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Title: Suspensions and Referrals to Law Enforcement of African American Students Pre and Post Restorative Justice.
Creator: Brown, Adrienne, Bartee, RoSusan, Gordon, William, Johnson, Jerry, Bradshaw, Leigh, Edyburn, Dave, University of Central Florida
Abstract / Description: The purpose of this study was to compare the number of suspensions and referrals to lawenforcement from traditional consequences administered to students in a large urban schooldistrict in southeastern United States for the school year 2013 to 2014 to the number ofsuspensions and referrals to law enforcement from consequences rendered after theimplementation of restorative justice practices in the 2015 to 2016 school year, as reported to theCivil Rights Office of Data Collection (CRDC, 2016)....
Show moreThe purpose of this study was to compare the number of suspensions and referrals to lawenforcement from traditional consequences administered to students in a large urban schooldistrict in southeastern United States for the school year 2013 to 2014 to the number ofsuspensions and referrals to law enforcement from consequences rendered after theimplementation of restorative justice practices in the 2015 to 2016 school year, as reported to theCivil Rights Office of Data Collection (CRDC, 2016). There was statistical evidence that schoolshad policies and/or practices in place that had a discriminatory bias towards racial groups whenschool discipline was administered (USDOE, 2016). Restorative justice processes worked toguide the conduct of individuals issuing the discipline and those needing to be disciplined(Rawls, 1971). Crosstabulations were used to determine if there were differences in students'behaviors in a large urban school district, categorized by race, gender, and socioeconomics forthose who received traditional discipline practices in 2013-2014 compared to those who receiveddiscipline during the implementation of restorative justice practices in 2015-2016. A decrease indiscipline infractions was the standard used to define a successful outcome for this alternativediscipline. Restorative justice allowed discipline to be proactive when implemented with fidelity(Adler, 2011). Findings in this large urban school district, suggested that African Americanstudents continued to receive discipline infractions at a disproportionate rate after theimplementation of restorative justice. Utilization of this alternative discipline proved to besuccessful in decreasing the number of single and multiple out-of-school suspensions andreferrals to law enforcement.
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Date Issued: 2019
Identifier: CFE0007435, ucf:52719
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007435

Title: A SURVEY OF PROGRESSIVE AND AFFIRMATIVE EMPLOYEE DISCIPLINE SYSTEMS IN FLORIDA'S HOSPITALS.
Creator: Johnson, Mark, Fottler, Myron, University of Central Florida
Abstract / Description: Conflict between managers and employees is inevitable in any organization, whether public or private. Often, the source of the conflict is employee non-compliance. Managers are responsible for disciplining those employees whose performance or conduct is sub-standard or inappropriate. Therefore, the ability to effectively address employee non-compliance is an essential skill for all managers. Most employee discipline systems fall into one of three categories: traditional, progressive, and...
Show moreConflict between managers and employees is inevitable in any organization, whether public or private. Often, the source of the conflict is employee non-compliance. Managers are responsible for disciplining those employees whose performance or conduct is sub-standard or inappropriate. Therefore, the ability to effectively address employee non-compliance is an essential skill for all managers. Most employee discipline systems fall into one of three categories: traditional, progressive, and affirmative. Traditional systems were prevalent in the late-nineteenth and early twentieth centuries. An autocratic, demanding manager would mete out punishment to non-compliant employees both as an action against the employee and as a warning to other employees. Employees were often terminated for their first offense. With the advent of labor unionism and fair labor practices in the first half of the twentieth century, organizational leaders were required to develop more progressive employee discipline systems which protected employee "due process" and which allowed time and opportunity for improvement by the non-compliant employee. Progressive employee discipline systems are the most prevalent discipline systems in America's workforce today. These systems entail three or four steps, with each successive step usually resulting in more severe penalties for the same offense or more severe offenses. Progressive employee discipline allows the employee an opportunity to respond to non-compliance issues and to try to improve it to the extent required to maintain their position. A new employee discipline system, affirmative discipline, has gained adherents in the private sector primarily. Affirmative employee discipline systems do not use punishment to correct employee non-compliance but instead, ask managers to "coach" and "counsel" the non-compliant employee to better behavior and performance. Rehabilitating the employee's non-compliance is the primary goal of affirmative systems. The emphasis is not only upon the non-compliant employee, but on rehabilitating the "marriage" of non-compliant employee and direct supervisor. Little evidence exists to determine the extent to which progressive and affirmative employee discipline systems are being utilized in the modern organization. No evidence exists that indicates the prevalence of these systems in Florida's healthcare institutions. A survey-based analysis of the use of progressive and affirmative employee discipline systems in Florida's hospitals resulted in respondents indicating frequent utilization of formal progressive employee discipline systems. Designed in three or four steps, these progressive systems allow the employee to improve his/her behavior. Two common tools in progressive systems, the verbal warning and the performance counseling statement, are utilized frequently based upon those respondents surveyed. The use of affirmative employee discipline systems, on the other hand, is relatively rare. The use of written behavior contracts to elicit improved employee compliance is also quite rare. The vast majority of respondents appear to be unfamiliar with the use of written behavior contracts to elicit improved employee compliance.
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Date Issued: 2005
Identifier: CFE0000738, ucf:46580
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000738

