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Title: AN ACCOUNT OF HOW CHINESE GRADUATE STUDENTS IN THE UNITED STATES VIEW THE FULL SPAN OF THEIR EDUCATIONAL EXPERIENCES: A GROUNDED THEORY INVESTIGATION.
Creator: Tsai, Ming-Che, Sivo, Stephen, University of Central Florida
Abstract / Description: Many teachers of international students in the United States are challenged to address cultural differences in a classroom. International students often experience psychological, physical and cultural stress when they study abroad, due mainly to unfamiliar environments and a diverse culture. The question this study asks is: Are there any strategies that can be used to benefit these students? This grounded theory study will examine a purposefully-selected group of subjects from China and...
Show moreMany teachers of international students in the United States are challenged to address cultural differences in a classroom. International students often experience psychological, physical and cultural stress when they study abroad, due mainly to unfamiliar environments and a diverse culture. The question this study asks is: Are there any strategies that can be used to benefit these students? This grounded theory study will examine a purposefully-selected group of subjects from China and Taiwan who are currently studying at a large metropolitan university in the Southeastern United States. After data collection and analysis procedure, I hoped there are some things valued for international student who just arrived at the new environment and provides the reference to those students and college with the similar situation as UCF all over the world.
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Date Issued: 2009
Identifier: CFE0002680, ucf:48239
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002680

Title: Government Responsiveness in Matters of Racial Sensitivity.
Creator: Carnegie, Vickie, Bryer, Thomas, Knox, Claire, Kapucu, Naim, Burg, Mary Ann, Fine, Terri, University of Central Florida
Abstract / Description: This study assesses factors influencing the responsiveness of government officials in Alabama, Mississippi, and South Carolina regarding the public display of the Confederate Flag on state grounds in the aftermath of the Charleston, South Carolina shooting. The purpose of this dissertation research is to understand the factors influencing how government officials make decisions during racially/culturally sensitive events. Two research questions frame this study: 1) What factors are relevant...
Show moreThis study assesses factors influencing the responsiveness of government officials in Alabama, Mississippi, and South Carolina regarding the public display of the Confederate Flag on state grounds in the aftermath of the Charleston, South Carolina shooting. The purpose of this dissertation research is to understand the factors influencing how government officials make decisions during racially/culturally sensitive events. Two research questions frame this study: 1) What factors are relevant to understanding state government officials' decision- making regarding the display of the Confederate Flag on public grounds? 2) Under what conditions of public decision making regarding the Confederate flag is executive authority, vote/referendum, or legislative processes used? Employing grounded theory across newspaper content in Alabama, South Carolina, and Mississippi, 117 articles were examined to provide insight into the research questions. The themes which emerged from this analysis are: 1)Key factors in the decision-making regarding the display of the Confederate Flag on state grounds are: a.The response to a triggering crisis event b.A desire for inclusiveness c.A perception of outside attention or scrutiny d.A concern for the economic well-being of the State e.The political agency of the decision maker 2)Economics, standing law, and political expediency influence decisions of whether executive authority, vote/referendum, or legislative processes are used in decision-making regarding the display of the Confederate Flag on public grounds. This study introduces a detailed model of decision-making for public officials in racially/culturally sensitive matters to navigate the handling of issues with similar schema-forming symbols which can call forth dynamic and polarizing responses. The findings from this research study can be used to foster improved government efforts at responding to matters of a highly charged emotional nature.
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Date Issued: 2018
Identifier: CFE0007439, ucf:52734
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007439

