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A Study of the Implementation of the Executive Ed. D. in Educational Leadership at the University of Central Florida 2010-2013: A Professional Practice Doctorate
Title
A Study of the Implementation of the Executive Ed. D. in Educational Leadership at the University of Central Florida 2010-2013: A Professional Practice Doctorate.
Creator
Marsh, Nicole, Taylor, Rosemarye, Doherty, Walter, Murray, Kenneth, Baldwin, Gordon, University of Central Florida
Abstract / Description
This study conducted at the University of Central Florida was of two-fold importance. First, information gathered via this study has served to continually improve the rigor and relevancy of the curriculum and program requirements to issues in education. Second, the research findings from this study served to move forward the national and increasingly international efforts to improve the Ed. D. and other professional practice doctorate programs.The review of literature was organized to present...
Show moreThis study conducted at the University of Central Florida was of two-fold importance. First, information gathered via this study has served to continually improve the rigor and relevancy of the curriculum and program requirements to issues in education. Second, the research findings from this study served to move forward the national and increasingly international efforts to improve the Ed. D. and other professional practice doctorate programs.The review of literature was organized to present an introduction for the conceptual framework of the efforts to distinguish between the Ph. D. and Ed. D. and strengthen the education doctorate overall. The review presented discussions on the history of the doctorate, history and reform models for the professional doctorate, history of the education doctorate, the Ed. D. versus the Ph. D., differentiation of the education doctorates, and the future of the education doctorate. This study was conducted in the University of Central Florida's Executive Ed. D. in Educational Leadership program, and employed a mixed methods approach. A series of four surveys were developed to gather both quantitative perception rating responses on a Likert scale of either one to four or one to five, as well as qualitative or open responses to enhance context. Means and standard deviations were analyzed to determine perception ratings, and one-way analyses of variance were conducted to determine differences in perceptions between cohorts and over time.This research illustrated that the perceptions of students in the Executive Ed. D. in Educational Leadership program were positive. Student respondents indicated that their reasons for applying to the program are reflected in the program design, the program is aligned well with the Carnegie Project on the Education Doctorate's (CPED) Working Principles, and the program was meeting their needs at defined points in the program of study. Implications for practice include using admission and demographic information to inform instructional and advising processes, continuing to gather student perception ratings and open responses to keep the Executive Ed. D. in Educational Leadership at the University of Central Florida aligned with the CPED Working Principles and all programs with the students' needs, and following up with graduates to gather perceptions on the perceived impact of their study.Recommendations for further research include continuing this study in a longitudinal format to gather perceptions and conduct tests for changes in perceptions over time prior to entering the program, at different points throughout the program, and after completing the program. Also, continuing to gather data on the variable of persistence, to determine relationships between whether or not a student remains enrolled in the program and predictor variables including GRE score, undergraduate GPA, and professional position. Similarly, gathering measurements of program viability including graduation rates and time to degree completion to compare with those measurements on program prior to being redesigned as well as evaluating relationships between admission requirements and time to degree completion and graduation rates.
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Date Issued
2013
Identifier
CFE0004885, ucf:49669
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004885
Doctoral Supervision: An Analysis of Doctoral Candidates' and Graduates' Perception of Supervisory Practices
Title
Doctoral Supervision: An Analysis of Doctoral Candidates' and Graduates' Perception of Supervisory Practices.
Creator
Tapoler, Colton, Taylor, Rosemarye, Vitale, Thomas, Doherty, Walter, Marshall, Nancy, University of Central Florida
Abstract / Description
The purpose of this study was to collect and examine the reported supervisory practices experienced by professional doctoral candidates in the last year of their program, and recent program graduates, within the last three years, from across multiple disciplines. Doctoral supervisors, specifically in the United States, are not usually provided a set of practices or concrete training prior to advising doctoral candidates (Walker, 2008, p. 35). With this in mind, and the limited amount of...
Show moreThe purpose of this study was to collect and examine the reported supervisory practices experienced by professional doctoral candidates in the last year of their program, and recent program graduates, within the last three years, from across multiple disciplines. Doctoral supervisors, specifically in the United States, are not usually provided a set of practices or concrete training prior to advising doctoral candidates (Walker, 2008, p. 35). With this in mind, and the limited amount of research available on doctoral supervision in professional doctoral programs in the United States, it was critical to analyze the experienced supervision of professional doctoral candidates and its perceived effectiveness. Current candidates and recent graduates were asked to participate in interviews based on the supervision they received. Ultimately, 3 current candidates and 15 recent graduates were interviewed for this study. The interviews were transcribed verbatim and then analyzed using grounded theory (Corbin (&) Strauss, 1990). The interviews were carefully analyzed for emerging trends that went on to represent individual supervisory practices, or concepts. After several additional readings the concepts were grouped together based on similarity into categories. Finally, the concepts and categories were analyzed for connections to candidate success, which developed into the findings of this study.Ultimately, candidates and recent graduates discussed 19 supervisory practices. The 19 supervisory practices, or concepts, were: frequency of communication, quality of communication, mode of communication, accessibility, feedback, the use of articles and research, the use of a timeline for candidates, utilization of the supervisor's existing expertise, workshop offerings, use of the supervisor's network, building a personal connection, showing enthusiasm, candor, trust, encouragement, autonomy, guidance, providing advice academically, and developing a colleague-to-colleague relationship. Each of the 19 concepts was discussed as having varying levels of impact on candidates successfully completing their programs. Doctoral supervisors, and doctoral programs, should consider the implementation of these supervisory practices and the training that helps supervisors develop their supervisory experiences.
