View All Items

Title: Declines in student achievement in science-- implications for public education.
Creator: Hogan, Robert P., McLain, Nannette, Education
Abstract / Description: University of Central Florida College of Education Thesis; During the 1960s and 1970s, major innovative science curricula were introduced into public schools in the United States, and federal funds were used to improve the quality of science teachers. Nevertheless, student achievement in science has generally declined since 1963. This research focused on changes in four of the key variables related to science achievement--teachers, students, curricula, and school goals. The research examined ...
Show moreUniversity of Central Florida College of Education Thesis; During the 1960s and 1970s, major innovative science curricula were introduced into public schools in the United States, and federal funds were used to improve the quality of science teachers. Nevertheless, student achievement in science has generally declined since 1963. This research focused on changes in four of the key variables related to science achievement--teachers, students, curricula, and school goals. The research examined (a) meta-analyses of the effectiveness of the innovative science curricula on student achievement, (b) research on changes in teacher and student characteristics during the last 30 years, (c) educational literature on changes in the goals of public education during this same period, and (d) changes in student achievement. The results of this research suggest that the recent declines in science achievement are related to changes in student motivation, school goals, and school autonomy. The data indicate that contrary to the claims of some recent education commission reports, teachers and curricula have improved steadily over the last three decades. The conclusions developed from this research suggest that a number of the current educational reforms such as teacher competency testing, merit pay, curricular reform, student competency testing, and year-round schools should have little positive effect on student achievement. The research also suggests that parental involvement in education could have a negative influence on science achievement. The findings do suggest that schools of choice, corporate educational partnerships, and teacher empowerment could significantly improve student science achievement.
Show less
Date Issued: 1990
Identifier: CFR0008144, ucf:52955
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008144

Title: A design for implementing a simulation for training school principals in decision-making utilizing videodisc technology.
Creator: Wright, Robert Henry, Bozeman, William C., Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of the study was to design a simulation using apersonal computer-based authoring system that could serve as a vehicle for investigating decision-making styles of educational administrators. The program was designed to be used at the graduate level for students seeking advanced degrees in educational leadership. The simulation makes use of simulation techniques for controlling presentation of material and data collection...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of the study was to design a simulation using apersonal computer-based authoring system that could serve as a vehicle for investigating decision-making styles of educational administrators. The program was designed to be used at the graduate level for students seeking advanced degrees in educational leadership. The simulation makes use of simulation techniques for controlling presentation of material and data collection for subequent analysis about information search and utilization procedures of administrators. The study was undertaken to demonstrate that nontechnical personnel using state-of-the-art technology could develop affordable and effective multimedia simulations. The study was also designed to demonstrate that technology was sufficiently advanced that time to develop such a program would not preclude its use. Data were gathered from seven graduate students attending a introductory graduate course. Other sources of data included practicing unitersity professors, district administrators practicing principles. Data were gathered using a survey and personal interviews. Results of the survey indicated that respondents found that the technical approach was innovative and could be useful in teaching graduate students how to be better principals. District administrators expressed interest in using the program to evaluate candidates for beginning principalships.
Show less
Date Issued: 1993
Identifier: CFR0008172, ucf:53080
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008172