Title: The Push Out: A Disproportionality Study on Student Discipline in the State of Florida Public Schools.
Creator: Pierre, Manouchka, Johnson, Jerry, Doherty, Walter, Vitale, Thomas, Fine, Terri, University of Central Florida
Abstract / Description: This mixed method sequential exploratory study was conducted to emphasize and investigate disproportionality in discipline, noting the prevalence of the issue of equity and the salience of FL as context. This study applied the extant model for investigating disproportionality in a setting where such an investigation is highly relevant due to Florida's statistical positioning in the area of student discipline. This study investigated for potential biases that guide differences in the rates...
Show moreThis mixed method sequential exploratory study was conducted to emphasize and investigate disproportionality in discipline, noting the prevalence of the issue of equity and the salience of FL as context. This study applied the extant model for investigating disproportionality in a setting where such an investigation is highly relevant due to Florida's statistical positioning in the area of student discipline. This study investigated for potential biases that guide differences in the rates that males and Blacks experience exclusionary discipline within the 67 regular school districts. The analysis from this study, which used relative rate ratio and policy analysis, presents results showing that a disproportionality exists at a rate of 2 to 2.3 times for the affected demographic groups. The findings suggest a need for policy language to address this disparity, as well as a change in practice.
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Date Issued: 2019
Identifier: CFE0007851, ucf:52766
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007851

Title: The Relationship Among Student Demographic Variables and Reported Discipline Referral Categories.
Creator: Bair, Timothy, Murray, Kenneth, Murray, Barbara, Taylor, Rosemarye, Doherty, Walter, Sivo, Stephen, University of Central Florida
Abstract / Description: This study was conducted to investigate the disproportional distribution of subjective and objective discipline referrals to the different student groups' gender, socioeconomic status, and ethnicity for the 6th through 12th grade students in a central Florida public school district for the school year 2009-2010. The relationship of the disproportional distribution of subjective and objective discipline referrals between gender and socioeconomic status was analyzed. In addition, the...
Show moreThis study was conducted to investigate the disproportional distribution of subjective and objective discipline referrals to the different student groups' gender, socioeconomic status, and ethnicity for the 6th through 12th grade students in a central Florida public school district for the school year 2009-2010. The relationship of the disproportional distribution of subjective and objective discipline referrals between gender and socioeconomic status was analyzed. In addition, the relationship of the disproportional distribution of subjective and objective discipline referrals between ethnicity and socioeconomic status was analyzed.Analysis of the discipline referral data from the central Florida public school district for the school year 2009-2010 led to the following findings: (a) males, blacks, and students with low socioeconomic status, were over represented with student discipline referrals of all types; (b) males, blacks, and students with low socioeconomic status, were over represented with subjective discipline referrals; (c) low socioeconomic status males were the major contributors to disproportional distribution for males within the gender group variable, and low socioeconomic blacks were the major contributors to disproportional distribution within the black ethnicity group variable.
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Date Issued: 2012
Identifier: CFE0004353, ucf:49450
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004353

Title: PARENTAL ATTRIBUTIONS AND DISCIPLINE OF CHILD BEHAVIOR.
Creator: Oliveros, Arazais, Renk, Kimberly, University of Central Florida
Abstract / Description: Extant empirical evidence suggests that multiple risk and protective factors implicated in children's development of behavior problems are intertwined. This study, therefore, investigated the relationships among parental depression and anger, attributions of control, discipline, parent-child relationship variables, and children's behavior problems. Results were based on the responses of parents (55 mothers and 13 fathers) with children in Head Start and parents (52 mothers and 4 fathers) with...
Show moreExtant empirical evidence suggests that multiple risk and protective factors implicated in children's development of behavior problems are intertwined. This study, therefore, investigated the relationships among parental depression and anger, attributions of control, discipline, parent-child relationship variables, and children's behavior problems. Results were based on the responses of parents (55 mothers and 13 fathers) with children in Head Start and parents (52 mothers and 4 fathers) with children in Private School settings. All parents had children who ranged in age from 3- to 8-years. Compared to Private School parents, Head Start parents had lower levels of nonviolent discipline, involvement, and autonomy granting and endorsed greater internalizing behavior problems in their children. Significant correlations were found among parent-child relationship characteristics, parental discipline practices, and child behavior problems in both samples. Regression analyses suggested that Private School parents' use of psychological aggression and autonomy granting interact in the prediction of children's internalizing behavior problems. Although Head Start parents' higher attributions of child control for failure predicted lower levels of nonviolent discipline, and Private School parents' use of psychological aggression predicted greater levels of children's externalizing behavior problems, there was no evidence of parental discipline mediating the relationship between parental attributions and children's behavior problems. These findings emphasize the importance of research involving disadvantaged and nondisadvantaged community samples in order to provide a context for understanding how parental discipline and children's behavior problems are related to parent traits and parent-child relationship characteristics.
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Date Issued: 2005
Identifier: CFE0000529, ucf:46449
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000529