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Date Issued
2017
Identifier
CFE0006667, ucf:51252
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006667
An Exploratory Study of USA Candidates' and Recent Graduates' Perceptions of Professional Doctorate Supervision
Title
An Exploratory Study of USA Candidates' and Recent Graduates' Perceptions of Professional Doctorate Supervision.
Creator
Whaley, Kari, Taylor, Rosemarye, Vitale, Thomas, Baldwin, Lee, Chase, Susan, University of Central Florida
Abstract / Description
This study focused on exploring professional doctorate candidates' and recent graduates' perceptions of their doctoral supervision experience. Candidates from across the United States, in various academic disciplines, were surveyed and 255 total responses were gathered. The literature search focused on doctorate supervisory practices, doctoral supervisors' characteristics, and unique differences of academic disciplines.This was a mixed-methods study. The data were analyzed by quantitative and...
Show moreThis study focused on exploring professional doctorate candidates' and recent graduates' perceptions of their doctoral supervision experience. Candidates from across the United States, in various academic disciplines, were surveyed and 255 total responses were gathered. The literature search focused on doctorate supervisory practices, doctoral supervisors' characteristics, and unique differences of academic disciplines.This was a mixed-methods study. The data were analyzed by quantitative and qualitative analysis. Quantitative data was analyzed through the use of descriptive statistics and inferential statistics (chi square test and Kruskal-Wallis test). Qualitative responses were analyzed using Grounded Theory. Respondents identified the most important competencies of a doctoral supervisor as having good communication skills and to understand the doctoral process. The most important ways of supervision were indicated to be honest dialogue and relationship of trust. Five emerging themes developed from the qualitative analysis, including engagement and commitment from supervisor, feedback, emotional support, supervisor experience and expertise, and supervision structure. The results demonstrate the importance of communication and relationship development between supervisor and candidate, as well as setting clear expectations for supervisors to take for an individualized approach to supervision.This study identified the following opportunities that professional doctorate programs and supervisors could focus their efforts on: providing or attending supervisory training and approach supervision with a planned framework, facilitate a coaching and mentorship relationship with advisees, and set clear expectations that are reiterated throughout the entire duration of the doctoral experience.
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Date Issued
2017
Identifier
CFE0007140, ucf:52327
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007140
THE RELATIONSHIP BETWEEN ADMISSION CREDENTIALS AND THE SUCCESS OF STUDENTS ADMITTED TO A PHYSICS DOCTORAL PROGRAM
Title
THE RELATIONSHIP BETWEEN ADMISSION CREDENTIALS AND THE SUCCESS OF STUDENTS ADMITTED TO A PHYSICS DOCTORAL PROGRAM.
Creator
Wilkerson, Teresa, Tubbs, LeVester, University of Central Florida
Abstract / Description
The researcher developed this study based on the Hardgrave, et al. (1993)statement that for a doctoral student, it was "more than just standardized scores, previous academic performance, and past work experience ultimately affects whether the candidate will be successful in the program" (p. 261). This study examined both the subjective and quantifiable aspects of application materials to a physics doctoral program to explore potential relationships between the credentials presented in the...
Show moreThe researcher developed this study based on the Hardgrave, et al. (1993)statement that for a doctoral student, it was "more than just standardized scores, previous academic performance, and past work experience ultimately affects whether the candidate will be successful in the program" (p. 261). This study examined both the subjective and quantifiable aspects of application materials to a physics doctoral program to explore potential relationships between the credentials presented in the application and the ultimate success of the admitted students. The researcher developed questions with the goals of addressing the problem of attrition in doctoral programs and gaining a better of understanding the information provided in students' application packets. The researcher defined success as either enrolled four years after admission or attainment of the degree. This study examined the records of a population of students admitted to a physics doctoral program from the fall of 1997 to the fall of 2003 to determine their level of success as of August 2006. An exploratory analysis of the data provided answers to each of the research questions as well as an extensive understanding of the students admitted into the program during this time. This study examined both admission credentials and constructs identified by past researchers. An evaluation of the data gathered in this research revealed no relationships between these and student success as previously defined. In 1974, Willingham stated simply, "the best way to improve selection of graduate students will be to develop improved criteria for success" (p. 278). To this end, recommendations emerged regarding the decision-making process and suggestions for future research. This study was not developed to prove or disprove past research findings that predicted success from admissions information; rather, the researcher developed this study to explore each of the credentials that a student presents with his or her application packet, and to tell the story about the nuances of these credentials as they related to student success in a physics doctoral program.
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Date Issued
2007
Identifier
CFE0001524, ucf:47154
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001524
THE EFFECT OF CONTROLLING MESSAGES ON DOCTOR-PATIENT COMMUNICATION
Title
THE EFFECT OF CONTROLLING MESSAGES ON DOCTOR-PATIENT COMMUNICATION.
