of an honors student versus a non-honors student based on the Group Embedded Figures Test. Although many instructors use the lecture method to teach, it many not be the most productive tool for students to learn. The information from this study could be of help when an instructor is preparing to instruct a group of students in an honors, AP (advanced placement) or gifted class as to determine what activities would provide the best retention of material. The results of this study were analyzed to examine the variables of being an honors or non-honors student, gender, age, ethnicity, degree being pursued and being a full time or part time student. According to the Chi2 analysis, it was found that there is no one learning style that is preferred by students who take honors classes versus other students. It was also discovered that gender, age, ethnicity, degree being pursued and being either a full time or part time student did not impact preferred learning style for the students on the East Campus of Valencia Community College. Suggested use for this study would be to inform instructors and faculty that there is no one learning style preferred by the honors student. This information can not be reiterated enough to ensure that students are given many different types of opportunities to successfully accomplish their academic goals.
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Date Issued: 2001
Identifier: CFR0011946, ucf:53105
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011946

Title: ACADEMIC ADVISING IN HIGHER EDUCATION: DISTANCE LEARNERS AND LEVELS OF SATISFACTION USING WEB CAMERA TECHNOLOGY.
Creator: Hernandez, Terri, Tubbs, Levester, University of Central Florida
Abstract / Description: The purpose of this study was to determine the efficacy of in-seat face-to-face advising in contrast to web camera advising of College of Arts and Sciences psychology majors in the 2005-2006 academic year. Satisfaction levels were determined and analyzed based on random assignment to either the control group (in-seat face-to face) or the experimental group (web camera) advising. The data collected for this study consisted of participants' responses to the Academic Advising Inventory (AAI)...
Show moreThe purpose of this study was to determine the efficacy of in-seat face-to-face advising in contrast to web camera advising of College of Arts and Sciences psychology majors in the 2005-2006 academic year. Satisfaction levels were determined and analyzed based on random assignment to either the control group (in-seat face-to face) or the experimental group (web camera) advising. The data collected for this study consisted of participants' responses to the Academic Advising Inventory (AAI) administered to undergraduate psychology majors (N = 102). Overall, students were satisfied with advising services regardless of the advising group to which they were randomly assigned. Although there was not a statistically significant difference between students who were advised in-seat face-to-face and those advised via web camera advising, the data reflected a slight preference for advisement via web camera.
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Date Issued: 2007
Identifier: CFE0001773, ucf:47250
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001773

Title: HOME SCHOOL VERSUS OTHER APPLICANTS TO POSTSECONDARY INSTITUTIONS: ADMISSION POLICIES AND IN-DEPTH ANALYSIS.
Creator: Ashford, Rebecca, Pawlas, George, University of Central Florida
Abstract / Description: In this study, 94 colleges and universities in Florida were surveyed to determine what their admission policies were for home school applicants. Forty-six colleges responded to the survey. The results of the survey were analyzed to determine if there was a pattern of acceptance based on institution type--public, private, or proprietary. Further, the admission policies were analyzed to determine the extent to which they complied with the National Center for Home Education's (NCHE) recommend...
Show moreIn this study, 94 colleges and universities in Florida were surveyed to determine what their admission policies were for home school applicants. Forty-six colleges responded to the survey. The results of the survey were analyzed to determine if there was a pattern of acceptance based on institution type--public, private, or proprietary. Further, the admission policies were analyzed to determine the extent to which they complied with the National Center for Home Education's (NCHE) recommend college admission policies for home school applicants. The researcher found that public colleges were more likely to accept home school students than were private colleges. Also, public colleges had less stringent admission requirements for home school students than did private colleges. Further, home school admission policies in place in Florida's public colleges were more likely to comply with the NCHE's recommended admission policies for home school applicants. In addition to reviewing college admission policies for home school students, the standardized test scores and grade point averages of home school and public school students enrolled in a Florida, public community college were compared. The standardized test scores compared were the College Placement Test (CPT) and the Scholastic Achievement Test (SAT). The researcher found no difference in the mean grade point averages of home school and public school students enrolled in a Florida, public community college. Also, the researcher found no difference in the mean CPT algebra, CPT reading, or SAT mathematics scores of home school and public school students. There was, however, a significant difference in the CPT writing and SAT verbal scores for these two groups of students. Home school students scored significantly higher than public school students on the CPT writing and the SAT verbal tests.
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Date Issued: 2005
Identifier: CFE0000601, ucf:46536
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000601

