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Title: THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT.
Creator: Nugent, Tisome, McGee, Janet, University of Central Florida
Abstract / Description: The goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted...
Show moreThe goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers with the appropriate resources and assistance to appropriately meet the needs of their students beyond academic instruction. The slightly negative relationship between motivation and achievement isolated the issue at hand: finding ways to capitalize on these relationships, which will act as catalysts for student achievement The literature review and results of this study found that teacher-student relationships are crucial to student success. Pearson Correlation analysis proved positive correlations between teacher-student interaction and motivation, as well as positive teacher-student interaction and achievement. It however, illustrated a negative relationship between motivation and achievement. Suggested uses for the study included the development of workshops for educators and administrators that may have a positive effect on the proven significance of the teacher-student relationship problem. The results suggest the need for teachers to be provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. It also suggests providing students and teachers with measurable and attainable goals to create experiences with and exposure to success. Further, there needs to a balance where all students are challenged and where the students who need additional assistance are provided with the appropriate scaffolds.
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Date Issued: 2009
Identifier: CFE0002884, ucf:48034
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002884

Title: AN INVESTIGATION OF THE RELATIONSHIP BETWEEN GRADUATE COUNSELING STUDENTS' PERCEPTIONS OF SPIRITUALITY AND COUNSELOR SELF-EFFICACY IN SECULAR AND FAITH-BASED UNIVERSITIES.
Creator: Pollock, Sandra, Casado-Kehoe, Montserrat, University of Central Florida
Abstract / Description: Counseling and psychology have experienced a conflicted relationship with the issue of spirituality over the last century. Spirituality is a construct that has been receiving more attention in counseling over the last fifteen to twenty years. More counselors and educators are affirming its place and value in the counseling relationship. Yet, there is a disparity between this and what counselors-in-training are being taught regarding spirituality, its value to clients and counselors, and its...
Show moreCounseling and psychology have experienced a conflicted relationship with the issue of spirituality over the last century. Spirituality is a construct that has been receiving more attention in counseling over the last fifteen to twenty years. More counselors and educators are affirming its place and value in the counseling relationship. Yet, there is a disparity between this and what counselors-in-training are being taught regarding spirituality, its value to clients and counselors, and its role in the counseling relationship. Very little research has been done examining spirituality and its relationship to counseling students level of confidence and competence in their work--their self-efficacy. This study investigated the relationship of perceived spirituality to counseling self-efficacy for graduate counseling students in faith-based and secular institutions. Additionally, the researcher studied the relationship of spirituality and counseling self-efficacy to the following demographic variables: age, gender, graduate course hours completed, and practicum versus internship status. The results from a sample of 135 students demonstrated a relationship between spirituality and counseling self-efficacy for students in faith-based and secular universities. The four demographic variables studied-- age, gender, graduate course hours completed, and practicum versus internship status--showed a relationship with counseling self-efficacy but not spirituality. Implications for counseling pedagogy and clinical work are offered. Areas of future research are discussed.
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Date Issued: 2007
Identifier: CFE0001663, ucf:47205
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001663

Title: The Effects of the Marzano Observation System Training on the Self-Efficacy of Teacher Observers.
Creator: Ashley, Samuel, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Holt, Larry, University of Central Florida
Abstract / Description: This research analyzed the effects of the Marzano Teacher Observation training on the self-efficacy of teacher observers. In this study, seventy-four teacher observers reported their self-efficacy in the areas of evaluating student engagement, evaluating classroom management, and evaluating instructional strategies in pre and post surveys. The results of the surveys were analyzed with a paired samples t-test. This study found that the Marzano Teacher Observation system increases the self...
Show moreThis research analyzed the effects of the Marzano Teacher Observation training on the self-efficacy of teacher observers. In this study, seventy-four teacher observers reported their self-efficacy in the areas of evaluating student engagement, evaluating classroom management, and evaluating instructional strategies in pre and post surveys. The results of the surveys were analyzed with a paired samples t-test. This study found that the Marzano Teacher Observation system increases the self-efficacy of teacher observers. This study was delimited to participants of a Marzano Teacher Observation training conducted in the fall of 2014. The findings of this study will inform executive school leaders of the impact Marzano Teacher Observation training has on the self-efficacy of teacher observers.
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Date Issued: 2015
Identifier: CFE0005758, ucf:50109
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005758