Creator
LaDez, Kayla A, Sims, Valerie, University of Central Florida
Abstract / Description

The doctor-patient relationship is a very important aspect of a patient's health and wellbeing. It is a complex relationship that requires trust and understanding by both parties. Doctor shopping and changes in technology that allow patients to independently learn about their health have further complicated this relationship. This study looks at how participants perceive controlling language depending on the gender of the doctor. Participants were 339 University of Central Florida...


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The doctor-patient relationship is a very important aspect of a patient's health and wellbeing. It is a complex relationship that requires trust and understanding by both parties. Doctor shopping and changes in technology that allow patients to independently learn about their health have further complicated this relationship. This study looks at how participants perceive controlling language depending on the gender of the doctor. Participants were 339 University of Central Florida undergraduate students (112 men and 227 women, age M= 19.29, SD = 3.60) recruited through SONA. Participants first listened to a recording of a male or female doctor speaking to a patient using high or low level controlling language. They then answered questions about their opinion of the doctor, how they would behave in the patient's situation, and their beliefs about the role of doctors in the doctor-patient relationship. Results indicated both level of controlling language and doctor gender had significant effects on participants' perception of the doctor. Doctors who spoke with high level controlling language were seen as less helpful and supportive than doctors who spoke with low level controlling language. Participants also were less likely to recommend them to another person. Male doctors were seen as ruder than female doctors. These results suggest that doctors must communicate with each patient in that makes them both the most comfortable, and that male doctors may need to work harder to communicate empathy to their patients.


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Date Issued
2018
Identifier
CFH2000336, ucf:45910
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000336
A needs analysis for K-12 school improvement projects and their use as the dissertation in practice for the professional practice education doctorate program at the University of Central Florida
Title
A needs analysis for K-12 school improvement projects and their use as the dissertation in practice for the professional practice education doctorate program at the University of Central Florida.
Creator
Biddle, Jeffrey, Boote, David, Taylor, Rosemarye, Vitale, Thomas, Hayes, Grant, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description
This study conducted at the University of Central Florida was completed to inform the Ed. D. in Education program within the College of Education and Human Performance. The main purpose of the study was to determine the Dissertation in Practice (DiP) project types that should be allowed for use as the capstone requirement based on a needs analysis of K-12 schools and school districts. The secondary purpose was to inform the instructional design of the program to ensure the necessary skills...
Show moreThis study conducted at the University of Central Florida was completed to inform the Ed. D. in Education program within the College of Education and Human Performance. The main purpose of the study was to determine the Dissertation in Practice (DiP) project types that should be allowed for use as the capstone requirement based on a needs analysis of K-12 schools and school districts. The secondary purpose was to inform the instructional design of the program to ensure the necessary skills and knowledge required are included in the program.The study was conducted in the University of Central Florida's Ed. D. in Education program and employed a qualitative approach to a needs analysis. Interviews were conducted with two distinctly different participant groups. The first group was comprised of administrators and teacher-leaders identified by a superintendent of a rural school district in Central Florida as (")highly effective("). The second group of participants was comprised of current Ed. D. students working in K-12 education with more than 10 years' experience.This research identified specific project types that best support school improvement and should therefore be integrated into the Ed. D. in Education program as allowable project types for use as the Dissertation in Practice. The results also identified qualities of highly effective administrators and teacher-leaders that may be considered by program faculty for inclusion in the design and implementation of the curriculum for the Ed. D. in Education program.Implications of this research include using the results to inform instructional practices and the allowable DiP projects for the Ed. D. in Education program. As this study was a needs analysis that serves as a basis for program instructional decisions, the results of this study may inform other Carnegie Project on the Education Doctorate (CPED) member institutions how to modify or enhance their programs as well.The focus on this study was exclusively on K-12 education. However many students enrolled in the program work in business, government, or non-profit settings. This research could be replicated to determine improvement project types that are commonly implemented in those settings in order to better meet the needs of all students enrolled in the Ed. D. in Education program.
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Date Issued
2014
Identifier
CFE0005306, ucf:50539
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005306
ATTAINMENT OF DOCTORAL DEGREE FORAMERICAN INDIAN AND ALASKA NATIVE WOMEN
Title
ATTAINMENT OF DOCTORAL DEGREE FORAMERICAN INDIAN AND ALASKA NATIVE WOMEN.
Creator
Hanna, Rosalin, Boote, David, University of Central Florida
Abstract / Description
The American Indian/Alaska Native (AI/AN) population is challenged with diverse learning styles, high-risk behaviors, low economic status, low enrollment predictions, lower total education achievement, or lower graduate level higher education. However, AI/AN doctoral degree recipients may be successful due to diverse sources of support. Data from 1992 to 2002 SED was analyzed using Chi square tests to observe the trends of the total number of AI/AN women receiving doctoral degree compared to...
