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Title: Latin America and the Alliance for progress.
Creator: Aguilar Monteverde, Alonso, Wasserman, Ursula
Date Issued: 1963
Identifier: 2100241, CFDT2100241, ucf:4902
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/2100241

Title: THE RELATIONSHIP BETWEEN PRINCIPAL REPORTED INSTRUCTIONAL AND ORGANIZATIONAL PRACTICES OF TITLE I ELEMENTARY SCHOOLS AND ADEQUATE YEARLY PROGRESS.
Creator: Bur, Marsha, Bozeman, William, University of Central Florida
Abstract / Description: This study examined the practices of Title I elementary school principals in the state of Florida for the school year 2009 - 2010. Elementary school principals in six Florida school districts responded to a survey to determine the extent of implementation of instructional and organizational practices identified by research to improve instruction and learning. The practices (sub-constructs) examined were identified as curriculum, instruction, assessment, educational agenda (vision, mission,...
Show moreThis study examined the practices of Title I elementary school principals in the state of Florida for the school year 2009 - 2010. Elementary school principals in six Florida school districts responded to a survey to determine the extent of implementation of instructional and organizational practices identified by research to improve instruction and learning. The practices (sub-constructs) examined were identified as curriculum, instruction, assessment, educational agenda (vision, mission, beliefs, goals), leadership for school improvement, community building, and culture of continuous improvement. The results of this study indicated that participating Florida Title I principals believed that they were implementing effective instructional and organizational practices in their schools. Despite this belief, all but two of the schools represented in the results, failed to make adequate yearly progress (AYP) for school year 2009 - 2010. The analysis of the responses indicated a negative, but not statistically significant, correlation between self-reported scores and AYP percentage points earned. These results warrant further study to determine if the reported indicators can be verified by observation or other personnel. Within the limits of this study, the negative correlation suggested that school principals should examine their practices related to instructional and organizational effectiveness for fidelity and stakeholder buy-in. Principals must not only believe that these practices are evident, they must verify them through constant monitoring and quantitative measures.
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Date Issued: 2011
Identifier: CFE0003632, ucf:48864
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003632

Title: Correctness and Progress Verification of Non-Blocking Programs.
Creator: Peterson, Christina, Dechev, Damian, Leavens, Gary, Bassiouni, Mostafa, Cash, Mason, University of Central Florida
Abstract / Description: The progression of multi-core processors has inspired the development of concurrency libraries that guarantee safety and liveness properties of multiprocessor applications. The difficulty of reasoning about safety and liveness properties in a concurrent environment has led to the development of tools to verify that a concurrent data structure meets a correctness condition or progress guarantee. However, these tools possess shortcomings regarding the ability to verify a composition of data...
Show moreThe progression of multi-core processors has inspired the development of concurrency libraries that guarantee safety and liveness properties of multiprocessor applications. The difficulty of reasoning about safety and liveness properties in a concurrent environment has led to the development of tools to verify that a concurrent data structure meets a correctness condition or progress guarantee. However, these tools possess shortcomings regarding the ability to verify a composition of data structure operations. Additionally, verification techniques for transactional memory evaluate correctness based on low-level read/write histories, which is not applicable to transactional data structures that use a high-level semantic conflict detection.In my dissertation, I present tools for checking the correctness of multiprocessor programs that overcome the limitations of previous correctness verification techniques. Correctness Condition Specification (CCSpec) is the first tool that automatically checks the correctness of a composition of concurrent multi-container operations performed in a non-atomic manner. Transactional Correctness tool for Abstract Data Types (TxC-ADT) is the first tool that can check the correctness of transactional data structures. TxC-ADT elevates the standard definitions of transactional correctness to be in terms of an abstract data type, an essential aspect for checking correctness of transactions that synchronize only for high-level semantic conflicts. Many practical concurrent data structures, transactional data structures, and algorithms to facilitate non-blocking programming all incorporate helping schemes to ensure that an operation comprising multiple atomic steps is completed according to the progress guarantee. The helping scheme introduces additional interference by the active threads in the system to achieve the designed progress guarantee. Previous progress verification techniques do not accommodate loops whose termination is dependent on complex behaviors of the interfering threads, making these approaches unsuitable. My dissertation presents the first progress verification technique for non-blocking algorithms that are dependent on descriptor-based helping mechanisms.
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Date Issued: 2019
Identifier: CFE0007705, ucf:52433
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007705

