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Title: National Collegiate Athletic Association Strength and Conditioning Coaches' Knowledge and Practices Regarding Prevention and Recognition of Exertional Heat Stroke.
Creator: Valdes, Anna, Hoffman, Jay, Boote, David, Fisher, Thomas, Mitchell, Debby, University of Central Florida
Abstract / Description: The purpose of this study was to assess and determine the current level of knowledge that National Collegiate Athletic Association (NCAA) Strength and Conditioning Coaches (SCCs) possess regarding exertional heat stroke (EHS) prevention and recognition and to determine if SCC certification type had any effect. Major findings of this study support the view that SCCs need more preparation, education and training to increase their competency in preventing and recognizing EHS. Research found that...
Show moreThe purpose of this study was to assess and determine the current level of knowledge that National Collegiate Athletic Association (NCAA) Strength and Conditioning Coaches (SCCs) possess regarding exertional heat stroke (EHS) prevention and recognition and to determine if SCC certification type had any effect. Major findings of this study support the view that SCCs need more preparation, education and training to increase their competency in preventing and recognizing EHS. Research found that there was no significant difference in scores on the EHS scale based on SCC certification (CSCS vs. SCCC) after accounting for experience, education or division but the CSCS certified professionals scored higher on all the factors as compared to SCCs without the CSCS.. The major key finding was that SCCs lacked essential knowledge to prevent or recognize EHS. Furthermore, the study defines relevant EHS prevention and recognition competencies that an undergraduate curriculum, graduate curriculum and professional certification providers, should include and emphasize in their preparation programs.
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Date Issued: 2013
Identifier: CFE0004766, ucf:49790
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004766

Title: The Profession of Modeling and Simulations: Unifying the Organization.
Creator: Lord, John, Caulkins, Bruce, Truman, Barbara, Maraj, Crystal, Bockelman, Patricia, University of Central Florida
Abstract / Description: The organization of Modeling and Simulation (M(&)S) as a profession started in the early twenty-first century spurred by the advent of computers and the vast networking capabilities of contemporary computing. M(&)S is still in its infancy when compared to other disciplines, such as engineering, computer science and mathematics. However, the profession has experienced significant growth in part due to the varied use of M(&)S techniques and tools within almost every discipline.Professional...
Show moreThe organization of Modeling and Simulation (M(&)S) as a profession started in the early twenty-first century spurred by the advent of computers and the vast networking capabilities of contemporary computing. M(&)S is still in its infancy when compared to other disciplines, such as engineering, computer science and mathematics. However, the profession has experienced significant growth in part due to the varied use of M(&)S techniques and tools within almost every discipline.Professional organizations and academic programs supporting M(&)S across the country have started to materialize. In a short timeframe, the growth of these supporting organizations has outpaced their ability to stay unified as a discipline, aligned with standardized Knowledge, Skills, and Abilities (KSAs) and with growing stakeholder needs.Consequently, there appear to be gaps in the M(&)S professional organization. Such as a lack of synchronization between the three primary stakeholder groups of the M(&)S profession: academia, government, and industry. The discipline's professional organization fails to recognize a single body of knowledge as an authoritative reference for M(&)S KSAs. Academic institutions do not have unanimity regarding targeted KSAs. Industry lacks the confidence to hire M(&)S professionals who have a core understanding of KSAs directly associated with the version of M(&)S used by each separate industry.This research study attempts to take a coordinated step forward in unifying the M(&)S discipline by assessing and prioritizing the current competencies and standards required of M(&)S professionals and identifying the needs and competencies valued by primary stakeholders. A survey instrument was developed in conjunction with Rebecca Leis' doctorate research. The instrument was distributed to M(&)S stakeholders to ascertain the breadth of the needed, valued, and required KSAs within the domain. The survey was evaluated by cross-referencing questions and tabulating responses. Results from this research suggest ways in which stakeholders can coordinate efforts in advancing the M(&)S professional organization and support a uniformed set of KSAs needed in academia, government, and industry now and in the future.
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Date Issued: 2019
Identifier: CFE0007489, ucf:52876
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007489