Title: Preparing for the Inevitable: Sensemaking in Parent-Child Discussions of Death.
Creator: Wartmann, Carrie, Hastings, Sally, Musambira, George, Weger, Harry, University of Central Florida
Abstract / Description: Death is something everyone will eventually encounter, yet American society has a tendency to avoid or deny death in everyday life and language. Death makes people uncomfortable, and many view it as a topic too complex for children to understand. Children, however, witness big and little deaths in their lives: of pets, relatives, plants, and favorite fairy tale characters. When a child experiences a death, he or she may have questions for parents or other trusted adults which our current...
Show moreDeath is something everyone will eventually encounter, yet American society has a tendency to avoid or deny death in everyday life and language. Death makes people uncomfortable, and many view it as a topic too complex for children to understand. Children, however, witness big and little deaths in their lives: of pets, relatives, plants, and favorite fairy tale characters. When a child experiences a death, he or she may have questions for parents or other trusted adults which our current avoidance-geared society does not prepare adults for.Children exist in a specific cultural context, and learn rules and expectations of society from an early age. How society views a subject like death will influence how it is talked about, experienced, and learned. Parents and families serve as the primary means of socialization for young children and hold a position of expertise within the parent-child dynamic. Both socio-cultural and personal beliefs about death will influence how a parent approaches death education with his or her child.Through examination of the sensemaking and sensegiving accounts of parent participants, this study sought to understand what the process is like for parents who are discussing the subject of death with their children, what goals and concerns parents have, what information a parent privileges as important within the social and historical context of the conversation, and what resources he or she accesses, if any, to assist with communication. By framing the participants' experiences as (")making sense(") of a social environment after an interruption, this study was able to investigate the processes of sensemaking and sensegiving in an interpersonal context between parent and child, the roles of Weick's (1995) characteristics of sensemaking, implicit and explicit messages relayed to children about death, and the influence of social scripts on both processes.Twelve semi-structured, in-depth interviews were conducted to gather accounts in context of parents who had previously discussed death with their children. Interviews were analyzed based on a modified constructivist grounded theory approach (Charmaz, 2006). The study was designed to remain as close to the relayed experience of the participants as possible with hope that information from the participants' experiences will be useful for both academics and parents as a future resource for preparing for parent-child communication about death.
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Date Issued: 2016
Identifier: CFE0006415, ucf:51459
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006415

Title: FROM SECLUSION TO INCLUSION: A COMPARATIVE CASE STUDY OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN MIDDLE SCHOOLS.
Creator: Young, Cheryl, Boote, Dave, University of Central Florida
Abstract / Description: The transition of students with emotional and behavioral disorders has often been difficult when the move is made from self-contained classes to a less restrictive environment in general education classes. This study analyzed the perceptions of students and teachers when six middle school students with emotional and behavioral disorders moved from self-contained classes to inclusive placements in general education classes in three schools that were part of a large metropolitan school district...
Show moreThe transition of students with emotional and behavioral disorders has often been difficult when the move is made from self-contained classes to a less restrictive environment in general education classes. This study analyzed the perceptions of students and teachers when six middle school students with emotional and behavioral disorders moved from self-contained classes to inclusive placements in general education classes in three schools that were part of a large metropolitan school district in the southeastern United States. Data were collected over a 2 month period using semi-structured student interviews and teacher surveys, as well as student records and other school reports and observations. Data were analyzed to develop a grounded theory that explained the differences between students who had successful experiences (no discipline referrals or failing grades) and students who experienced problems with inclusion. The students attributed their success to: (a) support from their teachers, (b) quiet, well-managed inclusive classrooms, and (c) planned systems for the inclusion process. The teachers attributed student success to: (a) general education teacher willing to take a student with EBD into their class, (b) academic and behavioral support systems, and (c) positive home-school relationships between the teacher and the child's family. The grounded theory developed in this study predicted that students have a greater chance of successful inclusion if they have (a) behavioral supports aimed at managing academic frustration, (b) a plan that encourages and rewards self-determination and (c) supportive teachers or family members. These findings also related important elements of research and provided insight on current practice for the inclusion of students with emotional and behavioral disorders.
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Date Issued: 2005
Identifier: CFE0000777, ucf:46587
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000777

