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Title: An Examination of the relationship between Marzano's Causal Teacher Evaluation Model and student achievement at nine high schools in a large suburban school district in Central Florida.
Creator: Jacobson, Dana, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Bai, Haiyan, University of Central Florida
Abstract / Description: This study focused on the relationship between student achievement and teacher evaluation during the first year of implementation of the Marzano Causal Teacher Evaluation model in a large suburban school district in Central Florida. The population included high school level teachers and students. Teacher evaluation and performance data were collected and analyzed for relationships using Spearman Rho and Chi-Square Analysis. Variables reviewed included: (a) Marzano's Causal Teacher Evaluation...
Show moreThis study focused on the relationship between student achievement and teacher evaluation during the first year of implementation of the Marzano Causal Teacher Evaluation model in a large suburban school district in Central Florida. The population included high school level teachers and students. Teacher evaluation and performance data were collected and analyzed for relationships using Spearman Rho and Chi-Square Analysis. Variables reviewed included: (a) Marzano's Causal Teacher Evaluation Model iObservation(&)copy; protocol, (b) categorized teacher years of experience, (c) student growth scores based on a teacher's student success on statewide assessments as calculated using VAM or an administered pre- and posttest, (d) school reported teacher demographics on school improvement plans and (e) historical 9th- and 10th-grade student achievement data on FCAT 2.0 Reading and 9th- grade student achievement data on the Algebra 1 End-of-Course (EOC) Examinations.
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Date Issued: 2013
Identifier: CFE0004868, ucf:49663
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004868

Title: Project iCAN: A STEM Learning and Persistence Model for Postsecondary Students with Disabilities.
Creator: Koch, Aaron, Vasquez, Eleazar, Dieker, Lisa, Marino, Matthew, Raij, Andrew, University of Central Florida
Abstract / Description: Education and work in Science, Technology, Engineering, (&) Math (STEM) are of utmost importance in a post-modern society. Yet American performance in the STEM disciplines has waned over recent years. In order to recapture a global advantage in STEM, efforts are being made by educators and policy makers to compile and implement instructional supports. Of particular interest to this study are post-secondary students with disabilities (SWDs) who persist and learn in STEM degree paths. This...
Show moreEducation and work in Science, Technology, Engineering, (&) Math (STEM) are of utmost importance in a post-modern society. Yet American performance in the STEM disciplines has waned over recent years. In order to recapture a global advantage in STEM, efforts are being made by educators and policy makers to compile and implement instructional supports. Of particular interest to this study are post-secondary students with disabilities (SWDs) who persist and learn in STEM degree paths. This population is an (")untapped resource(") with limitless potential for contribution to the collective fields of STEM (Leddy, 2010, p. 3; Alston, Hampton, Bell, (&) Strauss, 1998, p. 5). The National Science Foundation (NSF) has funded Project Interdisciplinary Coaching as a Nexus for Transforming How Institutions Support Undergraduates in STEM (Project iCAN) at Landmark College as a model to develop a successful STEM support model. Post hoc interview data from students and staff at Landmark revealed themes pertaining to educational and vocational-training supports that may generalize to larger, urban institutions of higher education for further development of STEM persistence and learning models.
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Date Issued: 2016
Identifier: CFE0006340, ucf:51564
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006340

