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- Title
- Exploring Stress for Novice Teachers' in Low Socio-Economic Elementary Schools Through Breathing Biofeedback.
- Creator
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Fulchini, Angelica, Dieker, Lisa, Hines, Rebecca, Lue, Martha, Hynes, Mike, University of Central Florida
- Abstract / Description
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Teachers who serve children of color in schools that support students from low socio-economic status have turnover rates reported to be as high as 70% (SES; Carver-Thomas (&) Darling-Hammond, 2017). Numerous approaches to teacher retention in low SES settings have been discussed in the literature (Chester (&) Beaudin, 1996; Donaldson, 2009; Ingersoll (&) Kralik, 2004; Jacob, 2007; McKinney, Haberman, Stafford-Johnson, (&) Robinson, 2008; McLaurin, Smith, (&) Smillie, 2009; Siwatu, Frazier,...
Show moreTeachers who serve children of color in schools that support students from low socio-economic status have turnover rates reported to be as high as 70% (SES; Carver-Thomas (&) Darling-Hammond, 2017). Numerous approaches to teacher retention in low SES settings have been discussed in the literature (Chester (&) Beaudin, 1996; Donaldson, 2009; Ingersoll (&) Kralik, 2004; Jacob, 2007; McKinney, Haberman, Stafford-Johnson, (&) Robinson, 2008; McLaurin, Smith, (&) Smillie, 2009; Siwatu, Frazier, Osaghae, (&) Starker, 2011; Sutcher, Darling-Hammond, (&) Carver-Thomas, 2016; Taylor (&) Frankenberg, 2009), but the use of emerging biofeedback technology is an unexplored territory. This type of technology could help novice teachers understand basic changes in stress levels through awareness of the body and mind while teaching. Hence, the potential use of biofeedback strategies to reduce stress levels in teachers, in inclusive settings, that serve students with low SES is explored. To help potentially reduce novice teachers' stress levels (Friedman, 2000; Day (&) Hong, 2016; Isenbarger (&) Zembylas, 2006), the researcher explored the effectiveness of biofeedback on breathing rates of teachers in inclusive classrooms serving more than 50% of students from low SES backgrounds. The researcher found, by tracking the rate of stressed breathing of 9 teachers during the instructional day, that teachers reported they were more mindful of their breathing. The researcher found meetings, paperwork, and student behaviors increased their stress and suggested better mentorship as a way to help reduce stress. The paper concludes with implications for practice, and recommendations for future research for teachers is provided.
Show less - Date Issued
- 2018
- Identifier
- CFE0007179, ucf:52266
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007179
- Title
- Sustainability Assessment of a Municipal Utility Complex: a System of Systems Approach.
- Creator
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Fahmy, Tarek, Oloufa, Amr, Tatari, Omer, Al-Deek, Haitham, Kincaid, John, University of Central Florida
- Abstract / Description
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Construction of municipal utility complexes has to support continuing population growth, economic development, and a widespread of social interest in environmental preservation. Municipalities face challenges in designing, constructing, and operating environmentally sustainable utility complexes, and their primary goal in developing such a complex is to minimize the environmental impact resulting from energy production and waste treatment (both liquid and solid), management, and disposal....
Show moreConstruction of municipal utility complexes has to support continuing population growth, economic development, and a widespread of social interest in environmental preservation. Municipalities face challenges in designing, constructing, and operating environmentally sustainable utility complexes, and their primary goal in developing such a complex is to minimize the environmental impact resulting from energy production and waste treatment (both liquid and solid), management, and disposal. However, decision and policy makers lack a system of systems approach that takes into account multiple interdependent systems comprised of the functional system (infrastructure, facilities, operations within the complex), the economic system, the social/cultural system, and the environmental system (environmental impact on air, water, soil). This research proposes a decision support system (DSS) with a new methodology using Vensim software and system dynamics methodology to assess the sustainability of a municipal utility complex system. This DSS incorporates 1) multiple interdependent systems, 2) multiple sustainability/performance indices, and 3) composite sustainability index. Engineers, managers, and researchers should benefit from a system of systems perspective, and from the application of a sustainability assessment method that is developed to provide an environmentally-conscious design, construction and management. Although a municipal utility complex is built with synergistic opportunities for integration of processes of a wastewater treatment plant, a resource recovery facility (aka waste-to-energy (WTE) or incineration facility), a material recycling facility (MRF), and a landfill; engineers tend to use the traditional sustainability assessment methods only to assess the life cycle (LCA) of each system's process over time. They might not necessarily incorporate an assessment based on system dynamics of the functional, economic, environmental, and social/cultural systems. Data from a case study is utilized in this dissertation based on the municipal utility complex in Pasco County in the western region of the State of Florida, USA.
Show less - Date Issued
- 2015
- Identifier
- CFE0005944, ucf:50809
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005944
- Title
- NOT QUITE THE INGéNUE: THE DEVELOPMENT OF THE MIDDLE-AGED FEMALE CHARACTER IN MUSICAL THEATRE.
