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- Title
- An Investigation of the Representation of Middle School English Language Learners (ELLs) in Special Education Programs in a Large Urban School District.
- Creator
-
Lerma, Leah, Stewart, Martha, Biraimah, Karen, Nutta, Joyce, Purmensky, Kerry, University of Central Florida
- Abstract / Description
-
The disproportionate representation of ethnically and racially diverse students in special education has been an enduring problem in education for the past four decades. However, most of the research on disproportionality has focused on the ethnic/racial variable; the body of research focusing on the linguistic variable is still slim in comparison. As linguistic diversity in the United States continues to rise, teachers will continue to be challenged to meet the needs of the English Language...
Show moreThe disproportionate representation of ethnically and racially diverse students in special education has been an enduring problem in education for the past four decades. However, most of the research on disproportionality has focused on the ethnic/racial variable; the body of research focusing on the linguistic variable is still slim in comparison. As linguistic diversity in the United States continues to rise, teachers will continue to be challenged to meet the needs of the English Language Learners in their classrooms. However, many teachers feel unprepared to deal with this diversity and have difficulty discriminating whether a student's poor performance is due to linguistic or cognitive factors. Consequently, many English Language Learners are misidentified and misplaced in special education programs. The purpose of this study was to analyze the representation of English Language Learners in special education high incidence disability categories in a large, urban school district in Florida. Cross-tabulations and chi-square statistics were used to analyze the distribution of special education students by ethnicity/race, home language, ESOL status, and English proficiency level; risk ratio and relative risk ratio statistics were used to determine whether the district's English Language Learners showed under, equal, or over-representation in special education high incidence disability categories. The results indicated that English Language Learners were at the greatest risk for being identified as Specific Learning Disabled when compared to the other disability categories, and English Language Learners with intermediate English proficiency levels were at a higher risk for being identified and placed in special education high incidence disability categories when compared to beginning and advanced level English Language Learners.
Show less - Date Issued
- 2011
- Identifier
- CFE0004127, ucf:49121
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004127
- Title
- EMERGENT WRITING SKILLS IN PRESCHOOL CHILDREN WITH LANGUAGE IMPAIRMENT.
- Creator
-
Pavelko, Stacey, Lieberman, R. Jane, University of Central Florida
- Abstract / Description
-
Much research demonstrates that alphabet knowledge, phonological awareness, and emergent writing are all significant predictors of later reading and writing outcomes, and that children with language impairments (LI) are particularly at risk for later literacy difficulties. Further, children with LI consistently demonstrate depressed emergent literacy skills in the areas of phonological awareness, print concepts, and alphabet knowledge; however, little is known about their emergent writing...
Show moreMuch research demonstrates that alphabet knowledge, phonological awareness, and emergent writing are all significant predictors of later reading and writing outcomes, and that children with language impairments (LI) are particularly at risk for later literacy difficulties. Further, children with LI consistently demonstrate depressed emergent literacy skills in the areas of phonological awareness, print concepts, and alphabet knowledge; however, little is known about their emergent writing skills. Therefore, the purposes of this study were twofold: (1) to compare the emergent writing skills of preschool children with language impairment to their typically developing peers using a range of writing tasks and a detailed, consistent scoring rubric for each task; and, (2) to explore the relationships among emergent writing skills and alphabet knowledge, phonological awareness, and oral language. The participants included four groups of preschool children: 11 4-year-old children with LI; 11 4-year-old language typical (LT) children, age-matched to children with LI; 20 4-year-old children with typical language; and, 21 5-year-old children with typical language. Children with language impairment scored between 70 and 84 on the Language Index of Assessment of Literacy and Language (ALL) (Lombardino, Lieberman, & Brown, 2005), and children with typical language scored between 85 and 115. All children passed a bilateral hearing screen, scored within the normal range on a non-verbal intelligence screen, demonstrated an unremarkable developmental history relative to sensory, neurological, and motor performance, spoke English as their primary language, and had mothers with at least a high school education or equivalent. During two sessions, children were administered the ALL and five emergent writing tasks: Write Letters, Write Name, Write CVC Words, Picture Description, and Sentence Retell. The writing tasks and accompanying scoring rubrics were adopted from a previous study by Puranik and Lonigan (2009). Results indicated that children with LI demonstrated significantly less advanced letter and word writing skills than their language typical, age-matched peers. In addition, significant relationships between all emergent writing tasks and alphabet knowledge were observed for all children as well as significant relationships between oral language and phonological awareness for children with typical language. No significant relationships between any of the emergent writing tasks and phonological awareness or between oral language and alphabet knowledge were found. Further, results indicated the same developmental patterns exist in written as well as oral language for children with LI. This study has therapeutic implications for speech-language pathologists. In particular, emergent writing tasks need to be included in comprehensive assessment and intervention approaches for children with LI. Assessments need to yield accurate descriptions of emergent writing skills relevant to later literacy outcomes. Finally, integrated intervention approaches that combine initial sound awareness tasks with alphabet knowledge and emergent writing tasks may achieve the best learning outcomes.