Title: A study to determine which factors contribute to the implementation of a successful primary multiage/nongraded program.
Creator: Osborne, Vicki Hils, Pawlas, George E., Education
Abstract / Description: University of Central Florida College of Education Thesis; Child growth and development pedagogy suggests that not all children are ready to learn the same thing, at the same time, in the same way. Multiage/nongraded programs allow pupils to advance from one concept or skill level to the next as they are ready, regardless of age or grade, which results in continuous progress. Multiage/nongraded education has a solid foundation or research and experience to support its use. However, many...
Show moreUniversity of Central Florida College of Education Thesis; Child growth and development pedagogy suggests that not all children are ready to learn the same thing, at the same time, in the same way. Multiage/nongraded programs allow pupils to advance from one concept or skill level to the next as they are ready, regardless of age or grade, which results in continuous progress. Multiage/nongraded education has a solid foundation or research and experience to support its use. However, many questions still exist regarding the factors that contribute to the implementation of a successful primary multiage/nongraded program. The purpose of this ethnographic study was to identify the (a) critical attributes of a successful multiage/nongraded program, (b) strategies necessary for successful implementation, (c) inservice training needed by teachers, (d) obstacles encountered during implentation, (e) advantages and disadvantages of a multiage/nongraded program for students, and (f) advantages and disadvantages of a multiage/nongraded program for teachers. Data from 58 teachers of primary multiage classes in a large public school district in central Florida were collected during the 1995-96 school year using focus group interviews. An Interview Guide and a demographic questionnaire were developed to help gather data. Data collection procedures for this ethnographic study utilized a series of focus groups, field notes, and audiotape recordings. Data from the interviews were catagorized, analyzed, interpreted, and summarized. Two of the critical attributes of a multiage/nongraded program discussed in this study were developmentally appropriate practices and continuous progress. Other critical attributes included authentic assessment, team teaching, and varied instructional strategies such as integrated thematic teaching and whole language. Implementation strategies discussed were the decision-making process involved in choosing to implement the multiage/nongraded program, the selection of the multiage teacher, professional development activities, student selection, and parental involvement. A large portion of the study was devoted to a discussion of the obstacles encountered during implementation of the multiage/nongraded program. Advantages and disadvantages of a multiage setting for students and teachers were discussed in the review of literature and in the data analysis of participants' responses during the interviews. Implications for practice were included. A list of recommendations for future study was also included.
Show less
Date Issued: 1996
Identifier: CFR0008170, ucf:53075
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008170

Title: Assessing the effects of a program to improve questioning skills of nurse educators in clinical post-conferences: an initial study.
Creator: Wink, Diane M., Kysilka, Marcella, Education
Abstract / Description: University of Central Florida College of Education Thesis; The use of cognitively high level questions, those classified in Bloom's taxonomy at the application level and above, has been suggested as a teaching strategy which will help students develop critical thinking abilities. This study was designed to determine the effect of a program to teach nursing faculty how to ask cognitively high level questions. A convenience sample was used. Subjects in the treatment (N=10) and control (N=4)...
Show moreUniversity of Central Florida College of Education Thesis; The use of cognitively high level questions, those classified in Bloom's taxonomy at the application level and above, has been suggested as a teaching strategy which will help students develop critical thinking abilities. This study was designed to determine the effect of a program to teach nursing faculty how to ask cognitively high level questions. A convenience sample was used. Subjects in the treatment (N=10) and control (N=4) groups were faculty and the students in their clinical laboratory groups from four National League for Nursing accredited undergraduate nursing programs in the state of Florida. Pre- and post-intervention data on the cognitive level of questions asked in clinical post-conferences were collected by way of audiotapes recorded during the Fall 1991 semester. Members of the treatment group received an intervention which included and inservice class, subsequent feedback on questioning patterns, and a one hour seminar. Cognitive level of questions was coded using the Teacher Pupil Questioning Inventory. Descriptive statistics were used to compare data on the treatment and control group faculty and student percentages of cognitively high level questions. The significance of difference between groups was determined with the Mann-Whitney U Test. Prior to the intervention, faculty in the treatment group asked less cognitively high level questions than control group faculty. This difference was not staistically significant. After faculty in the treatment group participated in the intervention, their percentage of cognitively high level questions was higher than teh percentage for the control group. The difference was staistically significant (p=.012). Prior to the intervention, students in the treatment group asked less cognitively high level questions than control group students. This difference was not statistically significant. After treatment group faculty particpated in ther intervention, the percentage of congitively high level questions asked by students in their clinical groups dropped. The difference between percentages of cognitively high level questions asked by students in the treatment and control groups was still not statistically significant.
Show less
Date Issued: 1992
Identifier: CFR0008175, ucf:53065
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008175

