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Title: A TIME OF TRANSITION: FROM WOLSEY TO CROMWELL IN ENGLAND.
Creator: Raphael, Brandon, Larson, Peter, University of Central Florida
Abstract / Description: The period between 1527 and 1534 in England was a period of transition. King Henry VIII up until this time period had been faithfully served by his chief minister Cardinal Thomas Wolsey. The English nobility had increasingly become unsatisfied and jealous of the absolute power Wolsey had commanded for so many years. Wolsey had done a good job solidifying his position as well as maintaining his monopoly over the ears of the King. A faction against Wolsey emerges at a crucial juncture for Henry...
Show moreThe period between 1527 and 1534 in England was a period of transition. King Henry VIII up until this time period had been faithfully served by his chief minister Cardinal Thomas Wolsey. The English nobility had increasingly become unsatisfied and jealous of the absolute power Wolsey had commanded for so many years. Wolsey had done a good job solidifying his position as well as maintaining his monopoly over the ears of the King. A faction against Wolsey emerges at a crucial juncture for Henry, his divorce from Catherine of Aragon. The faction is successful in removing Wolsey from notoriety and influence. However, the ineptitude and lack of skill in administration that existed from those that had removed Wolsey paved the way for a new single chief minister, Thomas Cromwell. The intent of this thesis is to examine the transition from Wolsey to Cromwell. Using various primary sources including letters, parliamentary records, and observations of foreign ambassadors in addition to various secondary sources, the thesis follows the coming together of the faction against Wolsey to the collapse of that faction and the rise of Cromwell. Through analysis of these numerous sources it is shown that the failures of the anti-Wolsey faction to satisfy the King's greatest desire in addition to their overall weakness in governance paved the way for Cromwell.
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Date Issued: 2011
Identifier: CFH0004105, ucf:44868
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004105

Title: Phenomenological study of urban elementary teachers with proficient English language learners.
Creator: Webley, Tracy, Martin, Suzanne, Levin, Judith, Grissom, Donita, Theis, Elizabeth, University of Central Florida
Abstract / Description: The purpose of this qualitative, phenomenological study was to explore the lived experiences of fourth grade teachers working in a large urban school district, where the achievement gap between English Language Learners (ELLs) and non-ELLs was smaller when compared to other schools within the district. The problem originated from the need to consider factors beyond teacher training that potentially influenced academic achievement. The research question guiding this study asked: What are the...
Show moreThe purpose of this qualitative, phenomenological study was to explore the lived experiences of fourth grade teachers working in a large urban school district, where the achievement gap between English Language Learners (ELLs) and non-ELLs was smaller when compared to other schools within the district. The problem originated from the need to consider factors beyond teacher training that potentially influenced academic achievement. The research question guiding this study asked: What are the lived experiences of 4th grade teachers who have taught at identified elementary schools, where ELL students have demonstrated proficiency on the ELA portion of the state standards assessment? The framework in this study was based on previous research that utilized models rooted in social interactionist theory, sociocultural theory, and social constructivism.Participants in this study were selected from Title I schools with the most narrow achievement gap between ELL sub-groups and non-ELL sub-groups, compared to other schools in the district. Purposive sampling was used to identify 10 participants, including at least one teacher from each of the five identified schools. Semi-structured interviews were conducted to answer the research questions. Five themes emerged and included: (a) language as a barrier to traditional teaching methods; (b) student growth as a primary success; (c) using visuals and other non-verbal instruction; (d) small groups; and (e) building relationships with parents. The themes confirmed findings from previous research, aligned to the theoretical framework, and the themes were used to inform effective teaching practices and guide future research.
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Date Issued: 2019
Identifier: CFE0007741, ucf:52397
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007741

Title: THE SCATTERED BRAIN CONVALESCES.
Creator: LaMura, Sam, Thaxton, Terry, University of Central Florida
Abstract / Description: The intent for each poem in this thesis: To write without intent. I, ironically, intended to approach the writing process without considering the outcome of each poem. Some of the poems spiraled out of control, while others spiraled into focus. I do not always know what I'm thinking. It may be unfair to impose clarity on poems when clarity is not always part of experience. Each poem took self-examination to understand in the context of my own life. The proposal for this thesis, entitled, "The...
Show moreThe intent for each poem in this thesis: To write without intent. I, ironically, intended to approach the writing process without considering the outcome of each poem. Some of the poems spiraled out of control, while others spiraled into focus. I do not always know what I'm thinking. It may be unfair to impose clarity on poems when clarity is not always part of experience. Each poem took self-examination to understand in the context of my own life. The proposal for this thesis, entitled, "The Unintended Approach," did not mention the unintended consequences of writing poems in such a way. Bursts of energy found their way into the writing. Only in reflection, did I realize that these bursts of energy were understandable in the context of personal memory. This experiment in crafting poems, at times, left me confused. There are images I still can't seem to decipher. I have kept my belief that concise meaning in poetry is not the most important aspect of verse. With rapid urbanization, increased distortion created by fast-paced leaps in technology, and the evolution of celebrity awareness, the world we write in, is not the world we were written into. I have written each poem into their own place on page—allowed them their own discoveries without my approval. People behave in a way that is often erratic. My experience is intrinsic to what I have observed in my life; a schizophrenic cousin, a slurred maternal mouthing, uncles addicted to drugs or hope, for fame. My life has been a series of disjointed events. This thesis is a composite, not a copy. Genetic code is also a composite. Each poem has a life unlike my own. The goal of this collection was to allow these poems their own struggle to understand.
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Date Issued: 2014
Identifier: CFH0004631, ucf:45254
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004631