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: Preschool Attendance: A Parental and Teacher Perspective of Barriers, Health Behaviors and Practices using Grounded Theory Research.
Creator: Meoli, Anne, Chase, Susan, Anderson, Mindi, Quelly, Susan, Wink, Diane, Sheinberg, Nurit, University of Central Florida
Abstract / Description: Background: Preschool children from single-parent households with lower socioeconomic status (SES) are absent from preschool at rates higher than any other group. Some children are chronically absent, missing more than 10% of the school year. The phenomenon of preschool attendance related to behaviors, practices, and parental decision making associated with health and illness in lower SES households has not been previously studied using grounded theory methodology.Aim: The purpose of this...
Show moreBackground: Preschool children from single-parent households with lower socioeconomic status (SES) are absent from preschool at rates higher than any other group. Some children are chronically absent, missing more than 10% of the school year. The phenomenon of preschool attendance related to behaviors, practices, and parental decision making associated with health and illness in lower SES households has not been previously studied using grounded theory methodology.Aim: The purpose of this study was to explore decision making related to supporting attendance in a preschool of 67 children (aged 3 to 4 years) with primarily low-income, single parents and preschool teachers in South Florida. The decision making process parents and teachers face every day and the environmental supports of preschool attendance facilitated identification of factors encouraging or impeding attendance.Results and Recommendations: Focus groups and interviews with teachers, parents and administrators were conducted, and direct observation of the school attendance process and health/attendance policies were examined. Data analysis was concurrent with data collection to allow for theoretical sampling. The data analysis revealed an underlying process of (")communicating about health: benefitting children's attendance in a preschool environment.(") Supporting this theory were three themes of (a) empowerment: actions to support health, (b) trusting judgment regarding health, and (c) commitment of organization and parents to health and attendance. Recommendations for implementation of practice, policy changes, and opportunities for future research found in this unique setting were discussed to improve attendance.
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Date Issued: 2016
Identifier: CFE0006143, ucf:51186
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006143

Title: An exploration of secondary science grade teachers' written artifacts about their experiences with an online professional development in reading research and instruction: A grounded theory study.
Creator: Woodhall, Carmen, Zygouris-Coe, Vassiliki, Jeanpierre, Bobby, Lambie, Glenn, Swan, Bonnie, Haggerty, Dorothy, University of Central Florida
Abstract / Description: Classroom teachers deal with numerous pressures in their classrooms including students' difficulty with reading at the middle and high school levels. Often, teachers can identify the problems, but are often unable to rectify them because of a lack of understanding and support in incorporating reading as part of their content area instruction. This research was conducted to investigate the impact of a sustained, online reading professional development on the teaching practice of middle school...
Show moreClassroom teachers deal with numerous pressures in their classrooms including students' difficulty with reading at the middle and high school levels. Often, teachers can identify the problems, but are often unable to rectify them because of a lack of understanding and support in incorporating reading as part of their content area instruction. This research was conducted to investigate the impact of a sustained, online reading professional development on the teaching practice of middle school and high school science teachers who took the 14-week course. This grounded theory research used the reflective assignment, a comprehensive, 10-week, job-embedded assignment of 62 science teachers, to generate categories and themes about the reading challenges they perceived in their own classrooms, what strategies and tools they chose to remedy those challenges, and the perceived changes they saw in their students and themselves. The theory that was derived from the data speaks to how effective, job-embedded reading professional development can impact the knowledge, motivation, and instructional practice of science teachers in the classroom.
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Date Issued: 2012
Identifier: CFE0004618, ucf:49932
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004618