Title: Gender Bias in the Technical Disciplines.
Creator: Campbell, Jessica, Jones, Daniel, Flammia, Madelyn, Marinara, Martha, University of Central Florida
Abstract / Description: This study investigates how women are affected by gender bias in the workplace. Despite the increasing numbers of women in the workforce, women are still under-represented and under-valued in workplaces, which, in part, is due to their gender stereotype. This study demonstrates how gender bias in the workplace has been proven to limit women in their careers and potential in their occupational roles. The media's negative depiction of women in their gender stereotype reinforces and perpetuates...
Show moreThis study investigates how women are affected by gender bias in the workplace. Despite the increasing numbers of women in the workforce, women are still under-represented and under-valued in workplaces, which, in part, is due to their gender stereotype. This study demonstrates how gender bias in the workplace has been proven to limit women in their careers and potential in their occupational roles. The media's negative depiction of women in their gender stereotype reinforces and perpetuates this image as a cultural norm in society. Women both conform and are judged and evaluated according to their weak and submissive gender stereotype. Women face challenges and problems in the workplace when they are evaluated and appraised by their female gender stereotype. Women have been prevented from acquiring jobs and positions, have been denied promotions and advancements, failed to be perceived as desiring of and capable of leadership or management positions, as well as typically receive lower paid than their male counterparts. Furthermore, women's unique, indirect, and congenial conversational methods are perceived as unconfident, incompetent, and thus, incapable in the masculine organizational culture of most workplaces. Through the investigation of gender bias in the workplace, professionals and employers will gain an awareness of how gender bias and socially-prescribed gender roles can affect the workplace and interfere with women's success in their career. Technical communicators and other educators will have a better understanding of how to overcome gender stereotyping and be encouraged to teach students on how to be gender-neutral in their communications in the workplace, perhaps striving for a more egalitarian society.
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Date Issued: 2012
Identifier: CFE0004248, ucf:49538
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004248

Title: THE EFFECTS OF TEACHER IDEOLOGY ON STUDENT PERFORMANCE AS RELATED TO POVERTY AND ETHNICITY.
Creator: Webb, Jessica, Murray, Barbara, University of Central Florida
Abstract / Description: This study was conducted to explore the impact of teacher ideology on student performance. A definition of teacher ideology was drawn from the pupil control ideology, PCI, created by Willower, Eidell and Hoy (1967). Research concerned with teacher ideology has suggested that there is a definite difference between the custodial ideology and the humanistic ideology (Gaffney, 1997). In particular, the custodial teacher views rules and regulations as a priority, while the humanistic teacher views...
Show moreThis study was conducted to explore the impact of teacher ideology on student performance. A definition of teacher ideology was drawn from the pupil control ideology, PCI, created by Willower, Eidell and Hoy (1967). Research concerned with teacher ideology has suggested that there is a definite difference between the custodial ideology and the humanistic ideology (Gaffney, 1997). In particular, the custodial teacher views rules and regulations as a priority, while the humanistic teacher views the student as the priority. Factors which influenced student achievement, such as socioeconomic status, ethnicity, and behavior in relation to how teacher ideology affects student performance were investigated. More specifically, the researcher investigated whether teacher ideology had any effect on student achievement of the entire student body, on student achievement of economically disadvantaged students, and on student achievement of non-white students. In addition to achievement, the effect of teacher ideology on student behavior was also investigated. A slightly positive relationship was found between teacher ideology as indicated by the PCI score, and the percentage of students making learning gains. This learning gain was evident in mathematics scores for all students, economically disadvantaged students, and non-white students. A learning gain was only evident among non-white students in reading. The results demonstrated the need for professional development on teacher ideology and its effects. This study has also indicated the need for further research into iv the effects of teacher ideology on classroom management and teaching styles. The researcher determined that due to a limited number of responses, further research is needed.
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Date Issued: 2010
Identifier: CFE0003218, ucf:48570
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003218

Title: A Study of the Influence of the Restorative Justice Model on Out-of-School Suspensions in a Large Urban School District.
Creator: Agard, Brian, Johnson, Jerry, Doherty, Walter, Baldwin, Lee, Larsen, James, University of Central Florida
Abstract / Description: The purpose of this quantitative study was to investigate whether the Restorative Justice model influenced the number of days that students were suspended out-of-school or the number of out-of-school suspension incidents. In addition, the researcher analyzed whether the Restorative Justice model had different impacts for the subgroups of students qualifying for free and reduced lunch (FRL), English Learners (EL), students qualifying for exceptional student education services (ESE), and three...
Show moreThe purpose of this quantitative study was to investigate whether the Restorative Justice model influenced the number of days that students were suspended out-of-school or the number of out-of-school suspension incidents. In addition, the researcher analyzed whether the Restorative Justice model had different impacts for the subgroups of students qualifying for free and reduced lunch (FRL), English Learners (EL), students qualifying for exceptional student education services (ESE), and three ethnic subgroups (White, Black, and Hispanic) in an urban school district in Central Florida for the sixth-, seventh-, and eighth-grade students for the seven school years from 2010-2011 to 2016-2017. Primary data analysis strategies were descriptive statistics and visual analyses utilizing an interrupted time series design. The findings can be helpful in informing decision makers if the Restorative Justice model is having a positive influence on decreasing out-of-school suspension incidents and/or out-of-school suspension days.
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Date Issued: 2018
Identifier: CFE0007144, ucf:52325
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007144