Title: A Study of Confidence in Individuals who Actively Work with Returning Military Personnel.
Creator: Slayter, LaDonna, Hirumi, Atsusi, Gunter, Glenda, Campbell, Laurie, Brophy-Ellison, James, University of Central Florida
Abstract / Description: This study sought to explore if training significantly increased community workers' perceived level of confidence and their ability to provide services to returning military personnel in two locations. To measure community workers' perceived level of confidence, participants N = 143 (n = 63 Norfolk, VA) and (n= 80 Fayetteville, NC) responded to an instrument containing 40 items. Inferential and descriptive statistics were used to analyze the study variables. Analyses of variance (ANOVA) were...
Show moreThis study sought to explore if training significantly increased community workers' perceived level of confidence and their ability to provide services to returning military personnel in two locations. To measure community workers' perceived level of confidence, participants N = 143 (n = 63 Norfolk, VA) and (n= 80 Fayetteville, NC) responded to an instrument containing 40 items. Inferential and descriptive statistics were used to analyze the study variables. Analyses of variance (ANOVA) were used to compare the reliability of means between the groups from 2011 to 2012 (i.e., pre-intervention to post-intervention). A Bonferroni Correction was applied to control the familywise error rate. A one-tailed p-value for each analysis was used based on the hypothesis that the intervention produced greater agreement with each item. Means for each item and range of ratings for each item were also calculated. To examine community workers' ability to provide improved service to veterans, qualitative data from (n=81) participants were analyzed. Comments were transcribed and grouped into clusters, then the data were themed and categorized according to participants' reported change in the way they thought about themselves as community service workers. Themes related to the study of confidence for better service to veterans were included in the results.The results of the hypothesis were that overall statistically significant improvement was found for individuals who actively work with military personnel in Fayetteville, NC. Results for the Norfolk, VA site demonstrated statistically significant improvement in confidence on 7 survey questions, but statistical significance was not found overall. Overall practical significance for the community provider setting in both cities was surmised from the results.Results of the data analysis for the research question indicated participants were applying knowledge acquired to their work with reintegrating veterans and their families. The study and the resulting information can inform instructional designers, instructors, course developers, and the research community. Opportunities for future research are briefly discussed.
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Date Issued: 2018
Identifier: CFE0007100, ucf:51960
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007100

Title: ELEMENTARY TEACHERSÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' PERCEIVED MATHEMATICS ANXIETY AND TEACHING EFFICACY IN RELATIONSHIP TO STUDENTSÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' MATHEMATICS ACHIEVEMENT.
Creator: Sasser, Jennifer, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their studentsÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught...
Show moreThe focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their studentsÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught, level of college degree, and years of teaching experience, that may influence these relationships. Teachers (N = 119) from 11 elementary schools in a west central Florida school district participated in this study and completed the Mathematics Anxiety and Teaching Efficacy Survey. Survey data on mathematics anxiety and teaching efficacy were analyzed and correlated with mathematics achievement data, as measured by the 2009 Florida Comprehensive Assessment Test (FCAT) mathematics subtest. Through a review of the research results and related literature, the researcher concluded that there was not a statistically significant relationship between teachersÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' perceived mathematics anxiety, anxiety about teaching mathematics, and student achievement. However, mathematics teaching efficacy was significantly correlated in a positive direction with student achievement. Review of the data also revealed that there was a statistically significant positive correlation between teachersÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' perceived mathematics anxiety and anxiety about teaching mathematics. Additionally, there was a significant negative correlation between anxiety about teaching mathematics and mathematics teaching efficacy.
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Date Issued: 2010
Identifier: CFE0003274, ucf:48521
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003274

Title: Foreclosures and Crime: Testing Social Disorganization Theory in the Suburbs.
Creator: Hoskin, Sara, Lynxwiler, John, Corzine, Harold, Gay, David, University of Central Florida
Abstract / Description: Foreclosures have increased in the US since the 1970's. The increase in foreclosures has caused concern among some researchers on their affect on crime. Social disorganization theory measures the effect various structural characteristics, such as poverty, residential instability/mobility, racial/ethnic heterogeneity, and family disruption have on crime. This study, though, is concerned with residential instability/mobility, or the presence of foreclosed houses in neighborhoods. Although most...
Show moreForeclosures have increased in the US since the 1970's. The increase in foreclosures has caused concern among some researchers on their affect on crime. Social disorganization theory measures the effect various structural characteristics, such as poverty, residential instability/mobility, racial/ethnic heterogeneity, and family disruption have on crime. This study, though, is concerned with residential instability/mobility, or the presence of foreclosed houses in neighborhoods. Although most studies using this theory look at low-income neighborhoods, the following research looks at middle- and upper-income neighborhoods, which have been greatly affected by foreclosures. The theory also argues that the level of collective efficacy can reduce crime even in neighborhoods that are otherwise considered to be socially disorganized. Using ArcGIS mapping, the following research investigated 30 neighborhoods in Orange County, Florida that have high foreclosures in neighborhoods for the years of 2005-2009. Canvasses were conducted in all 30 neighborhoods to measure the level of collective efficacy within the neighborhoods to help explain the presence of high or low residential burglary. Thirteen neighborhoods stood out as noteworthy because they fell at the far end of the spectrum (-) high foreclosures and high crime, and high foreclosures and low crime. Some of the neighborhoods with high residential burglary did have strong indicators of low collective efficacy, while neighborhoods with low residential burglary had indicators of high collective efficacy. The majority of the indicators found in this research support previous research on various indicators of collective efficacy.
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Date Issued: 2012
Identifier: CFE0004386, ucf:49374
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004386

