View All Items

Title: HEALTHCARE INFORMATION SYSTEMS:DESIGN THEORY, PRINCIPLES AND APPLICATION.
Creator: Richardson, Sandra, Courtney, James, University of Central Florida
Abstract / Description: Healthcare information systems (HISs), as a class of systems, are not currently addressed in the MIS literature. This is in spite of a sharp increase in use over the past few years, and the uniquely qualified role that MIS has in the development of, impact and general understanding of HISs. In this project the design science paradigm frames the development of a set of design principles derived from the synthesis of the design literature, ethics literature, and professional guidelines, from...
Show moreHealthcare information systems (HISs), as a class of systems, are not currently addressed in the MIS literature. This is in spite of a sharp increase in use over the past few years, and the uniquely qualified role that MIS has in the development of, impact and general understanding of HISs. In this project the design science paradigm frames the development of a set of design principles derived from the synthesis of the design literature, ethics literature, and professional guidelines, from both the medical and computing professions. The resulting principles are offered to address the design of healthcare information systems. Action research, a widely accepted methodology for testing design principles derived from the design science paradigm, is employed to test the HIS principles and to implement change in a healthcare organization through the use of an HIS. The action research project was a collaborative effort between a Central Florida hospice and the researcher, the result of which was an advanced directives decision support system. The system was design to meet a number of organizational goals that ranged from tracking compliance with federal regulations to increasing the autonomy of the patients that used the system. The result is a set of tested design principles and lessons learned from both anticipated and unanticipated consequences of the action research project.
Show less
Date Issued: 2006
Identifier: CFE0001339, ucf:46960
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001339

Title: DAGS: AN INFORMATION SYSTEM DESIGN RESEARCH FRAMEWORK SUPPORTING THE DESIGN, DEVELOPMENT AND DELIVERY OF MORE EFFECTIVE INFORMATION SYSTEMS.
Creator: Adams, Lascelles, Cheney, Paul, University of Central Florida
Abstract / Description: Many IT systems fail to realize their objectives because not enough attention has been paid to the business context in which the system functions. One reason expressed - an emphasized technical focus which tend to omit business and organizational issues germane to the organization's and the system's success. When an organization's information system is in line with, and provides support for its business strategy – strategic alignment – superior business performance is...
Show moreMany IT systems fail to realize their objectives because not enough attention has been paid to the business context in which the system functions. One reason expressed - an emphasized technical focus which tend to omit business and organizational issues germane to the organization's and the system's success. When an organization's information system is in line with, and provides support for its business strategy – strategic alignment – superior business performance is often the result. Within the Requirements Engineering (RE) community there has been several attempts to develop and utilize approaches which can illuminate business and organizational informational needs. In this dissertation, the DAGS framework is used to develop an integrated web-based requirements elicitation system which is based on Critical Success Factors (CSFs), Jackson's problem diagrams and organizational strategy analysis technique to represent and model an organization's IT requirements. This research employs the DAGS (multi-methodological approach consisting of Design Science, Action Research, Grounded Theory and System Development research methodologies) framework for Information System (IS) design to assist the Information Technology (IT) department in developing a collaborative user requirements system to assist in designing and constructing more effective information systems by incorporating the needs of various stakeholders in support of organizational goals while satisfying these varied needs. Top management's field of vision is represented in the CSFs which provide a compelling clarification of what is important to the organization. Failure to achieve a CSF directly affects the organization's ability to accomplish its mission; Research shows that alignment of IT systems with business strategy leads to superior organizational performance. Industry professionals have consistently considered alignment of IT with business strategy essential to their success thus requirements for an organization's information systems need to be aligned with the objectives of the business strategy that its stakeholders intend to support. This dissertation contributes to the literature on validating an organization's IT and Business Strategic alignment. It has also provided an example of research, grounded in theory but which is nevertheless relevant to business.
Show less
Date Issued: 2009
Identifier: CFE0002966, ucf:47947
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002966

