Current Search:  Student Response (x)

View All Items

  • CSV Spreadsheet
(1 - 11 of 11)
AN EXPLORATION OF ELEMENTARY STUDENT RESPONSES TO THE INTEREST INVENTORY FOR INFORMATIONAL TEXTS BASED ON THE TEACHER DISPOSITION DELIVERY
Title
AN EXPLORATION OF ELEMENTARY STUDENT RESPONSES TO THE INTEREST INVENTORY FOR INFORMATIONAL TEXTS BASED ON THE TEACHER DISPOSITION DELIVERY.
Creator
Elk, Alison, Roberts, Sherron Killingsworth, Kay, Marni, University of Central Florida
Abstract / Description
The impact that a teacher can have on their students is monumental. Teachers often are the only consistent figure of authority that a student sees. Therefore, a vulnerable and conformable environment is crucial for students, so they can share their needs and in return have them met. With this in mind, teachers must consider forming their classroom environment, because of how it is received by the students. This study examined the impact that a teacher's disposition can have on the response of...
Show moreThe impact that a teacher can have on their students is monumental. Teachers often are the only consistent figure of authority that a student sees. Therefore, a vulnerable and conformable environment is crucial for students, so they can share their needs and in return have them met. With this in mind, teachers must consider forming their classroom environment, because of how it is received by the students. This study examined the impact that a teacher's disposition can have on the response of a student through a six-question interview by analyzing the number of words spoken by the students depending on the disposition of the teacher used to ask the question. This study aimed to identify the possible impacts of teacher disposition on student responses using a sample of 17 elementary aged students attending a summer reading clinic at a Florida university. After a face-to-face, six-question interview was administered to the students, results showed some students made a overall shift towards more words spoken when the question was asked in an interested or neutral disposition. These results demonstrate the potential impact of teacher disposition on student response in the classroom. The results of this study complement past research, which has shown that classrooms in a welcoming and comfortable environment are more likely for students to share their needs, leading to success for both students and teacher.
Show less
Date Issued
2018
Identifier
CFH2000364, ucf:45843
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000364
Faculty Knowledge and Readiness in Reporting Student Victimization Disclosure and Title IX Compliance
Title
Faculty Knowledge and Readiness in Reporting Student Victimization Disclosure and Title IX Compliance.
Creator
Malick, Abigail, Jasinski, Jana, Wright, James, Grauerholz, Liz, University of Central Florida
Abstract / Description
The U.S. Department of Education and Title IX Educational Act of 1972 shaped the way institutions of higher education address and prevent student victimizations. The law originally sought to eliminate sex-based discrimination in education but has evolved to include sexual misconduct. Since the Dear Colleague Letter of 2011, the position of institutions has changed significantly in the way they address student victimization as it relates to dating violence, sexual assault, and stalking ...
Show moreThe U.S. Department of Education and Title IX Educational Act of 1972 shaped the way institutions of higher education address and prevent student victimizations. The law originally sought to eliminate sex-based discrimination in education but has evolved to include sexual misconduct. Since the Dear Colleague Letter of 2011, the position of institutions has changed significantly in the way they address student victimization as it relates to dating violence, sexual assault, and stalking (Rosenthal, 2017). One requirement is that institutions inform and train Responsible Employees to report when a student discloses experiencing sexual misconduct, including dating violence, sexual assault, or stalking. The purpose of this study was to examine faculty members' knowledge of the Title IX Responsible Employee mandate, their experience with reporting student disclosures, and additional resources needed to aid faculty members with this reporting duty. Data were collected through semi-structured interviews with 34 faculty members at a large research-intensive four-year university in the Southeastern United States. The main findings relate to Responsible Employee trainings, reporting guidelines, issues that might arise for faculty during the disclosure/reporting process, and recommendations to thoughtfully and strategically engage faculty. Universities and colleges that include faculty members as Responsible Employees need to ensure that their institution is fulfilling its requirement from the U.S. Department of Education but must also do their best to prepare and support faculty so faculty can perform their reporting duties. In many cases, faculty members are on the front line when it comes to interacting with and being in a position to help their students. They need specific measures and resources to ensure that they are able to fulfill all their various duties as faculty members, including handling a student's victimization disclosure and then reporting the incident to the Title IX Coordinator so that the university can serve its students to the best of its ability.
Show less
Date Issued
2017
Identifier
CFE0006895, ucf:51719
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006895
Formative Assessment: Benefit For All
Title
Formative Assessment: Benefit For All.
Creator
Wallace, William, Dixon, Juli, Dieker, Lisa, Andreasen, Janet, University of Central Florida
Abstract / Description
This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections.Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative...
Show moreThis study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections.Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative assessment to both students and teacher during instruction. The student self-assessment sheet was implemented to provide a more dynamic level of feedback for students than what could be provided through the student response system alone.
Show less
Date Issued
2013
Identifier
CFE0004955, ucf:49584
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004955
A Quantitative Study of the Relationship Between Pell Grant Aid and Associated Variables in a Florida Public State College
Title
A Quantitative Study of the Relationship Between Pell Grant Aid and Associated Variables in a Florida Public State College.
Creator
Powers, Lynn, Cintron Delgado, Rosa, Owens, James, Cox, Thomas, Roman, Marcia, University of Central Florida
Abstract / Description
Using Bean and Metzner's conceptual framework related to non-traditional student attrition, the responsible use of Federal Pell Grants was studied by examining the retention and academic performance of college-credit seeking students in a public college in Florida that predominantly offered two year degree programs. Also analyzed were differences between Pell Grant recipients and non-recipients among various demographic categories. Chi-square tests of independence indicated that statistical...
Show moreUsing Bean and Metzner's conceptual framework related to non-traditional student attrition, the responsible use of Federal Pell Grants was studied by examining the retention and academic performance of college-credit seeking students in a public college in Florida that predominantly offered two year degree programs. Also analyzed were differences between Pell Grant recipients and non-recipients among various demographic categories. Chi-square tests of independence indicated that statistical significance existed between Pell Grant recipients and non-recipients in retention rates from fall to spring terms, as well as in the demographic variables of academic performance, gender, ethnicity, age group, residency, and credit hours achieved. Only the variable of ethnicity showed a medium practical effect size, with all the other variables indicating a small to no practical effect size.
Show less
Date Issued
2014
Identifier
CFE0005231, ucf:50581
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005231
University Students' Citizenship Shaped by Service-Learning, Community Service, and Peer-to-Peer Civic Discussions
Title
University Students' Citizenship Shaped by Service-Learning, Community Service, and Peer-to-Peer Civic Discussions.
Creator
Winston, Haley, Cintron Delgado, Rosa, Welch, Kerry, Malaret, Stacey, Bowdon, Melody, University of Central Florida
Abstract / Description
Citizenship is often referred to as the forgotten outcome of colleges and universities. The present study examined the relationship between undergraduate students' perceived citizenship level and different types of civic experiences (service-learning, community service, and peer-to-peer civic discussions) and also different demographic factors (gender, race/ethnicity, and parental level of education) at a public institution using the Personal and Social Responsibility Inventory. This study...
Show moreCitizenship is often referred to as the forgotten outcome of colleges and universities. The present study examined the relationship between undergraduate students' perceived citizenship level and different types of civic experiences (service-learning, community service, and peer-to-peer civic discussions) and also different demographic factors (gender, race/ethnicity, and parental level of education) at a public institution using the Personal and Social Responsibility Inventory. This study used structural equation modeling and multiple regression analysis. This marks the first time these variables have been researched together. This study found a significant correlation between both community service and peer-to-peer civic discussions in relation to citizenship level. Yet, service-learning frequency was not found to be a significant factor. On the other hand, all three civic experiences together was found to be significantly correlated to citizenship aptitudes. Leading the researcher to find that a holistic (both inside and outside the classroom) approach to student citizenship is valuable for student development. Also, only one significant relationship was found between citizenship levels and any demographic variable (parental education level of doctorate or professional degree).
Show less
Date Issued
2017
Identifier
CFE0006927, ucf:51695
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006927
ADDRESSING THE ACHIEVEMENT GAP AND DISPROPORTIONALITY THROUGH THE USE OF CULTURALLY RESPONSIVE TEACHING PRACTICES
Title
ADDRESSING THE ACHIEVEMENT GAP AND DISPROPORTIONALITY THROUGH THE USE OF CULTURALLY RESPONSIVE TEACHING PRACTICES.
Creator
Griner, Angela, Lue Stewart, Martha, University of Central Florida
Abstract / Description
Culturally responsive teaching practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap, as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been a recent influx in research discussing these issues, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the...
Show moreCulturally responsive teaching practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap, as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been a recent influx in research discussing these issues, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the achievement gap and disproportionality effectively within their schools. Conducted in three phases, this research provides a framework for developing, implementing, and evaluating a culturally responsive tool for schools and school staff in order to impact beliefs and practices related to culturally responsive teaching, leading to the enhanced learning outcomes of all students.
Show less
Date Issued
2011
Identifier
CFE0003880, ucf:48759
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003880
A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color
Title
A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color.
Creator
Austin, Cavel, Olan, Elsie, Hewitt, Randall, Jeanpierre, Bobby, Puig, Enrique, University of Central Florida
Abstract / Description
The deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded...