Title: Using electronic portfolios to archive student performance.
Creator: Olmstead, Phyllis M., Siebert, Barry W., Education
Abstract / Description: University of Central Florida College of Education Thesis; This study regards the use of portfolios for evaluating and documenting student progress and performance. In consideration of the far reaching and global nature of education, the researcher included educators from both the United States and other countries. Based upon the great importance that many countries and states have placed upon servicing students by alternative means, the population sample examined included 500 teachers...
Show moreUniversity of Central Florida College of Education Thesis; This study regards the use of portfolios for evaluating and documenting student progress and performance. In consideration of the far reaching and global nature of education, the researcher included educators from both the United States and other countries. Based upon the great importance that many countries and states have placed upon servicing students by alternative means, the population sample examined included 500 teachers instructing by both conventional and distance education modalities. Many current educational reform measures and legislative issues concern the attainment of job skills; therefore, both vocational and non-vocational instructors were included in the study. Examined in the study are the media utilized in retaining portfolios (paper, product samples, audio/video tape recordings, computer diskette files, electronic mail files) by both conventional and distance education instructors. Paper and product samples in portfolios are considered as non-electronic methods for archiving student work. Audio and video tape recording, computer files, and electronic mail files are considered electronic methods for portfolio archiving. Distance education and vocational educators, respectively, are examined for the use of electronic and non-electronic portfolios. A six question instrument was developed and a pilot study was conducted. The instrument included a question on whether or not the instructor used portfolios and a written description of the type of portfolio currently used. Those educators indicating the use of portfolios then classified, by type, the methods used in maintaining the portfolios. The respondents were further asked if they taught by distance education modalities. An additional questions ascertained the forms of distance education used to provide instruction. A final question asked the respondent to list the program or subject that she/he taught the majority of the time. Findings indicate that approximately 40% of the educators surveyed use portfolios, but several of the respondents indicated the implementation of portfolios in the near future. No difference was found to exist between the use of electronic and non-electronic portfolios among teachers using portfolios. The same was true for both distance educators and vocational instructors using portfolios.
Show less
Date Issued: 1994
Identifier: CFR0008171, ucf:53066
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008171

Title: The effect of water immersion on lactic acid kinetics during swimming interval training recovery periods.
Creator: Morris, Richard P., Rohter, Frank D., Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of the study was to determine the difference in the circulation of lactic acid following high intensity swimming, between resting immersed in water or resting sitting on the pool deck, completely out of the water. Six (four male and two female) collegiate swimmers volunteered for the study. The swimmers were randomly assigned to two groups and a counterbalance design was employed, were each group experienced both...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of the study was to determine the difference in the circulation of lactic acid following high intensity swimming, between resting immersed in water or resting sitting on the pool deck, completely out of the water. Six (four male and two female) collegiate swimmers volunteered for the study. The swimmers were randomly assigned to two groups and a counterbalance design was employed, were each group experienced both treatments (one resting out of the water, one resting in the water), in different orders. Each swimmer completed an identical warm-up and them swam five 100 yard swims at 85-95% intensity, with one group resting three minutes between 100 yard swims sitting upright on the pool deck, and the other group remaining immersed in water for the three minute rest interval. Blood samples were taken during the second minute of the rest intervals, following the first, third and fifth swims. analysis of the samples was conducted with a YSI 231 Lactate Analyzer. Results showed that the swimmers had higher levels of circulating lactic acid following the first swim when the remained in the water. All six swimmers then showed a rapid inflection of lactic acid levels between the first and third trail when out of the water for the rest intervals. Lactic acid levels showed only a slight increase when the swimmers remained in the water during rest. REsults of the study showed a distinct difference in the circulatory patterns of lactic acid in swimmers following high intensity swimming between rest taken out of the water and in the water. The limitations due to sample size and training background were discussed. Implications for training design were proposed.
Show less
Date Issued: 1997
Identifier: CFR0010874, ucf:53050
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0010874