Title: THE EFFECTS OF LOOPING ON STUDENT ACHIEVEMENT AND SELF-EFFICACY OF EXCEPTIONAL EDUCATION STUDENTS.
Creator: Thomas, Marybeth, Ezell, Dan, University of Central Florida
Abstract / Description: The focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the...
Show moreThe focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the researcher began with a potential cause, looping, and studied the potential effects on achievement and self efficacy. The hypotheses were that the experimental group would outperform the control group on student achievement measures in reading and math as a result of participation in the looping classroom. In addition, it was hypothesized that the experimental group would outperform the control group on measures of self-efficacy and that there would be a correlation between reading and math developmental scale scores and self-efficacy scores. Results indicated no statistically significant difference between the experimental and control groups on measures of achievement in reading and math. Additionally, no statistically significant difference was found between the groups on measures of self-efficacy. However, moderate and statistically significant relationships were found between self-efficacy scores and reading and math development, respectively. The findings of this study indicate further research may be warranted to explore the benefits of looping in providing a more positive environment for students' emotional growth.
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Date Issued: 2005
Identifier: CFE0000773, ucf:46561
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000773

Title: ACADEMIC INTERVENTIONS FOR SUCCESSFUL INCLUSION OF STUDENTS WITH MILD TO MODERATE EMOTIONAL/BEHAVIORAL DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A SYSTEMATIC REVIEW OF LITERATURE.
Creator: Gischel, Carolynne, Boote, David, University of Central Florida
Abstract / Description: Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic...
Show moreStudents with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic performance with these students. This systematic review examined the literature to identify research-based effective interventions for students with EBD served in general education settings. Studies included in this review had to meet the following criteria: research sample includes students identified with EBD as their primary disability who are being educated full time in general education settings; description of intervention and implementation are thorough enough to allow replication; documented relationship between intervention and academic performance is clearly established; and data documenting intervention effect is provided. The focus of interventions for students with EBD is too often only on controlling behavior, whereas this review focused on improving academics. Studies not meeting these criteria were excluded from the review. These inclusion and exclusion criteria were necessary to identify studies relevant to current practice of inclusion, as well as to provide information to educators on interventions having an effect on academic performance. Five studies met all inclusion criteria. Effective interventions included: writing instruction, discovery teaching, teacher modeling, cross-age tutoring, and guided notes. Nineteen studies met all inclusion criteria except setting, with intervention and data collection performed in self-contained special education classrooms. These studies suggest that peer-tutoring and self-management interventions may also be effective if introduced into general education classrooms. The study concludes by suggesting specific methodological criteria needed for future research in this area.
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Date Issued: 2008
Identifier: CFE0002196, ucf:47914
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002196

Title: An Examination of the Insights and Support of Self-Advocacy by Academic Advisors when Working with Students with Disabilities in Higher Education.
Creator: Farran, Jennifer, King, Kathy (Kathleen), Cox, Thomas, Marshall, Nancy, Hopp, Carolyn, Preston, Michael, University of Central Florida
Abstract / Description: Self-advocacy for students with disabilities was noted throughout the literature as a necessary element for student success (Brinckerhoff, 1996; Daly-Cano, Vaccaro, (&) Newman, 2015; Gould, 1986; Williams (&) Shoultz, 1982). The literature also found that self-advocacy was particular crucial as students entered higher education (English, 1997; Stodden, Conway, and Chang, 2003; Vaccaro, Daly-Cano (&) Newman, 2015). In regard to student persistence, academic advising was the most cited student...
Show moreSelf-advocacy for students with disabilities was noted throughout the literature as a necessary element for student success (Brinckerhoff, 1996; Daly-Cano, Vaccaro, (&) Newman, 2015; Gould, 1986; Williams (&) Shoultz, 1982). The literature also found that self-advocacy was particular crucial as students entered higher education (English, 1997; Stodden, Conway, and Chang, 2003; Vaccaro, Daly-Cano (&) Newman, 2015). In regard to student persistence, academic advising was the most cited student service (Hossler (&) Bean, 1990). Academic advisors assist students through their academic journeys and are tasked with assisting students to navigate college life (Kuh, 2008). However, there was a lack of research regarding the relationship between advisors, students with disabilities, and self-advocacy. Therefore, this research study was conducted to explore the insights and support of self-advocacy among academic advisors when working with students with disabilities. A qualitative phenomenological research design was used to explore these experiences.From the data analysis, seven themes emerged after the interviews and a focus group, which represented the needs of academic advisors for their specific roles and interactions. The themes were lack of knowledge, accommodations, transition, academics, fear of being labeled, relationships and interactions, and self-awareness. The information gathered through this study may lead to professional development programs to improve relationships between academic advisors and students with disabilities and to prepare students with disabilities to become strong self-advocates.
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Date Issued: 2018
Identifier: CFE0007329, ucf:52139
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007329