Title: An Analysis of Sustained Positive Behavior Intervention Support in Florida and Related Disciplinary Outcomes.
Creator: Sweeney, Kristin, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, LaFrance, Jason, University of Central Florida
Abstract / Description: The purpose of this study was to examine the outcomes associated with sustained school-wide Positive Behavior Intervention Support (PBIS) programs in the State of Florida and the impact the length of time of implementation of these programs had on those outcomes. The link between discipline outcomes, as measured by the number of office discipline referrals (ODRs) written over the course of a school year per 100 students and sustained implementation of PBIS systems with documented fidelity, as...
Show moreThe purpose of this study was to examine the outcomes associated with sustained school-wide Positive Behavior Intervention Support (PBIS) programs in the State of Florida and the impact the length of time of implementation of these programs had on those outcomes. The link between discipline outcomes, as measured by the number of office discipline referrals (ODRs) written over the course of a school year per 100 students and sustained implementation of PBIS systems with documented fidelity, as well as the connection between discipline outcomes for subgroups of students and sustained PBIS programs were examined for schools in the initial implementation phase (one to three years of implementation) compared to schools in the sustaining phase of implementation (four or more years of implementation). As more schools move to implement school-wide PBIS programs, little research is available to educational leaders focusing on sustainability of school-wide PBIS programs (Coffey (&) Horner, 2012, McIntosh, Kim, Mercer, Strickland-Cohen, (&) Horner, 2015). This study aimed to address this lack of research by analyzing the link between sustained school-wide PBIS programs and discipline outcomes. Schools in the State of Florida (987 schools - 654 elementary, 210 middle, and 123 high schools), representing 842,430 students were analyzed in a series of five research questions. The discipline outcomes, as measured by the rate of office discipline referrals per 100 students, from schools in the initial phase of implementation were compared to those of schools with sustained implementation of their school-wide PBIS programs. Research questions focused on whole school data as well as specific subgroups to determine if there was a difference in discipline outcomes. Overall, the analysis of this data found limited significant differences when examining the impact length of implementation has on discipline outcomes. While not statistically significant, several educationally important trends emerged that can help inform educational leaders as they make decisions about the allocation of time and resources for the future of school-wide PBIS programs in their schools and districts.
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Date Issued: 2017
Identifier: CFE0006957, ucf:51652
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006957

Title: ZERO TOLERANCE FOR SOME:THE ROLE OF RACE IN ZERO TOLERANCE EXCLUSIONARY DISCIPLINE.
Creator: Bejarano, Meghan, Ford, Jason, University of Central Florida
Abstract / Description: Within the last few decades, zero tolerance policies and exclusionary discipline have become the standard way in which schools manage student behavior. These policies, namely suspension and expulsion have been shown to have negative impacts on the lives of students who are punished with them. Educationally, the removal of students from the classroom hurts their chances of achieving academic success. Furthermore, these policies have been linked with an increase in the presence of law...
Show moreWithin the last few decades, zero tolerance policies and exclusionary discipline have become the standard way in which schools manage student behavior. These policies, namely suspension and expulsion have been shown to have negative impacts on the lives of students who are punished with them. Educationally, the removal of students from the classroom hurts their chances of achieving academic success. Furthermore, these policies have been linked with an increase in the presence of law enforcement on school campuses, which results in the arrest of students, burdening them with expensive and serious legal battles. This research examines whether nonwhite students are more likely to be sanctioned by this form of discipline. A nationally representative sample of middle and high school students is used to estimate four logistic regression models, with exclusionary discipline as the dependent variable and race as the primary independent variable. The analysis shows that nonwhite students are more likely to suspended or expelled than white students - even when student behavior is the same. This research adds to the existing body of research on exclusionary discipline and provides a nationally generalizable study to support the claim the nonwhite students are at an increased risk to be sanctioned by zero tolerance policies.
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Date Issued: 2014
Identifier: CFH0004643, ucf:45276
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004643

Title: On inner-party struggle.
Creator: Liu, Shao ch'i
Date Issued: 1952
Identifier: 2683089, CFDT2683089, ucf:5029
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/2683089

