View All Items

Title: THE CHANGES THAT PRESERVICE TEACHERS HAVE SEEN IN THE ATTITUDES OF TEACHERS ABOUT SOCIAL STUDIES IN ELEMENTARY SCHOOLS.
Creator: Syracuse, Katherine, Trimble-Spalding, Lee-Anne, University of Central Florida
Abstract / Description: Ever since national legislation has become involved in the testing of our students, the face of social studies education in elementary school classrooms has changed drastically. With the passage of Goals 2000 in 1993, social studies instruction in elementary school classrooms has seen a steep decline in the time allotted. Also, the attitude of administrators and teachers in elementary schools has taken away the importance of social studies in the classroom. While social studies has seen a big...
Show moreEver since national legislation has become involved in the testing of our students, the face of social studies education in elementary school classrooms has changed drastically. With the passage of Goals 2000 in 1993, social studies instruction in elementary school classrooms has seen a steep decline in the time allotted. Also, the attitude of administrators and teachers in elementary schools has taken away the importance of social studies in the classroom. While social studies has seen a big change in the amount of time dedicated to instruction in the past 20 years, there is still hope for the important topics that are taught in elementary social studies classes. The results of 69 preservice elementary teachers who responded to my survey regarding time allotted to social studies education revealed that more than half had only observed social studies in the elementary classroom even once. In my research, I have concluded that teachers have been making up for time lost in social studies by adding it to the other core subjects taught throughout the day.
Show less
Date Issued: 2014
Identifier: CFH0004696, ucf:45250
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004696

Title: AN EXPLORATION OF THE IMPLEMENTATION OF MUSIC INTEGRATION IN THE MIDDLE SCHOOL SOCIAL STUDIES CLASSROOMS.
Creator: Skeen, Nicole, Russell, William, University of Central Florida
Abstract / Description: "Music is the biggest tool of revolution - the best way to reach out the youth and involve themï¿½" (Kher, n.d.). Music has the ability to impact so many areas of life. Music is universal, and regardless of language, meaning and emotions can be conveyed. Imagine if this was harnessed and utilized as an effective teaching tool for students? Music has played a significant role in history, but is often overlooked when history is taught. Utilization of music in the social studies classroom can...
Show more"Music is the biggest tool of revolution - the best way to reach out the youth and involve themï¿½" (Kher, n.d.). Music has the ability to impact so many areas of life. Music is universal, and regardless of language, meaning and emotions can be conveyed. Imagine if this was harnessed and utilized as an effective teaching tool for students? Music has played a significant role in history, but is often overlooked when history is taught. Utilization of music in the social studies classroom can take the form of time period pieces, cultural music, mnemonics for memorization, films, and much more. While it can be an effective tool for educating students, are teachers actually integrating it into their lesson plans? Using a stratified random sampling procedure, a survey was sent to teachers in the Central Florida region to gain insight into the topic. It was seen, that while over half (60%) of the educators indicated music could be an effective teaching tool, almost all (95%) used it very often, often, or sometimes in some way, shape, or form. Several teachers indicated that they did not have the time, resources, or the training to integrate music into their social studies classrooms. This research is only a starting point for additional regional studies, as well as more focused studies through which resources may be developed.
Show less
Date Issued: 2015
Identifier: CFH0004810, ucf:45455
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004810