Title: Analysis of parental choice : Islamic school enrollment in Florida.
Creator: Elkhaldy, Feryal Y., Kysilka, Marcella, Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of this study was to discover and interpret reasons Florida parents enrolled their children in Islamic schools. A selection of 30 parents from 3 different schools in Florida were interviewed by the researcher using a semistructured interview guide which used both oral and written responses. The sample was matched according to the gender of parents interviewed - 15 mothers and 15 fathers were interviewed. the sample was...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of this study was to discover and interpret reasons Florida parents enrolled their children in Islamic schools. A selection of 30 parents from 3 different schools in Florida were interviewed by the researcher using a semistructured interview guide which used both oral and written responses. The sample was matched according to the gender of parents interviewed - 15 mothers and 15 fathers were interviewed. the sample was matched according to the gender of the referent child. Out of 30 referent children, 15 were female and 15 were male. The researcher included children of all grade levels. Fifteen were from primary grades (1-5) and 15 were from secondary grades (6-12). The researcher served as the primary instrument for data collection. Data were summarized and reported in a descriptive format addressing each research question. Results indicated that the first reason for choosing Islamic schools was religious; the second reason was sociocultural and the last reason was academic. Many parents who enrolled their children in Islamic schools strongly envisioned the need to create schools where children could pursue the Islamic knowledge, preserve Islamic identity and develop the Islamic personality. Parents wanted the guard and shield their progeny from the negative influence (violence, drugs, promiscuity, prejudice, etc.) of the public schools. The academic concern was not a major reason for the majority of responding parents. A significant finding affirmed that Islamic education does not separate between religious and social factors. Findings indicated that parents were more attracted to Islamic schools than dissatisfied with public schools. Muslim parents were concerned with retaining their children's identity and religious commitment. At the same time, they wanted them to learn in a safe environment which galvanized them against negative effects of the dominant culture, and be able to survive the tide of assimilation, secular pressure and moral deterioration.
Show less
Date Issued: 1996
Identifier: CFR0008180, ucf:53056
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0008180

Title: Fatigue : investigation of a human factor for aviation curricula.
Creator: Weitzel, Thomas R., Orwig, Gary W., Education
Abstract / Description: University of Central Florida College of Education Thesis; This descriptive study investigated the perceived problem of human fatigue as an operational consideration within the U.S. air carrier industry and the status of fatigue as content within U.S. aviation education/training curricula. An instrument was developed and expert-validated for self-completion by the following three groups (each with its sample size): (a) aviation higher education, represented by a mailing to 50 individuals; (b)...
Show moreUniversity of Central Florida College of Education Thesis; This descriptive study investigated the perceived problem of human fatigue as an operational consideration within the U.S. air carrier industry and the status of fatigue as content within U.S. aviation education/training curricula. An instrument was developed and expert-validated for self-completion by the following three groups (each with its sample size): (a) aviation higher education, represented by a mailing to 50 individuals; (b) air carrier training/management, represented by a mailing to 50 individuals; and (c) a professional training group of 58 general aviation flight instructors, with administration by the researcher during scheduled company meetings. The resultant SPSS data set consisted of 116 cases. Eight demographic variables were reported and analyzed with the analysis of variance; and the definition of fatigue, a multiple choice item, was tested for the chi-square goodness-of-fit distribution. The remaining 21 variables were subjected to a factor analysis, utilizing principal-axis fatoring for extraction; orthogonal rotation, which forced the derived factors to be uncorrelated; and varimax, a variance maximizing procedure. The resultant 8 factors removed the duplication from the 21 correlated variables and, when scored, became variables within the SPSS data set. The normalized factor scores were subjected to analysis of variance and post hoc comparison for any significance of difference between the three groups; minor group differences were found for three of the eight factors. The data supported the literature review with respect to human fatigue being perceived as an operational consideration on the flightdecks of U.S. air carriers. The data and the literature also indicated that fatigue is present as content within U.S. aviation curricula. However, the answers to both research questions involved a matter of degree. Additionally, the data indicated that not all students within U.S. aviation have exposure to fatigue content within their curricula. Teaching the concepts and management of fatigue to some of these student may be as important as (more important than) fatigue as curricular content for flight crews. Future research in the development of a curriculum paradigm for human fatigue in U.S. aviation might utilize the eight factors derived as constructs by the factor analysis utilized in this study.
Show less
Date Issued: 1997
Identifier: CFR0010873, ucf:53051
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0010873