Title: BROKEN OPEN.
Creator: Stannard, Taylor, Rushin, Pat, University of Central Florida
Abstract / Description: ABSTRACT Broken Open is a collection of short stories, four of which deal with culpability and the unexpected transformations that occur when blame, either unintended or deliberately invoked, is exposed and finally understood. The remaining two stories concern relationships that turn out to be gifts, as well as painful learning experiences. In "Other Living Creatures," one family contends with post traumatic stress disorder as another implodes following the death of a young soldier in Vietnam...
Show moreABSTRACT Broken Open is a collection of short stories, four of which deal with culpability and the unexpected transformations that occur when blame, either unintended or deliberately invoked, is exposed and finally understood. The remaining two stories concern relationships that turn out to be gifts, as well as painful learning experiences. In "Other Living Creatures," one family contends with post traumatic stress disorder as another implodes following the death of a young soldier in Vietnam. "Hunters" deals with the unconscious motivations that leave a father resentful and unable to forge a relationship with his son. In "Bardenbrook," an accidental death is the impetus for blame and, finally, forgiveness. Rage acts as a catalyst in "The Summoning," the story of a lesbian couple's struggle to accept the reality of breast cancer shortly before one of the partners undertakes a transformative journey as her death approaches. The two remaining stories in Broken Open deal with the protagonists finding their voices. In "Sunday Wars," a girl begins to think for herself, and in "Beyond the Parking Lot," a woman comes to terms with the restraints, self-imposed and otherwise, that have held her captive for most of her life. Each character in Broken Open struggles, perseveres, grows and, ultimately, flourishes. Despite sorrow, pain, and unexpected loss, being broken open leads them, as it does us all, if we let it, to the richest places within.
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Date Issued: 2007
Identifier: CFE0001552, ucf:47135
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001552

Title: An Analysis of School-District Level Policy and Guidelines Related to English Language Learners' Enrollment and Achievement in Advanced Courses.
Creator: Ceballos, Marjorie, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Nutta, Joyce, University of Central Florida
Abstract / Description: The purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school....
Show moreThe purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school. Existing research on ELs provides information on this group's academic achievement on national and state standardized measurements of achievement (Walqui (&) Pease-Alvarez, 2012) such as the National Assessment of Educational Progress, the Florida Comprehensive Assessment Test, and other state standardized assessments in the United States. However, there is an absence of research concerning this group's achievement in advanced courses at the middle school and high school levels. Moreover, there is also an absence of research on this group's achievement on college-level examinations (e.g., Advanced Placement and International Baccalaureate). This study contributed to the body of knowledge on the impact of educational policy, guidelines, and recommended practices on student acceleration, specifically the acceleration of ELs through their enrollment and achievement in advanced coursework at the middle school and high school level in the United States. The analysis of this group's enrollment and achievement consisted of (1) an examination of the group's enrollment from 2009-2014 in advanced coursework in grades 6-12, (2) an analysis of this group's achievement in advanced coursework from 2009-2014 in grades 6-12, and (3) an examination of school district policy via school district policy and guideline documents and school-based curriculum guides. Initial findings from the analysis completed point to an uneven EL course enrollment in advanced coursework in mathematics, English, science, and social studies across the 57 schools included within the study from 2009-2014. At the high school level, EL course enrollment in advanced coursework is small; the high school with the highest proportion of EL course enrollment had 9.7 percent EL course enrollment. Overall, EL course enrollment comprised 4.5 percent of advanced course enrollment in 19 high schools. At the middle school level, however, EL advanced course enrollment was proportionately larger; the middle school with the highest proportion of EL course enrollment had 25.3 percent EL advanced course enrollment. Overall, EL course enrollment comprised 7.0 percent of advanced coursework course enrollment in 38 middle schools. In terms of Advanced Placement (AP) and International Baccalaureate (IB) EL course enrollment, AP EL course enrollment was 3.0 percent from 2011-2014 and IB EL course enrollment was 0.2 percent from 2012-2014.EL achievement in advanced coursework as measured by final letter grade in advanced courses was high; EL high school achievement by final letter grade achievement of A, B, or C was 85 percent and EL middle school achievement by final letter grade of A, B, or C was 91 percent in advanced courses. In Advanced Placement exam scores, EL score of 3 or higher was 54 percent, while non-EL score of 3 or higher was 47 percent. In IB, EL score of 4 or higher was 71 percent, while non-EL score of 4 or higher was 81 percent. Analysis of school district policy and guideline documents and school curriculum guides emphasized the central role of the school district in ensuring that schools followed national and state laws applicable to ELs in the United States. The school district policy and guideline documents analyzed guaranteed ELs' equal access to academic programs within the school district but only made one specific reference to enrollment of ELs in advanced coursework in the form of Advanced Placement. School curriculum guides analyzed demonstrated elements of access to advanced coursework for ELs. The curriculum guides analyzed contained varying degrees of identified access elements, demonstrating schools' autonomy in determining the academic trajectories of their students within the parameters of applicable national and state laws.
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Date Issued: 2016
Identifier: CFE0006279, ucf:51598
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006279