Title: Exploring Intensive Reading Intervention Teachers' Formal and Practical Knowledge of Beginning Reading Instruction Provided to At-Risk First Grade Readers.
Creator: Cortelyou, Kathryn, Biraimah, Karen, Kelley, Michelle, Beverly, Monifa, Clements, Taylar, University of Central Florida
Abstract / Description: This study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers related to beginning reading instruction with at-risk first graders. A second goal was to understand any potential relationships between intensive reading teachers' practical knowledge and formal knowledge. These two goals framed the study's three research questions. To answer these three questions, the study was conducted in two phases....
Show moreThis study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers related to beginning reading instruction with at-risk first graders. A second goal was to understand any potential relationships between intensive reading teachers' practical knowledge and formal knowledge. These two goals framed the study's three research questions. To answer these three questions, the study was conducted in two phases. Phase one included 32 participants, all of whom worked in the role of a K-2 intensive reading intervention teacher. Each of these 32 participants completed a background questionnaire and a paper/pencil Teacher Knowledge Assessment (TKA). The TKA measured participants' formal knowledge of beginning reading concepts. Participants' scores on the TKA were then rank-ordered from lowest to highest to help guide the selection of phase two participants. Eight teachers in all participated in phase two of the study dedicated to the study of teachers' practical knowledge of reading. Participants' practical knowledge of reading was explored through three activities including a semi-structured interview, a concept-mapping activity and a videotaped reading lesson. Data analysis revealed several important findings. Intensive reading intervention teachers in this study's sample differed in their formal knowledge of reading, measured by the TKA, and in their practical knowledge of reading, explored through interviews, concept-maps and reading lessons. The TKA revealed that study participants' held more formal knowledge of concepts related to phonology and phonics and less formal knowledge of concepts related to morphology and syllable types. Related to practical knowledge, data analysis revealed that the teachers in this sample differed in their knowledge of beginning reading with subject-matter knowledge accounting for most of the differences. These gaps in subject-matter knowledge also impacted this sample of teachers' use of instructional strategies and purposes of instruction. Data analysis also revealed insight into the relationships between this sample of teachers' formal and practical reading knowledge. In this sample, intensive reading intervention teachers with more formal knowledge of reading concepts as measured on the TKA demonstrated more evidence of these concepts within their instruction provided to at-risk first grade readers. The participants in this sample who had less formal knowledge of beginning reading as measured by the TKA demonstrated less evidence of these concepts within their instruction provided to at-risk first grade readers. Participants with less formal knowledge did accurately calibrate their knowledge of the concepts tested on the TKA but did not equate the lower scores to their practical knowledge and overall teaching efficacy. The findings from this study added several important contributions to the literature on teacher knowledge and beginning reading instruction. First, the study was unique in its focus on intensive reading intervention teachers, thus contributing new findings related to a specialized group of teachers. Secondly, this study contributed descriptions of teachers' practical knowledge with regards to beginning reading instruction. These descriptions are relatively absent in the current literature on teacher knowledge. Thirdly, the results from this study supported earlier findings in favor of a specialized body of subject-matter knowledge, especially related to beginning reading skills and concepts. Finally, the results contributed insight into the relationships between teachers' formal reading knowledge and practical reading knowledge.
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Date Issued: 2012
Identifier: CFE0004541, ucf:49260
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004541