Title: An Investigation of Information Literacy of International Graduate Students: Skills, Challenges, and Needs.
Creator: Ayoub, Yousef, Cox, Dr. Thomas, Vitale, Thomas, Boote, David, Beile, Penny, University of Central Florida
Abstract / Description: Information literacy at higher education institutions is an important issue at the local and national levels. In 2000, the Association of College and Research Libraries (ACRL) created a set of information literacy standards and asked academic institutions to incorporate them into their college curricula (ACRL, 2000). The ACRL states that, to be considered information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively...
Show moreInformation literacy at higher education institutions is an important issue at the local and national levels. In 2000, the Association of College and Research Libraries (ACRL) created a set of information literacy standards and asked academic institutions to incorporate them into their college curricula (ACRL, 2000). The ACRL states that, to be considered information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively the needed information (ACRL, 2000). Academic institutions follow these standards to teach their students information literacy skills and assist them to become lifelong learners. Library literature indicates that international students face some linguistic, cultural, and technological challenges in using the library and learning information literacy skills. The purpose of this study was to examine the information literacy of international graduate students. It assessed their current skills and investigated their challenges and needs. Understanding the challenges international students face and exploring the factors associated with these challenges can be helpful to understand the academic needs of this group of students. The study was conducted on international graduate students at the College of Engineering and Computer Science (CECS) at University of Central Florida (UCF). The study used a mixed methods design. Quantitative data were collected through an online survey that was sent to all U.S. and international graduate students at CECS. Qualitative data were collected through interviews with a selected number of international graduate students at CECS. The findings of the study indicated clearly that international graduate students have a relatively low level of information literacy skills. The study also showed that U.S. graduate students have a better information literacy level than the information literacy level of international graduate students. The study presented some implications and provided recommendations for future planning and programming of outreach programs and library services for international students on campus.
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Date Issued: 2016
Identifier: CFE0006257, ucf:51039
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006257

Title: An Investigation of the Information Practices of Education Doctoral Students.
Creator: Bishop, Corinne, Gunter, Glenda, Boote, David, Vitale, Thomas, Robinson, Edward, University of Central Florida
Abstract / Description: Academic libraries are increasingly re-envisioning their services to provide expanded outreach and segmented programming for specific user groups. Many academic libraries offer segmented services and programming for undergraduate groups such as first-year experience programs and general education programs. Currently, academic libraries are also identifying and expanding their services and programming to meet the unique needs of graduate groups. In conjunction with this focus, the roles of...
Show moreAcademic libraries are increasingly re-envisioning their services to provide expanded outreach and segmented programming for specific user groups. Many academic libraries offer segmented services and programming for undergraduate groups such as first-year experience programs and general education programs. Currently, academic libraries are also identifying and expanding their services and programming to meet the unique needs of graduate groups. In conjunction with this focus, the roles of academic librarians are also expanding in the area of outreach. In essence, academic librarians are becoming more directly involved in aligning library services and programming with academic programs and promoting change within their institutions. Faced with the challenges of outreach and promoting change it is essential that librarians gain deeper insights about the perspectives and needs of graduate programs and graduate groups to effectively plan and align library services.The purpose of this design research study was to explore the organizational factors that influence how library services and library instruction are utilized in two doctoral programs in education at the University of Central Florida (UCF). Using a sequential mixed methods approach, quantitative data was collected in an online survey and qualitative data was collected in audio recorded interviews conducted with students enrolled in two doctoral programs in education, as well as program faculty, and academic librarians. Findings from this study were then used to describe a conjecture for an asynchronous online learning resource that applies elements outlined in Sandoval's (2014) conjecture map model. Findings were also used to make recommendations about future planning for library outreach and the utilization of library services in the doctoral programs.
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Date Issued: 2015
Identifier: CFE0005580, ucf:50248
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005580

Title: AN EXPLORATION OF ELEMENTARY STUDENT RESPONSES TO THE INTEREST INVENTORY FOR INFORMATIONAL TEXTS BASED ON THE TEACHER DISPOSITION DELIVERY.
Creator: Elk, Alison, Roberts, Sherron Killingsworth, Kay, Marni, University of Central Florida
Abstract / Description: The impact that a teacher can have on their students is monumental. Teachers often are the only consistent figure of authority that a student sees. Therefore, a vulnerable and conformable environment is crucial for students, so they can share their needs and in return have them met. With this in mind, teachers must consider forming their classroom environment, because of how it is received by the students. This study examined the impact that a teacher's disposition can have on the response of...
Show moreThe impact that a teacher can have on their students is monumental. Teachers often are the only consistent figure of authority that a student sees. Therefore, a vulnerable and conformable environment is crucial for students, so they can share their needs and in return have them met. With this in mind, teachers must consider forming their classroom environment, because of how it is received by the students. This study examined the impact that a teacher's disposition can have on the response of a student through a six-question interview by analyzing the number of words spoken by the students depending on the disposition of the teacher used to ask the question. This study aimed to identify the possible impacts of teacher disposition on student responses using a sample of 17 elementary aged students attending a summer reading clinic at a Florida university. After a face-to-face, six-question interview was administered to the students, results showed some students made a overall shift towards more words spoken when the question was asked in an interested or neutral disposition. These results demonstrate the potential impact of teacher disposition on student response in the classroom. The results of this study complement past research, which has shown that classrooms in a welcoming and comfortable environment are more likely for students to share their needs, leading to success for both students and teacher.
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Date Issued: 2018
Identifier: CFH2000364, ucf:45843
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000364