Show moreThe deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded theory methods to examine the following research questions: (RQ1) How do teachers' narratives about students of color depict their teaching experiences and (RQ2) How do teachers' narratives about students of color inform students learning? Two overarching themes emerged in this study: practicing color blindness impacts cultural responsiveness while perpetuate deficit thinking, and understanding cultural background stimulates sensitivity when designing curriculum for students of color. The findings of this research demonstrate teachers' deficit thinking depicts their pedagogical practices and informs students learning. The research has both practical and theoretical implications for dispelling the deficit thinking regarding students of color.
Show less
Date Issued
2019
Identifier
CFE0007779, ucf:52339
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007779
The Efficacy of an Early Warning System and a Response to Intervention Decision-Making Model for Students Transitioning in Secondary Education
Title
The Efficacy of an Early Warning System and a Response to Intervention Decision-Making Model for Students Transitioning in Secondary Education.
Creator
Walsh, Andrea, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Little, Mary, University of Central Florida
Abstract / Description
The primary goal of this study was to examine the use of an early warning system to aide in recognizing early school disengagement. Additionally, a goal of this study was to examine an intensive response to intervention decision-making process and the difference in student outcomes for those who were selected for the (RtI process. By combining the examination of an early warning system and an RtI decision-making process, this research furthered recommendations for more effective methods of...
Show moreThe primary goal of this study was to examine the use of an early warning system to aide in recognizing early school disengagement. Additionally, a goal of this study was to examine an intensive response to intervention decision-making process and the difference in student outcomes for those who were selected for the (RtI process. By combining the examination of an early warning system and an RtI decision-making process, this research furthered recommendations for more effective methods of identifying students who are academically disengaged, and gain insight on intervention processes in secondary schools. Therefore the research questions tested the validity of an early warning system as a means for identifying students at-risk of academic disengagement and student outcome gains when participating in a Response to Intervention (RtI) decision-making process compared to those who did not participate. Populations of concern included students in transitional periods, moving from elementary to middle school and middle school to high school.The study identified several statistically significant and educationally meaningful difference between the use of a risk score indicator and academic achievement. Findings were consistent with other research that have shown statistically significant relationships between student achievement outcomes and early warning systems. While additional research is needed to develop specific recommendations to educational leaders, researchers, and policy makers, this study validates the notion that an early warning identification risk score can be used to predict academic achievement. An early warning system can aid in student identification, but as noted in the last research question of this study, there is still a great need to reach the ultimate goal: mitigating risk factors for students who are academically disengaged. Specifically, as students transition to larger schools, achievement gaps are susceptible to expanding for students; therefore, there is a great need to ensure intervention processes that address the needs of students who are prone to disengagement.Implications of these findings will apply to educational leaders, researchers, and policy-makers with interest in identification of students who are academically disengaged and in need of intervention supports.
Show less
Date Issued
2016
Identifier
CFE0006703, ucf:51918
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006703
A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards
Title
A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards.
Creator
Howse, Tashana, Dixon, Juli, Haciomeroglu, Erhan, Andreasen, Janet, Adams, Thomasenia, University of Central Florida
Abstract / Description
This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support...
Show moreThis collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers' depth and breadth of their knowledge of CRT and SMP3.
Show less
Date Issued
2013
Identifier
CFE0005005, ucf:50009
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005005
Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities
Title
Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.
Creator
Mayes, Zerek, Martin, Suzanne, Boote, David, Butler, S. Kent, Berrio, Gabriel, University of Central Florida
Abstract / Description
This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.
Show less
Date Issued
2019
Identifier
CFE0007682, ucf:52510
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007682
Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings
Title
Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings.
Creator
Slanda, Dena, Little, Mary, Martin, Suzanne, Pearl, Cynthia, Boote, David, University of Central Florida
Abstract / Description
This phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive settings to rethink their roles (McLeskey, Landers, Hoppey, (&) Williamson, 2011) and restructure their approach to providing specially-designed services. Further, these roles are dependent on those who interpret and implement policy and access to finite resources. This study used a phenomenological research method to examine the roles and responsibilities of special education teachers. Semi-structured interviews were conducted with seven participants (N = 7). A thematic analysis resulted in five overarching themes. The five themes included: (a) supporting students with disabilities within a support facilitation model; (b) role ambiguity of the special education teacher; (c) the lack of roles and responsibilities of the special education teacher within the MTSS framework; (d) the changing role of collaboration and communication; and (e) the challenges impacting the inclusion of students with disabilities in the general education setting. This study exposed the multiple facets of school and district policies that directly affected special educators' roles and responsibilities, as well as the emergence of a new role as a support facilitator.
Show less
Date Issued
2017
Identifier
CFE0006796, ucf:51821
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006796