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Pages
- Title
- THE STATUS OF ADVERTISING EDUCATION IN THE NEW MILLENNIUM.
- Creator
-
McCain, Joan, Davis, Robert, University of Central Florida
- Abstract / Description
-
Advertising education is 100 years old in 2005. What was necessary to earn a degree in advertising, and how American universities prepared students for it, had a research champion in Billy I. Ross, who did extensive study on curriculum and degree requirements beginning in the 1960s. His last study was in 1991. The World Wide Web, Internet, digital communications and emerging consumer communication choices and preferences have educators discussing changes in advertising curriculum in the new...
Show moreAdvertising education is 100 years old in 2005. What was necessary to earn a degree in advertising, and how American universities prepared students for it, had a research champion in Billy I. Ross, who did extensive study on curriculum and degree requirements beginning in the 1960s. His last study was in 1991. The World Wide Web, Internet, digital communications and emerging consumer communication choices and preferences have educators discussing changes in advertising curriculum in the new millennium. Some challenges remain constant, while others present a new frontier. An advertising education summit in 2001, sponsored by the American Advertising Federation and the Advertising Department of the University of Texas at Austin, produced a White Paper with thoughtful recommendations that meant to shape advertising study in the future. This research project and paper is designed to update Ross' work, providing a descriptive study in advertising curricula for 2005, and to provide benchmarks for the curricula-based recommendations provided by the 2001 Advertising Education Summit.
Show less - Date Issued
- 2005
- Identifier
- CFE0000518, ucf:46452
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000518
- Title
- THE EFFECT OF THE MATH CONCEPTS AND SKILLS (MCS) COMPUTER PROGRAM ON STANDARDIZED TEST SCORES AT A MIDDLE SCHOOL IN EAST CENTRAL FLORIDA.
- Creator
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Manning, Cheryl, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
This study measures the effectiveness of the National Computer Systems (NCS) Learn SuccessMaker Math Concepts and Skills computer program on standardized test scores at a middle school in east central Florida. The NCS Learn Company makes three claims for the SuccessMaker interactive computer program, Math Concepts and Skills (MCS): 1. Student Florida Comprehensive Assessment Test (FCAT) scores will improve from using the software 30 hours or more; 2. The increase in FCAT scores is directly...
Show moreThis study measures the effectiveness of the National Computer Systems (NCS) Learn SuccessMaker Math Concepts and Skills computer program on standardized test scores at a middle school in east central Florida. The NCS Learn Company makes three claims for the SuccessMaker interactive computer program, Math Concepts and Skills (MCS): 1. Student Florida Comprehensive Assessment Test (FCAT) scores will improve from using the software 30 hours or more; 2. The increase in FCAT scores is directly related to the length of time the students' spend using the program; 3. The software package grading system is equivalent to the FCAT scoring. This study was designed to evaluate each claim. To test the first claim, the FCAT Norm Referenced Test (NRT) Mathematics scale scores of the 6th-grade middle school students were compared to the same students' previous FCAT scores. The scores were compared before and after they used the Math Concepts and Skills program. An independent t test was used to compare the scores. There was a statistically significant difference in scale scores when the students used the MCS program for 30 hours or more. Further investigation is needed to establish the causal effect for the observed differences. To test the second claim, the 6th- and 8th-grade students' time on task in the laboratory was compared to their change in FCAT scores. A Pearson correlation coefficient of 0.58 was found to exist for the complete 6th-grade data set and a 0.71 correlation for the 8th-grade group. To test the third claim, the MCS computer program grade equivalent scores were compared to the mathematics FCAT Level using the dependent t test to see if the two scores were equal. The analysis revealed that the difference in the two scores was statistically significant. Therefore the claim that the two scores are equivalent was not true for this data set. Recommendations were made for future studies to include qualitative data, a control group, and larger sample sizes. Studying the effect of the Math Concepts and Skills program on FCAT scores continues to be a project for investigation as implementation of the computer software is contingent on improving FCAT scores.
Show less - Date Issued
- 2004
- Identifier
- CFE0000227, ucf:46267
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000227
- Title
- THE USE OF HANDS-ON EDUCATIONAL PEDAGOGY IN A STANDARDIZED SCIENCE CURRICULUM.
- Creator
-
Alam, Sarah, Borgon, Robert, University of Central Florida
- Abstract / Description
-
Introduction The purpose of this project is to implement an innovative, and engaging knowledge transfer pedagogy for 5th grade science students. This project utilized Stealth Learning, a learning pedagogy developed by Dr. James Rosser.99,100,109,110 The program featured applied learning to develop skill sets in general and drone aviation, as well as minimally invasive surgery techniques. This was facilitated through the use of computers, table simulators, and drones. Methodology This project...