Title: AN INVESTIGATION INTO UNITARY STATUS AND THE OVERREPRESENTATION OF BLACK STUDENTS IN SCHOOL DISCIPLINE AS MEASURED BY OUT-OF-SCHOOL SUSPENSIONS IN SECONDARY SCHOOLS WITHIN THE 67 FLORIDA PUBLIC SCHOOL DISTRICTS.
Creator: Dehlinger, Robin, Murray, Barbara, University of Central Florida
Abstract / Description: While many school districts in the state of Florida have achieved unitary status and are no longer under court jurisdiction, evidence that school districts continue to practice discipline policies that result in the disproportionate suspension of Black students can be found. Despite decades of desegregation, Black students continue to experience the devastating consequences of suspension and expulsion from school. The overrepresentation of Black students in the administration of school...
Show moreWhile many school districts in the state of Florida have achieved unitary status and are no longer under court jurisdiction, evidence that school districts continue to practice discipline policies that result in the disproportionate suspension of Black students can be found. Despite decades of desegregation, Black students continue to experience the devastating consequences of suspension and expulsion from school. The overrepresentation of Black students in the administration of school discipline is a serious concern for school districts. This study investigated if the attainment of unitary status resulted in equity in school discipline for Black students. Additionally, the study investigated the overrepresentation of Black students in the administration of school discipline as measured by out-of-school suspensions in the secondary schools of the 67 Florida public school districts in 2005-2006. The study compared the representation of Hispanic and Multiracial students to Black students in the administration of school discipline. The study also examined the effects of grade level (6, 7, 8, and 9) on Black, Hispanic, and Multiracial students in the administration of school discipline. Analysis of the data derived from the Florida Department of Education database for school year 2005-2006 led to the following findings: (1) there was overrepresentation of Black students in secondary schools in the state of Florida and that 42 school districts were not in compliance with unitary status guidelines; (2) Black students were overrepresented in school discipline when compared to Hispanic and Multiracial students; (3) the effect of grade (6, 7, 8, and 9) was not significant in the representation of Black students in school discipline; (4) 18 Florida public school districts have attained unitary status, 16 public school districts remained under court jurisdiction, and 33 public school districts were never subject to desegregation litigation; and, (5) Black students were overrepresented in the administration of school discipline in school districts that have attained unitary status.
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Date Issued: 2008
Identifier: CFE0002042, ucf:47578
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002042

Title: THE INFLUENCE OF MEDICAL EDUCATION ON THE FREQUENCY AND TYPE OF MEDICAL BOARD DISCIPLINE RECEIVED BY LICENSED FLORIDA PHYSICIANS.
Creator: Bonnell, III, Richard, Fottler, Myron, University of Central Florida
Abstract / Description: It has been estimated that in the United States, between 44,000 to 98,000 patients succumb to medical errors each year. Due to a shortage of graduates of domestic medical schools, many graduates of foreign medical schools are practicing in the United States. The medical education received in foreign medical schools may not be equivalent to the medical education received in domestic medical schools, which are schools located in the United States, Puerto Rico and Canada. Differences due to the...
Show moreIt has been estimated that in the United States, between 44,000 to 98,000 patients succumb to medical errors each year. Due to a shortage of graduates of domestic medical schools, many graduates of foreign medical schools are practicing in the United States. The medical education received in foreign medical schools may not be equivalent to the medical education received in domestic medical schools, which are schools located in the United States, Puerto Rico and Canada. Differences due to the educational backgrounds of the foreign-schooled physicians may contribute to an increase in medical board disciplining. Furthermore, graduates of medical schools where the instruction is not conducted in the English language may receive increased medical board disciplining when compared to the graduates of medical schools where English is the language of instruction. Finally, domestic medical schools that are ranked low according to The Gourman Report, 8th Edition may provide a substandard medical education, causing their graduates to have increased rates of discipline when compared to peers who have graduated from higher ranked medical schools. This study examines the effects of undergoing foreign medical training as opposed to domestic medical training and receiving medical school instruction in the English language or another language, on the frequency and severity of disciplinary action taken by the Florida Board of Medicine against medical doctors licensed in Florida since 1952 (N = 39,559). Also examined are the effects of attending domestic medical schools that are ranked lower than other domestic medical schools on the frequency and severity of disciplinary action taken by the Florida Board of Medicine against medical doctors licensed in Florida since 1952 (n = 25,479). Control variables used in this logistic regression analysis include whether the medical doctor is specialty board certified or not, the specialty practiced and the medical doctor's race and gender. Archival data from the Florida Department of Health were used for this study. This study found that the graduates of medical schools where the instruction is not in the English language are more likely to receive discipline and are more likely to receive more severe types of discipline than graduates of medical schools where the instruction is in the English language. It was also found that medical doctors who are ABMS certified, are practicing either a surgical specialty, obstetrics, gynecology, psychiatry, emergency medicine, family medicine or diagnostic radiology, or are male have increased odds of being disciplined by the Florida Board of Medicine.
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Date Issued: 2008
Identifier: CFE0002392, ucf:47736
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002392

