Current Search: practice (x)
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Title
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Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.
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Creator
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Mayes, Zerek, Martin, Suzanne, Boote, David, Butler, S. Kent, Berrio, Gabriel, University of Central Florida
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Abstract / Description
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This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.
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Date Issued
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2019
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Identifier
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CFE0007682, ucf:52510
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007682
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Title
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KNOWLEDGE MANAGEMENT DETERMINANTS OF CONTINUANCE BEHAVIOR: EVALUATING THE AIR FORCE KNOWLEDGE NOW KNOWLEDGE MANAGEMENT SYSTEM.
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Creator
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Tucker, Eric, Kotnour, Timothy, University of Central Florida
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Abstract / Description
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Knowledge management (KM) encompasses the set of capabilities, processes, tools, and techniques for the most effective use of knowledge by an organization. The goal of KM is to improve the organizationÃÂ's ability to create, transfer, retain, and apply knowledge. Knowledge management is a goal that many organizations seek to achieve. Organizations apply their strategies, plans, and implementation to achieve KM. Organizations use technology to implement their KM strategy...
Show moreKnowledge management (KM) encompasses the set of capabilities, processes, tools, and techniques for the most effective use of knowledge by an organization. The goal of KM is to improve the organizationÃÂ's ability to create, transfer, retain, and apply knowledge. Knowledge management is a goal that many organizations seek to achieve. Organizations apply their strategies, plans, and implementation to achieve KM. Organizations use technology to implement their KM strategy. For some, this approach has worked well; however, for others, the results have fallen short. KM shortcomings revolve around employeesÃÂ' infrequent use of the technology. This research seeks to understand what influences a userÃÂ's behavior to use a KM system and why a user becomes a routine user. This research provides a model of KM continuance behavior and post-acceptance usage behavior. Post-acceptance usage behavior is how an individual decides to use a system after its initial acceptance. The KM continuance model incorporates technology, community, individual, and organizational elements that influence a userÃÂ's intentions and actual use of a KM system. The specific context of this research is a KM system known as the Air Force Knowledge Now (AFKN) system. AFKN emphasizes KM through expertise-sharing activities in Communities of Practice (CoPs). The AFKN KM system facilitates and enhances the relationships in the community. The data for this study were obtained by using an online questionnaire. The results are analyzed using Partial Least Squares structural equation modeling with a two-step data analysis approach. The first step assessed the properties of the measurement model. The second step assessed the path model. Path coefficients and t-values are generated to evaluate the 14 proposed hypotheses. The results of the investigation show that community and technology KM both positively influence a userÃÂ's evaluation of the KM environment. The results produced a coefficient of determination of 60% for KM continued-use intention and 31% for KM continued-use behavior. The outcome of this research is a model that allows organizations to tailor their KM systems efforts to the organizational environment in order to maximize their resources. This investigation serves as a foundation for further research and development in areas of KM, KM systems, and post-acceptance usage.
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Date Issued
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2010
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Identifier
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CFE0003328, ucf:48484
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003328
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Title
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EXAMINING THE GENERAL QUALITY OF EARLY CHILDHOOD EDUCATION AND STRUCTURAL VARIABLES IN SUPPORT OF EARLY CHILDHOOD INCLUSION IN BEIJING, CHINA.
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Creator
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Hu, Bi Ying, Cross, Lee, University of Central Florida
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Abstract / Description
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The primary purpose of this study was to (a) explore the global quality of early childhood programs within the Chinese socio-cultural context, and (b) examine the effects of teachers' years of experience, degree, major, and class size on teachers' perceptions of developmentally appropriate practices, inclusion, and training needs in order to provide services for children with disabilities in regular classrooms. The researcher completed observations in 40 early childhood classrooms...
Show moreThe primary purpose of this study was to (a) explore the global quality of early childhood programs within the Chinese socio-cultural context, and (b) examine the effects of teachers' years of experience, degree, major, and class size on teachers' perceptions of developmentally appropriate practices, inclusion, and training needs in order to provide services for children with disabilities in regular classrooms. The researcher completed observations in 40 early childhood classrooms using the Early Childhood Environment Rating Scale- Revised (ECERS-R). Results from classroom observations revealed that the global quality of the early childhood learning environment was between minimum and good. Areas that were in need of improvement included materials, time for free play, and provisions for children with disabilities. In addition, 276 teachers from 12 inclusion pilot kindergartens in Beijing completed 3 surveys. Teachers' responses to the developmentally appropriate practices survey revealed a gap between teachers' self-reported developmentally appropriate beliefs and activities. Further, MANOVA results indicated that both class size and years of teaching experience contributed to the differences between teachers. In surveying teachers' inclusion perceptions, MANOVA results suggested that only class size contributed to the differences between teachers. A discriminant function analysis was performed as a follow-up procedure to determine which of the independent variables contributed most to group differences. Moreover, the researcher found that no variables made a difference to teachers' perceived training needs for inclusion. Implications of current study findings for teacher preparation, future research, and policy formation will be discussed.
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Date Issued
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2009
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Identifier
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CFE0002699, ucf:48216
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0002699
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Title
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A COMPARISON OF ROUTES TO CERTIFICATION:INSTRUCTIONAL DECISIONS AND TEACHER PREPARATION.