Title: A MIXED METHOD STUDY ON THE ROLE OF THE IMAGINATION IN THE READING COMPREHENSION OF LOW-PROGRESS ADOLESCENTS.
Creator: Puig, Enrique, Robinson, Sandra L., University of Central Florida
Abstract / Description: Founded on the importance of the imagination according to Greene (1995) and set by the Executive Summary of the 911 Commission Report, the mixed methods grounded theory study looks at a correlation between a set of instruction practices recognized by Egan (2008) for nourishing and developing the imagination and low-progress adolescent students' comprehension. Descriptive data are provided on the school, students, teachers, and district where the study was conducted to illustrate the...
Show moreFounded on the importance of the imagination according to Greene (1995) and set by the Executive Summary of the 911 Commission Report, the mixed methods grounded theory study looks at a correlation between a set of instruction practices recognized by Egan (2008) for nourishing and developing the imagination and low-progress adolescent students' comprehension. Descriptive data are provided on the school, students, teachers, and district where the study was conducted to illustrate the limitation and delimitations of the study. The study is limited to low-progress adolescent students as identified by the Florida Comprehensive Assessment Test and uses pre and post Florida Assessments for Instruction in Reading (FAIR) mandated and administered by Orange County to establish comprehension and determine statistical significance. Participant and non-participant observations are used to triangulate and co-triangulate data to determine the correlation between the frequency of select instructional practices and students' comprehending as evidence by their FAIR reading and Maze scores. Observation of student performance suggests that attention to the implementation of the instruction practices of using poetry, text sets, and sensory stimulation has potential in nurturing low progress adolescent students' imagination and strengthening their cognitive feed-forward mechanism. The data adds to the existing body of work on the interactive nature of reading (Rumelhart, 1994) by elaborating on low progress adolescent students' ability to predict and anticipate; concluding that convergent and divergent thinking, making inter-textual connections, and creating mental models are necessary sub-factors to nourish the imagination and need to be taken into account in instruction to assist low-progress adolescent students in comprehending and developing a defensible interpretation.
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Date Issued: 2011
Identifier: CFE0003606, ucf:48850
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003606

Title: Strengths of Secondary School Principals in One Large Florida School District, and Achievement of Adequate Yearly Progress in 2010-2011.
Creator: Paduano, Kelly, Taylor, Rosemarye, Pawlas, George, Doherty, Walter, Baldwin, Lee, University of Central Florida
Abstract / Description: Increased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth.This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of...
Show moreIncreased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth.This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of adequate yearly progress (AYP) achieved, (b) grade levels served (middle school or high school) and (c) community served (urban or suburban). It is important to note that community served is not meant to indicate the socio-economic status of a school, but instead whether schools reside within census defined urban areas.It was found that there was a statistically significant difference in the ranking of principal strength of input based on the adequate yearly progress achievement of the school. There was also a statistically significant difference between the principals' ranking of both the strengths of communication and harmony based on grade level served and strengths of achiever and responsibility based on community served. While other strengths did not show statistically significant differences among various groups, their overall rankings are provided and discussed.
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Date Issued: 2012
Identifier: CFE0004335, ucf:49457
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004335

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: A CASE STUDY OF THE RELATIONSHIP BETWEEN PROFESSIONAL LEARNING COMMUNITY IMPLEMENTATION AND ADEQUATE YEARLY PROGRESS OF CENTRAL FLORIDA URBAN SCHOOLS.
Creator: Ellis, Amanda, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The focus of this research was to examine the professional learning of school instructional and administrative staff as they focused on the elements of becoming a professional learning community. Existing research examined the components and behaviors collectively or independently. This research describes the relational data between the critical elements of focus, the leader, teams, and individual teacher as related to student achievement. It was determined through the literature review and...
Show moreThe focus of this research was to examine the professional learning of school instructional and administrative staff as they focused on the elements of becoming a professional learning community. Existing research examined the components and behaviors collectively or independently. This research describes the relational data between the critical elements of focus, the leader, teams, and individual teacher as related to student achievement. It was determined through the literature review and results of this study that there were constructs of professional learning communities that were related to student achievement. In particular, a statistically significant relationship between proficiency in reading and teacher reflection was found. Additional behaviors of teachers and leaders were discussed in relation to increased student achievement. Suggested uses for the study included the consideration of practices by leaders in creating professional learning communities that support student achievement. An additional suggestion was the utilization of reflective practice and action research as means for increased student achievement.
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Date Issued: 2010
Identifier: CFE0003179, ucf:48619
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003179