- Creator
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Snyder, Tara, Chicurel, Steven, University of Central Florida
- Abstract / Description
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Not Quite the Ingénue: The Development of the Middle-Aged Female Character in Musical Theatre is an exploration of the influences which have defined the function of middle-aged female characters within the musical theatre genre. This author was cast in the role of Arlene MacNalley, a forty-three year old woman, in the University of Central Florida's fall 2006 production of the musical Baby. Preparation for performance of this thesis role required identification of the traits and...
Show moreNot Quite the Ingénue: The Development of the Middle-Aged Female Character in Musical Theatre is an exploration of the influences which have defined the function of middle-aged female characters within the musical theatre genre. This author was cast in the role of Arlene MacNalley, a forty-three year old woman, in the University of Central Florida's fall 2006 production of the musical Baby. Preparation for performance of this thesis role required identification of the traits and factors which would be vital for a realistic and relevant portrayal of Arlene. This document provides the reader with a working definition of middle age. It also furnishes a sampling of types, or stereotypes, of middle age female characters in musicals. The major thrust of the document emphasizes researching and understanding the importance of key socio-economic events' influence on the creation, direction, or depiction of middle-aged female characters. Three distinct characters are used to develop this theory, Aunt Eller in Oklahoma!, Dolly Levi in Hello, Dolly! and Arlene MacNalley in Baby. Further analysis within the thesis details essential differences between the original version of Arlene and the updated 2006 version of Arlene portrayed in the University of Central Florida's production of Baby. Conclusions drawn from the research, performance and writing processes indicate an increasing significance for the middle age female character as the genre of musical theatre continues to develop.
Show less - Date Issued
- 2007
- Identifier
- CFE0001714, ucf:47300
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001714
- Title
- A comparison of eighth grade athletes and non-athletes: Academic achievement, time spent on homework, future educational goals, and socioeconomic status.
- Creator
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Shelby, John, Taylor, Rosemarye, Hahs-Vaughn, Debbie, Doherty, Walter, Ford, Robert, University of Central Florida
- Abstract / Description
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This study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what...
Show moreThis study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?Factorial ANOVA's were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the three-way interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes.There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students' mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased.
Show less - Date Issued
- 2011
- Identifier
- CFE0004166, ucf:49064
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004166
- Title
- The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools.
- Creator
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Cady, Julie, Murray, Barbara, Taylor, Rosemarye, Murray, Kenneth, Spadaccini, Becky, University of Central Florida
- Abstract / Description
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The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida...
Show moreThe purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test(&)#174; 2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DSS), was the dependent variable. Other student data such as gender and socioeconomic status were also collected and used along with classroom structure to examine the extent to which third grade gifted students' reading and mathematics performance could be predicted. Random samples of students were drawn from the third grade gifted student population attending Florida Brevard County Public School System in the 2010-2011 and the 2011-2012 school years. Using an independent samples t-test, analysis of the 2011 FCAT 2.0 Reading and Mathematics found a statistically significant difference in both the students' FCAT 2.0 Mathematics and the students' FCAT 2.0 Reading achievement test scores based on the classroom structure. Specifically, there was enough evidence to support the claim that third grade gifted students who learned in a homogeneous high academic ability learning environment scored significantly higher on reading and mathematics standardize tests than did third grade gifted students who learned in a heterogeneous academic ability learning environment. Approximately 14% of the variance in reading and mathematics scores could be accounted for by classroom structure. However, different results were found with the 2012 FCAT 2.0 Mathematics and Reading scores. The results from the 2011-2012 school year indicated that there was not a significant difference in mean reading and mathematics scores between third grade gifted students who learn in a homogeneous high academic ability learning environment and third grade gifted students who learn in a heterogeneous academic ability learning environment. The recommendations include that subsequent studies incorporate a wider range of grade levels, perhaps even include methods of instructional delivery, types of gifted services provided, and teachers' years of experience. In addition, recommendations are that future studies address the academic performance of high academic ability non-gifted students who learn in homogeneous high academic ability classroom environments verses those who learn in heterogeneous academic ability classroom structures.
Show less - Date Issued
- 2013
- Identifier
- CFE0004661, ucf:49896
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004661
- Title
- INSTITUTIONAL DESIGN AND ECONOMIC INEQUALITY: SOCIOECONOMIC ACTORS AND PUBLIC POLICY IN GERMANY AND THE UNITED STATES.
- Creator
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Hudson, Jennifer, Kinsey, Barbara, University of Central Florida
- Abstract / Description
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In this thesis I conduct a comparative analysis of the influence of socioeconomic actors, business and labor, on public policy in Germany and the United States, specifically public policy that has an impact on economic inequality. The objective of this study is to gain a better understanding of how institutional constructs may determine the level of influence by different socioeconomic actors on public policy. In particular, I examine the link between institutional design and economic...
Show moreIn this thesis I conduct a comparative analysis of the influence of socioeconomic actors, business and labor, on public policy in Germany and the United States, specifically public policy that has an impact on economic inequality. The objective of this study is to gain a better understanding of how institutional constructs may determine the level of influence by different socioeconomic actors on public policy. In particular, I examine the link between institutional design and economic inequality, specifically the relative influence of business interests in varying types of capitalist economies and democratic systems, and assess those facets of institutional design that may facilitate the channeling of business influence in policy making. I explore institutional changes in the German political and economic system beginning in the late 1980s to determine whether these changes have altered the policy making process over time, and analyze similarities with institutional changes that have taken place in the United States beginning in the late 1970s to present. Further, I examine whether shifts in institutional design indicate that the German system is transitioning towards a more liberal model similar to that of the United States, and consider what effects this may have on the level of economic inequality in Germany. To conduct my analysis I use the Institutional Analysis and Development (IAD) framework; based on the IAD framework I create a conceptual map of the channels by which socioeconomic actors are involved in the policy making process. I evaluate the policy-making process in both formal and informal policy arenas. The policy areas analyzed include corporate governance, industrial relations, and tax, welfare and minimum wage policy during the selected time periods. The analysis shows that the institutional designs that produced the selected policies benefit business interests and may contribute towards economic inequality. The larger goal is to develop research that will build a theoretical foundation to help us identify how these systems may be improved to produce a more equitable allocation of economic resources.
Show less - Date Issued
- 2014
- Identifier
- CFH0004690, ucf:45243
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004690
- Title
- EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS.
- Creator
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Doran, James, Allen, Kay, University of Central Florida
- Abstract / Description
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The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8...
Show moreThe purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.
Show less - Date Issued
- 2004
- Identifier
- CFE0000245, ucf:46244
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000245
- Title
- A COMPARISON OF EIGHTH GRADE READING SCORES BY STATEAND BY THE FOUR CENSUS-DEFINED REGIONS IDENTIFIED BY NAEP.
- Creator
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Gordon II, William, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and...
Show moreThis study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.
Show less - Date Issued
- 2009
- Identifier
- CFE0002536, ucf:52846
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002536
- Title
- A Comparison of Sixth Grade Student Achievement in Reading and Mathematics at School Transition Year.
- Creator
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Roseboom, Julie, Taylor, Rosemarye, Doherty, Walter, Bai, Haiyan, Beattie, Karen, University of Central Florida
- Abstract / Description
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This study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to...
Show moreThis study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to student achievement in sixth grade. This was a causal-comparative study using quantitative data to analyze student scores at the school level for reading and mathematics on the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 assessment to explore the difference in achievement for sixth grade students with no school transition compared to those who had school transitions during middle school. A multivariate analysis of covariance (MANCOVA) was used to examine if a difference existed in the dependent variables of sixth-grade reading and mathematics achievement as measured by school mean developmental scale scores and the school percentage of students making learning gains on the FCAT 2.0 between schools with sixth grade as the transition year and without sixth grade as the transition year. The analyses were controlled for the covariates of the school percentages of socio-economic status as determined by free and reduced lunch rate, English Learner status, and exceptional student education status. Findings signified that schools with no school transition between fifth and sixth grade in Florida public schools had higher sixth-grade mean scores in reading and mathematics as measured by school mean developmental scale scores and in reading as measured by the percentage of school learning gains. This study offers insight into what grade configuration is more likely to positively impact student achievement during the middle grades and supports students remaining in an elementary setting with fewer transitions during the middle grades to most benefit reading and mathematics achievement. Findings are useful to school boards, superintendents, and school district administrators interested in educational policy development and research on transition especially when restructuring school grade configurations and building new school sites.
Show less - Date Issued
- 2015
- Identifier
- CFE0006545, ucf:51347
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006545
- Title
- Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017.
- Creator
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Moore, Kenneth, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Gao, Su, University of Central Florida
- Abstract / Description
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As with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated,...
Show moreAs with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated, spiraled, interdisciplinary, multidisciplinary, thematic, or general science courses. There was a lack of research showing if either type of science course improved student achievement on standardized science assessments. Controlling for school district student population, low socio-economic status (SES) student percentage, and English learner (EL) percentage, this study compared the 2013(-)2017 8th grade FCAT 2.0 Science/SSA school district mean scale scores of two groups of school districts: those that offered comprehensive science courses and those that offered subject-specific science courses. Scores for three student groups were analyzed: all students, low SES students, and ELs. No statistically significant differences were found in school district mean scale scores or pass rates between the two school district groups. The comprehensive group mean scale scores were numerically higher, while the subject-specific group mean pass rates were numerically higher. The subject-specific group had statistically significantly higher raw scores for life science and physical science. The comprehensive group had wider dispersions of mean scale scores and pass rates, suggesting inconsistencies in implementation of comprehensive science courses. The primary implication of this study is that educational leaders should not expect to improve student science achievement simply by changing the type of science course offering. Changes should be made with consideration to student needs, school district demographics, teacher professional development and support, course structure and coherence with standards, and the need for flexibility in teacher assignments.
Show less - Date Issued
- 2018
- Identifier
- CFE0007410, ucf:52710
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007410