Title: Telecourse and traditional computer applications: exploring the impact of review sessions.
Creator: Bourke, Carol Odette, Kysilka, Marcella L., Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of the study was to explore the effects of review sessions on student achievement and retention in a computer applications course taught by televised distance learning and traditional instruction. Identified within the study were method of instruction, review, and grades in televised and traditional computer applications courses. A quasi-experimental design was used to measure the effects of review sessions on student...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of the study was to explore the effects of review sessions on student achievement and retention in a computer applications course taught by televised distance learning and traditional instruction. Identified within the study were method of instruction, review, and grades in televised and traditional computer applications courses. A quasi-experimental design was used to measure the effects of review sessions on student achievement and retention in computer applications classes. Intact classes were used to form the 4 groups used in this study. Randomization was limited to choices students made in registering for the classes. The control groups for this study consisted of those students enrolled in traditional and telecourse computer applications during the Fall 1995 and Spring 1996 semesters for a total of 137 students. These students received no review sessions as part of their instruction. The experimental groups were formed by those students enrolled in the traditional and telecourse computer applications during the Fall 1996 semester for a total of 102 students. These students received review sessions as part of their instruction. Findings indicated that method of instruction does not provide significant differences in terms of grades and retention between the telecourse and traditional classes. Results indicated that there were significant differences in terms of review on grades with telecourse and traditional classes. Student responses indicated that review sessions were helpful. Recommendations were made for improved efforts to enhance strategies in traditional and distance learning and for continued research in traditional and distance learning.
Show less
Date Issued: 1997
Identifier: CFR0010875, ucf:53048
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0010875

Title: An historical analysis of the philosophies of the vocational education leaders in relation to the 1990 Carl D. Perkins vocational and applied technology education act amendments.
Creator: Woodley, Cynthia D., Hudson, Larry, Education
Abstract / Description: University of Central Florida College of Education Thesis; Federal vocational education legislation has undergone drastic changes in recent years. This study was designed to determine the educational philosophies of the leaders who pushed for the 1990 Carl D. Perkins Vocational and Applied Technology Education Act Amendments and the degree to which the amendments reflected the philosophies of those leaders. Data were collected on testimonies given before the United State[s] Congress during...
Show moreUniversity of Central Florida College of Education Thesis; Federal vocational education legislation has undergone drastic changes in recent years. This study was designed to determine the educational philosophies of the leaders who pushed for the 1990 Carl D. Perkins Vocational and Applied Technology Education Act Amendments and the degree to which the amendments reflected the philosophies of those leaders. Data were collected on testimonies given before the United State[s] Congress during hearings related to the act, to identify who the leaders were. Once the leaders were identified, the published literature and testimony of each leaders was analyzed using a model developed by Lloyd Duck and the educational philosophy for each leader was identified. Finally, provisions of the act were compared to the philosophies and testimonies of the leaders to identify if the act paralleled the philosophical rationale of the leaders. This researcher found that of the leaders who pushed for the act, the majority, though not all, were of an experimentalist educational philosophy. Further analysis revealed that while the act appeared on the surface to match well with several different educational philosophies, it actually did not match the philosophies of all of the leaders. Because of this, this researcher concluded that implementation of the act may not be successful unless a new educational philosophy is established.
Show less
Date Issued: 1992
Identifier: CFR0011930, ucf:53121
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011930

Title: Florida social studies leaders' perceptions regarding an afrocentric curriculum.
Creator: Banks, Vicki Kaplan, Cornett, Jeff, Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of this research study was to gain insight into the perceptions Florida's leaders have regarding the inclusion of an Afrocentric curriculum. The leaders chosen for this study were the Florida Council for the Social Studies Board and the Association of Social Studies Supervisors. These leaders were sent a questionnaire that contained 57 statements about social studies curriculum content in a Likert scale format. The results...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of this research study was to gain insight into the perceptions Florida's leaders have regarding the inclusion of an Afrocentric curriculum. The leaders chosen for this study were the Florida Council for the Social Studies Board and the Association of Social Studies Supervisors. These leaders were sent a questionnaire that contained 57 statements about social studies curriculum content in a Likert scale format. The results of the survey were reported by using mean scores and frequency distributions. The Likert survey statements examined respondents' viewpoints with regard to diversity, Afrocentrism, and Eurocentrism. The results of the survey were used to infer the respondents' perceptions regarding the five research questions. 1. What was the perceived importance of considering the diverse nature of an ethnicity in respect to the development of curriculum and instruction? 2. What was the perceived level of interest regarding the incorporation of an Afrocentric perspective into the Social Studies Curriculum? 3. How did the respondents perceive the incorporation of an alternate curriculum maintaining diverse perspectives? 4. Did the respondents believe the social studies curriculum should be altered to cater to the learning styles of ethnic and cultural groups? 5. Was there a perceived need for diverse assessment techniques to gauge the academic success of students from various cultural and ethnic groups? The mean scores assigned to each research question indicated that the leaders in the social studies agreed that diverse cultures should be included within the mainstream curriculum and that alternative assessment techniques should be used to measure those ideas. However, there was little interest in permitting the ethnicity of the school's population guide curriculum and instruction decision. Furthermore, the leaders seemed more interested in a multicultural curriculum than a curriculum incorporating only an Afrocentric perspective.
Show less
Date Issued: 1998
Identifier: CFR0011944, ucf:53111
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011944