Title: Developing and Validating the Elementary Literacy Coach Self-Efficacy Survey.
Creator: Ulenski, Adam, Gill, Michele, Kelley, Michelle, Zygouris-Coe, Vassiliki, Puig, Enrique, University of Central Florida
Abstract / Description: The goal of this study was to develop and validate an instrument to measure the task-specific self-efficacy beliefs of elementary literacy coaches. In order for this to happen, a synthesis of literature regarding literacy coaching tasks including the International Literacy Association's standards for literacy coaches were used to write several items on the survey. In addition, the Teachers' Sense of Efficacy Scale and the researcher's experiences as an elementary literacy coach were used to...
Show moreThe goal of this study was to develop and validate an instrument to measure the task-specific self-efficacy beliefs of elementary literacy coaches. In order for this to happen, a synthesis of literature regarding literacy coaching tasks including the International Literacy Association's standards for literacy coaches were used to write several items on the survey. In addition, the Teachers' Sense of Efficacy Scale and the researcher's experiences as an elementary literacy coach were used to write other items on the survey. Experts in the field of literacy coaching and self-efficacy provided content validity. Construct validity was established through correlation statistics with other established instruments that were previously determined as valid. Exploratory factor analysis was performed on the Elementary Literacy Coach Self-Efficacy (ELCSE) survey to determine the underlying constructs the instrument was intended to measure.Data analysis indicated that the ELCSE has a high level of internal reliability and correlated with areas it was intended to correlate with and with areas it was not intended to correlate with, it did not. Data from factor analysis confirmed that the ELCSE measures one construct as intended. Thus, construct validity was established.The results from this study provide opportunities to assess and understand the beliefs of elementary literacy coaches regarding tasks specific to their roles. Additionally, the ELCSE survey offers opportunities to provide training or professional development specific to the needs of elementary literacy coaches. The use of the ELCSE in a practical K-12 educational setting offers school districts and administrators the opportunity to identify tasks the elementary literacy coach feels they would need more support in performing.
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Date Issued: 2017
Identifier: CFE0006812, ucf:51785
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006812

Title: EXAMINING ELEMENTARY PRESERVICE TEACHER EFFICACY TO TEACH WRITING IN A TITLE 1 SCHOOL: A MIXED METHOD STUDY OF A SCHOOL-BASED TEACHER EDUCATION COURSE INTERVENTION.
Creator: Blanch, Norine, Roberts, Sherron, Lue, Martha, Zygouris-Coe, Vassiliki, Zugelder, Bryan, University of Central Florida
Abstract / Description: As the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three...
Show moreAs the demographics of the United States change, barriers persistently thwart efforts to ensure that all students, regardless of ethnicity, academic ability, or family circumstance, have equal opportunities to learn. Diminished retention rates of effective educators in Title 1 schools, elevated rates at which students from low-income families are taught by inexperienced or unqualified teachers and insufficient preparation of preservice teachers (PSTs) to teach in Title 1 schools are three such barriers. Policy reform organizations interested in improving the effectiveness of teacher education programs nationwide suggest forging strong clinical partnerships between universities and schools by relocating coursework to school-based settings that more closely resemble the reality of today's classrooms. PSTs, 27 in total, participated in a school-based teacher education intervention situated in a Title 1 school in central Florida to examine the influences of this intervention on PSTs efficacy for culturally responsive teaching and their sense of efficacy for teaching writing to students of diversity in a Title 1 school. Preliminary results indicated that while some PSTs tended to overestimate their efficacy for teaching students of diversity in Title 1 schools prior to the intervention, the school-based course disrupted that reality. Through weekly teaching experiences, PSTs' misconceptions about Title 1 schools, and their own pedagogical practices were challenged. Results yielded a purportedly more efficacious group of PSTs as measured by quantitative survey research and post qualitative responses in this mixed method study.
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Date Issued: 2016
Identifier: CFE0006265, ucf:51049
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006265

Title: CHARACTER EDUCATION: EXAMINING THE PERCEPTIONS OF ELEMENTARY, MIDDLE, AND HIGH SCHOOL TEACHERS IN A CENTRAL FLORIDA SCHOOL DISTRICT.
Creator: Ampel, Jason, Holt, Larry, University of Central Florida
Abstract / Description: While schools are academic institutions to prepare our country's youth for their future, developing a child's character and civic responsibilities is necessary and is often deleted from the explicit curriculum set forth in most school districts throughout the country. This study investigated the perception of character education of teachers in a Central Florida school district, as it related to teacher importance, teacher efficacy, and teacher practice of character education. This...
Show moreWhile schools are academic institutions to prepare our country's youth for their future, developing a child's character and civic responsibilities is necessary and is often deleted from the explicit curriculum set forth in most school districts throughout the country. This study investigated the perception of character education of teachers in a Central Florida school district, as it related to teacher importance, teacher efficacy, and teacher practice of character education. This study investigated the responses of 497 classroom teachers surveyed within one Central Florida school district. The questionnaire used in this study was designed to illuminate teacher perceptions of character education, by examining a teacher's level of importance, efficacy, and practice of character education in their classrooms and schools. The three areas of importance, efficacy, and practice were examined to determine whether there was a statistically significant difference among Central Florida educators based upon demographic variables of a) grades level taught, b) years of experience, c) highest degree attained, d) gender, and e) National Board Certification. The results of this survey, in combination with existing research findings, proved to be beneficial in revealing the ideals and explicit actions that need to be prevalent in public schools today to insure a balance between academics and the development of civic behaviors and positive character values. This study was a step in a effort to depict the voices of all teachers as stakeholders in one Central Florida School district.
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Date Issued: 2009
Identifier: CFE0002556, ucf:47642
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002556