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Creator
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Trogan, Amy, Hahs-Vaughn, Debbie, University of Central Florida
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Abstract / Description
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This research study examined whether there is a relationship between teacher preparation and instructional practice. The dataset for this study was the1999-2000 Schools and Staffing Survey (SASS). Specifically, variables created in SASS from the information provided by the Public School Teacher Questionnaire were utilized. The teacher population sample for this research study was derived from these data and then separated into two groups (alternatively and traditionally-certified teachers)...
Show moreThis research study examined whether there is a relationship between teacher preparation and instructional practice. The dataset for this study was the1999-2000 Schools and Staffing Survey (SASS). Specifically, variables created in SASS from the information provided by the Public School Teacher Questionnaire were utilized. The teacher population sample for this research study was derived from these data and then separated into two groups (alternatively and traditionally-certified teachers) based on certification variables within the dataset. The study conducted was a correlational study with instructional practices variables extracted from the dataset. Using Chi Square Goodness of Fit statistical tests, the data were analyzed to determine if teacher preparation influences instructional practice. Therefore, the research questions for this research study were: 1. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and the extent to which they use state or district standards to guide instructional practice in their main teaching assignment? 2. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and whether they use groupings of students in their classroom to teach students who learn at different rates? 3. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and the extent to which they use the information from state or local achievement tests to group students into different instructional groups by achievement or ability? 4. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and the extent to which they use the information from state or local achievement tests to assess areas where they need to strengthen their content knowledge or teaching practice? 5. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and the extent to which they use the information from state or local achievement tests to adjust their curriculum in areas where their students encountered problems? Overall, while there were statistically significant relationships between certification type and various instructional practices, the effect sizes were very small (ranging from -.005 to .036). This suggests that the statistical significance may be an artifact of the large sample size and that there may be little practical significance. Therefore, a relationship was not found between the type of teacher preparation program and instructional practice.
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Date Issued
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2011
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Identifier
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CFE0003750, ucf:48763
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003750
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Title
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ADVANCED PRACTICE NURSING IN THE FAITH COMMUNITY SETTING: A CASE STUDY.
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Creator
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Lindsey, Chianta, Chase, Susan, University of Central Florida
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Abstract / Description
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The purpose of this case study is to demonstrate the effectiveness of an Advanced Practice Nurse in providing spiritual and nursing care within a faith community setting. The study will describe the process of developing a Parish Nurse program using a Nurse Practitioner to offer wholistic health care to parishioners. It will also illustrate the collaborative process of developing a free health center within a faith based organization, using the Nurse Practitioner to manage the health center...
Show moreThe purpose of this case study is to demonstrate the effectiveness of an Advanced Practice Nurse in providing spiritual and nursing care within a faith community setting. The study will describe the process of developing a Parish Nurse program using a Nurse Practitioner to offer wholistic health care to parishioners. It will also illustrate the collaborative process of developing a free health center within a faith based organization, using the Nurse Practitioner to manage the health center and deliver health care services. In order to demonstrate the need for parish nurse care, the case study used an anonymous survey to provide insight into the health status of the congregation, as well as to determine perceived needs of parishioners. Excerpts from the researcherÃÂ's journal and audio-taped interviews of parishioners and key leaders within the community was used to express congregantsÃÂ' experiences of receiving parish nurse care, and to convey the need for a free community health center in the target population. A utilization review was conducted to demonstrate the profile of the patients who have accessed the services of the health center. The findings revealed three commons themes of parish nurse care; presence, spiritual support, and health care liaison. The study also revealed parishioners had an expedited referral process and improved patient provider relationships. Additional findings determined that the free health center was able to be operated by many of the members of the faith based organization, and was effective in managing chronic conditions such as hypertension and diabetes. Advanced Practice Nurses who are Parish Nurses have an opportunity to practice in a more wholistic manner, and offer advanced level care to parishioners and the community at large to improve health outcomes.
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Date Issued
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2010
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Identifier
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CFE0003308, ucf:48510
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003308
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Title
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Understanding the Role of Resources in Writing Center Tutoring Sessions.
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Creator
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Lambert, Megan, Hall, Mark, Vie, Stephanie, Roozen, Kevin, University of Central Florida
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Abstract / Description
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This research examines the use of writing resources in tutoring sessions, which is considered one of the valued tutoring practices at the University Writing Center (UWC) at the University of Central Florida (UCF). This research explains the methodology and presents the findings of a study that serves as a partial answer to the call for more evidence-based research in the field of writing center studies. There is scholarship that explains the importance of using resources to facilitate...
Show moreThis research examines the use of writing resources in tutoring sessions, which is considered one of the valued tutoring practices at the University Writing Center (UWC) at the University of Central Florida (UCF). This research explains the methodology and presents the findings of a study that serves as a partial answer to the call for more evidence-based research in the field of writing center studies. There is scholarship that explains the importance of using resources to facilitate learning, but there is a lack of empirical research that explores the patterns and variations in the resources that writing tutors use, the ways they are implemented in tutoring sessions, and the effects of the moves tutors and writers make involving resources.To address this gap in the research, the researcher developed a study of tutoring sessions in the UCF UWC to explore the role of writing resources as they are used to mediate activity in tutoring sessions. This research investigates the relationship between the use of resources by the tutor and/or the writer and the impact this has on the facilitation of the writer's learning during the consultation. To gain insight into these areas of interest, tutoring sessions were video recorded and follow-up interviews were conducted with the participants to gain insight into the choices made involving resources and the resultant consequences. This research demonstrates the potential of writing resources to contribute to the collaborative knowledge development processes that happen in tutoring sessions to address writing concerns. This study also provides insight into the control that tutors have over the distribution of knowledge in the way that they implement resources into the tutoring session. What we can learn from these findings is a step toward developing a more evidence-based practice in the writing center.
