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Title: CULTURAL RELEVANCE IN MEDICINE: AN EVALUATION OF CULTURAL COMPETENCE CURRICULUM INTEGRATION IN SOUTHEASTERN MEDICAL SCHOOLS.
Creator: Gannon, Leslie, Mishtal, Joanna, University of Central Florida
Abstract / Description: Cultural competence in health care provision has been broadly identified as the need for providers to acknowledge, address, or incorporate an understanding of the cultural and social context of patients' lives into the process of treating and managing patient's illnesses. However, how cultural competence can be incorporated has been the subject of debates in biomedicine and anthropology, and has often been met with difficulties in physician practice. These challenges arise from differing...
Show moreCultural competence in health care provision has been broadly identified as the need for providers to acknowledge, address, or incorporate an understanding of the cultural and social context of patients' lives into the process of treating and managing patient's illnesses. However, how cultural competence can be incorporated has been the subject of debates in biomedicine and anthropology, and has often been met with difficulties in physician practice. These challenges arise from differing perspectives about how cultural competence is understood and institutional neglect of culturally relevant education. While the need for cultural competence integration into health care practitioner training during medical school education has been discussed for over six decades, effective incorporation of cultural competence into medical curriculum remains a multifaceted topic of interdisciplinary debate and a challenging task. The purpose of this project is to evaluate cultural competence integration in Southeastern medical school curriculum. Theoretically, this research utilizes critical medical anthropology as developed by anthropologists Arthur Kleinman, Janelle Taylor and Nancy Sheper-Hughes as a theoretical lens through which cultural competency implementation in Southeastern medical school curricula can be examined curricula Southeastern. This research also fills an interdisciplinary gap in both anthropological and medical scholarly knowledge bases. Methodologically, multiple project parameters have been explored utilizing qualitative data collection methods of cultural competence background and evaluation. This research combines primary data collection and secondary data analysis. Primary data collection involved interviewing individuals from Florida medical institutions concerning their experience and personal views of the benefit of cultural competence integration. The analysis of secondary data explored the integration of cultural competence into medical school curricula. These analyses include an examination of the content, format, and language of Southeastern medical school curricula, demographic trends as related to cultural competence in health care, federal grant allocation as related to cultural competence in health care, and institutional perspectives on incorporating social science concepts in medical education. This thesis makes three distinct but interrelated claims: (1) I argue that based on the provided descriptions of medical institution curriculum guides, there is a substantial discrepancy between the cultural competency incorporation claims made by the schools and what is actually integrated into their curriculum; (2) I argue that cultural competence integration must be delivered vertically across disciplines and horizontally across the entire four year span of medical education, and (3) Available ethnographic guides are presented with too narrow of a focus to apply to all medical school curricula. Understanding the shortcomings of medical school curricula in incorporating cultural competence training is significant because it draws attention to the need to develop more effective and systematic ways to train future health care providers to address the needs of an increasingly diverse patient population.
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Date Issued: 2014
Identifier: CFH0004717, ucf:45370
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004717