Show moreThe American Indian/Alaska Native (AI/AN) population is challenged with diverse learning styles, high-risk behaviors, low economic status, low enrollment predictions, lower total education achievement, or lower graduate level higher education. However, AI/AN doctoral degree recipients may be successful due to diverse sources of support. Data from 1992 to 2002 SED was analyzed using Chi square tests to observe the trends of the total number of AI/AN women receiving doctoral degree compared to trends to African-American/Black, Hispanic, Asian, White, Other / Unknown women doctoral degree recipients. A two-way contingency table analysis was conducted to compare the difference in the total number of AI/AN female doctoral degree students with female doctoral degree recipients in other races. The Asian, White, and Other/Unknown were found to be significant in total number of doctoral degree recipients when compared to AI/AN population from 1992 to 2002, year to year. In a follow-up pair wise comparison conducted to evaluate these differences between consecutive years for the groups only the Other/Unknown category was significant. In addition, each race experienced a decline in the total female doctoral degree recipients during 1999 to 2002. However, the AI/AN female doctoral degree recipient group experienced the most drastic decreases, - 26.9 percent from 1999 to 2000. More AI/AN women are enrolled in colleges however they may be inadequately prepared to progress to doctoral programs due to poor availability of sources of support. Therefore, a survey questionnaire was designed to provide descriptive information on sources of social, emotional, academic, and professional support that was available for AI/AN women doctoral degree recipients. On the survey sources of social, emotional, academic, and professional support during graduate school were asked to be selected from: Committee Chair, Committee Member, Graduate Faculty, Graduate Colleagues, Other Faculty, Spouse/partner, Family, Employer, Friend, Tribal Group, Elder, Mentor, or Other. All sources of support that applied were selected, as well as, top three main sources. Forty-six surveys were completed, and the most frequent source (91 percent) and most common primary source (41 percent) of support selected for survey respondents was their Committee Chair. The survey data analysis offers observations of frequencies of this scarcely studied population.
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Date Issued
2005
Identifier
CFE0000548, ucf:46436
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000548
An Investigation of the Information Practices of Education Doctoral Students
Title
An Investigation of the Information Practices of Education Doctoral Students.
Creator
Bishop, Corinne, Gunter, Glenda, Boote, David, Vitale, Thomas, Robinson, Edward, University of Central Florida
Abstract / Description
Academic libraries are increasingly re-envisioning their services to provide expanded outreach and segmented programming for specific user groups. Many academic libraries offer segmented services and programming for undergraduate groups such as first-year experience programs and general education programs. Currently, academic libraries are also identifying and expanding their services and programming to meet the unique needs of graduate groups. In conjunction with this focus, the roles of...
Show moreAcademic libraries are increasingly re-envisioning their services to provide expanded outreach and segmented programming for specific user groups. Many academic libraries offer segmented services and programming for undergraduate groups such as first-year experience programs and general education programs. Currently, academic libraries are also identifying and expanding their services and programming to meet the unique needs of graduate groups. In conjunction with this focus, the roles of academic librarians are also expanding in the area of outreach. In essence, academic librarians are becoming more directly involved in aligning library services and programming with academic programs and promoting change within their institutions. Faced with the challenges of outreach and promoting change it is essential that librarians gain deeper insights about the perspectives and needs of graduate programs and graduate groups to effectively plan and align library services.The purpose of this design research study was to explore the organizational factors that influence how library services and library instruction are utilized in two doctoral programs in education at the University of Central Florida (UCF). Using a sequential mixed methods approach, quantitative data was collected in an online survey and qualitative data was collected in audio recorded interviews conducted with students enrolled in two doctoral programs in education, as well as program faculty, and academic librarians. Findings from this study were then used to describe a conjecture for an asynchronous online learning resource that applies elements outlined in Sandoval's (2014) conjecture map model. Findings were also used to make recommendations about future planning for library outreach and the utilization of library services in the doctoral programs.
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Date Issued
2015
Identifier
CFE0005580, ucf:50248
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005580
PREDICTING PATIENTS' TRUST IN PHYSICIANS FROM PERSONALITY VARIABLES, ETHNICITY, AND GENDER
Title
PREDICTING PATIENTS' TRUST IN PHYSICIANS FROM PERSONALITY VARIABLES, ETHNICITY, AND GENDER.
Creator
Mukhtar, Zoreed A, Negy, Charles, University of Central Florida
Abstract / Description
This study examined variables related to the doctor-patient interaction that can predict college students' trust in their physicians. Specifically, I examined if five personality variables, ethnicity, and gender were associated with attitudes toward physicians. A second aim of the study was to determine if there was a difference in the level of trust in physicians between pre-medical and non-pre-medical students. Surveys were administered to UCF students containing a series of questions...
Show moreThis study examined variables related to the doctor-patient interaction that can predict college students' trust in their physicians. Specifically, I examined if five personality variables, ethnicity, and gender were associated with attitudes toward physicians. A second aim of the study was to determine if there was a difference in the level of trust in physicians between pre-medical and non-pre-medical students. Surveys were administered to UCF students containing a series of questions compiled from the Interpersonal Physician Trust Scale, Interpersonal Trust Scale, Illness Attitude Scale, Big Five Inventory, Martin-Larsen Approval Motivation Scale-Short Form, Almost Perfect Scale-Revised and Marlowe-Crowne Social Desirability Scale-Short Form, as well as 13 original questions that I developed. The sample consisted of 211 UCF students. It was hypothesized that lower levels of mistrust of others, symptoms of hypochondria, introversion, need for approval, and perfectionism would correlate significantly with trust in medical doctors. It was also hypothesized that there would be a difference in the level of trust in physicians between pre-medical and non-premedical students. Results indicated that on average, most participants across ethnicity and gender expressed uncertainty about their level of trust in their physicians. Ethnicity was not associated significantly with trust in physician. Gender was also not associated significantly with trust in physician. For Hispanic participants, only introversion predicted trust in physician. For male participants, only hypochondria predicted trust in physician. Finally, pre-medical status was not associated significantly with a difference in physician trust.