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Date Issued
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2015
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Identifier
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CFE0005644, ucf:50176
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005644
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Title
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An analysis of the difference between assessed instructional practices, value-added measures, and learning gains of secondary reading teachers.
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Creator
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Fritz, Ronald, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Kennedy, Mary, University of Central Florida
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Abstract / Description
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The purpose of this study was to analyze the relationship that exists among instructional practice scores, value-added measures, and learning gains for the Large Urban School District (LUSD) among reading teachers in Grades 6-12 for the 2012-2013 school year. In addition, this study was also conducted to address the perceptions of secondary school principals and assistant principals regarding the relationship of the three variables and their relevance in making personnel decisions....
Show moreThe purpose of this study was to analyze the relationship that exists among instructional practice scores, value-added measures, and learning gains for the Large Urban School District (LUSD) among reading teachers in Grades 6-12 for the 2012-2013 school year. In addition, this study was also conducted to address the perceptions of secondary school principals and assistant principals regarding the relationship of the three variables and their relevance in making personnel decisions. Quantitative data were obtained from school district databases for observation scores, value-added measures, and standardized assessment achievement data to determine the relationship among the variables. In addition, a perception survey was completed by secondary school principals and assistant principals. With a sample size of 138, the survey yielded a return rate of 84%. The data were analyzed to determine actual relationships among instructional practice scores, value-added measures, and learning gains, as well as how the participants perceived each variable in isolation. The literature review supported the findings regarding the inflation of observation scores by school administrators. The only significant relationship (.48) existed between value-added measures and learning gains. Likewise, school leaders in the LUSD believed that their observations were important in analyzing the needs of their teachers and should be included in summative evaluations. Learning gains were supported by the participants more than instructional practice scores and value-added measures as evidence of effective instruction. The literature review revealed past program evaluation studies regarding the Florida Comprehensive Achievement Test (FCAT) as a valid measure for assessing grade level benchmarks. The information in this study is valuable and suggests that continued professional learning for school leaders regarding classroom observations to improve inter-rater reliability is needed. Likewise, school leaders would benefit from understanding the relationships that exist among instructional practice scores, value-added measures, and learning gains to drive conversations with teachers regarding rigorous instruction.
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Date Issued
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2014
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Identifier
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CFE0005494, ucf:50362
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005494
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Title
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Seeing a Whole Life: Genre and Identity in Occupational Therapy.
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Creator
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Johnson, Stefanie, Wardle, Elizabeth, Hall, Mark, Roozen, Kevin, University of Central Florida
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Abstract / Description
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A significant body of writing and rhetoric research focuses on the literate practices that reflect or construct the professional self, particularly in disciplines that rely heavily on the use of forms to categorize or identify customers, clients, or patients. Many of these studies examine the influence of discipline-specific genres on the creation of a professional self for healthcare practitioners. Occupational therapy, a nearly 100-year-old yet little understood profession, is significantly...
Show moreA significant body of writing and rhetoric research focuses on the literate practices that reflect or construct the professional self, particularly in disciplines that rely heavily on the use of forms to categorize or identify customers, clients, or patients. Many of these studies examine the influence of discipline-specific genres on the creation of a professional self for healthcare practitioners. Occupational therapy, a nearly 100-year-old yet little understood profession, is significantly different from many other healthcare disciplines, in part, because the genres used by occupational therapists reflect the profession's careful attention to the whole life of a patient. These genres are built around an understanding of a patient's occupation as the object of the profession's activity system. (")Occupation(") (commonly defined too narrowly by those outside of the profession as (")work(")), is, quite simply, anything that meaningfully and purposefully occupies a person's time. This broadly defined object invites an expansive professional vision that includes the patient's life and history outside of a diagnosis. This study presents the narratives of four occupational therapists and the literate activities that inform their practice. Their voices, as excerpted in this case study, join a strong, ongoing conversation in writing and rhetoric studies about the relationship between genre and identity. Using the lens of activity theory, this is one account of a healthcare profession that pays unusual attention to patients' whole lives through genres that mediate shared agency between the caregiver and patient. It is also, however, the story of the ways in which this identity, as a uniquely occupation-based discipline, becomes obscured as therapists translate their work to genres created and controlled by other, more powerful activity systems.
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Date Issued
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2015
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Identifier
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CFE0005813, ucf:50036
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005813
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Title
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An Examination of Administrators' Knowledge of the Standards for Mathematical Practice - A Think Aloud.
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Creator
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Glenn-White, Vernita, Dixon, Juli, Ortiz, Enrique, Haciomeroglu, Erhan, Boote, David, Taylor, Rosemarye, University of Central Florida
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Abstract / Description
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Administrators who observe mathematics teachers need to have knowledge and an understanding of mathematics teaching and learning to effectively evaluate teachers and how their instructional practices relate to student thinking. This research study was conducted to illustrate the importance of understanding the thought process of administrators as they make decisions about teacher effectiveness based on what they notice during observations of mathematics classrooms.The purpose of this study...