Title: WHAT IS THE RELATIONSHIP BETWEEN NATIONAL BOARD CERTIFICATION AND THE ACHIEVEMENT RESULTS OF THIRD GRADE STUDENTS IN A LOCAL CENTRAL FLORIDA SCHOOL DISTRICT?.
Creator: Vitale, Thomas, Holt, Larry, University of Central Florida
Abstract / Description: There has been much excitement over the National Board of Professional Teaching Standards; especially with regard to improving student achievement. Are Nationally Board Certified Teachers (NBCT) performing better than their non board certified counterparts? Does achieving National Board Certification mean that a teacher is "highly qualified?" What are the tangible effects on the achievement levels of students of Nationally Board Certified teachers? Much research has been conducted in the past...
Show moreThere has been much excitement over the National Board of Professional Teaching Standards; especially with regard to improving student achievement. Are Nationally Board Certified Teachers (NBCT) performing better than their non board certified counterparts? Does achieving National Board Certification mean that a teacher is "highly qualified?" What are the tangible effects on the achievement levels of students of Nationally Board Certified teachers? Much research has been conducted in the past few years to try to answer these questions. Currently, the results of much of this research are ambiguous at best. Most studies report little in the way of significant impact on student achievement by NBCTs. However, many studies show teachers self-reporting a strong positive impact on their own teaching and their feelings of efficacy. The state of Florida and the federal government have spent hundreds of millions of dollars over the past decade in pursuit of expanding the NBPTS as a means of ensuring highly qualified teachers for every student. This study aims to discover whether or not there is any definitive association between teachers who attain the national certification and higher student achievement on standardized tests specifically the Florida Comprehensive Assessment Test (FCAT) in a local central Florida school district. The researcher attempted to determine if students assigned to classrooms of nationally board certified teachers outperformed students of comparable backgrounds that were assigned to classrooms of teachers that were not nationally certified. To accomplish this, the researcher looked at reading and math test scores of third grade students in nationally board certified teachers' classrooms and compared them with those of students assigned to non-nationally board certified teachers to determine if the gains made by one group were statistically significantly different from the other. Recommendations were made for further exploration of the link between NBCTs and student achievement.
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Date Issued: 2008
Identifier: CFE0002078, ucf:47599
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002078

Title: THE RELATIONSHIP BETWEEN SELF-REPORTED CHRONIC STRESS AND DIVIDED ATTENTION PERFORMANCE.
Creator: Petrac, Diane, Bedwell, Jeffrey, University of Central Florida
Abstract / Description: While previous research has extensively examined the effect of acute stress on cognitive performance, relatively little research has explored the relationship between chronic stress and cognitive performance. The current study aimed to control for current state anxiety to better isolate more chronic stress, when examining the relationship with performance on divided attention tasks. Fifty-four university undergraduates, who self-reported a wide range of perceived chronic stress (10-item...
Show moreWhile previous research has extensively examined the effect of acute stress on cognitive performance, relatively little research has explored the relationship between chronic stress and cognitive performance. The current study aimed to control for current state anxiety to better isolate more chronic stress, when examining the relationship with performance on divided attention tasks. Fifty-four university undergraduates, who self-reported a wide range of perceived chronic stress (10-item Perceived Stress Scale), completed the Trail-Making Test and a dual (auditory and visual) Continuous Performance Test (CPT). Hierarchical regressions were performed to explore cognitive predictors of chronic perceived stress. After covarying for state anxiety (state portion of State-Trait Anxiety Inventory), the most statistically significant predictor (via stepwise entry) was the auditory omission error change score (dual minus single condition), which showed a medium effect size (r = .36). Results have practical safety implications, as the implementation of an efficient and inexpensive measure of self-reported stress may predict future job-related errors in high-stress professions that require divided attention.
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Date Issued: 2006
Identifier: CFE0001509, ucf:47125
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001509

Title: CLASS SIZE REDUCTION: IS IT WORTH THE COST?A META-ANALYSIS OF THE RESEARCH.
Creator: Camacho, Christopher, Holt, Larry, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study was to investigate whether ethnicity, gender, grade level and content area mediate the relationship between class size and student achievement. Twenty six educational research studies were collected for this meta-analysis. A meta-analytical approach using like data sets were used to report the most accurate information. Fixed and random effect models were used to ensure the distribution across different studies. A total of three studies were meta-analyzed...
Show moreABSTRACT The purpose of this study was to investigate whether ethnicity, gender, grade level and content area mediate the relationship between class size and student achievement. Twenty six educational research studies were collected for this meta-analysis. A meta-analytical approach using like data sets were used to report the most accurate information. Fixed and random effect models were used to ensure the distribution across different studies. A total of three studies were meta-analyzed for this research. The studies included in this research examined class size and student achievement for students in grades K-7. This research examined whether there was a mediating effect on ethnicity, gender, grade level, and content area in the class size and student achievement studies collected and correlated. The results indicate that smaller class size does have a positive impact on student achievement when mediated by ethnicity, grade level, and content area. When examining ethnicity as a mediating factor, a stronger correlation exists for minority students than for whites. When examining grade level as a mediating factor results indicate that a stronger correlation exist for lower grades K-3 than upper grades 4-7. A stronger correlation is present in the content area of reading as compared to other content areas when it was used as a mediating factor. When examining gender as a mediating factor, the largest effect sizes were reported for females in reading as opposed to males in math, both for first grade. These results correlate with those presented in other mediator sections of the study. The results found in this research will contribute to the literature concerning class size and student achievement and will help inform educational policy makers regarding class size as an educational issue.
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Date Issued: 2006
Identifier: CFE0001029, ucf:46813
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001029

Title: THE INFLUENCE OF THE SCHOOL CHOICE PROVISION, WITHIN THE NO CHILD LEFT BEHIND LEGISLATION, ON THE ACADEMIC ACHIEVEMENT OF STUDENTS AND ON THE DEMOGRAPHIC COMPOSITION OF TITLE I SCHOOLS IN COLLIER COUNTY, FLORIDA.
Creator: Kirkland, Lynn, Pawlas, George, University of Central Florida
Abstract / Description: The No Child Left Behind (NCLB) Act of 2001, Public Law 107-110 (U.S. Congress), was passed by Congress in response to perceived failure of the public school system to effectively educate students, particularly disadvantaged students in the United States. The relationship of NCLB school choice to student achievement has not been clearly established. This causal-comparative study examined the following: (a) FCAT mathematics and reading achievement gains of targeted fourth through eighth grade...
Show moreThe No Child Left Behind (NCLB) Act of 2001, Public Law 107-110 (U.S. Congress), was passed by Congress in response to perceived failure of the public school system to effectively educate students, particularly disadvantaged students in the United States. The relationship of NCLB school choice to student achievement has not been clearly established. This causal-comparative study examined the following: (a) FCAT mathematics and reading achievement gains of targeted fourth through eighth grade NCLB choice students and a comparison group of eligible non-choosers with matching demographic characteristics; (b) the pre-test academic ability levels of NCLB choice students in fourth grade through eighth grade as compared with the achievement levels of eligible non-choosers, and; (c) differences in the ethnic and socioeconomic characteristics of choice students versus eligible non-choosers in kindergarten through eighth grade, and the impact of those differences on the demographic composition of individual schools. Differences in the achievement gains and in the pre-test achievement levels of NCLB choice students and the comparison groups were not statistically significant. NCLB choice students tended to have different ethnic and socioeconomic characteristics from their non-choosing peers. The effect of NCLB choice on Title I students and schools was discussed, and NCLB choice implementation issues were identified.
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Date Issued: 2009
Identifier: CFE0002915, ucf:48014
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002915

Title: EFFECTS ON STUDENT PERFORMANCE OF USING HANDS-ON ACTIVITIES TO TEACH SEVENTH GRADE STUDENTS MEASUREMENT CONCEPTS.
Creator: Hoke, Darlene, Dixon, Juli, University of Central Florida
Abstract / Description: Student performance on measurement concepts in mathematics was the basis for this action research study. This study summarizes research conducted in a seventh grade classroom at an urban middle school during fall of 2005. The study investigated the practice of using hands-on activities in addition to the standard mathematics curriculum to improve student performance in measurement tasks. Students were asked to respond to questions posed by both teacher and other students in the classroom....
Show moreStudent performance on measurement concepts in mathematics was the basis for this action research study. This study summarizes research conducted in a seventh grade classroom at an urban middle school during fall of 2005. The study investigated the practice of using hands-on activities in addition to the standard mathematics curriculum to improve student performance in measurement tasks. Students were asked to respond to questions posed by both teacher and other students in the classroom. Data were collected using measurement survey, focus group discussions, math journals, and teacher observations. Results of this study showed that student performance on measurement tasks increased throughout the course of the study. Student gains were recorded and analyzed throughout the eight-week study period. Twenty-one out of 26 students that participated in the study showed performance growth in measurement concepts.
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Date Issued: 2008
Identifier: CFE0002228, ucf:47890
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002228

Title: EVALUATION OF AN EXPECTNACY CHALLENGE CURRICULUM IN REDUCING HIGH RISK ALCOHOL USE AMONG COLLEGE STUDENTS WHEN MODIFIED FOR LARGE CLASSES.
Creator: Schreiner, Amy, Dunn, Michael, University of Central Florida
Abstract / Description: Alcohol consumption has repeatedly been recognized as the primary public health concern impacting students on college campuses. In response to the prevalence of risky alcohol use and lack of effective response among colleges and universities, the National Advisory Council of the National Institute on Alcohol Abuse and Alcoholism created a task force to review the relevant research literature on alcohol interventions to advise college administrators on effective program implementation and...
Show moreAlcohol consumption has repeatedly been recognized as the primary public health concern impacting students on college campuses. In response to the prevalence of risky alcohol use and lack of effective response among colleges and universities, the National Advisory Council of the National Institute on Alcohol Abuse and Alcoholism created a task force to review the relevant research literature on alcohol interventions to advise college administrators on effective program implementation and evaluation as well as provide recommendations for future research directions. Only three strategies met criteria for Tier 1 designation (empirical support specifically with college students) and two of these strategies are intensive and time-consuming individual methods. The third Tier 1 strategy, challenging alcohol expectancies, was the only method that was validated for administration in a group setting. For widespread utility of expectancy-based prevention strategies, effective interventions must be developed for delivery in typical settings. The focus of the present study was to modify an existing classroom curriculum designed to alter expectancy processes of college students for use in classroom settings of 100+ students as they have become the typical class size in college and university settings. The modified expectancy curriculum was implemented in a single session with students during their actual classes. Measures of alcohol consumption and alcohol related harms were collected anonymously for the 30 days prior and the 30 days following the curriculum. Measures of alcohol expectancies were also collected anonymously immediately prior and immediately following the curriculum. Analyses revealed significant reductions in average drinks per sitting males and key expectancy changes for both males and females. A low number of high-risk drinkers led to further exploratory analyses with the exclusion of a proportion of the lighter drinkers in the sample. These analyses revealed significant decreases in average drinks per sitting and peak drinks per sitting for both males and females. There were no significant changes in alcohol related harms. This study represents an important extension of expectancy-based interventions for a college population. An intervention that began as a multi-session, time and resource intensive protocol for a small group of participants has been successfully modified for use with groups of 100+ people. The current protocol can be given to this large a group in a single session curriculum that can be delivered in any standard classroom.
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Date Issued: 2010
Identifier: CFE0003114, ucf:48628
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003114

Title: An Exploration of Postsecondary Education Programs for Students with Intellectual Disabilities in Public Universities and Colleges in Florida.
Creator: Jester, Lisa, Taylor, Rosemarye, Baldwin, Lee, Murray, Barbara, Little, Mary, University of Central Florida
Abstract / Description: Through The Higher Education Opportunity Act of 2008 and The Workforce Innovative Opportunity Act of 2014, legislators have created opportunities for students with intellectual disabilities to participate in postsecondary education with their typically developing peers. This study utilized the results of web-based survey data from public universities and colleges in the state of Florida to explore the varying options available for students with intellectual disabilities. This study applied a...
Show moreThrough The Higher Education Opportunity Act of 2008 and The Workforce Innovative Opportunity Act of 2014, legislators have created opportunities for students with intellectual disabilities to participate in postsecondary education with their typically developing peers. This study utilized the results of web-based survey data from public universities and colleges in the state of Florida to explore the varying options available for students with intellectual disabilities. This study applied a quantitative approach to the survey of 12 state university system (SUS) and 28 college system (CS) institutions in Florida to explore current program options and services afforded students with intellectual disabilities desiring postsecondary education in Florida. The web based survey yielded a 48% response rate. Findings indicate in 2016 there are 10 postsecondary education programs for students with intellectual disabilities within the public university and college system of Florida. Implications of the findings and recommendations for the future are discussed. Notably, future research should consider exploring national postsecondary programs and explore outcomes for students with intellectual disabilities.
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Date Issued: 2016
Identifier: CFE0006333, ucf:51550
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006333

Title: THE RELATIONSHIP BETWEEN ACADEMIC AND STUDENT AFFAIRS COLLABORATION AND STUDENT SUCCESS IN RESEARCH UNIVERSITIES.
Creator: Boggs, Elizabeth, Tubbs, LeVester, University of Central Florida
Abstract / Description: This study investigated the relationships, if any, between the number, nature, and organization of partnerships between academic and student affairs and measures of institutional success and student learning. Specifically, this research sought to: (a) investigate the relationships between the number, nature, and organization of partnerships with institutional retention rates, graduation rates, and students' engagement in educationally purposeful activities, (b) test the feasibility of a...
Show moreThis study investigated the relationships, if any, between the number, nature, and organization of partnerships between academic and student affairs and measures of institutional success and student learning. Specifically, this research sought to: (a) investigate the relationships between the number, nature, and organization of partnerships with institutional retention rates, graduation rates, and students' engagement in educationally purposeful activities, (b) test the feasibility of a classification system for the organization of partnerships developed by O'Halloran (2005), and (c) explore the alignment between reported goals for engaging in collaboration and the actual nature of existing partnerships. The population for the study consisted of 93 Senior Student Affairs Officers (SSAOs) at doctoral-granting institutions who participated in the spring, 2005 administration of the National Survey of Student Engagement (NSSE). The survey instrument was adapted from O'Halloran (2005) and was administered in spring 2006. Of the 93 surveys administered, 52 were completed for a response rate of 55%. The findings indicated that the nature of the partnerships has significant effects on measures of institutional success and student learning. Furthermore, 75% of the respondents reported that their institutions had developed partnerships for the purpose of enhancing academic performance or increasing student retention and/or persistence. Implications of these findings are discussed in terms of the iterative relationships between the number/nature of partnerships, goals of partnerships, and outcomes of partnerships mediated by organizational structures and institutional characteristics.
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Date Issued: 2006
Identifier: CFE0001396, ucf:46958
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001396

Title: Formative Assessment: Benefit For All.
Creator: Wallace, William, Dixon, Juli, Dieker, Lisa, Andreasen, Janet, University of Central Florida
Abstract / Description: This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections.Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative...
Show moreThis study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections.Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative assessment to both students and teacher during instruction. The student self-assessment sheet was implemented to provide a more dynamic level of feedback for students than what could be provided through the student response system alone.
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Date Issued: 2013
Identifier: CFE0004955, ucf:49584
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004955

Title: Socialization of Engineering Doctoral Students in the U.S: A Phenomenological Study.
Creator: Gholizadeh, Sona, Boote, David, Jeanpierre, Bobby, Parham, Jennifer, Owens, J. Thomas, Jasinski, Jana, University of Central Florida
Abstract / Description: The purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced...
Show moreThe purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced difficulty adjusting to the workplace norms of the PhD program, which some did not start with clear expectations. Some participants lacked work experience before starting, but were thankful for support from more experienced doctoral students. Most participants were also frustrated by unreasonable time demands and heavy workload around deadlines. Participants were hesitant to share concerns with their advisors, fearing repercussions. Through trial and error and assistance from labmates, participants learned to work independently and become problem solvers. Participants from one rapidly changing and competitive field of engineering experienced additional stressed as they tried to keep pace with scholarly advances and publish more research. Participants' experiences corroborate some prior research about doctoral student socialization, but suggest that engineering their socialization was guided by a constellation of role models and not primarily by their advisors. Also contrary to prior research, even though most participants were international students, they did not experience significant difficulties with cultural adjustment to the US. Their cultural adjustment was aided by large number of other doctoral students from their region of the world and the fact that they had little time to venture out of their labs. Suggestions for future research are discussed.
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Date Issued: 2016
Identifier: CFE0006941, ucf:51637
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006941

Title: University Students' Citizenship Shaped by Service-Learning, Community Service, and Peer-to-Peer Civic Discussions.
Creator: Winston, Haley, Cintron Delgado, Rosa, Welch, Kerry, Malaret, Stacey, Bowdon, Melody, University of Central Florida
Abstract / Description: Citizenship is often referred to as the forgotten outcome of colleges and universities. The present study examined the relationship between undergraduate students' perceived citizenship level and different types of civic experiences (service-learning, community service, and peer-to-peer civic discussions) and also different demographic factors (gender, race/ethnicity, and parental level of education) at a public institution using the Personal and Social Responsibility Inventory. This study...
Show moreCitizenship is often referred to as the forgotten outcome of colleges and universities. The present study examined the relationship between undergraduate students' perceived citizenship level and different types of civic experiences (service-learning, community service, and peer-to-peer civic discussions) and also different demographic factors (gender, race/ethnicity, and parental level of education) at a public institution using the Personal and Social Responsibility Inventory. This study used structural equation modeling and multiple regression analysis. This marks the first time these variables have been researched together. This study found a significant correlation between both community service and peer-to-peer civic discussions in relation to citizenship level. Yet, service-learning frequency was not found to be a significant factor. On the other hand, all three civic experiences together was found to be significantly correlated to citizenship aptitudes. Leading the researcher to find that a holistic (both inside and outside the classroom) approach to student citizenship is valuable for student development. Also, only one significant relationship was found between citizenship levels and any demographic variable (parental education level of doctorate or professional degree).
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Date Issued: 2017
Identifier: CFE0006927, ucf:51695
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006927

Title: The Source and Impact of Student Engagement for Black Students in an Urban High School.
Creator: Sims, Deshawn, Hopp, Carolyn, Butler, S. Kent, Puig, Enrique, Butler, Malcolm, Waddell, Jennifer, University of Central Florida
Abstract / Description: The achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation,...
Show moreThe achievement of Black students has repeatedly met only the lowest standards of performance on standardized assessments, which begs the question; do American schools have the capacity to educate Black children? The purpose of this action research manuscript dissertation was to explore the teacher behaviors and instructional strategies that developed a culture of high achievement among Black students as measured by student engagement and discourse, immediately before and after desegregation, and in classrooms today. The examination of popular theories concerning the education of Black people in the early 1900's and narratives of individuals who attended segregated schools, provided a historical description of the state of Black education. In addition, the connection between student engagement and teacher dispositions was recognized. A review of relevant literature informed this study by providing a conceptual understanding and operational definition of student engagement, teacher dispositions, and discourse. Last, a case study was conducted to bring a local, practical focus to the research. The purpose of this case study was to examine the impact of student engagement on student learning in an urban school with a majority Black student population, as evidenced by student actions and discourse. Data were collected through meetings and classroom observations using the Student Action Coding Sheet. This research found student engagement to be highest in classrooms that balanced certain teacher dispositions and discourse.
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Date Issued: 2016
Identifier: CFE0006396, ucf:51518
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006396

Title: The student protest movement a recapitulation.
Creator: Boynton, G. R. (George Robert)
Date Issued: 1961
Identifier: 2700030, CFDT2700030, ucf:5154
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/2700030

Title: STUDY AND ANALYSIS OF UPPER GASTROINTESTINAL SYMPTOMS AMONG STUDENTS AT THE UNIVERSITY OF CENTRAL FLORIDA.
Creator: Anzueto, Deberly M, Saleh, Suha, University of Central Florida
Abstract / Description: Upper gastrointestinal symptoms can be caused by many different diseases and can present themselves in many different forms and range in intensity depending on the person. In previous research, upper gastrointestinal symptoms have been correlated with stress, smoking, alcohol intake, and nonsteroidal anti-inflammatory drugs (NSAIDs), among others. The purpose of this study will be focusing on finding any association between these risk factors mention and symptoms of upper gastrointestinal...
Show moreUpper gastrointestinal symptoms can be caused by many different diseases and can present themselves in many different forms and range in intensity depending on the person. In previous research, upper gastrointestinal symptoms have been correlated with stress, smoking, alcohol intake, and nonsteroidal anti-inflammatory drugs (NSAIDs), among others. The purpose of this study will be focusing on finding any association between these risk factors mention and symptoms of upper gastrointestinal disease among college students. The study will utilize an Izumo scale questionnaire for the assessment of abdominal symptoms and Quality of Life (QOL). The questionnaire was built using Survey Monkey and distributed via email to students at the University of Central Florida (UCF). The main hypothesis was that the more the student's advancement in their college career, stress load, alcohol consumption, smoking, poor diet and a high consumption of some over the counter medication (specifically Non-Steroidal Anti Inflammatory Drugs), the more prone the students will be to present symptoms of upper gastrointestinal disease. The results were analyzed using Statistical Package for the Social Science (SPSS), and Analysis of Variance (ANOVA) were used to find any associations. The One-Way ANOVA tests showed an association between gender, ethnicity, student status, major, cigarette smoking habits, alcohol consumption, binge drinking, diet, stress, sleeping, and overall health. The results of this study present clear evidence that among college students, their demographics as well as lifestyle and school choices have significant associations to the amount of gastrointestinal symptoms they present with.
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Date Issued: 2016
Identifier: CFH2000132, ucf:45949
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000132

Title: EXPLORING PRESERVICE TEACHER ATTITUDES TOWARD BLACK STUDENTS.
Creator: Greuel, Audra L, Puig, Enrique A., University of Central Florida
Abstract / Description: The majority of the preservice teacher population is young, White, and female; however, the urban school system student population continues to become increasingly diverse, including an increasing population of underserved Black students in urban schools. The racial differences between the preservice teacher population and the urban student population complicates the challenges faced in educating Black students effectively. Teachers and students often encounter misunderstandings, and thus,...
Show moreThe majority of the preservice teacher population is young, White, and female; however, the urban school system student population continues to become increasingly diverse, including an increasing population of underserved Black students in urban schools. The racial differences between the preservice teacher population and the urban student population complicates the challenges faced in educating Black students effectively. Teachers and students often encounter misunderstandings, and thus, utilize incompatible styles of classroom management and instruction, often resulting in Black students experiencing difficulties with learning. Many of these complications derive from the profound presence of race, racial difference, and racial inequality throughout U.S. history. The purpose of this research was to explore the racial ideas, experiences, and attitudes of preservice teachers, who self-identify as White, toward future Black students at a large, southeastern, Research I university through a qualitative interview process. More specifically, this study examined preservice teachers' cultural sensitivity towards Black students. This study also observed preservice teachers' ability to discuss these issues. Using information from a 10-question qualitative interview of three (3) research participants, this thesis explored the following questions: Research question one (RQ1): How do preservice teachers define race and racism?, Research question two (RQ2): What factors contribute to preservice teachers' racial perspectives?, and Research question three (RQ3): What are preservice teachers' attitudes towards students who are racially different from themselves, specifically Black students?
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Date Issued: 2016
Identifier: CFH2000121, ucf:46027
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000121

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