Title: CLASSROOM MATHEMATICAL PRACTICES IN A PRESERVICE ELEMENTARY MATHEMATICS EDUCATION COURSE USING AN INSTRUCTIONAL SEQUENCE RELATED TO PLACE VALUE AND OPERATIONS.
Creator: Andreasen, Janet, Dixon, Juli, University of Central Florida
Abstract / Description: This qualitative study documents a classroom teaching experiment in a semester-long undergraduate mathematics education course for 16 prospective elementary school teachers. The purpose of this study was to investigate how social aspects of the classroom environment facilitated the collective mathematical learning of place value and whole number operations by preservice elementary school teachers. Design-based research methodology was used for formulating the study. A hypothetical learning...
Show moreThis qualitative study documents a classroom teaching experiment in a semester-long undergraduate mathematics education course for 16 prospective elementary school teachers. The purpose of this study was to investigate how social aspects of the classroom environment facilitated the collective mathematical learning of place value and whole number operations by preservice elementary school teachers. Design-based research methodology was used for formulating the study. A hypothetical learning trajectory and instructional sequence related to place value and operations were created and refined in the two semesters prior to this study. The instructional sequence was in its third iteration for this study. The developmental levels that children progress through in learning place value and operations were used in identifying the learning trajectory and supporting tasks in which the preservice teachers were asked to engage. A large portion of the instructional sequence involved a setting of base eight instead of base ten. The sequence returned to base ten in order to discuss whole number operations and alternative strategies for operations in an effort to further develop the preservice teachers' conceptual understandings of place value and operations and to examine children's thinking strategies. Data were collected through video-taped recordings of class sessions, audio-taped recordings of table discussions and research team meetings, field notes, and journals written by the research team. Sixteen preservice teachers participated in the study which lasted over 5 class sessions of 3 hours and 10 minutes each. The emergent perspective which attempts to coordinate the individual learning and the social aspects of the classroom that support collective learning was used as an interpretive lens for data collection and analysis. The social aspects along with some aspects of individual student understandings together give an indication of collective mathematical understandings of the students as a whole group. Social norms established were: a) the expectation of providing explanations and justifications for solutions and solution methods, b) making sense of each other's solutions and c) asking questions of classmates or the instructor. Sociomathematical norms that were valued but not fully established were: a) criteria for different solutions and solution methods and b) criteria for what constituted a good explanation. Data analysis for the establishment of classroom mathematical practices was conducted using Toulmin's argumentation model (Toulmin, 1969). A three phase approach described by Rasmussen and Stephan (in press) was used in determining what constituted a classroom mathematical practice. The classroom mathematical practices that facilitated student learning in this study were: a) unitizing, b) flexibly representing numbers, and c) reasoning about operations. This study led to the refinement of the hypothetical learning trajectory and further progress in defining an instructional theory of how preservice teachers may come to understand place value and whole number operations.
Show less
Date Issued: 2006
Identifier: CFE0000917, ucf:46718
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000917

Title: Grounding Design of Instruction: An exploration of the uses of Scientific-Based Research and Theory in the Design of Online Instruction by Faculty in Higher Education.
Creator: Koech, Japheth, Gunter, Glenda, Xu, Lihua, Hartshorne, Richard, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: This study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in...
Show moreThis study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in decision-making during design and creation of online instruction,(b)identify best practices, and (c) add to the conversation in the instructional design field. A qualitative case study research design was utilized to interview, review course, and review documents of four participants to capture their viewpoints as to the (a) meaning of; (b) evidence; (c) step by step processes; and (d) problems associated with the processes of grounding the design of online instruction in scientific-based research and theory. Data obtained were analyzed through detailed case description, direct interpretation, cross-case analysis, pattern establishment, and naturalistic generalization. Pedagogy, instructional design, instructional technology, support, and problems emerged as key thematic issues. Findings suggested that although educators were consistent in defining meaning, followed step-by-step processes, and had evidence to support their decisions, they encountered logistical challenges of time, technology and design in the process of using scientific-based research and theory to ground the design of online instruction. The implications for practice from this research were similar to recommendations of other researchers. For this process to be smoother, regular training, peer professional interactions, and support must be present.
Show less
Date Issued: 2015
Identifier: CFE0005821, ucf:50022
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005821