Title: An analysis of the early retirement programs offered during the 1992-1993 school year by the public school districts in the state of Florida.
Creator: Berry, Peter B., Murray, Kenneth T., Education
Abstract / Description: University of Central Florida College of Education Thesis; This study surveyed the public school districts in Florida and examined the 19 school districts which utilized incentive to motivate school district employees to retire. The data was collected for the 1992-1993 school year. A survey administered to all of the 67 school districts in Florida determined what types of incentives were being used, to what degree the school districts were able to reduce costs, and what types of incentives...
Show moreUniversity of Central Florida College of Education Thesis; This study surveyed the public school districts in Florida and examined the 19 school districts which utilized incentive to motivate school district employees to retire. The data was collected for the 1992-1993 school year. A survey administered to all of the 67 school districts in Florida determined what types of incentives were being used, to what degree the school districts were able to reduce costs, and what types of incentives were effective. In depth information was obtained from interviews with assistant superintendents, personnel directors, and State Department of Education Specialists. A relationship was found between the amount of discretionary income and the type of incentive offered by the school districts. The school districts with budgets under $60 million were only able to primarily offer bonus incentives, while those above this level used annuities or combinations. An experiment was discovered using a different type of incentive--insurance. A negative relationship was discovered between annuities and employee interest during the year of the study. Recommendations were made for additional research on the insurance program as well as other cost cutting improvements.
Show less
Date Issued: 1994
Identifier: CFR0011937, ucf:53108
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011937

Title: Is there a difference in learning styles of honors versus non-honors students as assessed by the GEFT?.
Creator: Hollister, Debra Lee, Kubala, Thomas, Education
Abstract / Description: University of Central Florida College of Education Thesis; The goal of this research was to find if there was a discernible difference in the preferred learning style of an honors student versus a non-honors student based on the Group Embedded Figures Test. Although many instructors use the lecture method to teach, it many not be the most productive tool for students to learn. The information from this study could be of help when an instructor is preparing to instruct a group of students in...
Show moreUniversity of Central Florida College of Education Thesis; The goal of this research was to find if there was a discernible difference in the preferred learning style of an honors student versus a non-honors student based on the Group Embedded Figures Test. Although many instructors use the lecture method to teach, it many not be the most productive tool for students to learn. The information from this study could be of help when an instructor is preparing to instruct a group of students in an honors, AP (advanced placement) or gifted class as to determine what activities would provide the best retention of material. The results of this study were analyzed to examine the variables of being an honors or non-honors student, gender, age, ethnicity, degree being pursued and being a full time or part time student. According to the Chi2 analysis, it was found that there is no one learning style that is preferred by students who take honors classes versus other students. It was also discovered that gender, age, ethnicity, degree being pursued and being either a full time or part time student did not impact preferred learning style for the students on the East Campus of Valencia Community College. Suggested use for this study would be to inform instructors and faculty that there is no one learning style preferred by the honors student. This information can not be reiterated enough to ensure that students are given many different types of opportunities to successfully accomplish their academic goals.
Show less
Date Issued: 2001
Identifier: CFR0011946, ucf:53105
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011946