Title: AN INVESTIGATION OF THE RELATIONSHIP BETWEEN COUNSELING SELF-EFFICACY AND COUNSELOR WELLNESS AMONG COUNSELOR EDUCATION STUDENTS.
Creator: Curry, Jennifer, Robinson, Edward, University of Central Florida
Abstract / Description: Recent research in counselor training has focused on the difficulties and challenges facing counseling practitioners that result in high stress, burnout, compassion fatigue, vicarious trauma, and counselor impairment. The American Counseling Association's (ACA) Code of Ethics has addressed the ethical issues inherent in counselor impairment. Further, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) has focused on the development of counselors that will...
Show moreRecent research in counselor training has focused on the difficulties and challenges facing counseling practitioners that result in high stress, burnout, compassion fatigue, vicarious trauma, and counselor impairment. The American Counseling Association's (ACA) Code of Ethics has addressed the ethical issues inherent in counselor impairment. Further, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) has focused on the development of counselors that will assist them in being resilient to workplace stressors. Wellness is a theoretically based construct that holds much promise for bolstering the resilience of pre-service counselors. In addition, counselor self-efficacy has been linked to greater advocacy for self and others, the use of higher order counseling skills, greater problem solving practice, and more self-regulated, ethical decision making. This study was designed to investigate the relationship between counselor self-efficacy and counselor wellness. A total of 88 participants completed both the Five Factor Wellness Evaluation of Lifestyle Inventory and the Counseling Self-Efficacy Scale. Demographic and descriptive statistics were included along with a Multiple Regression Analysis. Results did not indicate a statistically significant relationship. Potential limitations, implications for counselor educators, and future research directions were elucidated.
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Date Issued: 2007
Identifier: CFE0001614, ucf:47187
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001614

Title: THE EFFECTS OF LOOPING ON STUDENT ACHIEVEMENT AND SELF-EFFICACY OF EXCEPTIONAL EDUCATION STUDENTS.
Creator: Thomas, Marybeth, Ezell, Dan, University of Central Florida
Abstract / Description: The focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the...
Show moreThe focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the researcher began with a potential cause, looping, and studied the potential effects on achievement and self efficacy. The hypotheses were that the experimental group would outperform the control group on student achievement measures in reading and math as a result of participation in the looping classroom. In addition, it was hypothesized that the experimental group would outperform the control group on measures of self-efficacy and that there would be a correlation between reading and math developmental scale scores and self-efficacy scores. Results indicated no statistically significant difference between the experimental and control groups on measures of achievement in reading and math. Additionally, no statistically significant difference was found between the groups on measures of self-efficacy. However, moderate and statistically significant relationships were found between self-efficacy scores and reading and math development, respectively. The findings of this study indicate further research may be warranted to explore the benefits of looping in providing a more positive environment for students' emotional growth.
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Date Issued: 2005
Identifier: CFE0000773, ucf:46561
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000773

Title: METACOGNITIVE SELF-REGULATION, SELF-EFFICACY FOR LEARNING AND PERFORMANCE, AND CRITICAL THINKING AS PREDICTORS OF ACADEMIC SUCCESS AND COURSE RETENTION AMONG COMMUNITY COLLEGE STUDENTS ENROLLED IN ONLINE, TELECOURSE, AND TRADITIONAL PUBLIC SPEAKING COURSES.
Creator: Gaythwaite, Edie, Witta, E. Lea, University of Central Florida
Abstract / Description: The purpose of the study was to investigate whether metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking could be identified as predictors of student academic success and course retention among community college students enrolled in online, telecourses, and traditional Fundamentals of Speech (public speaking) courses. The study was conducted during the Fall 2005 semester at Valencia Community College (VCC). Data for this study were collected from...
Show moreThe purpose of the study was to investigate whether metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking could be identified as predictors of student academic success and course retention among community college students enrolled in online, telecourses, and traditional Fundamentals of Speech (public speaking) courses. The study was conducted during the Fall 2005 semester at Valencia Community College (VCC). Data for this study were collected from participating students enrolled in either one of the two online, two telecourse, and two traditional face-to-face public speaking courses chosen for analysis. Fifty-seven participants answered Pintrich, Smith, Garcia, and McKeachie (1991) Motivated Strategies for Learning Questionnaire (MSLQ). Quantitative statistical analysis was used to investigate the impact of metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking on academic success and course completion in the three delivery modes. Data were analyzed and found self-efficacy was a significant predictor of final course grade. There was a significant relationship between critical thinking and self-regulation but not final grade. Self-efficacy was a predictor of informative speech grade however; self-regulation and critical thinking were not. No variable was a significant predictor of course completion which may be due to the small sample size among students who took the survey and did not complete the course. There was no statistically significant difference found with self-efficacy, self-regulation, critical thinking and course type (online, telecourse, traditional).
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Date Issued: 2006
Identifier: CFE0000949, ucf:46749
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000949

Title: COLLECTIVE TEACHER EFFICACY AND READING ACHIEVEMENT FOR HISPANIC STUDENTS IN READING FIRST AND NON-READING FIRST SCHOOLS IN SOUTHWEST FLORIDA.
Creator: Hylemon, Larry, Holt, Larry, University of Central Florida
Abstract / Description: This study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2...
Show moreThis study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2 and 3, all students received some degree of Reading First strategies. Available reading measures for analyses at the time of the study included the Group Reading Assessment and Diagnostic Evaluation (GRADE), the Florida Comprehensive Assessment Test (FCAT), and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Results from two-way analyses of variance (ANOVA) did not reveal significant differences between the two groups on a pre and posttest administration of the GRADE. When the two groups were combined, repeated measures ANOVA indicated a significant difference between pre and post administrations of the GRADE with the posttest being significantly higher. Grades 4 and 5 showed significant gains between pre and posttest while grades 2 and 3 did not. It was hypothesized that as students' English proficiency improved, reading instruction became more meaningful and thus positively influenced the posttest. Both the GRADE and the DIBELS Oral Reading Fluency test were significantly correlated with the FCAT. Regression analyses revealed that both were significant predictors individually and combined of the FCAT reading score. Collective teacher efficacy was assessed with the short-form of the Collective Teacher Efficacy Scale (CTES). A total of 38 Reading First teachers and 30 non-Reading First teachers completed the CTES and a brief biographical questionnaire. Results indicated significantly higher collective teacher efficacy in the non-Reading First school. Findings did not support the hypothesis that the intensity of the Reading First program and the teacher training required would result in significantly higher collective efficacy. Differences in level of teacher education, experience, and years teaching in a school were speculated as potential variables influencing the level of collective efficacy. Implications from this study were discussed along with recommendations for future research.
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Date Issued: 2005
Identifier: CFE0000737, ucf:46570
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000737