Title: THE EFFECTS OF A PROJECT-BASED MATHEMATICS CURRICULUM ON MIDDLE SCHOOL STUDENTS' INTENDED CAREER PATHS RELATED TO SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS.
Creator: Clanton, Barbara, Dixon, Juli, University of Central Florida
Abstract / Description: This study is an examination of whether a project-based mathematics curriculum would influence students' intended career paths related to science, technology, engineering, and mathematics (STEM) endeavors; perceived usefulness of mathematics; and perceived competence in doing mathematics. A review of the literature revealed that there are many shortages of professionals in STEM fields. United States women and men are not pursuing STEM endeavors in great numbers and the U.S. relies heavily on...
Show moreThis study is an examination of whether a project-based mathematics curriculum would influence students' intended career paths related to science, technology, engineering, and mathematics (STEM) endeavors; perceived usefulness of mathematics; and perceived competence in doing mathematics. A review of the literature revealed that there are many shortages of professionals in STEM fields. United States women and men are not pursuing STEM endeavors in great numbers and the U.S. relies heavily on international students to fill this gap. The literature revealed that the girls who do not pursue STEM endeavors in great numbers do not perceive mathematics as a useful endeavor and do not think they are competent in doing mathematics. Boys who do not pursue STEM endeavors in great numbers also do not perceive mathematics as a useful endeavor. The study involved 7th and 8th grade school students enrolled in algebra classes in a private college-preparatory school. The students in the experimental group participated in a problem-based curriculum that integrated lecture-based methods with four major projects designed to have students apply mathematics out of the context through hands-on real-life problems. This particular quasi-experimental design was a nonequivalent pre-test/post-test control group design. Statistical analyses were done using a general linear model repeated measures. The results of the statistical analyses indicated that the students in the project-based group showed a statistically significant positive change in their perceived usefulness of mathematics when compared to the control group. A t-test revealed no statistically significant differences in academic achievement. Qualitative data analysis uncovered three emergent themes. Students indicated that they saw the usefulness of mathematics more clearly; students' independence from the teacher while doing the projects was unsettling; and students enjoyed the change of pace in class. The results of the study indicated that a project-based mathematics curriculum can help students see the usefulness of mathematics and can help students enjoy the pursuit of mathematics by this particular change of routine.
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Date Issued: 2005
Identifier: CFE0000907, ucf:46765
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000907

Title: AN EVALUATION OF INTEGRATED CURRICULUM AS IT EXISTS IN MATHEMATICS AND SCIENCE SSS AS WELL AS THE SUBSEQUENT SUPPORTIVE PRESENTATION OF THOSE STANDARDS IN EIGHTH GRADE MATHEMATICS AND SCIENCE TEXTBOOKS.
Creator: Gill, Clara, Dixon, Juli, University of Central Florida
Abstract / Description: This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to...
Show moreThis study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to uncover POIs between mathematics and science; considered effective strategies for presenting these points of intersection in the classroom; and examined the textbooks for a mutually supportive presentation of the POIs between the two domains. The criterion for textbook evaluation was synthesized from documents used by the National Research Council (NRC, 2004) and Project 2061 (Roseman, Kulm, Shuttleworth, 2001. These criteria were examined in terms of measureable elements of textbook design, vocabulary, inquiry and problem solving in order to create integrated objectives, which were then operationalized so that each objective could be evaluated using the Textbook Evaluation Document (TED). The validity of the TED was insured by the transparency of the process. Reliability was determined in two steps, first to determine the most reliable segments of the document and finally to confirm the reliability of those segments. It was determined that the vocabulary section of the TED consistently produced reliability scores above 70% with variation of Supportive Curriculum Scores (SCS) between textbooks. This indicated that a measure of supportive vocabulary could be generated for use in future studies for example correlating supportive curriculum with student achievement.
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Date Issued: 2010
Identifier: CFE0003010, ucf:48338
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003010

Title: TRAINING PROFESSIONAL SCHOOL COUNSELING STUDENTS TO FACILITATE A CLASSROOM GUIDANCE LESSON AND STRENGTHEN CLASSROOM MANAGEMENT SKILLS USING A MIXED REALITY ENVIRONMENT.
Creator: Gonzalez, Tiphanie, Robinson, Edward, University of Central Florida
Abstract / Description: According to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found...
Show moreAccording to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found that of the 189 school counseling programs surveyed only 3% offered a guidance curriculum course and 13.2% offered a foundations in education course. Inferring that many of programs surveyed did not have a course specific to classroom guidance and/or classroom management. A classroom guidance curriculum is a developmental, systematic method by which students receive structured lessons that address academic, career, and personal/social competencies (ASCA, 2005). Classroom guidance lessons provide a forum for school counselors to address such student needs as educational resources, postsecondary opportunities, school transitions, bullying, violence prevention, social-emotional development, and academic competence in a classroom environment (Akos & Levitt, 2002; Akos, Cockman & Strickland, 2007; Gerler & Anderson, 1986). Through classroom guidance, school counselors can interact with many of the students that they would normally not see on a day-to-day basis while providing information, building awareness and having discussions on topics that affect these student populations every day. The present study seeks to explore the use of an innovative method for training PSCs in classroom guidance and classroom management. This method involves the use of a mixed reality simulation that allows PSC students to learn and practice classroom guidance skills in a simulated environment.
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Date Issued: 2011
Identifier: CFE0003624, ucf:48873
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003624

Title: RECREATIONAL TECHNOLOGY AND ITS IMPACT ON THE LEARNING DEVELOPMENT OF CHILDREN AGES 4-8: A META-ANALYSIS FOR THE 21ST CENTURY CLASSROOM.
Creator: Templeton, Joey, Dombrowski, Paul, University of Central Florida
Abstract / Description: This research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive...
Show moreThis research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive review of current educational theory and practice. By examining current curriculum goals and cross-referencing them to research conducted in fields other than education (i.e. technology, child development, media literacy, etc.) I hope to demonstrate a need for change; and, at the end of my research, be able to make recommendations for curriculum adaptations that will work within the current educational structure. These recommendations will be made with respect to budget and time constraints.
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Date Issued: 2007
Identifier: CFE0001970, ucf:47458
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001970

Title: A STUDY OF DIGITAL COMMUNICATION TOOLS USED IN ONLINE HIGH SCHOOL COURSES.
Creator: Putney, Nathan, Gunter, Glenda, University of Central Florida
Abstract / Description: The purpose of this study was to determine the degree to which selected communication tools used by teachers who teach online are positively perceived by their students in improving feelings of self-efficacy and motivation, and which tools may be perceived to be significantly more effective than the others. Students from the Florida Virtual School, a leader in online course delivery for grades 6-12, were surveyed to find their perceptions about how their teachers' use of email, Instant...
Show moreThe purpose of this study was to determine the degree to which selected communication tools used by teachers who teach online are positively perceived by their students in improving feelings of self-efficacy and motivation, and which tools may be perceived to be significantly more effective than the others. Students from the Florida Virtual School, a leader in online course delivery for grades 6-12, were surveyed to find their perceptions about how their teachers' use of email, Instant Messaging, chat, the telephone, discussion area, whiteboard, and assignment feedback affected their motivation and success in an online high school course. Correlations were done to discover if there were any significant relationships between variables that relate to teacher interaction and motivation. In addition, distributions of student responses to survey questions about digital communication tools and demographics were examined. It was found that there is a high degree of correlation between frequency of teachers' use of digital communication tools and student's perception of their level of motivation. It was also found that the digital communication tools most frequently used by teachers in communicating with their students were email, the telephone, and assignment feedback, and that the students found these same tools the most helpful in their learning. In addition, no significant demographic differences were found in students' perception of teacher's use of tools to enhance learning and motivation in their courses except in the number of previous online courses taken. These findings can help direct online high school teachers in their selection of digital tools used to communicate with their students.
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Date Issued: 2008
Identifier: CFE0002333, ucf:47784
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002333

Title: An Analysis of a Large Urban School District's Eighth-Grade Summer Reading Camp Curriculum and Student Performance Knowledge Voids.
Creator: Sochocki, Eric, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Baldwin, Gordon, University of Central Florida
Abstract / Description: This study sought to determine if the 2012 Eighth Grade Summer Reading Campcurriculum was aligned with the students' needs. To determine if curriculum alignmentexisted, the researcher completed a qualitative and quantitative study. The qualitativestudy consisted of interviewing the school district program development team to ascertainhow the curriculum was designed. The quantitative segment involved runningdescriptive statistics for student performance on the Pre-program BenchmarkExamination....
Show moreThis study sought to determine if the 2012 Eighth Grade Summer Reading Campcurriculum was aligned with the students' needs. To determine if curriculum alignmentexisted, the researcher completed a qualitative and quantitative study. The qualitativestudy consisted of interviewing the school district program development team to ascertainhow the curriculum was designed. The quantitative segment involved runningdescriptive statistics for student performance on the Pre-program BenchmarkExamination. The determined student knowledge voids were compared to the amount ofinstructional time spent taught teaching those individual benchmarks to ascertain if thecurriculum was aligned with student need. The curriculum was determined to not bealigned with the performance deficiencies of the students.
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Date Issued: 2013
Identifier: CFE0005264, ucf:50595
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005264