Show less - Date Issued
- 2011
- Identifier
- CFE0004067, ucf:49138
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004067
- Title
- AN EXPLORATION OF THE POTENTIALS AND LIMITATIONS OF ADAPTING TRADITIONAL TEXT-BASED NARRATIVE TO INTERACTIVE TECHNOLOGY.
- Creator
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Jardaneh, Said, Fiore, Stephen, University of Central Florida
- Abstract / Description
-
Narrative is expressed in many forms, yet the reading of narrative through books may be unique in its transformative qualities. The medium of books has existed for thousands of years as a primary means of passing down and internalizing narrative from generation to generation. Are books now a dying medium in the face of ever-advancing technology in an increasingly fast-paced and technologically-dependent society? Technology now incorporates narrative into interactive environments in various...
Show moreNarrative is expressed in many forms, yet the reading of narrative through books may be unique in its transformative qualities. The medium of books has existed for thousands of years as a primary means of passing down and internalizing narrative from generation to generation. Are books now a dying medium in the face of ever-advancing technology in an increasingly fast-paced and technologically-dependent society? Technology now incorporates narrative into interactive environments in various ways often immersing the user in ever more realistic experiential scenarios. Yet, is something potentially lost with these advancements that can only be afforded through the time-tested method of old-fashioned reading? What makes reading so compelling a medium/activity for personal development? Does experience in these interactive environments offer the same transformative intrinsic experience afforded through the tranquil receptive processing, reflective elaboration and insight offered through the reading of books? This thesis seeks to explore these questions by looking at three major factors that must be considered in furthering our understanding of the potentials and limitations of interactive narrative technologies as they compare to narrative delivered via the established medium of books: 1) theories of self, identity/character, cognitive development and behavior (specifically as these relate to traditional text-based narrative), 2) theory and research associated with narrative transportation and transformation, and 3) current and future efforts to adapt narrative to the medium of interactive technology.
Show less - Date Issued
- 2010
- Identifier
- CFE0003037, ucf:48360
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003037
- Title
- THE ACQUISITION OF LEXICAL KNOWLEDGE FROM THE WEB FOR ASPECTS OF SEMANTIC INTERPRETATION.
- Creator
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Schwartz, Hansen, Gomez, Fernando, University of Central Florida
- Abstract / Description
-
This work investigates the effective acquisition of lexical knowledge from the Web to perform semantic interpretation. The Web provides an unprecedented amount of natural language from which to gain knowledge useful for semantic interpretation. The knowledge acquired is described as common sense knowledge, information one uses in his or her daily life to understand language and perception. Novel approaches are presented for both the acquisition of this knowledge and use of the knowledge in...
Show moreThis work investigates the effective acquisition of lexical knowledge from the Web to perform semantic interpretation. The Web provides an unprecedented amount of natural language from which to gain knowledge useful for semantic interpretation. The knowledge acquired is described as common sense knowledge, information one uses in his or her daily life to understand language and perception. Novel approaches are presented for both the acquisition of this knowledge and use of the knowledge in semantic interpretation algorithms. The goal is to increase accuracy over other automatic semantic interpretation systems, and in turn enable stronger real world applications such as machine translation, advanced Web search, sentiment analysis, and question answering. The major contributions of this dissertation consist of two methods of acquiring lexical knowledge from the Web, namely a database of common sense knowledge and Web selectors. The first method is a framework for acquiring a database of concept relationships. To acquire this knowledge, relationships between nouns are found on the Web and analyzed over WordNet using information-theory, producing information about concepts rather than ambiguous words. For the second contribution, words called Web selectors are retrieved which take the place of an instance of a target word in its local context. The selectors serve for the system to learn the types of concepts that the sense of a target word should be similar. Web selectors are acquired dynamically as part of a semantic interpretation algorithm, while the relationships in the database are useful to stand-alone programs. A final contribution of this dissertation concerns a novel semantic similarity measure and an evaluation of similarity and relatedness measures on tasks of concept similarity. Such tasks are useful when applying acquired knowledge to semantic interpretation. Applications to word sense disambiguation, an aspect of semantic interpretation, are used to evaluate the contributions. Disambiguation systems which utilize semantically annotated training data are considered supervised. The algorithms of this dissertation are considered minimally-supervised; they do not require training data created by humans, though they may use human-created data sources. In the case of evaluating a database of common sense knowledge, integrating the knowledge into an existing minimally-supervised disambiguation system significantly improved results -- a 20.5\% error reduction. Similarly, the Web selectors disambiguation system, which acquires knowledge directly as part of the algorithm, achieved results comparable with top minimally-supervised systems, an F-score of 80.2\% on a standard noun disambiguation task. This work enables the study of many subsequent related tasks for improving semantic interpretation and its application to real-world technologies. Other aspects of semantic interpretation, such as semantic role labeling could utilize the same methods presented here for word sense disambiguation. As the Web continues to grow, the capabilities of the systems in this dissertation are expected to increase. Although the Web selectors system achieves great results, a study in this dissertation shows likely improvements from acquiring more data. Furthermore, the methods for acquiring a database of common sense knowledge could be applied in a more exhaustive fashion for other types of common sense knowledge. Finally, perhaps the greatest benefits from this work will come from the enabling of real world technologies that utilize semantic interpretation.