Title: TECHNOLOGIES TO ENHANCE OPTIMAL GLYCEMIC CONTROL IN YOUNG ADULTS WITH TYPE 1 DIABETES.
Creator: Hassett, Shannon L, Gonzalez, Laura, University of Central Florida
Abstract / Description: Background People with type 1 diabetes make up approximately two million of the American population. Every day, these two million people struggle to fight this lifelong, sometimes life threatening disease. While type 1 diabetes currently has no cure, there are technologies that can make diabetes management more effective. This study surveyed the type 1 diabetes (T1D) young adult population aged 18-30, to evaluate what technologies and tools are most often associated with achieving optimal...
Show moreBackground People with type 1 diabetes make up approximately two million of the American population. Every day, these two million people struggle to fight this lifelong, sometimes life threatening disease. While type 1 diabetes currently has no cure, there are technologies that can make diabetes management more effective. This study surveyed the type 1 diabetes (T1D) young adult population aged 18-30, to evaluate what technologies and tools are most often associated with achieving optimal glycemic control (OGC). Methodology The instrument is a 35 question, investigator developed survey that is designed to measure how often a participant utilizes the technology identified in each question, with the response choices ranging from 0 (never) to 5 (multiple times daily). In addition, there were some yes/no and fill-in-the-blank questions to identify demographic variables. The technology topics that were explored are 1) mode of insulin therapy, 2) mode of blood glucose monitoring therapy, 3) mode of communication with designated care provider, 4) electronic applications used, 5) demographic variables, and 6) pertinent comorbidities. This information was used to evaluate variables that assist T1Ds in achieving optimal glycemic control. Participants were invited to participate in this study via email using the Students with Diabetes email listserv. The email contained the IRB approved explanation of research letter, which informed participants of the study and the research being conducted. If the student chose to participate, they checked a box that served as an electronic signature, and they continued on to the 35-question survey. All responses to the survey will be kept confidential; as the survey and research did not require any personal identifying information. Data regarding the specific demographics, technologies used for diabetes control, and hemoglobin A1C levels were recorded and analyzed. The results of the survey will be shared with the participants via the same email list-serv by which they were originally recruited. Results There were 59 participants. A total of 21 out of 59 respondents had optimal glycemic control (A1C less than 7.0, per American Diabetes Association guidelines). Eighty eight percent of those with OGC wore their CGMs all the time, while only 66% of those with IGC wore their CGMs all the time. Ninety five percent of those with OGC used their insulin pumps all the time, while 89% of those with IGC did. It is likely that the combination of both CGMs and insulin pumps worn all the time are the most powerful tools to achieving OGC. Students that were employed, enrolled in classes, and still under their parent�s insurance plans had a higher incidence of optimal glycemic control. Discussion It was hypothesized that those with OGC would have a higher incidence of diabetes technology use. This PI found that even though almost all participants had access to the diabetes technology, still only 37% of the participants had optimal glycemic control. There are many components to diabetes care that impact glycemic control that were not explored within this scope of this diabetes technology study. Conclusions It is likely that both CGMs and insulin pumps worn all the time are the most powerful tools to achieving OGC. Students who graduate from college and transition to adulthood are vulnerable as they may encounter added stressors such as employment, and financial responsibility that cause them to deviate from the recommendations for diabetes technology use. Care providers need to be cognizant that young adulthood is a vulnerable time in terms of OGC and optimal diabetes management. Providers need to work with young adults, and encourage them to adhere to the recommended diabetes care regime.
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Date Issued: 2016
Identifier: CFH2000030, ucf:45592
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000030