Title: Expectation and satisfaction of freshmen and seniors in higher education.
Creator: Rodriguez, Reuban Beryrl, Lynn, Mary Ann, Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of this study was to examine the expectation, satisfaction and performance gap levels between selected freshman and seniors as measured by the selected SSI scales. The problem was to determine if expectation, satisfaction, and performance gap levels differed between freshman and seniors in 1995 and freshman and seniors in 1998 based on class level, gender and age. The study examined four selected scales from the twelve...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of this study was to examine the expectation, satisfaction and performance gap levels between selected freshman and seniors as measured by the selected SSI scales. The problem was to determine if expectation, satisfaction, and performance gap levels differed between freshman and seniors in 1995 and freshman and seniors in 1998 based on class level, gender and age. The study examined four selected scales from the twelve scales derived from the Student Satisfaction Inventory (SSI): Campus Climate, Campus Life, Campus Support Services, and Instruction Effectiveness. Respondents rated all items on a 7-point Likert scale with respect to their expectations of and satisfaction with student services represented by the scales. Findings indicated that, for both 1995 and 1998, freshman had significantly higher levels of expectation than did seniors in regard to campus climate, campus life and campus support services; freshman has significantly higher levels of satisfaction than seniors with campus climate, campus life, campus support services and instructional effectiveness; seniors had significantly higher levels of unmet needs than did freshman for campus support services and instructional effectiveness, and; there were no significant differences between freshman and seniors according to gender or age. Responses of 1995 freshman and seniors and 1998 freshman and seniors were similar. The four selected scales served as having the potential to guide administrators in assessing the levels of student satisfaction with both academic and nonacademic student services.
Show less
Date Issued: 1999
Identifier: CFR0011945, ucf:53107
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011945

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.
Show less
Date Issued: 2014
Identifier: CFE0005306, ucf:50539
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005306

Title: PREDICTING THE PERFORMANCE OF INTERPRETING INSTRUCTION BASED ON DIGITAL PROPENSITY INDEX SCORE IN TEXT AND GRAPHIC FORMATS.
Creator: Norman, David, Hirumi, Atsusi, University of Central Florida
Abstract / Description: Practitioners have proposed that Digital Natives prefer graphics while Digital Immigrants prefer text. While Instructional Design has been extensively studied and researched, the impact of the graphical emphasis in instructional designs as it relates to digital propensity has not been widely explored. Specifically, this study examined the performance of students when presented with text-only and graphic-only instructional formats. The purpose of this study was to test the relationship between...
Show morePractitioners have proposed that Digital Natives prefer graphics while Digital Immigrants prefer text. While Instructional Design has been extensively studied and researched, the impact of the graphical emphasis in instructional designs as it relates to digital propensity has not been widely explored. Specifically, this study examined the performance of students when presented with text-only and graphic-only instructional formats. The purpose of this study was to test the relationship between Digital Propensity Index scores of individuals and their performance when interpreting online instruction. A sample of students from the population of a large metropolitan university received the Digital Propensity Index questionnaire, which is a measure of an individual's time spent interacting with digital media. Each student was randomly assigned varying formats of a computer-based instructional unit via a public survey. The instructional unit consisted of the DPI questionnaire and six tasks related to the Central Florida commuter rail system. Participants were asked to answer the DPI questionnaire on a website by clicking on a link in an emailed invitation. Following the DPI questionnaire, participants were randomly assigned to one of two groups. Group One saw three instructional tasks shown in text and shuffled in random order. Each task was displayed on its own webpage. By submitting an answer to the task, the group progressed through the website to the next task. Group Two saw graphic tasks first, again, shuffled in random order. After the first three tasks, the groups swapped instructional formats to view the opposing group's initial questions. Participants were timed on how many seconds they spent reviewing each task. Each task had an assessment question to evaluate the learning outcomes of the instructional unit. Finally, the DPI score of the participant was matched with the time spent viewing each presentation format. The findings indicate that DPI score had a statistically significant prediction of time spent navigating each type of instruction. Though the link between DPI score and time spent navigating instruction was statistically significant, the actual measurable time difference between navigating text and graphic formats was only a fraction of a second for each increment in DPI score. Limitations and potential future research related to the study are discussed as well.
Show less
Date Issued: 2008
Identifier: CFE0002234, ucf:47896
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002234