Title: Using argument as a bridge between literacy and science: An intervention study in a science methods course for elementary preservice teachers.
Creator: Grysko, Rebeca, Zygouris-Coe, Vassiliki, Gao, Su, Roberts, Sherron, Fang, Zhihui, Bai, Haiyan, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary preservice teachers' (PSTs') (a) understandings of the nature of science (NOS), (b) knowledge about argumentation, (c) complexity of their written explanations, and (d) ability to incorporate components of the framework for teaching science as argument to support students' literacy and science learning. This mixed-methods study utilized an...
Show moreThe purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary preservice teachers' (PSTs') (a) understandings of the nature of science (NOS), (b) knowledge about argumentation, (c) complexity of their written explanations, and (d) ability to incorporate components of the framework for teaching science as argument to support students' literacy and science learning. This mixed-methods study utilized an embedded quasi-experimental design with a treatment (n = 20) and control group (n = 25). The treatment group instructor, who completed an eight-week professional development course, implemented the intervention protocol across a 12-week period. Throughout the intervention, emphasis was placed on three key components of teaching science as argument (i.e., argument structure, public reasoning, and the language of science). The control group instructor, who did not partake in any professional learning activities, implemented business-as-usual instruction. Results from a repeated measures MANOVA revealed that, although the intervention did not have a significant impact on PSTs' knowledge of argumentation, PSTs who received the intervention did demonstrate a significant increase in their understanding of the NOS and in the complexity of their written explanations, as compared to PSTs who did not receive the intervention. Furthermore, analysis of PSTs' written lesson plans revealed several themes (i.e., opportunities for students to collect and analyze data, use of scaffolds for helping students construct scientific explanations, emphasis on the use of text to support scientific inquiry, and attention to developing students' science vocabulary) consistent with the framework for teaching science as argument. These findings contribute to a growing body of evidence illustrating the effectiveness of intentionally designed teacher preparation experiences for developing PSTs' knowledge, beliefs, and practices for supporting students' engagement in scientific explanation and argument.
Show less
Date Issued: 2019
Identifier: CFE0007643, ucf:52477
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007643

Title: Examining the use of Background Music to Facilitate Learning.
Creator: De La Mora Velasco, Efren, Hirumi, Atsusi, Bai, Haiyan, Boote, David, Sung, Stella, University of Central Florida
Abstract / Description: The present work examines the use of background music (BM) to facilitate learning. This dissertation includes three independent, yet interrelated studies that synthesized scholarship to characterize the methods, and BM characteristics that have been manipulated in primary research, to identify trends, patterns and gaps. Then, it integrates findings of experimental studies that reported influences of music on cognitive performance to inform future research and theory. Lastly, this dissertation...
Show moreThe present work examines the use of background music (BM) to facilitate learning. This dissertation includes three independent, yet interrelated studies that synthesized scholarship to characterize the methods, and BM characteristics that have been manipulated in primary research, to identify trends, patterns and gaps. Then, it integrates findings of experimental studies that reported influences of music on cognitive performance to inform future research and theory. Lastly, this dissertation reports a design-based research study aimed at improving an online learning environment with the use of BM to enhance students' motivation, engagement and knowledge retention.
Show less
Date Issued: 2019
Identifier: CFE0007622, ucf:52536
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007622