Title: A NEW MEASURE OF PARENTAL SELF-EFFICACY FOR ENACTING HEALTHY LIFESTYLES IN THEIR CHILDREN.
Creator: Decker, Jonathan, Dennis, Karen, University of Central Florida
Abstract / Description: The issue of childhood obesity has become a pandemic of increasing prevalence and concern. Many behaviors contributing to overweight and obesity, such as dietary intake and physical activity, are learned in childhood. It is known that parents are key agents for change in their children. Therefore, interventions aimed at decreasing childhood overweight and obesity should be targeted at parents. Many parents state that they know the healthy dietary and physical activity behaviors they should...
Show moreThe issue of childhood obesity has become a pandemic of increasing prevalence and concern. Many behaviors contributing to overweight and obesity, such as dietary intake and physical activity, are learned in childhood. It is known that parents are key agents for change in their children. Therefore, interventions aimed at decreasing childhood overweight and obesity should be targeted at parents. Many parents state that they know the healthy dietary and physical activity behaviors they should adopt for their children, but lack the confidence, or self-efficacy, to enact these behaviors. A review of the literature for self-efficacy for behaviors in these domains in parents, adults and children uncovered many key elements involved. A search for an instrument to measure parental self-efficacy was unsuccessful in locating such an instrument, so several instruments in related domains were analyzed for content and utility for the generation of a new questionnaire. A 34-item questionnaire to measure parental self-efficacy for enacting healthy dietary and physical activity behaviors in their children 6-11 years old was developed and tested with a sample of 146 parents of children 6-11 years old, who could read and write English and had access to a computer with the internet. Internal reliability of the total scale was 0.94 and the two factors, dietary behaviors (DB) and physical activity behaviors (PAB) were 0.93 and 0.94, respectively. Test-retest reliability was also significant (p<0.05) for individual item responses and total and subscale scores in 25 participants after 5-10 days. Factor analysis resulted in two interpretable factors (DB and PAB) which accounted for 25.3% and 16.8% of the variance, respectively. All items correlated more strongly with items on their respective subscales. Concurrent validity with theoretically similar scales was also demonstrated. This new measure was reliable and valid in this sample of parents of children 6-11 years old. Future use and further evaluation of this new measure is warranted.
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Date Issued: 2010
Identifier: CFE0002983, ucf:47942
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002983

Title: A STUDY OF AN ATTEMPT TO IMPROVE THE RELIABILITY OF TEACHERS' HOLISTIC SCORES OF ELEMENTARY WRITING THROUGH IN-HOUSE PROFESSIONAL DEVELOPMENT.
Creator: Farmer, Lisa, Hynes, Michael, University of Central Florida
Abstract / Description: This study evaluated the effectiveness of a school-based training that attempted to improve the reliability of holistic scores teachers assigned to the writings of elementary school students. Seventeen teachers at one suburban elementary school located in the Southeastern United States participated in three training sessions that allowed for scoring practice and group discussions. The trainers, or presenters, were "faculty-experts." A comparison of scores the participants assigned to students...
Show moreThis study evaluated the effectiveness of a school-based training that attempted to improve the reliability of holistic scores teachers assigned to the writings of elementary school students. Seventeen teachers at one suburban elementary school located in the Southeastern United States participated in three training sessions that allowed for scoring practice and group discussions. The trainers, or presenters, were "faculty-experts." A comparison of scores the participants assigned to students' writings before and after the training was conducted. The analyses included t-tests that compared the participants' mean scores to the scores assigned by raters from the state, a within-group analysis of reliability as measured by Cronbach's Alpha, and percentage agreement analyses. The results suggested that the in-house training activities promoted higher inter-rater reliability of scores assigned to students' writings by the teachers in this study. This study also compared teachers identified as being highly confident writers with teachers who reported low levels of self-confidence related to writing. Prior to the training, the highly confident teachers' scores tended to be lower than the state scores and the scores assigned by their less confident peers. During group discussions, however, the "high-confidence" group was just as likely to change their scores to a higher level as to a lower level, and by the end of the training, both groups demonstrated more consistent score patterns.
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Date Issued: 2008
Identifier: CFE0002297, ucf:47855
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002297

Title: Two Pathways To Performance: Affective- and Motivationally-Driven Development In Virtual Multiteam Systems.
Creator: Jimenez, Miliani, Dechurch, Leslie, Salas, Eduardo, Bowers, Clint, Zaccaro, Stephen, University of Central Florida
Abstract / Description: Multiteam systems are an integral part of our daily lives. We witness these entities in natural disaster responses teams, such as the PB Oil Spill and Hurricane Katrina, governmental agencies, such as the CIA and FBI, working behind the scenes to preemptively disarm terrorist attacks, within branches of the Armed Forces, within our organizations, and in science teams aiming to find a cure for cancer (Goodwin, Essens, (&) Smith, 2012; Marks (&) Luvison, 2012). Two key features of the...
Show moreMultiteam systems are an integral part of our daily lives. We witness these entities in natural disaster responses teams, such as the PB Oil Spill and Hurricane Katrina, governmental agencies, such as the CIA and FBI, working behind the scenes to preemptively disarm terrorist attacks, within branches of the Armed Forces, within our organizations, and in science teams aiming to find a cure for cancer (Goodwin, Essens, (&) Smith, 2012; Marks (&) Luvison, 2012). Two key features of the collaborative efforts of multiteam systems are the exchange of information both within and across component team boundaries as well as the virtual tools employed to transfer information between teams (Keyton, Ford, (&) Smith, 2012; Zaccaro, Marks, (&) DeChurch, 2012).The goal of this dissertation was to shed light on enabling the effectiveness of multiteam systems. One means of targeting this concern was to provide insight on the underpinnings of MTS mechanism and how they evolve. The past 20 years of research on teams supports the central role of motivational and affective states (Kozlowski (&) Ilgen, 2006; and Mathieu, Maynard, Rapp, (&) Gibson, 2008) as critical drivers of performance. Therefore it was my interest to understand how these critical team mechanisms unravel at the multiteam system level and understanding how they influence the development of other important multiteam system processes and emergent states. Specifically, this dissertation focused on the influence motivational and affective emergent states (such as multiteam efficacy and multiteam trust) have on shaping behavioral processes (such as information sharing-unique and open) and cognitive emergent states (such as Transactive memory systems and shared mental models). Findings from this dissertation suggest that multiteam efficacy is a driver of open information sharing in multiteam systems and both types of cognitive emergent states (transactive memory systems and shared mental models). Multiteam trust was also found to be a critical driver of open information sharing and the cognitive emergent state transactive memory systems.Understanding that these mechanisms do not evolve in isolation, it was my interest to study them under a growing contextual state that is continuously infiltrating our work lives today, under virtual collaboration. This dissertation sought to uncover how the use of distinct forms of virtual tools, media rich tools and media retrievability tools, enable multiteam systems to develop needed behavioral processes and cognitive emergent states. Findings suggest that the use of media retrievability tools interacted with the task mental models in promoting the exchange of unique information both between and within component teams of a multiteam system.The implications of these findings are twofold. First, since both motivational and affective emergent states of members within multiteam systems are critical drivers of behavioral processes, cognitive emergent states, and in turn multiteam system performance; future research should explore how we can diagnose as well as target the development of multiteam system level efficacy and trust. Second, the virtual communication tools that provide multiteam systems members the ability to review discussed materials at a later point in time are critical for sharing information both within and across component teams depending on the level of shared cognition that multiteam system members possess of the task.Therefore the ability to encourage the use and provide such tools for collaborative purposes is beneficial for the successful collaboration of multiteam systems.
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Date Issued: 2012
Identifier: CFE0004389, ucf:52872
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004389