Show less - Date Issued
- 2011
- Identifier
- CFE0003688, ucf:48805
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003688
- Title
- AN INVESTIGATION OF THE EFFECTS OF USING DIGITAL FLASH CARDS TO INCREASE BIOLOGY VOCABULARY KNOWLEDGE IN HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Grillo, Kelly, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
The field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to...
Show moreThe field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to failure due not to a lack of understanding biology but the vocabulary associated with the content. In an attempt to impact high school students with learning disabilities'success in biology, a vocabulary intervention was investigated. Research suggests as more and more content is compressed into science courses, teachers are looking toward technology to assist with vocabulary mastery. The current research study examined the effects of a digital flash card intervention, Study Stack, versus a paper flash card intervention in biology for students with LD by measuring students'word knowledge and overall biology course achievement. Findings from repeated measures ANOVA showed a statistically significant increase on both the vocabulary assessment as well as the course grades in biology over time. However, the test of between effects considering card type yielded no differential change on vocabulary assessment and course grades in biology. Based on qualitative data, students interviewed liked the tool and found it to be helpful in learning biology terminology.
Show less - Date Issued
- 2011
- Identifier
- CFE0003972, ucf:48662
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003972
- Title
- A Quasi-Experimental Study on the Impact of Explicit Instruction of Science Text Structures on Eighth-Grade English Learners' and Non-English Learners' Content Learning and Reading Comprehension in Three Inclusive Science Classrooms.
- Creator
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Rivera, Jelitza, Zygouris-Coe, Vassiliki, Nutta, Joyce, Witta, Eleanor, Ehren, Barbara, University of Central Florida
- Abstract / Description
-
The focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading...
Show moreThe focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading comprehension, or science content learning, the treatment group increased and maintained their science content learning scores over time, while the scores of the comparison group declined from post-test to delayed post-test. In addition, the researcher sought to determine whether sentence combination scores were a predictor of reading comprehension scores. The results showed that sentence combination scores were good predictors for reading comprehension.
Show less - Date Issued
- 2015
- Identifier
- CFE0005875, ucf:50864
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005875
- Title
- The Impact of Job Experience Training on Executive Functioning Skills for Students with Language Impairments.
- Creator
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Elliott, Christopher, Martin, Suzanne, Boote, David, Hopp, Carolyn, Whiteman, JoAnn, Cerasale, Mark, University of Central Florida
- Abstract / Description
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The collaborative efforts of families, educators, and policy makers have mergedvocational training with special education services for students with disabilities. The Individuals with Disabilities Education Act of 2004 introduced mandates for schools to provide transition services for students with disabilities based on three areas of need: a) education, b) employment,and independent living. This legislation has led to more work-based learning programs that meet the postsecondary needs for...
Show moreThe collaborative efforts of families, educators, and policy makers have mergedvocational training with special education services for students with disabilities. The Individuals with Disabilities Education Act of 2004 introduced mandates for schools to provide transition services for students with disabilities based on three areas of need: a) education, b) employment,and independent living. This legislation has led to more work-based learning programs that meet the postsecondary needs for students with disabilities. Despite this increase in work-based learning programs many students with disabilities are still unable to make successful transitions into postsecondary outcomes. Using a mixed method design, this study examined the impact of a Job Experience Training (JET) program on the executive functioning skills of seven young men (15 to 18 years of age) over the course of seven weeks at an assisted living facility. Resultsof the teacher evaluations showed the students were capable of completing tasks, making individual goals, and increasing executive functioning skills while participating in the JET program. Conversely, the results from the parent and student assessments showed little to no change in executive functioning skills once the participants were outside the context of theassisted living facility. Future research is encouraged to examine a longitudinal study across multiple job sites that evaluates and measures the students' ability to transfer executive functioning skills to other contexts and further investigate mentoring as the core teaching strategy of a JET program.
Show less - Date Issued
- 2014
- Identifier
- CFE0005161, ucf:50714
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005161
- Title
- The Signs We Speak: An exploration of the loss of precision and meaning in language today.