Show moreAdministrators who observe mathematics teachers need to have knowledge and an understanding of mathematics teaching and learning to effectively evaluate teachers and how their instructional practices relate to student thinking. This research study was conducted to illustrate the importance of understanding the thought process of administrators as they make decisions about teacher effectiveness based on what they notice during observations of mathematics classrooms.The purpose of this study was to examine what administrators attend to in the instructional environment and how what they notice influences their ability to identify the Common Core State Standards, Standards for Mathematical Practice. A purposive sample of six administrators engaged in cognitive interviews, known as think alouds, while observing two mathematics classroom videos. This study was designed to explore how administrators' instructional leadership knowledge or skills influence what they notice during mathematics instruction.There was evidence that administrators did notice aspects of the instructional environment pertaining to teachers, students, and, content. However, in this study it was found that administrators with an understanding of mathematics teaching and learning attended more to student's mathematical thinking during instruction. It was also found that there was an increase of the administrators' mathematical language and attention to student interactions with mathematics content when the administrators were presented with a tool describing the elements of a classroom engaged in the Standards for Mathematical Practice.
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Date Issued
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2015
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Identifier
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CFE0005797, ucf:50034
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005797
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Title
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Examining Preservice Teachers' Performances and Pedagogies of Practice in an Urban Classroom Through the Use of a Simulated Learning Environment.
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Creator
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Jennings, Kelly, Szente, Judit, Hopp, Carolyn, Englehart, Deirdre, Dieker, Lisa, Hartle, Lynn, University of Central Florida
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Abstract / Description
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The failure to staff the nation's classrooms with highly qualified teachers, especially those in disadvantaged schools, is a problem in American education. Novice teachers who begin teaching in urban, low-income, diverse schools leave the field of education at alarmingly high rates. Schools are not being provided with the teachers they deserve; new teachers are especially ill-prepared to meet the needs of students in high-need urban settings. In return, these low-income schools are not...
Show moreThe failure to staff the nation's classrooms with highly qualified teachers, especially those in disadvantaged schools, is a problem in American education. Novice teachers who begin teaching in urban, low-income, diverse schools leave the field of education at alarmingly high rates. Schools are not being provided with the teachers they deserve; new teachers are especially ill-prepared to meet the needs of students in high-need urban settings. In return, these low-income schools are not retaining sufficient numbers of the teachers they do recruit. A teacher's performance has a tremendous impact on a child's learning and academic journey. Teacher preparation programs need to increase effectiveness by preparing teachers who perform at a proficient level or higher from the first day they step foot in the classroom. Preservice teachers must have an understanding of how to teach effectively through the use of pedagogical knowledge and culture. Universities can assist prospective teachers to simultaneously learn content and pedagogy through training. The revolving door of teachers leaving impoverished communities must stop. Students are not in warrant of substitute teachers, unqualified or uncertified novice teachers year after year. Teacher preparation programs have a vital role in shaping initial levels of teacher commitment. One way to build this bridge between preparation of teachers for urban or diverse settings is to consider new options for teacher preparation. While teacher preparation programs can offer theories and pedagogies of practice, the use of a virtual reality (VR) environment permits teacher preparation to provide preservice teachers with varied experiences in order to prepare them for a high-need urban setting. This fully immersive environment could allow preservice teachers to create an environment that best supports the needs of their learners, strengthening knowledge gained in coursework to examination in the field. A traditional teacher preparation program cannot offer this understanding of pedagogy in a consistent and constant format. It is the obligation of schools and colleges of education to improve teacher education programs. Universities need to prepare culturally responsive educators who can effectively perform in the urban classroom. The purpose of this study was to examine the impact a simulated learning environment had on preservice teachers' classroom performances as measured by onsite and virtual observations. Pedagogies of practice are described through categories of personal connections, life experiences, engagement and assessment of prior knowledge as demonstrated in reflective writing of preservice teachers who participated in a simulated learning environment versus those who did not. The researcher proposed the use of a VR to provide an expanded view to preservice teacher preparation within a simulated classroom. It was hypothesized this scaffolding of learning beyond typical textbook learning would deepen the knowledge of the preservice teacher, leading to effective performance within a high-need urban setting. A mixed-methods approach of the embedded experimental design was used for collection of both qualitative and quantitative data. The Chi-square Test of Independence, supported by Fisher's Exact Test and Cramer's V used to analyze data measured on a nominal scale for the experimental group and control groups. Data analysis showed a significant difference in teacher indicators in three of the four observations. Specifically the preservice teachers (experimental group) who participated in the simulated learning environment related and integrated the subject matter with other disciplines and life experiences and reviewed previous class material before instruction more often than the control group. Key words in context (KWIC), word count and content analysis were used to identify themes through language as demonstrated in the reflective writing. Underlying patterns were used to form relationships between performance in the urban classroom after participation in a simulated learning environment, followed by reflective writing in the categories of personal connections, life experiences, engagement and assessment of prior knowledge. The preservice teachers in both the experimental and control groups exhibited many of the teacher behaviors needed in a high-need urban setting through their reflective writing. However, the intervention of TeachLivE(TM) continued to be an outlier, which not only strengthened the preservice teachers' reflections but performance in the classroom. The simulated learning environment offered the preservice teachers in the experimental group a medium to learn through doing. Exposure to the tools and methods in TeachLivE(TM), followed by reflective writing, provided opportunities to improve pedagogies of practice, impacting preservice teacher's performances in the urban setting. Future research recommendations based on continued observations to gather further data of the study, improvement of performance over time, and an expanded observational group are presented. Academic achievement of the students in the participant's classrooms who took part in TeachLivE(TM) in order to analyze whether the variable of TeachLivE(TM) impacted preservice teacher performance in the urban classroom could be measured. Finally, faculty mentors at the university could design professional development opportunities for novice teachers in TeachLivE(TM), assisting in coaching and self-reflection of lessons taught, working towards understanding of content and pedagogy. Reflection afterward would be collaborative between novice teachers and faculty mentors based on observations. Scaffolding novice teachers learning while in a simulated environment can be motivating and effective in learning gains.