Show moreIntroduction The purpose of this project is to implement an innovative, and engaging knowledge transfer pedagogy for 5th grade science students. This project utilized Stealth Learning, a learning pedagogy developed by Dr. James Rosser.99,100,109,110 The program featured applied learning to develop skill sets in general and drone aviation, as well as minimally invasive surgery techniques. This was facilitated through the use of computers, table simulators, and drones. Methodology This project took standardized subject matter from the Florida Comprehensive Assessment Test (FCAT) and converted it into content featuring the Stealth approach. The section that was converted was the "Practice of Science and the Characteristics of Scientific Knowledge" portion of the FCAT. This program includes curriculum workbooks and worksheets, mini drones, scientifically-validated video games (Super Monkey Ball 2), Stealth Learning music-vocab videos (Animotos), surgical simulation skill drills (Bean Drop), and competitions material (Spelling Bee). A website was also made to allow students to review material at home. This program was administered with the assistance of healthcare and aviation professionals to provide a mentoring component. The program included an execution phase consisting of seven sessions, which took place for 45 minutes each during the Spring Semester (April 2016). Preliminary Findings There are preliminary results for this project, which must be explored further in future studies. This project first analyzed the Science FCAT scores for 72 students in the 5th grade. Of the 72 students in the class, 22 (30.5%) passed the exam. Eleven of the students were enrolled in our program and 54% (6 of 11) passed in comparison to twenty-six percent of the students that underwent standard preparation passed the exam. Conclusion Especially for minorities and the socioeconomically disadvantaged, student performance on state standard exams is one of the most pressing challenges faced in education today. This study suggests that a state standard-based 5th grade curriculum can be converted into an innovative brain-based lesson plan to enhance performance on state standard exams. This initial investigation offers some encouragement for others to further pursue this research.
Show less - Date Issued
- 2017
- Identifier
- CFH2000201, ucf:46022
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000201
- Title
- The Antecedents and Consequences of Teacher Professional Discretion Over Curriculum and Instruction: A Grounded Theory Inquiry.
- Creator
-
Spittler, Marc, Sivo, Stephen, Katzenmeyer, Conrad, Boote, David, Short, Edmund, University of Central Florida
- Abstract / Description
-
With the ever-changing requirements of a secondary level of education and the application of standardized testing criteria to determine proficiency in mastery of the subject matter, the attempt to create a standard and acceptable curriculum for all school sites has left the control of the schools. Now classrooms are scrambling for focus, guidance and support with curriculum development and implementation. Over the last three decades, there have been numerous research studies that have...
Show moreWith the ever-changing requirements of a secondary level of education and the application of standardized testing criteria to determine proficiency in mastery of the subject matter, the attempt to create a standard and acceptable curriculum for all school sites has left the control of the schools. Now classrooms are scrambling for focus, guidance and support with curriculum development and implementation. Over the last three decades, there have been numerous research studies that have examined the place of the classroom teacher in the process of creating curriculum for their classroom with mixed results. The efforts to reform secondary education, from the federal level to the local level, have shut out the local input from teachers and professionals in their particular fields as to what the curriculum in the classroom should be and left that decision to people outside the classroom environment.This research study was conducted to derive a theory developed on the empirical basis of teacher input through the lens of the methodology of grounded theory. Its goal was to identify the underlying issues and problems associated with classroom teachers; input into local curriculum as well as the barriers to changing the prevailing thought of classroom teachers on curriculum. Classroom teachers from two separate academic subject matters that are currently being taught at the middle school level were interviewed and their responses were coded using the classical grounded theory methodology and processes.The resulting research shows that the involvement of classroom teachers is considered a benefit to the local curriculum development, regardless of experience in the classroom or length of service as a teacher. While most teachers feel that their input is paramount to learning in their particular classroom, teachers admit that they lack the skills to effectively create curriculum for implementation. It is in this manner that teachers strive to do what is best for their students; however, in some cases they lack the support and direction from the district, state or federal level. Knowing the issue as it appears to the classroom teacher, the creation, implementation and execution of locally created curriculum would be and is met with great resistance due to the adherence to the prevailing thoughts on curriculum development at the state of federal level and the need to comply with and execute the curriculum within the existing frameworks.Further studies in looking at the existence of and use of locally teacher created and implemented curriculum, in different state or regional areas, would contribute to a better and clearer understanding of the particular issues that surround and deal with teacher involvement in the classroom curriculum decision making process. It is believed that the use of the grounded theory model as a methodological research tool provides a pathway for all interested parties to be open and candid about the issue and provide a better introspective look at the issues at hand.
Show less - Date Issued
- 2012
- Identifier
- CFE0004796, ucf:49726
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004796
- Title
- Evaluation of the Effectiveness of the Third Grade Summer Reading Camp Intervention Program in a Larger Urban School District.
- Creator
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Alchin, Danielle, Murray, Barbara, Taylor, Rosemarye, Murray, Kenneth, Baldwin, Gordon, University of Central Florida
- Abstract / Description
-
This study sought to evaluate the effectiveness of the third grade Summer Reading Camp (SRC) in a large urban school district. The SRC curriculum was assessed to determine if it aligned with effective remediation and filled the third grade students' knowledge voids in reading. The study further analyzed how the school district officials selected the curriculum content utilized in the SRC. This study was conducted using qualitative and quantitative methods. Data were collected through...