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Date Issued
2017
Identifier
CFH2000244, ucf:45972
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000244
THE RELATIONSHIP BETWEEN RESEARCH SELF-EFFICACY, PERCEPTIONS OF THE RESEARCH TRAINING ENVIRONMENT AND INTEREST IN RESEARCH IN COUNSELOR EDUCATION DOCTORAL STUDENTS: AN EX-POST-FACTO, CROSS SECTIONAL CORRELATIONAL INVESTIGATION
Title
THE RELATIONSHIP BETWEEN RESEARCH SELF-EFFICACY, PERCEPTIONS OF THE RESEARCH TRAINING ENVIRONMENT AND INTEREST IN RESEARCH IN COUNSELOR EDUCATION DOCTORAL STUDENTS: AN EX-POST-FACTO, CROSS SECTIONAL CORRELATIONAL INVESTIGATION.
Creator
Vaccaro, Nicole, Lambie, Glenn, University of Central Florida
Abstract / Description
ABSTRACT The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale – Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N =...
Show moreABSTRACT The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale – Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N = 89). Additionally, the study investigated whether there were differences between levels of research self-efficacy, perceptions of the research training environment, and interest in research in relation to the demographic characteristics (i.e., age, gender, race/ethnicity, scholarly productivity, reported professional aspirations, and number of doctoral-level research courses completed) of counselor education doctoral students. An ex-post facto, cross-sectional design was implemented which included the following statistical analyses: Pearson's correlation coefficients (two-tailed), simultaneous multiple regression, and analysis of variance (ANOVA). Findings identified that the demographic variables of age and doctoral-level research courses completed had a statistically significant effect upon perceptions of the research training environment. In addition, results suggested that scholarly activity had a statistically significant effect on research self-efficacy scores. Finally, interest in research was positively correlated with research self-efficacy scores. In summary, the study addressed the present void in the counselor education literature with regard to counselor education doctoral students' development in the areas of research self-efficacy, perceptions of the research training environment, and interest in research. In order to contribute to the counselor education literature and support doctoral student development, it is crucial that counselor education doctoral training programs provide an effective research training environment to foster and encourage student research. Recognizing and appreciating the influence of counselor education doctoral students' research self-efficacy, perceptions of the research training environment, and interest in research may not only be important for students, but is also necessary for counselor education doctoral preparation programs to continue to develop and prepare students for academic positions and success. Study findings may provide beneficial information to assist colleges and universities to develop and tailor polices to encourage and foster research amongst their doctoral counselor education students.
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Date Issued
2009
Identifier
CFE0002511, ucf:47681
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002511
THE INFLUENCE OF MEDICAL EDUCATION ON THE FREQUENCY AND TYPE OF MEDICAL BOARD DISCIPLINE RECEIVED BY LICENSED FLORIDA PHYSICIANS
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
INFORMATION-SEEKING STRATEGIES OF DOCTORAL STUDENTS AND IMPLICATIONS FOR DESIGN OF THE GRADUATE SCHOOL WEB SPACE
Title
INFORMATION-SEEKING STRATEGIES OF DOCTORAL STUDENTS AND IMPLICATIONS FOR DESIGN OF THE GRADUATE SCHOOL WEB SPACE.
Creator
Winter, Debra, Applen, J. D., University of Central Florida
Abstract / Description
This dissertation looks at the information-seeking practices of doctoral students in the context of their search for a doctoral program and considers the implications for design of the graduate school Web space. Of particular interest is the description of patterns of Web use and the practices related to students' preparation for interactions with technology, the nature of the interactions, and the thinking that occurs. An exploratory study that brings together hypertext theory,...
Show moreThis dissertation looks at the information-seeking practices of doctoral students in the context of their search for a doctoral program and considers the implications for design of the graduate school Web space. Of particular interest is the description of patterns of Web use and the practices related to students' preparation for interactions with technology, the nature of the interactions, and the thinking that occurs. An exploratory study that brings together hypertext theory, contextual, holistic approaches, and information behavior, this research includes a focus group of current undergraduate and graduate students to gather fresh details about information-seeking for a graduate program as a preliminary investigation in this area, eight interviews with current doctoral students admitted in Fall 2007 to capture the specific details of students' information-seeking experiences for a doctoral program by mapping the journeys, and an online survey of current doctoral students admitted in Fall 2007 as further investigation of information-seeking for a doctoral program. Doctoral students who participated in this study rely on the Web as the primary source of prior knowledge of graduate education and graduate school, as well as the source most used to build that knowledge during the information-seeking journey for a graduate program and to prepare them for the start of their graduate study. The eight maps of students' information-seeking journeys for a graduate program show how complex and wide-ranging these journeys are. Based on bits collected through their many Web encounters over six months to two years, students develop a "feeling" for the people who make up the graduate program, social interactions within this group and research subgroups, and what it would be like to be a student in the program, all contributing to students' decision making. Academic Web sites play a key role as support structures for students and have to do more than make the information available and findable; they must design in order to encourage and sustain engagement, or deep involvement. This study proposes several suggestions for academic Web design.