Title: Effects of Electronic Media Messages on the Perceived Self-Efficacy of Pedestrian Commuters Living in the Unincorporated Central Florida Community of Conway.
Creator: Stephens, Daniel, Yu, Chia-Yuan, Martin, Lawrence, Hawkins, Christopher, Seigler, Daniel, University of Central Florida
Abstract / Description: Urban pedestrianism is increasingly perceived as a dangerous form of travel. While roadway design has been historically scaled to cars instead of people, planning professionals are now re-thinking their approach to make roads more inclusive for all travelers. Scholars, however, have learned harbored fear can trump behavior even under ideal travel conditions. Such fear can adversely impact perceived pedestrian self-efficacy, which is the self-generated internal assessment or belief in a...
Show moreUrban pedestrianism is increasingly perceived as a dangerous form of travel. While roadway design has been historically scaled to cars instead of people, planning professionals are now re-thinking their approach to make roads more inclusive for all travelers. Scholars, however, have learned harbored fear can trump behavior even under ideal travel conditions. Such fear can adversely impact perceived pedestrian self-efficacy, which is the self-generated internal assessment or belief in a traveler's agentive abilities to navigate the travel environment. The challenge thus becomes twofold: improve the built environment while bolstering traveler confidence. The following study, therefore, employed a qualitative phenomenological research design to ascertain the concerns and perceptions of vulnerable travelers as it pertained to and was affected by travel-specific media. The study employed denizens selected from the Central Florida community of Conway, who were interviewed using a multi-method approach employing a semi-structured interview technique utilizing individual interviews and small focus group sessions. Using Social Cognitive Theory (SCT) as the theoretical framework, the researcher studied and documented the elements contributing to the perceptions of pedestrian travelers. The rationale for this approach is found in the dynamic relationships that exist between the objective travel environment, the perceived travel environment, and travel behavior (-) all representing the triad of cognition, the external environment, and social stimuli, which encompass Bandura's Triadic Reciprocal Determinism (TRD). The four themes that emerged from the data analysis (-) communication, safety, cost, and happiness (-) characterize the experiences of the participants as they watched positively-themed media images modeling civil travel behavior. This research adds to existing literature on the magnitude such themes have on perception, to include latent perceptions harbored by pedestrian commuters concerning dangers (-) real or imagined (-) of traveling on local roadways.
Show less
Date Issued: 2018
Identifier: CFE0007376, ucf:52100
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007376

Title: Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Creator: Clark, Paola, Boote, David, Vitale, Thomas, Hopp, Carolyn, Swan, Bonnie, University of Central Florida
Abstract / Description: This design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly...
Show moreThis design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly practitioners. In order to fulfill its purpose, this study addressed three main goals: clarifying the Ed.D. in Curriculum and Instruction program goals, objectives, and research continuum learning outcomes; developing research course sequence curriculum maps; and redesigning sample curriculum units for individual research courses.The curriculum mapping and redesign process was supported by research-based design choices in alignment with the practice-oriented nature of the program. These design choices included the Carnegie Project on the Education Doctorate Working Principles and Design Concepts, in particular the use of Inquiry as Practice as the main redesign framework in combination with improvement science principles. These frameworks were first used as foundations to clarify the Ed.D. in Curriculum and Instruction program goal and overall objectives. Later, user-centered design principles were applied to create faculty and student personas in order to inform the redefinition of individual research course learning outcomes. In addition, the frameworks were used to create alignment matrices and demonstrate where they supported each of the program objectives. This iterative process was carried out simultaneously with the course curriculum map redesign for each of the research continuum courses using backward design principles, the spiral curriculum model, and taking into consideration the most suitable instructional modality for learning outcomes, including the best suited education technology choices. Further, some proposed sample course units were developed in greater detail utilizing Universal Design for Learning principles and the prioritization of learning outcomes. Course contents were selected based on cognitive and reasoning learning theories pertaining to mixed method courses for professional practitioners.The developed prototypes support the continuous Ed.D. in Curriculum and Instruction curriculum redesign efforts of the program and College of Education and Human Performance at the University of Central Florida and clearly distinguish the Ed.D. in Curriculum and Instruction program from traditional, research-based doctorates. Similarly, at the national level, this study also sought to benefit other CPED-influenced professional practice programs, as they also consider the careful redesign of their research or inquiry sequences to define their programs as ones that fully address the needs of advanced professional educators. Acknowledging the limitations of this study, further studies should identifying the motivational, cognitive, and organizational causes affecting student learning outcomes. Implementing and evaluating the prototypes developed to ensure their effectiveness in preparing scholarly practitioners to act as agents of change in their professional practices.
Show less
Date Issued: 2016
Identifier: CFE0006285, ucf:51585
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006285