Title: INVESTIGATION OF THE IMPACT OF VIDEO-BASED ANCHORED INSTRUCTION ON THE IMPLEMENTATION OF INCLUSIVE PRACTICES BY STUDENTS WITH LEARNING DISABILITIES.
Creator: O'Brien, Christopher, Dieker, Lisa, University of Central Florida
Abstract / Description: For several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning...
Show moreFor several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning strategies, and content-enhancements (Ehren, Lenz, & Deshler, 2005; King-Sears, 1997). As inclusive placements become an increasingly common standard of practice, particularly for students with learning disabilities, the need to assist general educators in establishing inclusive classrooms becomes a major priority. It is logical then to prioritize the propagation of inclusive practices in general education classrooms--practices that would take into account the natural diversity of student populations likely to be present in American classrooms. Cooperative learning, in the form of Literature Circles, is offered in this study as a highly effective method for laying the groundwork for inclusion. This study, rooted in the theory of anchored instruction, attempted to address the need for incorporating inclusive practices by investigating the potential for students with learning disabilities to implement Literature Circles by viewing video models. This research evaluated the impact of video models on three levels--the extent to which the video models improve the ability for students with learning disabilities to a) learn the foundational information and rationale of a strategy, b) implement the strategy effectively, and c) improve academic outcomes by implementing the strategy. Finally, an attempt was made to further probe student perception of learning a strategy from a video model through focus group interviews. Data was collected using a quasi-experimental design. Forty-nine classrooms were randomly assigned to video-based and traditional treatments. Students attempted to implement Literature Circles in their middle school social studies classes. Following data collection, quantitative statistical analysis was completed using Multivariate Analysis of Variance (MANOVA) to examine group differences in knowledge of the essential elements of the strategy, implementation of the strategy, and content achievement. Qualitative analysis of student focus group responses was completed by scrutinizing transcripts for general themes (Erickson, 1986). This study made a connection between lines of research on video-based anchored instruction for students with learning disabilities and video-anchors in teacher preparation. The full sample of 196 students, including 43 students with learning disabilities, demonstrated significantly more effective implementation of Literature Circles. Students in the video model focus group indicated that they benefited from the explicit, positive peer models demonstrated in the video. The continued proliferation of visual images in the form of video-based models represents a positive step toward increasing available resources to students and teachers and ultimately improving outcomes for students with learning disabilities.
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Date Issued: 2006
Identifier: CFE0001215, ucf:46947
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001215