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Date Issued
2009
Identifier
CFE0002557, ucf:47634
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002557
Socialization of Engineering Doctoral Students in the U.S: A Phenomenological Study
Title
Socialization of Engineering Doctoral Students in the U.S: A Phenomenological Study.
Creator
Gholizadeh, Sona, Boote, David, Jeanpierre, Bobby, Parham, Jennifer, Owens, J. Thomas, Jasinski, Jana, University of Central Florida
Abstract / Description
The purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced...
Show moreThe purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced difficulty adjusting to the workplace norms of the PhD program, which some did not start with clear expectations. Some participants lacked work experience before starting, but were thankful for support from more experienced doctoral students. Most participants were also frustrated by unreasonable time demands and heavy workload around deadlines. Participants were hesitant to share concerns with their advisors, fearing repercussions. Through trial and error and assistance from labmates, participants learned to work independently and become problem solvers. Participants from one rapidly changing and competitive field of engineering experienced additional stressed as they tried to keep pace with scholarly advances and publish more research. Participants' experiences corroborate some prior research about doctoral student socialization, but suggest that engineering their socialization was guided by a constellation of role models and not primarily by their advisors. Also contrary to prior research, even though most participants were international students, they did not experience significant difficulties with cultural adjustment to the US. Their cultural adjustment was aided by large number of other doctoral students from their region of the world and the fact that they had little time to venture out of their labs. Suggestions for future research are discussed.
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Date Issued
2016
Identifier
CFE0006941, ucf:51637
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006941
Afro-Caribbean Parental Influence: Family Chronicles of the Educational Journey From Child to Medical Student
Title
Afro-Caribbean Parental Influence: Family Chronicles of the Educational Journey From Child to Medical Student.
Creator
Grant, Carlene, Cintron Delgado, Rosa, Owens, J. Thomas, Munyon, Matthew, Meehan, Kevin, University of Central Florida
Abstract / Description
Many ethnic groups in the United States have struggled for the opportunity to be identified as an individual group. In academia, these students are often aggregated into a larger category, with little acknowledgment for the difference in their cultural heritage. Along with these cultural differences, Afro-Caribbean parents and their children are met with other challenges in the pursuit of lifelong goals (Sowell, 1978). The decision to become a medical doctor is one that can often not be made...
Show moreMany ethnic groups in the United States have struggled for the opportunity to be identified as an individual group. In academia, these students are often aggregated into a larger category, with little acknowledgment for the difference in their cultural heritage. Along with these cultural differences, Afro-Caribbean parents and their children are met with other challenges in the pursuit of lifelong goals (Sowell, 1978). The decision to become a medical doctor is one that can often not be made alone. Using the framework of Cultural Ecological Theory and Social Construction (Ogbu 1990, 1992; Berger (&) Luckman, 1991) this study was conducted to determine whether Afro-Caribbean parents influence their children to become medical doctors. The research results in this qualitative study identified major themes, among others, to include: (1) collaborative efforts in pursuit of dreams and goals, (2) surpassing parental achievements and (3) the ability to cope with negative experiences. Afro-Caribbean parents, students, faculty and administrators in higher education can gain from the findings of this study, an awareness of the importance of trusted relationships and early exposure to health careers.
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Date Issued
2016
Identifier
CFE0006110, ucf:51198
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006110
Differential impacts of doctoral education on Ed.D. and Ph.D. students: Examining student motivation and subjective well-being during the first two years of doctoral study
Title
Differential impacts of doctoral education on Ed.D. and Ph.D. students: Examining student motivation and subjective well-being during the first two years of doctoral study.
Creator
McAfee, Morgan, Boote, David, Hayes, Burnice, Vitale, Thomas, University of Central Florida
Abstract / Description
Background: Doctoral attrition has been the subject of significant research over the past several years (Bair (&) Haworth, 2004; Cohen (&) Greenberg, 2011; Gardner, 2008; Lovitts, 2001). Prior research on doctoral students has focused on substantive differences in the Ed.D. and Ph.D. in education degree programs, rather than on potential differences among the students themselves. Purpose: To assess whether there are baseline differences in motivation and subjective well-being among the three...
Show moreBackground: Doctoral attrition has been the subject of significant research over the past several years (Bair (&) Haworth, 2004; Cohen (&) Greenberg, 2011; Gardner, 2008; Lovitts, 2001). Prior research on doctoral students has focused on substantive differences in the Ed.D. and Ph.D. in education degree programs, rather than on potential differences among the students themselves. Purpose: To assess whether there are baseline differences in motivation and subjective well-being among the three groups of doctoral students in education: Ed.D. and Ph.D. students, part-time enrolled and full-time enrolled students, and first-year and second-year students. Setting: University of Central Florida, College of EducationSubjects: First-year and second-year students drawn from all three doctoral programs offered in the College, including Education, Ed.D., Education, Ph.D., and Educational Leadership, Ed.D. Data Collection and Analysis: A 131-item electronic survey to assess student motivation and subjective well-being was distributed to all 142 enrolled first-year and second-year doctoral students, of which 28.2% responded (n = 40). Cumulative motivation and separate subjective well-being scores were calculated for each participant, and Mann-Whitney tests were performed to compare the distribution of student scores within each group (Ed.D. and Ph.D., part-time enrolled and full-time, and first-year and second-year). Findings: No statistically significant differences were found in motivation and subjective well-being among the three groups of students. However, some findings on measures of motivation did approach statistical significance between Ed.D. and Ph.D. students.Conclusions: These findings may demonstrate that relative well-being and similar levels of intrinsic motivation exist among several groups of doctoral students. Recommendations for future research include an increase in the sample size by expanding the study to multiple institutions offering doctoral programs in education, as well as a modification of the instruments from ordinal scales to Likert-type instruments.