Title: PREDICTORS OF PARENTAL DISCIPLINE IN FAMILIES RAISING YOUTH WITH HEARING AND COMMUNICATION DISORDERS.
Creator: Klein, Jenny, Renk, Kimberly, University of Central Florida
Abstract / Description: Children with disabilities are at high risk for several forms of maltreatment, including abuse and neglect (Ammerman, Hersen, Van Hasselt, Lubetsky, & Sieck, 1994; Sullivan & Knutson, 1998b), and children with hearing and communication disorders comprise a substantial portion of children at risk (e.g., Sullivan & Knutson, 2000). For example, some literature investigating the parenting practices of parents raising children and adolescents with hearing and communication disorders suggests that...
Show moreChildren with disabilities are at high risk for several forms of maltreatment, including abuse and neglect (Ammerman, Hersen, Van Hasselt, Lubetsky, & Sieck, 1994; Sullivan & Knutson, 1998b), and children with hearing and communication disorders comprise a substantial portion of children at risk (e.g., Sullivan & Knutson, 2000). For example, some literature investigating the parenting practices of parents raising children and adolescents with hearing and communication disorders suggests that these parents have a tendency to use physically harsh discipline practices (Knutson, Johnson, & Sullivan, 2004; Sullivan & Knutson, 1998b). Further, high prevalence rates of emotional and behavioral problems are documented in these youth (e.g., Greenberg & Kusché, 1989; Hindley, 1997; Prizant, Audet, Burke, & Hummel, 1990). Despite these findings, a limited amount of research focuses on understanding factors related to these undesired outcomes. Therefore, this study investigates the relationships among dimensions of parents' psychological functioning and parent-child interactive processes in a culturally diverse, national sample of families raising children and adolescents with hearing and communication disorders. Results suggest that parents' stress, depression, and anxiety as well as parent-child communication and involvement are important correlates of discipline practices and subsequent child behavior in families raising children and adolescents with hearing and communication disorders. Additionally, psychological aggression and parents' depression are highly predictive factors in the use of corporal punishment. Also, psychological aggression and parenting stress are highly predictive of reported youth behavior problems. The information gained from this investigation may provide direction for assessment and therapeutic intervention with parents of children and adolescents who have hearing and communication disorders.
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Date Issued: 2009
Identifier: CFE0002878, ucf:48024
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002878

Title: Exploring Theology and Practice in Islamic Parenting.
Creator: Akin, Mergin, Rivera, Fernando, Grauerholz, Elizabeth, Gay, David, University of Central Florida
Abstract / Description: The purpose of this study is to explore Muslims' parenting styles and determine how factors such as religion, education, income, physical and verbal punishment experienced as a child, and the perception of Islamic childrearing influence their parenting styles. The research focuses on the main tenets of parenting in the Islamic tradition such as fatherhood, motherhood, children's and parent's rights and responsibilities, discipline methods, and physical punishment. The study also informs the...
Show moreThe purpose of this study is to explore Muslims' parenting styles and determine how factors such as religion, education, income, physical and verbal punishment experienced as a child, and the perception of Islamic childrearing influence their parenting styles. The research focuses on the main tenets of parenting in the Islamic tradition such as fatherhood, motherhood, children's and parent's rights and responsibilities, discipline methods, and physical punishment. The study also informs the role of marriage in Islam and the adopted concepts and theories of Western sociological literature. Findings show that authoritative parenting was the most predominant parenting style among study participants. The study also revealed that those who frequently read the Qur'an tended to be less authoritarian. Parents that experienced physical punishment as a child and who think Islam allows spanking were more likely to sponsor an authoritarian parenting style. The study findings provide insights into the complex roles of religion and parenting in Muslim groups.
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Date Issued: 2012
Identifier: CFE0004493, ucf:49295
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004493

Title: Consequences of Skipping First Year Composition: Mapping Student Writing from High School to the Academic Disciplines.
Creator: Bell, Craig, Roozen, Kevin, Bryan, Matthew, Rounsaville, Angela, University of Central Florida
Abstract / Description: Research in writing studies has focused on students who make the traditional transition from high school to first year composition, to the entry level discipline specific courses in their chosen majors (Wardle, 2007, 2009; Sommers and Saltz, 2004; Beaufort, 2007; Carroll, 2002). Very little scholarship addresses those students who (")skip(") first year composition and find themselves in entry level discipline specific courses classrooms. With three former students, I conduct a case study over...
Show moreResearch in writing studies has focused on students who make the traditional transition from high school to first year composition, to the entry level discipline specific courses in their chosen majors (Wardle, 2007, 2009; Sommers and Saltz, 2004; Beaufort, 2007; Carroll, 2002). Very little scholarship addresses those students who (")skip(") first year composition and find themselves in entry level discipline specific courses classrooms. With three former students, I conduct a case study over the course of eight months via a series of face to face, facetime, skype and email interviews. Each of these students, through earning high test scores in high school, forego first year composition and move directly to entry level discipline specific courses. Using third generation activity theory as a lens (Engestr(&)#246;m, 1996, 1999, 2001; Roth and Lee, 2007; Russell, 1995, 1997; Kain and Wardle, 2002), I examine these students' understanding of what they have experienced in high school writing(-)specifically high school English class(-)what they think college writing will demand, and finally what, in fact, they find the college writing demands to be. Not only do I find that each of the students felt very prepared for the demands they will encounter, but they remained confident. The study does, however, illuminate unforeseen challenges for both students and those who teach them: student literate lives are incredibly complex, and there is a real potential for a writing gap between formal writing instruction and when students will engage in intensive discipline writing tasks.
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Date Issued: 2017
Identifier: CFE0006933, ucf:51636
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006933

Title: An investigation of the use of disciplinary texts and achievement on End-of-Course examinations in high school U.S. History courses.
Creator: Downs, Jocelyn, Williams-Fjeldhe, Karri, Kelley, Michelle, Boote, David, Murray, Barbara, University of Central Florida
Abstract / Description: ABSTRACTThis study was conducted to examine whether a disparity exists between teacher expectations of honors and non-honors U. S. History students and if students who read more for U. S. History perform better on the U. S. History End-of-Course (EOC) examination. To generate answers to the research questions, both teachers and students in U. S. History courses were surveyed as to how much time was spent reading for U. S. History content both during class and for homework. The student surveys...
Show moreABSTRACTThis study was conducted to examine whether a disparity exists between teacher expectations of honors and non-honors U. S. History students and if students who read more for U. S. History perform better on the U. S. History End-of-Course (EOC) examination. To generate answers to the research questions, both teachers and students in U. S. History courses were surveyed as to how much time was spent reading for U. S. History content both during class and for homework. The student surveys were matched to the U. S. History EOC Developmental Scale Scores to determine if students who responded as reading more for the course had higher achievement on the EOC examination. Five teacher surveys were completed, and 144 student surveys were analyzed, and comparisons were made using U. S. History EOC Developmental Scale Scores. Teachers surveyed did not appear to vary their expectations of student whether the students were in an honors or non-honors course. Approximately 71% of non-honors and 73% of honors students in this study were reading U. S. History homework content on a regular basis. Though not statistically significant, results did indicate a positive trend between students who read more for U. S. History content and achievement on the EOC examination. This study revealed the implementation of a standardized EOC examination may account for equally rigorous teacher expectations of both honors and non-honors students. All students have the same final evaluation and expectation of passing the EOC; therefore, all students are expected to learn the content.
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Date Issued: 2014
Identifier: CFE0005459, ucf:50389
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005459

Title: The Profession of Modeling and Simulations: Unifying the Organization.
Creator: Lord, John, Caulkins, Bruce, Truman, Barbara, Maraj, Crystal, Bockelman, Patricia, University of Central Florida
Abstract / Description: The organization of Modeling and Simulation (M(&)S) as a profession started in the early twenty-first century spurred by the advent of computers and the vast networking capabilities of contemporary computing. M(&)S is still in its infancy when compared to other disciplines, such as engineering, computer science and mathematics. However, the profession has experienced significant growth in part due to the varied use of M(&)S techniques and tools within almost every discipline.Professional...
Show moreThe organization of Modeling and Simulation (M(&)S) as a profession started in the early twenty-first century spurred by the advent of computers and the vast networking capabilities of contemporary computing. M(&)S is still in its infancy when compared to other disciplines, such as engineering, computer science and mathematics. However, the profession has experienced significant growth in part due to the varied use of M(&)S techniques and tools within almost every discipline.Professional organizations and academic programs supporting M(&)S across the country have started to materialize. In a short timeframe, the growth of these supporting organizations has outpaced their ability to stay unified as a discipline, aligned with standardized Knowledge, Skills, and Abilities (KSAs) and with growing stakeholder needs.Consequently, there appear to be gaps in the M(&)S professional organization. Such as a lack of synchronization between the three primary stakeholder groups of the M(&)S profession: academia, government, and industry. The discipline's professional organization fails to recognize a single body of knowledge as an authoritative reference for M(&)S KSAs. Academic institutions do not have unanimity regarding targeted KSAs. Industry lacks the confidence to hire M(&)S professionals who have a core understanding of KSAs directly associated with the version of M(&)S used by each separate industry.This research study attempts to take a coordinated step forward in unifying the M(&)S discipline by assessing and prioritizing the current competencies and standards required of M(&)S professionals and identifying the needs and competencies valued by primary stakeholders. A survey instrument was developed in conjunction with Rebecca Leis' doctorate research. The instrument was distributed to M(&)S stakeholders to ascertain the breadth of the needed, valued, and required KSAs within the domain. The survey was evaluated by cross-referencing questions and tabulating responses. Results from this research suggest ways in which stakeholders can coordinate efforts in advancing the M(&)S professional organization and support a uniformed set of KSAs needed in academia, government, and industry now and in the future.
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Date Issued: 2019
Identifier: CFE0007489, ucf:52876
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007489