Title: THE EFFECTS ADVERTISING PLAYS ON COLLEGE STUDENTS' MORAL INTENTIONS BEYOND PURCHASE BEHAVIOR.
Creator: Crockett, William, Massiah, Carolyn, University of Central Florida
Abstract / Description: Advertisements affect our daily lives and as technology and the practice of marketing has developed over the course of history, we have become exposed to greater amounts of product and service campaigns. The purpose of advertisements is to educate the consumer with the goal of ultimately selling the product, and many companies and organizations would not be able to survive without the use of advertisements. Ultimately, it is a necessity for a business to prosper in a competitive market, but...
Show moreAdvertisements affect our daily lives and as technology and the practice of marketing has developed over the course of history, we have become exposed to greater amounts of product and service campaigns. The purpose of advertisements is to educate the consumer with the goal of ultimately selling the product, and many companies and organizations would not be able to survive without the use of advertisements. Ultimately, it is a necessity for a business to prosper in a competitive market, but there are possible side-effects for the consumer that are beyond the intentions to buy. The purpose of this thesis is to explore the effects advertisements play on the college student in particular. Different static/multi media advertisements have been shown to various college students ranging in gender and background to discover the comprehensive ramifications of specific promotions to study the moral and ethical impact that advertisements play on students' moral intent. An analysis and conclusion will be given, along with ideas for possible future studies. Recommendations will also be stated for marketers to be morally responsible for the advertisements they portray so the audience is not effected in a way that can lead to unwanted consequences. Ultimately, the results did not support the original hypotheses, leading to thought- provoking questions concerning our current marketing practices and the effectiveness of static and multimedia advertisements on college students. Future studies need to take place to reveal the accuracy of the study and to ultimately answer the question, "Are current advertisements influencing the audience at hand?"
Show less
Date Issued: 2012
Identifier: CFH0004250, ucf:44899
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004250