Title: Transitioning from a Monolingual to a Dual Language Program: A Case Study of an Elementary School.
Creator: Davies, Alex, Nutta, Joyce, Regalla, Michele, Mihai, Florin, Johnson, Jerry, Biraimah, Karen, University of Central Florida
Abstract / Description: This qualitative study investigated the lived experiences of administrators, teachers, and parents from an elementary school that was in its first year of dual language transition. The majority of past studies conducted on dual language education focused on students' linguistic and academic outcomes (Lindholm-Leary, 2012). Studies investigating dual language schools' planning, policies, and classroom implementation are significantly less, and those that have, were at schools that were already...
Show moreThis qualitative study investigated the lived experiences of administrators, teachers, and parents from an elementary school that was in its first year of dual language transition. The majority of past studies conducted on dual language education focused on students' linguistic and academic outcomes (Lindholm-Leary, 2012). Studies investigating dual language schools' planning, policies, and classroom implementation are significantly less, and those that have, were at schools that were already functioning as dual language with the intent to examine what made the school successful (Alan(&)#237;s (&) Rodr(&)#237;guez, 2008; Freeman, 1996; Hunt, 2011). Through a phenomenological and case study approach, the current study examined the overall effect that transitioning from a monolingual to a dual language school had on the school culture with foci placed on the curricular and policy planning at the macro-level and its implementation at the micro-level. The study collected data from a variety of sources, including classroom observations, documents, photographs, and interviews with the school's principal, dual language teachers, and parents of the dual language program. Qualitative coding cycles concluded the following four themes, listed alphabetically: (a) classroom language use and second language differentiation, (b) dual language support, (c) language policy and curriculum development, and (d) teachers' dispositions on dual language teaching. This study highlighted the importance of inclusive leadership when planning a new dual language program. Additionally, the study shed light on the implementation process of the planned dual language program in which teachers need flexibility to adjust the language and curricular policies that were established at the macro-level. ?
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Date Issued: 2018
Identifier: CFE0007167, ucf:52252
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007167

Title: INVESTING IN AN INTERCONNECTED WORKFORCE:GLOBAL EDUCATION REFORM.
Creator: Klug, Amelia, Bryer, Thomas, University of Central Florida
Abstract / Description: Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational...
Show moreRegardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungary, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top-educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.
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Date Issued: 2014
Identifier: CFH0004691, ucf:45247
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004691

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

curriculum (3)	+ -
Middle School (2)	+ -
8th grade science (1)	+ -
Anchored Instruction (1)	+ -
Argentina (1)	+ -

Brazil (1)	+ -
Canada (1)	+ -
China (1)	+ -
Classroom Guidance (1)	+ -
Classroom Management (1)	+ -
Counselor Education (1)	+ -
Curriculum (1)	+ -
Curriculum and Instruction (1)	+ -
Dual Language (1)	+ -
EL (1)	+ -
Education (1)	+ -
Education Systems (1)	+ -
Educational Equity (1)	+ -
Elementary School (1)	+ -
English learner (1)	+ -
FCAT 2.0 (1)	+ -
Finland (1)	+ -
Florida Comprehensive Assessment Test (FCAT) 2.0 Science (1)	+ -
Global Education Reform (1)	+ -
Guidance Curriculum (1)	+ -
Hungary (1)	+ -
Inclusion (1)	+ -
Indonesia (1)	+ -
Integration (1)	+ -
Interconnected Work Force (1)	+ -

ETD Collection (9)	+ -
Honors Collection (2)	+ -

University of Central Florida (11)	+ -
Dixon, Juli (2)	+ -
Taylor, Rosemarye (2)	+ -
Baldwin, Gordon (1)	+ -
Baldwin, Lee (1)	+ -

Biraimah, Karen (1)	+ -
Bryer, Thomas (1)	+ -
Clanton, Barbara (1)	+ -
Davies, Alex (1)	+ -
Dieker, Lisa (1)	+ -
Dombrowski, Paul (1)	+ -
Gannon, Leslie (1)	+ -
Gao, Su (1)	+ -
Gill, Clara (1)	+ -
Gonzalez, Tiphanie (1)	+ -
Gunter, Glenda (1)	+ -
Johnson, Jerry (1)	+ -
Klug, Amelia (1)	+ -
Mihai, Florin (1)	+ -
Mishtal, Joanna (1)	+ -
Moore, Kenneth (1)	+ -
Murray, Barbara (1)	+ -
Murray, Kenneth (1)	+ -
Nutta, Joyce (1)	+ -
O'Brien, Christopher (1)	+ -
Putney, Nathan (1)	+ -
Regalla, Michele (1)	+ -
Robinson, Edward (1)	+ -
Sochocki, Eric (1)	+ -
Storey, Valerie A. (1)	+ -

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