Title: IN THE PROCESS OF BECOMING: THE ORGANIZATIONAL CULTURE OF THE METROPOLITAN ACADEMIC LIBRARY.
Creator: Martin, Michael, Cintron, Rosa, University of Central Florida
Abstract / Description: Organizational culture may be defined as the shared norms, values, and beliefs of an organization. The culture expresses itself through symbols and sagas. Organizational culture shapes the behavior of those within the organization and provides a lens through which its members can interpret reality. This study sought to define the organizational culture of the Metropolitan Academic Library. The study was guided by Schein's five levels of cultural assumptions: assumptions about external...
Show moreOrganizational culture may be defined as the shared norms, values, and beliefs of an organization. The culture expresses itself through symbols and sagas. Organizational culture shapes the behavior of those within the organization and provides a lens through which its members can interpret reality. This study sought to define the organizational culture of the Metropolitan Academic Library. The study was guided by Schein's five levels of cultural assumptions: assumptions about external adaptation issues; assumptions about internal integration; assumptions about the nature of truth and reality; assumptions about the nature of time and space; and assumptions about human nature, activity, and relationships. In order to triangulate data, I gave the librarians and library technical assistants of the Metropolitan Academic Library the Martin Culture Survey. I then conducted a multi-day, on-site visit, where I interviewed members of the Metropolitan Academic Library, made observations about the library, and performed document analysis. I found the culture of the Metropolitan Academic Library to be "in the process of becoming." The culture present in the library was not deep or rich; however, I did find some shared values, symbols, and sagas. With a recent turnover in administration, change was a dominant story of the Metropolitan Academic Library. The librarians and library technical assistants valued campus engagement, the people within the library, and service to the library patrons. These values find symbolic recognition in the coffee shop located in the library, the Christmas party, and the reference desk. Popular sagas of the Metropolitan Academic Library include the story of its humble origins and the building renovation.
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Date Issued: 2011
Identifier: CFE0003585, ucf:48922
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003585

Title: Student Community Detection and Recommendation of Customized Paths to Reinforce Academic Success.
Creator: Shao, Yuan, Jha, Sumit Kumar, Zhang, Wei, Zhang, Shaojie, University of Central Florida
Abstract / Description: Educational Data Mining (EDM) is a research area that analyzes educational data and extracts interesting and unique information to address education issues. EDM implements computational methods to explore data for the purpose of studying questions related to educational achievements. A common task in an educational environment is the grouping of students and the identification of communities that have common features. Then, these communities of students may be studied by a course developer to...
Show moreEducational Data Mining (EDM) is a research area that analyzes educational data and extracts interesting and unique information to address education issues. EDM implements computational methods to explore data for the purpose of studying questions related to educational achievements. A common task in an educational environment is the grouping of students and the identification of communities that have common features. Then, these communities of students may be studied by a course developer to build a personalized learning system, promote effective group learning, provide adaptive contents, etc. The objective of this thesis is to find an approach to detect student communities and analyze students who do well academically with particular sequences of classes in each community. Then, we compute one or more sequences of courses that a student in a community may pursue to higher their chances of obtaining good academic performance.
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Date Issued: 2019
Identifier: CFE0007529, ucf:52623
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007529

Title: AN ETHNOGRAPHIC CASE STUDY IN A BRITISH PRIMARY (ELEMENTARY) SCHOOL CLASSROOM OF ACADEMIC SELF-EFFICACY.
Creator: Iliff, Kelly, Eriksson, Gillian, University of Central Florida
Abstract / Description: An ethnographic case study of a Year 6 (5th grade) classroom in Southwest England was conducted in order to explore factors that contribute to academic self-efficacy in British education, specifically in this classroom. Data was collected through qualitative observations, a teacher interview, and student questionnaires to determine the level of academic self-efficacy in the classroom. The class consisted of 14 female students and 9 male students, ranging from ten to eleven years old. Of the...
Show moreAn ethnographic case study of a Year 6 (5th grade) classroom in Southwest England was conducted in order to explore factors that contribute to academic self-efficacy in British education, specifically in this classroom. Data was collected through qualitative observations, a teacher interview, and student questionnaires to determine the level of academic self-efficacy in the classroom. The class consisted of 14 female students and 9 male students, ranging from ten to eleven years old. Of the total number of students, parental consent was received to allow 9 boys and 7 girls to complete questionnaires. Data was analyzed by examining critical issues and comparing anecdotal records to a teacher interview and student questionnaires. Recurrent themes that materialized were: bullying, uniforms, discipline, competition, assessment, and exceptional students. Results showed that these core issues contributed to positive academic self-efficacy among students in this classroom in the context of the British educational system.
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Date Issued: 2011
Identifier: CFH0003860, ucf:44691
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003860

Title: AN EXAMINATION OF ACADEMIC DISHONESTY IN SECONDARY ONLINE ENGLISH EDUCATION.
Creator: Middleton, Marissa, Wegmann, Susan, University of Central Florida
Abstract / Description: Online schooling is the newest form of education and it is quickly gaining popularity. However, this educational format also comes with one of the challenges that has always been present in schools, which is academic dishonesty. In the English Language Arts content area, academic dishonesty is most often manifested as plagiarism, however, cheating on online quizzes or exams still exists. Although this issue has always been present in English classes, it is becoming more of a concern because...
Show moreOnline schooling is the newest form of education and it is quickly gaining popularity. However, this educational format also comes with one of the challenges that has always been present in schools, which is academic dishonesty. In the English Language Arts content area, academic dishonesty is most often manifested as plagiarism, however, cheating on online quizzes or exams still exists. Although this issue has always been present in English classes, it is becoming more of a concern because of the vast number of technological resources available to students including websites with pre-written papers and the various methods students can now use to instantly communicate with each other. This study combines and synthesizes a literature review and a survey of secondary online English educators at Florida Virtual School to give their perspective on aspects of cheating and plagiarism in online English education including a comparison between online and face to face academic dishonesty, reasons students cheat or plagiarize in online education and attitudes toward academic dishonesty, how students cheat and plagiarize in online classes, how teachers detect academic dishonesty in their online classes, consequences and policies of academic dishonesty in online education, and preventing academic dishonesty in online education. The overall new finding, from comparing both the literature review and the FLVS survey results, was that academic dishonesty in online education is not vastly different from academic dishonesty in face to face classrooms; therefore, academic dishonesty in the online environment is not as much of a mystery as commonly perceived. The survey did, however, expand the knowledge about online academic dishonesty at the secondary level, and specifically in the English Language Arts content area.
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Date Issued: 2012
Identifier: CFH0004158, ucf:44859
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004158

Title: Expectation and satisfaction of freshmen and seniors in higher education.
Creator: Rodriguez, Reuban Beryrl, Lynn, Mary Ann, Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of this study was to examine the expectation, satisfaction and performance gap levels between selected freshman and seniors as measured by the selected SSI scales. The problem was to determine if expectation, satisfaction, and performance gap levels differed between freshman and seniors in 1995 and freshman and seniors in 1998 based on class level, gender and age. The study examined four selected scales from the twelve...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of this study was to examine the expectation, satisfaction and performance gap levels between selected freshman and seniors as measured by the selected SSI scales. The problem was to determine if expectation, satisfaction, and performance gap levels differed between freshman and seniors in 1995 and freshman and seniors in 1998 based on class level, gender and age. The study examined four selected scales from the twelve scales derived from the Student Satisfaction Inventory (SSI): Campus Climate, Campus Life, Campus Support Services, and Instruction Effectiveness. Respondents rated all items on a 7-point Likert scale with respect to their expectations of and satisfaction with student services represented by the scales. Findings indicated that, for both 1995 and 1998, freshman had significantly higher levels of expectation than did seniors in regard to campus climate, campus life and campus support services; freshman has significantly higher levels of satisfaction than seniors with campus climate, campus life, campus support services and instructional effectiveness; seniors had significantly higher levels of unmet needs than did freshman for campus support services and instructional effectiveness, and; there were no significant differences between freshman and seniors according to gender or age. Responses of 1995 freshman and seniors and 1998 freshman and seniors were similar. The four selected scales served as having the potential to guide administrators in assessing the levels of student satisfaction with both academic and nonacademic student services.
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Date Issued: 1999
Identifier: CFR0011945, ucf:53107
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011945

Title: An Evaluation of the Iowa State University Ecosystem.
Creator: Mazer, Cherie, Gunter, Glenda, Hayes, Grant, Vitale, Thomas, Cavanagh, Thomas, University of Central Florida
Abstract / Description: Purpose (-) This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the...
Show morePurpose (-) This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the support provided for the application of academic technologies? Methodology/design (-) The study was a mixed-methods design employing interviews with deans and focus groups and surveys of faculty and students. Findings (-) Iowa State University faculty and students use a wide array of academic technologies both in physical and virtual classrooms. The prevailing sentiment regarding the need for future academic technologies is not for new offerings and new features but for easier to use, more reliable technologies, and more timely support. Although Iowa State University has formally adopted online learning by offering numerous programs and courses, the university is in the early stages of adopting blended learning.Implications (-) The results and implications of the study inform the university on next steps to ready the institution for leveraging technology and preparing for the transformation toward strategic adoption of online and blended learning. The author outlines an organizational learning approach to manage change and promote adoption of blended learning.
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Date Issued: 2014
Identifier: CFE0005379, ucf:50445
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005379

Title: Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses.
Creator: Monroe, Laura, Nutta, Joyce, Jahani, Shiva, Mihai, Florin, Bowdon, Melody, University of Central Florida
Abstract / Description: As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect...
Show moreAs more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students' academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations' writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty's native language, years, taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism, and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject.
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Date Issued: 2018
Identifier: CFE0007057, ucf:51972
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007057

Title: Gifted Students' Engagement in a Middle School Research and Critical Thinking Course.
Creator: Crupi, Samuel, Jeanpierre, Bobby, Gresham, Regina, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: This action research was an analysis of a group of eighth grade gifted students 'classroom engagement in a large urban school district. Over a two-week period a variety of data were collected. Data were collected using the Student Engagement Instrument (Appleton (&) Christenson, 2004), which is a self-report of students' perceptions of engagement. Observation data of student engagement were collected using a teacher developed student engagement checklist, which measured academic and...
Show moreThis action research was an analysis of a group of eighth grade gifted students 'classroom engagement in a large urban school district. Over a two-week period a variety of data were collected. Data were collected using the Student Engagement Instrument (Appleton (&) Christenson, 2004), which is a self-report of students' perceptions of engagement. Observation data of student engagement were collected using a teacher developed student engagement checklist, which measured academic and behavioral indications of student engagement. At the end of the two week observation period students participated in an exit interview focused on their perceptions of student engagement. The student engagement interview was adapted from an analysis of elementary student engagement carried out by Parn (2006). The data collected were analyzed according to the academic, behavioral, cognitive, and affective engagement sub-types. The findings showed that the highest levels of engagement were in the sub-types of behavioral and academic engagement. Levels of affective/psychological engagement were lower than levels of cognitive engagement. The results demonstrated that affective/psychological student engagement was positively related with cognitive engagement, behavioral engagement, and academic engagement.
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Date Issued: 2012
Identifier: CFE0004313, ucf:49466
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004313