Title: The Unacceptable Rise: An Investigation of School Shootings in the United States.
Creator: Gulliford, Tracy, Sellnow, Deanna, Sellnow, Timothy, Spence, Patric, University of Central Florida
Abstract / Description: This research study examined teachers` understanding of risk factors and characteristics of potential perpetrators of school shootings, as well as the steps to take when they are identified in students. Participants completed a survey that contained Likert-type scale items regarding selfefficacy and open-ended questions regarding school violence experiences. A mixed methods analysis revealed three primary conclusions. First, teachers have high levels of self-efficacy regarding the importance...
Show moreThis research study examined teachers` understanding of risk factors and characteristics of potential perpetrators of school shootings, as well as the steps to take when they are identified in students. Participants completed a survey that contained Likert-type scale items regarding selfefficacy and open-ended questions regarding school violence experiences. A mixed methods analysis revealed three primary conclusions. First, teachers have high levels of self-efficacy regarding the importance of and ability to deal effectively with troubled students. This conclusion suggests that teachers do internalize the relevance of this issue to them. Second, this study revealed a gap in terms of the explanation and distribution component of the IDEA model. More specifically, teachers are under-informed about how to identify characteristics of potential perpetrators and what forces may influence them to engage in school violence. Third, this study revealed a need for additional modes through which training modules and sessions should be distributed to prepare teachers to dissuade violent acts from occurring in their classrooms and schools.
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Date Issued: 2019
Identifier: CFE0007644, ucf:52486
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007644

Title: THE EFFICACY OF EFFORT: DIFFERENCES IN TEACHERS' SENSE OF EFFICACY BASED ON TYPE OF TEACHER TRAINING AND NUMBER OF YEARS OF EXPERIENCE.
Creator: Shane, Julie, Allen, Kay, University of Central Florida
Abstract / Description: Current federal reforms require a highly-qualified teacher in every classroom to promote higher levels of student performance. In an attempt to provide a sufficient and sustainable number of highly qualified teachers in the workforce, alternative certification training programs have come alongside traditional college of education training programs. Proponents of alternative certification programs contend the process of on-the-job training will potentially address the problem of teacher...
Show moreCurrent federal reforms require a highly-qualified teacher in every classroom to promote higher levels of student performance. In an attempt to provide a sufficient and sustainable number of highly qualified teachers in the workforce, alternative certification training programs have come alongside traditional college of education training programs. Proponents of alternative certification programs contend the process of on-the-job training will potentially address the problem of teacher shortages. However, opponents see these programs as an inadequate training process with future ramification for both teachers and students. As more and more classroom teachers are choosing alternative certification routes, there is growing uncertainty as to whether or not this is an effective way to train teachers. There is a substantial body of research that indicates a teacherÃ‚Â's self efficacy beliefs can be an indicator of his or her performance in the classroom. Evidence demonstrates a relationship between teachersÃ‚Â' beliefs about their personal ability to affect studentsÃ‚Â' achievement and the outcomes of both the teachersÃ‚Â' and the studentsÃ‚Â' efforts (Tschannen-Moran & Woolfolk Hoy, 2007). By identifying strengths and weaknesses in self-efficacy beliefs, it is possible to provide interventions such as professional development or peer mentoring to increase an individualÃ‚Â's sense of efficacy, which could then improve his or her teaching performance, and ultimately improve student achievement. The purpose of this research study was to identify and describe the differences between (1) the self-efficacy beliefs of teachers from traditional college of education programs and from alternative certification programs in order to identify patterns or correlations between type of training and teachersÃ‚Â' sense of efficacy, and (2) the self efficacy beliefs of novice, experienced, and expert teachers in order to determine patterns or correlations between years of experience and teachersÃ‚Â' sense of efficacy. This research study investigated the self-efficacy beliefs of 125 high school teachers in Brevard County, Florida, with either college of education training or alternative certification training and with either novice, experienced, or expert classroom teaching experience. The first part of the study analyzed teachersÃ‚Â' responses to the 24 items on Tschannen-Moran and Woolfolk HoyÃ‚Â's TeachersÃ‚Â' Sense of Efficacy Scale; the second part analyzed 6 researcher-designed items referring to teacher training programs and personal classroom experience. The three subscales that directed the items on the questionnaire were Efficacy for Student Engagement, Efficacy for Instructional Strategies, and Efficacy for Classroom Management. Factor analyses indicated 21 of the 24 items from the current research study loaded on the same three factors identified on the TeachersÃ‚Â' Sense of Efficacy Scale. The 6 items created specifically for this study loaded into two factors identified appropriately as training program and classroom experience. A reliability analysis resulted in a total alpha coefficient of .9271 for the 24 items on the TeachersÃ‚Â' Sense of Efficacy Scale for the 125 participants in the current research study which is consistent with an alpha of .94 in previous studies using the same scale. A total alpha coefficient of .6973 was determined for the 6 researcher-designed items. Findings from the t-tests and ANOVAs indicated that there was no relationship between self-efficacy beliefs of college of education trained teachers and alternative certification trained teachers; few relationships between novice, experienced, and expert teachers; and few interaction effects between type of teacher training and number of years of classroom experience. While the results of the study did not reveal statistically significant differences in the teacher groups, the teachersÃ‚Â' responses and comments indicated personal classroom experiences created higher levels of self-efficacy than teacher training programs. Contrary to the researcherÃ‚Â's expectations and conventional wisdom, both alternative certification teachers and novice teachers perceived themselves to be efficacious in the classroom. One possible explanation for the failure to reach statistically significant differences in the type of training and years of experience variables is that there simply are not distinct differences. Generally teachers with alternative certification training are immersed in programs that provide on-the-job training and support from a mentor, and as experts in their field of study, they exhibit self-assurance in their classroom behaviors. Commonly novices enter teaching with high expectations and they bring innovative practices and a fresh outlook to the classroom. Another possible explanation for the failure to reach statistically significant differences is the over-representation of some groups which could possibly have skewed the results. From the group of 125 participants, 86 teachers had college of education training while only 39 had alternative certification training. There were 79 expert teachers with ten or more years of experience, 35 experienced teachers with four to nine years, and only 11 novice teachers with three or less years. While the results of the research study did not offer statistically significant differences in the groups of teachers, there is much practical significance to be gained for district and school-level personnel in planning professional development opportunities. By identifying the strengths and weaknesses in teachersÃ‚Â' self-efficacy beliefs, professional development and peer support can be provided to address the unique needs of each teacher group. Recommendations were made for a synthesis of current practices from both college of education programs and alternative certification programs: a series of half-day internship experiences with relevant content coursework could be combined with on-the-job experience and mentoring support based on current alternative certification programs. This research study lacks generalizability, so further research should include middle school and elementary teachers, and teachers from other counties and states. Because teachersÃ‚Â' self-efficacy beliefs are personal and not necessarily reflective of actual practice, an investigation of the relationship between perceived self-efficacy beliefs and observed classroom effectiveness should be investigated.
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Date Issued: 2010
Identifier: CFE0003268, ucf:48558
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003268

Title: Engaging and Enacting Writing in First-Year Composition: Re-Imagining Student Self-Efficacy in Writing.
Creator: Tripp, Mary, Wardle, Elizabeth, Pigg, Stacey, Scott, John, Slomp, David, University of Central Florida
Abstract / Description: According to educational theory, learning to write necessitates self-belief that one is capable of performing required tasks. This belief is called self-efficacy, a component of human agency. Students who enter First-Year Composition (FYC), are often unaware of the writing challenges that lie ahead, and many educational psychologists posit that self-efficacy beliefs are the most important factor in meeting these writing challenges. While socio-cognitive theory shapes views of self-efficacy in...
Show moreAccording to educational theory, learning to write necessitates self-belief that one is capable of performing required tasks. This belief is called self-efficacy, a component of human agency. Students who enter First-Year Composition (FYC), are often unaware of the writing challenges that lie ahead, and many educational psychologists posit that self-efficacy beliefs are the most important factor in meeting these writing challenges. While socio-cognitive theory shapes views of self-efficacy in education literature, to date, measures of self-efficacy in writing have focused only on the individual cognitive beliefs as they influence writing performance outcomes. However, current research in writing studies as well as posthuman theories of agency point to a broader, more contextually-bound view of agency for writing as emergent and enacted in socially constructed systems.This dissertation challenges the current view of self-efficacy as it is described in the educational literature as well as the ways in which self-efficacy in writing is measured, suggesting instead that self-efficacy beliefs and learning to write are deeply contextualized. In this dissertation, I examine student self-efficacy in writing using the lens of activity theory, not only as a set of stated individual beliefs but also as belief-in-action measured as images on writing maps, subtle shifts in language and talk about writing, as well as changes in writing practices. More importantly, I examine the agency that is constructed in the social system of FYC classrooms which may only later become internalized individual beliefs about abilities to write. My study suggests that self-efficacy beliefs are not bound by inside the head as belief about performing certain rules for writing, but instead self-efficacy beliefs about writing are emergent and enacted and bound to particular writing systems. Lingering feelings of agency forworking in particular systems can move with students to similar systems; however, strong beliefs about writing as fixed and rule-bound can actually hinder how much students learn in FYC. The evidence suggests that self-efficacy in writing may be better theorized as writing efficacy, emergent agency for writing that strengthens as participants become engaged in working toward the motives of a writing system.
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Date Issued: 2012
Identifier: CFE0004447, ucf:49336
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004447

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