Title: The Effect of Civics-Based Video Games on Middle School Students' Civic Engagement.
Creator: Pagnotti, John, Russell, William, Hewitt, Randall, Hopp, Carolyn, Dobson, Leonard, University of Central Florida
Abstract / Description: Democratic theorists argue that democratic institutions thrive when the citizens of the society robustly participate in governance (Galston, 2004; Barber, 2001). A traditional indicator of democratic participation is voting in elections or referendums. However, democratic apologetics posit that humans need to be trained in democratic processes in order to be democratic citizens (Dewey, 1916; Gutmann, 1990; Sehr, 1997; Goodlad, 2001). Citizens need to know not only the protocol of...
Show moreDemocratic theorists argue that democratic institutions thrive when the citizens of the society robustly participate in governance (Galston, 2004; Barber, 2001). A traditional indicator of democratic participation is voting in elections or referendums. However, democratic apologetics posit that humans need to be trained in democratic processes in order to be democratic citizens (Dewey, 1916; Gutmann, 1990; Sehr, 1997; Goodlad, 2001). Citizens need to know not only the protocol of participation, they also need to be trained in the processes of mind (Dewey, 1916; 1927). Educational systems in this country have been the traditional place where democratic training has been vested (Spring, 2001). It seems, though, that the methods that educators are using to train young people fail to meet this challenge as voting rates among the youngest citizens (under 30) have never been higher than slightly more than half of eligible voters in the age group. To remedy this situation, Congress and several private civic-education organizations have called for changing curricular approaches to engage more youth. One such method that may hold promise is the use of video game technology. The current generation of youth has grown up in a digital world where they have been labeled (")Digital Natives(") (Prensky, 2001a). They are (")tech savvy(") and comfortable with their lives being integrated with various forms of digital technology. Significantly, industry research suggests that over 90% of (")Digital Natives(") have played a video game in the last 30 days, and business is booming to the level that video games pulled in more money than the movie industry did in 2008 (ESA, 2009). As early as the 1970s, educational researchers have looked at the use of video game technology to engage student learning; however, this research has been limited at best. More recently, educational scholars such as James Gee (2003; 2007) and Kurt Squire (2002; 2003; 2006) have sought to make the academic conversation more mature with regard to using video games as a classroom supplement.This study continues that conversation by using quantitative methods to investigate whether or not different groups of middle school students self-report a greater propensity to be civically engaged as a result of civic-themed video gameplay. The investigator collected data from middle school students who were given access to civic-themed video games to see if there were statistically significant differences in self-reported civic-engagement scores as a result of gameplay. This investigation was conducted at a large, urban middle school in the Southeast region of the United States.
Show less
Date Issued: 2012
Identifier: CFE0004422, ucf:49379
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004422

Title: AN EXPLORATION OF TEACHER CANDIDATE PERCEPTIONS CONCERNING THEIR POLITICAL ROLE IN SOCIAL STUDIES EDUCATION.
Creator: Zagrocki, Brian, Russell, William, University of Central Florida
Abstract / Description: This study argued that the purpose of social studies education is intimately connected with civic engagement. The function of civic engagement shifts in accordance with the political roles a teacher plays in the classroom (Westhaimer & Kahne, 2004). The literature review defined the possible parameters of these political roles. The research then explored how secondary social science and elementary teacher candidates, if at all, planned to address the political issue of civic engagement in...
Show moreThis study argued that the purpose of social studies education is intimately connected with civic engagement. The function of civic engagement shifts in accordance with the political roles a teacher plays in the classroom (Westhaimer & Kahne, 2004). The literature review defined the possible parameters of these political roles. The research then explored how secondary social science and elementary teacher candidates, if at all, planned to address the political issue of civic engagement in education and their self-awareness as political actors. This research study aimed to expand the available body of research on this topic by exploring the perceptions of social studies teacher candidates concerning their roles in promoting civic engagement. This study conducted a survey of social science and elementary teacher candidates to qualitatively measure these perceptions. The study found that teacher candidates possessed entrenched conceptions of good citizenry but fail to connect social studies� primary purpose of civic engagement with the promotion of good citizenry. The study also indicated teacher candidates lack sufficient civic engagement conceptual understanding and corresponding pedagogy to adequately perform their political roles as democratic gatekeepers. Consequently, the study�s educational implications were that social studies teachers� and teacher candidates� awareness of civic engagement in the social studies classroom is necessary to facilitate an effective, ethical, and objective education. Additionally, more attention must be given in teacher candidate education to address the political reality of the social science education profession.
Show less
Date Issued: 2016
Identifier: CFH2000056, ucf:45510
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000056

Title: EXPLORING ELEMENTARY TEACHERS' PERCEPTIONS OF TEACHING SOCIAL STUDIES THROUGH HISTORICAL FICTION USING GOOGLE LIT TRIPS.
Creator: Bider, Kristin, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: There is a new generation of students entering our school systems called "Digital Natives"; students who are more technologically inclined than their teachers. With the new cohort of students, it is becoming problematic for teachers to implement engaging lessons. Because social studies is not a state tested subject, teachers and administrators find it very difficult to retrieve the time and the passion for the subject in the everyday classroom. One new Google application called Google Lit...
Show moreThere is a new generation of students entering our school systems called "Digital Natives"; students who are more technologically inclined than their teachers. With the new cohort of students, it is becoming problematic for teachers to implement engaging lessons. Because social studies is not a state tested subject, teachers and administrators find it very difficult to retrieve the time and the passion for the subject in the everyday classroom. One new Google application called Google Lit Trips is an appealing way to teach social studies for the new generation of students. Prior research on Google Lit Trips showed that this application is well suited for creating lessons that can satisfy standards for a multitude of subjects, and in a way that catches the students' attentions. After I completed research on the 21st century learner, how teachers can integrate social studies into their classroom, and Google Literature Trips; I studied many virtual field trips of various books or novels. These Google Literature Trips allows teachers to utilize Google Earth to pin locations of importance for students in order to gain a visual, while simultaneously exploring educational activities. Then, I created my own Google Lit Trip. Before teachers participated in exploring the Google Lit Trip I created, a survey was conducted on the five teachers; getting their perceptions of technology, social studies education, and Google Lit Trips. They were then asked to read the picture book The Story of Ruby Bridges (Coles, 1995). The computer application was then shown to teachers to get their opinions on its perceived effectiveness. A post-survey was then conducted on the teachers' perceptions of the Google Literature Trip. The results of the teachers' discernments of the teaching tool proved it to be an effective application to use in the classroom to enhance cross-curricular education from technology, art, reading, and most importantly for this thesis, social studies. Future research should be conducted on students' perceptions, and whether or not it sustains engagement, and whether or not their knowledge of the subject matter improves.
Show less
Date Issued: 2013
Identifier: CFH0004497, ucf:45072
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004497

Title: The Inclusion of Women's History in the Secondary Social Studies Classroom.
Creator: Scheiner-Fisher, Cicely, Russell, William, Hewitt, Randall, Hartshorne, Charles, Fine, Terri, University of Central Florida
Abstract / Description: The author examined the motivation for why, and methods of how, some secondary social studies teachers incorporate women's voices into the traditional history framework. A multi-layered qualitative methodology was employed for this study using survey, case study, and phenomenological approaches, including interviews and classroom observations of participants. The researcher discovered the percentage of teachers who claim to incorporate women's history/perspectives into their lessons; how...
Show moreThe author examined the motivation for why, and methods of how, some secondary social studies teachers incorporate women's voices into the traditional history framework. A multi-layered qualitative methodology was employed for this study using survey, case study, and phenomenological approaches, including interviews and classroom observations of participants. The researcher discovered the percentage of teachers who claim to incorporate women's history/perspectives into their lessons; how teachers incorporate women's history/perspectives into their lessons; and, the factors that contribute to teachers including women's history/perspectives into their classes.?
Show less
Date Issued: 2013
Identifier: CFE0004933, ucf:49623
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004933

Title: Literate Citizenship: The Culture of Literacy in Inclusive Middle School Social Studies Classrooms and Students with Intellectual Disabilities.
Creator: Becht, Kathleen, Dieker, Lisa, Wienke, Wilfred, Little, Mary, Zygouris-Coe, Vassiliki, University of Central Florida
Abstract / Description: As more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the...
Show moreAs more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the past five years. The learning environment and the general education teachers' perceptions and expectations of the nature of literacy for students with intellectual disabilities in the general education setting were observed over a nine week period using two theoretical frameworks; the culture of inclusion (Giangreco, Cloninger, Dennis, (&) Edelman, 1994) and socio-cultural literacy (Barton (&) Hamilton, 1998). The data gathered is reflective of the literacy practices used with the four students with intellectual disabilities who agreed to participate in the in-depth analyses, though nine were enrolled in the three general education classes. The themes of socialization for students with intellectual disabilities in general education classes, and the immersion in and isolation from literacy practices within the general education social studies literacy culture emerged and are discussed in detail. Implications for practice and recommendations for future research for students with intellectual disabilities in general education middle school settings are provided.
Show less
Date Issued: 2015
Identifier: CFE0005763, ucf:50085
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005763