- Creator
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Finney, Emilie, Adams, JoAnne, Kovach, Keith, Price, Mark, Lotz, Theo, University of Central Florida
- Abstract / Description
-
My interest is in the beauty and power of language. I have sought to understand language on a systemic level. I have broken language down to alter signified meaning, exalted extinct words, mourned the loss of formal language, and explored the confines of common vernacular.My artwork addresses meaning within the context of Semiotics and Linguistics. I have investigated the Semiotic theories and philosophies of Roland Barthes, Jacques Ranci(&)#232;re, Pierre Guiraud, and Erving Goffman. As...
Show moreMy interest is in the beauty and power of language. I have sought to understand language on a systemic level. I have broken language down to alter signified meaning, exalted extinct words, mourned the loss of formal language, and explored the confines of common vernacular.My artwork addresses meaning within the context of Semiotics and Linguistics. I have investigated the Semiotic theories and philosophies of Roland Barthes, Jacques Ranci(&)#232;re, Pierre Guiraud, and Erving Goffman. As outlined by Roland Barthes, our language is a semiotic system used to communicate meaning. My work is also informed by the rules of Linguistics and the research of Linguists John McWhorter and Guy Deutcher. In my work I have consistently altered the signifiers within our language (words and letters) to affect meaning. I have also broken linguistic rules of syntax, word order, and word morphology (the arrangement of grammatical units), to obscure meaning. In my thesis work I have narrowed the focus of my artwork to exploring the loss of precision in language in popular culture today.I have witnessed changes in language in our culture: changes in language itself and changes in attitudes toward language. Avenues such as the Internet, social media and texting have altered the language people use and have developed a more superficial type of communication. With a desire for ease of delivery and quickness, people have created and used acronyms and catch phrases to carry content. Thus they have created representations for themselves as well as developed a habit of using minimal content. As a result, people have divorced themselves from responsibility for full absorption and communication of information not only in their personal life, but also in their educational and professional life. My work addresses this lack of understanding and reveals the detriment of growing apathy toward clarity in understanding and conviction. My progression to using sound as a medium was a result of my history and experience with music. Through examining the work of contributing artists in sound art, I found artists Laurie Anderson, Susan Philipsz, and Janet Cardiff among the most relevant to my practice. Musicians such as Philip Glass, John Cage and Trevor Wishart, inspired my creative approach as well as how I think about my work. My exploration of sound is not only relevant to the way I work; it is relevant to the direction of the art world. The medium is growing as more museums, galleries and curators are including sound and new media within their spaces. As I continue to develop my artwork and practice, I look forward to what this medium has to offer.
Show less - Date Issued
- 2014
- Identifier
- CFE0005165, ucf:50669
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005165
- Title
- A Comparison of the Academic Achievement of English Learners and Non-English Learners in Digital and Non-Digital Learning Environments.
- Creator
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Vela, Enrique, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Nutta, Joyce, University of Central Florida
- Abstract / Description
-
The purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from...
Show moreThe purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from the first year of a 1:1 digital pilot implementation in a large urban school district in Florida, the results of this study identified grade levels and school levels where the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 Reading and Mathematics Developmental Scale Scores (DSS) of ELs in digital school settings were significantly higher than in non-digital school settings. In addition, the study yielded some statistically significant differences in the learning gains in DSS of the 2014 FCAT 2.0 Reading and Mathematics of ELs and non-ELs in digital school settings. These findings may be used to inform the planning of technology integration, academic interventions, and teacher preparation that focuses on the academic improvement of ELs.
Show less - Date Issued
- 2016
- Identifier
- CFE0006410, ucf:51455
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006410
- Title
- TryOpenJML - A Verily based web application for learning about the Java Modeling Language.
- Creator
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Deshpande, Tushar, Leavens, Gary, Turgut, Damla, Dechev, Damian, University of Central Florida
- Abstract / Description
-
This thesis has a two-fold purpose. On the one hand, the web applications are an important part of life. On a day to day basis, from managing our heath care choices to banking, to connecting to a friend, almost everything is done through a web application. Development of these applications is also a very trend-driven domain. Numerous web frameworks are available today, but almost none has been created taking reliability into consideration. With the combination of application construction...
Show moreThis thesis has a two-fold purpose. On the one hand, the web applications are an important part of life. On a day to day basis, from managing our heath care choices to banking, to connecting to a friend, almost everything is done through a web application. Development of these applications is also a very trend-driven domain. Numerous web frameworks are available today, but almost none has been created taking reliability into consideration. With the combination of application construction recipes and static analysis, the Verily framework was created to build more reliable web applications.On the other hand, the goal of the Java Modeling Language (JML) has to be conveyed to the world. It is a language that can go hand in hand with existing code, having a wide range of tools that help build practical and effective designs. There are many tools available for JML: jmldoc for web pages, jmlunit for unit tests, jmlc for class files, etc. I will be using the tools for Runtime Assertion Checking (RAC) and Extended Static Checking (ESC). These checks warn about the possible runtime exceptions and assertion violations. The benefits of JML assert statements over Java assertions are that they support all JML features.The question that I am concerned with, in this thesis, is how the Verily Framework can contribute to the domain of web application development. Keeping this question in mind, my objective is to create a tutorial which will aid in learning about JML. The tutorial will let the potential users read and write JML specifications and use JML tools, explain basic JML semantics, and let them know where to go for help if they need more details.