Title: A Grounded Theory Survey Study of Teachers Perception Perpetuating the Deficit Narrative About Marginalized Students of Color.
Creator: Austin, Cavel, Olan, Elsie, Hewitt, Randall, Jeanpierre, Bobby, Puig, Enrique, University of Central Florida
Abstract / Description: The deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded...
Show moreThe deficit narrative about marginalized students of color attributes their failure in school to some nature of innate cognitive deficiency, cultural, social, and familial dysfunctions among other schools of thoughts. The purpose of this grounded theory study is to provide a rich description about this phenomenon and to propose theoretical pedagogical adjustments in the classroom as it relates to educating students of color. The study applies Charmaz (2014) Constructivist approach to grounded theory methods to examine the following research questions: (RQ1) How do teachers' narratives about students of color depict their teaching experiences and (RQ2) How do teachers' narratives about students of color inform students learning? Two overarching themes emerged in this study: practicing color blindness impacts cultural responsiveness while perpetuate deficit thinking, and understanding cultural background stimulates sensitivity when designing curriculum for students of color. The findings of this research demonstrate teachers' deficit thinking depicts their pedagogical practices and informs students learning. The research has both practical and theoretical implications for dispelling the deficit thinking regarding students of color.
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Date Issued: 2019
Identifier: CFE0007779, ucf:52339
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007779

Title: Meeting Student, Instructor, and Institutional Expectations in Online Writing Courses.
Creator: Proulx, Emily, Vie, Stephanie, Rounsaville, Angela, Hall, Mark, University of Central Florida
Abstract / Description: Research in online writing instruction often focuses on student perceptions of learning and best practices of online pedagogy (Boyd, 2008; Dziuban, Moska, Kramer, (&) Thompson, 2013; Hewett (&) Warnock, 2015; Pigg (&) Morrison, 2016; Roby, Ashe, Singh, (&) Clark, 2013; Warnock, 2009). At the University of Central Florida, online learning research is especially important due to the increasing volume of both online and hybrid courses across the university (which is itself in response to...
Show moreResearch in online writing instruction often focuses on student perceptions of learning and best practices of online pedagogy (Boyd, 2008; Dziuban, Moska, Kramer, (&) Thompson, 2013; Hewett (&) Warnock, 2015; Pigg (&) Morrison, 2016; Roby, Ashe, Singh, (&) Clark, 2013; Warnock, 2009). At the University of Central Florida, online learning research is especially important due to the increasing volume of both online and hybrid courses across the university (which is itself in response to increasing numbers of students enrolling but limited classroom space with which to teach). The current push from many university administrators for increased enrollment in online classes focuses on access and convenience; however, there is not as much of a conversation asking if the learning in the class is affected by the online course, or the different avenues for learning that these courses present. In this study, I noted that while scholarship discussed students', teachers', and institutions' roles in online courses, there was a lack of alignment in those areas.To investigate this lack of alignment, I interviewed four students enrolled in online courses and three instructors currently teaching online courses through the Department of Writing and Rhetoric at the University of Central Florida. Through a grounded theory analysis (Charmaz, 2006; Strauss (&) Corbin, 1998), I identified areas of agreement and dissonance in both the creation of and implementation of online courses. Overall, students and instructors seemed to focus both their positive and negative perceptions and expectations around discussions as sites of learning, expectations of time/effort, feedback, and classroom community. These are common sites of benefits and disadvantages of online writing courses, which make this investigation important to the continuing conversation of how we better align our perceptions and expectations to improve student learning in online writing courses.The conclusions from this study address the importance and difficulty of transparency in online courses and the need for consistency across the institution, the instructors, and the students. This research provides suggestions for implementing the findings of this research at the classroom and department levels.
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Date Issued: 2017
Identifier: CFE0006644, ucf:51255
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006644

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.
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Date Issued: 2015
Identifier: CFE0005821, ucf:50022
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005821

Title: Curating culture through social media in the 21st century: Orlando as a case study for arts participation and engagement among millennials.
Creator: Givoglu, Wendy, Applen, JD, McDaniel, Rudy, Vie, Stephanie, Krick, Stephanie, University of Central Florida
Abstract / Description: The American non-profit arts sector is faced with challenges including shifting audience demographics, competition for patrons due to evolving new media and entertainment technologies, changes in donors, and the discontinuation of federal and state funding sources. Savvy arts organizations are rebooting for long-term sustainability and relevancy to their communities, while some organizations adhere to unchanged practices and modes of operation. Amidst the 21st century digital landscape, arts...
Show moreThe American non-profit arts sector is faced with challenges including shifting audience demographics, competition for patrons due to evolving new media and entertainment technologies, changes in donors, and the discontinuation of federal and state funding sources. Savvy arts organizations are rebooting for long-term sustainability and relevancy to their communities, while some organizations adhere to unchanged practices and modes of operation. Amidst the 21st century digital landscape, arts engagement that yields personal and community impact and sustainability for the future is indeed attainable. Characteristics of participatory culture and democratization rooted in emerging digital entertainment and social media communications technology, coupled with the power of the millennial generation, the first generation with access to digital technologies since birth, are two forces that can be non-profit arts organizations' biggest resources and are inherently a part of the arts. Using a mixed method approach, this project examines discourse surrounding arts engagement, focusing on the millennial generation, social media as a catalyst for potent arts participation, and Central Florida as a region demonstrating significant innovations and opportunities for growth in the arts. A survey was completed by Central Florida millennials, and with permission from Americans for the Arts, select questions replicated their 2016 National Arts Engagement survey, situating Central Florida alongside National data. Qualitatively, interviews were conducted with six executive directors of Central Florida non-profit arts organizations. Grounded theory practices yielded a synthesis of perspectives and strategic action plan for arts organizations to consider. Resulting recommendations for organizations seeking to further arts engagement with millennials via social media include: incorporating transmedia storytelling elements, considering how the arts convene and create around causes, programming with consideration of the life cycles and interests of millennials, considering diversity and cultural equity in the arts, and creating experiences that define engagement in the digital and physical worlds.
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Date Issued: 2019
Identifier: CFE0007460, ucf:52675
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007460

Title: Using Hashtags to Disambiguate Aboutness in Social Media Discourse: A Case Study of #OrlandoStrong.
Creator: DeArmas, Nicholas, Vie, Stephanie, Salter, Anastasia, Beever, Jonathan, Dodd, Melissa, Wheeler, Stephanie, University of Central Florida
Abstract / Description: While the field of writing studies has studied digital writing as a response to multiple calls for more research on digital forms of writing, research on hashtags has yet to build bridges between different disciplines' approaches to studying the uses and effects of hashtags. This dissertation builds that bridge in its interdisciplinary approach to the study of hashtags by focusing on how hashtags can be fully appreciated at the intersection of the fields of information research, linguistics,...
Show moreWhile the field of writing studies has studied digital writing as a response to multiple calls for more research on digital forms of writing, research on hashtags has yet to build bridges between different disciplines' approaches to studying the uses and effects of hashtags. This dissertation builds that bridge in its interdisciplinary approach to the study of hashtags by focusing on how hashtags can be fully appreciated at the intersection of the fields of information research, linguistics, rhetoric, ethics, writing studies, new media studies, and discourse studies. Hashtags are writing innovations that perform unique digital functions rhetorically while still hearkening back to functions of both print and oral rhetorical traditions. Hashtags function linguistically as indicators of semantic meaning; additionally, hashtags also perform the role of search queries on social media, retrieving texts that include the same hashtag. Information researchers refer to the relationship between a search query and its results using the term (")aboutness(") (Kehoe and Gee, 2011). By considering how hashtags have an aboutness, the humanities can call upon information research to better understand the digital aspects of the hashtag's search function. Especially when hashtags are used to organize discourse, aboutness has an effect on how a discourse community's agendas and goals are expressed, as well as framing what is relevant and irrelevant to the discourse. As digital activists increasingly use hashtags to organize and circulate the goals of their discourse communities, knowledge of ethical strategies for hashtag use will help to better preserve a relevant aboutness for their discourse while enabling them to better leverage their hashtag for circulation. In this dissertation, through a quantitative and qualitative analysis of the Twitter discourse that used #OrlandoStrong over the five-month period before the first anniversary of the Pulse shooting, I trace how the #OrlandoStrong discourse community used innovative rhetorical strategies to combat irrelevant content from ambiguating their discourse space. In Chapter One, I acknowledge the call from scholars to study digital tools and briefly describe the history of the Pulse shooting, reflecting on non-digital texts that employed #OrlandoStrong as memorials in the Orlando area. In Chapter Two, I focus on the literature surrounding hashtags, discourse, aboutness, intertextuality, hashtag activism, and informational compositions. In Chapter Three, I provide an overview of the stages of grounded theory methodology and the implications of critical discourse analysis before I detail how I approached the collection, coding, and analysis of the #OrlandoStrong Tweets I studied. The results of my study are reported in Chapter Four, offering examples of Tweets that were important to understanding how the discourse space became ambiguous through the use of hashtags. In Chapter Five, I reflect on ethical approaches to understanding the consequences of hashtag use, and then I offer an ethical recommendation for hashtag use by hashtag activists. I conclude Chapter Five with an example of a classroom activity that allows students to use hashtags to better understand the relationship between aboutness, (dis)ambiguation, discourse communities, and ethics. This classroom activity is provided with the hope that instructors from different disciplines will be able to provide ethical recommendations to future activists who may benefit from these rhetorical strategies.
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Date Issued: 2018
Identifier: CFE0007322, ucf:52136
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007322

grounded theory (8)	+ -
social media (2)	+ -
#orlandostrong (1)	+ -
Anti-racist theory (1)	+ -
Colorblindness (1)	+ -

Confederate Flag (1)	+ -
Constructivist Grounded Theory (1)	+ -
Culturally Responsive (1)	+ -
Deficit Thinking (1)	+ -
Design of online instructions (1)	+ -
Diversity (1)	+ -
English (1)	+ -
Grounded Design Practice (1)	+ -
Health (1)	+ -
Literacy in science (1)	+ -
Lived Experience (1)	+ -
Marginalized (1)	+ -
OWI (1)	+ -
Preschool absenteeism (1)	+ -
Preschool attendance (1)	+ -
Pulse shooting (1)	+ -
Racial Inequity (1)	+ -
Student of Color (1)	+ -
Uses of Scientific-based Research and Theory (1)	+ -
White Privilege (1)	+ -
aboutness (1)	+ -
activism (1)	+ -
agenda-setting theory (1)	+ -
ambiguation (1)	+ -
arts engagement (1)	+ -

University of Central Florida (12)	+ -
Vie, Stephanie (3)	+ -
Jeanpierre, Bobby (2)	+ -
Sivo, Stephen (2)	+ -
Anderson, Mindi (1)	+ -

Applen, JD (1)	+ -
Austin, Cavel (1)	+ -
Beever, Jonathan (1)	+ -
Boote, Dave (1)	+ -
Bryer, Thomas (1)	+ -
Burg, Mary Ann (1)	+ -
Carnegie, Vickie (1)	+ -
Chase, Susan (1)	+ -
DeArmas, Nicholas (1)	+ -
Dodd, Melissa (1)	+ -
Dutkofski, Daniel (1)	+ -
Fine, Terri (1)	+ -
Givoglu, Wendy (1)	+ -
Gunter, Glenda (1)	+ -
Haciomeroglu, Erhan (1)	+ -
Haggerty, Dorothy (1)	+ -
Hall, Mark (1)	+ -
Hartshorne, Richard (1)	+ -
Hastings, Sally (1)	+ -
Hewitt, Randall (1)	+ -
Kapucu, Naim (1)	+ -
Knox, Claire (1)	+ -
Koech, Japheth (1)	+ -
Krick, Stephanie (1)	+ -
Lambie, Glenn (1)	+ -

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