Title: AND ITS ALSO THE SMELL OF LAUNDRY.
Creator: Miranda, Rachel, Thaxton, Terry, University of Central Florida
Abstract / Description: This collection of poems brings to life the idea that in a poet's world, every day life and every single occurrence is a possible subject. Included are works brought on from the worst of circumstances, the youngest of memories, the happiest moments, and even the simplest of thoughts. The collection is autobiographical and reflective, a re-creation of the events taken place with the addition of present knowledge. The work here gives proof to the idea of cohesion between content and art form -...
Show moreThis collection of poems brings to life the idea that in a poet's world, every day life and every single occurrence is a possible subject. Included are works brought on from the worst of circumstances, the youngest of memories, the happiest moments, and even the simplest of thoughts. The collection is autobiographical and reflective, a re-creation of the events taken place with the addition of present knowledge. The work here gives proof to the idea of cohesion between content and art form - it proves the notion that how something is being said is just as, if not more, important than what is being said itself. Concrete imagery full of sensory details, a distinct voice given through language and rhythm, and passionate, truthful emotion are only some of the specific interests found in the following pages. and it's also the smell of laundry is a collection that celebrates the cohesion of content and form, interweaves experience and art itself. This collection embraces experience, gives reason to the past, and gives strength to the present. It is autobiographical, written from painful, colorful, miserable, ecstatic, and even mundane moments. But it is also carefully crafted, true to the form, and embodies perfectly the idea of art itself as it is the carefully constructed form and tools within each piece that bring to life the experiences themselves.
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Date Issued: 2012
Identifier: CFH0004191, ucf:44850
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004191

Title: Crosslinguistic Analysis of Stuttering and Typical Disfluencies in Polish-English Bilingual Adults Who Stutter.
Creator: Krawczyk, Aleksandra, Vanryckeghem, Martine, Wesierska, Katarzyna, Kong, Anthony Pak Hin, University of Central Florida
Abstract / Description: This research study examines the types and frequencies of stuttering, typical disfluencies, and speech rate in Polish-English bilingual adults who stutter across a variety of speaking situations. As Polish and English are phonetically and morpho-syntactically disparate languages, they provide grounds for evaluating the cross-linguistic correlates that may contribute to dysfluency in bilingual individuals who stutter in hopes of contributing to more effective assessment, diagnostic...
Show moreThis research study examines the types and frequencies of stuttering, typical disfluencies, and speech rate in Polish-English bilingual adults who stutter across a variety of speaking situations. As Polish and English are phonetically and morpho-syntactically disparate languages, they provide grounds for evaluating the cross-linguistic correlates that may contribute to dysfluency in bilingual individuals who stutter in hopes of contributing to more effective assessment, diagnostic determination, and clinical practice. Participants were all native Polish speakers who spoke English at an intermediate or higher level, were diagnosed with a developmental stutter, and were at least 18 years old. Given that the participants resided in Poland, the study took place via Skype. Participants were first subjected to an English proficiency test, then engaged in three speech tasks (oral reading, monologue, and dialogue) to collect a 200-word speech sample in both Polish and English. Tasks were randomized for language, order of administration, and set of images and conversation topics to minimize the possibility of an order effect. No significant differences in stuttering frequency or stutter types between Polish and English within tasks were found. Similar patterns of stuttering types occurred within Polish and English. There were significantly more typical disfluencies in English compared to Polish during oral reading, with significantly more interjections occurring in the second language during monologue and oral reading. Correlational analyses revealed high positive correlations between stuttering types in all three tasks. Speech rate did not differ significantly between both languages. The percentage of typical disfluencies correlated negatively with dialogue and monologue for language proficiency. Results provide implications for assessment and treatment of stuttering in all languages spoken by the client.
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Date Issued: 2018
Identifier: CFE0007212, ucf:52286
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007212

Title: ELL AND NON-ELL STUDENTSÃ‚Â' MISCONCEPTIONS ABOUT HEAT AND TEMPERATURE IN MIDDLE SCHOOL.
Creator: Weiss, Leah, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: ABSTRACT All students come to the classroom with their own ideas about a number of science phenomena. In the classroom setting, English language learners may have ideas about heat and temperature that present additional challenges for teachers. In fact, their ideas can stem from many different influences and English language learners (ELL), in particular, may have misconceptions about topics and language barriers, or misconceptions, that are culturally or language-based (Lee, 2001). This...
Show moreABSTRACT All students come to the classroom with their own ideas about a number of science phenomena. In the classroom setting, English language learners may have ideas about heat and temperature that present additional challenges for teachers. In fact, their ideas can stem from many different influences and English language learners (ELL), in particular, may have misconceptions about topics and language barriers, or misconceptions, that are culturally or language-based (Lee, 2001). This action research thesis was performed to explore the research questions: How did my use of formative assessment affect ELL studentsÃ‚Â' misconceptions about heat?, How did my use of formative assessment uncover studentsÃ‚Â' misconceptions about heat? Formative assessments were used in the classroom to uncover studentsÃ‚Â' misconceptions about heat and temperature. The students performed labs based on the formative assessment activity sheets. The students answer before and after questions related to the labs. Data were collected and analyzed to examine changes in ELL studentsÃ‚Â' conceptions of heat and temperature. Data showed that some ELL students changed their ideas about heat and temperature but other misconceptions remained. Time allotted to instruction and alignment of laboratory activities with formative assessments need to be further explored to address changing studentsÃ‚Â' ideas about heat and temperature.
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Date Issued: 2010
Identifier: CFE0003238, ucf:48534
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003238

Title: INTER-INSTITUTIONAL COMPARISON OF FACULTY PERCEPTIONS ON THE PURPOSE OF FRESHMAN YEAR COMPOSITION PROGRAMS.
Creator: Branciforte, Rosemarie, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: The purpose of this study is an investigation of instructors' perceptions of composition learning objectives focusing on which should be taught and which should be emphasized. The researcher observed that instructors do not regard all course objectives in English Composition courses equally; emphasizing some and giving others brief consideration. From this observation, this study was developed to measure objectives as well as to examine principal reasons for the differences in perception....
Show moreThe purpose of this study is an investigation of instructors' perceptions of composition learning objectives focusing on which should be taught and which should be emphasized. The researcher observed that instructors do not regard all course objectives in English Composition courses equally; emphasizing some and giving others brief consideration. From this observation, this study was developed to measure objectives as well as to examine principal reasons for the differences in perception. Using an 18-question (16 content area and two demographic) survey based on content areas chosen to mirror general learning objectives in composition courses, along with six focused interviews, the researcher discovered some levels of agreement, some of disagreement, and some areas of neutrality. The researcher has established some connections and some disconnects between some of the general learning objectives from English Composition courses, which are intriguing and thought provoking. Since instructors deliver instruction using learning objectives as the goals to be achieved in the English Composition courses they teach, it is prudent to be concerned with how these objectives are perceived and implemented by the users. The data collected conclusively reflects instructors' perceptions of learning objectives are not all the same. As the researcher measured instructors' perceptions of English Composition learning objectives, the results demonstrate that there are stronger relationships with some of the learning objectives, and some objectives have no relationships; some objectives are well matched and others are not. The purpose of this study, understanding relationships between instructors' perceptions of learning objectives in FY English Composition courses, will provide us with research to help improve objectives and positively impact instruction.
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Date Issued: 2011
Identifier: CFE0003764, ucf:48742
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003764

Title: An Investigation of the Appropriateness of the English Language Learner Accountability Mark Established by the Every Student Succeeds Act of 2015.
Creator: Rivera, Francisco, Johnson, Jerry, Nutta, Joyce, Doherty, Walter, Pace, Debra, University of Central Florida
Abstract / Description: This quantitative study sought to disclose and describe differences in academic performance between English language learners (ELLs) and non-English language learners (non-ELLs) in grades sixth, seventh, and eighth during the two-year period of 2016 (-) 2018. A two-year period was utilized because of the two-year ELL accountability mark established by the Every Student Succeeds Act (ESSA) of 2015. The study used i-Ready diagnostic data, in both mathematics and reading, as the performance...
Show moreThis quantitative study sought to disclose and describe differences in academic performance between English language learners (ELLs) and non-English language learners (non-ELLs) in grades sixth, seventh, and eighth during the two-year period of 2016 (-) 2018. A two-year period was utilized because of the two-year ELL accountability mark established by the Every Student Succeeds Act (ESSA) of 2015. The study used i-Ready diagnostic data, in both mathematics and reading, as the performance measures, and used ACCESS for ELLs (WIDA) tier scores (i.e., WIDA Tier A, WIDA Tier B, and WIDA Tier C) to identify the level of English language acquisition of the ELL students for use in making comparisons among ELL students with varying levels of English proficiency.The results indicated that WIDA Tier C (i.e., ELL students with the highest English language proficiency) students outperformed the ELL students in the other WIDA tiers (i.e., WIDA Tier A and WIDA Tier B), in both mathematics and reading. Moreover, while WIDA Tier A students had lower mean scale scores, they made the largest gains from administration to administration in both subjects. Additionally, the results obtained from a two-way ANOVA indicated that ELL students are making greater gains than non-ELL students over the two-year period, in mathematics and reading. The extant literature on second language acquisition asserts that it takes an ELL student longer than two years and up to seven years to acquire academic language proficiency (Collier, 1995; MacSwan (&) Pray, 2005; Hakuta, 2011; Kieffer (&) Park, 2016). The ANOVA results also indicated that high-SES ELL students showed a higher mean gain score, in both mathematics and reading, than low-SES ELL students. Non-ESE ELL students showed a larger mean gain score than ESE ELL students in both subjects as well. Furthermore, the results of the ancillary analysis (i.e., a hypothetical additional year) indicated that non-ELL students outperformed ELL students in both mathematics and reading suggesting that it is unlikely that one additional year would make a difference.The results of the study will aid the academic decision-making of the school district studied when determining the appropriate level of supports for ELL students in the different WIDA tiers or in the different stages of language acquisition. In addition, the results of the effects of socioeconomic status (SES) and of exceptional student education (ESE) in ELL students, should support the school district when planning interventions to help mitigate these factors. Lastly, the study provides further evidence that two years is not enough time for an ELL student to acquire academic language proficiency; and expecting this subgroup of the public-school population to do so, negatively affects the academic results of the students, schools, and school districts they attend.
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Date Issued: 2019
Identifier: CFE0007715, ucf:52413
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007715

Title: The Relationship of English Language Scores on International Students' Academic Success.
Creator: Shbeeb, Rebekah, Biraimah, Karen, Cintron Delgado, Rosa, Bai, Haiyan, Wolford, Anna, University of Central Florida
Abstract / Description: International graduate students at the University of Central Florida (UCF) are not completing graduate programs at the same rate as domestic graduate students. One of the main differences in the admissions process for international graduate students compared to domestic students is the English language test requirement. The purpose of this study was twofold: to test if the Test of English as a Foreign Language (TOEFL) or the (International English Language Testing System) IELTS scores have...
Show moreInternational graduate students at the University of Central Florida (UCF) are not completing graduate programs at the same rate as domestic graduate students. One of the main differences in the admissions process for international graduate students compared to domestic students is the English language test requirement. The purpose of this study was twofold: to test if the Test of English as a Foreign Language (TOEFL) or the (International English Language Testing System) IELTS scores have any statistically significant linear relationships to international graduate students' academic success as defined by their cumulative grade point average (CGPA). Secondly, this study sought to understand how international graduate students feel about the TOEFL and/or IELTS, and whether or not they feel prepared for study with regards to their English language ability. Using mixed-methods research, data were retrieved from international graduate students who graduated from UCF during the 2012 (-) 2016 academic school years. Information from a total of 583 international graduate students was included in the retrieved data collection and data analyses. A survey was also utilized to assess current international graduate students' perceptions of the English language test and requirements. A total of 235 students completed the survey. The study demonstrated that TOEFL and IELTS scores do not have any statistically significant linear relationship to international graduate students' CGPA. Therefore, results from this research study did not indicate that the English language test scores have an impact on academic success for international graduate students who met the UCF admission requirements. The findings also demonstrate that international graduate students generally feel the scores are an accurate assessment of their English language abilities. However, many international graduate students expressed a desire for additional English language resources.The findings are beneficial in able to better understand whether or not English language test scores have any impact on international graduate students' success, and to more accurately comprehend the international graduate students' perspective regarding the language requirement.
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Date Issued: 2019
Identifier: CFE0007725, ucf:52421
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007725

Title: UNIFICACION: THE THINGS THAT BIND US.
Creator: Muriel, Kaylani E, Milanes, Cecilia Rodr�guez, University of Central Florida
Abstract / Description: Unificacion: The Things That Bind Us is a collection of poetry and prose, using New York City's Spanish Harlem and Carolina, Puerto Rico as its backdrop. Each work in this collection revolves around a young man and his family, based on the real-life stories and experiences of the writer's grandfather, Luis. They are crafted with the intent of sharing aspects of Puerto Rican life both in and out of the continental United States with a diverse audience, including those who might not have...
Show moreUnificacion: The Things That Bind Us is a collection of poetry and prose, using New York City's Spanish Harlem and Carolina, Puerto Rico as its backdrop. Each work in this collection revolves around a young man and his family, based on the real-life stories and experiences of the writer's grandfather, Luis. They are crafted with the intent of sharing aspects of Puerto Rican life both in and out of the continental United States with a diverse audience, including those who might not have encountered any elements of the Hispanic culture. Using techniques inspired by writers like Jes�s Colon, Esmeralda Santiago, and Piri Thomas, each of the pieces focus on a different element of the Puerto Rican culture. The intent is to give audiences an idea of the cultural values, familial structures, and other norms typical of the Puerto Rican culture by providing glimpses into the everyday lives of the same family on the island and the mainland. The works capture their struggle to make the most of the life they've found themselves in, and emphasize one boy's growth as he attempts to find his role in the family. Overall, the goal of this work is to craft a story that can appeal to all audiences, bringing the Puerto Rican culture to life for all who encounter it.
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Date Issued: 2018
Identifier: CFH2000430, ucf:45829
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000430

Title: THIRD GRADE SCIENCE TEACHERS' PERSPECTIVES ON IMPLEMENTING SENTENCE FRAMES AND WORD BANKS DURING SCIENCE LECTURES TO INCREASE THE WRITING LEVELS OF ENGLISH LANGUAGE LEARNERS.
Creator: Shimada, Mary-Margaret M, Grissom, Donita, University of Central Florida
Abstract / Description: Each year, there is an increase of English Language Learners (ELLS) entering today's classrooms. A third grade teacher can be faced with having multiple ELLs in the classroom and still be required to teach them alongside native English speakers. Furthermore, third grade science teachers are also responsible for preparing all students in the classroom to comprehend and utilize scientific academic language based upon the Florida State Standards. Additionally, students are required on the FSA...
Show moreEach year, there is an increase of English Language Learners (ELLS) entering today's classrooms. A third grade teacher can be faced with having multiple ELLs in the classroom and still be required to teach them alongside native English speakers. Furthermore, third grade science teachers are also responsible for preparing all students in the classroom to comprehend and utilize scientific academic language based upon the Florida State Standards. Additionally, students are required on the FSA Florida Assessment to write about science content. Therefore, scaffolded instruction for ELLs, which will prepare them to write about science content is critical. This research study explored two third grade teachers' perspectives on implementing sentence frames and word banks in order to increase the writing levels of ELLs during science lectures. A professional development session was conducted by the researcher with the two participating third grade teachers regarding the use of sentence frames and word banks with ELLs while teaching science content. The teachers, thereafter, conducted a science lesson using the scaffolded strategy of sentence frames and word banks. It was found that when the third grade science teachers implemented sentence frames and word banks during science lectures, the ELLs showed improvement in their writing as well as their use of scientific academic language. Both teachers stated that their ELLs were somewhat completing more of their science worksheets than before the intervention. These results can conclude that implementing sentence frames and word banks during science lectures can increase the writing levels of ELLs during science lectures.
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Date Issued: 2017
Identifier: CFH2000199, ucf:45996
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000199

Title: REPRESENTATIONS OF THE CATHOLIC INQUISITION IN TWO EIGHTEENTH-CENTURY GOTHIC NOVELS: PUNISHMENT AND REHABILITATION IN MATTHEW LEWIS' THE MONK AND ANN RADCLIFFE'S THE ITALIAN.
Creator: Fennell, Jarad, Oliver, Kathleen, University of Central Florida
Abstract / Description: The purpose of this thesis is to determine how guilt and shame act as engines of social control in two Gothic narratives of the 1790s, how they tie into the terror and horror modes of the genre, and how they give rise to two distinct narrative models, one centered on punishment and the other on rehabilitation. The premise of the paper is that both Matthew G. Lewis's The Monk and Ann Radcliffe's The Italian harness radically different emotional responses, one that demands the...
Show moreThe purpose of this thesis is to determine how guilt and shame act as engines of social control in two Gothic narratives of the 1790s, how they tie into the terror and horror modes of the genre, and how they give rise to two distinct narrative models, one centered on punishment and the other on rehabilitation. The premise of the paper is that both Matthew G. Lewis's The Monk and Ann Radcliffe's The Italian harness radically different emotional responses, one that demands the punishment of the aberrant individual and the other that reveres the reformative power of domestic felicity. The purposes of both responses are to civilize readers and their respective representations of the Holy Office of the Inquisition are central to this process. I examine the role of the Inquisition in The Monk and contrast it with the depiction of the same institution in The Italian. Lewis's book subordinates the ecclesiastical world to the authority of the aristocracy and uses graphic scenes of torture to support conservative forms of social control based on shame. The Italian, on the other hand, depicted the Inquisition as a conspiratorial body that causes Radcliffe's protagonists, and by extension her readers, to question their complicity in oppressive systems of social control and look for alternative means to punishment. The result is a push toward rehabilitation that is socially progressive but questions the English Enlightenment's promotion of the carceral.
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Date Issued: 2007
Identifier: CFE0001654, ucf:47227
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001654

Title: LIMITED ENGLISH PROFICIENT STUDENTS AND THEIR TEACHERS ATTITUDES OF THE LEARNING ENVIRONMENT IN MATHEMATICS CLASSES.
Creator: snider, michelle, Gunter, Glenda, University of Central Florida
Abstract / Description: This study described the attitudes of students who are limited English proficient (LEP) and their teachers toward the learning environment within their mathematics classes. Data collected via a student survey, student and teacher interviews, and classroom observations were analyzed in this mixed-method study to investigate these attitudes. Accuracy of the findings was confirmed via triangulation. A population of 79 students was chosen through purposive sampling methods that included LEP and...
Show moreThis study described the attitudes of students who are limited English proficient (LEP) and their teachers toward the learning environment within their mathematics classes. Data collected via a student survey, student and teacher interviews, and classroom observations were analyzed in this mixed-method study to investigate these attitudes. Accuracy of the findings was confirmed via triangulation. A population of 79 students was chosen through purposive sampling methods that included LEP and non-LEP students in algebra and geometry classes. Students were administered a 30-item questionnaire using the What is Happening in This Class? survey. Scores provided from the survey's six scales were analyzed using an independent samples t-test to describe similarities and differences between the students. The Cooperation Scale was found statistically significant (p = .002) with a mean score of 3.72 for the LEP students compared to 3.74 for non-LEP students. Four scales were found statistically significant (p < 0.05) comparing the algebra and geometry students: Teacher Support (M = 3.61), Involvement (M = 3.38), Cooperation (M = 3.65), and Equity (M = 4.24). Qualitative data was collected via classroom observations and the student and teacher interviews. Classroom observations provided an additional descriptive account of the lived experiences of the participants in this study. Themes observed within LEP and non-LEP classes involved the physical setting, teaching methods, and instructional media used to present lessons. Four additional themes were found in the LEP classes that referred to the experience of teaching LEP students. They are language use, teaching methods specific to LEP students, classroom management, and teacher and student support. The interviews incorporated a phenomenological approach to examine the attitudes of participating students and teachers toward their classroom environments. The following five similar themes emerged from the examination of sheltered and nonsheltered teacher attitudes: (a) support systems, (b) teaching methods, (c) student mathematical skills, (d) instructional media, and (e) student attitudes toward mathematics. The additional theme of language emerged exclusively for sheltered teachers. Suggested further study on the attitudes of LEP students and their teachers in mathematics classes are discussed that includes the amount of support provided in LEP classes, LEP teacher practices in support of student educational needs related to language and mathematics. Additional findings were revealed throughout this study to suggest the effective use of instructional media in LEP mathematics classes and whether or not culture plays a role in their attitudes towards mathematics.
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Date Issued: 2007
Identifier: CFE0001968, ucf:47466
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001968