Title: A formative evaluation of a technology-mediated alternative to traditional study abroad.
Creator: Howard, Wendy, Gunter, Glenda, Ramirez, Bernardo, Vitale, Thomas, Moskal, Patsy, University of Central Florida
Abstract / Description: Purpose: The purpose of this study was to determine if a proposed technology-mediated intervention is a viable alternative to traditional study abroad for those who are unable to travel. While technology cannot reproduce the same experience of traveling abroad, the primary objective of this study was to determine if there is value in using Web conferencing technology to provide students with access to the same opportunity to interact with international experts in the field as their...
Show morePurpose: The purpose of this study was to determine if a proposed technology-mediated intervention is a viable alternative to traditional study abroad for those who are unable to travel. While technology cannot reproduce the same experience of traveling abroad, the primary objective of this study was to determine if there is value in using Web conferencing technology to provide students with access to the same opportunity to interact with international experts in the field as their counterparts who were able to travel. This formative evaluation is the first in a series of iterative studies aimed at developing a viable, sustainable, technology-based solution through design-based research (Reeves, 2006).Methodology/Design: Two guiding questions drove the focus of this formative evaluation: Did the program accomplish what was intended and was it implemented effectively? These generated a set of evaluation questions using the Online Learning Consortium (OLC) Quality Framework, which were used to evaluate the quality of a joint study abroad program in Brazil with students and instructors from the University of Central Florida and the University of Scranton. While studying global health management in Brazil, the group in the field broadcasted their site visits live to online participants back in the United States. Web conferencing tools allowed the online attendees to see and hear the group in Brazil and interact in real time through the audio or text chat. Evaluation data was compiled from multiple sources including an anonymous student survey, instructor interviews, session recordings, financial budgets, and online facilitator observations in order to triangulate and evaluate the effectiveness of this Web-based intervention.Findings: Web conferencing technology appears to be a viable alternative that is not necessarily as immersive as traveling abroad, but it does provide its own set of benefits to higher education students. This formative evaluation revealed clear areas for improvement, including technical and procedural elements, but instructors and online participants did find value in the experience. Was it perfect? No. Was it successful? Yes. Was it encouraging? Definitely. Exploration of the evaluation questions under each of the five pillars of the OLC Quality Framework revealed both success factors and areas for improvement in each of the following categories: learning effectiveness, scale (commitment (&) cost), access, faculty satisfaction, and student satisfaction.Implications: Overall, this was a successful proof of concept that justifies future improvements and subsequent further evaluation in an iterative design-based research program. In addition to repeating this study with the joint global health management course in Brazil, this intervention could also be implemented and evaluated in other contexts, disciplines, and countries around the world. This formative evaluation produced a set of recommendations for the next study based on the success factors as well as the areas for improvement identified in this initial implementation in addition to a list of suggestions for future research.
Show less
Date Issued: 2015
Identifier: CFE0005808, ucf:50041
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005808

Title: Applying Problem-of-Practice Methods from the Discipline of Higher Education within the Justice System: Turning the Concept of Therapy Dogs for Child Victims into a Statewide Initiative.
Creator: Holton, Jessie, Hopp, Carolyn, Vitale, Thomas, Williams-Fjeldhe, Karri, Mustaine, Elizabeth, University of Central Florida
Abstract / Description: This Dissertation-in-Practice introduces a law enforcement concept-to-practice model designed by combining tested methods of organizational analysis often utilized by those in the discipline of education. The model incorporates a two phase design with the first phase focusing on implementing and evaluating innovative changes within a medium size law enforcement agency for a micro-level analysis. A second phase examines the ability to replicate the concept program on a statewide, macro-level,...
Show moreThis Dissertation-in-Practice introduces a law enforcement concept-to-practice model designed by combining tested methods of organizational analysis often utilized by those in the discipline of education. The model incorporates a two phase design with the first phase focusing on implementing and evaluating innovative changes within a medium size law enforcement agency for a micro-level analysis. A second phase examines the ability to replicate the concept program on a statewide, macro-level, by incorporating a re-design method utilizing organizational resource and structure frames. The concept applied to this model was the introduction of a therapy dog interaction during investigations involving crimes against children to reduce anxiety and increase communication. The first phase concluded that the introduction of therapy dogs during law enforcement investigations had a statistical significance in the reduction of anxiety and increased disclosure rates with child victims, without interfering with judicial policies and procedures. The second phase produced a series of flexible options allowing law enforcement agencies of all types to replicate therapy dog programs that are consistent, cost effective, and sustainable. The overall results indicate the use of this concept-to-practice model was successful in examining and introducing an innovative concept that provided a significant impact in the complex organizations of the justice system.
Show less
Date Issued: 2015
Identifier: CFE0005807, ucf:50029
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005807