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.
Show less
Date Issued: 2016
Identifier: CFE0006285, ucf:51585
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006285

Title: The Effectiveness of Using Florida Virtual High School Course Data during the College Admission Process as a Predictor of Degree Completion Within Six Years.
Creator: Callahan, Michael, King, Kathy (Kathleen), Cox, Dr. Thomas, Whiteman, JoAnn, Preston, Michael, University of Central Florida
Abstract / Description: The admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance...
Show moreThe admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance education information in a database, which allowed for analysis. Presently, the institution's primary undergraduate admission office does not collect or store this type of information. I used SPSS Statistics to calculate logistical regression on this data. My goal was to discover what effect the high school online distance education variables had on the outcome of graduating in four or six years. Graduation rate is a key metric for colleges and universities as an indicator of success. For this reason, I wanted to determine through this study whether high school online distance education assisted in predicting which students will graduate. At least two stakeholders will find this information useful. Admission officers and, more specifically, honors admission officers will gain more insight into the student selection process as this study examines students in the top 10% of the incoming class. The other group, future researchers, will learn from this study and other new studies for even more understanding on this topic. Although the results indicated that high-achieving Florida Virtual School students do not graduate at higher rate than students who have not completed distance education classes, more research is required to understand how the other 90% of student applicants are affected by distance education courses completed in high school.
Show less
Date Issued: 2017
Identifier: CFE0006861, ucf:51754
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006861

Academic (14)	+ -
Academic -- Education (14)	+ -
Dissertations (14)	+ -
Education -- Dissertations (14)	+ -
CPED (2)	+ -

Admission (1)	+ -
Admissions (1)	+ -
CEDHP (1)	+ -
Cognitive styles (1)	+ -
College Admissions (1)	+ -
College freshmen -- Florida -- Orlando -- Attitudes (1)	+ -
College students -- Florida -- Orlando -- Attitudes (1)	+ -
Dissertation (1)	+ -
Dissertation in Practice (1)	+ -
Distance Education (1)	+ -
EME7980 dissertation graphics UCF Prensky Hirumi Sivo education text DPI digital instruction schema media Robinson Dziuban Blasi time Drupal (1)	+ -
Ed.D. (1)	+ -
Education (1)	+ -
Education Doctorate (1)	+ -
Field dependence (Psychology) (1)	+ -
Florida Admissions (1)	+ -
Florida College Admissions (1)	+ -
Florida Virtual School (1)	+ -
Four Year Graduation Rate (1)	+ -
General Systems Theory (1)	+ -
Graduation Rate (1)	+ -
Higher -- Florida -- Orlando -- Evaluation (1)	+ -
Higher Education (1)	+ -
Higher Education Research (1)	+ -
Honors College Admissions (1)	+ -

Education (14)	+ -
University of Central Florida (4)	+ -
Boote, David (2)	+ -
Kysilka, Marcella (2)	+ -
Vitale, Thomas (2)	+ -

Banks, Vicki Kaplan (1)	+ -
Berry, Peter B. (1)	+ -
Biddle, Jeffrey (1)	+ -
Bourke, Carol Odette (1)	+ -
Bozeman, William C. (1)	+ -
Callahan, Michael (1)	+ -
Clark, Paola (1)	+ -
Cornett, Jeff (1)	+ -
Cox, Dr. Thomas (1)	+ -
Elkhaldy, Feryal Y. (1)	+ -
Flanigan, Jacquelyn (1)	+ -
Hayes, Grant (1)	+ -
Hirumi, Atsusi (1)	+ -
Hogan, Robert P. (1)	+ -
Hollister, Debra Lee (1)	+ -
Hopp, Carolyn (1)	+ -
Hudson, Larry (1)	+ -
King, Kathy (Kathleen) (1)	+ -
Kubala, Thomas (1)	+ -
Kysilka, Marcella L. (1)	+ -
Lynn, Mary Ann (1)	+ -
McLain, Nannette (1)	+ -
Morris, Richard P. (1)	+ -
Murray, Kenneth T. (1)	+ -
Norman, David (1)	+ -

Search In

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner