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METACOGNITIVE COACHING AS A MEANS TO ENHANCE COLLEGE AND CAREER SUCCESS FOR STUDENTS WITH EXECUTIVE FUNCTION DISORDERS
Title
METACOGNITIVE COACHING AS A MEANS TO ENHANCE COLLEGE AND CAREER SUCCESS FOR STUDENTS WITH EXECUTIVE FUNCTION DISORDERS.
Creator
Parsons, Christine, Marino, Matthew, Ph.D., University of Central Florida
Abstract / Description
Preparing undergraduate students for careers in science, technology, engineering, and mathematics (STEM) fields continues to be a national priority. This project analyzed the effects of virtual metacognitive academic coaching between graduate student coaches and undergraduate STEM majors with Executive Function disorders at a large, four-year university. The project team analyzed the persistence of the undergraduate students in their major, as well as the graduate students' abilities to...
Show morePreparing undergraduate students for careers in science, technology, engineering, and mathematics (STEM) fields continues to be a national priority. This project analyzed the effects of virtual metacognitive academic coaching between graduate student coaches and undergraduate STEM majors with Executive Function disorders at a large, four-year university. The project team analyzed the persistence of the undergraduate students in their major, as well as the graduate students' abilities to transfer the coaching experiences to K-12 settings. A mixed-methods design evaluated qualitative (i.e. student/coaches' surveys and interviews) outcomes for undergraduate STEM majors and for graduate students. The goal of this project is to develop iteratively a model of scalable supports that can be utilized to support undergraduates with disabilities in STEM majors' at large universities such as UCF. Graduate student coaches paired with undergraduate STEM majors with Executive Function disorders (n=26) worked collaboratively throughout one semester to developed strategies that supported the success of the undergraduate students' coursework. Both coaches and students provided examples of positive effects of the academic coaching process that supported student course work and created experiences that the graduate students could use in a K-12 setting.
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Date Issued
2016
Identifier
CFH2000176, ucf:45947
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000176
Examining the Effect of the Universal Design for Learning Expression Principle on Students with learning Disabilities in Science
Title
Examining the Effect of the Universal Design for Learning Expression Principle on Students with learning Disabilities in Science.
Creator
Finnegan, Lisa, Dieker, Lisa, Wienke, Wilfred, Hines, Rebecca, Everett, Robert, University of Central Florida
Abstract / Description
ABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which...
Show moreABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which included four case study participants with a learning disability. The researcher also evaluated student content knowledge through the implementation of Universal Design for Learning-Expression (UDL-E) through a non-replicated control group design. Data were collected through a variety of sources including: researcher observations, review of student academic records, interviews, surveys, UDL-E products, and pre-test and posttest scores. Researcher observations spanned over a 10 week period and were coded and analyzed quantitatively. Findings from a Repeated ANOVA demonstrated no statistical significance, however based on interviews with students; findings show that the students did enjoy exploring the opportunity to express their knowledge using the Expression principle of Universal Design for Learning. Student time-on-task did remain equally as high during UDL-E and students' inattentive behaviors decreased.
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Date Issued
2013
Identifier
CFE0004840, ucf:49709
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004840
Analyzing Faculty Attitudes and Actions Surrounding Distance Education Accommodations and Inclusiveness Based On UDL Principles
Title
Analyzing Faculty Attitudes and Actions Surrounding Distance Education Accommodations and Inclusiveness Based On UDL Principles.
Creator
Cash, Catherine, Cox, Thomas, Vitale, Thomas, Preston, Michael, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards upholding inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory (ITSI), which...
Show moreAs distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards upholding inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory (ITSI), which was adapted into the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) to focus on faculty teaching fully online courses. The ITSI-DE measured the following seven constructs: (a) Accommodations, (b) Accessible Course Materials, (c) Course Modifications, (d) Inclusive Lecture Strategies, (e) Inclusive Classroom, (f) Inclusive Assessment, and (g) Disability Law and Concepts (Lombardi et al., 2015). Exploratory factor analyses (EFA) affirmed a five-factor structure for action subscales, and seven-factor structure for attitudinal subscales for the ITSI-DE. The internal consistency calculated for the ITSI-DE was consistent with prior values reported for the ITSI, which ranged from .70 to .85 (Lombardi et al., 2013). A Pearson product moment correlation was performed, which confirmed a statistically significant correlation between faculty attitudes and actions. Next, a multivariate analyses of variance (MANOVA) was performed to examine if significant differences existed between faculty attitudes and actions based on instructional rank, college, age, or gender. Results affirmed statistically significant differences between faculty attitudes and actions based on gender. Lastly, no significant findings were associated with the three chi square test of association that were performed to identify if college, age, or gender influenced preferred methods of training on inclusive teaching practices. Descriptive statistics indicated the largest percentage of faculty preferred to receive information and training on inclusive teaching practices via online methods (46.8%) versus face-to-face methods (34.3%) and hard copy print methods (18.9%).
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Date Issued
2018
Identifier
CFE0007747, ucf:52399
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007747
THE IMPACT OF UNIVERSAL DESIGN FOR LEARNING-REPRESENTATION PRACTICES ON CONCEPT MAPS AND THE DEVELOPMENT OF QUALITY SCIENTIFIC EXPLANATIONS
Title
THE IMPACT OF UNIVERSAL DESIGN FOR LEARNING-REPRESENTATION PRACTICES ON CONCEPT MAPS AND THE DEVELOPMENT OF QUALITY SCIENTIFIC EXPLANATIONS.
Creator
Finnegan, Lisa, Dieker, Lisa, University of Central Florida
Abstract / Description
ABSTRACT The purpose of this action research project was to determine how my practice of implementing Universal Design for Learning-Representation (UDL-R) principles influenced my studentsÂÂ' understanding of content and enhanced their ability to organize their knowledge using concept maps. A secondary purpose of this action research project was to determine if student created concept maps served as a useful tool to enrich studentsÂÂ' written...
Show moreABSTRACT The purpose of this action research project was to determine how my practice of implementing Universal Design for Learning-Representation (UDL-R) principles influenced my studentsÂÂ' understanding of content and enhanced their ability to organize their knowledge using concept maps. A secondary purpose of this action research project was to determine if student created concept maps served as a useful tool to enrich studentsÂÂ' written scientific explanations. Students in this study completed concept maps and wrote explanations about adaptations before and after participating in lessons enriched with UDL-R principles that included the use of multi-media sources, website searches, and trade books. The processes used to collect data for this action research project were concept maps, written explanations, student notes, and videotaped accounts of learning from UDL-R principles. The themes that emerged were deeper content understanding for students and greater engagement in learning through UDL-R practices as evidenced through student notes, student discussions and videotaped accounts. The students in this study showed minimal change in the total average scores on concept maps with mixed results for males versus female studentsÂÂ' scores. Although studentsÂÂ' concept maps and written explanations indicated minimal improvement or change, their notes listing thirty to over one hundred facts and their comments indicated their interest and engagement in the learning process supported by UDL-R practices.
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Date Issued
2010
Identifier
CFE0003045, ucf:48358
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003045
INTEGRATING UNIVERSAL DESIGN FOR LEARNING THROUGH CONTENT VIDEO WITH PRESERVICE TEACHERS
Title
INTEGRATING UNIVERSAL DESIGN FOR LEARNING THROUGH CONTENT VIDEO WITH PRESERVICE TEACHERS.
Creator
Aronin, Sara, Dieker, Lisa, University of Central Florida
Abstract / Description
Given current legislation to ensure education for students with disabilities and that institutions of higher education are required to use universal design for learning (UDL) principles, the purpose of this study was to explore the impact of video modeling on preservice teachers' knowledge, understanding and application of the three principles of UDL. Preservice teachers were randomly assigned to control or experimental groups to determine if video embedded with UDL principles impacted...
Show moreGiven current legislation to ensure education for students with disabilities and that institutions of higher education are required to use universal design for learning (UDL) principles, the purpose of this study was to explore the impact of video modeling on preservice teachers' knowledge, understanding and application of the three principles of UDL. Preservice teachers were randomly assigned to control or experimental groups to determine if video embedded with UDL principles impacted their thinking. Specifically, pre and posttest information of knowledge and understanding as well as self-perceived ability to teach students with disabilities using UDL was analyzed. In addition preservice teacher created lesson plans were analyzed for application of UDL principles after viewing the video intervention. Quantitative analyses were conducted to compare pre and posttest scores of the control group (n = 41) and experimental group (n =45). The quantitative analyses of knowledge, understanding and self-perceived ability to use UDL were mixed. The results of this investigation were consistent with current research that teacher application of a skill requires more than a one-shot intervention.
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Date Issued
2009
Identifier
CFE0002816, ucf:48115
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002816
INTEGRATING UNIVERSAL DESIGN FOR LEARNING CONCEPTS INTO SECONDARY GENERAL EDUCATION INSTRUCTIONAL METHODS COURSES
Title
INTEGRATING UNIVERSAL DESIGN FOR LEARNING CONCEPTS INTO SECONDARY GENERAL EDUCATION INSTRUCTIONAL METHODS COURSES.
Creator
Pawling, Kimberly, Wienke, Wilfred, University of Central Florida
Abstract / Description
Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to...
Show moreBecause many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to determine if integrating instruction on UDL into preservice SGE students' instructional methods courses will increase students' knowledge of UDL and (2) to determine if integrating instruction on Universal Design for Learning (UDL) will affect how secondary social studies (SS) students design lesson plans, particularly, content delivery and student assessment, in regards to the three principles of UDL. The research design was a quantitative, quasi-experimental design. The participants in the research study were students enrolled in four content specific SGE instructional methods courses: Social Studies (SS), Language Arts (LA), Mathematics (M) and Science (S). Research question oneÂÂ's data were analyzed both within content area, Wilcxon test for matched pairs, and between content areas, Mann-Whitney U test for independent samples. The results from research question one indicated a significant difference (p < .05). between pre and post UDL Knowledge test scores within the SGE SS participants. Within the other three SGE content areas, M, LA, and S, subjectsÂÂ' UDL Knowledge pre to posttest scores did not significantly change. When each content areaÂÂ's difference score for the UDL knowledge pre and posttest were calculated and compared between content areas, only the SS and S pairing demonstrated a statistically significant difference score (p < .05). Data from research question two indicated no statistically significant difference (p > .05) between pre and post intervention UDL lesson plan rubric scores. The study provides impetus for future research regarding effective delivery of UDL content in teacher preparation programs. The study also provides suggestions for future researchers who may be interested in designing a similar research study. Finally, the study provides teacher education leadership with questions regarding how the three principles of UDL planning, instruction, and assessment align with the current teacher and student educational evaluation practice of standardized assessments.
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Date Issued
2010
Identifier
CFE0003246, ucf:48544
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003246
The Impact of User-Generated Interfaces on the Participation of Users with a Disability in Virtual Environments: Blizzard Entertainment's World of Warcraft Model
Title
The Impact of User-Generated Interfaces on the Participation of Users with a Disability in Virtual Environments: Blizzard Entertainment's World of Warcraft Model.
Creator
Merritt, Donald, McDaniel, Rudy, Zemliansky, Pavel, Mauer, Barry, Kim, Si Jung, University of Central Florida
Abstract / Description
When discussing games and the experience of gamers those with disabilities are often overlooked. This has left a gap in our understanding of the experience of players with disabilities in virtual game worlds. However there are examples of players with disabilities being very successful in the virtual world video game World of Warcraft, suggesting that there is an opportunity to study the game for usability insight in creating other virtual world environments. This study surveyed World of...
Show moreWhen discussing games and the experience of gamers those with disabilities are often overlooked. This has left a gap in our understanding of the experience of players with disabilities in virtual game worlds. However there are examples of players with disabilities being very successful in the virtual world video game World of Warcraft, suggesting that there is an opportunity to study the game for usability insight in creating other virtual world environments. This study surveyed World of Warcraft players with disabilities online for insight into how they used interface addons to manage their experience and identity performance in the game. A rubric was also created to study a selection of addons for evidence of the principles of Universal Design for Learning (UDL). The study found that World of Warcraft players with disabilities do not use addons more than able-bodied players, but some of the most popular addons do exhibit many or most of the principles of UDL. UDL principles appear to have emerged organically from addon iterations over time. The study concludes by suggesting that the same approach to user-generated content for the game interface taken by the creators of World of Warcraft, as well as high user investment in the environment, can lead to more accessible virtual world learning environments in the future.
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Date Issued
2015
Identifier
CFE0005667, ucf:50175
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005667