Title: ORTHOGRAPHIC SIMILARITY AND FALSE RECOGNITION FOR UNFAMILIAR WORDS.
Creator: Perrotte, Jeffrey, Parra-Tatge, Marisol, University of Central Florida
Abstract / Description: There is evidence of false recognition (FR) driven by orthographic similarities within languages (Lambert, Chang, & Lin, 2001; Raser, 1972) and some evidence that FR crosses languages (Parra, 2013). No study has investigated whether FR based on orthographic similarities occurs for unknown words in an unknown language. This study aimed to answer this question. It further explored whether FR based on orthographic similarities is more likely in a known (English) than in an unknown (Spanish)...
Show moreThere is evidence of false recognition (FR) driven by orthographic similarities within languages (Lambert, Chang, & Lin, 2001; Raser, 1972) and some evidence that FR crosses languages (Parra, 2013). No study has investigated whether FR based on orthographic similarities occurs for unknown words in an unknown language. This study aimed to answer this question. It further explored whether FR based on orthographic similarities is more likely in a known (English) than in an unknown (Spanish) language. Forty-six English monolinguals participated. They studied 50 English and 50 Spanish words during a study phase. A recognition test was given immediately after the study phase. It consisted of 40 Spanish and 40 English words. It included list words (i.e., words presented at study); homographs (i.e., words not presented at study, orthographically similar to words presented at study); and unrelated words (i.e., words not presented at study, not orthographically similar to words presented at study). The LSD post-hoc test showed significant results supporting the hypothesis that false recognition based on orthographic similarities occurs for words in a known language (English) and in an unknown language (Spanish). Further evidence was provided by the LSD post-hoc test supporting the hypothesis that false recognition based on orthographic similarities was more likely to occur in a known language than an unknown language. Results provided evidence that the meaning and orthographic form are used when information is encoded thereby influencing recognition decisions. Furthermore, these results emphasize the significance of orthography when information is encoded and retrieved. Keywords: false recognition, orthography, semantic, orthographic distinctiveness, semantic distinctiveness, English monolingual
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Date Issued: 2015
Identifier: CFH0004906, ucf:45501
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004906

Title: The Relationship of Computer Science Immersion in Elementary Schools to Achievement of High Poverty Students.
Creator: Erickson, Keith, Taylor, Rosemarye, Ceballos, Marjorie, Gordon, William, Clark, M. H., University of Central Florida
Abstract / Description: The purpose of this study was to determine if a relationship existed between the implementation of a computer science immersive learning experience and achievement on the Florida Standards Assessment (FSA) English Language Arts (ELA) or the FSA Mathematics. Two research questions, each with two sub-questions, guided the research of the study. The sub-questions addressed historically underrepresented groups in computer science. These subgroups included African Americans, Hispanics, Mixed Race...
Show moreThe purpose of this study was to determine if a relationship existed between the implementation of a computer science immersive learning experience and achievement on the Florida Standards Assessment (FSA) English Language Arts (ELA) or the FSA Mathematics. Two research questions, each with two sub-questions, guided the research of the study. The sub-questions addressed historically underrepresented groups in computer science. These subgroups included African Americans, Hispanics, Mixed Race individuals, and females. Research Question 1 analyzed the relationship between the implementation of the computer science immersive learning experience when a cohort control group design was used. Research Question 2 determined if a relationship existed when the treatment schools were compared to demographically similar schools that did not receive the treatment of computer science immersion. A two-way analysis of variances (ANOVA) was run for each of the research questions with the subgroups of students used as moderators for the treatment. Statistical significance was found for the following groups; fourth grade ELA Hispanic cohort, fourth grade Hispanic mathematics cohort, third grade ELA cohort, third grade mathematics cohort, the ELA treatment group, and the mathematics treatment group. Statistically significant findings showed negative, positive, and neutral effects on the treatment groups. These findings provide implications for the implementation of computer science immersion in other elementary schools with similar student demographic variables. Further investigation is needed to determine other potential impacts on student achievement over time.
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Date Issued: 2019
Identifier: CFE0007627, ucf:52559
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007627

Title: COMPUTER BASED INTERVENTION AND ITS EFFECT ON BENCHMARK TEST SCORES OF ENGLISH LANGUAGE LEARNERS.
Creator: Berrio, Gabriel, Martin, Suzanne, University of Central Florida
Abstract / Description: The Florida Department of EducationÃ‚Â's (FLDOE) Adequate Yearly Progress (AYP) Report (2007) listed and defined students who are in the process of learning English as a second language as English Language Learners (ELL). The graduation rate of English Language Learners in Florida is consistently smaller than the graduation rate of the total population of students (Echevarria, Short and Powers, 2006) in part due to the requirement for students to pass the FCAT in order...
Show moreThe Florida Department of EducationÃ‚Â's (FLDOE) Adequate Yearly Progress (AYP) Report (2007) listed and defined students who are in the process of learning English as a second language as English Language Learners (ELL). The graduation rate of English Language Learners in Florida is consistently smaller than the graduation rate of the total population of students (Echevarria, Short and Powers, 2006) in part due to the requirement for students to pass the FCAT in order to graduate. ELL students face the challenge of having to learn a different language, learn the subject area content in that language, and often-times pass a standardized test in order to graduate. In Florida districts, ELL is categorized as a subgroup often times not meeting adequate yearly progress in Reading (Florida Department of Education 2007). This study measured the effectiveness of a district approved computer based intervention in increasing student achievement for English Language Learners as identified by the Florida Department of Education (US DOE, 2009).
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Date Issued: 2010
Identifier: CFE0003445, ucf:48403
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003445

Title: CORRECT ME IF I AM WRONG: INVESTIGATING THE PREFERENCES IN ERROR CORRECTION AMONG ADULT ENGLISH LANGUAGE LEARNERS.
Creator: Smith, Hillary, Mihai, Florin, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the existence the educational backgrounds of adult English Language Learners and their preferences in error correction. Fifty participants completed surveys of their educational and demographic backgrounds and beliefs about error correction, and then ranked video clips of different types of error correction in terms of perceived usefulness. The survey examined the affective impact of oral error correction and studentsÃ‚Â'...
Show moreThe purpose of this study was to investigate the existence the educational backgrounds of adult English Language Learners and their preferences in error correction. Fifty participants completed surveys of their educational and demographic backgrounds and beliefs about error correction, and then ranked video clips of different types of error correction in terms of perceived usefulness. The survey examined the affective impact of oral error correction and studentsÃ‚Â' preferences regarding which errors merited correction and when and how these errors should be corrected. Participants with differing educational backgrounds expressed similar beliefs concerning the error correction and similar perceptions of the affective impact of CF. The findings of this study indicated that teachers may run more risk of disappointing students by not meeting their expectations than they do of causing them a negative emotional experience through correction.
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Date Issued: 2010
Identifier: CFE0003062, ucf:48326
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003062

Title: The Effects Of The Vocabulary Scenario Technique- English Learner Peer Protocol on Ninth Grade English Learners Who Struggle with Literacy.
Creator: Harrell, Kimmerly, Puig, Enrique, Little, Mary, Witta, Eleanor, Davis, Karen, University of Central Florida
Abstract / Description: Recent data have shown that only 34% of eighth graders and 37% of 12th graders were reading at or above proficiency (NAEP, 2015). A total of 21% of Hispanic eighth graders were reading at or above proficiency, and only 25% of Hispanic 12th graders were reading at or above proficiency. Of African-American students, 16% of eighth graders and 17% of 12th graders were reading at or above proficiency. In order for adolescents to become successful and productive adults, they need to acquire...
Show moreRecent data have shown that only 34% of eighth graders and 37% of 12th graders were reading at or above proficiency (NAEP, 2015). A total of 21% of Hispanic eighth graders were reading at or above proficiency, and only 25% of Hispanic 12th graders were reading at or above proficiency. Of African-American students, 16% of eighth graders and 17% of 12th graders were reading at or above proficiency. In order for adolescents to become successful and productive adults, they need to acquire advanced literacy skills. Many of these demands require an education beyond high school (Rothman, 2012). Concern for English learners (EL) is even more warranted due to the fact that they represent the fastest growing school-age population in the United States and tend to exhibit lower academic achievement than their non-EL peers (Matthews (&) Ewen, 2006; National Clearinghouse for English Language Acquisition [NCELA], 2006; Padolsky, 2005; Thomas (&) Collier, 2001; Klingner, Artiles, (&) Barletta, 2006). To address this issue, the present study was conducted to examine the effects of a Vocabulary Scenario Technique English Learner Peer Protocol (VST-ELP) with ninth-grade English learners (ELs) who were struggling with literacy. The technique's purpose was to increase students' vocabulary in order to improve their listening, speaking, reading, and writing skills. The study employed an experimental design, specifically a pre-test/post-test comparison group design with a total of 34 participating students and one classroom teacher. The study was conducted over four weeks with six hours of intervention. An analysis of variance revealed that there was an increase in mean scores from pre to post in the experimental group on both the synonym and sentence tests. Findings suggest that the Vocabulary Scenario Technique English Learner Peer Protocol (VST-ELP) was effective with ninth-grade EL students who were struggling with literacy. Clinical implications and future research directions were discussed.
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Date Issued: 2017
Identifier: CFE0006880, ucf:51708
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006880

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