Title: THE EFFECT OF IMMEDIATE FEEDBACK AND AFTER ACTION REVIEWS (AARS) ON LEARNING, RETENTION AND TRANSFER.
Creator: Sanders, Michael, Williams, Kent, University of Central Florida
Abstract / Description: An After Action Review (AAR) is the Army training system's performance feedback mechanism. The purpose of the AAR is to improve team (unit) and individual performance in order to increase organizational readiness. While a large body of knowledge exists that discusses instructional strategies, feedback and training systems, neither the AAR process nor the AAR systems have been examined in terms of learning effectiveness and efficiency for embedded trainers as part of a holistic training system...
Show moreAn After Action Review (AAR) is the Army training system's performance feedback mechanism. The purpose of the AAR is to improve team (unit) and individual performance in order to increase organizational readiness. While a large body of knowledge exists that discusses instructional strategies, feedback and training systems, neither the AAR process nor the AAR systems have been examined in terms of learning effectiveness and efficiency for embedded trainers as part of a holistic training system. In this thesis, different feedback methods for embedded training are evaluated based on the timing and type of feedback used during and after training exercises. Those feedback methodologies include: providing Immediate Directive Feedback (IDF) only, the IDF Only feedback condition group; using Immediate Direct Feedback and delayed feedback with open ended prompts to elicit self-elaboration during the AAR, the IDF with AAR feedback condition group; and delaying feedback using opened ended prompts without any IDF, the AAR Only feedback condition group. The results of the experiment support the hypothesis that feedback timing and type do effect skill acquisition, retention and transfer in different ways. Immediate directive feedback has a significant effect in reducing the number of errors committed while acquiring new procedural skills during training. Delayed feedback, in the form of an AAR, has a significant effect on the acquisition, retention and transfer of higher order conceptual knowledge as well as procedural knowledge about a task. The combination of Immediate Directive Feedback with an After Action Review demonstrated the greatest degree of transfer on a transfer task.
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Date Issued: 2005
Identifier: CFE0000441, ucf:46411
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000441

Title: INCREMENTAL LIFECYCLE VALIDATION OF KNOWLEDGE-BASED SYSTEMS THROUGH COMMONKADS.
Creator: Batarseh, Feras, Gonzalez, Avelino, University of Central Florida
Abstract / Description: This dissertation introduces a novel validation method for knowledge-based systems (KBS).Validation is an essential phase in the development lifecycle of knowledge-based systems. Validation ensures that the system is valid, reliable and that it reflects the knowledge of the expert and meets the specifications. Although many validation methods have been introduced for knowledge-based systems, there is still a need for an incremental validation method based on a lifecycle model. Lifecycle...
Show moreThis dissertation introduces a novel validation method for knowledge-based systems (KBS).Validation is an essential phase in the development lifecycle of knowledge-based systems. Validation ensures that the system is valid, reliable and that it reflects the knowledge of the expert and meets the specifications. Although many validation methods have been introduced for knowledge-based systems, there is still a need for an incremental validation method based on a lifecycle model. Lifecycle models provide a general framework for the developer and a mapping technique from the system into the validation process. They support reusability, modularity and offer guidelines for knowledge engineers to achieve high quality systems. CommonKADS is a set of models that helps to represent and analyze knowledge-based systems. It offers a de facto standard for building knowledge-based systems. Additionally, CommonKADS is a knowledge representation-independent model. It has powerful models that can represent many domains. Defining an incremental validation method based on a conceptual lifecycle model (such as CommonKADS) has a number of advantages such as reducing time and effort, ease of implementation when having a template to follow, well-structured design, and better tracking of errors when they occur. Moreover, the validation method introduced in this dissertation is based on case testing and selecting an appropriate set of test cases to validate the system. The validation method defined makes use of results of prior test cases in an incremental validation procedure. This facilitates defining a minimal set of test cases that provides complete and effective system coverage. CommonKADS doesn't define validation, verification or testing in any of its models. This research seeks to establish a direct relation between validation and lifecycle models, and introduces a validation method for KBS embedded into CommonKADS.
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Date Issued: 2011
Identifier: CFE0003621, ucf:48879
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003621

Title: SUPPORTING A STANDARDS-BASED TEACHING AND LEARNING ENVIRONMENT: A CASE STUDY OF AN EXPERT MIDDLE SCHOOL MATHEMATICS TEACHER.
Creator: Akyuz, Didem, Dixon, Juli K., University of Central Florida
Abstract / Description: Although it has been more than 20 years since the publication of Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) and 10 years since the second version of standards, Principles and Standards for School Mathematics (NCTM, 2000), the research underlines the lack of essential practices for standards-based teaching (Franke, Kazemi, & Battey, 2007). The literature also emphasizes the importance of planning in standards-based teaching, although few studies focus on the direct...
Show moreAlthough it has been more than 20 years since the publication of Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) and 10 years since the second version of standards, Principles and Standards for School Mathematics (NCTM, 2000), the research underlines the lack of essential practices for standards-based teaching (Franke, Kazemi, & Battey, 2007). The literature also emphasizes the importance of planning in standards-based teaching, although few studies focus on the direct planning of the teacher (Kilpatrick, Swafford, & Findell, 2001). The aim of the current study was to conduct a case study to extract the planning and classroom practices of an expert seventh grade mathematics teacher. The extracted practices were interpreted using the teaching-in-context theory which is based on the beliefs, goals, and knowledge of the teacher. The case study was conducted in a design experiment environment where the instructional sequence was revised based on the classroom instruction. The data were collected through different resources including videotapes of classroom sessions, teacher notes, students' artifacts, audiotapes of daily teacher interviews, weekly teacher meetings and classroom small groups in five weeks. Transcripts were used to observe the action patterns of the teacher during both planning and classroom practices. By triangulating the data, planning practices were separated into five categories: preparation, reflection, anticipation, assessment, and revision. These practices were interrelated in an environment of collaboration. Classroom practices also were categorized into five groups, namely creating and sustaining social norms, facilitating genuine mathematical discourse, supporting the development of sociomathematical norms, capitalizing on students' imagery to create inscriptions and notation, and developing small groups as communities of learners. Similar to the planning practices, these were also highly interrelated with social norms playing a key role in application of all other practices. The results showed that the expert teacher used a diverse set of practices with each practice comprised of multiple actions to create and sustain a standards-based environment. The results also indicated that standards-based teaching requires a rich and connected body of knowledge about students, curriculum, content, and literature. It was found that the depth of the teacher's knowledge allowed her to develop practices that were consistent with her beliefs and goals. Finally, the planning and classroom practices were found to be highly interrelated. While effective planning practices facilitated the application of standards-based teaching, the classroom teaching practices equipped the teacher with the data necessary to perform effective planning practices.
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Date Issued: 2010
Identifier: CFE0003449, ucf:48395
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003449

Title: EXPLORING THE UNDERSTANDING OF WHOLE NUMBER CONCEPTS AND OPERATIONS: A CASE STUDY ANALYSIS OF PROSPECTIVE ELEMENTARY SCHOOL TEACHERS.
Creator: Safi, Farshid, Dixon, Juli K., University of Central Florida
Abstract / Description: This research project aimed to extend the research literature by providing greater insight into the way individual prospective teachers develop their conceptual understanding of whole number concepts and operations in a social context. In this qualitative study, a case study analysis provided the opportunity for careful exploration of the manner in which prospective teachers' understanding changed and the ways two selected participants reorganized their mathematical thinking within a...
Show moreThis research project aimed to extend the research literature by providing greater insight into the way individual prospective teachers develop their conceptual understanding of whole number concepts and operations in a social context. In this qualitative study, a case study analysis provided the opportunity for careful exploration of the manner in which prospective teachers' understanding changed and the ways two selected participants reorganized their mathematical thinking within a classroom teaching experiment. While previous research efforts insisted on creating a dichotomy of choosing the individual or the collective understanding, through the utilization of the emergent perspective both the individual and the social aspects were considered. Specifically, using the emergent perspective as a theoretical framework, this research endeavor has outlined the mathematical conceptions and activities of individual prospective teachers and thus has provided the psychological perspective correlate to the social perspective's classroom mathematical practices. As the research participants progressed through an instructional sequence taught entirely in base-8, a case study approach was used to select and analyze two individuals. In order to gain a more thorough understanding of the individual perspective, this research endeavor focused on whether teachers with varying initial content knowledge developed differently through this instructional sequence. The first participant initially demonstrated "Low-Content" knowledge according to the CKT-M instrument database questions which measure content knowledge for teaching mathematics. She developed a greater understanding of place value concepts and was able to apply this new knowledge to gain a deeper sense of the rationale behind counting strategies and addition and subtraction operations. She did not demonstrate the ability to consistently make sense of multiplication and division strategies. She participated in the classroom argumentation primarily by providing claims and data as she illustrated the way she would use different procedures to solve addition and subtraction problems. The second participant illustrated "High-Content" knowledge based on the CKT-M instrument. She already possessed a solid foundation in understanding place value concepts and throughout the instructional sequence developed various ways to connect and build on her initial understanding through the synthesis of multiple pedagogical content tools. She demonstrated conceptual understanding of counting strategies, and all four whole number operations. Furthermore, by exploring various ways that other prospective teachers solved the problems, she also presented a greater pedagogical perspective in how other prospective teachers think mathematically. This prospective teacher showed a shift in her participation in classroom argumentation as she began by providing claims and data at the outset of the instructional sequence. Later on, she predominantly provided the warrants and backings to integrate the mathematical concepts and pedagogical tools used to develop greater understanding of whole number operations. These results indicate the findings based on the individual case-study analysis of prospective elementary school teachers and the cross-case analysis that ensued. The researcher contends that through the synthesis of the findings of this project along with current relevant research efforts, teacher educators and educational policy makers can revisit and possibly revise instructional practices and sequences in order to develop teachers with greater conceptual understanding of concepts vital to elementary mathematics.
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Date Issued: 2009
Identifier: CFE0002811, ucf:48097
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002811

Title: An investigation of the use of disciplinary texts and achievement on End-of-Course examinations in high school U.S. History courses.
Creator: Downs, Jocelyn, Williams-Fjeldhe, Karri, Kelley, Michelle, Boote, David, Murray, Barbara, University of Central Florida
Abstract / Description: ABSTRACTThis study was conducted to examine whether a disparity exists between teacher expectations of honors and non-honors U. S. History students and if students who read more for U. S. History perform better on the U. S. History End-of-Course (EOC) examination. To generate answers to the research questions, both teachers and students in U. S. History courses were surveyed as to how much time was spent reading for U. S. History content both during class and for homework. The student surveys...
Show moreABSTRACTThis study was conducted to examine whether a disparity exists between teacher expectations of honors and non-honors U. S. History students and if students who read more for U. S. History perform better on the U. S. History End-of-Course (EOC) examination. To generate answers to the research questions, both teachers and students in U. S. History courses were surveyed as to how much time was spent reading for U. S. History content both during class and for homework. The student surveys were matched to the U. S. History EOC Developmental Scale Scores to determine if students who responded as reading more for the course had higher achievement on the EOC examination. Five teacher surveys were completed, and 144 student surveys were analyzed, and comparisons were made using U. S. History EOC Developmental Scale Scores. Teachers surveyed did not appear to vary their expectations of student whether the students were in an honors or non-honors course. Approximately 71% of non-honors and 73% of honors students in this study were reading U. S. History homework content on a regular basis. Though not statistically significant, results did indicate a positive trend between students who read more for U. S. History content and achievement on the EOC examination. This study revealed the implementation of a standardized EOC examination may account for equally rigorous teacher expectations of both honors and non-honors students. All students have the same final evaluation and expectation of passing the EOC; therefore, all students are expected to learn the content.
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Date Issued: 2014
Identifier: CFE0005459, ucf:50389
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005459

Title: The Effect of Health Education on Clinical and Self-Reported Outcomes of Diabetes in a Medical Practice.
Creator: Rav-Marathe, Karen, Wan, Thomas, Fottler, Myron, Matusitz, Jonathan, Zhang, Ning, March, Allan, University of Central Florida
Abstract / Description: A majority of diabetes self-management programs have been shown to improve knowledge, attitude, practice, and health care outcomes. However, in the literature the underlying causal mechanisms for the improvement attributable to health education have not been explored, especially, how diabetes educational intervention may affect diabetes care outcomes. The purpose of the present study was to identify the causal mechanisms responsible for improved knowledge, attitude, practice and outcomes, so...
Show moreA majority of diabetes self-management programs have been shown to improve knowledge, attitude, practice, and health care outcomes. However, in the literature the underlying causal mechanisms for the improvement attributable to health education have not been explored, especially, how diabetes educational intervention may affect diabetes care outcomes. The purpose of the present study was to identify the causal mechanisms responsible for improved knowledge, attitude, practice and outcomes, so that educational interventions can be tailored efficiently and effectively to patients who are most likely to benefit from self-care management. The study used the knowledge, attitude, practice and outcome (KAP-O) framework. The specific purpose of the study was to examine the causes of variation in the outcomes of glycated hemoglobin (A1C), low-density lipoprotein cholesterol (LDLC), functional capacity (FC), and poor perceived health (PPH).An experimental study with a randomized control trial design involving 141 participants was conducted. The experimental group (N = 87) and control group (N = 52) were comparable in terms of demographics and major diagnoses. The experimental group received diabetes education. The control and experimental groups received usual customary care. Knowledge, attitude, practice, functional capacity and poor perceived health were measured before and after intervention using reliable and valid instruments. The study used a tailored attitudinal instrument. Glycated hemoglobin (A1C) and low-density lipoprotein cholesterol (LDLC) were measured before and after intervention. Multiple analytic strategies were applied to examine the experimental data.The four outcome variables of (A1C), (LDLC), (FC), and (PPH) did not constitute one common factor measurement model for outcome evaluation. Results of the Independent sample t-test showed that health educational intervention directly improves knowledge about diabetes. The path analysis of panel regression showed that health educational intervention directly lowers glycated hemoglobin (A1C). The causal modeling of {(Exp_Status)-(K-T2)-(A-T2)-(P-T2)} model showed that health educational intervention also indirectly improves preventive practice via knowledge. The effect of attitude (A-T2) was greater than the effect of knowledge on preventive practice of self-care. The difference-in-differences analysis showed that difference in practice (DP) statistically significantly affects the difference in glycated hemoglobin (DA1C). The greater the preventive practice, the greater the lowering of glycated hemoglobin (A1C), indicating a better control of diabetes. The data from this experiment do not support a strong causal path of experimental effects on outcomes via knowledge, attitude, and practice of self-care.The study should be replicated using the KAP-O model in research based on multi-centers, multiple providers, and a diverse population of Type 2 diabetes patients. The study should assess outcomes more than four times over a period of one to two years to elicit the trajectory of change in outcome variables. Knowledge and attitude should be assessed at baseline and continuously improved for the duration of the study.?
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Date Issued: 2014
Identifier: CFE0005541, ucf:50311
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005541

Title: Science occupational images and aspirations of African American/ Black elementary students.
Creator: LaMothe, Saron, Hagedorn, W. Bryce, Hopp, Carolyn, Van Horn, Stacy, Blank, William, University of Central Florida
Abstract / Description: Within the United States, more than a million jobs in science and engineering (S(&)E) are projected over the next few years; yet, the Nation lacks the workforce to meet these demands. Despite the need for a more diverse, qualified workforce, African Americans/Blacks remain disproportionately underrepresented in science occupations, science degree attainment, and in science postsecondary majors. The lack of science participation is reflective of how minority secondary students view science and...
Show moreWithin the United States, more than a million jobs in science and engineering (S(&)E) are projected over the next few years; yet, the Nation lacks the workforce to meet these demands. Despite the need for a more diverse, qualified workforce, African Americans/Blacks remain disproportionately underrepresented in science occupations, science degree attainment, and in science postsecondary majors. The lack of science participation is reflective of how minority secondary students view science and science occupations as many consider the pursuit of a science career as unfavorable. Moreover, minority secondary students, who do choose to pursue science occupations, seem to possess inaccurate (or a lack of) occupational knowledge necessary to do so successfully. Therefore, an understanding of antecedents to career choice will assist educational professionals in addressing the underrepresentation of diverse populations, such as African Americans/Blacks, within the science workforce. The purpose of this study is to garner insight into the science occupational images, occupational and educational aspirations of African American/Black fourth and five grade students. Gottfredson's Theory of Circumscription and Compromise, in conjunction with extant empirical literature, serves as the foundation for the study's conceptual framework. A qualitative case study design was used. The qualitative data provided a contextual understanding of science occupational images, occupational and educational aspirations. Participant-produced drawings, questionnaires, and semi-structured interviews served as sources for data collection. Overall, participants lacked some occupational knowledge. Participants viewed scientists as mostly male and Black. Additionally, the occupation of scientist was perceived as a dangerous and of high status. Lastly, half of the participants expressed aspirations to be a scientist, while a majority expressed college educational aspirations.
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Date Issued: 2019
Identifier: CFE0007668, ucf:52493
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007668

Title: The Relationship Between Comprehension of Descriptive and Sequential Expository Texts and Reader Characteristics in Typically Developing Kindergarten Children.
Creator: Zadroga, Cheran, Schwartz, Jamie, Kent-Walsh, Jennifer, Nye, Chad, Lieberman, Rita, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: Researchers have found that children need to be proficient in reading and writing expository text to succeed academically as well as in their future careers. More than ever before, children in primary grade classrooms are being exposed to and expected to comprehend a variety expository text types. However, empirical evidence to support the use of expository texts in kindergarten classrooms, in particular, is sorely lacking. To begin to fill this gap, this study was conducted to investigate...
Show moreResearchers have found that children need to be proficient in reading and writing expository text to succeed academically as well as in their future careers. More than ever before, children in primary grade classrooms are being exposed to and expected to comprehend a variety expository text types. However, empirical evidence to support the use of expository texts in kindergarten classrooms, in particular, is sorely lacking. To begin to fill this gap, this study was conducted to investigate kindergarten children's comprehension of two types of expository text structures (i.e., descriptive and sequential) commonly found in kindergarten classrooms. Specifically, the aims of the study were three fold: (1) to investigate if there is a relationship between prior knowledge and the comprehension of descriptive or sequential expository text; (2) to determine if the comprehension of descriptive and sequential expository text are important predictors of performance on the Token Test for Children-2 (TTFC-2) and the Assessment of Literacy and Language (ALL); and (3) to determine if there is a correlation between the descriptive and sequential expository text comprehension measures (i.e., retelling of expository text and answering comprehension questions) on the researcher created Expository Text Protocol.The sample included 45 typically developing kindergarten children (ages 5 years, 8 months to 6 years, 10 months). All children passed a vision and a hearing screening; were enrolled in kindergarten for the first time (no history of retention); scored within the normal range on a non-verbal intelligence screener; and, were not receiving services in the English for Speakers of Other Languages (ESOL) program or the Exceptional Student Education (ESE) program. Each child participated in two, one-hour, assessment sessions on two separate days. During the sessions, children were administered formal (i.e., TTFC-2 (&) ALL) and informal (i.e., Expository Text Protocol) assessments, counter balanced across the sessions. The standardized tests were administered in the prescribed manner. During administration of the researcher created Expository Text Protocol children listened first to either an illustrated descriptive expository text or an illustrated sequential expository text read aloud by a researcher. After the reading, the children either first retold the text without the use of the corresponding expository text or answered a set of 12 comprehension questions for each type of expository text (i.e., descriptive and sequential). The order of the retelling and comprehension questions were counter balanced across children. Simple linear regressions, multiple linear regressions, and partial correlational analyses were used to assess the data obtained in this study. The research findings indicated that a statistically significant relationship exists between the comprehension of expository text and the following reader characteristics: listening comprehension ability, language ability, and literacy ability. However, a statistically significant relationship was not found between the comprehension of the expository text types and prior knowledge. In addition, a statistically significant relationship was found between each of the two types of comprehension measures: retelling of descriptive and sequential expository texts and answering comprehension questions related to each type of text.This investigation revealed that the incorporation of descriptive and sequential expository text structures into the kindergarten curricula is appropriate and the exposure to expository texts may facilitate language and literacy growth and build upon kindergarten children's existing prior knowledge. In turn, exposure to expository texts also may be beneficial in expanding children's use of expository language found in these types of texts. Future research is needed to examine kindergarten children's comprehension of other types of expository text structures found in kindergarten classrooms.
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Date Issued: 2016
Identifier: CFE0006426, ucf:51479
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006426

Title: Farm to Fork: A Culinary- and Farm-Enhanced Nutrition Education Program.
Creator: Ray, Vivian, Hopp, Carolyn, Lue, Martha, Stout, Jeffrey, Thomas, Lionel, University of Central Florida
Abstract / Description: With obesity in adolescents becoming a major health problem in the United States, there has been an expansion in the use of nutritional education programs as intervention. Effective nutrition education can decrease the incidence of obesity and other diet-related chronic diseases, type-2 diabetes, cardiovascular disease, and hypertension. This dissertation in practice proposes to design a nutrition education program, integrating farm and culinary activities into a nutrition education...
Show moreWith obesity in adolescents becoming a major health problem in the United States, there has been an expansion in the use of nutritional education programs as intervention. Effective nutrition education can decrease the incidence of obesity and other diet-related chronic diseases, type-2 diabetes, cardiovascular disease, and hypertension. This dissertation in practice proposes to design a nutrition education program, integrating farm and culinary activities into a nutrition education curriculum. The program is designed as a stand-alone program, but for this practice, implementation integrates the nutrition education program into the Film @ 6 after-school program (-) a STEM-focused program designed to assist sixth graders in their first year of middle school (-) at Southeast Middle School in Salisbury, Rowan County, North Carolina (NC). This experiential nutrition education program will provide instruction and activities in order to increase nutritional knowledge, improve culinary techniques, and increase consumption of fruits, vegetables, and minimally processed foods of sixth grade students as a means to address the overweight and obesity risks of middle school children. Children and adolescents are considered the priority population for intervention strategies because 70% of obese adolescents become obese adults and it is difficult to reduce excessive weight once established (Dehghan, Akhtar-Danesh, (&) Merchant, 2005).
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Date Issued: 2015
Identifier: CFE0005871, ucf:50866
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005871

Title: An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.
Creator: Shepherd, Andrew, Taylor, Rosemarye, Doherty, Walter, Johnson, Jerry, Border, Harold, University of Central Florida
Abstract / Description: The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to...
Show moreThe purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI(&)copy; at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study's six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI(&)copy;. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI(&)copy; administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.
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Date Issued: 2017
Identifier: CFE0007295, ucf:52173
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007295

Knowledge (2)	+ -
21st Century School (1)	+ -
Abilities (1)	+ -
African Americans (1)	+ -
After Action Review (1)	+ -

BMI (1)	+ -
Blacks (1)	+ -
BoK (1)	+ -
Body of Knowledge (1)	+ -
CSCS (1)	+ -
Confidence (1)	+ -
Content Knowledge (1)	+ -
Delayed Feedback (1)	+ -
Descriptive Expository Text (1)	+ -
Digital Classroom (1)	+ -
Digital Instructional Leadership Readiness (1)	+ -
Digital Leadership (1)	+ -
Digital School Culture (1)	+ -
Digital School Environment (1)	+ -
Discipline (1)	+ -
Discipline Specific Literacy (1)	+ -
E-Leadership (1)	+ -
E-Learning (1)	+ -
Educational Leaders (1)	+ -
Elementary Teachers (1)	+ -
Expository Text Comprehension (1)	+ -
Gottfredson’s Theory of Circumscription and Compromise (1)	+ -
High School Administrator (1)	+ -
ICT Adoption (1)	+ -
ICT Leadership (1)	+ -

University of Central Florida (13)	+ -
Boote, David (2)	+ -
Dixon, Juli K. (2)	+ -
Hopp, Carolyn (2)	+ -
Kelley, Michelle (2)	+ -

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Beverly, Monifa (1)	+ -
Biraimah, Karen (1)	+ -
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Border, Harold (1)	+ -
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