Show moreThis study sought to evaluate the effectiveness of the third grade Summer Reading Camp (SRC) in a large urban school district. The SRC curriculum was assessed to determine if it aligned with effective remediation and filled the third grade students' knowledge voids in reading. The study further analyzed how the school district officials selected the curriculum content utilized in the SRC. This study was conducted using qualitative and quantitative methods. Data were collected through questionnaires and interviews of school district personnel on the SRC committee regarding the implementation of the 2012 lesson plan, and from students' Winter Benchmark Assessment scores. The school district implemented the SRC to fulfill a state requirement that all students who received a Level 1 on the reading Florida Comprehensive Assessment Test (FCAT) Reading must receive remediation. The SRC committee designed the curriculum using the state reading benchmarks and decided the activities required during SRC would be whole group, small group, writing, and independent reading. The program was to be evaluated each year using teacher and administrator survey data and the analysis of test scores to determine changes to be implemented. Of the 10 benchmarks assessed on the school district reading benchmark test, only three were aligned with the students' knowledge voids. There were a total of eight FCAT tested reading benchmarks that were not taught during SRC. The researcher suggests the school district re-align the curriculum with the needs of the students as identified by the Winter Reading Benchmark. It is further recommended that each student's specific remediation needs be evaluated to ensure the curriculum is meeting the needs of all the students in attendance at SCR.
Show less - Date Issued
- 2013
- Identifier
- CFE0004803, ucf:49750
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004803
- Title
- CULTURAL RELEVANCE IN MEDICINE: AN EVALUATION OF CULTURAL COMPETENCE CURRICULUM INTEGRATION IN SOUTHEASTERN MEDICAL SCHOOLS.
- Creator
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Gannon, Leslie, Mishtal, Joanna, University of Central Florida
- Abstract / Description
-
Cultural competence in health care provision has been broadly identified as the need for providers to acknowledge, address, or incorporate an understanding of the cultural and social context of patients' lives into the process of treating and managing patient's illnesses. However, how cultural competence can be incorporated has been the subject of debates in biomedicine and anthropology, and has often been met with difficulties in physician practice. These challenges arise from differing...
Show moreCultural competence in health care provision has been broadly identified as the need for providers to acknowledge, address, or incorporate an understanding of the cultural and social context of patients' lives into the process of treating and managing patient's illnesses. However, how cultural competence can be incorporated has been the subject of debates in biomedicine and anthropology, and has often been met with difficulties in physician practice. These challenges arise from differing perspectives about how cultural competence is understood and institutional neglect of culturally relevant education. While the need for cultural competence integration into health care practitioner training during medical school education has been discussed for over six decades, effective incorporation of cultural competence into medical curriculum remains a multifaceted topic of interdisciplinary debate and a challenging task. The purpose of this project is to evaluate cultural competence integration in Southeastern medical school curriculum. Theoretically, this research utilizes critical medical anthropology as developed by anthropologists Arthur Kleinman, Janelle Taylor and Nancy Sheper-Hughes as a theoretical lens through which cultural competency implementation in Southeastern medical school curricula can be examined curricula Southeastern. This research also fills an interdisciplinary gap in both anthropological and medical scholarly knowledge bases. Methodologically, multiple project parameters have been explored utilizing qualitative data collection methods of cultural competence background and evaluation. This research combines primary data collection and secondary data analysis. Primary data collection involved interviewing individuals from Florida medical institutions concerning their experience and personal views of the benefit of cultural competence integration. The analysis of secondary data explored the integration of cultural competence into medical school curricula. These analyses include an examination of the content, format, and language of Southeastern medical school curricula, demographic trends as related to cultural competence in health care, federal grant allocation as related to cultural competence in health care, and institutional perspectives on incorporating social science concepts in medical education. This thesis makes three distinct but interrelated claims: (1) I argue that based on the provided descriptions of medical institution curriculum guides, there is a substantial discrepancy between the cultural competency incorporation claims made by the schools and what is actually integrated into their curriculum; (2) I argue that cultural competence integration must be delivered vertically across disciplines and horizontally across the entire four year span of medical education, and (3) Available ethnographic guides are presented with too narrow of a focus to apply to all medical school curricula. Understanding the shortcomings of medical school curricula in incorporating cultural competence training is significant because it draws attention to the need to develop more effective and systematic ways to train future health care providers to address the needs of an increasingly diverse patient population.
Show less - Date Issued
- 2014
- Identifier
- CFH0004717, ucf:45370
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004717
- Title
- EFFECTS OF A MATHEMATICS CURRICULUM RICH IN SPATIAL REASONING ACTIVITIES ON FIFTH GRADE STUDENTS' ABILITIES TO SPATIALLY REASON: AN ACTION RESEARCH PROJECT.