Title: Applying Problem-of-Practice Methods from the Discipline of Higher Education within the Justice System: Turning the Concept of Therapy Dogs for Child Victims into a Statewide Initiative.
Creator: Holton, Jessie, Hopp, Carolyn, Vitale, Thomas, Williams-Fjeldhe, Karri, Mustaine, Elizabeth, University of Central Florida
Abstract / Description: This Dissertation-in-Practice introduces a law enforcement concept-to-practice model designed by combining tested methods of organizational analysis often utilized by those in the discipline of education. The model incorporates a two phase design with the first phase focusing on implementing and evaluating innovative changes within a medium size law enforcement agency for a micro-level analysis. A second phase examines the ability to replicate the concept program on a statewide, macro-level,...
Show moreThis Dissertation-in-Practice introduces a law enforcement concept-to-practice model designed by combining tested methods of organizational analysis often utilized by those in the discipline of education. The model incorporates a two phase design with the first phase focusing on implementing and evaluating innovative changes within a medium size law enforcement agency for a micro-level analysis. A second phase examines the ability to replicate the concept program on a statewide, macro-level, by incorporating a re-design method utilizing organizational resource and structure frames. The concept applied to this model was the introduction of a therapy dog interaction during investigations involving crimes against children to reduce anxiety and increase communication. The first phase concluded that the introduction of therapy dogs during law enforcement investigations had a statistical significance in the reduction of anxiety and increased disclosure rates with child victims, without interfering with judicial policies and procedures. The second phase produced a series of flexible options allowing law enforcement agencies of all types to replicate therapy dog programs that are consistent, cost effective, and sustainable. The overall results indicate the use of this concept-to-practice model was successful in examining and introducing an innovative concept that provided a significant impact in the complex organizations of the justice system.
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Date Issued: 2015
Identifier: CFE0005807, ucf:50029
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005807

Title: Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017.
Creator: Moore, Kenneth, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Gao, Su, University of Central Florida
Abstract / Description: As with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated,...
Show moreAs with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013(-)2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated, spiraled, interdisciplinary, multidisciplinary, thematic, or general science courses. There was a lack of research showing if either type of science course improved student achievement on standardized science assessments. Controlling for school district student population, low socio-economic status (SES) student percentage, and English learner (EL) percentage, this study compared the 2013(-)2017 8th grade FCAT 2.0 Science/SSA school district mean scale scores of two groups of school districts: those that offered comprehensive science courses and those that offered subject-specific science courses. Scores for three student groups were analyzed: all students, low SES students, and ELs. No statistically significant differences were found in school district mean scale scores or pass rates between the two school district groups. The comprehensive group mean scale scores were numerically higher, while the subject-specific group mean pass rates were numerically higher. The subject-specific group had statistically significantly higher raw scores for life science and physical science. The comprehensive group had wider dispersions of mean scale scores and pass rates, suggesting inconsistencies in implementation of comprehensive science courses. The primary implication of this study is that educational leaders should not expect to improve student science achievement simply by changing the type of science course offering. Changes should be made with consideration to student needs, school district demographics, teacher professional development and support, course structure and coherence with standards, and the need for flexibility in teacher assignments.
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Date Issued: 2018
Identifier: CFE0007410, ucf:52710
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007410

Discipline (5)	+ -
Ethnicity (2)	+ -
School Discipline (2)	+ -
children (2)	+ -
discipline (2)	+ -

disparity (2)	+ -
education (2)	+ -
exclusionary discipline (2)	+ -
race (2)	+ -
8th grade science (1)	+ -
ADDIE (1)	+ -
Abilities (1)	+ -
Adolescents (1)	+ -
Alternative to Suspension (1)	+ -
Amusing Ourselves to Death (1)	+ -
Animal-Assisted Therapy (1)	+ -
Arachnids (1)	+ -
Arnold Schwarzenegger (1)	+ -
Basic Instinct (1)	+ -
Behavior Problems (1)	+ -
Bill Hicks (1)	+ -
Black students (1)	+ -
BoK (1)	+ -
Body of Knowledge (1)	+ -
CEDHP (1)	+ -
CPED (1)	+ -
Casper Van Dien (1)	+ -
Child Abuse (1)	+ -
Child Disclosures (1)	+ -
Children (1)	+ -

ETD Collection (20)	+ -
Honors Collection (2)	+ -
PRISM: Political & Rights Issues & Social Movements (1)	+ -

University of Central Florida (22)	+ -
Doherty, Walter (4)	+ -
Murray, Barbara (4)	+ -
Baldwin, Lee (3)	+ -
Hopp, Carolyn (3)	+ -

Johnson, Jerry (3)	+ -
Taylor, Rosemarye (3)	+ -
Vitale, Thomas (3)	+ -
Boote, David (2)	+ -
Fottler, Myron (2)	+ -
Renk, Kimberly (2)	+ -
Williams-Fjeldhe, Karri (2)	+ -
Agard, Brian (1)	+ -
Akin, Mergin (1)	+ -
Bair, Timothy (1)	+ -
Bartee, RoSusan (1)	+ -
Becker, Theresa (1)	+ -
Bejarano, Meghan (1)	+ -
Bell, Craig (1)	+ -
Beverly, Monifa (1)	+ -
Bockelman, Patricia (1)	+ -
Bonnell, III, Richard (1)	+ -
Bradshaw, Leigh (1)	+ -
Brown, Adrienne (1)	+ -
Bryan, Matthew (1)	+ -
Campbell, Jessica (1)	+ -
Caulkins, Bruce (1)	+ -
Clark, Paola (1)	+ -
Dehlinger, Robin (1)	+ -
Downs, Jocelyn (1)	+ -

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