Title: Discovering Latent Gender Bias in Children's STEM Literature.
Creator: Herlihy, Christine, Campbell, Laurie, Butler, Malcolm, Gunter, Glenda, Grauerholz, Liz, University of Central Florida
Abstract / Description: A mixed method, exploratory, sequential research design was conducted to investigate the presence of latent bias in early childhood STEM literature content, applying a non-biased, sociocultural, STEM identity, theoretical framework. A survey of children's perceptions of gender and a content analysis found unintentional bias. Exploratory findings confirmed 102 children were gendering images. An examination of the relationship between the participants' gender and how the participant gendered...
Show moreA mixed method, exploratory, sequential research design was conducted to investigate the presence of latent bias in early childhood STEM literature content, applying a non-biased, sociocultural, STEM identity, theoretical framework. A survey of children's perceptions of gender and a content analysis found unintentional bias. Exploratory findings confirmed 102 children were gendering images. An examination of the relationship between the participants' gender and how the participant gendered AND preferred the images indicated differences existed between boys and girls. Children preferred images perceived as matching their own, with statistical significance. Girls were found to prefer images less than boys AND they were more likely to gender the images. Children were more likely to give gender to the 50 images considered in the study, than to non-gender them. The gendering and preference was found to be statistically significantly higher for anthropomorphic and personified inanimate images. Additionally, a content analysis of eight award winning and popular selling STEM children's books were conducted and were found to contain biased narratives and image content. A content analysis found significant differences relating to the frequency of character representation in the eight books. Analysis indicated a higher lexical representation of females to males, and image representation was more male than female. Further analysis of additional books and images is warranted from the findings of this exploratory study.
Show less
Date Issued: 2019
Identifier: CFE0007890, ucf:52797
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007890

Title: Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
Creator: Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
Abstract / Description: Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Show less
Date Issued: 2012
Identifier: CFE0004516, ucf:49273
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004516

design-based research (2)	+ -
mixed methods research (2)	+ -
ADDIE (1)	+ -
Action Research (1)	+ -
Animal-Assisted Therapy (1)	+ -

Bias (1)	+ -
CEDHP (1)	+ -
CPED (1)	+ -
Child Abuse (1)	+ -
Child Disclosures (1)	+ -
Concept Model (1)	+ -
Design Based Research (1)	+ -
Design Research (1)	+ -
Design of online instructions (1)	+ -
Ed.D. (1)	+ -
English Language Learners (ELL) (1)	+ -
Evaluation Study (1)	+ -
Evaluations (1)	+ -
Five Pillars (1)	+ -
Formative Evaluation (1)	+ -
Gender bias (1)	+ -
Global Competence (1)	+ -
Grounded Design Practice (1)	+ -
Healthcare Information Systems (1)	+ -
Image bias (1)	+ -
Instructional Technology (1)	+ -
International Education (1)	+ -
International Studies (1)	+ -
Law Enforcement Investigations (1)	+ -
Mathematics Education (1)	+ -

ETD Collection (12)	+ -
Honors Collection (1)	+ -

University of Central Florida (13)	+ -
Gunter, Glenda (3)	+ -
Hopp, Carolyn (3)	+ -
Vitale, Thomas (3)	+ -
Bai, Haiyan (2)	+ -

Boote, David (2)	+ -
Adams, Lascelles (1)	+ -
Andreasen, Janet (1)	+ -
Becker, Theresa (1)	+ -
Beverly, Monifa (1)	+ -
Butler, Malcolm (1)	+ -
Campbell, Laurie (1)	+ -
Cheney, Paul (1)	+ -
Clark, Paola (1)	+ -
Courtney, James (1)	+ -
Crockett, William (1)	+ -
De La Mora Velasco, Efren (1)	+ -
Dixon, Juli (1)	+ -
Fang, Zhihui (1)	+ -
Gao, Su (1)	+ -
Grauerholz, Liz (1)	+ -
Grysko, Rebeca (1)	+ -
Haciomeroglu, Erhan (1)	+ -
Hamed, Kastro (1)	+ -
Hartshorne, Richard (1)	+ -
Hawkins, Christopher (1)	+ -
Herlihy, Christine (1)	+ -
Hines, Rebecca (1)	+ -
Hirumi, Atsusi (1)	+ -
Holton, Jessie (1)	+ -

Search In

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner