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Title: COMPARING MIDDLE SCHOOL GENERAL AND SPECIAL EDUCATORS' USE OF RESEARCH-BASED INSTRUCTION IN MATHEMATICS FOR STUDENTS WITH LEARNING DISABILITIES.
Creator: Robertson, Shelby, Little, Mary, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online...
Show moreThe purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online survey. The survey examined teacher self-reported classroom use of instructional practices specifically aligned with NCTM standards, direct instruction, graduated instruction, grouping practices, and self-monitoring. Additionally, educators responded to perceptions of their preparedness to use the aforementioned instructional practices. From the survey results, several strategies exhibited statistically significant differences between general and special educators. Special educators showed significantly greater use of two instructional strategies, as well as significantly greater perceptions of preparedness to use two instructional strategies. Overall, significantly more special educators reported using the research-based strategies aligned with all instructional practices. Additional results, limitations, implications for practice, and recommendations for future research are provided.
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Date Issued: 2008
Identifier: CFE0002256, ucf:47857
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002256

Title: THE IMPACTS OF CO-TEACHING ON THE GENERAL EDUCATION STUDENT.
Creator: Parker, Alicia, Bozeman, William, University of Central Florida
Abstract / Description: The purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion model. General education students who received instruction during their 10th-grade year in a co-taught language arts or mathematics class were compared with other 10th-grade students receiving instruction from the same teacher but without the additional co-teacher. Achievement data from the Florida Comprehensive...
Show moreThe purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion model. General education students who received instruction during their 10th-grade year in a co-taught language arts or mathematics class were compared with other 10th-grade students receiving instruction from the same teacher but without the additional co-teacher. Achievement data from the Florida Comprehensive Achievement Test (FCAT) were gathered on these students. The state of Florida calculates and reports developmental scale scores (DSS) for students taking the FCAT. These scores are calculated to track student progress over time in relationship to the FCAT at each grade level. This study compared the difference in DSS from 9th-grade to 10th-grade of general education students in co-taught classes. It was determined in this study that there was no statistically significant difference for general education students in co-taught language arts classes but there was a significant difference for those in mathematics classes as compared to their peers not in co-taught classes. When below proficient general education students were compared there was a significant difference for students in mathematics co-taught classes compared to those not in co-taught classes, but not for those in language arts classes. Additional analyses were conducted to determine if co-teaching was a factor in the overall learning gain calculation used by the state of Florida. It was determined that there was no significant difference in learning gains of general education co-taught students as compared to peers not in co-taught classes. Information for school and district leaders was provided to guide decision making regarding the use of co-teaching as an inclusion model. Further research is necessary to fully understand the implications of co-teaching on general education students.
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Date Issued: 2010
Identifier: CFE0003005, ucf:48355
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003005

Title: ASSESSMENT METHODS FOR STUDENT LEARNING OUTCOMES IN GENERAL EDUCATIONAT URBAN AND METROPOLITAN UNIVERSITIES.
Creator: Albert, Angela R., Tubbs, Levester, University of Central Florida
Abstract / Description: The foci of this qualitative study were twofold. First, the researcher wanted to know what instruments and methods of data collection are being used to assess core general education intended student-learning outcomes at 62 urban and metropolitan universities (members of the Coalition of Urban and Metropolitan Universities). Second, the researcher was interested in knowing the extent to which these approaches to measurement are producing data that can be used for improvement purposes. A review...
Show moreThe foci of this qualitative study were twofold. First, the researcher wanted to know what instruments and methods of data collection are being used to assess core general education intended student-learning outcomes at 62 urban and metropolitan universities (members of the Coalition of Urban and Metropolitan Universities). Second, the researcher was interested in knowing the extent to which these approaches to measurement are producing data that can be used for improvement purposes. A review of the literature revealed that only 15% of institutions that indicated in a previous study that they were initiating change in the curriculum of general education programs were assessing student outcomes. Essentially, these institutions were depriving themselves of valuable data and information that might have made their organizational changes more meaningful.The present qualitative study, using a researcher-developed instrument, surveyed 62 universities as how they were assessing their general education programs. The grounded theory model of Strauss and Corbin was used to analyze the data. The study indicated that 23 of the 27 institutions that responded to the survey were conducting assessment of the core curriculum. They were using direct and indirect approaches to measurement of knowledge, skills, behaviors, and beliefs and values.The 27 institutions fell within five stages of assessment. Sixteen of the 19 institutions that were conducting assessment reported that they were having some success in identifying weaknesses in the pedagogy, the curriculum, and the assessment process. They reported changes such as adopting new pedagogical strategies, revising and adding courses, opening a new writing and mathematical center, having an increased awareness regarding the value of assessment, and generating heightened involvement among faculty members in the assessment process. Sixteen institutions reported that assessment methods such as standardized tests, essays, portfolios, and the senior assignment made it possible to identify weaknesses and make changes in their core curricula. Eleven institutions reported that they did not have any changes to report as a result of conducting assessment. Four of the eleven were in the early stages of assessment, three were in the planning stages, and one had not begun a formal assessment process. The grounded theory analysis led to this conclusion: If the leadership of institutions of higher learning realize the stage of assessment that they are in, they will be better positioned to respond to assessment training needs, assessment resource needs, stakeholders' expectations, and accrediting bodies' mandates.
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Date Issued: 2004
Identifier: CFE0000022, ucf:46112
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000022

Title: STUDENT PERCEPTION OF GENERAL EDUCATION PROGRAM COURSES.
Creator: Pepe, Julie, Witta, Lea, University of Central Florida
Abstract / Description: The purposes of this study were to: (a) determine, for General Education Program (GEP) courses, what individual items on the student form are predictive of the overall instructor rating value; (b) investigate the relationship of instructional mode, class size, GEP foundational area, and GEP theme with the overall instructor rating value; (c) examine what teacher/course qualities are related to a high (Excellent) overall evaluation or a low (Poor) overall evaluation value. The data set used...
Show moreThe purposes of this study were to: (a) determine, for General Education Program (GEP) courses, what individual items on the student form are predictive of the overall instructor rating value; (b) investigate the relationship of instructional mode, class size, GEP foundational area, and GEP theme with the overall instructor rating value; (c) examine what teacher/course qualities are related to a high (Excellent) overall evaluation or a low (Poor) overall evaluation value. The data set used for analysis contained sixteen student response scores (Q1-Q16), response number, class size, term, foundational area (communication, cultural/historical, mathematics, social, or science), GEP theme (yes/no), instructional mode (face-to-face or other), and percent responding (calculated value). All identifying information such as department, course, section, and instructor was removed from the analysis file. The final data set contained 23 variables, 8,065 course sections, and 294,692 student responses. All individual items on the student evaluation form were related to the overall evaluation item score, measured using SpearmanÃ‚Â's correlation coefficients. None of the examined course variables were selected as significant when the individual form items were included in the modeling process. This indicated students employed a consistent approach to the evaluation process regardless of large or small classes, face-to-face or other instructional modes, foundational area, or percent responding differences. Data mining modeling techniques were used to understand the relationship of individual item responses and additional course information variables to the overall score. Items one to fifteen (Q1 to Q15), class size, instructional mode, foundational area, and GEP theme were the independent variables used to find splits to create homogenous groups in relation to the overall evaluation score. The model results are presented in terms of if-then rules for Ã‚Â"ExcellentÃ‚Â" or Ã‚Â"PoorÃ‚Â" overall evaluation scores. The top three rules for Ã‚Â"ExcellentÃ‚Â" or Ã‚Â"PoorÃ‚Â" based their classifications on some combination of the following items: communication of ideas and information; facilitation of learning; respect and concern for students; instructorÃ‚Â's overall organization of the course; instructorÃ‚Â's interest in your learning; instructorÃ‚Â's assessment of your progress in the course; and stimulation of interest in the course. Proportion of student responses conforming to the top three rules for Ã‚Â"ExcellentÃ‚Â" or Ã‚Â"PoorÃ‚Â" overall evaluation ranged from 0.89 to .60. These findings suggest that students reward, with higher evaluation scores, instructors who they perceive as organized and strive to clearly communicate course content. These characteristics can be improved through mentoring or professional development workshops for instructors. Additionally, instructors of GEP courses need to be informed that students connect respect and concern and having an interest in student learning with the overall score they give the instructor.
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Date Issued: 2010
Identifier: CFE0003289, ucf:48519
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003289

Title: Literate Citizenship: The Culture of Literacy in Inclusive Middle School Social Studies Classrooms and Students with Intellectual Disabilities.
Creator: Becht, Kathleen, Dieker, Lisa, Wienke, Wilfred, Little, Mary, Zygouris-Coe, Vassiliki, University of Central Florida
Abstract / Description: As more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the...
Show moreAs more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the past five years. The learning environment and the general education teachers' perceptions and expectations of the nature of literacy for students with intellectual disabilities in the general education setting were observed over a nine week period using two theoretical frameworks; the culture of inclusion (Giangreco, Cloninger, Dennis, (&) Edelman, 1994) and socio-cultural literacy (Barton (&) Hamilton, 1998). The data gathered is reflective of the literacy practices used with the four students with intellectual disabilities who agreed to participate in the in-depth analyses, though nine were enrolled in the three general education classes. The themes of socialization for students with intellectual disabilities in general education classes, and the immersion in and isolation from literacy practices within the general education social studies literacy culture emerged and are discussed in detail. Implications for practice and recommendations for future research for students with intellectual disabilities in general education middle school settings are provided.
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Date Issued: 2015
Identifier: CFE0005763, ucf:50085
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005763

Title: ROLES AND INTERACTIONS OF GENERAL AND SPECIAL EDUCATION TEACHERS IN SECONDARY CO-TAUGHT TEAMS.
Creator: Moorehead, Tanya, Dieker, Lisa, University of Central Florida
Abstract / Description: This study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachersÃ‚Â' roles in solo-taught and co-taught classrooms and special educatorsÃ&...
Show moreThis study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachersÃ‚Â' roles in solo-taught and co-taught classrooms and special educatorsÃ‚Â' roles in co-taught classrooms. Instrumentation included the use of the Teacher Roles Observation Schedule (TROS), the Colorado Assessment of Co-Teaching (CO-ACT), interview questions, and field notes. The quantitative portion of the study consisted of event recordings of teacher interactions (TROS), co-teacher perception rating scale scores (CO-ACT), and class seating charts to monitor the occurrence of one-on-one interactions with students in both settings. The qualitative portion of the research study consisted of the researcher gathering ongoing field notes and teacher interviews. The researcher sought to identify the interaction behaviors of secondary co-teaching teams. The most and least successful co-teaching teams were identified based on the findings. The findings indicate teacher preparation programs need to prepare all teachers to first consider the diverse learning needs of all students and second, to effectively collaborate in inclusive settings. Special education preparation programs need to include more secondary content teaching courses. Likewise, general education preparation programs need to prepare future secondary general educators to differentiate instruction to meet the needs of students with disabilities. In addition to improvements in teacher preparation programs, school leaders need to provide ongoing support for co-teachers via planning time and professional development, so they can maximize the collaborative potential embedded within the co-teaching model.
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Date Issued: 2010
Identifier: CFE0003318, ucf:48496
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003318

Title: IMPACT OF SCALE-UP ON SCIENCE TEACHING SELF-EFFICACY OF STUDENTS IN GENERAL EDUCATION SCIENCE COURSES.
Creator: Cassani, Mary Kay, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided...
Show moreThe objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument – B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.
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Date Issued: 2008
Identifier: CFE0002125, ucf:47560
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002125

Title: A SURVEY OF PRESERVICE TEACHERS' ATTITUDES ON INTEGRATING STUDENTS WITH DISABILITIES IN INCLUSIVE EDUCATION CLASSROOMS.
Creator: McNamee, Kelsey K, Marrett, Caroline Pratt, University of Central Florida
Abstract / Description: There are more than 2.4 million American public school students identified with learning disabilities who are served under the Individuals with Disabilities Education Act (IDEA). General education preservice teachers are expected to effectively teach all students, including those with disabilities. However, most teacher preparation programs only require a single course in teaching students with disabilities. Research shows that that teachers� attitudes regarding inclusion are the greatest...
Show moreThere are more than 2.4 million American public school students identified with learning disabilities who are served under the Individuals with Disabilities Education Act (IDEA). General education preservice teachers are expected to effectively teach all students, including those with disabilities. However, most teacher preparation programs only require a single course in teaching students with disabilities. Research shows that that teachers� attitudes regarding inclusion are the greatest predictor of a successful inclusion classroom. This study explored the attitudes of preservice elementary and preservice secondary teachers regarding integrating students with disabilities into general education classrooms. A quantitative research design with a survey method was used in this study. The survey method included a questionnaire via Qualtrics, an online survey system used at the University of Central Florida. Findings of this study revealed that 40% of preservice teachers indicated that integrating students with disabilities in the general education class was a burden. However, due to information limitations the results for preservice elementary and preservice secondary teachers� attitudes regarding the integration of students with disabilities in the general education classroom and the number of hours of service learning completed was inconclusive.
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Date Issued: 2016
Identifier: CFH2000072, ucf:45507
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000072

Title: GENERAL EDUCATION REFORM AT A COMMUNITY COLLEGE: A GROUNDED THEORY STUDY.
Creator: Dutkofski, Daniel, Sivo, Stephen, University of Central Florida
Abstract / Description: The attempts to reform general education programs in higher education have been applied and studied throughout the history of higher education in the United States, but with even greater frequency and urgency over the past fifty years. Countless studies show the high percentage of institutions participating in these efforts and further studies lament the state of general education both as a reason to initiate reforms and as a result of the reforms. This effort is difficult enough for...
Show moreThe attempts to reform general education programs in higher education have been applied and studied throughout the history of higher education in the United States, but with even greater frequency and urgency over the past fifty years. Countless studies show the high percentage of institutions participating in these efforts and further studies lament the state of general education both as a reason to initiate reforms and as a result of the reforms. This effort is difficult enough for universities, but is further complicated when the curriculum for general education is part of a community college degree program. A grounded theory study was conducted to identify the underlying understanding of general education at one community college as well as the process for implementing and reforming the curriculum, especially the general education curriculum. Members of the curriculum committee as well as other administrators and faculty at the college who have a voice in the curriculum were interviewed and their responses were coded following classic grounded theory methodology. The resulting theory showed a divergence of understanding of general education when speaking about it abstractly and when speaking about the process to change the collegeÃ‚Â's existing general education program. The abstract understanding of general education is very consistent with the stated purposes of general education and the educational goals of the college. The practical understanding, however, indicates that the work of curriculum reform is compliance with guidelines from legislation and accreditation requirements. Thus, any efforts to establish a model of general education that would be more consistent with the understood purpose of general education that would require modifying the existing structure would meet great resistance because of the perceived need to comply with the existing model. Further studies concerning the same issue at other community colleges within the state, as well as the understanding of general education within the university system would contribute to a better understanding of the role of general education at the college and throughout the state system of higher education. The use of grounded theory as a methodology to achieve this reform provides a way to engage everyone involved more openly and to permit the efforts to be far more intentional.
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Date Issued: 2010
Identifier: CFE0003439, ucf:48387
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003439

Title: AN ANALYSIS OF FACTORS THAT INFLUENCED BREVARD STUDENTS TO DROP OUT AND WHY THEY RETURNED TO EARN THEIR GENERAL EDUCATION DEVELOPMENT (GED) DIPLOMA.
Creator: Spadaccini, Becky, Murray, Barbara, University of Central Florida
Abstract / Description: Dropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status,...
Show moreDropping out of high school almost guarantees a life of hardship. The absence of a diploma contributes to poverty, increased crime rates and weakens the economy. To that end, school districts have a moral and ethical responsibility to bring an end to the dropout epidemic. This study was based on an analysis of more than 26,000 Brevard public school students. The researcher used 2006-2007, 2007-2008 and 2008-2009 student data to determine the relationship between race, grade level, ESE status, ELL status, SES, type of promotion and dropping out of school. In addition, the researcher reviewed Student Exit Survey data and face-to-face interview data to determine why students dropped out and identified strategies students felt would have kept them in school. Finally, individual interview data were analyzed to understand the circumstances that encouraged participants to return to earn their diplomas. The researcher recommended use of data management and tracking systems for early identification of potential dropouts so intervention could be delivered at the onset of failure, assignment of trained adult leaders to monitor and intervene for students; enforcement of compulsory school attendance; creation of mechanisms to reduce absenteeism that do not lead to school failure; required intervention for students who are truant; identification and assignment of highly effective teachers to at-risk youth; intervention in classrooms that have high rates of student failure; use of relevant curriculum and employment of instructional practices proven to increase engagement; alignment of intervention strategies with researched practices; gathering of input and feedback from students to determine program effectiveness; creation of meaningful exit interview processes; utilization of survey data to identify and remove school-related barriers and collaboration with community agencies to find meaningful and genuine solutions for students in crisis.
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Date Issued: 2011
Identifier: CFE0003578, ucf:48898
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003578

Title: The Effectiveness of Using Florida Virtual High School Course Data during the College Admission Process as a Predictor of Degree Completion Within Six Years.
Creator: Callahan, Michael, King, Kathy (Kathleen), Cox, Dr. Thomas, Whiteman, JoAnn, Preston, Michael, University of Central Florida
Abstract / Description: The admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance...
Show moreThe admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance education information in a database, which allowed for analysis. Presently, the institution's primary undergraduate admission office does not collect or store this type of information. I used SPSS Statistics to calculate logistical regression on this data. My goal was to discover what effect the high school online distance education variables had on the outcome of graduating in four or six years. Graduation rate is a key metric for colleges and universities as an indicator of success. For this reason, I wanted to determine through this study whether high school online distance education assisted in predicting which students will graduate. At least two stakeholders will find this information useful. Admission officers and, more specifically, honors admission officers will gain more insight into the student selection process as this study examines students in the top 10% of the incoming class. The other group, future researchers, will learn from this study and other new studies for even more understanding on this topic. Although the results indicated that high-achieving Florida Virtual School students do not graduate at higher rate than students who have not completed distance education classes, more research is required to understand how the other 90% of student applicants are affected by distance education courses completed in high school.
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Date Issued: 2017
Identifier: CFE0006861, ucf:51754
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006861

general education (5)	+ -
inclusion (2)	+ -
special education (2)	+ -
Admission (1)	+ -
Admissions (1)	+ -

Co-Teaching (1)	+ -
College Admissions (1)	+ -
Data Mining (1)	+ -
Dissertation (1)	+ -
Distance Education (1)	+ -
Dropout (1)	+ -
English language learners (1)	+ -
FCAT (1)	+ -
Florida Admissions (1)	+ -
Florida College Admissions (1)	+ -
Florida Virtual School (1)	+ -
Four Year Graduation Rate (1)	+ -
General Education (1)	+ -
General Education Courses (1)	+ -
General Education Development (1)	+ -
General Systems Theory (1)	+ -
Graduation Rate (1)	+ -
Higher Education (1)	+ -
Higher Education Research (1)	+ -
Honors College Admissions (1)	+ -
Honors Program Admissions (1)	+ -
Interactions (1)	+ -
LMS (1)	+ -
Learning Management Systems (1)	+ -
Online (1)	+ -

ETD Collection (10)	+ -
Honors Collection (1)	+ -

University of Central Florida (11)	+ -
Dieker, Lisa (2)	+ -
Little, Mary (2)	+ -
Albert, Angela R. (1)	+ -
Becht, Kathleen (1)	+ -

Bozeman, William (1)	+ -
Callahan, Michael (1)	+ -
Cassani, Mary Kay (1)	+ -
Cox, Dr. Thomas (1)	+ -
Dutkofski, Daniel (1)	+ -
Jeanpierre, Bobby (1)	+ -
King, Kathy (Kathleen) (1)	+ -
Marrett, Caroline Pratt (1)	+ -
McNamee, Kelsey K (1)	+ -
Moorehead, Tanya (1)	+ -
Murray, Barbara (1)	+ -
Parker, Alicia (1)	+ -
Pepe, Julie (1)	+ -
Preston, Michael (1)	+ -
Robertson, Shelby (1)	+ -
Sivo, Stephen (1)	+ -
Spadaccini, Becky (1)	+ -
Tubbs, Levester (1)	+ -
Whiteman, JoAnn (1)	+ -
Wienke, Wilfred (1)	+ -
Witta, Lea (1)	+ -
Zygouris-Coe, Vassiliki (1)	+ -

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