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Date Issued
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2014
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Identifier
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CFE0005187, ucf:50617
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005187
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Title
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STRESS AND PERFORMANCE IN UNCERTAINTY-AVOIDING INDIVIDUALS: AN INTRODUCTORY LITERATURE REVIEW.
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Creator
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Stowers, Kimberly, Salas, Eduardo, University of Central Florida
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Abstract / Description
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Uncertainty avoidance as a cultural construct has been known to affect worker stress and performance in organizations, but a review of these findings has not been done up until this point. In effort to clarify the relationship between uncertainty avoidance and stress and performance, a comprehensive literature search was performed. Findings from articles on this topic have been presented. In addition, organizational practices for accommodating uncertainty avoidance and other cultural...
Show moreUncertainty avoidance as a cultural construct has been known to affect worker stress and performance in organizations, but a review of these findings has not been done up until this point. In effort to clarify the relationship between uncertainty avoidance and stress and performance, a comprehensive literature search was performed. Findings from articles on this topic have been presented. In addition, organizational practices for accommodating uncertainty avoidance and other cultural dimensions have been explored. This review shows that uncertainty avoidance appears to be linked to higher stress, while its relationship to performance appears to depend on other factors. Best practices for accommodating uncertainty avoidance tend to include enhanced communication and structure. Ideas for future research on this topic are discussed.
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Date Issued
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2013
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Identifier
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CFH0004450, ucf:45125
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004450
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Title
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Tracing Literacy Practices of Multilingual Writing Tutors.
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Creator
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Nieves, Somaily, Rounsaville, Angela, Hall, Mark, Pinkert, Laurie, University of Central Florida
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Abstract / Description
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Research in writing studies has focused on multilingual writers and the rhetorical affinity they gain from shuttling between multiple languages (Lorimer Leonard, 2014; Guerra, 2004) Writing center studies have focused on multilingual writing tutors and have argued the need to use more tutors who are literate in more than one language because they possess skills that can be useful in writing centers (Lape, 2013; Thonus, 2014). However, not much research has been conducted to better understand...
Show moreResearch in writing studies has focused on multilingual writers and the rhetorical affinity they gain from shuttling between multiple languages (Lorimer Leonard, 2014; Guerra, 2004) Writing center studies have focused on multilingual writing tutors and have argued the need to use more tutors who are literate in more than one language because they possess skills that can be useful in writing centers (Lape, 2013; Thonus, 2014). However, not much research has been conducted to better understand what literacy practices these multilingual writing tutors develop that make them better equipped in writing center tutoring sessions. This thesis focuses on a case study of a multilingual writing tutor and traces her literacy practices through the collection of a literacy history interview, three video-recordings of tutoring sessions, and a stimulated recall interview in which segments from the sessions are the focus of the interview. The thesis employs New Literacy Studies (Barton and Hamilton, 1998; Heath, 2001) and Canagarajah's (2013) translingualism as a lens to identify literacy practices that stem from a multilingual upbringing and the ways they manifest in tutoring sessions. The findings of this study reveal two main literacy practices that are prevalent in the tutor's tutoring strategies, empathy and rhetorical attunement. More importantly, the study reveals the complexities of tracing literacy practices across time. Through data analysis, I claim that the participant's rhetorical attunement may have derived from her multilingual upbringing as many researchers suggest (Lorimer Leonard, 2014; Guerra, 2004). Ultimately, my research also argues that these practices were amplified by other factors in her life that helped foster her rhetorical learning and led to a metacognitive practice. I assert that through her exposure to rhetorical education in the tutor training course, the Writing and Rhetoric major, and the continual training and practice of tutoring, her rhetorical affinity is developed into a metacognitive practice in which she thinks critically about the moves she is making in her tutoring session, rather than simply reacting to changes in the session; she thinks of the various effects her decisions may have on the learning occurring in the session. The results of this study demonstrate the complexities of tracing literacy practices over time and argue for a less linear approach to tracing literacy practices. By understanding the ways informal and formal education affect the development of those practices, we can better trace those practices from its origin through its progression in order to understand how those practices are enhanced through various domains. Although this study begins to address the literacy practices that are distinct to multilingual writing tutors, it is limited due to the number of participants that took part in this study. More research needs to be conducted to study the literacy practices of multilingual writing tutors.
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Date Issued
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2017
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Identifier
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CFE0006631, ucf:51285
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006631
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Title
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TOWARD A THEORY OF PRACTICAL DRIFT IN TEAMS.
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Creator
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Bisbey, Tiffany, Salas, Eduardo, University of Central Florida
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Abstract / Description
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Practical drift is defined as the unintentional adaptation of routine behaviors from written procedure. The occurrence of practical drift can result in catastrophic disaster in high-reliability organizations (e.g. the military, emergency medicine, space exploration). Given the lack of empirical research on practical drift, this research sought to develop a better understanding by investigating ways to assess and stop the process in high-reliability organizations. An introductory literature...