Title: A Correlational Study of Emerging Modalities of Developmental Education and Learning Styles in a Florida State College.
Creator: Britt, John, Cox, Dr. Thomas, King, Kathy (Kathleen), Vitale, Thomas, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description: Developmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research...
Show moreDevelopmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research was framed by Kolb's experiential learning theory, which states that people learn through their experiences (Kolb, 1984). Chi-Square correlational tests were conducted to examine the relationship between students' learning types and their final grades in an accelerated developmental math course and in a combined developmental math course. The results indicate no statistically significant relationships between the variables in both modalities of developmental math. Furthermore, students were surveyed on their preferences of the developmental math modalities. The results showed positive preferences toward both modalities of developmental math. With the limited amount of research in the area of developmental math modalities, this research helps to further understand the area and provides a basis for future research.
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Date Issued: 2016
Identifier: CFE0006445, ucf:51473
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006445

Title: The Impact of Homelessness and Remaining in School of Origin on the Academic Achievement of Fourth Through Eighth Grade Students in Brevard County Public Schools.
Creator: Dunkel, Richard, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Thedy, Elizabeth, University of Central Florida
Abstract / Description: This study examined the impact of homelessness and the ability of homeless students to remain in their school of origin on the academic achievement of fourth through eighth grade students in Brevard County, Florida. To determine effects of homelessness, homeless students were compared to non-homeless students who qualified for free lunch utilizing developmental scale scores and learning gains from 2011 FCAT Reading and Mathematics. To determine effects of remaining in school of origin,...
Show moreThis study examined the impact of homelessness and the ability of homeless students to remain in their school of origin on the academic achievement of fourth through eighth grade students in Brevard County, Florida. To determine effects of homelessness, homeless students were compared to non-homeless students who qualified for free lunch utilizing developmental scale scores and learning gains from 2011 FCAT Reading and Mathematics. To determine effects of remaining in school of origin, homeless students who changed schools were compared to homeless students who did not change schools utilizing the same assessment data. Independent t-tests and chi-square tests of association were used with .05 significance levels.Findings showed that homeless and non-homeless students had no significant differences in reading scores, and homeless students had significantly higher mathematics scores. However, significantly fewer homeless students made an annual learning gain in reading and math learning gains were statistically equal. Remaining in school of origin also had no significant impact on reading and math developmental scale scores, but a significantly lower percentage of homeless students who changed schools made annual learning gains in reading and mathematics.These results led the researcher to develop a theory called the Weighted Saddle Effect, caused by homeless mobility, to describe the difficulty homeless students had in making annual learning gains commensurate with their developmental scale scores.Recommendations for policy included school districts ensuring transportation to school of origin was available for all homeless students as mandated by the McKinney-Vento Act.
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Date Issued: 2012
Identifier: CFE0004531, ucf:49232
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004531

Title: THE EFFECTS OF DELAY OF GRATIFICATION ON THE ACADEMIC ACHIEVEMENT, SUBSTANCE ABUSE, and VIOLENT BEHAVIOR OF MIDDLE-SCHOOL STUDENTS IN ALTERNATIVE LEARNING SETTINGS.
Creator: Herndon, John, Gill, Michele, University of Central Florida
Abstract / Description: This study examined the effects of delay of gratification on academic success, substance abuse, and violent behavior. The participants in this study were chosen from an alternative learning school comprised of middle school students in Florida. The hypothesis for this study is as follows: Delay of gratification is negatively related to substance abuse and violent behavior, and positively related to academic achievement. The analysis of the data was conducted on the primary predictor variable ...
Show moreThis study examined the effects of delay of gratification on academic success, substance abuse, and violent behavior. The participants in this study were chosen from an alternative learning school comprised of middle school students in Florida. The hypothesis for this study is as follows: Delay of gratification is negatively related to substance abuse and violent behavior, and positively related to academic achievement. The analysis of the data was conducted on the primary predictor variable (delay of gratification), alternate predictor variables (substance abuse and violent behavior) and the ultimate outcome variable (academic achievement) of this study. Initial statistical inquiry involved descriptive statistics (mean, standard deviation, kurtosis and skew) of the aforementioned variables, partial correlations (variable interrelationships), and the formulation of a multiple regression path analysis to investigate the particular paths individually within the proposed theoretical model (Wagner, 1993).
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Date Issued: 2011
Identifier: CFE0003756, ucf:48790
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003756

Title: Ubiquitous Computing in Public Education: The Effects of One-to-One Computer Initiatives on Student Achievement on Florida Standardized Assessments.
Creator: Lobeto, Fernando, Murray, Kenneth, Baldwin, Lee, Storey, Valerie A., Cintron Delgado, Rosa, University of Central Florida
Abstract / Description: The purpose of this study was to examine the effects of one-to-one computer initiatives on student achievement in reading and mathematics. This study compared the differences in FCAT 2.0 Reading and Mathematics scores between schools implementing one-to-one computer initiatives and schools implementing traditional modes of instruction. A second purpose of this study was to determine what effects one-to-one computer initiatives had on student FCAT 2.0 scores overall and by grade level, gender,...
Show moreThe purpose of this study was to examine the effects of one-to-one computer initiatives on student achievement in reading and mathematics. This study compared the differences in FCAT 2.0 Reading and Mathematics scores between schools implementing one-to-one computer initiatives and schools implementing traditional modes of instruction. A second purpose of this study was to determine what effects one-to-one computer initiatives had on student FCAT 2.0 scores overall and by grade level, gender, and socio-economic status. The study used an independent-samples t-test, a repeated measures ANOVA, and a factorial ANCOVA to answer four research questions in order to achieve the purpose stated above. An analysis of the results revealed that the first year of one-to-one initiatives had a slightly negative effect on elementary school students, a small but positive effect on middle school students, and no effect on high school students. Further, the study found that students did not score statistically significantly different after one year of one-to-one digital instruction than they had the previous year.
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Date Issued: 2016
Identifier: CFE0006349, ucf:51573
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006349

Title: The Social Function of For-Profit Higher Education in the United States.
Creator: Baird, Andrew, Carter, J. Scott, Carter, Shannon, Gay, David, Roos, J., University of Central Florida
Abstract / Description: This study uses the competing Burton Clark's (")Cooling Out Theory(") and Daniel Bell's (")Theory of the Postindustrial Economy(") to examine the function that for-profit colleges and universities (FPCUs) play in American higher education and how it is different from non-profit traditional colleges and universities (TCUs). This was done through three sections of analysis. The first examined if students who enroll at these FPCUs are less academically prepared than those attending non-profit...
Show moreThis study uses the competing Burton Clark's (")Cooling Out Theory(") and Daniel Bell's (")Theory of the Postindustrial Economy(") to examine the function that for-profit colleges and universities (FPCUs) play in American higher education and how it is different from non-profit traditional colleges and universities (TCUs). This was done through three sections of analysis. The first examined if students who enroll at these FPCUs are less academically prepared than those attending non-profit traditional colleges or universities. The second tested if academic preparedness is associated with postsecondary performance at FPCUs to the same degree it is at TCUs. The final section of analysis looked at FPCU graduates to see if they have different short-term job outcomes when compared to traditional college graduates. This research utilizes The Beginning Postsecondary Survey 2009- a restricted-use longitudinal data set produced by the National Center for Education Statistics that followed 16,700 first-time college enrollees from 2003 until 2009. This data set includes information on student demographics, academic performance, enrollment history, and job outcomes. The results of this study indicated that when compared to traditional college students, FPCU students are less likely to be academically prepared for college and are more frequently characterized by risk factors that previous research has shown makes it less likely they will complete their degree. This research also found that unlike TCUs, high school academic performance is not associated with post-secondary performance or likelihood of degree attainment at FPCUs. Finally, it was observed that FPCU graduates were less likely to have jobs related to their degree and earned less income than TCU graduates, but had about the same degree of job satisfaction.
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Date Issued: 2015
Identifier: CFE0005761, ucf:50096
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005761

Title: An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School.
Creator: Flynn, Timothy, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Bradshaw, Leigh, University of Central Florida
Abstract / Description: The purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a...
Show moreThe purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a historical cohort of students who attended the target school. The impact of the course was statistically significant for persistence to the tenth grade, on-track to graduation status, and academic success; however ANOVA found statistical significance favored Algebra 1 EOC and not FCAT Reading. Effect size statistics revealed little to no effect among Freshman Experience and the dependent variables. These findings will help school-level and district administrators design research-based transition interventions which encourage academic success and graduation.
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Date Issued: 2016
Identifier: CFE0006684, ucf:51902
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006684

Academic (14)	+ -
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special education (2)	+ -
student (2)	+ -
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