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Date Issued
2013
Identifier
CFE0004714, ucf:49840
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004714
Going to the Doct
Title
Going to the Doct.
Date Created
1900s
Identifier
DP0015458
Format
Set of related objects
PURL
http://purl.flvc.org/ucf/fd/DP0015458
Central Florida Educational Leaders' Professional Opinions of the Race to the Top Grant Components Concerning Teacher Evaluation and Compensation Prior to Implementation
Title
Central Florida Educational Leaders' Professional Opinions of the Race to the Top Grant Components Concerning Teacher Evaluation and Compensation Prior to Implementation.
Creator
Windish, Daniel, Taylor, Rosemarye, Pawlas, George, Doherty, Walter, Vitale, Thomas, University of Central Florida
Abstract / Description
This mixed-methods study was conducted to explore the professional opinions of educational leaders regarding selected components in the Race to the Top (RTTT) grant concerning teacher evaluation and compensation and the potential impact on student achievement. A target university was selected that had students who were professionals in the field of education in either instructional or administrative jobs and were pursuing their doctorates in both Education and Educational Leadership. A...
Show moreThis mixed-methods study was conducted to explore the professional opinions of educational leaders regarding selected components in the Race to the Top (RTTT) grant concerning teacher evaluation and compensation and the potential impact on student achievement. A target university was selected that had students who were professionals in the field of education in either instructional or administrative jobs and were pursuing their doctorates in both Education and Educational Leadership. A researcher created survey and follow-up interview were utilized to gather both quantitative and qualitative data for analysis. Quantitative findings revealed that statistically significant differences in the opinions of educational leaders about the potential impact of the RTTT grant teacher evaluation and compensation components on student achievement existed between two types of professional classification (instructional or administrative). No statistically significant relationship was found between self-reported knowledge of the RTTT and opinions of the fairness of the RTTT teacher evaluation and compensation components. Also, no statistically significant difference was found in the professional opinions about the potential impact of the RTTT grant teacher evaluation and compensation components on student achievement when self-reported school poverty percentage was considered.From qualitative findings, themes emerged surrounding the uncertainty and lack of understanding about the RTTT grant's implementation. Though this study provided baseline data on the opinions of educational leaders on the RTTT teacher evaluation and compensation components, there is still much to be learned about the RTTT grant.
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Date Issued
2012
Identifier
CFE0004633, ucf:49929
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004633
Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Title
Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Creator
Clark, Paola, Boote, David, Vitale, Thomas, Hopp, Carolyn, Swan, Bonnie, University of Central Florida
Abstract / Description
This design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly...
Show moreThis design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly practitioners. In order to fulfill its purpose, this study addressed three main goals: clarifying the Ed.D. in Curriculum and Instruction program goals, objectives, and research continuum learning outcomes; developing research course sequence curriculum maps; and redesigning sample curriculum units for individual research courses.The curriculum mapping and redesign process was supported by research-based design choices in alignment with the practice-oriented nature of the program. These design choices included the Carnegie Project on the Education Doctorate Working Principles and Design Concepts, in particular the use of Inquiry as Practice as the main redesign framework in combination with improvement science principles. These frameworks were first used as foundations to clarify the Ed.D. in Curriculum and Instruction program goal and overall objectives. Later, user-centered design principles were applied to create faculty and student personas in order to inform the redefinition of individual research course learning outcomes. In addition, the frameworks were used to create alignment matrices and demonstrate where they supported each of the program objectives. This iterative process was carried out simultaneously with the course curriculum map redesign for each of the research continuum courses using backward design principles, the spiral curriculum model, and taking into consideration the most suitable instructional modality for learning outcomes, including the best suited education technology choices. Further, some proposed sample course units were developed in greater detail utilizing Universal Design for Learning principles and the prioritization of learning outcomes. Course contents were selected based on cognitive and reasoning learning theories pertaining to mixed method courses for professional practitioners.The developed prototypes support the continuous Ed.D. in Curriculum and Instruction curriculum redesign efforts of the program and College of Education and Human Performance at the University of Central Florida and clearly distinguish the Ed.D. in Curriculum and Instruction program from traditional, research-based doctorates. Similarly, at the national level, this study also sought to benefit other CPED-influenced professional practice programs, as they also consider the careful redesign of their research or inquiry sequences to define their programs as ones that fully address the needs of advanced professional educators. Acknowledging the limitations of this study, further studies should identifying the motivational, cognitive, and organizational causes affecting student learning outcomes. Implementing and evaluating the prototypes developed to ensure their effectiveness in preparing scholarly practitioners to act as agents of change in their professional practices.
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Date Issued
2016
Identifier
CFE0006285, ucf:51585
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006285
BELIEFS OF GRADUATE STUDENTS ABOUT UNSTRUCTURED COMPUTER USE IN FACE-TO-FACE CLASSES WITH INTERNET ACCESS AND ITS INFLUENCE ON STUDENT RECALL
Title
BELIEFS OF GRADUATE STUDENTS ABOUT UNSTRUCTURED COMPUTER USE IN FACE-TO-FACE CLASSES WITH INTERNET ACCESS AND ITS INFLUENCE ON STUDENT RECALL.
Creator
Johnson, Gregory, Gunter, Glenda, University of Central Florida
Abstract / Description
The use of computers equipped with Internet access by students during face-to-face (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student...
Show moreThe use of computers equipped with Internet access by students during face-to-face (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student engagement. This study investigates graduate students' beliefs about computer use with Internet access during graduate face-to-face lecture classes in which computer use is neither mandated nor integrated in the class and the effect of such use on student recall. Methods include a 44-item questionnaire to investigate graduate students' beliefs about computers and two experiments to investigate the influence of computer use during a lecture on students' memory recall. One experimental group (open laptop) used computers during a lecture while the other (closed laptop) did not. Both groups were given the same memory recall test after the lectures, and the resulting scores were analyzed. Two weeks later, a second phase of the experiment was implemented in which laptop groups were reversed. Results from the first experiment indicated no statistically significant difference in recall scores between the open laptop group (M = 54.90, SD = 19.65) and the closed laptop group (M = 42.86, SD = 16.68); t (29) = -1.82, p = .08 (two tailed). Conversely, the second experiment revealed statistically significant differences in scores between the open laptop (M = 39.67, SD = 15.97) and the closed laptop group (M = 59.29, SD = 26.88); t (20.89) = 2.37, p = .03 (two tailed). The magnitude of the difference in mean scores (mean difference = 19.62, 95% CI: 2.39 to 36.85) was large (eta squared = 0.17). Multiple regression analysis suggests two factors accounted for 10% of the variance in recall scores: (1) students' beliefs about distractions from computer use, and (2) beliefs about the influence of computer use on memory recall. Based on survey findings, participants (N=116) viewed computers and Internet access in graduate classes as helpful academic tools, but distractions from computer use were major sources of concern for students who used computers in graduate classes and those who did not. Additionally, participants believed academic productivity would increase if instructors integrated computer use appropriately in the curricula. Results of the survey and experiments suggest unstructured computer use with Internet access in the graduate classroom is strongly correlated with increased student distractions and decreased memory recall. Thus, restricting unstructured computer use is likely to increase existing memory recall levels, and increasing unstructured computer use is likely to reduce memory recall. Recommendations include changes in the way students use computers, pedagogical shifts, computer integration strategies, modified seating arrangements, increased accountability, and improved interaction between instructors and students.
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Date Issued
2009
Identifier
CFE0002950, ucf:47966
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002950
Examining the Experiences of Latino/a Parents of First-Generation College Students Pursuing a Doctoral Degree
Title
Examining the Experiences of Latino/a Parents of First-Generation College Students Pursuing a Doctoral Degree.
Creator
Toro, Natalia, Cintron Delgado, Rosa, Owens, J. Thomas, Laureano Fuentes, Gloria, Bryer, Thomas, University of Central Florida
Abstract / Description
Research points to Latino/a parents as an important source of motivation and support for high achieving Latino/a students who are the first in their families to go to college (Arellano (&) Padilla, 2006; G(&)#225;ndara, 1982; 1994; Hurtado (&) Sinha, 2006; Zalaquett, 2005); however, very little is known about their experience as they parent children whose educational paths are so different from their own. Cultural values such as collectivism and familism play a unique role in the level of...
Show moreResearch points to Latino/a parents as an important source of motivation and support for high achieving Latino/a students who are the first in their families to go to college (Arellano (&) Padilla, 2006; G(&)#225;ndara, 1982; 1994; Hurtado (&) Sinha, 2006; Zalaquett, 2005); however, very little is known about their experience as they parent children whose educational paths are so different from their own. Cultural values such as collectivism and familism play a unique role in the level of connection between these parents and their children (Su(&)#225;rez-Orozco (&) Su(&)#225;rez-Orozco, 1995), creating dynamics that merit exploration. This dissertation qualitatively examines how seven Latino/a parents of first-generation college students pursuing a PhD expressed the parenting characteristics outlined in Parent Development Theory (Mowder, 2005). Furthermore, this study explores how these parents experienced their daughters' higher education journey. Moustakas' (1994) transcendental phenomenology was utilized in analyzing parents' voices. The textural and structural descriptions of major and minor themes provided the essence of the parents' experience. Example of themes are: (")Pero la Apoyo - Uncertainty and Support for the PhD("), (")Siempre Juntos - High Levels of Interaction("), and (")Amor Compasivo - Distance, Pain and Sacrifice("). Recommendations include support for pre-doctoral preparation initiatives, co-curricular innovations, and the exploration of the impact of modern technologies on the communication between parents and their children while in college.
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Date Issued
2017
Identifier
CFE0006670, ucf:51226
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006670