Show morePractical drift is defined as the unintentional adaptation of routine behaviors from written procedure. The occurrence of practical drift can result in catastrophic disaster in high-reliability organizations (e.g. the military, emergency medicine, space exploration). Given the lack of empirical research on practical drift, this research sought to develop a better understanding by investigating ways to assess and stop the process in high-reliability organizations. An introductory literature review was conducted to investigate the variables that play a role in the occurrence of practical drift in teams. Research was guided by the input-throughput-output model of team adaptation posed by Burke, Stagl, Salas, Pierce, and Kendall (2006). It demonstrates relationships supported by the results of the literature review and the Burke and colleagues (2006) model denoting potential indicators of practical drift in teams. Research centralized on the core processes and emergent states of the adaptive cycle; namely, shared mental models, team situation awareness, and coordination. The resulting model shows the relationship of procedure—practice coupling demands misfit and maladaptive violations of procedure being mediated by shared mental models, team situation awareness, and coordination. Shared mental models also lead to team situation awareness, and both depict a mutual, positive relationship with coordination. The cycle restarts when an error caused by maladaptive violations of procedure creates a greater misfit between procedural demands and practical demands. This movement toward a theory of practical drift in teams provides a conceptual framework and testable propositions for future research to build from, giving practical avenues to predict and prevent accidents resulting from drift in high-reliability organizations. Suggestions for future research are also discussed, including possible directions to explore. By examining the relationships reflected in the new model, steps can be taken to counteract organizational failures in the process of practical drift in teams.
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Date Issued
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2014
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Identifier
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CFH0004636, ucf:45300
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004636
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Title
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An Examination of Movement between Preschool and Kindergarten Classrooms for Young Children with Developmental Disabilities.
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Creator
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Ezekiel-Wilder, Faith, Dieker, Lisa, Little, Mary, Marino, Matthew, Levin, Judith, University of Central Florida
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Abstract / Description
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The researcher in this investigation describes the similarities and differences of movement in preschool and kindergarten classrooms for young children with developmental delay. Through the use of a mixed method research design, the researcher examined how movement is integrated throughout a school day and integrated into teacher-directed mathematics activities. This study used a multiple case study method that included observations of preschool (n= 3) and kindergarten (n= 3) classrooms to...
Show moreThe researcher in this investigation describes the similarities and differences of movement in preschool and kindergarten classrooms for young children with developmental delay. Through the use of a mixed method research design, the researcher examined how movement is integrated throughout a school day and integrated into teacher-directed mathematics activities. This study used a multiple case study method that included observations of preschool (n= 3) and kindergarten (n= 3) classrooms to determine similarities and differences in movement. In addition, a quantitative measure was embedded within the multiple case study design to compare movement of children with developmental delay. A thematic analysis resulted in themes connected to movement and teachers' perceptions in preschool and kindergarten. Preschool case themes included the use of videos with music for movement, literacy movement, physical transitions, fine motor activities, free play and fine motor manipulatives. Kindergarten case themes included: physical transitions, special areas, fine motor activities, and fine motor workbook activities. The researcher determined that while young children with disabilities in kindergarten classrooms exhibited higher levels of physical activity, as measured by steps taken, than young children with disabilities in preschool classrooms, preschool teachers consistently integrated a variety of movement activities at a higher rate. The results of this study exposed the need for a shared community interest of developing a scaffolding structure between preschool and kindergarten to ensure an effective transition between settings for children with DD.
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Date Issued
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2018
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Identifier
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CFE0007177, ucf:52257
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007177
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Title
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A Case Study Evaluation of Quality Standards and Online Faculty Development.
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Creator
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O'Brien, Erin, Gunter, Glenda, Hartshorne, Richard, Thompson, Kelvin, Vitale, Thomas, Haggerty, Dorothy, University of Central Florida
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Abstract / Description
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This dissertation in practice was designed to provide an evaluation case study of two institutions, one college and one university, in the field of online learning and quality assurance. The writer evaluated these two institutions of higher learning to discover what online teaching criteria are required and what quality assurance processes are being used to assess the quality of the institutions' online courses. An analysis of the data revealed that both institutions were at the appropriate...
Show moreThis dissertation in practice was designed to provide an evaluation case study of two institutions, one college and one university, in the field of online learning and quality assurance. The writer evaluated these two institutions of higher learning to discover what online teaching criteria are required and what quality assurance processes are being used to assess the quality of the institutions' online courses. An analysis of the data revealed that both institutions were at the appropriate stage of development, support, training and quality assurance measures for their sizes, online populations and for the length of time they have been involved in online learning. Findings revealed that both institutions had a quality assurance process in place that is appropriate to their location, population and faculty. There is much to be learned by examining the two different credentialing and quality assurance approaches to online teaching and learning that these two different institutions employ for anyone interested in improving their institutions' processes.
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Date Issued
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2015
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Identifier
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CFE0005855, ucf:50919
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005855
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Title
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A Qualitative Inquiry Investigating the Inclusive Practices of Teachers within Catholic Schools.
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Creator
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Bell, Alicia, Little, Mary, Vitale, Thomas, Gresham, Gina, Flanigan, Jacquelyn, University of Central Florida
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Abstract / Description
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This phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by...
Show moreThis phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by administrators and faculty members provided initial knowledge and perspectives of inclusive practices for instruction of students with disabilities (SWDs) within inclusive settings. Structured interviews and classroom observation were then completed with participants at the school to investigate the inclusive practices used within their classrooms and school for SWDs. All data were collected and analyzed from the observations of students with disabilities and educators in inclusive classrooms at the Elementary School site of this study, along with the data from surveys and interviews with the administrators and key faculty members at the school. The analyses across data sources resulted in five key themes attributed to inclusive practices within the school setting. The five themes that emerged were: (a) Catholic educators' belief to educate all students; (b) support provided of inclusive education; (c) planning for inclusive education; (d) differentiated instruction; and (e) consistency of vision and goals for inclusive education across the grade levels and throughout the school. This study exposed the key factors and practices that educators in a Catholic school attributed to successful inclusive practices for students with moderate to severe disabilities. This research provides initial research and data about inclusive practices in Catholic schools.
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Date Issued
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2017
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Identifier
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CFE0006720, ucf:51895
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006720
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Title
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TEACHING CHARACTERISTICS AND PRACTICES WHICH AFFECT LANGUAGE AND LITERACY DEVELOPMENT FOR STUDENTS WITH COMPLEX COMMUNICATION NEEDS.
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Creator
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King, Laura, Cross, Lee, University of Central Florida
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Abstract / Description
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This study examined teacher characteristics and practices identified as effective through current research for teaching students with complex communication needs. For this population, communication issues are more complex than those typically encountered in other settings. Specifically, the researcher asked: what are the desired characteristics and practices for this population, and are the desired characteristics and practices present in current settings? Working with six teachers in a large...
Show moreThis study examined teacher characteristics and practices identified as effective through current research for teaching students with complex communication needs. For this population, communication issues are more complex than those typically encountered in other settings. Specifically, the researcher asked: what are the desired characteristics and practices for this population, and are the desired characteristics and practices present in current settings? Working with six teachers in a large urban school district, this study utilized a multiple case study design. Criteria for participation included the teacher as the primary reading/language arts instructor for a student who used an augmentative and alternative communication system (AAC). This study builds on prior research and fills a gap in current research through a focus on the teacher. This study was conducted through three phases: a survey of teacher characteristics, observations of teacher practices, and a semi-structured interview. Four instruments were utilized to ensure validity. Results suggest that teachers for this population require knowledge on language and literacy specific to the non-verbal child. AAC training is critical in regard to programming and navigation. The use of other technology supports which offer auditory, visual, and access options are essential. Strong collaborative teams (school and district) are also important. However, one of the most significant findings documents that success may lie with the teacher's 'choice' to embrace challenges with this population. This issue of 'choice' questions the teacher's willingness (personally or professionally) to accept this commitment. This finding also questions the degree to which teachers are willing to pursue opportunities. Recommendations include the need for: training (teachers and paraprofessionals), pursuit of opportunities for supports, addressing parent issues, a district-based liaison between home and school, and to examine issues which prevent the recommended instructional time (90 minutes of reading instruction plus 45 minutes of supplemental instruction). Conclusions indicated that participants ranged from effective to ineffective. The identification of 'highly qualified' teachers through level of education and amount of experience did not correlate with participants' level of effectiveness. Given the limited research available, this study addresses a need in the field and lays the foundation for future research with this population.
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Date Issued
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2006
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Identifier
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CFE0001257, ucf:46921
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001257
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Title
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RELATIONSHIPS AMONG SCHOOL COUNSELOR SELF-EFFICACY, PERCEIVED SCHOOL COUNSELOR ROLE, AND ACTUAL PRACTICE.
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Creator
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Mitcham-Smith, Michelle, Robinson, Edward, University of Central Florida
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Abstract / Description
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ABSTRACT The purpose of this study was to investigate the relationships that exist among school counselor self-efficacy, perceptions of the professional school counselor's role held by counselors, and actual practice. Data were collected from 192 professional school counselors that attended a statewide counselor conference. Professional school counselors responded to two researcher-designed surveys; the first was a 14-item demographic survey; the second, a 20-item by four-question survey for...
Show moreABSTRACT The purpose of this study was to investigate the relationships that exist among school counselor self-efficacy, perceptions of the professional school counselor's role held by counselors, and actual practice. Data were collected from 192 professional school counselors that attended a statewide counselor conference. Professional school counselors responded to two researcher-designed surveys; the first was a 14-item demographic survey; the second, a 20-item by four-question survey for a total of 80 responses. A Multiple Regression Analysis was used to ascertain what relationships existed between school counselor self-efficacy, school counselor perceived role, and actual practice. The questionnaire listed 20 different counselor and non-counselor roles, and four questions were asked of each role, to determine the degree to which school counselors identified with various roles, degree of self-efficacy in performing those roles, and how often they performed specific roles; the actual practice, and the degree to which professional development would enhance their performances in designated roles. Results indicated that there was a positive relationship between school counselors' experiencing higher self-efficacy and the actual practice in their perceived school counselor roles. As self-efficacy increased, their performance in various roles increased as well. Recommendations were made for preparation and practice of school counselors in counselor education programs. Additionally, suggestions were made for increased collaboration between counselor education programs and the school counseling programs in local schools to promote more integration of theory into practice. Furthermore, recommendations were offered for school principals and directors of school counseling programs to better utilize the expertise of professional school counselors in the school system.
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Date Issued
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2005
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Identifier
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CFE0000523, ucf:46464
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000523
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Title
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INSTRUCTIONAL PRACTICES IN ATHLETIC TRAINING EDUCATION PROGRAMS: "WHAT METHODS ARE OF MOST WORTH?".
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Creator
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Cummings, Nancy, Boote, David, University of Central Florida
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Abstract / Description
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This study sought to understand effective and ineffective instructional practices in clinical settings and to identify problem-solving strategies used by students and instructors. Three research questions were addressed: where in the undergraduate athletic training education program do students learn, or fail to learn, particular skills; "what instructional methods are of most worth" in teaching these skills, as perceived by the students; and what are the problem-solving strategies used by...
Show moreThis study sought to understand effective and ineffective instructional practices in clinical settings and to identify problem-solving strategies used by students and instructors. Three research questions were addressed: where in the undergraduate athletic training education program do students learn, or fail to learn, particular skills; "what instructional methods are of most worth" in teaching these skills, as perceived by the students; and what are the problem-solving strategies used by novice, experienced non-expert, and expert athletic trainers when confronted with novel situations. The subjects were nine students ("novices") and ten Approved Clinical Instructors (ACI's) from three programs in the Southeast United States. Five ACI's were categorized as "experienced non-experts" and five as "experts". All subjects were videotaped while performing various tasks. Each subject was required to think-aloud while they performed typical tasks expected of an entry-level certified athletic trainer, as designated by the NATA Education Council. Subjects then performed a stimulated-recall session, with analysis adapted from Ericsson and Simon (1993). The main findings of this study supported the well-respected teaching notion of "first teach them, then show them, then have them do it". Most concepts were first taught via lecture in the classroom; however, participants believed the "method of most worth" to be hands-on strategies displayed in clinical settings and labs. This study confirmed and disconfirmed aspects of prior research on problem solving. Experts: offered the most verbal comments, used their self-talk to stay on task, displayed intimate rapport with the models, and used various problem-solving strategies based upon the task at hand. Experienced non-experts: tended to drift in their verbal comments, felt the need to justify their answers, spoke mostly with verbal commands, and used several problem solving strategies. Novices: provided the fewest verbal comments, apologized throughout their sessions, often found the problem statement to be the problem itself, and used basic problem solving strategies. Demographics revealed that close relationships, balanced with manageable ACI's and clinical sites, created the most successful programs. Based on the findings of this study, future research must focus on how to best design the curriculum to take advantage of these "methods of most worth".
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Date Issued
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2004
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Identifier
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CFE0000269, ucf:46217
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000269
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Title
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THE EFFECT OF JOB STRAIN IN THE HOSPITAL ENVIRONMENT: APPLYING OREM'S THEORY OF SELF CARE.
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Creator
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Andrews, Diane, Wan, Thomas, University of Central Florida
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Abstract / Description
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The purpose of this research was to evaluate the causal relationships between job strain, the practice environment and the use of coping skills in order to assist in the prediction of nurses who are at risk for voluntary turnover. It was conducted at the level of the individual nurse employee in order to better understand the health consequences associated with job strain, the factors in the professional practice environment which may contribute to the propensity to leave and the influence of...
Show moreThe purpose of this research was to evaluate the causal relationships between job strain, the practice environment and the use of coping skills in order to assist in the prediction of nurses who are at risk for voluntary turnover. It was conducted at the level of the individual nurse employee in order to better understand the health consequences associated with job strain, the factors in the professional practice environment which may contribute to the propensity to leave and the influence of coping behaviors in response to workplace stressors. It was undertaken with the intention of identifying intervention strategies which will promote a healthy workforce and the retention of nurses in the workplace. An exploratory cross-sectional survey of 1235 staff nurses employed on the intensive, progressive and general medical-surgical nursing units of seven hospitals associated with a major Central Florida healthcare network tested a client-centered model in an effort to identify nurses vulnerable to the health consequences of job strain using structural equation modeling. Human subject protection was assured. An 82 item questionnaire was used to collect demographic data and measure responses to items associated with the constructs of health status, autonomy, collaboration, decentralization, coping, satisfaction, absenteeism and intent to leave. A variety instruments that were previously demonstrated as valid and reliable were used in the construction of the instrument. Subjects were also given the option of including additional written comments. A total of 325 surveys were returned, of which 308 met inclusion criteria, for a response rate of 25%. Data analysis determined that the measurement of job strain as a function of self-assessed generic health status was predictive of propensity to leave (ã = -.21). The experience of job strain shared a strong association with indicators of mental health status. Job strain was significantly influenced by coping behavior (ã = .56) which targeted activities associated with sustaining and balancing. Anecdotal remarks suggested that the need for balance influenced perceptions regarding stressors in the workplace. The professional practice environment was associated negatively with the propensity to leave (ã = -.58). Those staff nurses who experienced higher levels of autonomy expressed a greater degree of satisfaction and lower intent to leave. The variables of collaboration and decentralization contributed minimally to the construct of professional practice. Anecdotal remarks suggested that the low contribution of collaboration and decentralization contributed to a sense of powerlessness and frustration with work related circumstances. The influence of job strain, coping and the professional practice environment upon staff nurses suggests that health promotion strategies, efforts to enhance coping behavior and promotion of a professional practice environment will increase employee satisfaction and reduce intent to leave. Adoption of policies and procedures which support the health and well-being of individual staff members will benefit employees, strengthen the organizations in which they practice and promote the overall retention of nurses in the face of looming nurse shortages.
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Date Issued
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2006
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Identifier
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CFE0000935, ucf:46742
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000935
Pages