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- Title
- EXAMINING THE PERCEPTIVE ROLES OF A SCHOOL PSYCHOLOGIST IN COLLABORATION WITH EARLY EDUCATORS.
- Creator
-
Cohn, Monique, Jennings-Towle, Kelly, University of Central Florida
- Abstract / Description
-
The collaborative efforts between school psychologists and early educators can prepare children for success. Since the first decade of life is such a critical time period, early childhood interventions from birth to the early school grades are receiving widespread attention today as one of the most effective ways to prevent learning difficulties and to promote children�s development and well-being(Reyonlds, 2004). School psychologists should promote the fact that "making schoolsready for all...
Show moreThe collaborative efforts between school psychologists and early educators can prepare children for success. Since the first decade of life is such a critical time period, early childhood interventions from birth to the early school grades are receiving widespread attention today as one of the most effective ways to prevent learning difficulties and to promote children�s development and well-being(Reyonlds, 2004). School psychologists should promote the fact that "making schoolsready for all children" contributes to systems integration among schools and early childhood programs (Bagnato, 2006). This study is important to further examine the roles of current school psychologists and to study their collaborative work with early intervention. Early childhood intervention is defined as the provision of educational, family, health and/or social services during any of the first eight years of life to children who are at risk of poor outcomes because they face socio-environmental disadvantages or have developmental disabilities (Reynolds, 2004). Federal law acknowledges the importance and need for early intervention as The Economic Opportunity and Community Partnership Act of 1974 and subsequent amendments to the law required Head Start programs in each state to serve a minimum of 10% children with disabilities (Hooper & Umansky, 2004). When children are not meeting milestones, early intervention increases the likelihood of success and a more positive later outcome.
Show less - Date Issued
- 2016
- Identifier
- CFH2000070, ucf:45561
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000070
- Title
- ACADEMIC INTERVENTIONS FOR SUCCESSFUL INCLUSION OF STUDENTS WITH MILD TO MODERATE EMOTIONAL/BEHAVIORAL DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A SYSTEMATIC REVIEW OF LITERATURE.
- Creator
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Gischel, Carolynne, Boote, David, University of Central Florida
- Abstract / Description
-
Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic...
Show moreStudents with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic performance with these students. This systematic review examined the literature to identify research-based effective interventions for students with EBD served in general education settings. Studies included in this review had to meet the following criteria: research sample includes students identified with EBD as their primary disability who are being educated full time in general education settings; description of intervention and implementation are thorough enough to allow replication; documented relationship between intervention and academic performance is clearly established; and data documenting intervention effect is provided. The focus of interventions for students with EBD is too often only on controlling behavior, whereas this review focused on improving academics. Studies not meeting these criteria were excluded from the review. These inclusion and exclusion criteria were necessary to identify studies relevant to current practice of inclusion, as well as to provide information to educators on interventions having an effect on academic performance. Five studies met all inclusion criteria. Effective interventions included: writing instruction, discovery teaching, teacher modeling, cross-age tutoring, and guided notes. Nineteen studies met all inclusion criteria except setting, with intervention and data collection performed in self-contained special education classrooms. These studies suggest that peer-tutoring and self-management interventions may also be effective if introduced into general education classrooms. The study concludes by suggesting specific methodological criteria needed for future research in this area.
Show less - Date Issued
- 2008
- Identifier
- CFE0002196, ucf:47914
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002196
- Title
- EVALUATION OF AN ONLINE ALCOHOL EDUCATION PROGRAM FOR FIRST-TIME-IN-COLLEGE STUDENTS.
- Creator
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Reiss, Elayne, Cintron, Rosa, University of Central Florida
- Abstract / Description
-
Alcohol use among college students has maintained its place as a major issue in American higher education since its inception. Although dangerous drinking has always proliferated among college students, institutions have only provided alcohol and other drug (AOD) education and interventions encouraging students to adapt less harmful habits for a much shorter period of time. During this relatively short history of postsecondary alcohol interventions, colleges and universities have shifted away...
Show moreAlcohol use among college students has maintained its place as a major issue in American higher education since its inception. Although dangerous drinking has always proliferated among college students, institutions have only provided alcohol and other drug (AOD) education and interventions encouraging students to adapt less harmful habits for a much shorter period of time. During this relatively short history of postsecondary alcohol interventions, colleges and universities have shifted away from abstinence-only, education-based methods. Instead, institutions have begun to adapt cognitive behavior-centric, motivational enhancement-based strategies emphasizing harm reduction through the use of protective behaviors. In order to reach a greater number of students, alcohol intervention programs have been developed combining the harm reduction ideology with internet-based dispersion at a population level. This research study addressed the behavioral changes that occurred among an entire class of first-time-in-college freshmen at a large public university before and after mandatory participation in AlcoholEdu for College, an online, population-level, harm reduction-based alcohol intervention. The study expanded upon previous evaluations of the program, which addressed program efficacy among the population as a whole but did not further explore differences in effect upon students engaging in different levels of drinking. Other demographic factors, such as gender, ethnicity, family history of alcohol issues, and age of first consumption, were also taken into account. Pre-test surveys taken by students prior to the intervention at the beginning of the academic year were matched to follow-up surveys taken four to six weeks after program completion, providing the necessary data for conducting a quantitative study. The specific areas of interest within the study included (a) willingness to complete the program in a timely and complete fashion, (b) levels of consumption, (c) use of protective behavioral strategies (PBS), and (d) incurrence of negative alcohol-related consequences. A combination of analytical procedures was utilized, including descriptive statistics, chi-square tests for independence, exploratory factor analysis, repeated measures ANCOVA, and nonparametric inferential tests. Results were described within the framework of social cognitive theory (Bandura, 2004) as well as the CIPP program evaluation framework (Stufflebeam & Shinkfield, 2007). The analysis uncovered that three major factors determined willingness to complete the mandatory program in a timely and complete fashion: gender, age of first alcohol consumption, and drinker group. Specifically, students who were male, started drinking prior to high school, or were identified as heavy episodic drinkers were less likely than peers to complete all portions of the AlcoholEdu program. Both moderate and heavy episodic drinkers reduced their levels of consumption between pre-test and follow-up. A large percentage of abstaining students maintained this status later in the semester. Light and moderate drinkers either maintained or slightly reduced their use of PBS, while heavy episodic drinkers showed increases in use of most types of PBS over time. All students indicated low levels of incurrence of negative consequences in both the pre-test and follow-up periods. However, while students experienced an increased number of most of these consequences between the pre-test and follow-up surveys, heavy drinkers cited a decreased rate of drinking and driving-related consequences as of the follow-up. Throughout all of the analyses, important controlling factors included gender, ethnicity, and age of first alcohol consumption. The results of this study can guide future development and refinement of the AlcoholEdu program, as well as provide higher education administrators and AOD education program staff with additional baseline knowledge of the change process first-time-in-college freshmen undergo when engaged in the program.
Show less - Date Issued
- 2010
- Identifier
- CFE0003130, ucf:48624
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003130
- Title
- The Impact of a Group Counseling Intervention on Lesbian, Gay, Bisexual, Transgender, and Queer Older Adolescents' Levels of Hope, Coping, and Suicidality.
- Creator
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Lamb, Catherine, Lambie, Glenn, Barden, Sejal, Conley, Abigail, Witta, Eleanor, University of Central Florida
- Abstract / Description
-
This investigation examined the impact of an eight-week group counseling intervention on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) older adolescents' (aged 18-20) levels of hopefulness, coping skills, and suicidality. An experimental, randomized-controlled-trial research design was employed to identify differences between the intervention group and waitlist control group participants' hopefulness, coping skills, and suicidality scores. In addition, the relationship between the...
Show moreThis investigation examined the impact of an eight-week group counseling intervention on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) older adolescents' (aged 18-20) levels of hopefulness, coping skills, and suicidality. An experimental, randomized-controlled-trial research design was employed to identify differences between the intervention group and waitlist control group participants' hopefulness, coping skills, and suicidality scores. In addition, the relationship between the LGBTQ+ participants' outcome variables (hopefulness, coping skills, and suicidality) scores was examined. Furthermore, the impact of group therapeutic factors experienced by the LGBTQ+ participants in intervention group for the variables of hopefulness, coping skills, and suicidality was examined.Key findings included a significant interaction between time and group placement, indicating that the intervention group participants experienced significant improvements on measures of hopefulness, coping behaviors, and suicidality when compared to participants in the waitlist control group. In addition, hope was demonstrated to be a strong and significant predictor of suicidality. Furthermore, it was found that group therapeutic factors had a positive effect on intervention group participants' Adaptive Coping scores, but did not have an effect on Hopefulness, Maladaptive Coping, or Suicidality as hypothesized. Lastly, there was no significant differences between the demographic variables perceptions of parental/guardian support, perceptions of peer support, gender identity, or ethnicity on their hopefulness, coping behaviors, or suicidality. There was, however, a significant difference between bisexual's and lesbian's post-test scores on Suicidality, with bisexuals scoring significantly lower. No other significant differences were observed between sexual orientation and the other key constructs.
Show less - Date Issued
- 2014
- Identifier
- CFE0005194, ucf:50633
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005194
- Title
- CENTRAL AUDITORY PROCESSING DISORDER: A LITERATURE REVIEW ON INTER-DISCIPLINARY MANAGEMENT, INTERVENTION, AND IMPLICATIONS FOR EDUCATORS.
- Creator
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Patrusky, Lauren, Wenzel, Dr. Taylar, University of Central Florida
- Abstract / Description
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Clinical Questions: What top-down and bottom-up interventions across the psychology, audiology, educational, and speech language pathology domains are most effective for children and adolescents with Central Auditory Processing Disorder (CAPD)? What considerations for planning research and intervention might be offered to a classroom teacher to further support students diagnosed with CAPD, especially in relation to the Multi-Tiered System of Supports (MTSS), formerly known as Response to...
Show moreClinical Questions: What top-down and bottom-up interventions across the psychology, audiology, educational, and speech language pathology domains are most effective for children and adolescents with Central Auditory Processing Disorder (CAPD)? What considerations for planning research and intervention might be offered to a classroom teacher to further support students diagnosed with CAPD, especially in relation to the Multi-Tiered System of Supports (MTSS), formerly known as Response to Intervention (RTI)? Method: Inter-Disciplinary Literature Review Study Sources: PsycInfo, Linguistics and Language Behavior Abstracts, ProQuest, International Journal of Audiology, American-Speech-Language Hearing Association, Journal of Neurotherapy, Medline-Esbcohost, ERIC Ebscohost, Professional Development Collection Education, and What Works Clearinghouse Number of Included Studies: 16 Age Range: 2-13 years Primary Results: 1) Phonological awareness training was the primary reading educational construct found among the included interventions in this literature review. 2) Most CAPD studies employed a combination of both bottom-up and top-down treatments in intervention. This finding may possibly indicate that in order for a CAPD intervention to be even more beneficial to the student, both bottom-up and top-down treatments should be considered and incorporated in relation to the student's individualized needs. Conclusions: Results confirmed very little research and few intervention implications on CAPD students within the educational research discipline, including special education. Search results primarily included methods to improve listening in the classroom environment, but did not specifically mention intervention in relation to CAPD and its implications. Results also confirmed that a multi-disciplinary effort is needed to provide clinical decision and effective intervention for the CAPD population.
Show less - Date Issued
- 2013
- Identifier
- CFH0004389, ucf:45014
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004389
- Title
- A study of student achievement and educational intervention strategies in traditional and virtual format Algebra 1 courses within Volusia County School District.
- Creator
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Nehrig, Paul, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, Taylor, Rosemarye, Kennedy, Mary, University of Central Florida
- Abstract / Description
-
The purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates...
Show moreThe purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates and student demand, while also exploring and developing methods to ensure student success. Student scores on the Florida Algebra 1 End of Course Exam (EOC) were compared to determine what difference, if any, existed in the performance of students in traditional face-to-face classrooms and virtual settings. Surveys were also distributed to traditional brick-and-mortar and virtual teachers to identify which educational interventions were provided to at-risk students and to measure teacher perception of the relative effectiveness of those interventions in each setting.One-sample t-test results indicated a statistically significant difference in the mean scale scores of traditional and virtual students on the Florida Algebra 1 EOC. Survey responses indicated little variation in the interventions provided by teachers to at-risk students in each setting. Low effectiveness ratings for interventions in the Resources category, such as Mentors from the Community, warrant further investigation, as these responses run counter to previous research. Due to this study's small sample and wide disparity between the number of traditional and virtual students, caution is advised in the interpretation of results.
Show less - Date Issued
- 2013
- Identifier
- CFE0005037, ucf:49987
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005037
- Title
- The Effect of Health Education on Clinical and Self-Reported Outcomes of Diabetes in a Medical Practice.
- Creator
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Rav-Marathe, Karen, Wan, Thomas, Fottler, Myron, Matusitz, Jonathan, Zhang, Ning, March, Allan, University of Central Florida
- Abstract / Description
-
A majority of diabetes self-management programs have been shown to improve knowledge, attitude, practice, and health care outcomes. However, in the literature the underlying causal mechanisms for the improvement attributable to health education have not been explored, especially, how diabetes educational intervention may affect diabetes care outcomes. The purpose of the present study was to identify the causal mechanisms responsible for improved knowledge, attitude, practice and outcomes, so...
Show moreA majority of diabetes self-management programs have been shown to improve knowledge, attitude, practice, and health care outcomes. However, in the literature the underlying causal mechanisms for the improvement attributable to health education have not been explored, especially, how diabetes educational intervention may affect diabetes care outcomes. The purpose of the present study was to identify the causal mechanisms responsible for improved knowledge, attitude, practice and outcomes, so that educational interventions can be tailored efficiently and effectively to patients who are most likely to benefit from self-care management. The study used the knowledge, attitude, practice and outcome (KAP-O) framework. The specific purpose of the study was to examine the causes of variation in the outcomes of glycated hemoglobin (A1C), low-density lipoprotein cholesterol (LDLC), functional capacity (FC), and poor perceived health (PPH).An experimental study with a randomized control trial design involving 141 participants was conducted. The experimental group (N = 87) and control group (N = 52) were comparable in terms of demographics and major diagnoses. The experimental group received diabetes education. The control and experimental groups received usual customary care. Knowledge, attitude, practice, functional capacity and poor perceived health were measured before and after intervention using reliable and valid instruments. The study used a tailored attitudinal instrument. Glycated hemoglobin (A1C) and low-density lipoprotein cholesterol (LDLC) were measured before and after intervention. Multiple analytic strategies were applied to examine the experimental data.The four outcome variables of (A1C), (LDLC), (FC), and (PPH) did not constitute one common factor measurement model for outcome evaluation. Results of the Independent sample t-test showed that health educational intervention directly improves knowledge about diabetes. The path analysis of panel regression showed that health educational intervention directly lowers glycated hemoglobin (A1C). The causal modeling of {(Exp_Status)-(K-T2)-(A-T2)-(P-T2)} model showed that health educational intervention also indirectly improves preventive practice via knowledge. The effect of attitude (A-T2) was greater than the effect of knowledge on preventive practice of self-care. The difference-in-differences analysis showed that difference in practice (DP) statistically significantly affects the difference in glycated hemoglobin (DA1C). The greater the preventive practice, the greater the lowering of glycated hemoglobin (A1C), indicating a better control of diabetes. The data from this experiment do not support a strong causal path of experimental effects on outcomes via knowledge, attitude, and practice of self-care.The study should be replicated using the KAP-O model in research based on multi-centers, multiple providers, and a diverse population of Type 2 diabetes patients. The study should assess outcomes more than four times over a period of one to two years to elicit the trajectory of change in outcome variables. Knowledge and attitude should be assessed at baseline and continuously improved for the duration of the study.?
Show less - Date Issued
- 2014
- Identifier
- CFE0005541, ucf:50311
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005541
- Title
- The AfterMath: A Culturally Responsive Mathematical Intervention to Aid Students Affected by Natural Disasters.
- Creator
-
Kurtz, Brianna, Haciomeroglu, Erhan, Bush, Sarah, Safi, Farshid, Biraimah, Karen, University of Central Florida
- Abstract / Description
-
On September 20, 2017, Hurricane Maria struck the island of Puerto Rico. The damage was extensive, and many people found themselves to be natural disaster refugees. As a result, schools in Central Florida saw an influx of new students who had their educations interrupted by the disaster and now were resuming school in a new language of instruction. These students not only faced linguistic challenges but also academic differences due to the high prevalence of poverty and the effects of...
Show moreOn September 20, 2017, Hurricane Maria struck the island of Puerto Rico. The damage was extensive, and many people found themselves to be natural disaster refugees. As a result, schools in Central Florida saw an influx of new students who had their educations interrupted by the disaster and now were resuming school in a new language of instruction. These students not only faced linguistic challenges but also academic differences due to the high prevalence of poverty and the effects of neocolonialism in their previous schooling. This mixed methods study implemented an intensive intervention in probability to aid students in developing mathematical understanding and forming meaningful connections. Student participants, who had been affected by Hurricane Maria, were now attending a public high school and were paired one-on-one with a bilingual, mathematically high performing student mentor to complete culturally responsive, bilingual probability tasks. Data collection occurred over the course of six weeks in fall 2019. Both mentor and mentee students participated in focus group interviews, and the mentees completed a probability pre-test and post-test. Student participants were found to have statistically significant increases in the understanding of probability concepts when comparing pre-intervention and post-intervention results, with the understanding and usage of the multiplication rule showing the most significant improvement. Both mentors and mentees reported feeling a stronger sense of unity and belonging post-intervention as well as improvement in bilingual academic vocabulary. With the impact of natural disasters on the rise, implications of this study include its adaption to respond to future displaced students as they resume schooling post-interruption in Central Florida and beyond.
Show less - Date Issued
- 2019
- Identifier
- CFE0007828, ucf:52820
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007828
- Title
- RECIDIVISM PREVENTION THROUGH PROSOCIAL SUPPORT: A SYSTEMATIC REVIEW OF EMPIRICAL LITERATURE.
- Creator
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McDaniel, Kimber, Lawrence, Shawn, University of Central Florida
- Abstract / Description
-
Of the 700 offenders that are released from prison each year, seven in ten will be rearrested. There are a number of barriers face by released offenders that inhibit their successful reentry. These barriers include: mental health illness, limited work experience, lower education, substance abuse, lack of transportation, homelessness and poverty strain of family ties and/or close relationships. This paper explores the impact of social support on recidivism rates through a systematic review of...
Show moreOf the 700 offenders that are released from prison each year, seven in ten will be rearrested. There are a number of barriers face by released offenders that inhibit their successful reentry. These barriers include: mental health illness, limited work experience, lower education, substance abuse, lack of transportation, homelessness and poverty strain of family ties and/or close relationships. This paper explores the impact of social support on recidivism rates through a systematic review of the literature surrounding prosocial support. The implications for social work practice and research are also discussed.
Show less - Date Issued
- 2014
- Identifier
- CFH0004627, ucf:45279
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004627
- Title
- The Effects of a Loving-Kindness Meditation Intervention on Positive Emotions, Social Connectedness, and Problem Behaviors in Second and Third Grade Students.
- Creator
-
Collinsmchugh, Doreen, Gill, Michele, Allen, Kay, Hutchinson, Cynthia, Young, Mark, University of Central Florida
- Abstract / Description
-
Concerns about K-12 students' mental health and social, emotional, and ethical development have prompted some schools to implement programs designed to promote student well-being and healthy social and emotional functioning. Most of these programs are distinguished as social and emotional learning (SEL) programs and/or character education programs. Although there is growing empirical support for the potential of school-based mindfulness interventions to positively influence students' well...
Show moreConcerns about K-12 students' mental health and social, emotional, and ethical development have prompted some schools to implement programs designed to promote student well-being and healthy social and emotional functioning. Most of these programs are distinguished as social and emotional learning (SEL) programs and/or character education programs. Although there is growing empirical support for the potential of school-based mindfulness interventions to positively influence students' well-being, the number of school-based mindfulness studies is limited, and the majority of the investigations have focused on students' cognitive rather than affective capacities. Loving-Kindness Meditation (LKM), a mindfulness- and compassion-based practice, is garnering recent attention as an effective intervention for positively affecting numerous factors related to well-being. For instance, research has demonstrated LKM's effectiveness in enhancing positive emotions, empathy, and social connectedness, and improving problem behaviors in adult populations. Although LKM is a component of the Mindfulness-Based Stress Reduction (MBSR) program, and a number of mindfulness-based school programs are MBSR- adapted, to date LKM has not been studied with children or youth populations. With this in mind, the purpose of this active comparison trial investigation was to examine the effects of a loving-kindness meditation intervention on positive emotions, empathy, social connection, and problem behaviors in second- and third- grade students. Findings suggest LKM may be more appropriately used in school settings as a sequential part of a comprehensive mindfulness program and introduced after a solid mindfulness practice has been established.
Show less - Date Issued
- 2016
- Identifier
- CFE0006286, ucf:51584
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006286
- Title
- An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
- Creator
-
Bronson, Elethia, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Andreasen, Janet, University of Central Florida
- Abstract / Description
-
The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards...
Show moreThe mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
Show less - Date Issued
- 2018
- Identifier
- CFE0007393, ucf:52073
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007393
- Title
- A Qualitative Inquiry Investigating the Inclusive Practices of Teachers within Catholic Schools.
- Creator
-
Bell, Alicia, Little, Mary, Vitale, Thomas, Gresham, Gina, Flanigan, Jacquelyn, University of Central Florida
- Abstract / Description
-
This phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by...
Show moreThis phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by administrators and faculty members provided initial knowledge and perspectives of inclusive practices for instruction of students with disabilities (SWDs) within inclusive settings. Structured interviews and classroom observation were then completed with participants at the school to investigate the inclusive practices used within their classrooms and school for SWDs. All data were collected and analyzed from the observations of students with disabilities and educators in inclusive classrooms at the Elementary School site of this study, along with the data from surveys and interviews with the administrators and key faculty members at the school. The analyses across data sources resulted in five key themes attributed to inclusive practices within the school setting. The five themes that emerged were: (a) Catholic educators' belief to educate all students; (b) support provided of inclusive education; (c) planning for inclusive education; (d) differentiated instruction; and (e) consistency of vision and goals for inclusive education across the grade levels and throughout the school. This study exposed the key factors and practices that educators in a Catholic school attributed to successful inclusive practices for students with moderate to severe disabilities. This research provides initial research and data about inclusive practices in Catholic schools.
Show less - Date Issued
- 2017
- Identifier
- CFE0006720, ucf:51895
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006720
- Title
- An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School.
- Creator
-
Flynn, Timothy, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Bradshaw, Leigh, University of Central Florida
- Abstract / Description
-
The purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a...
Show moreThe purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a historical cohort of students who attended the target school. The impact of the course was statistically significant for persistence to the tenth grade, on-track to graduation status, and academic success; however ANOVA found statistical significance favored Algebra 1 EOC and not FCAT Reading. Effect size statistics revealed little to no effect among Freshman Experience and the dependent variables. These findings will help school-level and district administrators design research-based transition interventions which encourage academic success and graduation.
Show less - Date Issued
- 2016
- Identifier
- CFE0006684, ucf:51902
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006684
- Title
- Farm to Fork: A Culinary- and Farm-Enhanced Nutrition Education Program.
- Creator
-
Ray, Vivian, Hopp, Carolyn, Lue, Martha, Stout, Jeffrey, Thomas, Lionel, University of Central Florida
- Abstract / Description
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With obesity in adolescents becoming a major health problem in the United States, there has been an expansion in the use of nutritional education programs as intervention. Effective nutrition education can decrease the incidence of obesity and other diet-related chronic diseases, type-2 diabetes, cardiovascular disease, and hypertension. This dissertation in practice proposes to design a nutrition education program, integrating farm and culinary activities into a nutrition education...
Show moreWith obesity in adolescents becoming a major health problem in the United States, there has been an expansion in the use of nutritional education programs as intervention. Effective nutrition education can decrease the incidence of obesity and other diet-related chronic diseases, type-2 diabetes, cardiovascular disease, and hypertension. This dissertation in practice proposes to design a nutrition education program, integrating farm and culinary activities into a nutrition education curriculum. The program is designed as a stand-alone program, but for this practice, implementation integrates the nutrition education program into the Film @ 6 after-school program (-) a STEM-focused program designed to assist sixth graders in their first year of middle school (-) at Southeast Middle School in Salisbury, Rowan County, North Carolina (NC). This experiential nutrition education program will provide instruction and activities in order to increase nutritional knowledge, improve culinary techniques, and increase consumption of fruits, vegetables, and minimally processed foods of sixth grade students as a means to address the overweight and obesity risks of middle school children. Children and adolescents are considered the priority population for intervention strategies because 70% of obese adolescents become obese adults and it is difficult to reduce excessive weight once established (Dehghan, Akhtar-Danesh, (&) Merchant, 2005).
Show less - Date Issued
- 2015
- Identifier
- CFE0005871, ucf:50866
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005871
- Title
- Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College.
- Creator
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Bentham, Claudine, King, Kathy (Kathleen), Cox, Dr. Thomas, Hopp, Carolyn, Bosley, Michael, University of Central Florida
- Abstract / Description
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Early alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's...
Show moreEarly alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's perspective and experiences when implementing early alert strategies and intervention in a two-year institution. Using Cranton's seven facets of transformative learning as a conceptual framework, this study examined the changes, perception, and experiences of faculty as a result of implementation. The literature reviews best practices that can be considered when faculty designs their early alert strategies and intervention. Participants shared their During and After Implementation Journal experience by completing reflection journals. After careful analysis of their journals and initial interview, the following major themes emerged: a) at-risk behaviors, b) high-impact practices, c) intentionality, d) personal connection, e) perspective transformation, and f) value. As a result of these themes, recommendations were provided to assist faculty development and change agents in two-year institutions in improving early alert methods to increase student success.
Show less - Date Issued
- 2017
- Identifier
- CFE0006857, ucf:51742
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006857
- Title
- Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings.
- Creator
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Slanda, Dena, Little, Mary, Martin, Suzanne, Pearl, Cynthia, Boote, David, University of Central Florida
- Abstract / Description
-
This phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive settings to rethink their roles (McLeskey, Landers, Hoppey, (&) Williamson, 2011) and restructure their approach to providing specially-designed services. Further, these roles are dependent on those who interpret and implement policy and access to finite resources. This study used a phenomenological research method to examine the roles and responsibilities of special education teachers. Semi-structured interviews were conducted with seven participants (N = 7). A thematic analysis resulted in five overarching themes. The five themes included: (a) supporting students with disabilities within a support facilitation model; (b) role ambiguity of the special education teacher; (c) the lack of roles and responsibilities of the special education teacher within the MTSS framework; (d) the changing role of collaboration and communication; and (e) the challenges impacting the inclusion of students with disabilities in the general education setting. This study exposed the multiple facets of school and district policies that directly affected special educators' roles and responsibilities, as well as the emergence of a new role as a support facilitator.
Show less - Date Issued
- 2017
- Identifier
- CFE0006796, ucf:51821
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006796
- Title
- THE IMPACT OF MEDITATION AND MINDFULNESS IN THE ELEMENTARY CLASSROOM: A REVIEW OF RESEARCH LITERATURE ACROSS FIVE DISCIPLINES.
- Creator
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Routhier-Martin, Kayli, Killingsworth Roberts, Sherron, University of Central Florida
- Abstract / Description
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Mindfulness meditation programs, benefits, and outcomes were examined through research previously conducted and published by professionals within five differing disciplines: health and wellness, psychology, elementary education, exceptional education, and medicine. The goal was to find common themes within the differing disciplines in order to gather information about the effectiveness of a mindfulness meditation program to be used in an elementary classroom. In this thesis, the chapter of...
Show moreMindfulness meditation programs, benefits, and outcomes were examined through research previously conducted and published by professionals within five differing disciplines: health and wellness, psychology, elementary education, exceptional education, and medicine. The goal was to find common themes within the differing disciplines in order to gather information about the effectiveness of a mindfulness meditation program to be used in an elementary classroom. In this thesis, the chapter of Health and Wellness is a review of literature that tells the benefits found within meditators, which are not found within non-meditators. The chapter of Psychology explains the social-emotional needs of students, the causes of stress and anxieties amongst students, and the benefits that meditation provides in order to counter the negative effects of stress, anxiety, poverty, etc. The chapter of Elementary Education reviews research literature on the existing mindfulness meditation programs within the United States. This chapter also describes the implementation of such a program in an elementary school, as well as the documented data of the outcomes of the programs. The chapter of Exceptional Education is a review of the research literature on the benefits mindfulness meditation has on students with exceptionalities, such as specific learning disabilities, attention deficit hyperactivity disorder, and autism spectrum disorder. The chapter of Medicine is a retelling of previously published scholarly articles that list the neurological benefits of meditation, and also references the negative side effects to the currently prescribed medications that are being used in the treatment of ADHD.
Show less - Date Issued
- 2015
- Identifier
- CFH0004877, ucf:45424
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004877