- Creator
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Varn, Theresa, Dixon, Juli, University of Central Florida
- Abstract / Description
-
ABSTRACT The purpose of this study is to describe the effect of a curriculum rich in spatial reasoning activities and experiences on the ability of my fifth grade students to spatially reason. The study was conducted to examine 1) the effects of my practice of incorporating spatial reasoning lessons and activities in my fifth-grade mathematics classroom on the students' ability to spatially reason and 2) the effects of my practice of incorporating spatial reasoning lessons and activities on...
Show moreABSTRACT The purpose of this study is to describe the effect of a curriculum rich in spatial reasoning activities and experiences on the ability of my fifth grade students to spatially reason. The study was conducted to examine 1) the effects of my practice of incorporating spatial reasoning lessons and activities in my fifth-grade mathematics classroom on the students' ability to spatially reason and 2) the effects of my practice of incorporating spatial reasoning lessons and activities on my students' ability to problem solve. Data were collected over a ten-week period through the use of student interviews, anecdotal records, photos of student work, student journals, pre- and posttests and a post-study survey. In this study, students demonstrated a statistically significant increase on all pre- and posttests. The student interviews, anecdotal records, photos of student work, and student journals all revealed spatial reasoning was used in mathematics problem solving. The study suggests that spatial reasoning can be taught and spatial reasoning skills can be used in problem solving.
Show less - Date Issued
- 2005
- Identifier
- CFE0000351, ucf:46295
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000351
- Title
- THE EFFECT OF AN INQUIRY-BASED SCIENCE CURRICULUM ON STUDENT ATTITUDES AND PARTICIPATION.
- Creator
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Perlmutter, James, Jeanpierre, Bobby, University of Central Florida
- Abstract / Description
-
This study was designed as a collaborative action research study and focused on the use of an inquiry-based unit in an eighth grade honors science class at a middle school with a diverse population in the southeastern portion of the United States in the Spring of 2005. The inquiry-based unit was taught through the use of the electronics unit in Full Option Science System (FOSS). The purpose of the study was to investigate the effects of an inquiry based curriculum on the level of...
Show moreThis study was designed as a collaborative action research study and focused on the use of an inquiry-based unit in an eighth grade honors science class at a middle school with a diverse population in the southeastern portion of the United States in the Spring of 2005. The inquiry-based unit was taught through the use of the electronics unit in Full Option Science System (FOSS). The purpose of the study was to investigate the effects of an inquiry based curriculum on the level of participation in, attitudes of, and academic performance of students towards science. This collaborative action research study used both qualitative and quantitative methods. The qualitative forms consisted of written notes taken by the classroom teacher and I that included observations of the whole class as well as observations of students in smaller inquiry groups and conversation and interview notations of student comments while they were doing inquiry work, both individual and group, as well as my notations of interviews and conversations with the classroom teacher. Although used to a lesser degree, quantitative data was collected from pre and post attitude surveys as well as from students' scores on inquiry-based investigations, paper activities and formal assessments. All data was triangulated across a variety of data sources so that any resulting patterns or themes would be supported. My access to this middle school was based on my role as the science coach assigned to the school. As the science coach, I worked with teachers and students to integrate the FOSS middle school curriculum unit into the school's science curriculum. The FOSS kits, workbooks and related reading books were designed to increase the use of inquiry and hands-on activities within middle and elementary school science classrooms.
Show less - Date Issued
- 2007
- Identifier
- CFE0001699, ucf:47193
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001699
- Title
- THE EFFECTS OF A PROJECT-BASED MATHEMATICS CURRICULUM ON MIDDLE SCHOOL STUDENTS' INTENDED CAREER PATHS RELATED TO SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS.
- Creator
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Clanton, Barbara, Dixon, Juli, University of Central Florida
- Abstract / Description
-
This study is an examination of whether a project-based mathematics curriculum would influence students' intended career paths related to science, technology, engineering, and mathematics (STEM) endeavors; perceived usefulness of mathematics; and perceived competence in doing mathematics. A review of the literature revealed that there are many shortages of professionals in STEM fields. United States women and men are not pursuing STEM endeavors in great numbers and the U.S. relies heavily on...
Show moreThis study is an examination of whether a project-based mathematics curriculum would influence students' intended career paths related to science, technology, engineering, and mathematics (STEM) endeavors; perceived usefulness of mathematics; and perceived competence in doing mathematics. A review of the literature revealed that there are many shortages of professionals in STEM fields. United States women and men are not pursuing STEM endeavors in great numbers and the U.S. relies heavily on international students to fill this gap. The literature revealed that the girls who do not pursue STEM endeavors in great numbers do not perceive mathematics as a useful endeavor and do not think they are competent in doing mathematics. Boys who do not pursue STEM endeavors in great numbers also do not perceive mathematics as a useful endeavor. The study involved 7th and 8th grade school students enrolled in algebra classes in a private college-preparatory school. The students in the experimental group participated in a problem-based curriculum that integrated lecture-based methods with four major projects designed to have students apply mathematics out of the context through hands-on real-life problems. This particular quasi-experimental design was a nonequivalent pre-test/post-test control group design. Statistical analyses were done using a general linear model repeated measures. The results of the statistical analyses indicated that the students in the project-based group showed a statistically significant positive change in their perceived usefulness of mathematics when compared to the control group. A t-test revealed no statistically significant differences in academic achievement. Qualitative data analysis uncovered three emergent themes. Students indicated that they saw the usefulness of mathematics more clearly; students' independence from the teacher while doing the projects was unsettling; and students enjoyed the change of pace in class. The results of the study indicated that a project-based mathematics curriculum can help students see the usefulness of mathematics and can help students enjoy the pursuit of mathematics by this particular change of routine.
Show less - Date Issued
- 2005
- Identifier
- CFE0000907, ucf:46765
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000907
- Title
- ARTS INTEGRATION: LEARNING THROUGH AND WITH THE ARTS, A CURRICULAR PROCESS AND AS A COLLABORATIVE ENGAGEMENT.
- Creator
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Shank, Sonja, Hopp, Dr. Carolyn, University of Central Florida
- Abstract / Description
-
The world of education is constantly changing. As our culture and society evolves and grows, our educational practices must follow suit to reach the minds of tomorrow in a meaningful way. Arts integration is the teaching practice of using the arts as a lens through which students can view and articulate other subject matter. Integration of dance, music and visual arts promotes creativity and interest but also nurtures a meaningful educational experience. This confluence of educational...
Show moreThe world of education is constantly changing. As our culture and society evolves and grows, our educational practices must follow suit to reach the minds of tomorrow in a meaningful way. Arts integration is the teaching practice of using the arts as a lens through which students can view and articulate other subject matter. Integration of dance, music and visual arts promotes creativity and interest but also nurtures a meaningful educational experience. This confluence of educational disciplines will engage our students and excite them about learning. It is important to recognize that " culture populated by a people whose imagination is impoverished has a static future n such a culture there will be little change because there will be little sense of possibility" (Eisner, 2002, p. 5). Integrating the arts into the core curriculum empowers our students to believe in possibility and provides them a future of potential. The purpose of this study is to examine the process of arts integration within an urban middle school setting. The school chosen will be observed because it is established as an arts magnet school, serving the community as an Academy for the Visual and Performing arts. An arts magnet middle school embraces the principles of seeing artfully and uses the arts to illuminate and give dimension to the other core subject matter. The structure for the model of curriculum integration adapted by the arts magnet school faculty will be determined by analyzing interview transcripts, field notes, and faculty meeting notes. Classroom observations will also serve to provide evidence of implementation of the arts integrative process into the curriculum. The results will show how arts integration acts as learning "through" and "with" the arts as a result of a curricular process and collaborative engagement.
Show less - Date Issued
- 2013
- Identifier
- CFH0004358, ucf:45008
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004358
- Title
- The Comparison of the School District Curriculum Alignment with Algebra Content Standards.
- Creator
-
Lipscomb, Karen, Murray, Barbara, Doherty, Walter, Baldwin, Lee, Pawlas, George, University of Central Florida
- Abstract / Description
-
The purpose of this study was to analyze school district curriculum alignment with state and national standards to find content omissions that may contribute to low Algebra End-of-Course exam scores in ninth grade. The study primarily looked for algebra course content omissions in the algebra, functions, and statistics' domains of the algebra curriculum. These three categories were chosen because low achievement for ninth grades students was recorded in each category for a Medium Sized Rural...
Show moreThe purpose of this study was to analyze school district curriculum alignment with state and national standards to find content omissions that may contribute to low Algebra End-of-Course exam scores in ninth grade. The study primarily looked for algebra course content omissions in the algebra, functions, and statistics' domains of the algebra curriculum. These three categories were chosen because low achievement for ninth grades students was recorded in each category for a Medium Sized Rural School District. The study also examined the pre-algebra curriculum for a Medium Sized Rural School District to see if alignment was present with the algebra curriculum. Embedded skills needed for algebra success were also recorded to develop an in-depth look at the curriculum alignment. The embedded skills are skills that should be mastered before students are placed in the pre-algebra course.The algebra state standards were compared with the Medium Sized Rural School District local algebra standards. From the local standards, 95 coded algebra skills were established as pertinent for mastery of algebra content. The 95 coded algebra skills were used in the constant comparison document analysis to find content omissions in the algebra curriculum, the pre-algebra curriculum, and the algebra textbook. The 95 algebra coded skills were also examined individually to record embedded skills needed for mastery of each skill. An additional study was performed on the amount of time given to the mastery of the 95 algebra coded skills or performance tasks.The following results were found in this research for curriculum alignment. In a Medium Size Rural School District, the algebra curriculum and algebra textbook were analyzed for the presence of 95 essential performance tasks in search for missing content. The algebra curriculum and algebra textbook were both found to be aligned with the algebra state standards. These findings allow educators to look at other factors that may contribute to low performance on the Algebra End-of-Course exam. Content omissions were found in the pre-algebra curriculum that showed a lack of alignment with the algebra course. Also, 77 embedded skills were recorded as prerequisites to algebra mastery. Last, the amount of material to be mastered in a ninth grade algebra course may be too numerous for ninth grade algebra students to master the material.
Show less - Date Issued
- 2016
- Identifier
- CFE0006348, ucf:51574
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006348
- Title
- A Study of the Effectiveness of the Equals Mathematics Curriculum and Teacher Perceptions Of and Attitudes About the Curriculum.
- Creator
-
Hughes, Jennifer, Murray, Kenneth, Kennedy, Mary, Doherty, Walter, Bai, Haiyan, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine if the use of the Equals mathematics curriculum had any statistically significant impact on the 2012 Florida Alternate Assessment mathematics scores of students with disabilities in six Florida school districts when comparing the scores of those who received mathematics instruction via the curriculum to the scores of students with disabilities in six other Florida school districts who did not receive mathematics instruction via the curriculum. This...
Show moreThe purpose of this study was to determine if the use of the Equals mathematics curriculum had any statistically significant impact on the 2012 Florida Alternate Assessment mathematics scores of students with disabilities in six Florida school districts when comparing the scores of those who received mathematics instruction via the curriculum to the scores of students with disabilities in six other Florida school districts who did not receive mathematics instruction via the curriculum. This study further examined the perceptions of and attitudes about the Equals mathematics curriculum that exist among Exceptional Student Education (ESE) teachers who teach mathematics to students with disabilities participating in the Florida Alternate Assessment (FAA).The study utilized a mixed methods approach to research that included both quantitative and qualitative methodologies. The quantitative portion of the study was conducted using archival data obtained from the 2012 Florida Alternate Assessment Data Book. A Mann-Whitney U Test was conducted through SPSS at a significance level of ? = .05 to test for relative differences in performance between the treatment (Equals) and control (non-Equals) groups. Based on the results, the Equals mathematics curriculum did not have any statistically significant impact on the 2012 FAA mathematics scores for students with disabilities in the treatment school districts at any of the tested grade groupings (elementary, middle, high, and overall).The qualitative method of data collection utilized an online teacher survey. The results were analyzed using the researcher-coded results and assisted through summary tables provided by Survey-Monkey. Differences and similarities among the survey question responses were explored. Common terms and themes were noted and compared. Data triangulation was used by surveying teachers from five of the six treatment counties. This promoted generalizability for study replication since the treatment counties train teachers and utilize the curriculum in different manners. The results of the qualitative analysis indicated that many teachers were not satisfied with the training they received and felt overwhelmed by the curriculum itself, specifically in the areas of lesson planning and delivery. Based on the quantitative and qualitative results, it was concluded that further research needs to be completed to determine the effectiveness of the Equals mathematics curriculum when used with true fidelity.
Show less - Date Issued
- 2013
- Identifier
- CFE0004866, ucf:49651
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004866
- Title
- ASSESSMENT METHODS FOR STUDENT LEARNING OUTCOMES IN GENERAL EDUCATIONAT URBAN AND METROPOLITAN UNIVERSITIES.
- Creator
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Albert, Angela R., Tubbs, Levester, University of Central Florida
- Abstract / Description
-
The foci of this qualitative study were twofold. First, the researcher wanted to know what instruments and methods of data collection are being used to assess core general education intended student-learning outcomes at 62 urban and metropolitan universities (members of the Coalition of Urban and Metropolitan Universities). Second, the researcher was interested in knowing the extent to which these approaches to measurement are producing data that can be used for improvement purposes. A review...
Show moreThe foci of this qualitative study were twofold. First, the researcher wanted to know what instruments and methods of data collection are being used to assess core general education intended student-learning outcomes at 62 urban and metropolitan universities (members of the Coalition of Urban and Metropolitan Universities). Second, the researcher was interested in knowing the extent to which these approaches to measurement are producing data that can be used for improvement purposes. A review of the literature revealed that only 15% of institutions that indicated in a previous study that they were initiating change in the curriculum of general education programs were assessing student outcomes. Essentially, these institutions were depriving themselves of valuable data and information that might have made their organizational changes more meaningful.The present qualitative study, using a researcher-developed instrument, surveyed 62 universities as how they were assessing their general education programs. The grounded theory model of Strauss and Corbin was used to analyze the data. The study indicated that 23 of the 27 institutions that responded to the survey were conducting assessment of the core curriculum. They were using direct and indirect approaches to measurement of knowledge, skills, behaviors, and beliefs and values.The 27 institutions fell within five stages of assessment. Sixteen of the 19 institutions that were conducting assessment reported that they were having some success in identifying weaknesses in the pedagogy, the curriculum, and the assessment process. They reported changes such as adopting new pedagogical strategies, revising and adding courses, opening a new writing and mathematical center, having an increased awareness regarding the value of assessment, and generating heightened involvement among faculty members in the assessment process. Sixteen institutions reported that assessment methods such as standardized tests, essays, portfolios, and the senior assignment made it possible to identify weaknesses and make changes in their core curricula. Eleven institutions reported that they did not have any changes to report as a result of conducting assessment. Four of the eleven were in the early stages of assessment, three were in the planning stages, and one had not begun a formal assessment process. The grounded theory analysis led to this conclusion: If the leadership of institutions of higher learning realize the stage of assessment that they are in, they will be better positioned to respond to assessment training needs, assessment resource needs, stakeholders' expectations, and accrediting bodies' mandates.
Show less - Date Issued
- 2004
- Identifier
- CFE0000022, ucf:46112
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000022
- Title
- WHAT IS THE EFFECT OF STANDARDIZED TESTING ON TEACHER PRACTICE?.
- Creator
-
Granato, Courtney, Hopp, Carolyn, University of Central Florida
- Abstract / Description
-
This study examines the potential correlation between standardized testing and teacher practice. Building upon the conceptual framework, are constructs of school climate and assessment to develop themes such as leadership role, teacher role, district role, and coach's role as well as teacher practice, classroom assessment, standardized assessment, and the alignment of curriculum to standardized testing. In discovering the parallel between standardized testing and teacher practice, both...
Show moreThis study examines the potential correlation between standardized testing and teacher practice. Building upon the conceptual framework, are constructs of school climate and assessment to develop themes such as leadership role, teacher role, district role, and coach's role as well as teacher practice, classroom assessment, standardized assessment, and the alignment of curriculum to standardized testing. In discovering the parallel between standardized testing and teacher practice, both qualitative and quantitative data were collected through research and observations, but more importantly through a survey and focus group. Over a two-semester period, it became evident that there was an eminent parallel between each the themes and constructs within the conceptual framework, ultimately answering the research question. Although the data fulfilled the research question of this study, future research would require a more in-depth, longitudinal study in order to suggest possible ideas for solutions.
Show less - Date Issued
- 2015
- Identifier
- CFH0004790, ucf:45335
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004790
- Title
- COLLOQUIA EDUCATION: AN EXAMINATION OF ROMAN SECOND LANGUAGE EDUCATION FOR SOCIAL IMPLICATIONS.
- Creator
-
Newton, Jennifer, Dandrow, Edward, University of Central Florida
- Abstract / Description
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The expansion of the Roman Empire had compelled disparate cultures to mingle and assimilate. In relation to education this fact meant that teachers used a variety of curricula to convey an amalgamation of cultural dynamics. Evidence for this phenomenon is found in the content Colloquia, a fourth-century elementary language textbook, which displays aspects Greek and Roman culture through the explicit and implicit instruction of the text. The existence of this mixture education displays the...
Show moreThe expansion of the Roman Empire had compelled disparate cultures to mingle and assimilate. In relation to education this fact meant that teachers used a variety of curricula to convey an amalgamation of cultural dynamics. Evidence for this phenomenon is found in the content Colloquia, a fourth-century elementary language textbook, which displays aspects Greek and Roman culture through the explicit and implicit instruction of the text. The existence of this mixture education displays the motivations of the author, as well as information about the values of the contemporary culture.
Show less - Date Issued
- 2015
- Identifier
- CFH0004904, ucf:45499
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004904
- Title
- INCORPORATING GRAPHIC NOVELS INTO SOCIAL STUDIES BASED INSTRUCTION: AN EFFECTIVE MEANS OF DETERMINING QUALITY GRAPHIC NOVELS.
- Creator
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Johannessen, Lindsey, Hoffman, Elizabeth, University of Central Florida
- Abstract / Description
-
ABSTRACT It is becoming increasing important that teachers educate students about social studies in such a way so that students are interested and motivated by what they read. So often the curriculum is bombarded with physically heavy, incomprehensible, and traditional textbooks. Based upon the need for extensions to the social studies textbooks, my goal to establish a guideline for selecting quality graphic novels fitted for elementary social studies instruction. Therefore, my study will...
Show moreABSTRACT It is becoming increasing important that teachers educate students about social studies in such a way so that students are interested and motivated by what they read. So often the curriculum is bombarded with physically heavy, incomprehensible, and traditional textbooks. Based upon the need for extensions to the social studies textbooks, my goal to establish a guideline for selecting quality graphic novels fitted for elementary social studies instruction. Therefore, my study will attempt to answer the question: What is an effective means of determining quality graphic novels? Following my adaptation and creation of rubrics established for determining the needs and qualities of graphic novels, I was able to establish and analyze several social studies content related graphic novels appropriate for the elementary social studies curriculum. This investigation into social studies graphic novels provided 18 graphic novels for possible use in the elementary social studies curriculum, 5 of which were deemed quality via the established rubrics. Furthermore, the investigation proved that the books deemed quality provided more than what was established as necessary within the rubrics. The additional information found within those texts was referred to as a postlude. One strong conclusion from this study is the large void of graphic novels that teachers might link with the social studies curriculum so as to enhance elementary social studies instruction.
Show less - Date Issued
- 2011
- Identifier
- CFH0003824, ucf:44764
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003824
- Title
- CONTENT AND CITATION ANALYSIS OF INTERDISCIPLINARY HUMANITIES TEXTBOOKS WITHIN A FRAMEWORK OF CURRICULUM THEORY.
- Creator
-
Guidera, Julie, Boote, David, University of Central Florida
- Abstract / Description
-
The purpose of this dissertation was to analyze the content of textbooks used in undergraduate survey courses in interdisciplinary humanities to understand the content of the curriculum and how an author's viewpoint shapes the product. By enumerating the texts and images authors and their publishers used to illustrate 20th century culture and the transition into the 21st century, the analysis generated a description of the range of perspectives from traditional to postmodern found in six...
Show moreThe purpose of this dissertation was to analyze the content of textbooks used in undergraduate survey courses in interdisciplinary humanities to understand the content of the curriculum and how an author's viewpoint shapes the product. By enumerating the texts and images authors and their publishers used to illustrate 20th century culture and the transition into the 21st century, the analysis generated a description of the range of perspectives from traditional to postmodern found in six sampled textbooks. Textbook content provided chronological data, while authors' source citations established identity properties of the works' contributors. Through a ranking system of authors' treatment of content and citations, the most traditional perspectives were compared to the most postmodern. Classifying cultural contributors by identity properties gave a quantitative rate of inclusion of traditionally excluded groups. A trend of increase in "diversity-infusion" was observed among all authors when the content of the textbooks was compared in chronological sequence. The qualitative differences, as constructed for this dissertation, indicate that each textbook constitutes a varied and unique representation of author perspective. The project's contribution to future research is the development of a database of art works and literary sources from the years 1900-2006 that can be used for quantification and for further study.
Show less - Date Issued
- 2009
- Identifier
- CFE0002851, ucf:48075
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002851
- Title
- Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading.
- Creator
-
Johnson, Nicole, Wilson, Nancy, Zygouris-Coe, Vassiliki, Bai, Haiyan, University of Central Florida
- Abstract / Description
-
ABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum...
Show moreABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.
Show less - Date Issued
- 2012
- Identifier
- CFE0004282, ucf:49522
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004282
- Title
- AN EVALUATION OF INTEGRATED CURRICULUM AS IT EXISTS IN MATHEMATICS AND SCIENCE SSS AS WELL AS THE SUBSEQUENT SUPPORTIVE PRESENTATION OF THOSE STANDARDS IN EIGHTH GRADE MATHEMATICS AND SCIENCE TEXTBOOKS.
- Creator
-
Gill, Clara, Dixon, Juli, University of Central Florida
- Abstract / Description
-
This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to...
Show moreThis study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to uncover POIs between mathematics and science; considered effective strategies for presenting these points of intersection in the classroom; and examined the textbooks for a mutually supportive presentation of the POIs between the two domains. The criterion for textbook evaluation was synthesized from documents used by the National Research Council (NRC, 2004) and Project 2061 (Roseman, Kulm, Shuttleworth, 2001. These criteria were examined in terms of measureable elements of textbook design, vocabulary, inquiry and problem solving in order to create integrated objectives, which were then operationalized so that each objective could be evaluated using the Textbook Evaluation Document (TED). The validity of the TED was insured by the transparency of the process. Reliability was determined in two steps, first to determine the most reliable segments of the document and finally to confirm the reliability of those segments. It was determined that the vocabulary section of the TED consistently produced reliability scores above 70% with variation of Supportive Curriculum Scores (SCS) between textbooks. This indicated that a measure of supportive vocabulary could be generated for use in future studies for example correlating supportive curriculum with student achievement.
Show less - Date Issued
- 2010
- Identifier
- CFE0003010, ucf:48338
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003010
- Title
- Taxonomy of Affective Curriculum for Gifted Learners.
- Creator
-
Cavilla, Derek, Eriksson, Gillian, Hynes, Mike, Hopp, Carolyn, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
Teaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic,...
Show moreTeaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning (CASEL) has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their full potential. The proposed Taxonomy of Affective Curriculum for Gifted Learners is intended to provide a framework to reduce the disparity in focus between cognitive and social-emotional development for a population that requires affective support in response to the effects of asynchronous development as well as an inherent proclivity for heightened capacity for emotional intelligence and moral development. Through the research-based definition and sequence of specific affective constructs, the taxonomy leads gifted learners toward their full potential through the eventual development of specific social-emotional abilities, such as harmonious passion (Vallerand et. al, 2003), acceptance of ambiguity (Urban, 2014), willingness to view failure as opportunity for growth (Dweck, 2006), and an increased ability to set and attain meaningful goals (Dweck, 1986). Qualitative data from both practitioners and experts as well as suggested implementation and evaluation of a pilot study further inform the framework's development with implications surrounding the stimulation of greater levels of internal locus of control as well as a clarification of the role of teacher versus counselor of the gifted.
Show less - Date Issued
- 2016
- Identifier
- CFE0006087, ucf:50946
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006087