Title: PRE-SERVICE SECONDARY SOCIAL STUDIES TEACHERS' EFFICACY TOWARDSCHARACTER EDUCATION: A COMPARATIVE STUDY.
Creator: Waters, Kevin, Russell, William, University of Central Florida
Abstract / Description: Character education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher's role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study...
Show moreCharacter education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher's role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study investigated the responses of 130 pre-service secondary teachers in language arts, science, social studies, and mathematics within one teacher education program. The questionnaire utilized in this quantitative research study was the Character Education Efficacy Belief Instrument (CEEBI), which was designed by Milson and Mehlig (2002). This instrument is composed of 24 items designed to understand personal teaching efficacy (PTE) and general teaching efficacy (GTE) beliefs. This study examined if there was a statistically significant difference in PTE and GTE scores between secondary pre-service teachers based on the independent variables of a) program/major, b) gender, c) race/ethnicity, and d) coursework in character education. The results of this survey adds to a rich field of research and literature on character education and teacher education by taking a closer look at the specific beliefs of secondary preservice teachers regarding their PTE and GTE for character education. This study was an attempt to better understand the teaching efficacy beliefs for secondary pre-service teachers graduating from a teacher preparation program within a state that mandates character education.
Show less
Date Issued: 2011
Identifier: CFE0003686, ucf:48839
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003686

Title: Selecting methods to teach controversial topics: A grounded theory study.
Creator: Loomis, Sean, Russell, William, Waring, Scott, Hewitt, Randall, Swan, Bonnie, University of Central Florida
Abstract / Description: This grounded theory study examined the perceptions of 14 high school social studies teachers from three school districts in the Central Florida area. They were interviewed to uncover the decision-making process that high school social studies teachers use to choose methodologies when teaching controversial public issues (CPIs). The result was a three-phase model, the CPI Decision-Making Model, in which teachers move through three conceptual phases to decide on a particular methodology. By...
Show moreThis grounded theory study examined the perceptions of 14 high school social studies teachers from three school districts in the Central Florida area. They were interviewed to uncover the decision-making process that high school social studies teachers use to choose methodologies when teaching controversial public issues (CPIs). The result was a three-phase model, the CPI Decision-Making Model, in which teachers move through three conceptual phases to decide on a particular methodology. By working through this process, teachers analyze the benefits and drawbacks of different methods for teaching controversial public issues. Significant results from this study included: (a) teachers were choosing to avoid teaching CPIs with standard-level students with student-centered methods, (b) teachers received little to no training in alternative methods and no training in how to deal with controversy in the classroom, (c) teachers possibly overestimated their ability to remain neutral in the classroom, and (d) teachers were learning their methodologies for teaching CPIs through unorthodox means.
Show less
Date Issued: 2019
Identifier: CFE0007672, ucf:52492
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007672

Title: Building Educator Capacity in Support of Student Achievement on Florida's United States History End-of-Course Assessment.
Creator: Skinner, Stacy, Hopp, Carolyn, Robinson, Edward, Vitale, Thomas, Hayes, Grant, University of Central Florida
Abstract / Description: Florida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the...
Show moreFlorida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the use of the U.S. History EOC Assessment Professional Learning Series to build educator capacity in support of student achievement on the Assessment. Implementation of professional learning could address the disparity between the legislated Assessment and its potential impacts. Tyler's (1949) curriculum development rationale and Shulman's (1986) notion of pedagogical content knowledge provided a conceptual framework for the proposed professional learning. Professional learning experiences were designed to include (1) an assessment simulation, (2) a correlation of simulated assessment items to item specifications, (3) a test item writing practicum, and (4) model lessons. The series was designed to support pedagogical content knowledge growth in planning, teaching, and assessing United States History; and improve instructional and professional efficacy. The ultimate purpose of the series is to improve teaching and learning to support student achievement on U.S. History EOC Assessment.
Show less
Date Issued: 2014
Identifier: CFE0005417, ucf:50419
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005417

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.
Show less
Date Issued: 2006
Identifier: CFE0001215, ucf:46947
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001215