Title: A SURVEY OF PROGRESSIVE AND AFFIRMATIVE EMPLOYEE DISCIPLINE SYSTEMS IN FLORIDA'S HOSPITALS.
Creator: Johnson, Mark, Fottler, Myron, University of Central Florida
Abstract / Description: Conflict between managers and employees is inevitable in any organization, whether public or private. Often, the source of the conflict is employee non-compliance. Managers are responsible for disciplining those employees whose performance or conduct is sub-standard or inappropriate. Therefore, the ability to effectively address employee non-compliance is an essential skill for all managers. Most employee discipline systems fall into one of three categories: traditional, progressive, and...
Show moreConflict between managers and employees is inevitable in any organization, whether public or private. Often, the source of the conflict is employee non-compliance. Managers are responsible for disciplining those employees whose performance or conduct is sub-standard or inappropriate. Therefore, the ability to effectively address employee non-compliance is an essential skill for all managers. Most employee discipline systems fall into one of three categories: traditional, progressive, and affirmative. Traditional systems were prevalent in the late-nineteenth and early twentieth centuries. An autocratic, demanding manager would mete out punishment to non-compliant employees both as an action against the employee and as a warning to other employees. Employees were often terminated for their first offense. With the advent of labor unionism and fair labor practices in the first half of the twentieth century, organizational leaders were required to develop more progressive employee discipline systems which protected employee "due process" and which allowed time and opportunity for improvement by the non-compliant employee. Progressive employee discipline systems are the most prevalent discipline systems in America's workforce today. These systems entail three or four steps, with each successive step usually resulting in more severe penalties for the same offense or more severe offenses. Progressive employee discipline allows the employee an opportunity to respond to non-compliance issues and to try to improve it to the extent required to maintain their position. A new employee discipline system, affirmative discipline, has gained adherents in the private sector primarily. Affirmative employee discipline systems do not use punishment to correct employee non-compliance but instead, ask managers to "coach" and "counsel" the non-compliant employee to better behavior and performance. Rehabilitating the employee's non-compliance is the primary goal of affirmative systems. The emphasis is not only upon the non-compliant employee, but on rehabilitating the "marriage" of non-compliant employee and direct supervisor. Little evidence exists to determine the extent to which progressive and affirmative employee discipline systems are being utilized in the modern organization. No evidence exists that indicates the prevalence of these systems in Florida's healthcare institutions. A survey-based analysis of the use of progressive and affirmative employee discipline systems in Florida's hospitals resulted in respondents indicating frequent utilization of formal progressive employee discipline systems. Designed in three or four steps, these progressive systems allow the employee to improve his/her behavior. Two common tools in progressive systems, the verbal warning and the performance counseling statement, are utilized frequently based upon those respondents surveyed. The use of affirmative employee discipline systems, on the other hand, is relatively rare. The use of written behavior contracts to elicit improved employee compliance is also quite rare. The vast majority of respondents appear to be unfamiliar with the use of written behavior contracts to elicit improved employee compliance.
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Date Issued: 2005
Identifier: CFE0000738, ucf:46580
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000738

Title: THE AMBIVALENCE OF SCIENCE FICTION: SCIENCE FICTION, NEO-IMPERIALISM, AND THE IDEOLOGY OF MODERNITY AS PROGRESS.
Creator: Hall, Graham, Campbell, James, University of Central Florida
Abstract / Description: This thesis sets out to examine the relationship between science fiction and its conditions of production, specifically interrogating the genre's articulations of the ideology of modernity as progress. Sf has been characterized variously as a characteristically useful critical engagement with the ideologies of its context and as wholly ideological at the level of form, relying on the authority of a scientific episteme in its "cognitive estrangements," while not obligated to operate within the...
Show moreThis thesis sets out to examine the relationship between science fiction and its conditions of production, specifically interrogating the genre's articulations of the ideology of modernity as progress. Sf has been characterized variously as a characteristically useful critical engagement with the ideologies of its context and as wholly ideological at the level of form, relying on the authority of a scientific episteme in its "cognitive estrangements," while not obligated to operate within the boundaries of this episteme. As such, the genre is unparalleled in its capacity to articulate ideologies under the guise of a putatively neutral science and reason. However, this same formal action places the genre in the unique position of being able to utilize the authority of a scientific episteme to re-evaluate the putative neutrality of that very scientific episteme. As a result, this study concludes that while the genre's reliance on the external authority of science in "cognitively" organizing its estrangements may make it particularly conducive to articulating ideological technoscience and the ideology of modernity as progress, the genre is characteristically ambivalent in this respect, both at the level of form and as a result of the incongruities between form and narrative. To support my thesis I engage a number of science fictional texts, focusing on Golden Age sf of the mid-20th century, while also branching out into explorations of a variety of 20th and 21st century sf texts, including texts from the pulp era, New Wave, cyberpunk, and post-singularity sf. I analyze within the effects of the conceptual mapping of society in terms of the natural sciences in sf, as well as the ambivalent presence of the robot as a megatextual motif, exploring the relationship of these to the ideology of modernity as progress and the post-scarcity fantasy of global mass consumption prosperity.
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Date Issued: 2013
Identifier: CFH0004471, ucf:45121
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004471

Title: Investigating changes in quiescence in oral and esophageal epithelium in response to injury.
Creator: Rothaus, Alexandra, Andl, Claudia, Chakrabarti, Ratna, Singla, Dinender, University of Central Florida
Abstract / Description: More than 570,000 new cases of esophageal cancer are estimated to be diagnosed annually worldwide. Risk factors include gender, age, tobacco use and dietary habits leading to tissue injury and ultimately cancer. While prognoses for other cancers have improved, the 5-year survival for patients with esophageal cancer is only 20%. During the repair process, cell proliferation is increased and is associated with inflammation. Slow-cycling lifetime residential stem cells, called quiescent cells,...
Show moreMore than 570,000 new cases of esophageal cancer are estimated to be diagnosed annually worldwide. Risk factors include gender, age, tobacco use and dietary habits leading to tissue injury and ultimately cancer. While prognoses for other cancers have improved, the 5-year survival for patients with esophageal cancer is only 20%. During the repair process, cell proliferation is increased and is associated with inflammation. Slow-cycling lifetime residential stem cells, called quiescent cells, facilitate repair but are thought to accumulate mutations during DNA replication eventually giving rise to cancer. We hypothesize that esophageal stem cells become activated upon injury and are regulated by Transforming Growth Factor beta 1 (TGF?1), a known regulator of cell proliferation and differentiation. We established an in vitro model of quiescence using normal esophageal epithelial (STR) and oral (OKF6) cells treated with recombinant human TGF?1. Flow cytometry showed increases in cells arrested in G1/G0 phase of the cell cycle in TGF?1 treated cells for both cell lines (STR p(<)0.01, OKF6 p(<)0.05). EdU (5-ethynyl-2'-deoxyuridine) positive recovery cells indicated quiescence in both cell lines (p(<)0.01). Analysis of TGF?1 regulation of putative stem cell markers via western blot and qRT-PCR showed increases in ITGB1, PDPN and K15 as well as XPC, and MeCP2 in treated cells. To apply our in vitro findings, we performed immunohistochemistry staining on tissue microarrays. Proliferation marker Ki67 increased in disease progression from normal to inflammation to hyperplasia (p(<)0.001) while TGF?1 target markers decrease. Our data indicate that the onset of cancer-associated inflammation correlates with the loss of TGF?1 mediated stemness markers and increased basal proliferation suggesting cancer is a stem cell disease.
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Date Issued: 2019
Identifier: CFE0007903, ucf:52754
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007903

Title: FLORIDA SCHOOL INDICATOR REPORT DATA AS PREDICTORS OF HIGH SCHOOL ADEQUATE YEARLY PROGRESS (AYP).
Creator: Carr, John, Bozeman, William, University of Central Florida
Abstract / Description: The focus of this research was to identify variables reported in the 2008-2009 Florida School Indicator Report (FSIR) that had a statistical impact, positive or negative, on the likelihood that a school would achieve Adequate Yearly Progress (AYP) in reading or mathematics using the logistic regression technique. This study analyzed four broad categories reported by the FSIR to include academic, school, student, and teacher characteristics. FSIR and AYP data was collected for 468 Florida high...
Show moreThe focus of this research was to identify variables reported in the 2008-2009 Florida School Indicator Report (FSIR) that had a statistical impact, positive or negative, on the likelihood that a school would achieve Adequate Yearly Progress (AYP) in reading or mathematics using the logistic regression technique. This study analyzed four broad categories reported by the FSIR to include academic, school, student, and teacher characteristics. FSIR and AYP data was collected for 468 Florida high schools that were categorized by the Florida Department of Education as presenting a comprehensive curriculum to grades 9-12 or grades 10-12. It was determined in this study that academic data associated with ACT results and the grade 11 FCAT Science were effective predictors of a school's academic health in reading and mathematics. Student absenteeism showed the greatest impact on a school obtaining AYP in reading while the percentage of students qualifying for free and disabled populations within a school showed the greatest impact on a school obtaining AYP in mathematics. Teachers teaching out of field were identified as having a negative influence on AYP in reading and mathematics while a teacher's experience was considered a positive influence on AYP in mathematics only. Further research is necessary to fully explore the use of logistic regression as a predictive tool at the state, school district, and school level.
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Date Issued: 2011
Identifier: CFE0003638, ucf:48848
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003638

Title: A comparison of eighth grade athletes and non-athletes: Academic achievement, time spent on homework, future educational goals, and socioeconomic status.
Creator: Shelby, John, Taylor, Rosemarye, Hahs-Vaughn, Debbie, Doherty, Walter, Ford, Robert, University of Central Florida
Abstract / Description: This study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what...
Show moreThis study examined the differences between eighth grade athletes and non-athletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status?4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status?Factorial ANOVA's were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the three-way interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes.There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students' mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased.
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Date Issued: 2011
Identifier: CFE0004166, ucf:49064
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004166

Title: Bluegrass, Blueprints, and Bildung: The Little Shepherd of Kingdom Come as an Appalachian Bildungsroman.
Creator: Shoemaker, Leona, Meehan, Kevin, Campbell, James, Jones, Donald, University of Central Florida
Abstract / Description: The Little Shepherd of Kingdom Come takes as its backdrop the American Civil War, as the author, John Fox, Jr., champions Kentucky's social development during the Progressive Era. Although often criticized for capitalizing on his propagation of regional stereotypes, I argue that the structure of The Little Shepherd of Kingdom Come is much more problematic than that. Recognizing the Bildungsroman as a vehicle for cultural and social critique in late-nineteenth and early-twentieth century...
Show moreThe Little Shepherd of Kingdom Come takes as its backdrop the American Civil War, as the author, John Fox, Jr., champions Kentucky's social development during the Progressive Era. Although often criticized for capitalizing on his propagation of regional stereotypes, I argue that the structure of The Little Shepherd of Kingdom Come is much more problematic than that. Recognizing the Bildungsroman as a vehicle for cultural and social critique in late-nineteenth and early-twentieth century writing, this project offers an in-depth literary analysis of John Fox, Jr.'s novel, The Little Shepherd of Kingdom Come, in which I contend the story itself is, in fact, an impassioned account of human progress that juxtaposes civilized Bluegrass society and the degraded culture of the southern mountaineer. Indicative of the Progressive Era scientific attitude toward social and cultural evolution, Fox creates a narrative that advances his theory of southern evolution in which southern mountaineers are directed away from their own culturally inferior notions of development and towards a sense of duty to adapt to the civility of Bluegrass culture.This study focuses briefly on defining the Bildungsroman as a genre, from its eighteenth-century German origins to its influence on the American literary tradition. Beginning with Goethe's Wilhelm Meisters Lehrjahre, the Bildungsroman, in its most traditional form, narrates the development of the protagonist's mind and character from childhood to adulthood. Focus will be placed on how the Bildungsroman engages with literature's ability to facilitate the relationship between an individual and social development, as well as how easily the Bildungsroman lends itself to being appropriated and reconfigured. This study will then demonstrate how The Little Shepherd of Kingdom Come, Fox's local-color narrative, in its focus on the growth of the protagonist, Chad, as an allegory of the development of an Appalachian identity during the Progressive Era, might usefully be understood as an Appalachian Bildungsroman. While Chad, ultimately acquires the polished savoir faire of a skilled Bluegrass gentleman, the tensions between the southern mountaineers and the Bluegrass bourgeois makes his socialization into any one culture impossible, a situation illustrative of the disparity between Appalachia and the rest of America during the Progressive Era. By adapting the Bildungsroman to represent this historical situation, Fox's novel demonstrates the kind of conflict that furthered Appalachian difference as point of contention for the problematic ideals of social and cultural evolution, thus, indicating the need for reconciling Appalachia's marginal position.
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Date Issued: 2015
Identifier: CFE0006002, ucf:51021
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006002

Title: The Relationship Between Reading Coaches' Utilization of Data Technology and Teacher Development.
Creator: Behrens, Cherie, Blair, Timothy, Taylor, Rosemarye, Kelley, Michelle, Cartwright, Vickie, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description: The use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence...
Show moreThe use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence their behavioral intentions, and what trends may emerge in their views about using technology data tools with teachers. A mixed methods approach was deployed via a survey embedded in an email, and data from 61 Florida reading coaches from elementary, middle, and high schools in a large urban school district were examined using an adaptation of the Technology Acceptance Model (TAM). The results showed that collectively all reading coaches have a high level of behavioral intentions towards using a data technology tool with teachers. The study also showed that elementary, middle, and high school reading coaches vary in their degree of behavioral intentions in using a data technology tool based on different variables. Trends in data showed that reading coaches think data technology tools are helpful, but that trainings are needed and that technology tools should be user-friendly. Discussion is provided regarding the implications of the study results for all stakeholders.
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Date Issued: 2012
Identifier: CFE0004357, ucf:49425
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004357

Title: A COMPARISON OF EIGHTH GRADE READING SCORES BY STATEAND BY THE FOUR CENSUS-DEFINED REGIONS IDENTIFIED BY NAEP.
Creator: Gordon II, William, Taylor, Rosemarye, University of Central Florida
Abstract / Description: This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and...
Show moreThis study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.
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Date Issued: 2009
Identifier: CFE0002536, ucf:52846
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002536

Title: THE RELATIONSHIP OF 10TH-GRADE DISTRICT PROGRESS MONITORING ASSESSMENT SCORES TO FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES IN READING AND MATHEMATICS FOR 2008-2009.
Creator: Underwood, Marilyn, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to...
Show moreThe focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of studentsÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚ÂƒÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚ÂƒÃƒÂ‚Ã‚Â‚ÃƒÂƒÃ‚Â‚ÃƒÂ‚Ã‚Â' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.
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Date Issued: 2010
Identifier: CFE0003214, ucf:48573
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003214

Title: Characterization of Anisotropic Mechanical Performance of As-Built Additively Manufactured Metals.
Creator: Siddiqui, Sanna, Gordon, Ali, Raghavan, Seetha, Bai, Yuanli, Sohn, Yongho, University of Central Florida
Abstract / Description: Additive manufacturing (AM) technologies use a 3D Computer Aided Design (CAD) model to develop a component through a deposition and fusion layer process, allowing for rapid design and geometric flexibility of metal components, for use in the aerospace, energy and biomedical industries. Challenges exist with additive manufacturing that limits its replacement of conventional manufacturing techniques, most especially a comprehensive understanding of the anisotropic behavior of these materials...
Show moreAdditive manufacturing (AM) technologies use a 3D Computer Aided Design (CAD) model to develop a component through a deposition and fusion layer process, allowing for rapid design and geometric flexibility of metal components, for use in the aerospace, energy and biomedical industries. Challenges exist with additive manufacturing that limits its replacement of conventional manufacturing techniques, most especially a comprehensive understanding of the anisotropic behavior of these materials and how it is reflected in observed tensile, torsional and fatigue mechanical responses. As such, there is a need to understand how the build orientation of as-built additively manufactured metals, affects mechanical performance (e.g. monotonic and cyclic behavior, cyclically hardening/softening behavior, plasticity effects on fatigue life etc.); and to use constitutive modeling to both support experimental findings, and provide approximations of expected behavior (e.g. failure surfaces, monotonic and cyclic response, correlations between tensile and fatigue properties), for orientations and experiments not tested, due to the expensive cost associated with AM. A comprehensive framework has been developed to characterize the anisotropic behavior of as-built additively manufactured metals (i.e. Stainless Steel GP1 (SS GP1), similar in chemical composition to Stainless Steel 17-4PH), through a series of mechanical testing, microscopic evaluation and constitutive modeling, which were used to identify a reduced specimen size for characterizing these materials. An analysis of the torsional response of additively manufactured Inconel 718 has been performed to assess the impact of build orientation and as-built conditions on the shearing behavior of this material. Experimental results from DMLS SS GP1 and AM Inconel 718 from literature were used to constitutively model the material responses of these additively manufactured metals. Overall, this framework has been designed to serve as standard, from which build orientation selection can be used to meet specific desired industry requirements.
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Date Issued: 2018
Identifier: CFE0007097, ucf:52883
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007097

Title: EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS.
Creator: Doran, James, Allen, Kay, University of Central Florida
Abstract / Description: The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8...
Show moreThe purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.
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Date Issued: 2004
Identifier: CFE0000245, ucf:46244
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000245

Adequate Yearly Progress (2)	+ -
NCLB (2)	+ -
adequate yearly progress (2)	+ -
professional development (2)	+ -
progress (2)	+ -

reading (2)	+ -
student achievement (2)	+ -
ADEQUATE YEARLY PROGRESS (1)	+ -
AOS schools (1)	+ -
AOS sponsored schools (1)	+ -
ASOS (1)	+ -
AYP (1)	+ -
Academic Achievement (1)	+ -
Alliance for Progress (1)	+ -
American Civil War (1)	+ -
Anisotropic (1)	+ -
Appalachia (1)	+ -
Appalachian literature (1)	+ -
Assessment (1)	+ -
Athletic participation (1)	+ -
Behavioral Intentions (1)	+ -
Build Orientation (1)	+ -
Chaboche (1)	+ -
Computer Based Intervention (1)	+ -
Constitutive Modeling (1)	+ -
Content Area Teachers (1)	+ -
Data Technology Tools (1)	+ -
Data-Driven Decision Making (1)	+ -
Differentiated Instruction (1)	+ -
Direct Metal Laser Sintering (1)	+ -

ETD Collection (16)	+ -
Honors Collection (1)	+ -
PRISM: Political & Rights Issues & Social Movements (1)	+ -

University of Central Florida (17)	+ -
Taylor, Rosemarye (6)	+ -
Bozeman, William (2)	+ -
Campbell, James (2)	+ -
Doherty, Walter (2)	+ -

Aguilar Monteverde, Alonso (1)	+ -
Allen, Kay (1)	+ -
Andl, Claudia (1)	+ -
Bai, Yuanli (1)	+ -
Baldwin, Lee (1)	+ -
Bassiouni, Mostafa (1)	+ -
Behrens, Cherie (1)	+ -
Berrio, Gabriel (1)	+ -
Blair, Timothy (1)	+ -
Bur, Marsha (1)	+ -
Carr, John (1)	+ -
Cartwright, Vickie (1)	+ -
Cash, Mason (1)	+ -
Chakrabarti, Ratna (1)	+ -
Dechev, Damian (1)	+ -
Doran, James (1)	+ -
Ellis, Amanda (1)	+ -
Flanigan, Jacquelyn (1)	+ -
Ford, Robert (1)	+ -
Fottler, Myron (1)	+ -
Gordon II, William (1)	+ -
Gordon, Ali (1)	+ -
Hahs-Vaughn, Debbie (1)	+ -
Hall, Graham (1)	+ -
Johnson, Mark (1)	+ -

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