Show less - Date Issued
- 2016
- Identifier
- CFE0006293, ucf:51614
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006293
- Title
- Scene Understanding for Real Time Processing of Queries over Big Data Streaming Video.
- Creator
-
Aved, Alexander, Hua, Kien, Foroosh, Hassan, Zou, Changchun, Ni, Liqiang, University of Central Florida
- Abstract / Description
-
With heightened security concerns across the globe and the increasing need to monitor, preserve and protect infrastructure and public spaces to ensure proper operation, quality assurance and safety, numerous video cameras have been deployed. Accordingly, they also need to be monitored effectively and efficiently. However, relying on human operators to constantly monitor all the video streams is not scalable or cost effective. Humans can become subjective, fatigued, even exhibit bias and it is...
Show moreWith heightened security concerns across the globe and the increasing need to monitor, preserve and protect infrastructure and public spaces to ensure proper operation, quality assurance and safety, numerous video cameras have been deployed. Accordingly, they also need to be monitored effectively and efficiently. However, relying on human operators to constantly monitor all the video streams is not scalable or cost effective. Humans can become subjective, fatigued, even exhibit bias and it is difficult to maintain high levels of vigilance when capturing, searching and recognizing events that occur infrequently or in isolation.These limitations are addressed in the Live Video Database Management System (LVDBMS), a framework for managing and processing live motion imagery data. It enables rapid development of video surveillance software much like traditional database applications are developed today. Such developed video stream processing applications and ad hoc queries are able to "reuse" advanced image processing techniques that have been developed. This results in lower software development and maintenance costs. Furthermore, the LVDBMS can be intensively tested to ensure consistent quality across all associated video database applications. Its intrinsic privacy framework facilitates a formalized approach to the specification and enforcement of verifiable privacy policies. This is an important step towards enabling a general privacy certification for video surveillance systems by leveraging a standardized privacy specification language.With the potential to impact many important fields ranging from security and assembly line monitoring to wildlife studies and the environment, the broader impact of this work is clear. The privacy framework protects the general public from abusive use of surveillance technology; success in addressing the (")trust(") issue will enable many new surveillance-related applications. Although this research focuses on video surveillance, the proposed framework has the potential to support many video-based analytical applications.
Show less - Date Issued
- 2013
- Identifier
- CFE0004648, ucf:49900
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004648
- Title
- Reasoning Tradeoffs in Implicit Invocation and Aspect Oriented Languages.
- Creator
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Sanchez Salazar, Jose, Leavens, Gary, Turgut, Damla, Jha, Sumit, Martin, Heath, University of Central Florida
- Abstract / Description
-
To reason about a program means to state or conclude, by logical means, some properties the program exhibits; like its correctness according to certain expected behavior. The continuous need for more ambitious, more complex, and more dependable software systems demands for better mechanisms to modularize them and reason about their correctness. The reasoning process is affected by the design decisions made by the developer of the program and by the features supported by the programming...
Show moreTo reason about a program means to state or conclude, by logical means, some properties the program exhibits; like its correctness according to certain expected behavior. The continuous need for more ambitious, more complex, and more dependable software systems demands for better mechanisms to modularize them and reason about their correctness. The reasoning process is affected by the design decisions made by the developer of the program and by the features supported by the programming language used. Beyond Object Orientation, Implicit Invocation and Aspect Oriented languages pose very hard reasoning challenges. Important tradeoffs must be considered while reasoning about a program: modular vs. non-modular reasoning, case-by-case analysis vs. abstraction, explicitness vs. implicitness; are some of them. By deciding a series of tradeoffs one can configure a reasoning scenario. For example if one decides for modular reasoning and explicit invocation a well-known object oriented reasoning scenario can be used.This dissertation identifies various important tradeoffs faced when reasoning about implicit invocation and aspect oriented programs, characterize scenarios derived from making choices regarding these tradeoffs, and provides sound proof rules for verification of programs covered by all these scenarios. Guidance for program developers and language designers is also given, so that reasoning about these types of programs becomes more tractable.
Show less - Date Issued
- 2015
- Identifier
- CFE0005706, ucf:50133
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005706
- Title
- The Effect of Feedback Medium on Accuracy with English Articles.
- Creator
-
Giltner, Elizabeth, Nutta, Joyce, Purmensky, Kerry, Clark, M. H., Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
Developing and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES's ability to understand, speak, read, and write English. Although the number of students...
Show moreDeveloping and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES's ability to understand, speak, read, and write English. Although the number of students who have attained those minimum scores is large, there is a large population of adult NNESs enrolled in intensive English programs (IEPs) that are designed to help them improve their proficiency in English and again admission into mainstream university courses. Given that many university instructors require the submission of written work that demonstrates students' understanding of course content, perhaps the most important academic skill developed in IEPs is writing. Furthermore, the lack of attention given to addressing grammatical errors at the tertiary level highlights IEP instructors' need for effective and efficient methods of addressing grammatical errors in NNES writing.The present quantitative study used two experimental designs, a pretest-posttest design and a posttest-only design with proxy pretest (Campbell (&) Stanley, 1963), to investigate the efficacy of two types of indirect corrective feedback (CF) for improving adult, IEP-enrolled, intermediate level NNES writers' (participants) grammatical accuracy in academic papers. Grammatical accuracy for this study was measured by counting the number of errors participants committed when using English definite and indefinite articles in academic papers. The independent variable for this study was the type of CF participants were randomly selected to receive (-) either screencast corrective feedback (SCF) or written corrective feedback (WCF). The dependent variable, which measured the effect of the CF given, was the number of errors participants made with English definite and indefinite articles on three compositions completed to satisfy the requirements of their IEP writing class. The results of the current research demonstrated that participants made similar gains in grammatical accuracy when using CF to revise descriptive compositions. These results are in keeping with the results of previous studies that showed the usefulness of CF for improving grammatical accuracy on revised compositions (Bitchener, 2008, Bitchener (&) Knoch, 2008, 2009a, 2009b, 2010a). However, the improvement observed on the revised descriptive compositions did not transfer to new classification essays, regardless of the type of CF participants received. Participants' lack of grammatical accuracy on new compositions of a different genre effectively illustrated the difficulty English articles pose for NNESs when writing and the need for multiple exposures to CF and writing practice to develop NNESs' ability to consistently use English articles accurately.The main implication of the present study lies in the recommendation of the provision of CF to NNES students and systematic instruction about how to use CF received in order to allow NNESs to become more self-sufficient learners and writers of English.
Show less - Date Issued
- 2016
- Identifier
- CFE0006106, ucf:51187
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006106
- Title
- BRINGING JOHN GREEN TO SCHOOLS: INCORPORATING YOUNG ADULT LITERATURE IN A SECONDARY ENGLISH LANGUAGE ARTS CLASSROOM.
- Creator
-
Adams, Emily, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
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As educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting...
Show moreAs educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting them removed from the classroom and library. I believe that these books need to stay in the schools, though. Through this thesis, I explore the possibility of Young Adult Literature having more of a presence in the secondary English Language Arts classroom in order to increase motivation, engagement, social awareness, and literacy rates. In this research project, only 13% of 11th and 12th grade English Language Arts students reported enjoying the reading they were currently assigned, despite their statement that they enjoy reading, in general. These books do not lead to motivated and engaged readers. By incorporating Young Adult Literature into the standard curriculum of an English Language Arts classroom, teachers can enhance motivation, engagement, and productivity. Students can continue to learn the same literary concepts and techniques, in addition to being exposed to current social problems. When Young Adult Literature is brought into a classroom, an environment is created in which students can learn what they think, why they think it, and how to respect the differing opinions of others.
Show less - Date Issued
- 2014
- Identifier
- CFH0004583, ucf:45169
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004583
- Title
- ADOLESCENT MOTHERS IN AN INTERVENTION STUDY: A QUALITATIVE ANALYSIS OF VARIABLES RELATING TO THEIR TEACHING INTERACTIONS WITH THEIR INFANTS.
- Creator
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Guzman, Janisse, Culp, Anne, University of Central Florida
- Abstract / Description
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The intent of this thesis was to study, in depth, the experiences of four adolescent mothers who underwent a home intervention program. I studied two mothers who did well with teaching their 12-month old children during play, and two mothers who did not do as well. All four mothers received weekly intervention from the time of their child's birth through 12-months of age. I studied the following variables: 1) how much time the home visitors spent on selected child development and parenting...
Show moreThe intent of this thesis was to study, in depth, the experiences of four adolescent mothers who underwent a home intervention program. I studied two mothers who did well with teaching their 12-month old children during play, and two mothers who did not do as well. All four mothers received weekly intervention from the time of their child's birth through 12-months of age. I studied the following variables: 1) how much time the home visitors spent on selected child development and parenting topics; 2) the mother's perceived social support; 3) how many community resources the mother used; and 4) if the infant was healthy and within normal developmental range. All of the mothers struggled in their lives, yet varied in the quality and time of most of the variables. It was striking how different each one was from the other. The implications of the study are important for child development specialists who can use the qualitative data within this document to better understand first time adolescent mothers in order to improve the outcomes of the home visitation services that they provide to mothers and infants. After spending time studying these four adolescent mothers, I would recommend that adolescent women not get pregnant. Adolescence is a time that is meant for experiences and self-discovery and should be spent free from a dependent child who critically needs them. Future research and funding should be spent on preventing adolescent pregnancy and ensuring that flexible curriculum be utilized by the home visitors in order to meet the varying needs of adolescent mothers.
Show less - Date Issued
- 2012
- Identifier
- CFH0004251, ucf:44934
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004251
- Title
- Touching the Unreal: The Definition, Narrative Strategies, and Aesthetics of 3D Cartoon Narratives.
- Creator
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Snow, Nathan, Mauer, Barry, Applen, JD, Grajeda, Anthony, Larsen, Darl, University of Central Florida
- Abstract / Description
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(")Touching the Unreal(") follows the structure set out by Scott McCloudin Understanding Comics to argue that understanding cartoons is serious business and requires that we define the art form, outline its basic tenets, and theorize how the mind understands it. The dissertation argues for a new definition of 3D computer generated cartoons, beginning with the most basic definition applicable to all forms of animation and taking into account new technological developments before arriving at...
Show more(")Touching the Unreal(") follows the structure set out by Scott McCloudin Understanding Comics to argue that understanding cartoons is serious business and requires that we define the art form, outline its basic tenets, and theorize how the mind understands it. The dissertation argues for a new definition of 3D computer generated cartoons, beginning with the most basic definition applicable to all forms of animation and taking into account new technological developments before arriving at the 3D cartoon narratives of today. The dissertation outlines the basic facets of 3D cartoon narratives in terms of narrative and aesthetics, arguing that, in spite of the technological changes required to produce the art form, narrative strategies have not changed significantly from 2D to 3D cartoon narratives. Rather, the 3D cartoon narrative aesthetic is focused primarily on synthetic, sculptural materiality to create a tactile, haptic viewing experience unavailable in any other form of animation. The dissertation advances theories of how the mind understands 3D cartoon narratives, starting with how these films guide the spectator to pre-determined conclusions based on character identification, flow theory, and mirror-neuron cognition. As a result of their narrative, aesthetics, and reception, these films constitute a new form of posthumanism and operate as a node in the modern viewer's web of distributed cognition, enchanting viewers through the ability to touch the unreal, synthetic images common to the modern world. (")Touching the Unreal(") contributes to the media field by providing a definition for 3D computer animation in all of its facets as genre, narrative, aesthetics, and ideology.
Show less - Date Issued
- 2018
- Identifier
- CFE0007101, ucf:51962
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007101
- Title
- Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses.
- Creator
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Monroe, Laura, Nutta, Joyce, Jahani, Shiva, Mihai, Florin, Bowdon, Melody, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2018
- Identifier
- CFE0007057, ucf:51972
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007057
- Title
- A hermeneutic study of secondary English Language Arts teacher candidates' writing instruction experiences in ESOL methods courses.
- Creator
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Bello, Paula, Olan, Elsie, Nutta, Joyce, Hopp, Carolyn, Mihai, Florin, University of Central Florida
- Abstract / Description
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The purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending English for Speakers of Other Languages (ESOL) methods courses. The study included a purposeful convenience sample of 15 (fifteen) secondary ELA teacher candidates' (TC) attending 4 (four) different sections in 2 (two) ESOL methods courses. TCs were invited to participate in inquiry driven activities...
Show moreThe purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending English for Speakers of Other Languages (ESOL) methods courses. The study included a purposeful convenience sample of 15 (fifteen) secondary ELA teacher candidates' (TC) attending 4 (four) different sections in 2 (two) ESOL methods courses. TCs were invited to participate in inquiry driven activities including written reflections in response to a literacy questionnaire, oral interviews responding to open-ended questions and focus/work groups' discussions, which allowed them to reflect about their past and present literacy and learning experiences and become reflexive about the application of knowledge and practices in their future classrooms. The phenomenological hermeneutic qualitative design granted the researcher insight into participants' literacy and learning experiences as lived in relationship with their contexts, in a specific place and time.Colaizzi's (1978) seven-stages data analysis procedure, enabled the analysis and thorough description of TCs' experiences with writing instruction along their schooling and teacher education career. The following thematic categorization of participants' experiences was outlined: a)- TCs' experiences with instruction received and knowledge developed in teacher education programs, b)- TCs' recognition of good and bad practices in educational settings, including planning accommodations in general education classrooms, c)- TCs' experiences with ELs in authentic settings, d)- TCs' awareness process of ELs in schools, and e)- TCs' experiences with and about writing instruction to teach ELs.Further in depth data analysis guided the researcher into the interpretation of the fundamental structure of the phenomenon of teacher education experiences with writing instruction. TCs' experiences, drawn from different learning settings (including methods and content courses and field practicum), were articulated thanks to their participation in inquiry based learning activities. This breath of experiences specifically informed TCs' writing instruction experiences while attending ESOL methods courses. TCs' reflective and reflexive stances position them at the center of the educational phenomenon, in which TCs develop from facilitators of classroom communication to facilitators of learning processes and intercultural mediators.The phenomenon of TCs' lived experiences with writing instruction while attending ESOL methods courses, and by extension, content area courses and field practicum, needs to be analyzed, described and interpreted in order to develop practices conducive to inform the curricular development of teacher education programs and courses, to better prepare TCs to teach every learner develop knowledge and literacy, paying special attention to ELs'proficiency in English as a second language (ESL).?
Show less - Date Issued
- 2016
- Identifier
- CFE0006681, ucf:51904
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006681
- Title
- Larger-first partial parsing.
- Creator
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Van Delden, Sebastian Alexander, Gomez, Fernando, Engineering and Computer Science
- Abstract / Description
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University of Central Florida College of Engineering Thesis; Larger-first partial parsing is a primarily top-down approach to partial parsing that is opposite to current easy-first, or primarily bottom-up, strategies. A rich partial tree structure is captured by an algorithm that assigns a hierarchy of structural tags to each of the input tokens in a sentence. Part-of-speech tags are first assigned to the words in a sentence by a part-of-speech tagger. A cascade of Deterministic Finite State...
Show moreUniversity of Central Florida College of Engineering Thesis; Larger-first partial parsing is a primarily top-down approach to partial parsing that is opposite to current easy-first, or primarily bottom-up, strategies. A rich partial tree structure is captured by an algorithm that assigns a hierarchy of structural tags to each of the input tokens in a sentence. Part-of-speech tags are first assigned to the words in a sentence by a part-of-speech tagger. A cascade of Deterministic Finite State Automata then uses this part-of-speech information to identify syntactic relations primarily ina descending order of their size. The cascade is divided into four specialized sections: (1) a Comma Network, which identifies syntactic relations associated with commas; (2) a Conjunction Network, which partially disambiguates phrasal conjunctions and fully disambiguates clausal conjunctions; (3) a Clause Network, which identifies non-comma-delimited clauses; and (4) a Phrase Network, which identifies the remaining base phrases in the sentence. Each automaton is capable of adding one ore more levels of structural tags to the to the tokens in a sentence. The larger-first approach is compared against a well-known easy-first approach. The results indicate that this larger-first approach is capable of (1) producing a more detailed partial parse than an easy first approach; (2) providing better containment of attachment ambiguity; (3) handling overlapping syntactic relations; and (4) achieving a higher accuracy than the easy-first approach. The automata of each network were developed by an empirical analysis of several sources and are presented here in details.
Show less - Date Issued
- 2003
- Identifier
- CFR0000760, ucf:52932
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFR0000760
- Title
- SUPPORTING HISPANIC MOTHERS WITH PRESCHOOL CHILDREN WITH SPEECH AND/ OR LANGUAGE DELAYS VIA DIALOGIC READING AND COACHING WITHIN THE HOME.
- Creator
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Dopson, Natalie, Cross, Lee, University of Central Florida
- Abstract / Description
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Young children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading...
Show moreYoung children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading are considered best practices and critical to improving child outcomes (NELP, 2008). In addition, children who have a solid foundation in early literacy skills including vocabulary development in their native language will later transfer to the development of vocabulary in English (Ballantyne et al., 2008). Yet, research on shared book reading practices within the home of Hispanics is minimal (Hammer and Miccio, 2006). It is necessary to expand the literature on how to adapt best practices to meet the needs of Hispanic families who are economically disadvantaged. The purpose of this study was to investigate the impact of parent training and coaching of dialogic reading strategies in Spanish on mothers' implementation of the strategies and total vocabulary expressed by the child during shared book reading within the home environment. In addition, the researcher explored parent receptiveness towards shared book reading strategies. The research design for the study was a single-subject multiple baseline across three mother-child dyad participants. The independent variable was the intervention which consisted of parent training video on dialogic reading, parent handouts, and researcher coaching. The dependent variables were the mother's implementation of dialogic reading strategies and the children's total expressed words during shared book reading. The mother-child dyads, originally from Mexico, lived in settled migrant community in central Florida. The three children regularly attended a local federally funded preschool and received services for speech and/or language. The results indicated that the mothers' implementation of dialogic reading increased after training and coaching and the children's expressed total vocabulary words also increased. Dyad's interests in the selected books, mother responsiveness during shared book reading, and duration of shared book reading may have impacted some of the variability in the results. Furthermore, mothers were unaware of the dialogic reading strategies prior to the intervention and reported positive feedback and a desire to learn more ways to help their children at home. Implications for research and practice include the need for parent education to support caretakers of young children with speech and/or language delays, involvement of parents in the intervention planning process including coaching options, adaptation of intervention to expand upon parent's funds of knowledge, complexity of code-switching and language differences, and greater collaboration between school and home.
Show less - Date Issued
- 2011
- Identifier
- CFE0003961, ucf:48713
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003961