Title: Central Florida School Districts' Responses to Hispanic Growth, 1980-2010.
Creator: Hazen, Kendra, Cassanello, Robert, Lester, Connie, Walker, Ezekiel, University of Central Florida
Abstract / Description: Since the 1980s, Hispanics have been the fastest growing minority in the United States and have been moving into rural, Southern areas where there have previously not been populations of Hispanics. Studies of these demographic changes have concentrated on how communities impacted by the influx of Hispanics have created or adjusted socioeconomic and political infrastructures to accommodate the linguistic and cultural needs of the Hispanic population. The public-school system is a...
Show moreSince the 1980s, Hispanics have been the fastest growing minority in the United States and have been moving into rural, Southern areas where there have previously not been populations of Hispanics. Studies of these demographic changes have concentrated on how communities impacted by the influx of Hispanics have created or adjusted socioeconomic and political infrastructures to accommodate the linguistic and cultural needs of the Hispanic population. The public-school system is a sociopolitical structure that has affected and has been affected by the increase in Hispanics. Whereas the modern Civil Rights movement had created legal precedence for students' language rights and led to the creation of the federal Bilingual Education Act of 1968, nationalist backlash to this rise in Hispanic immigrants led to the eventual defunding of federal bilingual education programs by the No Child Left Behind Act in 2001. This thesis is a policy history of Hispanic growth in the public-school systems in Orange, Lake and Osceola counties in Florida from 1980 to 2010. During that time, the three counties grew and diversified at different rates and made decisions for their English for Speakers of Other Languages programs that correlated with the size of their Hispanic population. This time frame encompasses Osceola's fastest period of growth which led to the creation of the Florida Consent Decree, Florida public schools' framework for remaining compliant with federal and state language policies. Even though federal funds for English acquisition programs replaced funds for bilingual or native language instruction during this time, Hispanic and non-Hispanic teachers, administrators, community or activist groups and parents continued to exert agency in gaining culturally inclusive and linguistically affirming language instruction programs for their children.
Show less
Date Issued: 2019
Identifier: CFE0007649, ucf:52507
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007649

social studies (6)	+ -
education (3)	+ -
Social Studies (2)	+ -
Social Studies Education (2)	+ -
Anchored Instruction (1)	+ -

CIVIC ENGAGEMENT (1)	+ -
Central Florida History (1)	+ -
Character Education (1)	+ -
Citizenship Education (1)	+ -
Civic Education (1)	+ -
Computer Games (1)	+ -
Curriculum and Instruction (1)	+ -
EDUCATION (1)	+ -
Elementary Education (1)	+ -
English for Speakers of Other Languages (1)	+ -
Google Lit Trip (1)	+ -
History of Public Schools (1)	+ -
Inclusion (1)	+ -
Language Education Policy (1)	+ -
Language Rights (1)	+ -
Latinization of Public Schools (1)	+ -
Learning (1)	+ -
Learning Disability (1)	+ -
Literature Circles (1)	+ -
Middle School (1)	+ -
Moral Education (1)	+ -
New Immigration (1)	+ -
Nuevo South (1)	+ -
POLITICS (1)	+ -
Policy History (1)	+ -

ETD Collection (8)	+ -
Honors Collection (4)	+ -

University of Central Florida (12)	+ -
Russell, William (6)	+ -
Hewitt, Randall (3)	+ -
Dieker, Lisa (2)	+ -
Hopp, Carolyn (2)	+ -

Becht, Kathleen (1)	+ -
Bider, Kristin (1)	+ -
Cassanello, Robert (1)	+ -
Dobson, Leonard (1)	+ -
Fine, Terri (1)	+ -
Hartshorne, Charles (1)	+ -
Hayes, Grant (1)	+ -
Hazen, Kendra (1)	+ -
Killingsworth Roberts, Sherron (1)	+ -
Lester, Connie (1)	+ -
Little, Mary (1)	+ -
Loomis, Sean (1)	+ -
O'Brien, Christopher (1)	+ -
Pagnotti, John (1)	+ -
Robinson, Edward (1)	+ -
Scheiner-Fisher, Cicely (1)	+ -
Skeen, Nicole (1)	+ -
Skinner, Stacy (1)	+ -
Swan, Bonnie (1)	+ -
Syracuse, Katherine (1)	+ -
Trimble-Spalding, Lee-Anne (1)	+ -
Vitale, Thomas (1)	+ -
Walker, Ezekiel (1)	+ -
Waring, Scott (1)	+ -
Waters, Kevin (1)	+ -

Search In

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner